The Asian distance education system is probably the largest in the world. No other continent has seen such a serious policy discourse, as well as determined efforts in its practice, as Asia, since the focus invariably has ...

The volume provides a critique on the functionalities of the ODL system, especially the open universities, with plausible arguments, and touches upon all the crucial aspects of the system broadly. The author takes advantage ...

Democratisation of education is the need of the hour across the globe. Before it is done, education needs to be liberated from the cost circumference in addition to removing other barriers. The “Open” movement is one such ...

At a time when skills development for livelihoods is a key priority for most governments, the potential of Technical and Vocational Education and Training (TVET) to address many of the challenges facing individuals, ...

Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in primary and secondary school classrooms. This has been ...

Sustainable Development Goal (SDG) 5, “achieve gender equality and empower all women and girls”, emphasises the need for “providing women and girls with equal access to education, health care, decent work, and representation ...

Distance higher education has only relatively recently been established in some Latin American and Caribbean countries, as part of wider higher education reforms. It has steadily boosted enrollment since the 1970s but ...

This issue of JL4D continues our popular series on Leaders in Open and Distance Learning (ODL) across the world, and it also includes major discussions of the Sustainable Development Goals (SDGs), and how they can be ...

Great claims have been made about the potential of the Open Education movement to extend accessible and relevant educational opportunities to all. But how far does the reality of Open Educational Practice match these ...

The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected ...