Implementing Open Distance and E-Learning in Teacher Training Institutions in Eswatini
Benkosi Madlela 
& Bonny Ngakane
Issue: Vol.5 No.4 Issue Article 11 pp.494-507
DOI: https://doi.org/10.38159/ehass.20245411 | Published online 19th April, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Technological advancement and the advent of the internet led higher education institutions to transform from open and distance learning (ODL) to ODeL. The University of South Africa was the first university in Africa to offer distance education since 1946. Its success inspired other African countries like Zimbabwe and Botswana to establish Open and Distance Learning universities. In Eswatini, the Ministry of Education and Training policy of 2018 calls for the introduction of ODL in all existing and new institutions of higher learning. The policy however does not have guidelines on ODL implementation. In the interim Eswatini does not have a fully-fledged open and distance learning university. The study was conducted to explore how teacher training institutions in Eswatini implemented ODeL under the prevailing circumstances. The findings revealed that ODeL was introduced in teacher training institutions as a reactive measure to mitigate the COVID-19 lockdown that restricted students and lecturers from accessing campuses. Institutions were not ready to deliver programmes through the ODeL model. It recommended that institutions should use a blended learning approach while building capacity to gradually introduce ODeL, and train their students and staff on e-learning knowledge and skills. The Ministry of Education and Training should enact a policy with guidelines and a framework for implementing ODeL, and the government should build an open and distance learning university to align with other countries.
Keywords: Open, Distance, eLearning, Eswatini.
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Dr. Benkosi Madlela has published book chapters and articles in the DHET-accredited journals. He is also a peer reviewer. His publications focus on the use of technology in education, inclusive education, curriculum reform through indigenization as well as open distance and online education. He is registered with the South African Council of Educators (SACE).
Bonny Ngakane has published a book and an article. Her research focus areas include Education management, indigenous knowledge, the use of technology in education and open distance education.
Benkosi Madlela and Bonny Ngakane. “Implementing Open Distance and E-Learning in Teacher Training Institutions in Eswatini,” E-Journal of Humanities, Arts and Social Sciences 5, no.4 (2024): 494-507. https://doi.org/10.38159/ehass.20245411
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
