Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi
Chawinga and Zozie
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Centre for Water and Sanitation, the Centre for Security Studies, and the Testing and Training Centre
for Renewable Energy and Technologies (Mzuzu University, 2015, p. 7). Despite efforts to increase access
to university education, Mzuzu University (2015) reports that the University’s intake has only grown from
its first intake of 60 in 1998 to 3,590 students as of 2014. To pursue the dream of expanding access to
tertiary education to as many Malawians as possible, MZUNI introduced ODL programmes.
According to Chimpololo (2010), ODL is a relatively new concept in institutions of higher learning
because previously, it was mainly practiced at secondary school level. MZUNI established the Centre for
Open and Distance Learning (CODL) and according to Chimpololo (2010) and Mzuzu University (2014),
the Centre was established in July 2006 to plan, prepare, and coordinate the offering of programmes
through open and distance learning delivery modes. The Centre was established with the sole aim of
providing university education to qualified Malawians who are not admitted into higher learning
institutions due to inadequate space and/or limited teaching and learning. Upon its establishment, the
Centre indicated that it could use various delivery modes including “print media, radio, television,
multimedia, Internet-based media, and web-technology” (Mzuzu University, 2014). In order to smoothen
its operations and increase intake of ODL students, Gwede (2014) highlights that MZUNI seeks partners
who can help with the development of technological infrastructure, setting up of satellite centres, and
repackaging of print instructional materials into portable audio and visual versions so that learners can
listen and view lectures at their pace or time convenience by using computers or mobile technologies. A
call for support by the University is in all probability justifiable because according to the United Nations
Development Programme (UNDP) Human Development Report (2014), Malawi is one of the poorest
countries in the world and it is ranked 174 out of 182 on the Human Development Index.
Problem Statement and Research Questions
Since independence from Britain some 50 years ago, the Malawi Government has made sound initiatives
to develop human capacity through the establishment of a number of vocational and tertiary educational
institutions which include, teacher training, technical, nursing, agricultural colleges, and more
importantly, universities. However, it is understood that access to tertiary education in Malawi remains
very low due to acute shortages of teaching and learning resources, inadequate classrooms and library
spaces, and a shortage of human capacity. Some well deserving students are commonly not admitted into
universities due to the aforementioned factors. For example, in 2008, public universities in Malawi
(Mzuzu University and University of Malawi) then, admitted only 0.03% of the eligible students using
face-to-face and residential delivery modes (Mzuzu University, 2014). Such developments seem to have
stimulated MZUNI to introduce ODL programmes. MZUNI envisaged that the Open and Distance
Learning delivery mode could provide an opportunity for people to study while working. For example,
under-qualified teachers who are already employed in secondary schools would get a chance to upgrade
their academic and professional qualification through the open and distance learning mode. The possible
challenges for ODL delivery, especially in resource-challenged countries such as Malawi, may include: (i)
provision of support to students during home-based study; and (ii) the distance between students’ homes
and MZUNI for face-to-face delivery of courses and examinations, which may place financial burden on
students. One wonders how the university has been fairing since the inauguration of the ODL
programmes as it seems there has not been any empirical studies to shed light about the successes or
challenges of the open and distance learning mode at MZUNI. Although the Centre is considerably new, it