Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia     

Francis Simui  B. Namangala  G. Tambulukani  D. Ndhlovu 《Distance Education》2018,39(2):176-193

Abstract

This paper demystifies the process of open and distance learning (ODL) policy development in a dual-mode university after existing without one for 50 years. The two-pronged critical questions this paper addresses are: What does it take to successfully develop an ODL policy? And what aspects constitute an ODL policy applicable for a dual-mode context? To address these, the study adopted a qualitative constructivist approach to generate evidence on policy development process and content. In using the constructivist approach, the researchers focused on policy development records, such as proposals, correspondence, speeches and workshop reports. Four lessons emerged for dual-mode institutions with a similar context to replicate, two of which are the need for high leadership level sponsorship of the policy development process and product; and the need for total involvement of staff to minimise sabotage at the implementation stage.  相似文献   

Primary school playgrounds as spaces of inclusion/exclusion in New South Wales,Australia     

Sithembile Ndhlovu 《Education 3-13》2018,46(5):494-505

The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools’ understandings of the significance of playground spaces in children’s social lives so children can fully benefit from the time they spend in school playgrounds.  相似文献