ABSTRACT
Integrated and well-functioning learner support services are one of the central distinguishing factors between correspondence education and distance education or open and distance learning (ODL), the preferred term in recent years. Learner support is but a sub-sector of the total ODL system and change in this sub-sector is informed by the nature and philosophy of the total ODL system of the country and the institutions concerned. Changing existing learner support systems that have been ‘entrenched’ over a number of years is not easy. International distance education experience has thus tended to favour establishment of completely new ODL institutions with quality integrated learner support systems rather than attempting to change existing systems and institutions. In the United Kingdom, for example, a new institution, the Open University, was established by Royal Charter in 1969 even though some form of correspondence education had been in existence in the UK for a number of years. The University of London external degree programme, though mainly an examinations service, provided opportunities for adults to register for degree courses, study largely on their own or with some support from private commercial colleges and then write examinations. This service was also available to international students and the writer is a product of the University of London external degree programme. Similar examples of the establishment of new provincial or national institutions can be found in Canada, with Athabasca University and the Open Learning Institute, and in Pakistan with the Allama Iqbal Open University (Koul and Jenkins, 1990). In Africa, Tanzania and Zimbabwe have followed the same route and new institutions, the Open University of Tanzania and the Zimbabwe Open University have been established. Nigeria is also investigating the possibility of establishing an Open University and a delegation has recently visited South Africa for this purpose. The UK experience of establishing completely new ODL institutions and its Open University model have, thus, spread to other countries. Replication of these types of institutions in other countries indicates recognition of the success of this route of operation and model of institution.
