The current status of distance education (DE) and open and distance learning (ODL) in South Africa is somewhat ambiguous owing to the different forces driving it. The traditional distinction between contact and DE and the different modes of delivery is becoming increasingly blurred. Higher education programmes continue to exist on a continuum that spans distance programmes at one end and face-to-face tuition at the other (CHE 2000). The situation is further aggravated by the perceptions of the changing roles and functions that DE and ODL play in making education a societal priority. Nevertheless, decision-makers and policymakers continue to recognise the value and contribution of ODL and DE to the transformation of society. The lack of a national policy on distance learning is therefore hindering the formation of a clear purpose for DE and ODL, thus hampering initiatives that are critical to the transformation of South African society. This chapter intends to explore some considerations for DE in terms of policy development and implementation.

South African distance education policy: Background

In South Africa, the period from 1994 to 2000 witnessed debates surrounding the transformation of South African basic and higher education. These debates revolved around access, quality and the redress of past imbalances. Such debates cannot be separated from the issue of expanding DE in order to meet the needs of the higher education system and other learning institutions in South Africa. The debates provoked several policy discussions, subsequently leading to the development of several ‘green’ and ‘white’ papers. The Green Paper on Higher Education Transformation (DoE 1996b) argues strongly that DE has a crucial role to play in addressing the challenge of access and the quality of learning for South Africa's diverse student population. Surprisingly, this perception is expressed against the background view that DE is peripheral as far as learning and teaching are concerned.

The Green Paper (DoE 1996b) further emphasises the fact that contact institutions must reorganise their learning and teaching by using well-structured and properly designed learning resources that will result in improved quality and effectiveness in the teaching and learning situation. White Paper 3 on Higher Education (DoE 1997b) reiterates the point that, on the basis of the principles of open learning, DE and resource-based learning will be crucial in addressing the challenges of access and meeting the needs of the huge variety of students.