Implementation of a secondary education programme through open and distance learning: a case of Dar es Salaam region

This study examined an implementation of an Open and Distance Learning (ODL) Secondary Education Programme so as to determine whether or not the programme is moving towards the intended objectives. The study focused on one among Regional Centers of the Institute of Adult Education (IAE) which has been given the responsibility to offer secondary education through Open and Distance Learning mode of delivery. The study adopted a qualitative approach and therefore, utilized qualitative methods (interviews, non participant observation and documentary review) to collect data. A qualitative approach was used due to the fact that it allowed the researcher to gather rich and descriptive data. The sample was selected from different categories composed of 50 respondents. The study has come out with a number of findings. One key finding is that the programme has enabled learners, this was a golden second chance after failing to access secondary education through the normal conventional system. Another key finding was based on the fact that learning for a secondary education through Open and Distance Learning was a new thing in Tanzania. Therefore, it posed some challenges for both learners and facilitators in their different roles. For example, the facilitators who were working on part-time basis were also teaching in normal conventional secondary schools and it was difficult for them to handle learners in this programme differently. Using instructional materials prepared by others, compelled them to be ‘learners’ as well, and they found this as a demanding obligation. On the other hand, the findings demonstrated that here were some challenges faced by managers. One of them was shortage of funds, which affected quality of support services to facilitate effective teaching and learning. The study calls for the government to provide adequate funds to the IAE so that it can provide secondary education to a larger segment of the population. It further recommends for the IAE to plan for in-house training for facilitators to make them more competent and conversant in teaching through this mode of delivery.