Institutional Framework for Developing Sustainable Quality Distance Education in West Africa: Guidelines, Engines, and Policy Options

International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal

Y

12

Foreign Countries; Delivery Systems; Distance Education; Educational Quality; Sustainability; Educational Technology; Technology Uses in Education; Educational Policy

Africa; Benin; Burkina Faso; Cabo Verde; Cote d'Ivoire; Gambia; Ghana; Guinea; Guinea-Bissau; Liberia; Mali; Niger; Nigeria; Senegal; Sierra Leone; Togo

1537-873X

As a tool in an educational delivery system contributing to social and economic development, distance learning has become an accepted and indispensable aspect of the mainstream of educational systems in developed and developing countries. Indeed, the globalization of distance education provides several opportunities for developing countries, including the West African sub-region, for the realization of education system goals, especially the growing need for continuing skills upgrading and retraining. As countries in the West African sub-region become more aware of the potential of distance learning, it is important for their educational planning that the opportunities provided by new technologies prominent in distance learning be realistically harnessed within the framework of well-defined policies. In this regard, a policy framework is needed to ensure that quality education is provided for learners in new and long-established distance education institutions in the West African sub-region. Regardless of the diverse distance education practices in the West African sub-region, a regional policy framework is possible and imperative to regulate the organization and implementation of quality distance higher education programmes in West Africa.

As Provided

2019

EJ1208551