**7. Demand for and attrition on ODL programmes**

In the *Tables 1* to *4* below admission quotas allocated to different distance learning programmes per year of study and those that were actually admitted and registered are given with a view of determining the demand for and attrition on ODL programmes at Makerere University.


*Source: Academic Registrar's Office* 

38 International Perspectives of Distance Learning in Higher Education

collaboration with the School of Education. The CYP programme is offered in collaboration

The DODL formerly known as the Department of Distance Education (DDE) is responsible for organizing, coordinating, managing and supervising all ODL programmes in the entire University. The DODL is under the School of Distance and Lifelong Learning (SoDLL) which is in the College of Education and External Studies (CEES). Specifically, the DODL is

b. Managing the delivery of programmes offered by Makerere using the open distance

e. Co-ordinating the development, production and distribution of quality ODeL study

f. Co-ordinating the evaluation of ODeL programmes on a regular basis and

g. Forging links and partnerships with organizations involved in ODeL delivery practice.

i. Easing feedback on students' academic records by having registrars dedicated to the

l. Marketing Makerere University ODeL expertise and study materials to various

n. Co-ordinating and facilitating the continuing capacity-building for ODeL managers,

o. Managing its staff, infrastructure and resources in order to carry out all roles, through

p. Undertaking appropriate planning of both short- and longer-term, strategic dimensions

q. Initiating policies and regulations for the usage of Makerere University ODeL study materials and resources by third parties, in conformity with institutional and national

The roles identified above show that a unit responsible for managing, coordinating and supervising ODL programmes has unique duties that require a unique mandate. Such a unit

c. Initiating the design and development of ODeL programmes in Collaborating Units.

a. Training staff from the DODL and Collaborating Units in ODL pedagogy.

d. Co-ordinating the design and development of ODeL academic programmes.

h. Developing and promoting the use of ICTs in ODeL programmes.

k. Carrying out advocacy in ODeL at institutional and national level.

m. Initiating market research for demanded ODeL programmes.

j. Managing all administrative records of ODeL students.

processing and management of ODeL students' academic records.

for ODeL programmes, in collaboration with Collaborating Units.

c. Identifying and seconding writers and reviewers of the study materials.

with the College of Humanities and Social Sciences.

and eLearning (ODeL) mode.

disseminating findings there from.

administrators, and practitioners.

the development of effective systems.

The Collaborating Units are responsible for;

f. Setting and marking examinations.

a. Developing and implementing of the curricula.

e. Carrying out progressive assessment of students.

g. Presenting results to the University Senate. h. Any other academic duties required of her.

b. Identifying academic staff to teach on the various courses.

d. Vetting and/or recommending study materials for purchase.

responsible for;

materials.

stakeholders.

laws.

Table 1. Enrollment on the Four Year B.Cox Programme.

As at 31st December, 2010, the average attrition rate on the B.Cox programme was 29%. As is expected, attrition rate increased from Year 1 to Year 3 cohorts but declined in Year 4. The decline in attrition rate in Year 4 is attributed to the blanked amnesty given by the Academic Registrar to all students from 2004/05 academic year and below who had not completed their studies to come back and complete them before 31st December, 2010 (Makerere University, 2010b). This good gesture from the Academic Registrar, cements the need for flexibility in administering ODL programmes. Flexibility in the running of ODL programmes increases throughput.

*Table 1* further shows that the B.Cox programme is on high demand. On average, there was a demand of 101% of the allotted number of places. This implies that the number of students admitted on the B.Cox programme, in some academic years, exceeded the number of vacancies allotted to the programme. This vote of confidence demonstrates the high quality of the B.Cox programme. It calls for strengthening of the existing student support services on the programme. This also shows that the programme is well popularized in Uganda and beyond as it even attracts foreign students. This impressive picture is not replicated on the B.Ed programme as is shown in *Table 2* below.

As at 31st December 2010, the average attrition rates for the B.Ed programme was 43%. The attrition rate for Year 1 and 2 remained constant at 41% and increased to 47% in Year 3. This

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 41

*Table 3* above shows that there has been declining demand for the BSc. programme since 2007/08 academic year to date. In 2008/09 Academic Year, tuition fees for the BSc. programme were increased from UGX 700,000 (USD 250) to UGX 900,000 (USD 321). This increase may have led to the increased attrition and low demand for the programme. The increasing attrition plus the declining demand on the BSc. programme forced the University to stay the commencement of 39 students who had been admitted on the programme in 2010/2011 Academic Year. Prior to the decision to stay the commencement of the 39 admitted students, only seven students had already registered resulting in an attrition of 82%. The commencement of the 39 admitted students was stayed until the 2011/12 academic year when more students were admitted so as to get a break even

Among all external programmes, the BSc. programme has the second highest average attrition rate of 57% and the lowest average demand of 45%. Its attrition rate is only second to that of the CYP programme which is at an average of 79% (see *Table 4* below). No exhaustive research has been carried out on the causal factor for the high attrition on and low demand for the BSc. programme but preliminary investigations have shown as

a. The BSc. programme is not popularized among target audience hence the need for

b. Just like any other distance learning programme, the BSc. programme has been affected by the poor student support system occasioned by the prevalent financial constraints. This has had a negative effect on the programme as currently enrolled students discourage would be applicant from joining the programme due to the poor support

As is already mentioned above, attrition rate is worst on the CYP programme (see *Table 4*

2010/2011 300 204 52 75 68 2009/2010 300 338 55 84 113 **Total CYP 107 Avg = 79 Avg = 90** 

Whereas the demand for the CYP programme stands highest at 90% of allotted places (*Table 4* above), attrition rate on this programme is highest at an average of 79%. This state of affairs can be explained by the low entry requirement for diploma programmes at Makerere University. Students with good 'A' Level grades place the CYP programme as their first choice programme when applying for entry into Makerere University. With their good grades, they are automatically admitted onto the CYP programme and as soon as they set foot into the University, they apply for change of programmes to programmes such as social sciences, social works and social administration, law, and others. Because they have good

**Admitted Registered as of 31st** 

**December 2010**

**Attrition (%age)**  **Demand (%age)** 

c. The catchment for students who wish to offer BSc. programmes is small.

massive advertisement of the programme.

student number.

they receive.

**Year/Cohort Allocated** 

*Source: Academic Registrar's Office* 

**Admission Quota**

Table 4. Enrollment on the Two Year CYP Programme.

follows:

below).


*Source: Academic Registrar's Office* 

Table 2. Enrollment on the Three Year B.Ed Programme

high attrition rate has been attributed to increase in tuition fees from UGX 400,000 (USD 143) to UGX 800,000 (USD 286) per year, starting with the 2009/2010 Academic Year. This fees increase also provides the reason for the low demand (31%) for the B.Ed programme in the 2010/2011 Academic Year. It is also said that the target clientele for the B.Ed programme is fast dwindling following competition from other universities offering similar distance learning programme.

Whereas the increase in fees was made with the view of availing resources for developing study materials, little gains have been realized in this arena especially on the B.Cox programme. This was mainly due to failure by the Department to realize the full release of funds to it from the central administration for materials production. Furthermore, financial constraints negatively affected the student support system, in that key activities in distance education such as student support at study centers, tutors' training workshops, etc. were long shelved.

Overall however, the B.Ed programme is reasonably demanded at an average of 66% of the allotted vacancies. This percentage could be increased if effective student support services were provided to enrolled students and wide publicity of the programme made within and outside Uganda.

The alumni of the B.Ed programme who number over 7,000 since 1991 have long demanded for the introduction of a Master of Education (External) programme. Plans are under way to develop B.A and BSc. Education programmes to run concurrently with B.Ed on the external programme so as to cater for fresh 'A' Level leavers who wish to have a Makerere University degree but cannot afford full time courses and fees attached. The B.Ed programme admits only holders of Grade IV Teacher Education diploma certificates. The demand and attrition on the BSc. programme is not any better as is shown in *Table 3* below.


*Source: Academic Registrar's Office* 

Table 3. Enrollment on the Four Year BSc. Programme.

Yr 1 (2010/2011) 1,000 309 181 41 31 Yr 2 (2009/2010) 500 438 257 41 88 Yr 3 (2008/2009) 500 390 207 47 78 **Total B. Ed 645 Avg = 43 Avg = 66**

high attrition rate has been attributed to increase in tuition fees from UGX 400,000 (USD 143) to UGX 800,000 (USD 286) per year, starting with the 2009/2010 Academic Year. This fees increase also provides the reason for the low demand (31%) for the B.Ed programme in the 2010/2011 Academic Year. It is also said that the target clientele for the B.Ed programme is fast dwindling following competition from other universities offering similar distance

Whereas the increase in fees was made with the view of availing resources for developing study materials, little gains have been realized in this arena especially on the B.Cox programme. This was mainly due to failure by the Department to realize the full release of funds to it from the central administration for materials production. Furthermore, financial constraints negatively affected the student support system, in that key activities in distance education such as student support at study centers, tutors' training workshops, etc. were

Overall however, the B.Ed programme is reasonably demanded at an average of 66% of the allotted vacancies. This percentage could be increased if effective student support services were provided to enrolled students and wide publicity of the programme made within and

The alumni of the B.Ed programme who number over 7,000 since 1991 have long demanded for the introduction of a Master of Education (External) programme. Plans are under way to develop B.A and BSc. Education programmes to run concurrently with B.Ed on the external programme so as to cater for fresh 'A' Level leavers who wish to have a Makerere University degree but cannot afford full time courses and fees attached. The B.Ed programme admits only holders of Grade IV Teacher Education diploma certificates. The demand and attrition on the BSc. programme is not any better as is shown in *Table 3* below.

Yr 1 (2010/2011) 300 39 7 82 13 Yr 2 (2009/2010) 150 44 24 45 29 Yr 3 (2008/2009) 150 102 50 51 68 Yr 4 (2007/2008) 150 107 54 50 71 **Total BSc. 135 Avg = 57 Avg = 45** 

**Admitted Registered as of 31st**

**December 2010**

**Attrition (%age)**  **Demand (%age)** 

**Admitted Registered as of 31st**

**December 2010**

**Attrition (%age)** **Demand (%age)**

**Year/Cohort Allocated**

*Source: Academic Registrar's Office* 

learning programme.

long shelved.

outside Uganda.

**Year/Cohort Allocated** 

*Source: Academic Registrar's Office* 

**Admission Quota**

Table 3. Enrollment on the Four Year BSc. Programme.

**Admission Quota**

Table 2. Enrollment on the Three Year B.Ed Programme

*Table 3* above shows that there has been declining demand for the BSc. programme since 2007/08 academic year to date. In 2008/09 Academic Year, tuition fees for the BSc. programme were increased from UGX 700,000 (USD 250) to UGX 900,000 (USD 321). This increase may have led to the increased attrition and low demand for the programme. The increasing attrition plus the declining demand on the BSc. programme forced the University to stay the commencement of 39 students who had been admitted on the programme in 2010/2011 Academic Year. Prior to the decision to stay the commencement of the 39 admitted students, only seven students had already registered resulting in an attrition of 82%. The commencement of the 39 admitted students was stayed until the 2011/12 academic year when more students were admitted so as to get a break even student number.

Among all external programmes, the BSc. programme has the second highest average attrition rate of 57% and the lowest average demand of 45%. Its attrition rate is only second to that of the CYP programme which is at an average of 79% (see *Table 4* below). No exhaustive research has been carried out on the causal factor for the high attrition on and low demand for the BSc. programme but preliminary investigations have shown as follows:




*Source: Academic Registrar's Office* 

Table 4. Enrollment on the Two Year CYP Programme.

Whereas the demand for the CYP programme stands highest at 90% of allotted places (*Table 4* above), attrition rate on this programme is highest at an average of 79%. This state of affairs can be explained by the low entry requirement for diploma programmes at Makerere University. Students with good 'A' Level grades place the CYP programme as their first choice programme when applying for entry into Makerere University. With their good grades, they are automatically admitted onto the CYP programme and as soon as they set foot into the University, they apply for change of programmes to programmes such as social sciences, social works and social administration, law, and others. Because they have good

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 43

student-lecturer and student-university interaction is encouraged. The DODL offers academic, administrative and social support to the students through organized tutorials at study centers. Sometimes, when resources permit, ODL staff pay physical visits to students in their homes or workplaces to establish impediments to their studies with a hope of providing solutions. The visits are also intended to reduce the 'distance' in distance learning. The visits are mainly executed when staff are delivering or checking on study materials at different collaborating up-country libraries. The two way communication channel is always open between the students and Department during face-to-face or non face-to-face times. Sometimes, communication is made to and from students via electronic and non-electronic media. Electronic communication is accomplished using e-mails, mobile phones, Internet and radio. Non-electronic communication is provided through course handouts, brochures, fliers and face-to-face meetings or briefings. On the whole however, ODL at Makerere University relies

more heavily on face-to-face tuition than on self-study materials.

Fig. 1. Distance Learning Delivery Situation at Makerere University.

Makerere University is yet to fully partake of the ideal ODL model. The mental attitude of most faculties is still that of on-campus based learning and teaching. Adjusting this attitude

*Source: Otto & Wrightson, 2005* 

*Source: Otto & Wrightson, 2005* 

Fig. 2. Ideal Distance Learning Delivery Situation.

to rhyme with the requirements of ODL is still a major huddle.

grades and they qualify for the programmes being changed to, they are permitted to change hence causing such a high (79%) attrition rate. To avoid this scenario, the Department is in process of upgrading CYP diploma programme into a degree programme.

Generally speaking, the demand for ODL programmes at Makerere University is high. As at December 2010, *Tables 1* through to *4* above show that the total available places on all ODL programmes were 6,350. Of these 4,919 were taken up at admission representing a percentage demand of 77.5%. Whereas the demand is high, attrition rates are equally high. As at December 2010, there were 2,988 students registered on all the ODL programmes out of 4,919 admitted students representing an attrition rate of 60.7%. According to Aaron and Writson (2005), this high attrition rate is due to several factors, including: 1) lack of policy for ODL at Makerere University; 2) limited resourcing for ODL activities, especially materials development, insignificant position of the DODL and over centralization of the student support services. When Makerere University addresses these challenges the demand for ODL programmes will rise and attrition rates will decline significantly. Increased funding to the DODL and the ratification of a policy for ODL at Makerere University are key issues that should be dealt with in the short run.
