**1. Introduction**

Through open distance learning (ODL), adult learners can increase access to learning oppor‐ tunities irrespective of geographical challenges because the flexibility of time, pace and place of study is assured; teaching and learning are individualised; they are free to select their own learning environment, and they can take responsibility for their own learning at their own pace. Adult learners have a duty to take greater responsibility for ensuring that their own skills or needs are met, and they often share in the costs of investment [24, 48].

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Open and distance learning (ODL) is relatively new in the field of education. It gained emi‐ nence only in the past 25 years [27]. Open learning is a philosophy, and distance learning is a methodology in education. Openness and remaining learner‐centric is a basic philosophy of ODL.

Quality assurance in ODL ought to be decentralised from central administration to citizens, employers, and communities in order for them to play a leading role in determining services that will meet their needs competently [24].

Adults learn better in a non‐threatening environment, and their individual learning style needs are met [47]. These positive experiences occur when: (1) previous experience is valued and utilized, (2) there are opportunities to have control over the learning process, (3) adequate time is allocated for integration of new knowledge to take place, (4) there is enough oppor‐ tunity to practice and apply what has been learned, (5) there is a clear focus on relevant chal‐ lenges and practical applications of key concepts, and (6) there is feedback to assess progress towards their goals. Skills play an important role in creating a fairer society by promoting social inclusion and mobility [24].
