ABSTRACT
This chapter brings together the conclusions from previous chapters. Majority of ODL students come from urban and peri-urban areas, and the representation of girls and educationally deprived groups is low although it has succeeded in helping a good number of young individuals overcome certain barriers and access education. We argue that while the ODL-based systems are more flexible and accommodative, they also need the presence of certain basic thresholds. Prospective learners from disadvantaged groups and locations lack the skills (literacy, language, technological) and power (demanding accountability, mobility) to be able to negotiate the ODL-based secondary education successfully. Unlike higher education, secondary school learners include minors who often lack control over their choices and movements, this being especially the case for girls.
