**5. Reengineering in the administrative processes of ODL**

As canvasses above, reengineering in the administrative processes of ODL involves moving the operations of ODL institutions from the dictates of 20th century organization to the 21st century organization. The detailed examination of characteristics of 20th and 21th century's Distance Education Institutions in Africa becomes imperative here.

Distance education emerged in Nigeria, and most parts of Africa, as an educational opportunity embraced by knowledge-driven few who were driven by necessity. The history of distance education, especially in Nigeria dates back to the practice of correspondence education as a means of preparing candidates for the General Certificate in Education (GCE), a prerequisite for the London Matriculation Examination. This practice was described by Bell and Tight (1999) and Alan Tait (2003) thus:

…the University of London has been termed the first "Open University" because of this move, students all the world, but principally within the British Empire and its dominions, were soon looking for tutorial support to supplement the bare syllabus they received on registration wherever they lived.

The characteristics of distance education institutions at emergence in Arica in the 20th century are described in Table 1:


Table 1. Characteristics of the 20th Century Distance and Open Learning Institution in Africa.

This table provides 18 parameter descriptions of the characteristics of distance and opens learning institutions in Africa at emergence. The organization of distance and open learning institutions in the 20th-century is structured in a pyramidal form showing the rigid hierarchy of authority and responsibility which promotes dependency phenomenon. At the apex of the pyramid is the management team comprising policy planners and makers. This is

As canvasses above, reengineering in the administrative processes of ODL involves moving the operations of ODL institutions from the dictates of 20th century organization to the 21st century organization. The detailed examination of characteristics of 20th and 21th century's

Distance education emerged in Nigeria, and most parts of Africa, as an educational opportunity embraced by knowledge-driven few who were driven by necessity. The history of distance education, especially in Nigeria dates back to the practice of correspondence education as a means of preparing candidates for the General Certificate in Education (GCE), a prerequisite for the London Matriculation Examination. This practice was

…the University of London has been termed the first "Open University" because of this move, students all the world, but principally within the British Empire and its dominions, were soon looking for tutorial support to supplement the bare syllabus they

The characteristics of distance education institutions at emergence in Arica in the 20th

Table 1. Characteristics of the 20th Century Distance and Open Learning Institution in Africa.

This table provides 18 parameter descriptions of the characteristics of distance and opens learning institutions in Africa at emergence. The organization of distance and open learning institutions in the 20th-century is structured in a pyramidal form showing the rigid hierarchy of authority and responsibility which promotes dependency phenomenon. At the apex of the pyramid is the management team comprising policy planners and makers. This is

**5. Reengineering in the administrative processes of ODL** 

Distance Education Institutions in Africa becomes imperative here.

described by Bell and Tight (1999) and Alan Tait (2003) thus:

received on registration wherever they lived.

**Organization Pyramid Focus Internal Style Structured Source of strength Stability** 

**Reach Domestic Financials Quarterly Inventories Months Strategy Top down Leadership Dogmatic Workers Employees Job Expectations Security Motivation To compete Improvements Incremental Quality Affordable best** 

**Structure Self-sufficiency Resources Atoms-physical assets Operations Vertical integration Product Mass production** 

century are described in Table 1:

followed by the course designers, developers, and instructors. At the bottom of the pyramid are the distance learners who are completely or partially separated from the institution and the tutors. The learners, to a greater extent, depend on the institution and the tutors to achieve success in their learning. Thus, the focus of these institutions is largely internal. This is because the sophisticated multimedia technologies, which could have extended the focus, were practically minimal and largely limited to correspondence.

The 21st century open and distance learning institutions in Africa are expected to possess the characteristics of a knowledge driven economy. These characteristics are itemized and thoroughly discussed below:


Table 2. Expected Characteristics of the 21th Century Distance and Open Learning Institutions.

Table 2 equally provides 18 parameter descriptions of the expected characteristics of the 21st century open and distance learning institutions in Africa. The organization of distance and open learning institutions in the 21-century must be structured in a web or network which gives everyone in the institution, the ability to access a mind-boggling array of information instantaneously from anywhere. Therefore, the focus of 21st century ODL institution will no longer be internal but external. Similarly, the style of administration will no longer be structured but flexible with change as the source of strength of the institutions. The 21st century ODL institutions are expected to display interdependencies in their structure rather than that of self-sufficiency. The institutions resources will no longer be physical assets but information assets with virtual integration rather than vertical integration in their operations. The products of these institutions will no longer be mass production but mass customization while the institutional reach will be transformed from domestic to global. The financial structure of the institutions will no longer be quarterly but in real time. The monthly inventory has to change for the hour inventory. The strategy of such institutions

Re-Engineering Open and Distance Learning

participants in the learning process.

 Is realistically complex. Benefits from group effort.

an ongoing process.

from diverse sources' (Ertmer and Newby, 1993:63).

Holum, 1991; Honebein, Duffy, and Fishman, 1993, were:

 Requires students to make and test a prediction. Can be solved with inexpensive equipment.

Is seen as relevant and interesting by students.

Institutional Development for Knowledge Society in Africa 9

Jonassen, (1991) submitted that during the process of learning in constructivist approach, learners may conceive of the external reality somewhat differently, based on their unique set of experiences with the world and their beliefs about them. However, learners may discuss their understandings with others and thus develop shared understandings (Cognition and Technology Group, 1991). While different learners may arrive at different answers, it is not a matter of 'anything goes' (Spiro, R.J., Coulson, R.L., Feltovich, P.J. and Anderson, D. K. (1988); Spiro, R.J., Feltovich, P.J., Jacobson, M.J. and Coulson, R.L. (1991). Learners must be able to justify their position to establish its validity (Cognition and Technology Group, 1991). Even though the learners are central to the learning process, as emphasized by the Piagetian individualistic approach to constructivism, it is collaboration among learners that makes constructivism unique because it encourages the construction of a social context in which collaboration creates a sense of community, and that teachers and students are active

In terms of goal or stimulus for learning, it is the problematic situation (Dewey, 1938) or learners 'puzzlement' (Savery and Duffy, 1995) that serves as stimulus and organizer for learning. Hence, according to the constructivist perspective, learning is determined by the complex interplay among learners' existing knowledge, the social context, and the problem to be solved. Instruction, in the constructivist view, should be designed to provide learners with a collaborative situation in which they have both the means and the opportunity to construct 'new and situationally-specific understandings by assembling prior knowledge

The two major characteristics central to constructivist descriptions of the learning process, according to Brooks and Brooks, 1993; Cognition and Technology Group, 1993; Brown and

 Good Problems - Constructivist instruction asks learners to use their knowledge to solve problems that are meaningful and realistically complex. The problems provide the context for the learners to apply their knowledge and to take ownership of their learning. Good problems are required to stimulate the exploration and reflection necessary for knowledge

construction. According to Brooks and Brooks (1993), a good problem is one that:

 Collaboration - The constructivist approach supports that learners learn through interaction with others. Learners work together as peers, applying their combined knowledge to the solution of the problem. The dialogue that results from this combined effort provides learners with the opportunity to test and refine their understanding in

The role of the teacher during instruction, in constructivist view, is that instructional intervention should not only match, but also accelerate students' cognitive development. According to Copley (1972), constructivism requires a teacher who acts as a facilitator 'whose main function is to help students become active participants in their learning and make meaningful connections between prior knowledge, and the processes involved in learning'.

will have to change from top down to bottom-up; so also, the leadership pattern which must also change from dogmatic pattern to inspirational pattern. The job expectation of workers of the 21st century ODL institutions will have to change from that of security to personal growth; so also the philosophy of motivation of such institutions which should now be: to build rather than to compete. ODL institutions in a knowledge-based society must aim at revolutionary improvements rather than incremental improvements. Lastly, the philosophy of quality of ODL institutions of this age must be- no compromise and not affordable best has championed by the 20th century ODL institutions.
