ABSTRACT
The ultimate test of policy is in its outcomes, and the education sector is no exception. Policy makers looking to institutionalise open and distance learning (ODL) institutions, or improve existing ones, will look to justify their decisions by reference to the benefits they can generate for individuals and society as a whole. In the current discourse on economic growth and development, differing levels of knowledge acquisition are seen to be a key part of the explanation of why countries travel different economic trajectories (World Bank 1998). The contribution of education is not only in those areas which we are familiar with – productivity and innovation – but is also now emphasised in non-market areas, such as democratisation and human rights (McMahon 1987, 1999). If this is true, then decisions regarding systems of education provision are critical, especially in relation to their effectiveness. Moreover, as ODL institutions can play a key role in the context of non-market benefits – especially due to their potential ability to reach those on the margin – assessing their effectiveness becomes important in a policy context.
