The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia

Melese Mekasha Woldeyes

doi:10.22158/csm.v2n2p67

Abstract

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program 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. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.

Highlights

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study
It is one of the leading educational institutions in Africa with a high number of postgraduate students compared to other private universities in Africa. 2.1 The Diagram of Higher Education Iron Triangle Theoretical framework will be developed through these key elements
We show that UNISA provides access to postgraduate distance education, further studies are needed to ascertain the coherence, efficiency and impact aspects of the quality

Summary

Introduction

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. Cost, quality, higher education, delivery mode, distance education, distance education generations, qualitative, school leadership, method, quality assurance, conventional education, student support services. A working definition can provide a useful frame of reference. Leithwood and Riehl (2003) on their part noted that, at the core of most www.scholink.org/ojs/index.php/csm

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Conclusion