Access to Quality Postgraduate Education through Distance Education in Ethiopia: The Case of Indira Gandhi National Open University

Melese Mekasha Woldeyes,M T Chika Sehoole

doi:10.5901/jesr.2015.v5n1p159

Melese Mekasha Woldeyes, M T Chika Sehoole

Open Access

https://doi.org/10.5901/jesr.2015.v5n1p159

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Abstract

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the Indira Gandhi National Open University (IGNOU) as a case study. It draws on the development of distance education and it further explores the potential of a distance education programme delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Three quality indicators, coherence, efficiency and the impact of distance education, were used as tools of analysis. DOI: 10.5901/jesr.2015.v5n1p159

Highlights

Over the years higher education in Ethiopia has faced a problem of under-development which found expression in the neglect of higher education by successive governments since the turn of the 20th century
Lifelong learning is a common trend worldwide. This mass demand for higher education is creating a great pressure on systems and institutions which are required to provide higher education of quality and relevance to the many students who are seeking to improve their lot in life by means of higher education
Given the constraints of resources that many governments face in meeting the demand for higher education, distance education is seen as an alternative mode of delivery in providing access to quality higher education

Summary

Introduction

Over the years higher education in Ethiopia has faced a problem of under-development which found expression in the neglect of higher education by successive governments since the turn of the 20th century. Lifelong learning is a common trend worldwide This mass demand for higher education is creating a great pressure on systems and institutions which are required to provide higher education of quality and relevance to the many students who are seeking to improve their lot in life by means of higher education. The Soviet-backed military junta, the “Derg’’, led by the Mengistu Haile Mariam regime which took over and ruled the country from 1974 to 1991, established four university colleges They were, in many ways, mainly dependent on Addis Ababa University which played a leading role in their establishment; their curriculum design and development; and their staff recruitment. Higher education in Ethiopia was neglected and, became underdeveloped It faces problems associated with the quality and relevance of programmes of studies and research, equity, resource constraints and an inefficient use of resources. After acknowledging the undeveloped status of higher education in the country, the present Ethiopian government introduced reforms in the system to enable higher institutions to contribute to the development of human resources needed for the social and economic development of the country

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