**14. Recommendations**

48 International Perspectives of Distance Learning in Higher Education

**Average Enrolment** 

**Programme 2012/13 2013/14 2014/15 2015/16 2016/17 Yearly** 

B.Cox Year 1 900 Year 1 1000 Year 1 1000 Year 1 1000 Year 1 1200 B.Cox Year 2 900 Year 2 950 Year 2 950 Year 2 950 Year 2 980 Year 3 400 Year 3 900 Year 3 950 Year 3 950 Year 3 950 Year 4 350 Year 4 400 Year 4 800 Year 4 800 Year 4 950

> Year 3 25 Year 3 0 Year 3 75 Year 3 75 Year 3 75 Year 4 60 Year 4 25 Year 4 0 Year 4 70 Year 4 70

B.Ed Year 1 900 Year 1 900 Year 1 980 Year 1 980 Year 1 980 B.Ed Year 2 350 Year 2 800 Year 2 850 Year 2 950 Year 2 950 Year 3 180 Year 3 300 Year 3 750 Year 3 800 Year 3 900

CYP Year 1 250 Year 1 280 Year 1 300 Year 1 300 Year 1 300 CYP Year 2 200 Year 2 230 Year 2 270 Year 2 290 Year 2 290

**Total 2012/13 4615 2013/14 5965 2014/15 7105 2015/16 7345 2016/17 7825 6,571** 

In the next five years beginning 2012/13 to 2016/17, the average projected annual enrollment

Programme Student No Per Year Yearly Tuition (UGX) Total (UGX) B.Cox 3,456 1,000,000 3,456,000,000 BSc. 259 900,000 233,100,000 B.Ed 2,314 800,000 1,851,200,000 CYP 542 980,000 531,160,000 Proposed ODL Programmes 6000 1,000,000 6,000,000,000 Total 12,071,460,000

At an exchange rate of UGX 2,800 to USD 1, Makerere University will be able to generate about \$4.3 million per annum from ODL programmes alone. This is a golden treasure Makerere University is yet to exploit. Just like any other investment, there must be an initial capital outlay into the ODL programmes before the projections in *Table 6* above can be

Table 5. Projection for Existing ODL Programmes Based on Current Admission Quota.

on the existing ODL programmes (shown in *Table 5* above) shall be 6,571 students.

Table 6. Annual Tuition Revenue from Existing and Proposed ODL Programmes.

achieved.

BSc. Year 1 100 Year 1 100 Year 1 100 Year 1 100 Year 1 100

**Total 2550 Total 3250 Total 3700 Total 3700 Total 4080 3,456** 

BSc. Year 2 <sup>0</sup> Year 2 80 Year 2 80 Year 2 80 Year 2 80

**Total 185 Total 205 Total 255 Total 325 Total 325 259** 

**Total 1430 Total 2000 Total 2580 Total 2730 Total 2830 2,314** 

**Total 450 Total 510 Total 570 Total 590 Total 590 542** 

ODL activities are industry like. Once it is fully established, a distance learning dispensation has ability to sustain itself. Dual mode universities should invest in infrastructure (oncampus and off-campus) and study materials and human resources development for ODL.

Dual mode universities should put in place policies and strategies governing the day to day running and management of ODL programmes in their institutions. This will iron out the rifts and conflicts in the internal and distance learning modes of study.

Activities in distance learning units of dual mode universities are quite unique from those of sister departments offering contact tuition. To enable for the much needed flexibility, ODL units should be granted freedom and resources to execute their unique activities.

Due to increasing use of ICTs in ODL, delivery of ODL is rapidly evolving. Dual mode universities should permit this dynamism to flourish so as to benefit from modern forms of ODL delivery.

So as to embrace ODL, continuous sensitization about ODL amongst stakeholders is vital.
