**5. Makerere University external programme**

ODL programmes at Makerere University have been packaged in a programme known as the Makerere University External Programme. As has already been indicated above, the origin of the External Programme is traced from 1991 when the University launched its two distance learning programmes, namely: Bachelor of Education (External) or B.Ed for short and Bachelor of Commerce (External) or B.Cox for short. According to Aguti (2009, p.219), the objectives for establishing the External Programme were to:


given in *Sections 9* and *10* respectively. In *Section 11*, the ODL student support system at Makerere University is elucidated while in *Section 12*, the strengths inherent in the Department of Open and Distance Learning (DODL) are provided. *Section 13* provides the unexploited treasures of running ODL programmes. Recommendations and conclusions

Distance learning refers to a mode of study where a learner may complete all or part of an educational programme in a geographical location apart from the institution hosting the programme (Keegan, 1990). The final award given is equivalent in standard and content to

On-campus based learning refers to the traditional way of learning where learners attend full-time studies at the university. These learners are not separated at all in time and space from their institutions and lecturers offering them the tuition. At Makerere University, such programmes of study are also called 'internal' programmes. Makerere University used to offer only internal programmes until 1991 when distance learning programmes were introduced. About 80% of the student population at Makerere University is made up of internal learners. Thus the majority of processes, operations and policies are tuned towards the internal mode of study. Likewise academic, administrative and support staff's mindsets

The introduction of distance learning programmes at Makerere University in 1991 turned Makerere into a dual mode university. Dual mode universities are universities which offer programmes of study either as distance or internal learning programmes or both. Usually, the curriculum for a programme being offered in both modes is the same. However, the duration for completing the programme may be a little bit longer on the external programme than on the internal programme. The same quality assurance measures are

ODL programmes at Makerere University have been packaged in a programme known as the Makerere University External Programme. As has already been indicated above, the origin of the External Programme is traced from 1991 when the University launched its two distance learning programmes, namely: Bachelor of Education (External) or B.Ed for short and Bachelor of Commerce (External) or B.Cox for short. According to Aguti (2009, p.219),

c. Extend use of University resources to eligible and interested people who could not

a. Increase University intake in some courses which meet urgent national needs;

pursue full-time courses and programmes at the University campus.

and future work are outlined in *Sections 14* and *15* respectively.

an award programme completed on campus.

are skewed towards internal mode of study.

**5. Makerere University external programme** 

the objectives for establishing the External Programme were to:

**4. Dual mode universities** 

meted out on both programmes.

b. Extend universal education; and

**3. On-campus based learning** 

**2. Distance learning** 

By 1992, 246 students had been registered on the two pioneering distance learning programmes. By 2001, Makerere University realized the objectives of the External Programme as two more programmes were bankrolled on the External Programme. These were the Commonwealth Diploma in Youth in Development Work programme or CYP for short, and Bachelor of Science (External) or BSc. for short. In that year, the overall student enrollment on all the four distance learning programmes grew to about 8,000 students. The Department received substantial funding from the central administration and student support was at its best. The Department also received a grant from the Carnegie Corporation of New York and the World Bank through the I@Mak.Com Project to facilitate materials production and setup regional learning centers fully equipped with ICTs. ICT enabled learning centers were setup in Fort Portal, Jinja, Mbale, Lira and Kampala. Support and administrative staff were also recruited at these learning centers. At that time the Department blossomed with decentralized student support services such as tutorials at learning centers, submission of assignments at learning centers, constant physical and nonphysical outreach to students, materials production, materials distribution at learning centers and other designated places and effective student counseling and feedback. These support services offered flexible study opportunities to persons who would otherwise not be able to attend a fulltime education at the Makerere University main campus.

The flamboyant student support situation outlined above was however short lived. Over the years, the University started releasing less funds to the Department. As if that was not enough, in 2007 the University introduced a policy of reducing student numbers each year by 10%. Though ODL programmes thrive well under circumstances of great student numbers as is espoused by Keegan (1990), ODL programmes were not spared from this killer policy. By August 2010, the number of places on all external programmes in all the years of study had reduced from over 8,000 to 6,350. Of these, B.Cox was allocated 3,000 places, B.Ed – 2,000 places, BSc. – 750 places and CYP – 600 places.

The reduction in student numbers caused a reduction in funding and therefore a fall in student support services. By December 31, 2010, only 2,988 students (47%) had registered for examinations out of the allotted 6,350 places which imply that the Department was operating below allotted capacity. In the last quarter of the 2010/11 academic year, the funding situation slightly improved because the new leadership in the University had stayed the policy of reducing student numbers. This led to a slight improvement in student support services, mainly in the area of proactive communication to students. As a result, there was a slight increase in the number of students who registered for the May/June 2011 examinations to 3,373 students. This increase shows that increased funding leads to increased proactive student support services which in turn leads to increased student retention levels. Proactive student support services characterise true ODL.

According to Otto and Writson (2005), the characteristics of a true external programme include:


Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 37

In their evaluation report of the Makerere University External Programme, Otto & Wrightson (2005) attributed the limited understanding of the operations of the DODL to, among other things, lack of a policy and strategy for distance education at Makerere University. Therefore in 2006, the Carnegie Corporation of New York provided funds to develop a policy and strategic framework for Distance Education at Makerere University (Makerere University, 2006). The policy, whose drafting was completed in 2006, was only discussed and passed by Senate in July 2011. At the time of filing this Chapter, it had not yet been discussed and assented to by the University Council - the University's top governing

Lack of a policy for ODL means that ODL at Makerere University is operated under a very fluid situation, to the detriment of effective student support services. This has led to high attrition levels and low demand for some distance learning programmes yet World over, universities are turning to distance learning programmes to increase access to flexible education and improve on their resource envelopes. This golden opportunity inherent in ODL programmes is acknowledged by some educationalists. In an informal conversation with the coordinator of the distance learning unit at the University of Nairobi, it was revealed that open and distance learning at that university is treated as the goose that lays

"I usually receive special status whenever I visit my vice chancellor's office. My vice chancellor has realized that open and distance learning can sustain a dual mode university if well nurtured. My VC gives me immediate attention whenever I present

Within Uganda, some education planners see the value of ODL. An education planner from the Ministry of Education and Sports said, "… If I were a top manager at Makerere University, I would have argued for the creation of a College of External Studies to strengthen the outreach arm of the University and improve the financial status of the University". ODL activities are conscripted at a departmental level with no direct representation to major decision making organs of the University. At this low level,

As has already been detailed, Makerere University is a dual mode University (Aguti & Fraser, 2006; Muyinda *et al*., 2009). The DODL is mandated to manage all External programmes in the University. The Vision and Mission of the Department is, to offer a variety of relevant educational programmes of adults using a flexible approach that fully enhances access to open and lifelong education, particularly to those who would be unable to attend higher level education on fulltime basis. The Department runs open and distance learning programme on a collaborative arrangement with other units within the University offering similar programmes in the internal mode. In Makerere University, these partner

As has already been pointed out, four distance learning programmes are on offer, namely: - B.Cox, B.Ed, BSc. and CYP. The B.Cox programme is offered in collaboration with the College of Business and Management Sciences. The BSc. programme is offered in collaboration with the College of Natural Sciences. The B.Ed programme is offered in

organ.

the golden egg. The coordinator said,

any request for facilitating the operations of my unit."

advocacy for ODL at Makerere University is curtailed.

**6. Organization of ODL at Makerere University** 

units are commonly referred to as Collaborating Units.


Whereas the above characteristics should rein in any true ODL dispensation, Otto and Writson (2005) found that Makerere University's external programme was characterized by:


The aspects characterizing the external programme at Makerere University have not in any way helped in fostering the development and growth of ODL at Makerere. An evaluation of the Makerere University External Programme conducted in 2005, with support from the Carnegie Corporation of New York, attributed the challenges facing ODL at Makerere University to the limited awareness by would be key stakeholders in the University, on the modus operandi of ODL (Otto & Wrightson, 2005). Five years down the road, the limited understanding of the modus operandi of ODL activities at Makerere University has not shown any signs of improvement! In a letter responding to an application by the Coordinator of the BSc. programme for a scholarship for his MSc. in Zoology studies, the Human Resources Development Committee of Makerere University stated:

"The HRD Committee wonders how Zoology will be applied in the Department of Distance Education and unanimously decided that the scholarship not be granted. So we advise you to try other sources of funding"

(Makerere University, 2010a)1

The Human Resources Development Committee is composed of a number of top level managers in the University. For this Committee to have made the resolution in the above quote, indicates lack of understanding of the modus operandi of the DODL by many top level managers in Makerere University. The staff in question was not granted a scholarship even after making an appeal that he was the Coordinator of the BSc. programme where Zoology is taught as one of the disciplines.

At Makerere University, distance education is not offered as a discipline, but is used as a mode of study. It is an alternative mode of study to the on-campus mode. The staff in the DODL are drawn from varied disciplines and professions because of the multi-disciplinary nature of the Department. On the B.Cox and BSc. programmes, there are staff with business and science related qualifications. On the B.Ed programme, there are staff with science and education qualifications. On CYP, we have staff with social sciences qualifications. If the Department developed a programme in Bachelor of Laws (External), it would be imperative to have staff with a law qualification. This and many other basic facts are yet to be internalized by some University managers because their mindsets are tuned to on-campus mode of study.

<sup>1</sup> Cited with permission from the Coordinator BSc. Programme

Whereas the above characteristics should rein in any true ODL dispensation, Otto and Writson (2005) found that Makerere University's external programme was characterized by:

The aspects characterizing the external programme at Makerere University have not in any way helped in fostering the development and growth of ODL at Makerere. An evaluation of the Makerere University External Programme conducted in 2005, with support from the Carnegie Corporation of New York, attributed the challenges facing ODL at Makerere University to the limited awareness by would be key stakeholders in the University, on the modus operandi of ODL (Otto & Wrightson, 2005). Five years down the road, the limited understanding of the modus operandi of ODL activities at Makerere University has not shown any signs of improvement! In a letter responding to an application by the Coordinator of the BSc. programme for a scholarship for his MSc. in Zoology studies, the

"The HRD Committee wonders how Zoology will be applied in the Department of Distance Education and unanimously decided that the scholarship not be granted. So

The Human Resources Development Committee is composed of a number of top level managers in the University. For this Committee to have made the resolution in the above quote, indicates lack of understanding of the modus operandi of the DODL by many top level managers in Makerere University. The staff in question was not granted a scholarship even after making an appeal that he was the Coordinator of the BSc. programme where

At Makerere University, distance education is not offered as a discipline, but is used as a mode of study. It is an alternative mode of study to the on-campus mode. The staff in the DODL are drawn from varied disciplines and professions because of the multi-disciplinary nature of the Department. On the B.Cox and BSc. programmes, there are staff with business and science related qualifications. On the B.Ed programme, there are staff with science and education qualifications. On CYP, we have staff with social sciences qualifications. If the Department developed a programme in Bachelor of Laws (External), it would be imperative to have staff with a law qualification. This and many other basic facts are yet to be internalized by some

University managers because their mindsets are tuned to on-campus mode of study.

f. Little or no use of learning groups, depending on one's location

f. Large dependency on-campus based residential (face-to-face) sessions

Human Resources Development Committee of Makerere University stated:

e. Use of ICTs for student support

b. Limited supply or lack of self-study materials

d. Infrequent two way communication with students

we advise you to try other sources of funding"

1 Cited with permission from the Coordinator BSc. Programme

(Makerere University, 2010a)1

Zoology is taught as one of the disciplines.

c. Inadequate student support services

e. Limited use of ICTs in their offering

g. Poor and inappropriate infrastructure

g. Large student numbers

a. Inadequate funding

In their evaluation report of the Makerere University External Programme, Otto & Wrightson (2005) attributed the limited understanding of the operations of the DODL to, among other things, lack of a policy and strategy for distance education at Makerere University. Therefore in 2006, the Carnegie Corporation of New York provided funds to develop a policy and strategic framework for Distance Education at Makerere University (Makerere University, 2006). The policy, whose drafting was completed in 2006, was only discussed and passed by Senate in July 2011. At the time of filing this Chapter, it had not yet been discussed and assented to by the University Council - the University's top governing organ.

Lack of a policy for ODL means that ODL at Makerere University is operated under a very fluid situation, to the detriment of effective student support services. This has led to high attrition levels and low demand for some distance learning programmes yet World over, universities are turning to distance learning programmes to increase access to flexible education and improve on their resource envelopes. This golden opportunity inherent in ODL programmes is acknowledged by some educationalists. In an informal conversation with the coordinator of the distance learning unit at the University of Nairobi, it was revealed that open and distance learning at that university is treated as the goose that lays the golden egg. The coordinator said,

"I usually receive special status whenever I visit my vice chancellor's office. My vice chancellor has realized that open and distance learning can sustain a dual mode university if well nurtured. My VC gives me immediate attention whenever I present any request for facilitating the operations of my unit."

Within Uganda, some education planners see the value of ODL. An education planner from the Ministry of Education and Sports said, "… If I were a top manager at Makerere University, I would have argued for the creation of a College of External Studies to strengthen the outreach arm of the University and improve the financial status of the University". ODL activities are conscripted at a departmental level with no direct representation to major decision making organs of the University. At this low level, advocacy for ODL at Makerere University is curtailed.
