The aim of this study was to examine the role of distance education 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 distance education programme delivery system in Ethiopia on the postgraduate level. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. The study, specifically, focuses on the Master of Arts in Rural Development (MARD) programme offered by IGNOU in Addis Ababa, Ethiopia, in terms of the opportunities it provides for alternative access to postgraduate education. It also explores the quality and quality assurance strategies employed in distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. The structured interviews were conducted with MARD graduates and current students at IGNOU in 2012. Other semi-structured and structured interviews were conducted with the dean and department head, programme coordinator, tutors, the institution‘s top-level managers, the course and materials dispatching officer and administrator as well as with policy-makers at the Ministry of Education (MoE). Furthermore, interviews were conducted with higher education experts and other MoE senior officials in foreign relations and those involved in cross-border private higher institutions. Senior officials from the Higher Education Relevance and Quality Agency (HERQA) were also interviewed, such as the deputy director and senior officials who are responsible for quality audit and accreditation for both private and public higher education as well as the external quality auditors. A total sample size of thirty respondents participated in the study and the respondents were purposefully selected from diverse areas. The data gathered, using a qualitative method, was analysed. The selected relevant documents for the study were also thoroughly analysed and agreed with the interview findings. The study established that distance education has the potential to contribute significantly to the provision of higher education in Ethiopia. As the main findings of the study revealed, there is recognition of the MARD programme by the participants, especially the graduates in terms of the fulfilment of certain quality elements which is largely due to the promotion they received after the completion of the programme. The MoE participants indicated an acceptance of IGNOU in terms of it increasing access to higher education, even though it seems to be unrealistic to state that the quality of postgraduate distance education at IGNOU at this level is of the highest standard. Nevertheless, the quality indicators or elements at IGNOU regarding student support services and the quality of course materials and assessment methods are clear evidence that indicate that IGNOU is addressing the issues of quality enhancement and improvement. There are, however, a number of factors which can affect the realisation of the potential of distance education programmes in Ethiopia. These are considered in terms of the operations of international providers of postgraduate studies and their role in meeting the increasing demand for quality human resource development in the country. In view of the findings and provided that the necessary conditions are met, it is possible to provide postgraduate studies in distance education programmes in Ethiopia in an efficient and successful manner. This requires careful planning and the alignment of the policy framework with the conventional system of higher education. The study further reveals a range of strengths and weaknesses in the postgraduate level distance education programmes offered by international providers and by IGNOU, in particular. The main areas of emphasis include the national education policy and its implications for distance education development and the entire institutional and pedagogic system of the cross-border institution; the focus of which includes course material development; the provision of various student support services; as well as the integration of ICT and assessment and evaluation methods. In the light of the above factors the study also identifies some strategies that can be used to develop and increase the effectiveness of these programmes. A significant strategy identified in this study recommends the need to decentralise services into different regional administrative centres. There is, therefore, a need to have comprehensively stocked libraries and quality student support services at the regional centres with adequate facilities for distance students including services, such as ICT, access to reference materials and counselling. Frameworks for assuring quality in open and distance learning, identified by Latchem and Jung in Asian Open and Distance Learning universities (ODL) (2007) and Lockhart and Lacy (2002) and an Assessment model used in the United States‘ distance education context were adopted for the purpose of analysis in this study. Latchem and Jung (2007) examine the various quality assurance approaches employed in Asian Open and Distance Learning universities (ODL). They make suggestions on how to achieve a culture of quality in distance education which is relevant in the context of developing countries, such as Ethiopia. The following three quality indicators were used as tools of analysis: coherence, efficiency and the impact of distance education. These indicators are identified by Perraton (2000:199) and are drawn from the quality criteria specific to distance education. They were adopted as a framework that could be applied to quality distance education in responding to human resource development in Ethiopia. The study reveals that access to postgraduate studies in the conventional face-to-face system in Ethiopia is still a problem for some students and workers. Therefore, it is recommended that international postgraduate distance education providers should collaborate with local private and public contact higher education institutions in order to provide alternative access to higher education via the distance education mode. / Thesis (PhD)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / PhD / Unrestricted

This study is about the comparison of distance and conventional education programs at the University of Pretoria, South Africa. It is assessed in terms of access, delivery modes and output. The purpose is to investigate and to compare the impact of distance and conventional education on the performances of learners in a postgraduate degree program (B.Ed. (Hons) with specialization in Education Management, assessed in terms of access, delivery and output. It explored documents that were both at the macro (Government Policy documents) and macro (University’s / Faculty documents) with the aim of answering the main research question, with other identified sub-research questions that have been raised.: What is the comparison between the impact of distance and conventional education on the performances of learners in a postgraduate BEd (Hons) degree program with specialization in Education Management, when assessed in terms of access, delivery mode and output? A review of relevant literature exposed and compared the essence of both modes of delivery. Data were collected from identified key role players on the program, which included administrators, module coordinators, course presenters, and tutors, some of the students on the program, and some of those that had discontinued their studies with the university. These were done using one-on-one semi-structured and focus group interviews, telephone interviews and questionnaires in order to obtain qualitative and quantitative data. A sample of 127 distance education students, 45 conventional students, 6 module coordinators, 10 course presenters, 4 tutors, 4 administrators, 1 instructional designer and 10 students that had discontinued their studies participated in the investigation. The data collected were analysed through the use descriptive and inferential statistics, and tabulation for the quantitative data, while the computer assisted qualitative data analysis software [CAQDAS] (Atlas.ti) was employed for the analysis of the transcribed interviews. From the data obtained, it was confirmed that there is a myriad of possible factors that may be responsible for the divergences in the performances, throughput and output rates of enrolled students on the BEd (Hons) Education Management, Law and Policy at the University of Pretoria. It was further revealed that South Africa has identified distance education as a tool of redressing past inequalities in higher education, a process, which the university was involved in by starting relevant programs to this end. However, even though equal access is the focus of the country, but it appeared as if little is being said about financially supporting distance education as for instance, there was no financial assistance to distance education students on the program. Due to the incursion of the university into areas, where the impact of university education had not previously being felt, its choice of the mode of delivery was limited to the print, the first generation, which was expected to bring all students on the program at par since all would have access to it. However, despite the efforts made by the university, it was discovered that there existed some gaps between the qualities of the learning experiences, which students from both modes were exposed to. Examples of those identified were lack of designated counseling unit for distance education students, and inadequate number of administrative staff to meet the needs of the ever increasing number of distance education students. However, it appeared that there were no prominent discrepancies that could be found between the two modes, and one could assume that both modes were guided by a similar underpinning philosophy, which drove the ethos of the programs that impacted on the instructional design. It was also found that there were challenges faced by the academic staff involved in the program under investigation, who felt that there might be the need for the institution to demarcate between academe interested in distance education, and those that were not, and the need for the institution to review its stand on rewards and incentives systems for staff involved in distance education. It was believed by them that this would be the way out of the dearth of research presently facing the university on this delivery mode. The study suggests that quality issues especially in relation to an African setting should be looked into, since a large percentage of the students involved in the program were from the rural areas. Finally, the study identified various limitations, and made suggestions for further research, and recommendations for improvement and immediate action. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This study argues in favour of the distance education student as being a decision-maker and scrutinised his choice criteria against the `open' education background. In particular, the study investigated the relative contribution of influential decision factors, as identified by previous research, in the choice students made when they chose between print-based and on-line modalities. A quantitative study, drawing data from 233 participants in two modules at the University of South Africa, was employed. The study showed that influential decision factors were transferable to a choice between printed or on-line instructional content, but their effects were less significant. Differences pertaining to previous experience with their delivery mode were apparent between students who selected the print-based option and students who selected the on-line option. The results also confirmed that of other research that a significant relationship exists between self-concept and optimal decision-making and self-concept and social environment. / Education Studies / M. Ed. (Psychology of Education)

This study argues in favour of the distance education student as being a decision-maker and scrutinised his choice criteria against the `open' education background. In particular, the study investigated the relative contribution of influential decision factors, as identified by previous research, in the choice students made when they chose between print-based and on-line modalities. A quantitative study, drawing data from 233 participants in two modules at the University of South Africa, was employed. The study showed that influential decision factors were transferable to a choice between printed or on-line instructional content, but their effects were less significant. Differences pertaining to previous experience with their delivery mode were apparent between students who selected the print-based option and students who selected the on-line option. The results also confirmed that of other research that a significant relationship exists between self-concept and optimal decision-making and self-concept and social environment. / Education Studies / M. Ed. (Psychology of Education)

Instructional design is a science that has received little attention from residential universities and educational practices. Instructional design is regarded as a prerequisite for designing, delivering and optimising flexi-learning programmes and should be part of the curricularising processes of universities. There is furthermore an increasing awareness, both internationally and nationally, of the need for distance education. The paradigm shift towards more learner centred study, independent of time and place, necessitates the redesigning and development of learning material at tertiary institutions. This study applies the parameters of instructional design and distance teaching to the field of hearing aid acoustics. The stages utilised in the instructional design of a distance teaching program for hearing aid acousticians were the following: planning through an analysis of the situation, design and development of the program, implementing the postgraduate Diploma in Hearing Aid Acoustics and the utilisation and management of the program through continuous assessment of the program. In the planning phase an analysis of the situation was conducted by means of questionnaires to the major role players, viz. hearing aid dispensers in practice and their adult and geriatric clients with a hearing loss. A total of 144 respondents were included in the study. In the planning document the expected outcomes and main traits of the potential learners were identified. The best system for the delivery of the program was also selected. The results of the analysis phase were used to develop and implement a two year post-graduate distance teaching diploma in hearing aid acoustics. A major challenge was to effectively facilitate the practical skills required of hearing aid acousticians within a distance teaching program. Selected contact periods are therefore used for practising practical skills. In the final phase of instructional design, the program was evaluated. It was indicated that instructional design is indeed a prerequisite for specifying conditions for learning, based on sound teaching principles. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

La logistique urbaine, et celle du dernier kilomètre notamment, est un sujet de préoccupation majeure pour les villes d’aujourd’hui. Pour répondre à cette préoccupation, nous avons établi dans le chapitre introductif un historique de la problématique de la logistique urbaine pour mieux comprendre son développement au fil des années, permettant ainsi de déduire qu’il est fondamental d’étudier la globalité de la chaîne de distribution dans ce travail de thèse pour mieux résoudre la problématique de la logistique urbaine. En revanche, nous étions confrontés à un sujet redoutable par sa complexité et l’absence de données complètes et fiables. De plus, nous assistons dans les dernières années, à une multiplication des schémas logistiques que ce soit pour la livraison des magasins à partir des entrepôts des fournisseurs ou pour l’approvisionnement des clients à partir des surfaces de vente.De ce fait, nous avons fixé comme objectif d’identifier toutes les organisations logistiques existantes et émergentes en France et ailleurs (deux séjours d’un an en Angleterre et en Suisse). Pour ce faire, nous avons déterminé dans le deuxième chapitre les paramètres de différenciation des modes d’organisation en amont (de l’entrepôt du fournisseur à la surface de vente) et en aval de la chaîne (de la surface de vente au domicile du client). Or il n’existe pas aujourd’hui de bilan économique et environnemental complet permettant d’arbitrer entre différentes formes de distribution classiques et à distance en tenant compte des particularités des familles des produits (non alimentaires, secs, frais, surgelés) et de la diversité de leurs modes de livraison.Face à ces contraintes de taille, nous avons eu recours aux enquêtes de terrain dans ce travail de recherche, qui ont été l’occasion de nouer de très nombreux contacts avec les acteurs de la grande distribution, permettant ainsi de recueillir des données techniques et économiques de première main et inédites jusqu’ici. En plus de la résolution du verrou empirique dans le troisième chapitre, ce travail de thèse a permis également de lever des verrous méthodologiques relatifs à la reconstitution et à l’évaluation des coûts et des émissions logistiques (pour les entrepôts de stockage et les plateformes de transit en amont ; et pour les surfaces de vente et les plateforme de mutualisation en aval) et des coûts et des émissions des véhicules de transport (des articulés et des porteurs en amont ; et des VUL, voitures particulières, transports publics, deux roues, et marche à pied en aval). Enfin, ce travail de thèse a permis d’aboutir à la construction d’une base de données et la mise au point d’un outil d’aide à la décision permettant ainsi de déduire, dans le quatrième chapitre, les bilans économique et environnemental de la globalité de la chaîne depuis l’entrepôt du fournisseur jusqu’au domicile du ménage. Cet outil devrait se révéler très utile pour les politiques publiques, les stratégies futures des grands distributeurs et leurs prestataires logistiques afin de privilégier les modes d’organisation économes et durables, et même pour le client final afin d’estimer les coûts et les émissions de ses actes d’achat dans les différentes alternatives de vente classique et à distance. / Urban logistics and the last mile in particular, is a major concern for cities today. To address this concern, we have established in the introductory chapter a history of the problem of urban logistics. This allows a better understanding of its development over the years, and deducing that it’s essential to study the supply chain in its entirety to better solve the problem of urban logistics. However, we were faced with a daunting task: the lack of comprehensive and reliable data. In addition, there has been a multiplication of distribution channels in recent years. This includes the delivery from warehouses to stores and further to households from the retail space.Therefore, we intended to identify all existing and emerging logistics organizations in France and beyond (one year exchange stay in England and Switzerland for research purposes). To do this, we established in the second chapter certain parameters that differentiate the logistics modes of various organizations upstream (from manufacturers to retail stores) and downstream (from retail stores to households). Unfortunately, there does not exist any economic and environmental assessment to settle between different forms of traditional and modern electronic distribution, by taking into account the various characteristics of different products families (non-food, dry, fresh, frozen) and the diversity of their delivery modes.Faced with constraints of such size, we conducted surveys with different actors of distribution channels, which provided the opportunity to make contacts, thus collect firsthand and so far unpublished technical and economic data. In addition to the resolution of empirical inadequacy in the third chapter, this research also helped to develop a methodological approach related to the reconstruction and evaluation of logistics costs and emissions (in warehouses, transit platforms, retail stores and shared platforms) and also the costs and emissions of vehicles (trucks, delivery van, cars, public transport, bikes, motorbikes and walking).Finally, this research has lead to the construction of a database and the development of a decision support tool to infer, in the fourth chapter, the economic and environmental appraisal of the entire supply chain from the supplier's warehouse to the final customer. This tool can be useful for public policy, future strategies of retailers and Third-Party Logistics providers to focus on efficient and sustainable modes of organization, and even it will benefit the customer to estimate the costs and emissions of its acts of purchase in classic and e-grocery shopping.