**4. The need for reengineering distance and open learning institutions for knowledge society**

More recently, most organizations have moved beyond total quality management (TQM) programmes to a more comprehensive approach to redesigning organizational processes called re-engineering. According to Hammer and Champy (1993), "re-engineering is the fundamental rethinking and radical redesign of business processes to achieve dramatic improvements in cost, quality, and speed". Therefore, if distance and open learning institutions in Africa must achieve dramatic improvements in cost, quality, and speed in their administrative and academic processes, they must embark on radical redesign of these processes. In the administrative processes, open and distance learning institutions in Africa must begin to re-align with the dictates and expectations of 21st century organization. Similarly, in the academic processes, open and distance learning institutions must begin to have new perception of learning in line with the constructivist perspective rather the objectivist perspective where learners are not involved in the real act of learning but are given ready view of social reality by the tutors.

Re-Engineering Open and Distance Learning

thoroughly discussed below:

were practically minimal and largely limited to correspondence.

**Organization Web/Network Focus External Style Flexible Source of strength Change** 

**Structure Interdependencies Resources Bits-information Operations Virtual integration Product Mass customization** 

**Workers Employees & free agents** 

**Job Expectations Personal growth** 

**Motivation To build Improvements Revolutionary Quality No compromise** 

**Reach Global Financials Real time Inventories Hours Strategy Bottom up Leadership Inspirational** 

Institutional Development for Knowledge Society in Africa 7

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,

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

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
