Critical assessment of the Lesotho minimum accreditation standards for Open and Distance Learning (ODL)

Abstract

ABSTRACT In 2021 Lesotho adopted a quality assurance framework for Open and Distance Learning (ODL) for higher education sector. Globally, governments use quality assurance frameworks as strategies to address productivity, efficiency and effectiveness within the higher education sector. By adopting ODL discourses, this paper critically assessed the adequacy of the Lesotho Minimum Accreditation Standards for Open and Distance Learning framework in responding to the needs of students within the sector. From the findings it emerged that the framework used largely strategic indicators as aspects of quality failing to apply pointers that reflect authentic learning. It has been argued that the strategic indicators do not necessarily address the issues of learning. Furthermore, the framework failed to address central issues in ODL. Couched in general and discreet terms, the framework ran short of addressing issues of quality within the contexts of ODL. While it is generally acknowledged that quality assurance models have taken centre stage globally, it is important that such a framework should be responsive to the educational milieu of the country and, in particular, to the nature of ODL. The paper recommended that the quality assurance framework for ODL should identify the essences of ODL and develop key components to inform implementation thereof.