CONCEPTUALIZATION AND CONTEXTUALIZATION OF DISTANCE EDUCATION

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BACKGROUND TO THE STUDY PROBLEM

Uganda is set in the heart of Africa astride the Equator. It has a total of 236,860 sq. miles (91,249 sq. km). Of this, swamps and open water cover 17% while forest reserves and national parks cover about 12%. See appendix I for the map of Uganda. By 1999, Uganda had a population of nearly 22 million people with an annual population growth of 2.6% (Ministry of Education and Sports 1999:4). The majority of the people are of school going age. Also, 89% of this population lives and depends on the rural areas for their livelihood.

REASONS FOR CONDUCTING THIS RESEARCH

The researcher has, since 1990 been involved in distance education at Makerere University. As a member of staff in the newly created Department of Distance Education, the researcher has witnessed the teething problems of this External Degree Programme from its launch in 1991.

STATEMENT OF RESEARCH PROBLEM

The demand for education has increased tremendously in Uganda. However, the resources to support this increase have not increased at the same pace. Expansion in colleges and universities is still below the levels of demand. In particular, since the declaration of Universal Primary Education (UPE) in 1997, the primary school enrolment exploded, rising from nearly 2 million children to about 3.6 million that same year. However, by 2003, this enrolment grew to about 7.4 million while in 2001 alone, about 400,000 children wrote the Primary Leaving Examinations. This implies that, in a few years, the number of children graduating from school and desiring to join colleges and universities will be much higher than the current numbers in colleges and universities.

Need to integrate new technologies in DE programmes

Also, there seems to be pressure for DE providers to integrate Information and Communications Technology (ICT) in their programmes so as to increase access to education, improve the quality of teaching and learning and reduce costs to education.

DECLARATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE STUDY PROBLEM
1.2 REASONS FOR THIS RESEARCH
1.3 STATEMENT OF THE RESEARCH PROBLEM
1.3.1 Need for more and better quality teachers
1.3.2 Problems with current models of Distance Education
1.3.3 Need to meet the changing demands in Teacher Education
1.3.4 Need to integrate new technologies in DE programmes
1.4 AIM OF THE STUDY
1.5 STUDY OBJECTIVES
1.6 SIGNIFICANCE OF THE STUDY
1.7 SCOPE AND LIMITATIONS OF THE STUDY
1.8 BASIC ASSUMPTIONS OF THE STUDY
1.9 RESEARCH QUESTIONS
1.10 CONCEPTUAL FRAMEWORK
1.11 RESEARCH STRATEGIES AND METHODS
1.11.1 Population and sample
1.11.2 Data collection
1.11.3 Data analysis
1.12 DEFINITION OF KEY TERMS AND CONCEPTS
1.12.1 Learning
1.12.2 Learner
1.12.3 Teaching
1.12.4 Teacher
1.12.5 Teacher Education
1.12.6 In-Service Teacher Education (INSET)
1.12.7 Information Communication Technologies (ICTs)
1.12.8 Student support
1.12.9 Study materials development and provision
1.12.10 Framework
1.13 ORGANISATION AND STRUCTURE OF THE REPORT
1.14 SUMMARY
CHAPTER TWO: CONCEPTUALIZATION AND CONTEXTUALIZATION OF DISTANCE EDUCATION
2.1 INTRODUCTION
2.2 DESIGNATIONS
2.2.1 Correspondence Education
2.2.2 Distance Education (DE)
2.2.3 Open Learning
2.2.4 Flexible Learning
2.2.5 Telematic Education
2.2.6 Distributed Learning
2.2.7 On-Line Education
2.2.8 Conclusion
2.3 DEVELOPMENTAL OVERVIEW
2.3.1 Introduction
2.3.2 History of Distance Education
2.3.3 Rationale for Distance Education
2.3.4 First Generation Distance Education
2.3.5 Second Generation Distance Education
2.3.6 Third Generation Distance Education
2.3.7 Challenges faced by Distance Education
2.4 INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) IN DISTANCE EDUCATION
2.4.1 Introduction
2.4.2 Importance of ICTs in Distance Education
2.4.3 Factors affecting choice of technology
2.4.4 Print
2.4.5 Radio and audio
2.4.6 Television and video
2.4.7 Computers
2.5 SOME THEORIES UNDERPINNING DISTANCE EDUCATION
2.5.1 Introduction
2.5.2 Otto Peters: Distance Education as an Industrialised Form of Teaching
2.5.3 Michael Moore: The Theory of Transactional Distance
2.5.4 Borje Holmberg: Theory of Guided Didactic Conversation/Theory of Teaching/Learning Conversations
2.5.5 Desmond Keegan: Theory of the Reintegration of Teaching and Learning
2.5.6 John R. Verduin and Thomas A. Clark: The Three Dimensional Theory of Distance Education
2.5.7 Derek Rowntree: Self-Instruction
2.6 DISTANCE EDUCATION CONCEPTUALIZED
2.6.1 Introduction
2.6.2 Learner and teacher separated
2.6.3 Technology important for bridging distance
2.6.4 Distance Education promotes learner autonomy
2.6.5 Careful planning and organisation
2.7 DISTANCE EDUCATION CONTEXTUALIZED
2.7.1 Educational need of Uganda and the potential of Distance Education
2.7.2 History of Distance Education in Uganda (1967 – 1989)
2.7.3 Distance Education activities in Uganda (1990 – to date)
2.7.4 Management and organisation of Distance Education in Uganda
2.7.5 Major features of Distance Education programmes in Uganda
2.7.6 Challenges
2.8 SUMMARY
CHAPTER THREE: CRITIQUE OF IN-SERVICE TEACHER EDUCATION IN UGANDA
3.1 INTRODUCTION
3.1.1 Distinction between Teacher Training and Teacher Education
3.2 NEED FOR TEACHER EDUCATION
3.2.1 Introduction
3.2.2 Role of the teacher in teaching and learning
3.3 APPROACHES TO TEACHER EDUCATION
3.3.1 Introduction
3.3.2 Pre-Service
3.3.3 In-Service (INSET)
3.4 TEACHER EDUCATION CURRICULUM
3.4.1 Introduction
3.4.2 Subject matter studies
3.4.3 Foundations of Education/Education Studies
3.4.4 Professional Studies
3.4.5 The Practicum
3.4.6 Criticisms of the Teacher Education curriculum
3.5 TEACHER EDUCATION IN UGANDA
3.5.1 History of Teacher Education in Uganda
3.5.2 History of In-Service Education in Uganda
3.5.3 Mission and objectives of Teacher Education in Uganda
3.5.4 Categories of teachers
3.6 DISTANCE EDUCATION TEACHER EDUCATION PROGRAMMES IN UGANDA
3.6.1 Mubende Integrated Teacher Education Project (MITEP)
3.6.2 The Northern Integrated Teacher Education Project (NITEP)
3.6.3 Teacher Development and Management System (TDMS)
3.6.4 Diploma in Primary Education (External) (DEPE)
3.6.5 Makerere University External Degree Programme (EDP)
3.6.6 Challenges facing Distance Education programmes in Uganda
3.7 SUMMARY
CHAPTER FOUR: METHODOLOGY AND CONTENT VALIDATION OF RESEARCH INSTRUMENTS
4.1 INTRODUCTION
4.2 RESEARCH STRATEGY AND DESIGN
4.3 SCOPE
4.4 PLANNING FOR RESEARCH
4.4.1 Review of instruments by experts
4.4.2 Pilot testing of instruments
4.4.3 Securing permission to carry out research
4.5 CONTENT VALIDATION OF THE RESEARCH INSTRUMENTS
4.5.1 Bio data of respondents
4.5.2 Viability of Distance Education
4.5.3 Practical demands in Teacher Education
4.5.4 Factors impacting Distance Education
4.5.5 Strengths of Distance Education Teacher Education programmes
4.5.6 Weaknesses of Distance Education Teacher Education programmes
4.5.7 Teacher competencies
4.5.8 Information Communication Technologies for Distance Education
Teacher Education programmes
4.6 POPULATION AND SAMPLE
4.6.1 Introduction
4.6.2 Sampling procedure
4.6.3 Sample representativeness and generalisability
4.6.4 Education policy officials
4.6.5 Former and current students of B.Ed (External)
4.6.6 Current B.Sc. (External) students
4.6.7 Prospective students of B.Ed (External)
4.6.8 B.Ed (External) staff
4.7 DATA COLLECTION PROCEDURES
4.7.1 Literature review
4.7.2 Questionnaires
4.7.3 Structured interview schedule
4.7.4 Conditions under which the instruments were administered
4.8 ENSURING HIGH RELIABILITY AND VALIDITY OF THE INSTRUMENTS
4.9 DATA ANALYSIS
4.9.1 Transcribing data from interviews
4.9.2 Grouping of qualitative data from questionnaires and interview schedule
4.10 CONCLUSION
CHAPTER FIVE: VIABILITY OF DISTANCE EDUCATION AND FACTORS THAT IMPACT IT IN UGANDA
5.1 INTRODUCTION
5.2 SAMPLE CHARACTERISTICS
5.2.1 Age ranges
5.2.2 Gender distribution
5.2.3 Work places of respondents
5.2.4 Positions of the study participants
5.3 VIABILITY OF DISTANCE EDUCATION
5.3.1 Introduction
5.3.2 Reasons for viability of distance education to meet educational needs in Uganda
5.3.3 Courses that can be offered by Distance Education
5.3.4 Courses that should not be offered by Distance Education
5.3.5 Conclusion
5.4 PRACTICAL DEMANDS IN TEACHER EDUCATION
5.4.1 Introduction
5.4.2 Providing for practical work in Teacher Education
5.4.3 Catering for school practice in Teacher Education
5.4.4 Conclusion
5.5 FACTORS THAT IMPACT DE IN UGANDA
5.5.1 Introduction
5.5.2 Management and administration of Distance Education
5.5.3 Funding of Distance Education
5.5.4 Expertise in Distance Education
5.5.5 Attitudes towards Distance Education
5.5.6 Government policy on Distance Education
5.5.7 Institutional policies on Distance Education
5.5.8 Access to Information and Communication Technologies
5.5.9 Factors that DO NOT impact Distance Education
5.5.10 Conclusion
5.6 GOVERNMENT POLICY ON DISTANCE EDUCATION
5.6.1 Introduction 2
5.6.2 Accreditation and recognition
5.6.3 Entry requirements and courses to be offered
5.6.4 Rules and regulations governing Distance Education
5.6.5 Funding and equipment for Distance Education programmes
5.6.6 Human resource for Distance Education programmes
5.6.7 Student support for Distance Education programmes
5.6.8 Access and democratisation of Education
5.6.9 Employment and remuneration of graduates of Distance Education programmes
5.6.10 Institutions that can offer Distance Education programme and their administration and management
5.6.11 Policy related to Makerere University
5.6.12 Conclusion
5.7 SUMMARY
CHAPTER SIX: STRENGTHS AND WEAKNESSES OF TEACHER EDUCATION RUN BY DISTANCE EDUCATION IN UGANDA
6.1 INTRODUCTION
6.2 PARTICIPATION IN TEACHER EDUCATION PROGRAMMES RUN BY DISTANCE EDUCATION
6.3 STRENGTHS OF THE TEACHER EDUCATION PROGRAMMES IN UGANDA
6.3.1 Introduction
6.3.2 Content of the programmes
6.3.3 Management and administration of the programmes
6.3.4 Development and provision of study materials for Teacher Education programmes
6.3.5 Student Support services in the programmes
6.3.6 Assessment and examinations in the programmes
6.3.7 Other strengths identified
6.3.8 Conclusion
6.4 WEAKNESSES OF THE TEACHER EDUCATION PROGRAMMES IN UGANDA
6.4.1 Introduction
6.4.2 Content of the programmes
6.4.3 Management and administration of the programmes
6.4.4 Development and provision of study materials for Teacher Education programmes
6.4.5 Student support services in the programmes
6.4.6 Assessment and examinations in the programmes
6.4.7 Other weaknesses in the Teacher Education programmes
6.4.8 Quality assurance mechanisms
6.4.9 Conclusion
6.5 STRENGTHS OF THE BACHELOR OF EDUCATION (EXTERNAL)
6.5.1 Introduction 2
6.5.2 Strengths of the content of the B.Ed (External)
6.5.3 Strengths of the practical work in the B.Ed (External)
6.5.4 Strengths of the management and administration of the B.Ed (External)
6.5.5 Strengths of the study materials development and provision in the B.Ed (external)
6.5.6 Strengths of the student support services in the B.Ed (External)
6.5.7 Strengths of the assessment and examinations in the B.Ed (External)
6.5.8 Conclusion
6.6 WEAKNESSES OF THE BACHELOR OF EDUCATION (EXTERNAL)
6.6.1 Introduction
6.6.2 Weaknesses of the content of the B.Ed (External)
6.6.3 Weaknesses of the practical work in the B.Ed (External)
6.6.4 Weaknesses of the management and administration of the B.Ed (External)
6.6.5 Weaknesses of the study materials development and provision in the B.Ed (External)
6.6.6 Weaknesses of the student support services in the B.Ed (External)
6.6.7 Weaknesses of the assessment and examinations in the B.Ed (External)
6.6.8 Important teacher competencies and how the B.Ed (External) helps
teachers acquire these competencies
6.6.9 How to cater for the needs of the teachers and schools
6.6.10 Conclusion
6.7 SUMMARY
CHAPTER SEVEN: INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) IN DISTANCE EDUCATION PROGRAMMES
7.1 INTRODUCTION
7.2 ACCESS TO ICTs
7.3 USE OF ICTs IN DISTANCE EDUCATION
7.3.1 Introduction
7.3.2 Prerequisites for effective and efficient Integration of ICTs
7.3.3 Conclusion
7.4 ICTs FOR THE B.ED (EXTERNAL) PROGRAMME
7.4.1 ICTs that can be used for the B.Ed (External)
7.4.2 Reasons for choosing the ICT for use in the B.Ed (External)
7.4.3 Strategies for financing integration of ICTs in the B.Ed (External)
7.5 GENERAL COMMENTS
7.6 SUMMARY
CHAPTER EIGHT: CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
8.1 INTRODUCTION
8.2 SUMMARY OF RESEARCH FINDINGS AND CONCLUSIONS
8.2.1 Viability of Distance Education to meet educational needs in Uganda
8.2.2 Factors that impact Distance Education in Uganda
8.2.3 Strengths and weaknesses of TE programmes
8.2.4 Integration of ICTs in Distance Education programmes
8.2.5 Conclusion
8.3 FRAMEWORK FOR HIGH QUALITY INSET DISTANCE EDUCATION FOR SECONDARY SCHOOL TEACHERS IN UGANDA
8.3.1 Introduction
8.3.2 High quality management and service delivery
8.3.3 High quality teaching/learning environment in the B.Ed (External) programme
8.3.4 Highly motivated and well-prepared students
8.3.5 High pass rates, low dropout rates and high quality teachers
8.3.6 Confidence in distance education and willingness to invest in it
8.3.7 Implementing the framework
8.4 SUMMARY
8.5 LIMITATIONS OF THE STUDY
8.6 SUGGESTIONS FOR FURTHER RESEARCH
REFERENCES
APPENDICES

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A STUDY OF IN-SERVICE DISTANCE EDUCATION FOR SECONDARY SCHOOL TEACHERS IN UGANDA: DEVELOPING A FRAMEWORK FOR QUALITY TEACHER EDUCATION PROGRAMMES