Open and Distance Learning (ODL) as a sustainable development tool for disability inclusion: Reflections from the Zimbabwe Open University
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2014, Vol 2, Issue 6
Abstract
Open and distance learning (ODL) is considered one of the most significant tool for sustainable development in the information age of advanced learning. This research study gave a critical eye on the various ways ODL can be used to improve the inclusion of people with disabilities in ODL programmes. Thus the aim of the paper was to establish the coalition between ODL and sustainable development for the educational inclusion and strengthening of disabled communities. The study explored the implementation of ODL methodologies that are utilised to include people with disabilities at the Zimbabwe Open University (ZOU). The qualitative approach guided the study. In-depth face to face interviews were used to collect data from fifteen current and former disabled students of the Zimbabwe Open University. Data was also collected from the ten staff members from the department of student affairs and the faculty of applied social sciences at Zimbabwe Open University. The results showed that the Zimbabwe Open University is including learners with disabilities in its programmes and is currently in the process of designing an inclusive education policy. It was also observed that ZOU is using methods like flexible fees payment modes, provision of loans, printing modules in braille, e-library and training of sign language to attract learners with disabilities in its programmes. Various departments are also in the process of offering compulsory disability modules. The university, through its student affairs department is in the process of establishing centres of disability excellence in the ten regional centres . The results also showed that while ODL improve accessibility, the issue of education for sustainable development among people with disabilities remains an issue. Most subjects offered are academic oriented as such learners with disabilities lack practical skills essential for self employment in an economy where unemployment is around 80%. Other possible threats to inclusive education and education for sustainable development raised were high fees, lack of disability friendly software like jaws and guided access. The issue of transition into employment remains a thorny issue. Recommendations made include the need to introduce more practical subjects and to develop more disability friendly software. The need to have disability friendly website like the talking website with visual alerts was also suggested. Keywords: Zimbabwe Open University, distance learning, disabilities
Authors and Affiliations
Alfred C. Ncube, Lincoln Hlatywayo
Keywords
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