Roles of Open and Distance Learning (ODL) in Promoting Gender Balance: A Case of Open University of Tanzania

Peter, Helena (2017) Roles of Open and Distance Learning (ODL) in Promoting Gender Balance: A Case of Open University of Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study aimed at examining the extent to which ODL promotes gender balance, using the Open University of Tanzania (OUT) as a case study. The study was guided by four objectives: to examine the characteristics of ODL leaners in terms of sex aggregate at OUT, to determine the strategies used by OUT to promote gender balance, to assess the quality of teachers in different faculties at OUT and to determine gender specific challenges that learners face at OUT. The study employed a mixed method approach with multiple case study design to guide data collected from 51 respondents who responded to open-ended questionnaire, interview and focused group discussions. The key findings show that OUT had the following characteristics: most married with family responsibilities, aged above 35, in-service learner with a relatively low completion rate and high dropout rate. The study also established that OUT used its established gender unit, 50:50 enrolment policy and has mainstreamed its gender programmes and plans and activities towards promoting gender balance. Regarding the quality of academic staff, it was revealed that members of the academic staff had various levels of educational qualifications which were PhD, masters and first degree and that OUT gave opportunity for them to be sensitive to issues of gender. However, the study found that although the policy aims at reaching fifty-fifty, this goal has not been reached. The study recommended a need to devise mechanism to ensure that gender is more vigorously promoted mitigate the challenges that impede reaching fifty-fifty.

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