An assessment of learner support services in open and distance learning secondary school centres in dar es salaam region, tanzania

This study assessed learner support services in Open and Distance Learning (ODL) secondary school centres in Dar es Salaam region, Tanzania. The purpose was to determine the provision and access of learner support services to students who study through this mode of learning. The objectives of the study were to assess the kinds of learner support services that is provided to students in secondary education through ODL; to explore the students’ perceptions on the roles of learner supports services in their studies; to explore challenges facing students in accessing the support services in their studies as well as to find out ways of minimizing challenges in accessing provided support services. The study focused on ODL centres in Dar es Salaam region since there is mushrooming of centres which implement this programme. The study used qualitative approach guided a single case study design. Purposive sampling technique and snowball were used. The study involved 121 participants, including students, teachers, centre coordinators and IAE official. The findings indicate that learner support services are not adequately provided due to poor support systems and majority of teachers in this programme have no experience in ODL pedagogy, most of them are trained for conventional secondary education. Moreover, it noted some challenges in accessing the provided support services. The challenges include inadequate financial resources, limited time for teaching and learning, multiple roles, inadequate material resources, and language barrier. On the basis of these finding, the study suggests the government support is required to make ODL mode in secondary school system work. Such would ensure provision of learning resource and adequately trained teachers.