A Telescopic Assessment of Dual Mode Educational Delivery System in a Single Mode Institution: an African Perspective
Despite the myopic view and the temerity with which ODL institutions are treated, many African traditional higher institutions of learning are rapidly adopting dual delivery mode in all their programmes. Adopting the dual or the multiple delivery sub-systems of education is fast becoming the vogue in majority of higher institutions in Sub-Saharan Africa. Considering however, that not all the conventional institutions have the wherewithal to successfully deliver ODL programmes due to lack of competently trained human resources, adequate infrastructural facilities, professional expertise and managerial acumen in ODL, it raises issues of some ethical and social justice questions (Braimoh, 2010; Lockwood & Latchen, 2004). The questions which therefore agitate the thinking of policy makers, educational managers and researchers are: Is dual delivery of education widening access for success or failure? Is it commercialising or democratising education? Does it sustain the notion of ill-equipped programmes offered for mass production but with doubtful skills acquisition? Otherwise, does it positively raise the hopes of desperate learners only for their aspirations and expectations to remain unfulfilled?
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