THE TRANSFORMATION OF CORRESPONDENCE EDUCATION
TO DISTANCE EDUCATION IN NIGERIA, 1927-1987
By
Gbolagade Adekanmbi
B.Ed. Adult Education;
M.Ed. Industrial Education {Ibadan}
A Thesis in the Department of Adult Education
Submitted to the College of Education in
Partial Fulfilment of the Requirements
for the Degree of
Doctor of Philosophy
of the
UNIVERSITY OF IBADAN
September 1992
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ABSTRACT
This study examined the trqnsformation of
correspondence education to distance education in
N~geria, from 1927 to 1987. This was against the
background of the transformation of the novel
system of instruction in many other parts of the
world. Investigations have shown the extreme
attachment of the system in Nigeria to the old methods
and media of instruction. This is in spite of
the long history of correspondence education in
Nigeria, where its first alumnus took his degree in
1927. Yet the prevalent use of the, term distance
education to describe practices in the field gives
the impression that there has indeed been a trans-
formation. This study was thus carried out to
examine the extent to which transformation has taken
place.
The historical approach'was adopted in which
an extensive study of archivai materials and
documents was carried out. Interviews were conducted
with alumni, present students of the system and
practitioners alike. The study identified a number
of periods in the transformation process. These are:
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i. the period of external examinations and
foreign correspondence'colleges;
ii. the period of local initiatives and
entrepreneurship in correspondence
education;
iii. the period of university involvement; and
iv. the transformation period in embryo.
These four periods exposed the gradual
transformation of the methods, the media, support
services, two-way communication system, courses in
and clientele of correspondence education, thus
paving the way for the emergence of distance education.
Some of the findings of the study are:
i. the foundations for the transformation
of correspondence education to distance
education have not been totally laid;
ii. most of the institutional'providers of
correspondence educationiri Nigeria are
not fully committed to the promotion of
its transformation;
iii. the impact of an increased number of radio
and television stations in the country,
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or of the satellite and computer systems
has not been fully felt in the trans-
formation process.
In view of the above, the researcher recommends
the following, among others:
i. the need for more government involvement
in the funding and quality control of /
distance education systems in Nigeria;
. " ... ,
ii. the need for distance education
institutions to have policies on develop-
ment aimed at further bridging,the
distance between them and their clientele;
iii. the need to make existing structures which
signify media development in the country
relevant to media growth in distance
education.
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ACKNOWLEDGEMENTS
I am grateful to Professor Michael Omolewa,
my Supervisor and mentor, whose support transcends
the confines of this attempt at scholarship; to
Professor Jones A. Akinpelu whose qualities were an
inspiration; to Professor C.N. Anyanwu, who as
Head of Department gave me the needed support; and
to all the members of staff of the Department of
Adult Education, University of Ibadan for their
various forms Of encouragement.
I acknowledge the assistance of Professor
Borje Holmberg who linked me ~arly with The Institute
for Research into Distance Education (ZIFF) in
Germany whose materials helped clear the initial
maze in this study. In a related respect, I also
thank the Kellogg Project of the Syracuse University
New York whose invitation to me for a one-month stay
in Syracuse, U.S.A. from February 10 - March 10,
1991 made possible the use of the Stevenson Bird
Library, the. George Arent's Research Library, and the
contact with Don Ely of the Instructional Development Divisim
of the University. It also provided a link with
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Professor Emeritus and Professor (Mrs) Alexander
Charters, and Professor Roger Hiemstra of the Univer-
sity. I therefore acknowled~e the support of all
these people including the Kellogg office staff.
In particular is my gratitude to Terry Keenan, the
Adult Education Manuscripts Librarian of Arent's
for his assistance and friendship.
My thanks also go to Michael Lambert of the
National Home Study Council in Washington, U.S.A.
who granted me an interview during my U.S. trip
and eventually linked me up with Dennis Foltz of the
Geomological Institute of 'America, who in turn sent
me some correspondence education materials.
I am also grateful to the Ajifowobajes in New York
and the Taiwos in Maryland, U.S.A. who gave the
needed support during my academic stay. Again, I
wish to thank Anita Gay of the Augsburg College,
Mineapolis, U.S .A. for her' Lnsp Lri.nq calls during
my stay.
I wish to thank the numerous heads of various
organisations in Nigeria who granted me the opportunity
for interviews. Some of these are Mrs. Okudolo,
wife of the late founder of the Exam Success
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Correspondence College, Lagos and Mr. P.Y. Folorunso
of the same College; Mr. Hafiz Wali, founding
Director of the National Teachers' Institute and
former Director of the African Programmes and
Information Services of the Commonwealth of Learning
(COL); Mrs. Fagbuyi, Head of the Bilateral Agreements,
commonwealth and African Affairs Branch (BACAA)
of the Federal Ministry of Education; Lagos;
Dr. Onyekwere and Mr. Olatunji of the same office;
and Mrs. Lara Euler-Ajayi, who was the former Head
of the Vocational and Non-Formal Education Section
of the Federal Ministry of Education, and
Mr. Bode Alalade, General Manager of NTA, Channel 7
(Ikeja) at Tejuoso for the documents given to me.
I express my sincere gratitude to my friends
for their support and encouragement. I remember
Tunde Babalola, Philip Ait~ Lekan Ayantunji, Seyi
Sadare, Julius Eniola, and ~specially, Mike Bola ~
M2jai (MBM) Avoseh for being a source of inspiration,
motivation, and a fellow traveller on this scholarship
road. I also thank Mr. Layi Ajayi of the Institute
of Education, University of Ibadan who painstakingly
typed this final draft.
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My thanks also go to my fellowship and Church,
the Word Communication Ministries, whose Ministers
and members continuously kept' the oil in their
lamps during this research, and especially when I
had to be on the road searching for needed data
and information.
I am extremely grateful to Dr. and Mrs Ogunsanwo
of the University of Ibadan; to my family and
in-laws; to the Muhammeds, the Alukos and the
Adeniyis; to my brother, Mr. Lekan Adekanmbi,
who, since December 1963, has been my father and
mentor; to my children, Folasade and Bukola who
tolerated my long absence; and to my wife, Arinola
Rebecca, whose unflinching support and belief
in this cause, were a constant source of inspiration.
Finally, I acknowledge the dlv~~e presence
of God in all the efforts that have now culminated
in this work.
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DEDICATION
To God
from Whom my blessings flow
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CERTIFICA'rION
I cortify that this work wa? carried out
by Mr. GboJ wad~ Ad kanrnbi Ln the Depa~trnent
of Adult Education, University of Ibadan.
SUP~RVISOR
M. A. Ornolewa
B.A.; Ph.D. (Ibadan)
Professor of Adult Education
University of Ibadan
Ibadan,' NIGERIA.
1 September 1992.
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TABLE OF CONTENTS
PAGE
Abstract -------------------------------------- ii
Acknowledgements ------------------------------ v
Dedication ------------------------------------ ix
Certification --------------------------------- x
Table of Contents ----------------------------- xi
List of Tables -------------------------------- ~viii
List of Figures ------------------------------- xix
List of Abbreviations ------------------------- xx
CHAPTER ONE : INTRODUCTION --------------------
1.1 Background to the Study -------------
1.2 Statement of the Problem ------------ 19
1.3 Objectives of the Study ----------,-- 21
1.4 Research Questions ------------------ 23
1.5 Scope of the Study ------------------ 25
1.6 Significance of the Study ----------- 28
1.7 Limitations of the Study ------------ 29
1.8 Definition of Terms ----------------- 30
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PAGE
CHAPTER TWO: CONCEPTUAL FRAMEWORK ------------ 36
2.1 Introduction -----~------------------- 36
2.2 Analysis of the Concept of Transform-
ation, Correspondence Education and
Distance Education ----------------- 37
2.3 Models of Correspondence Education---- 61
2.4 Summary ------------------------------ 69
2.5 Models of Distance Education---------- 72
2.6 A Model of Transformation of Correspon-
dence Education to Distance Education 96
-CHAPTER THREE: Review of'Literature ~--------- 101
3.1 Introduction ------------------------- 101
3.2 The origins of Correspondence Education 101
3.2.1 The Nigerian Origins ---------- 1181-
3.3 The Significance of the University
of London Innovation --------------- 124
3.4 Trends in the De~elopment of
Correspondence Education Methods 141
3.5 Media Transformation and the
Bridging of Distance --------------- 156
3.6 Two-way Communication and other Patterns
of Interaction --------------------- 179
3.7 Issues of Quality in Distance Education 184
3.8 Summary ------------------------------ 193
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PAGE
CHAPTER FOUR: METHODOLOGY -------------------- 197
4.1 Introduction ------------------------ 197
4.2 Sources of Data --------------------- 200
4.3 Data Gathering Tools ---------------- 202
4.4 Analysis of Data ----------~--------- 208
CHAPTER FIVE THE ERA OF FOREIGN CORRESPONDENCE
COLLEGES IN NIGERIA ~----------- 209
5.1 Introduction ------------------------ 209
5.1.1 Before 1927 : An Emerging
Innovation Through External
Examinations ------------------ 210
5.1.2 The Nature of Entry and the
Category of Clientele -------- 216
5.1.3 Methods of Instruction ------- 218
5.1.4 The Media of Instruction ----- 220
5.1.5 Nature of S~pport Services --- 222
5.1.6 Pattern of Two-way Interaction 223
5. 1 .7 Issues of Quality and Quantity 223
5.1.8 Summary 226
5.2 1927-1947: Entrance of the Alumni and
the Continuation of External Examin-
ations ---------------------------- 228
5.2.1 The Coming of the Alumni ------ 229
5.2.2 Growth of Media of Instruction 231
5.2.3 Nature of Support Services----- 234
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PAGE
5.2.4 Issues of Quality and Quantity 235
5.2.5 Pattern of Two-way Communication 238
5.2.6 Summary ---------------------- 239
5.3 1948-1959: Pre-Independence Develop-
ments ----------------------------- 241
5.3.1 The Founding of the University
College, Ibadan -------------- 241/
5.3.2 The Emergence of Television--- 253
5.3.3. Trends in the Growth of Methods
and Media -------------------- 260
5.3.4 Issues of Quality and Quantity 261
5.3.5 Summary ---------------------- 263
CHAPTER SIX : POST INDEPENDENCE DEVELOPMENTS--- 267
6.1 1960-1973: The Growth of Local
Correspondence Colleges ----------- 267
6.1.1 The Corningof Exam Success
Correspondence College ------- 268
6.1.2 Ahmadu Bello University's
Involvement in Correspondence
Education -------------------- 281
6.1.3 Further Developments in Methods
and Media -------------------- 283
6.1.4 Developments in the Nature
of Support Services ---------- 287
6.1.5 Summary ---------------------- 296
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PAGE
6.2 1974-1987: The Transformation in
Embryo --------------------------- 299
'6.2.1 The Emergence of the Corres-
pondence and Open Studies
Institute (COSIT) ----------- 299
6.2.2 The Coming of the National
Teachers' Institute --------- 310
6.2.3 The Nigerian Educational Tech~
nology Centre (NETC) -------- 318
6.2.4 The Entry and Exit of the
National Open University ---- 322
6.2.5 New Perspectives on the Develop-
ment of Media and Methods---- 334
6.2.6 Issues of Quality and Quantity 337
6.2.7 Summary --------------------- 346
6.3 Post-1987 Developments: Projections
of Pattern of Transformation------ 348
6.3.1 The Re-emergence of the
University of Ibadan's External -/
Studies Programme------------ 348
6.3.2 The Coming of the Commonwealth
of Learning (COL)------------ 363
6.3.3 Return to Abuja : New Wine in
an Old Bottle --------------- 373
6.3.4 Satellite Systems and the
Computer Influx ------------- 379
6.3.5 Projections of the Transform-
ation ----------------------- 389
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PAGE
6.2 1974-1987: The Transformation in
Embryo --------------------------- 299
'6.2.1 The Emergence of the Corres-
pondence and Open Studies
Institute (COSIT) ----------- 299
6.2.2 The Coming of the National
Teachers' Institute --------- 310
6.2.3 The Nigerian Educational Tech~
nology Centre (NETC) -------- 318
6.2.4 The Entry and Exit of the
National Open University ---- 322
6.2.5 New Perspectives on the Develop-
ment of Media and Methods---- 334
6.2.6 Issues of Quality and Quantity 337
6.2.7 Summary --------------------- 346
6.3 Post-1987 Developments: Projections
of Pattern of Transformation------ 348
6.3.1 The Re-emergence of the
University of Ibadan's External ~
Studies Programme------------ 348
6.3.2 The Coming of the Commonwealth
of Learning (COL)-~---------- 363
6.3.3 Return to Abuja : New Wine in
an Old Bottle --------------- 373
6.3.4 Satellite Systems and the
Computer Influx ------------- 379
6.3.5 Projections of the Transform-
ation ----------------------- 389
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PAGE
CHAPTER SEVEN SUMMARY, CONCLUSION AND
RECOMMENDATIONS -------------- 394
7.1 Introduction ----------------------- 394
7.2 Summary of Findings ---------------- 394
7.3 Conclusion ------------------------- 406
7.4 Recommendations -----~-------------- 409
7.4.1 Recommendation for Further
Research -------------------- 419
BIBLIOGRAPHY --------------------------------- 422
APPENDICES -------------------------------~--- 433
1. Transformation of Correspondence
Education to Distance Education Tracer
Study Questionnaire ---------------- 433
2. Interview Guide I (Alumnae of Foreign
Correspondence Education Institutions
Interview) ------------------------- 435
3. Interview Guide II (Students of Cor-
respondence Education Institutions
Interview) ------------------------- 442
4. Interview Guide III (Administrators
and Directors of ;Correspondence
Education Institutions Interview)--- 444
5. Interview with the Assistant Director
of Education, Bilateral Agreement,
Commonwealth and African Affairs,
Federal Ministry of Education, Victoria
Island, Lagos ---------------------- 446
6. Names, Status, Addresses of Inter-
viewees and Places of Interview----- 449
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PAGE
7 . Cover page of Chemistry Course text
of the Rapid Results'College, London 454
8 . .Cover page of Government Course text
of the Exam Success Correspondence
College ---------------------------- 455
9 . Title page of Biology Course text of
the Correspondence and Open Studies
Institute of the University of Lagos 456
10. Title page of the Course text ADE
309 (Field Work in Adult Education)
of the University of Ibadan External
Studies Programme ------------------ 457
1 1 ~ Letter of admission of Fatumise
Lawrence of P.o. Box 283, Epe, Lagos
into the University of Abuja's
Centre for Distance Learning and
Continuing Education (9th March 1992) 458
12. COSIT Newsletter of March 1992------ 460
13. University of Ibadan's ESP News of
April 1992 ------------------------- 466
14. Blank copy of the Certificate of S
Studentship of the Exam Success
Correspondence College, Ikorodu Road,
Lagos-------------------~------------ 475
15. COSU Paper for the Ad-Hoc Committee
on the Reorganisation of the Corresp-
ondence and Open Studies Unit, 8th
November, 1982---------------------- 476
16. Educational Correspondence Colleges
(Registration, etc.) Decree 1977---- 491
17. Educational Correspondence Colleges
Accreditation Decree 1987 ---------- 497
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LIST OF TABLES
PAGE
~ABLE TITLE
A Comparison of Correspondence Educ-
ation and Distance Education---------- 59
2 Enrolment at Formal Educational
Institutions in Nigeria, 1926-1966---- 120
3 Performance of Nigerian Students
at the December 1937 School Certificate
Examinations ------------------------- 237
4 First Set of University of Ibadan's
External Studies Programme Students--- 356
5. University of Ibadan's External
Studies Programme Registered Students 357
6. University of Ibadan External Studies
Programme Study Centres and their
Coordinators ------------------------- 360
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PAGE
LIST OF FIGURES
FIGURE TITLE
1 The Correspondence School Model ---- 64
2 The Consultation Model~-------~----- 78
3 A Distance Teaching University Model 83
4 A Model of Transformation of Corres-
pondence Education to Distance
Education --------------------------- 98
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LIST OF ABBREVIATIONS
BBC British Broadcasting Corporation
C~ Commonwealth of Learning
COSIT Correspondence and Open Studies Institute
DLS Distance Learning System
DSE Schriftenreihe der Dentschen Stiftung
fur internationale Entwicklung (German
Foundation for International Development)
ETV Educational Television
FRCN Federal Radio Corporation of Nigeria
ICCE International Council for Correspondence
Education
ICDE International Co~ncjl for Distance
Education
ICS International Correspondence Schools
IUC Inter.University Council
NBS Nigerian Broadcasting Service
NERDC Nigerian Educational Research and
D~velopment Council
NHSC National Home Study Council
NTA Nigerian Television Authority
NTI National Teachers' Institute
~C National Universities Commission
MC Rapid Results College
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TISEP Teacher-In-Service Programme
UCC University Correspondence College
ZIFF Zentrales Institut Fur Fernstudien-
forschung
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The emergence of the correspondence system of
education in the early part of the 18th Century marked
a turning point in the provision of educational
opportunities for millions of people allover the world.
It signified a major departure from the traditional
face-to-face approach to teaching and learning, by
making it possible for teachers and learners to be
separated in time and space,'for what Moore des-
cribed as "both the preactive and the interactive
phases of teaching".1
While the growth of this novel approach and its
consequent diffusion from Europe, Australia and America
to other parts of the world w~s made possible by the
various educational, geographical and socio-economic
circumstances of the innovation-accepting countries, the
development of new communication systems had greatly
influenced its easy application. For example, the
H. C. MJore, cit.edin ,Borge HolnbeDg",
1 . Status and Trends ill Dlstance Bducatii.o.n London
Kogan Page. 1981, p. ". For a C11seus"Stroln the extensive use
of the system to educate large nurrberof citizens all aver the
«orl.d, see M3.ckenzieand E.L. Christensen, 'TheChanging W:>rld
of Correspcndertce·Study. University Park: 'ThePennsylvania
State University Press. 1971i and, Katia Siqueira de Freitas
et. al. "Nm-Traditicnal Study Proqram: An overvaew" ICDE
Bulletin. Vol. 12 Sept. 1986. pp. 38-40.
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coming of the mail delivery system, whose art the
University of Paris had perfected since the 13th cen-
tury, 1 the emergence of the radio in 1902 and its
f~rther development in 1906 by one Fessenden of
2
the University of Pittsburg in the U.S.A. ; and the
earlier invention in 1875 of the telephone 3 had provided
some background for the avenues which the
modalities for transmitting instructions would later
take. The coming of improved transportation system
as typified by the invention of the internal combustion
engine towards the end of the 19th Century had made
it possible for man and goods to be transported at a
speed of 140 kilometres an hour. 4 By 1945, it was
reported that the jet aircraft was already doing ten times the
, ,
1. The Encyclo~ia Amelficana (International Edition) NewYork:
Americana COrPQration.,9bI. p.428. Genrany, Italy, England and
the United States later had their postal systems begun in the
15th, 16th, and the 17th Centuries with England establishing
a public post in 1635 while "Arrerican Post Proper" was started
in 1691. '
2. Fessenden had succeeded in pioneering 'the "first broadcast in
history" VJhenhe "used wireless waves to carry the hunan voice
over a distance of rrore than ore kilorretre". See Olu Ladel e ,
V •O. Adefela and o. Iasekan, History of bhe Nigerian Broad:::asting
Corporation, Ibadan: Ibadan University Press. 19/9. p. 2.
3. The invention of the t.eIephone had preceeded that of the radio
by about twenty-six years. One interesting observation has been
the progressive reduction of distance over the years, between
each invention and its app.li.cat.Lon, For phJto:::::opy,it was 112
years; telephone, 56 years; for radio, 35 years and for television,
it was 12 years.
4 . Edgar Faure, (Ed.) Learning to be. Faris: Unesco. 1972, p. 89.
UNIVERSITY OF IBADAN LIBRARY
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original speed of the improved wheel. Indeed, by the
1960's, astronauts who travelled to the moon, were
on. their landing, seen simultaneously on earth by
hundreds of millions of people, millions of miles away.1
These breakthroughs in the growth of communication
were not the only events that helped in reducing the
distance between man and his fellow men in time and
space. The coming of the industrial revolution
itself as a major harbinger of the communication
breakthroughs madeit possib: e for di.st.ance to be
bridged. First, it brought'a boost to the growth
in technology and reduced the physical separatedness
of nations and the various nationalities. Second,
it brought with it a rapid increase in the spirit of
merchantilism and free enterprise. Third, it ensured
tha t a, multiplier effect was given to g,oods production
which then took on the mass edq'e to it. Any commodity,
1. .This developnent in hunan space travel pimeered by the Soviet
Unionwith the landing of Sp.rtnik in 1957has had tremenCbus
imp:tct en the develc:pnetn of educational and other distance-
reducing te:::hnologies. See Learning at a Distance and the NEW
'I'e:::hnologyV, anccuver: Educational Research Instib.lte
of British Colunbia. 1982, pp. 31-39. Also, the recent widespread
sale of mcoi Ie and cellular rhenes and the successful orgmisatim
of S3.tellite Cmferences by AIrericanand Jap3.lleseexecutives
whowere afraid of travelling during the re:::ently ccncluded
Gllf W:trhostilities are fall-cuts fran space technology research.
(The researcher was in the United States of AIrericabetweenFebruary
and M:lrch1991and listened to manyreport.s en the Cable
NewsNetwork(CNNw) hich discussed this phencmencnextensively) .
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services or materials could be mass produced, using
an extended division of labour and stressing co-
op~ration, team spirit and a growing sense of specia-
lty. These issues later provided a basis for Otto
peter's theory in correspondence education as we shall
see.
The attendant effect of all these developments
on the various existing educational provisions,
including correspondence education was extensive.
While for instance the medium of instruction in
correspondence education gradually gave way from
an initial heavy reliance on print to other media,
a significant shift was marked in the changes that
were to inform the pattern of growth in the field.
Consequently, new terms began to emerge in the
literature in the field to further bring home these
new dimensions of growth. Terms like "telekolleqg",
"teleconferencinq", and "distance education" began to
find various levels of usage. At another level of
the spectrum, the relationship between the obvious
appeal to the mass audience of post industrial revolution
found some theoretical level of linkage with corres-
pondence education. If industrial revolution signified
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5
the coming 'of the division of labour; of the need to
have areas of specialisation; of the need to mass
produce to satisfy the clientele, then correspondence
education, which shares these characteristics may have
been the most industrialized form of education. 1
The general growth in the pattern of sophisti-
cation of the society; of the coming of the new nations
as a result of the withdrawal of Colonial Governments;
and of the growing demands on the purse of many a govern-
ment to continue to finance fully the education of
its citizens, led to the errergertCeof a new kind of
clientele for correspondence educatiqn institutions.
These changes and others were not without their effects
on the general pattern of growth and development of
correspondence educa tion. In some ways, the programmes
of correspondence education had to change to reflect
the changes in the environment. At other times, the
1 • This is a najor posbllaticnand ccntributim to distance
education theory which O. Peters has made. See for example
his works: "TheoreticalAspects of Correspondenceinstructim"
in O. M:ickenzieand E.L. Olristalsen (eds), The Olan<{ingYbrld
of Correspc:ndenceStudy. UniversityPan: Pamsylvam.a State
University Press 1971, pp.223-8 and "Distanceteachingand
industrialproduction:a Comparativeinterpretatim in
cutline". In D. Sewart, D. Keegan andB. Holrrberg(eds.)
Distance Education Intematimal F. ~ECtives, Lmdm: Croan
Helm pp. 95 - 113.
UNIVERSITY OF IBADAN LIBRARY
6
methods of'instruction had to change to reflect the
more robust technology that the environment could
offer, or relate to the liberal attitude which the
new clientele demanded. Still at other times, the
changes in approach to correspondence education
activities were so subtle, so profoundly transient
that they could not be easily treaceable to any known
factor. Where this was the case, ,changes are sometimes
found to have resulted from an intrinsically woven
factor in the entire process of correspondence education
itself.
However, in ascertaining the nature of change
and the factors that promote this, one major theme
appears to have stood out more clearly than the others.
Around this cauldron of the explanation of change in
the growth of this novel approach to teaching and
learning is the one arising from an attempt to con-
sider the term correspondence education as not being
capable of now fully carrying the weight of the
totality of experience that actually operates in the field1
-------------------------------------------------------------------
1 • u.e change in name of the body, InternaticnalCamcil for
CorrespcndenceEducatim (ICCE).to InternationalCamcil for
Distance Educatim (ICDE) en June 14, 1982 was a clirraxin the
series of attempts to reflect a paradigmatic shift in the transfc
atim fran "Correspcndenceeducation" to distance educaticn".
Apart fran the new term catering for the grc:JN'idnigverse nanberst
moefdtihuem boofdpyr,initt wahliscohdwea-sentphheashiasLelsmtahrek eoxfttrheenesryesltieamnocfe ¥in1stth:eJ:u.c;tl
of Corresp::::ndenecdeucation in view of the new technolog~eswuch
adorn the field.
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I
I
either at the level of practice or at the more
f oundationa 1 level of theory. It is the somehow simple
explanation of its transformation from the generally
accepted name, or perhaps culture of correspondence
education to distance education. Going purely by the
book, the term distance education is variously seen as
properly locating the focus of the activities which
correspondence education practices of old depict,
or should depict at the present time. The element
of tim~ here is seen as a factor of the aggregate of
the growth of communication and its related technology,
and the tendency to want to explain correspondence
education activities in the light of new ideas and
actual happenings. Thus a transformation here, signi-
fying change in the correspondence education of old,
can only be in the direction of the latest term "distance
education. " 1
The attempt at this point is not to plot a graph
of correspondence education along a path that sees the
term growing and one day becoming distance education.
The point however is that wherev.er correspondence
education had found some level of usage in theory and
in practice, it may as well be logical to expect that
InternationalCamcil for DistanceFducatim, 1982 Conference
Reportand Handbcx::k, pp. 28 - 30.
UNIVERSITY OF IBADAN LIBRARY
8
there has been a growth and development in correspondence
education, with such growth being in the direction
of~creating new sets of descriptions for happenings
in the field, based on changes in the media and methods
used. Thus, in examining the transformation, of cor-
respondence education, we are examining the extent
to wh i ch it has transformed into what could easily be
referred to as distance education. The essence of
this patterning thus automatically shifts from just
the terms to the wider issue of determining how the
changes have gone especially based on certain expectations.
In Nigeria, as in many developing nations, the
transformation of correspondence education to distance
education may well be an acknowledgement of the extent
to which some specific methods and media have been
significantly changed as to make the practice to be
seen in terms of distance education. In view of the
relative growth of the system and its new demands,
it becomes necessary to historically place in appropriate
perspectives what the nature of change has been.
This change situates the medium of correspondence
education within the context of its capacity for
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bridging the distance between the learner and the
institutional provider on the one hand, and between
the learner and ac t.ua L learning outcomes on the other.
Between the greater epochs spanning the sixty-year
period -of the study, the pattern and trends of the
transformation of the system will be examined
along a historical dimension.
ED far an examination of the development of the
system of correspondence education in many parts of
the world, especially in places where the idea originally
diffused to Nigeria reveals that there has been a
transformation from correspondence education to
distance education. Such a transformation can only
be best described as partial in the case of Nigeria.
This description is not only' contrary to the ideal
when one considers the length of time the practice
has been on in Nigeria, it is -also dysfunctional and
is a great indictment on the promotion of an educational
innovation whose ben~fits, past, present and potential
for the development of the nation's educational, social
and economic and technological systems are tremendous.
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Where there is a proper growth of the system of
correspondence education in Nigeria~ issues of con-
tinuous heavy reliance on the medium of print should
not only have been reduced, other media, especially
the modern ones should have emerged 1 in the field.
A foray into the history of the system will explain
thi s point more.
The use of the print medium to relay educational
messages to the clientele of correspondence education
in Nigeria in the early beginnings of the use bf the
novel teaching approach may have been in line with
the level of development at the time. About 1887
when the London Univer?ity first op~ned its doors to
Nigerians to benefit from the opportunities of obtaining
1. This was the issue which Anthony W. Bates was
raising which he referred to Soren Nipper's
assertion that. there is already a t.h Lr d generation
distance education, where a greater facility
for two-way communication and more access to
communication between student and teacher is
provided. See A.W. Bates, "Third Generation
Distance Education: The Challenge of New
Technology," in Research in Distance Education.
Vol. 3 No.2, April, 1991. p.11
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11
a degree at a distance,1 the level of development
of the general communication systems was very low.
In-Britain, from which Nigeria, like most other Colonies
had had the first contact with the use of radio
through the "Empire Broadcasting", 2 up till 1929,
attempts were still being made to ensure the launching
1. Michael Qrolewa, "Historical Antecedents of Distance Educatirn
in Nigeria 1887-1960". Adult Education of Nigeria, Vol. 7
Dec. 1982. p. 7. The Unlversity 'of Londonhad-in fact been
established in 1836 and was a rrajor innovatirn in opening
university educatirn provisirns v.Drldwide. Its 1858 Olart.er
not rnly dispensed with the requi.rerrent. of at.t.endance at ell
approved examinatirn, citizens' fran the ,"Elnpire" (later
"CcrrmcnweLath") cc:uld register for external degree examinations.
Lcndcn University I s examinatic;n-board" role thus created the
tuiticn-support g'lp which rnly correspcndence educaticnal
provisions ccoLd fill. See LEonard Valore and Grover E. Diehl,
"The Effectiveness and Acceptance of Hone Study" National
HarreStudy Cc:uncil M:nograph. April, 1987. p. 15.
2. The first regular prograrrrnes fran . the British Brred:::::asting
Coq:oratirn were brcadca st. to Australia, Canada, India,
Sourh Africa & West Africa on 19th Dec., 1932. The narre of
the service eventually became the External. Service of the
BBCin 1948. See. Asa Bri<,Bs, History of the Brredcasting
in the United Kingdan, Lcndrn: Oxford Universi ty Press
1965, Vol. II, p. 38.
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12
of the scheme 1 not to talk of its possible educational
or other uses, apart from neWs and entertainment.
The ~ame story is true of the use of the television
and other electronic means for entertainment purposes
and later, instructional use. However, there have
been a lot of changes in the communication systems
available for en t.e r t a Lr.me.nt. or other office uses
in Nigeria2 since these early beginnings but the same
cannot be said of the field of correspondence education
which has continued to rely on its same old medium
of print, many years after it was introduced into the
~,t:
' •.,. country. Unlike its counterparts in other parts
of the world, it has continued to wear a totally conventional
I
print gown. I
1. A wired brm.d:::asting service kncwn as the Rldio Dis-
tributicn Service was finally corrmissimed in Lagos on
Decerrber 1, 1935 with BBCprograrrme being relayed fran
11.30 a.m. to 1.00 p.m. and fran 5.00 p.m. to 11.00 p.m.
da.ily. Olu Ladele, V.o. Adefela, O. Lasekan, History of
the Nigerian Brcad::::asting Corppratim, op , cit. p. 8.
2. This grc:wth is noticeable in all the areas of carrnunication,
including transportaticn, rredia develcprent and the general
grc:wth of mass media hc:uses. In the TIB.SS rredia grc:wth,
anolewa reports that 31 newspapers and 31 elec:trcnic rredia
Stations and televisim statims were available in 1985.
See M. OnolewaI "&l.rvey of Current Cut; of School and Adult Education
Programre and Resc:urces" in Nigerian Educatimal Research
Cc:uncil (NEK:) later (NERDC, )Research Studies on POfUlatim
Educatim in Nigeria. Laoos , 1985 pp. 171-177.
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At another level of discourse, one of the major
.jpractices of correspondence education institutions
'~.
in the country has been the use of a method that
relies on the production of course texts, prepared
as course units, and sent to learners, .wh o on
receiving them read up the mo~ules, answer the questions
raised and return same to the institutional providers
for the tutor's comments. 1 This two-way communication,
in the view of the original protagonists of the system,
is germane to a healthy educational rapport between
learner and teacher, and thus ensures a proper bridging
of the physical distance between them. It may be
necessary to ask in what direction this trend has grown
in terms of transforming the system from its oldest
practices to now, when the entire spectrum of knowledge
has now expanded, and access to information by the
learners is expected to be greater. Preliminary investi-
gations do reveal however that rather than 'qrow positively
in the direction of having an improvement upon earlier
activities, sharp commercial practices, the penchant
1 . This practicewas comroc:inn the heydays of Corresp:::ndence
education in Nigeria when the Fapid Results College,the
wlsey Hall were patrcnisedby many Nigerians. Scripts
were pranptly returnedwith correctionsin submissions
made by the students._.-
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1 4
')
to rush things, and the relative growth in the
number 0 f c lien te Le now undergoing corxespondence
education programmes, may have reduced the element
of two-way communication in the field, thus reducing
the method to a one-way traffiG flow. 1
This negative development appears to be true of
correspondence education at the secondary school or
tertiary levels of activities in respect of what
institutional providers do or .do not do.
A possible resultant effect of the above is the
issue of quality of instruction.2 This is perhaps
related to what organisations have over the years,
especially within the period of this study, joined
the queue in order to promote correspondence education.
What are the exact motives for their coming and how
prepared are they to deliberately make learning easier
1. A tendency tcwards a one-way traffic flON in Comnunicatim
is antithetical to the views expressed by Baath, Holmberg and
other writers on Distance Educatim. For Example,
see J. A. Baath, Correspcndence Educatim in the light
of a number of Cmtemp?rary Teaching MXlels. M3.lroo: Liber
Hermcxls, 1979.
2. The issue of quality beca:res important here when one cmsiders the
grONingnurrber of clientele being served. At the Natimal Teachers'
Institute, more than 31 ,000 learners are being served while the
University of Thadan EXternal Studi.es Progranme has over 2,500
learners. Marking assignments and scripts of these learners thus
becares probIernat.i.c. For more details of figures of those being
served, see M.O. Akintayo, "Jnvestrnent; in Educatim in Nigeria.
The Relevance of Distance Education". The Canrrcnweatlh of Learning
Study FellONships Prcx:rranme1990. pp. 77 78.
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15
rather than just be another route to a Certificate
or Degree for an estranged individual struggling to
read and work at the same time? Investigations have
indeed shown that it is one thing to talk about accred-
itation to ensure quality at official quarters (e.g.
University Senates; Ministry of Education, or other
agencies) but it is another thing to ensure the
main tenance of ~stanOards at another level and succeed
in the bridging of distance.
The nature of structures and organisations that
daily emerge to carry out delegated responsibilities
for correspondence education provision or to serve
as the main institutional providers depends on a number
of factors. Where individuals run correspondence
education institutions as proprietors, street sense
sometimes predicts the possibly expected static nature
of activities and a lack of willingness to improve on
the method and media of education because of the
higher costs. Where Universities engage in correspondence
UNIVERSITY OF IBADAN LIBRARY
16
education activities in the country, the fact that
they start such on their own and outside of the
bud~et 1 statutorily allocated by the National Univer-
sities Commission sort of put them into a straight
jacket of failing to develop the necessary method
and media infractures that showl a possible glide
towards distance education.
In Nigeria, the only two major instances to show
a possible development of the genre towards the expect-
ations of distance education, are premised on:
i. the statutory, and sp~cial nature of the
founding of the National Teacher's
Institute in Nigeria, and that of the Centre
for Distance Learning of the University of
Abuja, both of which show government's readi-
ness to go the whole hog and develop these
Centres along the most. modern lines,in con-
sonance with related development worldwide;
1. The Nat.i.c!nUaniversitiesCmmission (NUC)had throgh
a letterdated February 16, 1987,advised Universities
wishing to, or already nmning external studi.esprograrnrres
to do so and that it (theN U C) was not respcnsible
for financingsuch.
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17
ii. the corning of the Commonwealth of Learning
(COL) 1 which is a multi-nation, multi-dollar
and multi-media involvement in the field
of correspondence education in Nigeria.
The latter point above, much as it signifies
some sort of hope in the possible direction of growth
of correspondence education, is not definitive enough,
as to now it would be involved in 'all the correspondence
education programmes springing up by their dozen in
Nigeria.
Also in the examination of the changes over the
years, the nature of the support services available
to students is germane to the discussion. While
the initial problem of the clientele of correspondence
educa tion ranged from physica 1 separa tedne ss to sometimes
total isolation from their providers, they had the
added problem of struggling with the problem of social
distance as the subjects they studied were sometimes
·1, '!heCamnmwealth of Learning was establishedby the
Carmmwealth Heads of Government in Septercber 1988. Arocng
its rnaojr activities are the pranotim and coordinatirn
of the sharing of distance tooching rraterials;giving support,
to distance teaching institutirnsthrough staff training,
programmesof evaluatim and research, and helping distance':'
teaching institutims to provide better services to
students. See Research in Distance Educatim, April 1989,
~l. 1, No.1. p. 20.
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18
far removed from the cultural and social realities
of their environment1. As independence came, and
learners later had the opportunity of battling with
the bridging of distance at home, the need for support
services, and problems of a different nature emerged.
For example, the realities of the geographically
vast national environment unmatched by appropriate
technology now stares the systems in the face. One expects that
letterswould travel faster to serve counselling and
guidance purposes for correspondence education
students of today, while library facilities
in formal institutions, even those institutions carrying
out the programmes through the External Studies, units v.ouldbe
available for clientele use. Also, learners would
b~ uble to ~~~~~st ~ftd ~~I~ive information on
lhe dates t".r: exami.na1 ions or fior the collection of course
materials '. Are the providers of correspondence
1. Onolewa's identificatic:onf this prcblem is ext.enis.vIey
treated in his work, "OxfordUniversityDelegacyof
Lccal Examinat.i.cn s and SeccridayzEducatim in Nigeria,
1929-1937" in Journal of Educatimal Administratim
and History. Universityof Lee~s. Vol. X, No.2y
July 1978.
UNIVERSITY OF IBADAN LIBRARY
19
education ready to use newsletters or other information
outlets to make appropriate information available to
learners to ease the other strains they undergo?
1~2 Statement of the Problem
Against the background to the study just examined,
the problem of this study can be stated thus;
1. the tendency on the part of correspondence
education institutions t,O insist on the
same methods and media of instruction while
a transformation of correspondence education
to distance education would have dictated
a more progressive pattern of growth;
ii. the inability of correspondence education
institut~ns to have an appropriate environ-
ment for growth in the direction stated above;
iii. the apparent lack of maximum utilization by
the possibilities the environment offers to redul
the problems of distance that correspondence
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20
education learners undergo;
iv. the absence of appropriate support services
for distant learners to further help remove
the various forms of distance they undergo;
v. the growth in quantity of practice in the
field without a corresponding growth in the
quality of samei
vi. the lack of a Co-ordinated System of
ensuring the transformation of the correspondence
system of education in Nigeria along the
path of a full f Ledqe d distance education
system.;
vii. the inability of the medium of correspondence
education to grow beyond its print level on
the one hand, and on the other, the apparently
widening varieties of distance now being
created when the gap should have been shortened;
viii. the lack of appropriate replacement for the
absent technological base which is best suited
for bridging the distance.
Thus,the problem of partial transformation of
the genre has the related sub-sets of inappropriate
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21
growth of the medium of instruction; inappropriate
utilisation of available media in the country by the
system; lack of growth in two-way communication;
extreme reliance on manually operated support service
system; lack of proper management of a rise in student
number; the trends in the promotion of the qenre for the
wrong reasons; lack of proper co-ordin~tion of
activLties and related management of quality; and the
wide gap between the assumptions underlying the
theoretical and practical use of the term "distance
educa tion". All these emphasize the existence of a possible
partial transformation of the genre.
1 .3 OBJECT IVES OF THE 'iUDY
The objectives of t.h' is Study we;,--e to:
i. examine the methods, media and
scope of correspondence education in Nigeria,
prior to and around 1927;'
ii. trace the changes that have taken place in
the methods, media, and scope of correspondence
education within a span of sixty years;
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22
iii. highlight the nature of these changes along
the dimension of bridging 'the distance in
distance education;
iv. examine transformation in the light of
quality of instruction, establishment of
support services and the enhancement of
the needed two-way communication;
v. evaluate the extent to which changes have
been positively directed for the promotion
of the field of d.ist.ariceveduca t i.on.
vi. identify the major problems that may h~ve
stiffled the transformation of the ~ystem
in the direction of distance education;
vii. locate the pattern of change within specific
periods and over the entire period under
study;
viii. make recommendations that would aid the
future growth of distance education in
Nigeria both at policy making levels and
I,
I
I
at the level of instftI utional providers of
distance education.
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1.4 RESEARCH QUESTIONS
Some of the research questions that would
thus inform the nature and outcome of this inquiry
are:
i. What was the nature of the provision of
correspondence education in terms of the
methods, media, delivery strategies, support
services and clientele in each identified
period in the study?
ii. What structures and agencies were available
for running the programmes?
iii. What specific problems emerged as a result
of the methods and media that were used in
bridging distance?
iv. At what point specified, did a need for
change emerge in the general practice of
the field in respect of bridging the
distance?
UNIVERSITY OF IBADAN LIBRARY
24
v , What exactly has been the ,nature of change
in the system in line with the expectations
of distance education?
vi In what ways has the environment stiffled
a transformation towards distance education?
vii At what levels of the educational programmes
which Correspondence education promotes
has transformation been noticeable?
viii To what extent has there really been a
transformation of Correspondence education
to distance education? Has it been total,
partial or insignificant?
ix. How do existing correspondence education
institutions maintain the growth of change
in the system - in terms of search for
co-operation or foreign support; enhancement
of quality of instruction?
x. In what specific ways should transformation
be chane lied?
xi. What has been the gr~atest limitation to
I
the process of transformation?
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25
1.5 SCOPE OF THE STUDY
This study covers the entire sixty-
year span from 1927 to 1987. The period chosen,
including the starting year of the study are signifi-
cant in a number of ways. First, the year 1927 marked
the entry of the first Nigerian alumnus of degree by
correspondence when Mr. E. O. Ajayi passed the B.A.
Degre~ examination in Philosophy at home. 1 Such a
tertiary level achievement in those days was celebrated
with much funfare, and, considering the fact that
the London University which awarded the degree from
such a distance did not even provide the back-up
tuition, it was a notable achievement worth using as
a starting point for such a major study as this. Other
significant events within this period include the
organisation of other foreign examinations in the country.
The Oxford University Delegacy of Local Examinations
had operated in Nigeria between 1929 and 1937,2 creating
1. M. Qnolewa,"HistoricalAntecedentsof DistanceEducaticn
in Nigeria, 1887-1960" Ope cit. p.15.
2. , "OxfordUniversityDeIeqacyof Local EKaminaticns
and SeccndaryEducationin Nigeria, 1929-1937"
Ope cit.
UNIVERSITY OF IBADAN LIBRARY
26
a significant interest in Nigerians for the use of the
correspondence system of education to achieve the
goal of passing the examinations. Also, up till 1951,
when the West African Examinations Council (WAEC)
was created, 1 the London University had continued to
pursue its external examinations work which it started
with a lot of vigour, and the WAEC had in fact gone
on to promote the General Certificate of Examinations
(GCE) of London University up till 1977.
While these examinations continued, foreign
corre spondence colleges con t.Lrrued to provide the tui tion
necessary for the Ni~erj,answ i shi.nq to write the examinations.
Part of the scope of this study is therefore the
examination of media and methods of correspondence
education at this period, and the pattern of
transformation of the system over time.
The year 1987 which marks the end of the study
is also significant. While it was the year-of the reviewed
accreditation decree of the Federal Government, ten years
after the first one had been issued, it was also the year
1. M. Qnolewa,"The Promotionof Londm UniversityExaminations
in Nigeria,1887-1951". 'IheInternatimal Jmmal of
African HistoricalStudies,vol. 3, No.4, 1980. p. 652.
UNIVERSITY OF IBADAN LIBRARY
27
of the folmcation for the estGlishn'ienotf the Conm::n~th of learn:
(eOL) before it \leS forrrerlysetup in 1988. Representing
a multi dollar, multi media, and multi-nation inter-
ven tion in distance educa tion in Nigeria, it marked _
a modality shift in the fortunes of the novel approach
to teaching and learning in the country. While it
may have been some kind of anti climax to the develop-
ment o~ the genre in Nigeria, it nevertheless represents
a significant pause, aimed at a re-direction of the
growth of the system, going by its tall ambitions.
In between these years, 1927-1987, a categorisation
of correspondence educa tion institutions to be examined
thus include:
i. foreign-based correspondence colleges;
ii. local correspondence colleges engaged in
the preparation of students for post primary
and other professional examinations;
iii. correspondence, external, open or distance
learning centres or units of various univer-
sities or colleges;
iv. statutory bodies set up by government to
conduct examinations and run djstanc~ lear~ing
programmes.
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28
1.6 SIGNIFICANCE OF THE STUDY
Among other things, the study is capable of
i. providing an account
of the development of Correspondence education
in Nigeria within a sixty-year period
I
since the first Nigerian was awarded a
degree through the same system;
ii. providing an account of the
nature of changes that have taken place in
correspondence education in Nigeria over
a sixty-year span;
iii. equ ipp i.n q adult educators with the information
on the chdnges in the field with the aim of
assisting policy making;
iv. equipping institutionali providers of corres-
pondence education, with detailed,knowledge
of their field in theory and in practice;
v. helping to improve t~e quality of instruction
and general practice in the field;
vi. providing accounts of the activities of corres-
pondence education institutions in the
country and the programmes they run;
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29
vii reducing the problems correspondence
education clientele face like isolation and
lack of support services by highlighting
these i
viii. promoting government's greater involvement in
terms of increased financial and material
support for correspondence education
institutioniii;
ix. providing new insights into the development
of relevant local media of distance education
to reduce learner Lso Lat Lon ,
x. indirectly promoting the development of
the formal educational system, especially
its technological growth
1 .7 ,"LIMITATIONS OF THE STUDY
The limitations to this study were the absence
of a related study in the past; the relative newness
of the activities of tertiary institutions providing
distance education at the university level and the
near extinction of the activities of foreign Correspondence
UNIVERSITY OF IBADAN LIBRARY
30
Colleges in Nigeria. The research was also affected
by the spate of ethnic, religious and economic riots
that took place in the country in 1992 as well as
the costs of extensive travelling around the country
for interviews of personnel and on~the-spot
assessment of distance education institutions.
Some of these limitations were however reduced through
the upe of interviews of some of the students of the
institutions scattered across the country. Also, an
extensive use was made of Omolewa's scholarly foray into
the field, while the records of the National Archives
in Ibadan, and those of institutions running the
programme were studied.
1.8 DEFINITION OF TERMS
A number of terms are defined in this study
to remove ambiguities in meaning and thus place the
concepts properly within the context of the research.
These terms are:
UNIVERSITY OF IBADAN LIBRARY
31
1. Correspondence Education
The term is used to describe an educational
programme in which the teacher and the learner are separatl
in time and in place such that the teaching and
learning process is carried out through the medium of
print. This definition, which shows the system's
adherence to the medium of print rather than other
media, is the interpretation this study will adopt,
except where otherwise explained.
2. Distance Education
This is related to the above but with a ,subtle
difference. This term as used by Holmberg, covers
the various forms of study in which the students are
not in direct physical contact with their teachers,
but v.hichnevertheless, benefits from the servicesof a tutorial
organisation. 'Thecmtent of instruction,between the learnerand th:
UNIVERSITY OF IBADAN LIBRARY
32
tutor is thus sent through the medium of print, audio,
or any other electronic means, or a combination of
these. This interpretation is adhered to in this
study, and it thus shows the extent to which "distance
educa tion" is a development on the practice of
"Correspondence education".
3 . Media in the study refers to materials and
equipment used in communicatin.g didactic information
between the teacher and the learner in Correspondence
or distance education. Whi le ·they may serve
supplementary purposes, they lie at the core of
I
distance bridging in correspon~ence or distance education.
coupled with the method of teaclh i.nq , media here make
this innovative process of teadhing and learning
possib Le. It is however these Isame media, as
reflec ted in the study which se1rve entertainmen t
purposes in the societal contexts in which distance
education takes place. At the appropriate points,
needed differentiation will be made between media
which aid teachers and those wh.ich replace r.h ern ,
4. Me)i-:;)dref er s h., the way and m.s nner of giving
I
instruction to the learner, and having a feedback
UNIVERSITY OF IBADAN LIBRARY
33
from such, or vice versa, in correspondence and
distance education. Examples here include ways of
packaging the teaching content in such a way that
the objectives, media, content and evaluation of
learning are incorporated. It refers to, on the one
hand, a description of what happens, when the
face-to-face approach of teaching and learning is
removed, while at the level of exceptions to the rule,
the face~to-face method becomes supplemental to the
process. A method here is also expected to leave room
for a two~way interaction between the teacher and the
learner. Method here also refers to the process
of preparing the instructional material as such
process represents the simulation of the teaching
and learning situation.
S. Clientele
The "clientele" of distance education are the
students or learners in the system.
6 . Transformation
This term means change. In this study, it is
used to describe the changes ~hat have taken place in
correspondence education prac~ices, such as are
reflective of a trend towards distance education.
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34
7 . Independent St'U~y
In this study, the researcher shares the view
of "independent study" taken by Charles Weddemeyer,
who sees it as encompassing "several teaching~learning
arrangements in which teachers and learners carry
out their essential tasks and responsibilities apart
from one another, communicating in a variety of ways". 1
This definition thus emphasizes the freedom of the
learner from the conventional educational demands
o f tl.me, space, an d' prescrlp t'lons. 2 Correspondence
and distance education programmes are thus in theory,
some form of independent study.
7. Open Learning
The term "open learning" refers to a context of
learning, or a teaching-learning philosophy that gives
more freedom to the learners such that learning" is
not enclosed or encumbered by barriers, not confined
or concealed, but accessible and available,,3
1. Charles Wedderreyer, "Independent;Study". In L. D2ighton (ed.)
Encyclopefu of Education Vol. 4, ~w York: M3.crni11:mand
Free Press, 1971.
2. G.T. Gleason, "Technical DeveloprrentsRelated to Independent;
Learning" in G.T. Gleason (ed.) The 'Theory and Nature .of
J Independent Learning. Scranton Pennsylvania: InternationalTextbook, 1967. p.v.
3. C. Wedderneyer, "Tndependent;Study," in A.S. Knowles (ed,)
The International Enc 10 :L:t of Higher Education. San
Francisco. Jossey Bass. , Vol. . p. 2115
UNIVERSITY OF IBADAN LIBRARY
35
This term is used in this study as an emerging
philosophical ideal yet to find its true level of
usage. This is because institutions that share
elements of the ideal, at least in some extreme,
still have their various levels of closeness or closure.1
8. Teleconferencing
The term'tel~conferencing is used to describe
the electronic communication between two or more
people at a distance, and this may involve the use
of the audio, video or interactive computer .. It
also refers to the combined use of any of the types
identified here.
1 • An example here is the British Open University
whose openness in terms of admission criteria is
unmatched anywhere in the world, but which
nevertheless has its areas of "closure". See
D. Harris, Qpenness and Closure in Distance
Education. London: The Palmer Press. 1987.
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CHAPTER TWO
CONCEPTUAL FRAMEWORK
2.1 INTRODUCTION
In this Chapter, we shall examine the concepts
of "transformation", "correspondence education" and
"distance education". Transformation will be discussed
within the framework of educational change although
the social, economic and technological dimensions of
such change will be considered. while 'correspondence
education'is taken to represent the earliest description
of educational provisions organised at a distance,
distance education'represents the most modern des-
cription of the phenomenon, taking into perspectives
the new technologies, media and methods that the
system utilises.
A conceptualisation of the transformation of
correspondence education to distance education thus
implies a paradigm shift reflected in trends in
the various change processes, practices and significant
epochs in the provision of education at a distance.
In it are expected to be identified a set of criteria,
principles and theoretical postulations emerging from
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literature which have implications for practice
and which specifically describe change.
In the process, models of correspondence education
and distance education will be given, while a model
of the transformation process itself will be .proferred
for the Study.
2.2 ANALYSIS OF THE CONCEPTS OF TRANSFORMATION,
CORRESPONDENCE EDUCATION AND DISTANCE EDUCATION
Transf orma tion:
The concept of transformation refers to an
instance of change, whether in the appearance, shape,
quality or nature of a situation, process, object or
a phenomenon. It is therefore in this sense normal
to talk about economic, social, political or educational
transformation when a change is observed over any of
the processes identified. In the view of Lippitt,1
The very nature of change implies there
is some perceptible difference - in a
situation, a circumstance, a person,
a group, or an organisation - between
some original time and some later time.
1. CordonL. Lippitt,yisualizingChange: Model Building
and the Chan<£ Process" Virginia: NIL Resc:urcesCorporationI
1973,p.38.
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I suppose hardly anything is measured
that will not display s'orne difference
between two successive points in time,
if the time interval is long enough.
In specifically locating the concept of trans-
formation within the general purview of change,
Lippitt identifies and categorises social change
within the sub-divisions of change through transmission
and change through transformat~on. In transmission,
he observes that change is evolutionary here, occurs
without conscious direction and could just be described
as changes that "just happeri !", 1 Of change by trans-
formation, he sees this occur~ing
when individuals, groups or organizations
change themselves or others through conscious
actions or decisions.2
Such change by transformation can be seen as
reactive change on the one hand, or inventive or planned
change on the other hand. When the change is reactive,
it is seen as "a response to some specific triggering"
thus making it automatic and instinctive. When it is
planned, its major feature is that it moves the organisation
or individual in a new direction. The change presupposes
1. ibid.
2. G.L. Lippitt, Ope cit. p.28
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that the organism or phenomenon involv8d must be so
out of balance as to require an entirely new organization
structure or mechanism.
There is however a sense in which the lines may
sometimes be blurred in between change by transmission and
change by transformation. For example, changes in culture,
life patterns and other behavioural patterns of individuals
may be appropriately seen as some form of transformation
which is a reflection of the new directions which tech-
nological and other innovations may have brought about.
Educational processes, methods and media can also be
affected by change in such a way as to imply a
transformation of the educational phenomenon.
Transformation in education may occur as a result of
political changes, technological growth, change in
government policies, economic growth or an upsurge in
social demand for it, or the meeting of such a demand.
It may also be a reflection of the improvement or growth
in the activities of the mass media and communication
systems, or more succinctly put, the application of the
communication systems to educational activities. As
Schram notes,
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Instructional television comes out
of the same box that provides family enter-
tainment and professional' football i
instructional radio, from the same sound
system that offers news bulletins; talk
shows, from the same photographic
process that makes and projects theatres
and home movies. The computers used for
computer-assisted instruction are the
same kind that set our type, keep our
bank statements and plot the paths of
our ships. 1
Thus, when these communication systems change, either
in terms of a wider scope of activities, a wider range
or a greater thrust, education benefits from an entirely
new culture of practice and a transformation of the
educational system is observed.
The transformation process in education takes into
consideration a lot of elements. Considering the human element,
learners and teachers in educational systems tend to
be transformed in time and in place. In time, teachers
and learners may, after a period of time, be no
longer satisfied with the practices of old, based on the
new demands which the dynamics of society place on them.
Their new ideals and characteristics, their pree ~ft9
desires and want do call for change over a period of time.
1. WilburSchramm, Big Media Little Media. Beverly Hills:
Sage Publications. 1977,p.13.
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While it may have been appropriate to be taught using
the eye-ball_to-eye-ball Plato practices of old, over
time, new dimensions of curriculum orientation, of
available time for instructional purposes; and of the
greater number of clientele to attend to, may thus
lead to the transformation of the educational activities.
In terms of space, the numan element does not
operate in a vacuum. The geographical, political
or social setting in which change is taking place also
affects the pattern of transformation. For example,
the building of roads, the rail system or the air
transportation system normally affects the balance of
relationships between men, including such relationships
as may be operational in educational settings. Any
detailed study of institutions that run conventional and
evening programmes shows an entirely different set of
attitudes operating between learners and tutors in such a
school, in its evening and morning programmes.
The degree of transformation of a particular
phenomenon may be desGribed as being low or partial,
average, high or extremely high based on the extent to
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which specific ideal expectations are matched.
In the field of correspondence education, the
theme of transformation has been identified by various
writers along different dimensions of thought. Two
of these dimensions address the issues of terminology
and technology. The third relates to a general appraisal
of the reactions to the development of the genre.
Weddemeyer's exploration of the changing nature
of the nomenc lature shows "correspondence study" giving
way to the adoption of "independen t study" in the
U.S.A. by the mid 1960's. While "independent study"
represents a more generic term, both terms have their
roots in the British tutorial and extension movements
of the 19th and early 20th centuries.1 In Europe,
distance education later became adopted as an omnibus
term, which according to Weddemeyer, "represents
essentially a difference in terminology, not in method.2
This reservation is debatable. However, when the
.International Council for Correspondence Education later
changed its name to the International Council for Distance
1. CharlesW2ddemeyer, "IndependentStudy" op. cit. p. 2115
2. ibid.,p.2121.
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Education, it became clear to all th~t the climax
of the need for a change in name, representative of a
transformation of the genre, had .been reached.
Through the titles of books, the trend in the change
in nomenclature became apparent .. Thus, Borje HolmbArg's
correspondence Education published in 1967, was revised
and re-issued under a new title, Distance Education in
1975. Mackenzie and Christen~en's edited book, The
Changing World of Correspondence Study, also reflected
a pattern of changes in the field.1
Soren Nipper's classification of the three generations
of distance education also reveals the trends in the
transformation process. The generations he identified
are: 2
1st Correspondenc~ teaching/single media
2nd Multi-media distance education
3rd Tele-education and "third
genera tion" distance educa tion.
Of the first generation, he observes that this was
characterised by little or no production of materials
1. O. Mackenzie and E.L. Christensen, The Changing
World of Correspondence Study, University Park:
The Pennsylvania State Univ. Press. 1971.
2 . Cited in A. W . Bates, "Third Generation Distance
Education: The Challenge of New Technology" Research
in Distance Education. pp. 10-11
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or the students' attention being called to a reading
list, but based on a set of simple questions and a
two-way communication system. The second generation
saw the coming of the British 'Open University where
the media range became expanded with emphasis on print
but the use of other media, including sometimes,
face-to-face sessions. Of the third generation,
he identifies the use of what he calls third gene-
ration technologies, such as telecommunications and
computers, computer conferencing or networking,
audio and video-conferencing.
The issues raised by Nipper borde-r extensively
on the transformation of the Correspondence System
of education, to distance ,education. Apart from
presupposing a change in name of the system, it also
specifically shows the change in technologies of the
system and the possibility of the provision of more
and faster access to cornmuni.ca tion by the students.
There is also expected to be a greater facility for
two-way communication.
From Nipper's views, the extent to which communication
becomes faster between the teacher and the learner
is reflective of the slight change in method which
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albeit is based on medium change. To say then that the method
has not been affected, as 'Weddemeyer is wont to add,
is to treat as an oversight the capabilities of the
third generation phenomenon.
Two other views, differently treated but related
to the concept of transformation are also noted here.
Levinson perceives the corning of the new media into
distance. education, especially the integration of such,
as a call for the transformation of the system. He
notes:
The moral for the introduction of
new media into educational settings is
that the new medium will almost al~ays
transform the educational setting.
The second point raised by Pelton in his "Technology
, 2
and Education: Friend or Foe" also has implications
for the transforma tion process in correspondence education"
which bO rlerson globa 1 homogeneity, the global mudball
,
view of society and the search for humanity's survival.
1. Paul Levinson, "Media Relations: Integrating Computer
Telecommunicatirlgwith Educational Media" in
R. Mason and A. Kaye (ed.) Mindweave. Oxford:
Pergamon Press. 1989, p. 42.
2. Joseph N. Pelton, "Technology and Education: Friend
or Foe" in Research in DistanceEdtncationApril 1991, Vol.3
Number 2, pp. 2-3.
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While the issue of global homogeneity brings man close
to a oneness of purpose, that of mudball is a rehash of
McLuhan's view of the possibility of the spontaneity
of our interactivity at any given moment because of
the tremendous potential of the new media. The so
called divisionof the world into mesh blocks, via
satellite is itself a transformation which Pelton's
Vl.e.w lS repea t'lng. 1
The caveat about humanity's survival is
representative of the view that with human beings
brought close and distance diminished through new
technologies, there may be a loss of jobs and positions
by individuals, as machines take over people's jobs.
The relevance of this is that there maY,be the other
side to the transformation process, btit the point
is maintained that correspondence education has witnessed
some transformation.
Finally, the view expressed by Mavis E. Kelly
in a review of Harris' 2~nness and Closure in Distance
Education, and Hodgson, et al's Beyond Distance Teaching:
Towards Open Learning further raises the existence of
the trend in transformation. As he notes:
1. See for example, J.N. Pelton, oPe cit. p.2
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within the past few years, our
attention has been drawn to distance
education in a new and interesting
way that could foresh~dow a
transformation, not only of
distance education, but of education
in general. 1
From these discussions, it therefore becomes normal
that when there is transformation in correspondence
education, more clientele are served; information
travels faster while the distance between the learner
and the teacher is reduced.
CORRESPONDENCE EDUCATION:
'I'h e concept of corre spondence educa tion is a
composite one in which the term "correspondence"
describes the type of education which the composite
concept represents or signifies. In.a sense,
Correspondence presupposes the exchange of information
and ideas, which mayor may not have the didactic
element attached to it. Since the education here
automatically implies the process or product of the
activities of a teacher and learner in a dynamic relationship
1 . Mavis E. Kelly, "Book Review" in Peter Jarvis &
J. E. Thomas (ed) International Journal of
Lifelong Education, Vol. 7 No. 3. July-September,
1988. p. 228.
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with the teaching content to be learnt, the nature of
correspondence here should presuppose a sort of didactic
two-way communication taking place. Thus in correspondence
education, knowledge, skills and other didactic information
are expected to change hands between learner and
tutor with possibly an organisation directing the
process of such exchange and following the activities
progressivelY until the objectives or goals of learning
are eventually achieved.
Making a recourse to historical links, the
concept of "correspondence education" has been in
existence for more than two hundred and sixty years,
at least in theory. The activities of Caleb Phillipps,
so conspicuousLy advertise~ in the Boston Gazette of
1728 did not specifically mention the concept but did
hint at it. 1 In the same vein, Pitman's 1840 efforts
in Britain, though then described as "postal tuition"
perhaps only found some conv~n~ence in nomenclature
by emphasizing the "postal" aspect of the correspondence
education business while de-emphasizing the actual
1. Cited in Leonard Valore and G.E. Diehl, The Effective-
ness and Acceptance of Home Study. A monograPh of
the National Home Study Council. April, 1987, p.1
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method of promoting the learner-tutor interaction
which the term correspondence appears best suited
for, and eventually did.
Based on this initial foray, many writers have
attempted to define the concept of correspondence
education along three dimensions of theory and
practice. These are:
i. definitions or explanations that emphasize
the image of the actual process and
innovative method and are thus descriptive;
ii. descriptions that include terminologies
which portray other pictures of the system
and are thus normative;
iii. definitions that attach other conditions,
,especially of a new experience in the field,
and thus make the concept incapable of carrying
the full weight of the new experience
attached to it; 'or
~
sr , <, definitions that pretend the concept is all
in all and can describe all situations in
the field.
We shall briefly examine all these as they occur
in the literature and make spec ific commen ts on them.
On the first category of definitions, the following
are identified:
a. correspondence study can be described as
organised provision of inst1ruction andeducation through the post.
1. W.J.A. Harris, "Education by Post" Adult Education
\)01. 39, No.5. 1967, p.269.
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so
b. correspondence teaching is a method of teaching
in which the teacher bears the responsi-
bility of imparting knowledge and skill to
a student who does not receive instruction
orally, but who studies in a place and at
a time determined by his individual
c t rcurnst.ance sv l
c. correspondence study is a systematic method
of training in which an exchange of materials
and examinations, usually by mail is the
main means of interaction between the student
and the source of instruction.2
The thrust of the three definitions above, by
Harris, Erdos, and Salinger respectively satisfy
the first dimension already identified which is one
that explains the actual process.
Terminologies which portray other pictures of
the correspondence system are .home study, independent
study, postal tuition, correspondence instruction,
correspondence study, correspondence teaching, or
correspondence learning. While "postal tuition"
emphasizes the delivery aspect of the correspondence
education process, correspondence instruction or
1 . R. F. Erdos, Teaching by Correspond§nce. Paris:
Unesco. 1967, p.10.
2. Ruth D. Salinger, "Correspondence Study" in R.L. Craig
(ed.) Training and Development Handbook. New York:
McGraw-Hill, 1976, p. 38-1.
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correspondence teaching emphasizes the aspect of the
teacher's activity in the process,in the same way that
correspondence study or correspondence learning
errphais.zes the learner's aspect of the process. The
term" independent study" however goes beyond emphasizing
the learner's autonomy or possible freedom to include
the possibility of the absence of even a tutorial
organisation or teacher on the one hand, or the
possibility of having other means of bringing about
mediated communication apart from the use of a
correspondence text or material. In the same manner,
"home study" a lso a llows for these Lnt erpret.ation s
although a greater percentage of the activities of
the National Home Study Council (NHSC) in the U.S.A.
established in 1926,1 or Eliot Ticknor's Society to
Encourage Stu{tlieast Home 2 estab lished in 1873 (though
extince adopt the correspondence education mode in
their programmes.
1 . 'I'ehNa_tional Home Study Council (NHSC) was started
in 1926 by one John Noffsinger and many leaders of the
more reputableproprietarycorrespondencecollegeswith a view to
alteviating,with the supportof the Federal Trace Ccmnissicn,the
abuses of the fraudulentschools. See D.C. M:3.thiesonC,orreSfODd-
ence Study: A SumrraryReview of the Iesearchand Develop:11Ent
Literature. W3.shingtonN,HSC. 1971, p.13
2. ElizabethC. Agassiz, "Sccietyto EnccurageStudiesat Hare"
in O. M:l.ckenziaend E.L. Christensen,op. cit. p.27.
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Weddemeyer's explana tion in this regard is
appropriate. He observes,
The term correspondence study still clings
to certain processes employed in nearly all
forms of independent study, in part
because it was the name given to the first
alternative to conventional schooling
for external learners, but a variety of
names has been adopted ... horne
study, tele-tuition, postal tuition,
correspondence instruction, and correspond-
ence educa tion. 1
The second categorisation seen above has helped
to broaden the scope of terminologies while the first
categorisation concentrates on correspondence study.
A list of definitions that gives correspondence study
the extra burden will now be given. They are:
a. The teacher in Correspondence study provides
instruction on the basis of materials
(usually written, but sometimes dispatched
by other methods) submitted by the students.
This is the heart of the correspondence
study process.2
b. The correspondence process is essentially
personal tutoring carried on by mail (or other
forms of communication) with the teacher
aiding the learner in the three basic
learning processes: acquiring information,
transmitting information into ideas an~
applications, and evaluating progress.
1- c. Weddemeyer, "Independent Study" op , cit. p.2116.
2. ibid, p.2117
3. ibid.
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c. (A review of Skinner's behaviour control
model, Rothkopf's model of written
instruction, Ausubel's advance organizer
model, Egan's Structural Communication
Model, Bruner's discovery learning and
Gagne's general teaching model as applied
to correspondence education by Baath,1 go
beyond the written text in identifying the
medium of correspondence education
One major feature of the last set of explanations
is that in addition to the written word or text used
as a form of communication between the learner and
the tutor, the use of electronic and other means of
communication have crept into the process of corres-
pondence education. I~ is significant to note that
one major reason for the change in terminology from
"correspondence education" to "distance education' has
been the need to acknowledge the coming of these other
media into the activities of correspondence education.2
In therefore defining the concept of correspondence
education, we shall use the following criteria:
1. J.A. Baath, Correspondence Education in the Light of
a Number of Contemporary Teaching Models. Malmo:
Liber Hermods. 1979 ,
2. The International Council for Distance Education (ICDE)
indeed pre-empted its change in name from the Inter-
national Council for Correspondence Education (ICCE)
when it titled its ninth proceedings; that of 1972.
Current Issues and Approaches in Distance Education
See C. Weddemeyer, Independent Study", op. cit, p.2121.
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1. • that it must be an edu ca t.Loria I pro qrairrne
in whic~ t~e tea~her and the learner
exchange instructional materials and·
assignmp.nts purposely for the aim of
satisfying some identifiable educational goals
ii. there must be an organisation coordinating
such an exchange
iii. the medium of communication is print;
iv. the use of additional face-to-face inter-
actions to supplement the teaching and
learning carr ied ou t, as an exception,not the rule
v. a process of evaluation must be built in
to assess progress
vi. the method must be sound as to ensure
effective teaching and learning and
this includes the presence of two-way
communication
vii. there must be a system of accreditation to
ensure that quality is maintained.
DISTANCE EDUCATION:
An explanation of the concept of distance education
may have to take an initial historical dimension to
the picture of the promotion of educational programmes
at a distance in spite of its seemingly obvious
explication of itself. As Weddemeyer reports:
Distance education as an aiternative
to correspondence study first appeared in
South Africa, where the term tele tuition
(distance teaching) has been used by
the University of South Africa for many
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years. In the Federal Republic of
Germany the term Fernunterricht
(distance teachin~)has also been used
for some time in place of correspondence
instruction, and the new Open
University at Hagen is called the
FernUniversitat (distance University) .
In France the term tele-enseignement
(distance teaching) is used to describe
instruction that is intended for learners
at a distance from the regular schools. 1
It is significant to know that the International
Council for Correspondence Education, established in
1938 had had two proposals for name change in its
1972 and 1975 Conferences, held in the U.S.A. and
United Kingdom respectively. Finally in Canada in
1982, the name changed to the International Council
for Distance Educa tion (ICDE). The main reason for
this, as earlier stat.ed in this work, w.as the need to
have a term tha t ha s some room for .the appropriation
of the new technologies like radio, televisi0n,
telephone ..and computers that ;i{(~.rebecoH:-'<'Li;njc rca si nq Ly
used in the fieldy and thus de-emphasize the reference
to the medium of print which the ter~ correspondence
education tends to suggest. A few definitions will
1. Charles Weddemeyer, Ope cit. p. 2121
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clearly show this trend.
Distance education is seen as
a. an omnibus term to include
correspondence study, open learning,
instruction by radio and television -
in short, all learning~teaching arrange-
ments that are not face-to-face. 1
b. a generic term that includes
the range of teaching/learning strategies
referred to as 'correspondence
education/study' at higher education
level in the United States, 'external
studies' at all levels in Australia and
'distance teaching' or teaching at a
distance 'by the Open University of the
United Kingdom,.2
c. . covering +he various forms of study
at all levels which are not under the
continuous, immediate supervision of
tutors present with their students in
1ecture rooms or on the same oremises
but which, nevertheless, benefit from
the planning, quidaric e and tuition of
a tutorial organisation.3
1. C. Weddemeyer, Ope cit. p. 2115
2. Desmond Keegan, Foundations of Distance Education
London: Routledge, 1990. p.29.
3. Borje Holmberg, "The feasibility of a Theory
of Teaching for Distance Education and a Proposed
Theory." ZIFF PAPIERE 60. Hagen: ZIFF, October
1985. p. 7
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d. distance teaching .. the
family of instructional methods in
which the teaching behaviours are
performed apart from the learning
behaviours including those that in
contiguous situation would be performed
in the learners presence, so that learning
must be facilitated by print, electronic,
mechanical and other devices.1
The conclusions to be drawn from the definitions
of distance education here show- the following:
i. that it presupposes the existenceof some distancemostly
geographical but possibIy also sociaL, which
lies between the learner and the tutor
or institutional provider of education;
ii. that in bridging this distance, various
media, like print, electronic, radio,
~elevision, computer, video discs,
telephone, electronic mail are used
with the sole aim of transmitting
instructional information;
iii. that there is room for two-way communi-
cation in Buch'a way that both the learner
and the tutor can initiate or respond
to the information which the other has
passed.
iv. that an institutional provider of the
education plans, guides and monitors
the entire process of education;
v. that face-to-face teaching and learning
may feature in this educational process
not necessarily as a rule~ but as convenient
exceptions to methods used;
1 . Michael G. Moore, "On a theory of Independent
study" Hagen: FernUniver;sitat (ZIIT)
1977. p.8.
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Having exanined the concepts of corres~onaence
education and distance education, it is necessary to
draw some lines of major differences wh i.choccur
both as a result of need for 'conceptual clarification,
and as a result of evolutionary development of the
terms. These will be done in Table 1 using as major
variables:
i. Historical reference
ii. !1eaning
iii. Related tern
iv. Method
v. Medium of interaction
vi. Clientele
vii. Support Services
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Table 1: 59
A Comparison of Correspondence Education and Distance Education
Variables Correspondence Education Distance Education
1. Historical Has its origins in Caleb Phillipps First used as a term in Scuth Africa in the early
reference 1728 activities in the US/\ and 60 's to describe education organised
Pitman's in the 1840's in which at a distance. Mc>reFormal acceptance
both sent instructions by mail to of the term recorded in the Interna tiona.l
teach their srndent.s shorthand. Council for Correspondence Education's
lIcx:E) change of sarre to the Io)E in
. 198a".to reflect a najor change in
norrenclature, me+bods and media used
in Correspondence education.
2. Meaning A systematic method of inparting A systematic method of Impart.Lnq
knowledge and skills, usually by kna,yleEqe and sk i.Ll.s, by a variety of
nail, to a Learner , who is . available rredia, including print, ot
separa ted fran the tu tor or electronic or others wi.th the possible -addition} _
orgmisation pronoting and planning' face-to-face contact, s UC[\ that the distance -
the education, in v.,hich the medi.um between the Learner and the organisation
of print is the rrea.ns of the t'M)- providing learning is bridged, and a
way crnmunicatim. two-vay Ccrmunicat.icnSys'tern is
emphasi.zed.
3. Related Correspondence Study: Corre spend- It is an umbrella term for all
term ence teaching or learning; postal educational programmes organised at
blitim, education by post. a distance including Correspondence
Study , independent study , home study,
external sbldies, open university
etc.
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Variables Correspondence Educatia\ Distance Educatien
4. Method 'Iwo-vayCarrnunication between tutor Sameas in Correspondence deducation,
and learner which includes the but with the two-wayCarmunicatien
sending of ccurse naterials, faster and with greater accessibility
assignments and other inforrration for interaction based en new technologies.
to the learner while the Learner
studies, dces the assignment and
returns to the institutiona.l
provider of education
5. M3diwnof Print-based such that the All forms of Camtunication, including
Interaction inforrra.tion can be r'ead by both the print rredi.um, electrrnic media like
the learner and the tutor. TIle radio, televisirn, video and video di scs ,
face-to-face sessions are an satelitte ysystems, Ccmp.rte.retc. Face-
exception rather than the rule. to-face sessirns nay fea~ure here.
6. Clientele r-bstly adults fran all vaIks of Sameas in Correspcndence education, but
life who require vocational, with the t.rerrendo.is growth in tertiary
liberal, professional, or school. level involvement, and a general increase
or College based educational in the variety and volurre of clientele
programmeseither as an addition being served,
to other educationa 1 progranmes
they currently receive, or as the
rrain educational programre tht~y
are uundertaking, whether as
workers or not. Children form a
censiderable part of the clientele.
7. 8.Jpport These .incIude little or no provisien This includes extensive provisms of
Services of guidance and counse.lI iriq services glidance counselling services; tutorials,
tutorials, administrative suppor+, administrative suppor-t.link with libraries
link with libraries or study grcups or study grcups.
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2.3 Models of Correspondence Education
According to Lippitt,
a model is a symbolic r~presentation
of the various aspects of a complex event
or situation, and their inter-relationships
it is an ab~traction of
reality that can be used for analytical
purposes. 1
As the author further notes, it is
a representation of a phenomenon
which d~splays the identifiable structural
elments of that phenomenon, the relation-
ships amon3g those elements, and the processesinvolved.
When applied to correspondence education, a
model must identify the basic issues in the
correspondence education process as to fully show
the elements involved such that this can be used
for analytical purposes. In this research, a model
of correspondence education must not only show the
processes of teaching and learning includlng the
methods, media, evaluation procedures as they inter-
relate, it must also show the possibilities of rooms
for change and development of the system, and possibly
1 . G.L . Lipp itt , op. c it., p. 2
2. ibid, p.73
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its transformation. In doing this we shall examine
a number of submis sion s. The first is by William
Rainey Harper, the "father" of Correspondence instruct-
ion in the United States of America.
Harper's explanation of 'the process of correspondence
education is thus presented: 1
1. An instruction sheet is mailed to the student
each week. The sheet -
(a) assigns the tasks to be performed;
(b) indicates the order of work to be followed;
(c) offers suggestions on points in the
lesson which are liable to be
misunderstood;
(d) furnishes special assistance where
necessary;
(e) marks out a specified amount of
review work;
(f) includes an examination paper which the
student later wrote out.
2. The examination paper is constructed on the
basis of the hitherto well prepared lesson.
3. A recitation paper is submitted to the
instructor which includes the students'response
to the examination paper and additional
questions which the students may wish to
ask. The recitatiOn paper is then returned
quickly to the student, with all the
errors corrected and the questions answered.
Special suggestions for each learner may be
added by the tutor. Each lesson of the
course is thus given and studied in this
manner until the end of the course is reached.
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To achieve quality performance, Harper suggests
that the correspondence teacher must be painstaking,
patient, sympathetic and alive, while the learner
must be "earnest, ambitious, appreciative and like-
wise alive".
Valore and Diehl's explanation of the "Home
Study .Process "2 which appears to represent the
method in most programmes of the NHSC follows this
pattern:
1. Enrolment application completed at home, then
submitted by mail.
2. Acceptance of enrolment at school.
3. Lesson materials sent to enrolees.
4 . Studen t comp Le t.e.s lessons at own pace, according
to directions provided.
5. Student receives individual assistance whenever
necessary via contact with school, and additional
instructional materials are sent to student as
required.
1. Willoi.am Rainey Harper, "The System of Correspondence"in Mackenzie and E.L. Christensen, op. cit. pp. 8-9
2. Leonard Valore and Grover E. Diehl, op. cit. p.9
UNIVERSITY OF IBADAN LIBRARY
64
6. Examinations or projects are completed at home
and mailed to school.
7. Exams graded and recorded at school.
8. Grades and examinations returned to student.
9. Student receives credit for work completed;
progress reports are given.
10. Upon completion, student receives
a diploma or certificate of completion
under authority of state department of education,
or
qualifying credit to enter resident,
"hands on" training sessions.
A third model is Keegan's correspondence school
model which is diagrammatically shown below: 1
Figure 1: The CorresoondenceSchool Mcx:el
r-t-
INSTITUTION STUDEnJT
develops: LEARNING MATERIALS
purchases:
LEARNING ASSIGNMENTS LEARNING
MATERIALS
CORRECTED
ASSIGNMENTS
1. Desmond Keegan, "On the Nature of Distance Education",
ZIFF PAPIERE 33, Hagen: ZIFF Nov. 1980. p.3
UNIVERSITY OF IBADAN LIBRARY
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Here the correspondence school sends learning
materials to the student by post. The student in
t~rn studies the materials and posts them back.
Comments are given on the assignments and posted back
to the student. The student reads the comments and
writes out the next assignment until the course
is completed.
An Analysis
We shall briefly examine the three submissions
just given. Harper's explications specifically
identify the following features:
i. the instruction that is sent to the learner
ii. an order of work
iii. clarifications by the tutor
iv. examination'
v. recitation paper which is the student's
response to the institution's assignments or
examination
vi. further clarification by the institutional
provider of education
While the above gives a picture'of the teaching
learning process in which the use of the print-medium
is emphasized, it fails to suggest other ways by which
support could be given to the learner in reducing
UNIVERSITY OF IBADAN LIBRARY
66
isolation, apart from the clarifications offered by
the teacher in the course of exchanges with the
learner.
Valore and Diehl's account go a bit further by
adding to Harper's views:
i. the administrative procedure followed at
the initial level of contact;
ii. the air of relative independence and autonomy
enjoyed by the learner who studies at his
own pace;
iii. the possibility of a student receiving a
diploma or certificate at the end of the
programme.
Ho~ver, _Yiillgre and Diehl's position tends to
suggest that there is absolute trust, and that all
the examinations done by the learner can be sent
in my mail with awards of diploma· f oLl.ow i nq . There
appears to be no room for sit-in examinations or
specially arranged ways to ensure that others do not
write the examinations for them. Also, the area
of higher education, or the possible award of degrees
.", :' not mentioned at all. This seern s to have limited
correspondence education to the provision of education
below the tertiary level wh i.ch is not true.
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The third submission by Keegan brings in two
added elements:
i. institutional providers of correspondence
education may indeed develop their own materials,
referred to by Baath as self-contained
materials, or purchase same in the open
market.
ii. while two-way communication is basic to
the interaction between the learner and
the institution, the institution's
position rather than the tutor's is empha-
sized.
In properly harnessing the points raised above,
and in proposing a model of correspondence education
here, it may be necessary to examine Baath's short
description of correspondence education. 1
Quoting Nilsen, he sees it as a variety of
distance educa tion which, is distinguished by "two-
way distant communication between teacher and learner
by means of stored information".2 A special teaching
material which is intended for self studies is used.
This may consist of a textbook with a study-guide
containing directions, encouraging comments, explanation,
exercises, problems and solutions.'11 On the other hand,
1 • J. A. Baa th , op. cit. ,
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
68
a self-contained material could be developed which
is also called the course text which thus contains
the needed detailed knowledge to be imparted. 1
While the teaching material is thus divided into
study Units, with summaries and assignments added
at the end of each study unit, solutions to such
assignments are sent in to a corresponde~ce tutor
who gives his comments and a grade. This is an opport-
unity for the student to pass his own comments and
this ensures what Baath calls a "postal two-way
communication". Thus the student can really be
said to have two teachers - one the course writer
(supported by the editor) and the other the tutor.
Where there are face-to-face sessions, the tutor or
oral teacher may come in. Counselling may be carried
out through the handbooks provided by the Institutional
provider, or through the activities of designated
counsellors.
Baath's findings from a ,detailed study of some
Correspondence education models finally led him to
1. The University of Ibadan External Studies Programme
has perfected this art of developing self-
contained course texts.
UNIVERSITY OF IBADAN LIBRARY
69
identify two major lines of discourse here.1 These
are:
1. the design of teaching material
2. the two-way communication
Noticeably, the design of the teaching material takes
into consideration the method of teaching, while
the two-way communication takes into consideration
the medium used. It must be noted however that
these two issues lie at the core of the major expositions
that can be made on either correspondence education
or distance education.
2.4 Summary
In summary, the major issues that should be
considered in any correspondence education model
or approach are those related to the clientele, course
material, the two-way communication process between
learner and tutor and the permissiveness of such a
system to possible growth and transformation.
While the clientele may be reLa t i ve Iy homogenous
or heterogenous both in terms of theirgeneral professional
1. See J.A. Baath, Correspondence Education in the
Light of a Number of Contemporary Teaching Models.
Malmo: LiberHermods, 1979.
UNIVERSITY OF IBADAN LIBRARY
70
background and other features that may distinguish
them, there is a sense in which their overall goals
determine the nature of a correspondence text, or
the choice of an approproate set of courses for them.
Their past experience may also inform the structure
and content of the course to be written. Sometimes,
they have preferred learning styles which may also,
especially in a state of openness or demand for freedomy
determine whether the content or the method of learning
should be controlled. This also has implications for
additional media input into the correspondence
education process, which thus makes its transformation
possible.
The design of course'materials may be based on
some of the issues already raised. However, this
is usually a self-contained course, or one that com-
orises a set of identified reference materials plus
an accompanying guide to study, which contains a lot
of information for the learner, including assignments
to be submitted or self-test ones. The combined text
plus the guide may be more applicable, either to some
subject areas like Literature and English, or to higher
cognitive levels of education where self-contained
UNIVERSITY OF IBADAN LIBRARY
71
materials may not be able to 'supply all the needed
information, or allowed for higher levels of
cognitive content and demands upon the learner.
At some other level, the choice of the alternative
may be based on the premise of having a more "open"
correspondence education system that allows for a
lot of learner initiative.
The levels of complexity of the course text
either in terms of choice of diction or the
gramatical structures are also important. The basis
for any approach here should be the reduction of
learner isolation and the facilitation and transfer
of learning. Texts are also expected to reach a
high level of comprehensiveness.
Two-way communication is central to the corres-
pondence education process. To a great extent,
both the learner and the tutor must be able to
initiate this through the medium of print available
in correspondence education. While assignments for
suh mission should be an integral part of the communication,
self-test exercises with model answers should help,
especially where correspondence education programmes
UNIVERSITY OF IBADAN LIBRARY
72
appear handicapped, although a removal of this handicap
within the organisation should be a major goal.
Noticeably, the medium of communication is print
while the postal system promotes the communication
process. However, rooms are made for the transformation
of the correspondence education in such a way that
face-toface contacts, telephone tutoring and
computer assisted instruction may find various levels
of supplemental usage. with additional media, the
road to d{stance education thus appears to have
being begun.
2.5 Models of Distance Education
A number of models of distance education have
been identified by various scholars and theorists
in the field. These are: 1
1. the Correspondence school model
2. the consultation model
3. the integrated model
4. the distance teaching or open University
model.
1. Desmond Keegan, Foundations of Distance Education.
London: Routledge. 1990, pp. 124-133.
UNIVERSITY OF IBADAN LIBRARY
73
The aim in this unit is to examine these models
and show their implications for the use of methods
arid media in distance education. A detailed
examination of the design of the teaching process
here and the possible two-way communication process which
;)1::-'0 covers a wider areaI :i..,,"'ctlhuedexsami.nat.Loefn the use of
electronic means to facilitate two-way communication,
as well as possible face-to-face sessions to reduce
learning isola tion. The second point re Lates to
the emphasis, perhaps as a result of historical
factors, of the theorists on tt~ ~dministrative
structures of the models, more than is the case with
the correspondence education models earlier examined.
Finally, the recently mentioned issue of reducing
learners' isola tion, through possible face -to-face
contacts appears antithetical to the issue of learner
autonomy, and attempts to destroy one of the laudable
objectives of independent study which distance
education also promotes. This may however be an
issue of the end justifying the means, but this
will be discussed more later.
UNIVERSITY OF IBADAN LIBRARY
74
The Correspondence School Model
This model is similar to ·the one, by the same
name already examined under correspondence education
(Fig. ) . The major difference is that in distance
education, the model does not rely only on the medium
of print. Other media like the telephone, audio
and video tapes are used either solely, or
supplementarily to facilitate pedagogical or social
interaction. Another major feature here is the
clientele. As most of the schools that use the
model are usually proprietary, the clientele are
mostly those who strive to pass either the secondary school
eX<1.minat:i.ens or some other professional examinations.
It is uncommon to have university based programmes
here although in more developed settings, proprietary
schools take on th e tertl.ary f unctl.o1n.
The process of sending instruction to learners
here is similar to those indentified by Harper, Valore
and Diehl, as earlier seen in Section 2.3.
The maintenance of a two-way communication channel
1. The Exam Success Correspondence College in Nigeria
is an example of a proprietary college here. In
the U.S.A. some schools operating under the
aegis of the NHSC offer tertiary level academic
programme s.
UNIVERSITY OF IBADAN LIBRARY
75
may however follow the pattern suggested by
Rothkopf. This is that the aspect of submitting
assignments for correction constitutes a major
part of the two-way communication process. Also,
there wmay be the need for face-to-face contacts,
especially at the beginning of the programme to
serve orientation purposes, as well as during the
programme to reduce isolation and allow for
evaluation.
In the early days of correspondence education in
Nigeria, two-way communication between the institu-
tional provider of correspondence education and
the learner was limited to the use of print through
the submission of assignments and the collection
of materials by post. While· there was no room for
immediacy of feedback thro~gh electronic systems,
learner isolation was further hampered by the absence
of face-to-face sessions. This was one of the reasons
why in March 1, 1919, the following petition was sent
by some workers in Lagos to the Director of. Education ,
asking that he "may be pleased to arrange for the
inauguration of a continuation class at the King's
UNIVERSITY OF IBADAN LIBRARY
76
College"· The petition further reads:
Our several vocations in life do not
permit us to join the regular
courses of the College and we hope
as external students to be able to
if the concession is made to us, to
compensate a long felt want and the
institution of such a class will,
we feel convinced, meet the appro-
bation of the community. 1
The Consultation Model
In the consultation model, Keegan, adapting
Schwarz and Mohle's models, notes that the model
has the element of correspondence education reduced
while emphasis is placed on compulsory fortnightly
attendance and seminars. These are called consultations.
After the study materials have been sent to the
students, the system relies on the private study
which the students undertake.
A further clarification on this is then made
at the seminars. A major point in this model is that
distance education need not be totally removed from
conventional face-to-face teaching. A historical foray
into the users of this model shows that the type of
1. Michael Omolewa, "Historical Antecedents of Distance
Education in Nigeria, 1887-1960" in Adult Education
in Nigeria Dec. 1982, Vol. 7, p. 11.
UNIVERSITY OF IBADAN LIBRARY
77
population envisaged for the programme and the level
of relatedness of the courses being run are quite
high. Of a fact, this idea is commonly practised
in the eastern bloc countries like the former German
Democratic Republic, the i.lnl.:'.'::" S"V.L2t U1-; •• I, '_"(~ Poland.
The history of these settings, the general national
control of the educational processes, and the strong
link distance education has with work and formal
educcttional pro~rammes make the approach more suitable.
A purely correspondence system of education would
not have been able to take up the expected crowd and
wide range of courses needed here. The diagramatic
reoresent at Lon on pac:re78 (Fig. 2) further shows the
nature of the activities 'involved here.
UNIVERSITY OF IBADAN LIBRARY
78
Figure 2: The Consultation Model
A IW\ vi. eoll.{C~11'()v\'
r----t..-C\--;-'~I, tm1,,\j"'5
Te~chi",ql"lotr' ~s 1-U",diol'\o./ re.[crhoY\~ in t\1e. Pyocessi",sty•.c•.tlo ns Y of o{is.to.V\~ iYlstylA.c:KoV\.
::'Thcl y" Y\'j
,
Prom{yhoy\ I
cf stuciie!!.lre,~------------------,
':'-
\ t
Self - checkJ"
i" st\..\o(ie~
'I'
,II
Al\o.i'lS.l s, ofr-
r-,----1 YeS-I-( Its C\ ",J,
-V errOys
'-----1[ Con su.\k-ho\,\ lr------II'--f---t-J
1(\ I'
Source: Cesrrond Keegin, Foundat.Ions of Distance Education
NewYork. Rrutledge. 1990. p. 136.
UNIVERSITY OF IBADAN LIBRARY
79
The Integrated Model 1
In this model, there is th~ basic assumption
that the distance teaching programme of a university
or school is an extension of an already existing
internal teaching programme. Thus here, the
internal and external teaching activities are
integra ted. In addition to the fact that the same
staff teach and assess both sets of students in
the conventional and distance teaching systems, the
courses, examinations, awarded diplomas and degrees
in the programme are the same. It is thus common
to have an External Studies Department of a University
or College taking care of the administrative acti-
vities here. Usually, srich a Department carries out
no teaching functions but undertakes the administrative
work in the programme. The Qniversity of Ibadan has
something very close to this.2
1- 'Thismodel has been regarded as Australia I s major contributic:n
to distance educatic:nand takes care of the usual problem of
accreditatic:n faced by autonorrousdistance teaching systems
just starting out. See cesmond Keegan, op. cit. p. 137.
2. 'TheExternal Studies Prograrrrre(ESP) of the University of
Ibadan is academically coordinated by the Depa.rtrnent.Aodfult
Educatic:nwhile a lot of the administrative details is
left with the ESP unit.
UNIVERSITY OF IBADAN LIBRARY
80
Unlike the consultation model, the historical
link with this system, traceable to Austratia at
th~ beginning, is not based on the need to address
large audiences. The audiences were generally small
compared with what the open universities eventually
handle, but they were geographically scattered. Thus,
the system grew out of the need to ensure that
existing formal institutions practised the integrated
mode for the scattered clientele, thus finally
achieving the goal of meeting larger audience's needs,
and maximising the potential of the conventional
universities, in the same way extra-mural programmes
were carried out from their hey-days up till now.
The Distance Teaching or Open University Model
Another name for this model by which Keegan refers
to it is the multi-media system model. As early as
1965, otto Peters had hinted that the only distance
teaching universities existing were in South Africa
and the U.S.S.R. 1 Keegan, 25 years later, observes
this dramatic growth of the phenornerion , hinting at
1 . Cited in Desmond Keegan, op. c it. p. 116
and 127.
UNIVERSITY 
F IBADAN LIBRARY
81
its "fairly-tale like transformation,,1.
The characteristics of the distance teaching
universities is that they do not have students in residence.
In the same sense, there are no "full-time day time
students, nor "part-time night-:t"imE:s't-lld('"i,""'. 1.':<<.1 mp l e s
of this are the Open University of the United Kingdom,
Everyman University of Israel, or the suspended
National Open University at Abuja in Nigeria.
The use of the multi-media system to describe
the activities here is based on the nature of,
or indeed, lack of provisions of the usual resident
university facilities, which gap now has to be
filled by the media.
Of this phenomenon, Keegan notes of the British
Open University:
One looks in vain for students as one
walks around the campus at Milton
Keynes. Many of the other universities
are off-pu~ting, factory-like buildings
and there is little or nothing for students
to do at them. Gone too is the concept
of the university library with places for
undergraduate and post-graduate research,
gone are the lecture rooms, tutorial
rooms, seminars rooms, laboratories for
student research, and facilities for the
1 . ibid, p. 1 28 •
UNIVERSITY OF IBADAN LIBRARY
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student communl. ty. 1
The distance-teaching university is an innov-
ation in terms of its exclusiveness and autonomy
and in terms of media layout which the correspondence
schools cannot match in scacure -and clientele volume.
It is indeed the climax of the transformation
process in distance education, of which Nigeria had
only a stint in 1984 before t~e suspension of the
National Open University.
A look at the diagrammatic representation
of the model (Fiq. 3) shows the e~tent of media input:
1 • Desmond Keegan, op. cit. p. 129
UNIVERSITY OF IBADAN LIBRARY
83
Figure 3: A Distance Teaching University Model
I
I
I
I
I
\ I
\ I
\ I
~ {-
INSTITUTION
••<•<-C.=-M_A...:..S~ --"T.:.;.M~sA ST U DEN T
leo.n'li"'~
mo:le.r;cds Leal" 1'\\)\5
\
\
\
06li3o.-L-cyy
Source: DesEmdouncdatKieoeng.an, LFoonudnodnaiioRnosutloefdgeD.istan1c9e90,
p. 129.
UNIVERSITY OF IBADAN LIBRARY
84
The examination of the models so far reveals
a number of features, which have implications for
classifying the distance education programmes along
the lines of a typology. While the correspondence
school model and the distance teaching models show
the autonomous nature of the institutions operating
here, the consultation and the integration models
are examples of mixed institutions. The autonomy
referred to above according to Nei11 relates to issues
of finance, examination and accreditation, curriculum
and materials, delivery and student support systems.
Thus the mixed institutions share the control and
authority over the four areas already listed above.
In view of the riat.ure of this research, there
is the need to fully examine the implications of the
models shown for teaching and learning, and the
mode of the two-way communication system central
to them. These issues border on the methods and
the media profferred by the models and the nature
of the support system in distance education.
1 • D. Keegan, op. cit. p. 119.
UNIVERSITY OF IBADAN LIBRARY
8S
In discussing the teaching material in models
of distance education, the term didactic structure
will be used occasionally. This is because the
teaching material, or the process of preparing it
in distance education is more elaborate than what
operates in just pure correspondence teaching.
This is based on the addition of such elements
like occasional face to face tutoring, the use of
other media apart from print, and the involvement
of other personalities in the course writing process,
apart from the original single-course writ~r; a
situation common in the correspondence school model.
The options thus open in the preparation of
course materials in distance education are:
i. the contracting of course materials out
to writers (common -in both the correspond-
ence school models and other autonomous
distance teaching institutions) ;
ii. the identification of tutors to conduct
face-to-face components of teaching:
iii. the identification of editors and other
members of the cour~e production team e.g.
I
layout artists, etc~I;
UNIVERSITY OF IBADAN LIBRARY
86
iv. the merging of the content of instruction
with the medium.
The nature of the content and the general goals
which an institutional provider of distance education
pursues in a course of study, may determine the nature
of the medium to be used. Where the content is print-
oriented, the activities of the course writer, the
editor and the layout artists are of paramount
importance.
When the materials are audio-based or video-based,
the issue of production techniques take the scope
of activities away from the course writer to, in
addition to the writer's early activities, the
instructional designers or technologists and programme
producers. The production techniques to adopt then
become as crucial as the writing style to emphasize.
The distance teaching universities such as the
Open University appear best suited to undertake
this style of using the course team approach in the
preparation of their instructional" materials. Usually,
the content of the course material prepared may
never be the same as originally written by the course
writer. A way of reducing the possible differences
UNIVERSITY OF IBADAN LIBRARY
87
created in content here is for the academics themselves
to undergo training in instructi?nal technology.
T0ey are then adequately equipped to co-ordinate
their thoughts in a manner that considers the use
of additional technology.
At the level of distance education systems
which are of an integrated mode, a course material
benefits extensively from the experience of the
course writer who already teaches the internal
students. The structure of the course content is
thus a replica of what the internal students have,
including the assessment practices. Course teams
are also used here and they somehow show a marked
difference between the original course writer's
teaching and his new distance education course text
or course content. In addit~on
i. the distance teaching universities have
as clientele adults whose goals is further
education at the university level;
ii. there is a move towards i more extensive
use of non-print educational media;
iii. a more didactic link is made between the
learning materials and learning.
UNIVERSITY OF IBADAN LIBRARY
88
In the consultation model, the use of face-to-
face sessions is a major component of the system.
The ratio of the face-to-face consultations to indi-
vidual study is usually shown in the structure of
the programme. There are also elements of the
interaction between work and study as students who
are sponsored by firms have the chance of being
promoted after graduation. This practice is common in the
former U.S.S.R. and other eastern countries.
The student in this approach usually starts
with a seminar (residential) that is held on campus,
followed by home study, which is itself broken by
regular consultations. Correspondence is seen to
play very little role in the whole process. There
are cases where students are allocated to a
consultation centre at an institution close to
their home and work. Other systems have the enrolment
and the consultation centre within the same university.
This practice is not yet operating in Nigeria. The
closest to it is an example of the special arrangements
the National Teachers Institute, the University of
Ibadan External Studies Programme or the Correspondence
UNIVERSITY OF IBADAN LIBRARY
89
and Open Studies Institute of the University of Lagos
make with higher institutions in locations away from
them where their clientele reside. With such
arrangements, tutors are found for the face-to-face
components of their distance teaching programmes,
while teaching practice activities are arranged.
The .~,~esl to this in the colonial days was the
University of London examinations and other foreign
examinations which Nigerians sat for here with the
administrative support of the Colonial Education
Department.
Two-way Communication
The promotion of twq-way communication in distance
education is done through a variety of media. Some of
these had earlier been identified. Additional
media that may be added here are the computer mediated
communication and the element of face-to-face
teaching which is sometimes brought in to reduce
student isolation and increase learner effectiveness.
UNIVERSITY OF IBADAN LIBRARY
90
The nature of two-way communication in the
correspondence school model is such that developed
or purchased learning materials are sent to the
students by post or any other means of communication.
The student then studies the materials and sends
his assignments back to the tutor. The assignment
is commented upon and returned to him. Sometimes,
these assignments can be in form of the prepared
audio tapes or even video cassette~ depending on
the nature of the course being taught and the amount
of money the learner is investing. Usually, most
proprietary schools that fall within this category
emphasize the medium of print. In developing nations,
print is overtly emphasized. Face to face sessions
are very rare here but the telephone is also used
to facilitate the social or ~ven pedagogical aspects
of the learning process.
In the distance teaching university model, a
look at the diagram origina lly shown (see Fig. 3) shows that
a number of differences are seen especially in the use
of media, the level of provision and the link between
learning materials and potential learning.
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The nature of interaction and two-way communication
iB the integrated model is such that the printed
course or oth~r course materials are prepared by
the course writers who are full-time lecturers in
the Conventional University. This is done through
a combination of face-to-face teachings and the
supply of inuependent study materials. 1
Assessment of students is then done through the
assignments given and formal examinations. The learning
materials thus developed are upgraded and reviewed
from time to time, based on different needs and growth
in knowledge.
While the process of two-way interaction identified
above exists in the various models, an extra attempt
is made to reduce learner isolation which the physical
separatedness of the learners and the writers cause.
Some of these troubles expressed by distance education
students, as identified by Ana Krari jo includethe fact that:2
1. D. Keegan, op. cit.p. 138.
2. Ana Kranjc, Social Isolation and Learning
Effectiveness in Distance education. ZIFF PAPIERE
71, Hagen: ZIFF. June, 1988. p , 14.
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1. they do not understand certain parts of the
subject matter.
2. the explanations are missing in course texts.
3. the rhythm set by the educational model is
too fast.
4. time for preparatlon for examinations is not
enough;
5. the written material is not sufficient;
6. opportunities for attending short face-to-face
seminars are not available;
7. there are difficulties in adjusting to the
general organisational structure (examination
terms, frequency of units, days for consultations);
8. loneliness and social isolation (nobody to
talk to, very few of their acquaintances
study) exists.
In view of the troubles listed, distance education
thus requires additional face·-to-face elements in
the following manner: 1
contacts wi.th other students
contacts with individual tutors
group consultations
attendance at short seminars
Possibility to discuss personal learning
problems with others
1. Kranjc had in fact measured the frequency of
student isolation by the absence of hese same
suggestions. See Ana Kranj~, Ope cit. p.S.
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The various issues already raised by Baath especially
concerning the need to stimulate the interest of the
students at the beginning of the course; help them
to understand freely the basis of the structure of
their programme;and,make room for tutorial aspects
of the programme are issues the face-to-face com-
ponents of a distance education programme can con-
veniently take up. While Baath had observed the
possible use of the telephone, the computer mediated
communication system and audio or video cassettes
to stioolate and promote needed contacts here, the
problems faced in developing nations stemming from
the lack of appropriate financial ability of both
the institutional provider and the distant learner,
make such technological input problematic. Thus, in
reducing isolation and promoting other counselling
and motivational services, the element of face-to-face
contact hours, which the consultation model supports,
and which many distance education systems use, becomes
a necessary addition to the system. While this appears
to run contradictory to the meaning of correspondence
education as a method in distance education, or to
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94
distance education itself, as a wider area in this
unique arrangement, the emphasis on distance bridging
can not but benefit from this exception.
In summary, the models of distance education
subscribe significantly to most-of the issues raised
in the models of correspondence education. Indeed,
the earlier examined correspondence education models
had pre-empted the emergence of distance education
by the various suggestions of media use that tend
to address the motivating effects telephones and the
new technologies generally could have when applied
in a distance education si t.u.a t.Lon . Distance education
only goes a step further by fully maximising the use
of these technologies, in addition to print, and
allowing for the added face-to-face elements. This
inclusion of the exception appears to be based on
the need to appropriately react to the complexities
of the field both in terms of additional variety
of clientele, the increasing level of operations in
the field, and the nature of the subject matter which
has become increased over the.years. Yet one other
dimension of the allowance for the face-to-face com-
ponent is the humanistic expectations of a distance
UNIVERSITY OF IBADAN LIBRARY
95
learning philosophy, that while asking for indivi-
dualised learning, still attempts to remove isolation;
w~ile promoting the growth of idependent and home
study, still strives for group and teacher/learner
interaction; while promoting the extensive use of
print to bridge the distance in learning, still has
to react to new technological developments and thus
apply faster means of communicating with the learner;
and, which while appearing to create an innovation
in a non-conventional educational system, appears
to be bridging the distance between the conventional
education and the mainstream. With developments
like these, the transformation from correspondence
education to distance education thus appears in
the main, to be:
i. the development of new methods in the
correspondence education system which;
in addition to its reliance on print allows
for other media to appeal to learners'
various stimuli and promote better learning;
ii. the promotion of better interaction between
the learner and the correspondence education
course writer through the addition of either
face-toface components or/and mediated
UNIVERSITY OF IBADAN LIBRARY
96
interactions that speed up the feedback
process;
iii. the reduction of social isolation through
print, electronic or other media;
iv. the introduction of support services that
take additional care of learner needs through
all of the media available in the system;
v. the maximisation of existing media components
in the environment to get all these done;
vi. the possible move towards the bridging of
distance education and the mainstream in
all ramifications, such that distande
education becomes a positive factor in the
growth of teaching and learning in the
conventional system of education.
vii. the capacity to cater for larger auJiences
in remote areas.
2.6 A Model of Transformation of Correspondence Education
to Distance Education I
There is the need to evolve and describe a model
of transformation of correspondence education to distance
education.
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This will among others:
i. help to summarise the various views expressed
so far and thus allow for easy understand-
ing of the nature of the research itself.
ii. create a frame of reference for the'later
discussions to follow and the method to
be adopted in this research.
I
iii. allow for the ideal transformation ~f
correspondence education to distance
education in Nigeria, in spite of an obvious
low technological environment and t~us
promote a maximal use of existing structures.
The model will be described in two parts; the
graphical illustration and the follow- up dis~iussion.
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Fig. 4: A Model of Transformation of Correspondence
Education to Distance Education.
-F'oIiOLD ---7 +0 h-o.Y\s~yW\ ~eSj~RVy\.
AcC:~ete.J f'OVYl f-t ,'!G\Yy 'Pe-v-rOtton/ lrie.. Role oF-IIT0eoYY
and generalisation in the practice ofldistance
education. Hagen: Z,IFF, October 198 Y. (Cover
UNIVERSITY OF IBADAN LIBRARY
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The diagrammatic illustration in Fig. 4 is
adapted from an earlier one by Hilary Perra ton in
which he attempted to simply identify ways of reducing
cost per student in distance education. Following
any of the arrows shown in Figure 4 reflects ~n a
simple manner a pattern of transformation of
correspondence education to distance education. In
Hilary Perraton's original diagrammatic presentation,
the arrows followed variables which reflectedla
reduction in the cost of a distance education programme.
A transformation of correspondence educatiion
to distance education presupposes a number of lthings
already shown in the diagram. These are:
i. an increase in the number and variety of
clientele;
ii. an increase in both the variety and number
of courses;
iii. an increase in the geographical areas
covered in the programme;
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100
iv. a move from less sophisticated media (e.g.
print) to more sophisticated ones (e.g.
print, computer, telephone, satellite systems
etc.) •
v. a movement from less learner/tutor interaction
to 0reQter learner/tutor interaction.
vi. a movement from slower two-way communication
to faster two-way communication making
possible greater learner access to interaction.
Where there is a transformation of the corres-
pondence system of education to distance education, the
six issues raised above are major areas thqt must
be addressed by such transformation. However, the
I
• I
nature of transformation may not sometimes: reflect
all the indices shown especially in micro-studies
of specific correspondence education insti~ui tions.
A macro study of this nature shou~d therefore adequately
I
reflect the pattern of transformation envisaged.
!
UNIVERSITY OF IBADAN LIBRARY
CHAPTER THREE
REVIEW OF LITERATURE
3.1 INTRODUCTION
This Chapter reviews the literature on the
transformation of correspondence education to
distance education through the examination of
i. the origins of correspondence education
including its Nigerian origins;
,
ii. the significance of the University of
London Innovation and the External Degree;
iii. the trends in the transformation of methods
of correspondence instruction;
iv. media development and the bridging of
distance;
v. the emergence of distance education;
vi. patterns of interaction and two-way
communication;
vii. issues of quality ih distance education.
3.2 THE ORIGINS OF CORRESPONDENCE EDUCATION
Attempts to situate the emergence of the corres-
pondence system of instruction in time have led to
the views that the epistles sent by Plato in the
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102
Classical times to D,ionysius and the one from Elder
Piny to the younger Piny may have been the first
traces of the system in use. 1
Related to this is the citing of the Biblical
records of Paul's letters to the 'Romans, Corinthians,
the Galatians, among others which had their didactic
components. 2 Some scholars indeed suggest that
the early man may have used some form of correspondence
education, even in his extensively oral traditional
society to get messages across to his kith and kin.3
1. This classical view is proffered by Rene F. Erdos in
'E.,eachingby Correspondence'. Paris: Unesco, 1967 P.2.
2. The didactic nature of Paul's letters seemnot to be in
doubt at all. H'is introductory notes in these letters,
the use of the first person "I" and the direct reference
to pec::pleor individuals to whomthe letters are addressed
point to not only their pedagogic content, but to their
Correspondence education relevance. See for exanple the
introductic:n in Rorrans1 : 1-8; the direct address to the
second persc:n (Plural) "you" in Galatians 3 : 1-4 and his
extensive use of "I" in all the books . Part of the
transformation process here is noticeable in the use of
tracts, cassette and video tapes to reach wider audiences.
3 . The drum 'Wasa very camron rred.iumof ,rressage tr~sfer in
rrany traditional Afriaan societ i.es , Ayo O::]unrant;ipaints
a vivid exanple of this in his mimeograph, "Educational Technology,
please step in". June 1984, l' .58
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Yet, a more African interpretation sees the practices
of Yorubas of old in sending messages across distance
through some peculiar means as representing a pattern
of the genre in historical reminiscence. 1
While these early assert~ons and explanations
may have some basis as being accepted in such (e.g.
paul's letters were indeed didactic, detailed,
methodical and effective. Attempts to create ~
more scholarly acceptable historical base for the
emergence of this novel genre appear to have shifted
the focus to the practice's 18th century origins.2
3
Freitas et ai's account, while citing Katz see the
correspondence system of instruction as emerging in
1. In the ccurse of this research, a colleague had talked about tile
Yoruba sys+em of using "Aroko" to syrrboliseinforrratim sent
to another. In another vein, others, especially travellers used
"kannako" (literarily t.rarial.a.,teddistance reducer) to bridge
the physical distance When travelling to lmg distances.
2. This assertim is also support.edby Valore and Diehl, cp. cit.
in their account;in the NHSC ,M::nograph(see 2 .2).'
3. H.H. Katz, "A State of the Art Study of an Independent Private
School Industry in the state of Illinois." Advisory Counci.L
m Vocational Education, pp. 6-7.
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104
1728 when an advertisement appeared in the Boston
Gazette in the State of Massachuse.tts in the U.S.A.
Gachuchi and Matiru give an account of the advertise-
ment thus:
Any person who wishes t.o study shorthand
may have several lessons sent him weekly
and he would be as perfectly instructed
as the person in Boston. 1
The wording c:ifthis advert i.semerit;appears to
\' v !i,' I
have been linguistically altered, perhaps to suit the
gramma tica I acceptance of the' day. This is because
Valore and Diehl's account of this beginning which
had a photocopy of the March 20, 1728 announcement
shown in their work has the following fuller details
as the original advertisement:
Caleb Philipps, Teacher of the New
Method of Short Hand, is remov'd
opposite to the north door of the Town
House in King-street. As this way of
Joyning 3, 4, 5 and C words in one
in every Sentence by the Moods, Tenses,
Persons, and Verb, ~o's not in the ,least
spo i I the Long Hand., so it is not anything
like the Marks for sentences in the
printed Character Books being all w~ote
according to the Le~ter, and a few
Plain and Easy Rules.
1. D. Gachuchi and B. Matiru (eds.l Handbook for
Designing and Writing Distance Ed~cation Materials.
Bonn: DSE. 1989, p.12.
UNIVERSITY OF IBADAN LIBRARY
105
N.B. Any persons in the Country
desirous to learn this Art, may by
having the several Lessons sent Weekly
to them, be as perfectly instructed as
those that live in Boston.1
In Britain, the origins of the innovation is trace-
able to the 1840 ex~eriment of one Isaac Pitman
of the Shorthand fame who sent instructions to his
students by postcard. 2 Wellman ha$ observed of
pitman's interactions with his students thus:
.... the students wrote passages from
the Bible in Shorthand and mailed them
to Pitman for grading and comment. 3
1. Leonard Valore and Grover E. Diehl, op. cit. p.l.
2. This 1840 experiment by Pitrran has been the nost cited in terms
of tracing the origins of correspondence study, until
the Caleb Philipp's advertiserrent in the Boston Gazette of
1728 was unearthed. See Henry Q. Wellrran, The Teenager and Hare
Sb.ldy NEWYork: Richards Rossen Press, Inc. 1970, P . 15.
3. It is significant to note the increasing relevance of both
the shorthand as a Correspondence education subject, and the
biblical link at the early days of correspondence t.eachinq.
Caleb Phi.Li.pp' s attenpt in BostOn was to teach shor thand too.
William :RaineyHarper's corresp::ndence education activities were
with the American Institute of Sacred Literature which he
fc::unded. See M:l.UreenA. Fay, "Harper, William Rainey
(1856-1906)" in J.E. ThCIlBsand B. Elsey (eds.) International
Biografhy of Adult Education. Department of Adult
Education, University of Nottingham, 1985, p. 240.
UNIVERSITY OF IBADAN LIBRARY
106
While this marked the start of the system in
Britain, more modern beginnings were recorded
wh·en between the 1880' s and the 1890' s, other
correspondence schools soon emerged. These were the
Skerry's (started in 1890) , the Foulk s Lynch
(beqim in 1884) and the Wolsey Hall (started in 1894).
There were also the University Correspondence College,
the Chamber's and the Clough's which, in addition
to the earlier listed ones, were some of the better
known cOlleges at the time.1 Most of them haq also
been known to have begum with the coaching of only a
few pupils. Significantly too, Skerry's was started
by a retired Civil Servant who indeed did the coaching;
Foulks Lynch by a solicitor, while a Schoolmaster
started Wolsey Hall. 2 The Colleges were all concerned
1. W.J.A. Harris, "Educatim by Post" ap. cit. p.270. It is
interesting to note that the Colleges listed later became
the pimeers of corr-e spondence education in Nigeria.
2. Wolsey Hall was started by me Joseph William Kn i..pei,n 1894,
based in his successful experiment at.preparing himself to
J?3.ssthe then Certificate Teachers' Examinatim. Through
an advertisement of his in The schoolnB.ster,he errro.l.Led six
students and thus began an experiment in Corresp::.ndenceducatim.
See R. F. Erdos, Teaching by CorresjX)ndence,op. cit. p.3
UNIVERSITY OF IBADAN LIBRARY
107
with a single subject but a growth in the number of
students later suggested corrunercialpossibilities.
As Harris notes,
Many of these very ear;y Colleges
still survive today as the Stalwarts of
the postal tuition World.1
In Germany, in 1856, one Charles Touissant,a
French man teaching French in Berlin,and another
Gustav Langenscheidt, a member of the Society of
Modern Languages in Berlin had co-founded a School for
teaching languages by correspondence. 2 Later in 1873,
another Anna Eliot Ticknor, the daughter of a Univ-
ersity of Harvard Professor started the Society to
1 . W.J.A. Harris, op. cit. p.270
2. Touissant and Langenscheidt's experiment may
have arisen out of the need to address urgent
socio-cultural and linguistic need. R.F.
Erdos, op. cit. p.3
UNIVERSITY OF IBADAN LIBRARY
108
Encourage Stud.i.esat Hone in the U.S.A. 1 In the
same country, another J. Forster, an editor and pro-
prietor of a Newspaper in Pennsylvania, U.S.A.
had been moved by the alarming rate at which miners
were meeting their deaths in the mines. He then
pursued his humanitarian aim by directing' the writing
of a course of instruction on mine accidents, initially
using a column in his paper the Shenandoah. This
humanitarian gesture marked the beginning of the
International Correspondence Schools (ICS) of
Scranton, Petinsylvania, U.S.A.2 There are also the
records of William Rainey Harper,whose activities
in the area of correspondence education left an
indelible mark on the growth of the system. As it
1. Ticknor relied extensively on the use of letters to get
instructions across to her stndent.s, was motivated by the
need to prcnotewanen educatdon, and.had as her least
concern the lure of lucre. See Elizabeth GaryAgassiz,
"Scciety to Encmrage Studies at Hare" in O. M3.ckenzie
and E.L.Christensen (eds.) .'llie.O'langingworld of
Correstonderice Study,.op, ci t. P,27 .
2. 'lliorrasJ.' Forster, mo fcnnded the ICShad been
movedby the alanuing rate at v.hich miners met their
death, and thus begm an experirrent v.hichhas
led to the foonding of the ICS, mich still thrives success-
fully today. See HenryQ. Wellrran, Opecit. p.15.
See also W.J.A. Harris, Opecit. p.300.
UNIVERSITY OF IBADAN LIBRARY
109
was once ~emdrked o~ this father of Correspondence
instruction in the U.S.A., wherever he went, he took the
sistem along with him.1
To a very great extent, the 'same humanitarian
gestures that had informed the activities of Ticknor
and Forster may have played a.great part in the Harper
story. But his involvement in the growth of the
system also has the biblical edge to it. By 1881,
Harper was reported to have just completed a religion
seminar at the Baptist Theological Seminary in Illinois
when his enthusiastic students asked if they could
continue to receive his lectures. This he agreed
to do by mail and thus began a major experiment in
correspon dence educatlo'n. 2
1. O. M:1ckenzie,E. L. Christensen and P. H. Rigby, Corresp:ndence
Instruction in the United States. New York: M:::Graw-Hill
Bock Ccmpany , p.28
2. As 'ThomasW. Goodspeed reports of him, "The first lessen v..as
sent cut February 14, 1881" and "the next year, the lesson
slips were printed ... and aHur.inq c'i.rcul.arw-esre sent
broadca st. over the land, inviting the study or restudy of the
language of the Old Testanent ... " T. W. Goodspeed,
William Rainey Harper. Chicago: The University of
Chicago Press, 1928. p.53
UNIVERSITY OF IBADAN LIBRARY
110
Later as a Professor of Semitic Languages at the Yale
Divinity School in 1886, he tried·the system again,
arrd was to later start a Division of Correspondence
Study when he became the President of the University
of Chicago in 1892.1
AS Erdos reports, the last half of the 19th
century in the U.S.A. witnessed a flurry of activities
8n the part of the Universities in the U.S.A. to
start extension divisions. By 14 Ju ly, 1891, the
Regents of the University of Wisconsin had approved
a Faculty resolution for the development of the
University extension Correspondence Study Courses. 2
1. Harper's initial planS to evolve a unique University
of Chicago at its opening in 1892 led him to start
five divisions for it, the university extension
division being a veritable part. Wh}.le his attempts
to make the extension divisions independent ran
into some hitches, the Department of Correspondence
Study was one of those that stayed, and which Harper
qualitatively saw to fruition. See Maureen A. Fay,
op. cit. p. 244
2 . R. F. Erdos, op. cit, p. 2. See also Katia de
Freitas, P. D. Lynch, and R. Sweitzer, "Non-traditional
Study Program: An Overvi'ew" ICDE Bulletin
Sept. 1986, Vol. 12, - 3:9.
UNIVERSITY OF IBADAN LIBRARY
1 1 1
It is thus seen how individuallv initiated
humanitarian gestures, and the need to break the
barriers of communication and distance have led to
the beginning of the correspondence system of instruction
in many parts of the world. While the activities
of the stalwarts of the system in Britain had
borrowed extensively from commercial possibilities
observed in an innovation, there were the added factors
of the coming of the "penny post" in England, and
the growth of professional associations which further
promoted the development of the system. In other places,
the need to br idge the terrains of geographica 1
distance between learners and tutors, and thus maximise
on the gains already made in the successful trials
of the system elsewhere and also promote egal~tarianism,
further fuelled the system's growth. Sweden, Australia,
and some countries in the eastern bloc have ex~riences
which appear to support this assertion.
In Sweden in the 1890's, one Hans Hermod was reported
to be "Conducting an ordinary school in Malmo"
teaching languages and commercial subjects. The movement
of one of his students to a place some twelve miles
from the school setting coupled with Hermod's interest
UNIVERSITY OF IBADAN LIBRARY
1 1 2
to continue teaching him led Hermod to start writing
instructional letters to him., By 1898, he had, based
on this initial experiment, published his first
correspondence course on Book-Keeping. 1
Some scholars have suggested that Hermod may
have known about Langenscheidt's work in Germany. 2
The experience of Hermod may have been replicated
elsewhere. The 1914 story of the beginning of the
correspondence system of instruction in Australia
has a similar pattern to Hermod's successful attempts
and Harper's yielding to his ~eligious students
pleas in Illinois. This time though, the innovation
had shifted slightly from experimenting individuals
to an innovation-seeking bureaucracy. As reported by
Erdos:
in 1914, a pioneer farmer moving into
an isolated area wrote to the Director
of Education to ask what provision
could be made to educate his two Sons.
This letter was referred to the Vice-
Principal of the Teachers' College, who
asked the students if any would be interested
1. R. F. Erdos, op. c it., Pi.2.
2. R. F. Erdos, I\.) i:j.
UNIVERSITY OF IBADAN LIBRARY
113
in the experiment of teaching the boy
by letter. Five volunteers under-
took the task .1
After the volunteers started supplying the lessons
to the children by post, other requests followed.
By 1916, the volume of requests was high enough
to justify the training of teachers for this all-
important assignment. By 1922, virtually every
state in the Federation, led by New South Wales,
had evolved one form of correspondence education or
the other. 2
The beginnings of correspondence education in
Canada may have had its origin in the 1919 initiation
of correspondence education at the elementary school
level in British Columbia:3 At the first International
1. R.F. Erdos, Some Developments in Distance Education
in Australia. ZIFF PAPIERE 61, Hagen: ZIFF, January,
1986.p -. 2
2. It is significant to note that unlike most other
countries, "the regular use of correspondence
tuition began at the ele;mentary school in Australia"
See A. G. Maclaine, "Education 'by Correspondence
(Australia)" in o. Mackenzie and E.L. Christensen (eds.l
The Changing World World of Correspondence Study,
op. c it. p.273 .
3. Report of the First Int~rnational Conference on
Correspondence Educatio~. Victoria, 1938, p.92.
UNIVERSITY OF IBADAN LIBRARY
114
Conference on Correspondence education held in Victoria,
a passage from the conference report had noted:
In an attempt to develop the primary
industries of the Province, such as
fishing, trapping, mining, lumbering
and ranching, many small and widely-scattered
settlements were started, some of which
lasted only for a short time. Isolated
families found their way into the
more remote parts of the Province and
were, of course, completely cut off
from organised schOols of any kind.
Up until 1919 no attempt was made to
provide educational facilities for such
families. In the 'spring of that year,
a lighthouse keeper, living in one of
the small islands of the west coast,
made a request for assistance in teaching
his small children since they were
quite out of reach of an organized school. It was
the belief that a plan could be made
to work whereby Ies-son outlines and text
material would be s~pplied to families
anywhere who were out of reach of schools.
The attempt was made and before the
year was out, 122 pupils were studying
under the direction of teachers appointed
by the Provincial Department of Education,
and the first Elementary Correspondence
School in America was under way.
This later developed to include the seco~dary
school level in 1929 while University involvement,
starting with the University Iof British, Columbia
was begun in 1949.
UNIVERSITY OF IBADAN LIBRARY
1 15
A survey of the subjects taught and the courses
pursued through Correspondence StUdy reveals a wide
array of choices available. In Britain, the sUbjects
originally served in the early days of the system
fell under five major headings. These were: 1
i. professional courses which included account-
ancy, banking, surveying and engineering;
ii. University and School subjects;
iii. Technical subjects;
iv. Civil Service and local government related
subjects; and
v. general and recreational subjects.
Most of the colleges had areas of specialisation
while they yet offered many other courses. For
example, the Metropolitican and Foulks Lynch were
noted for professional qualifications; the British
Institute of Techpology for industrial and engineering
subjects, the University Correspondence College and
1. W.J.A. Harris, cpo cit. ~.272. One Dr G. Millerson,in
his The QJalifyingAssociationshad Linked the Spread of
Correspondenceeducationclosely to the rise of the
professionalassociationsin CommerceAdministrationand private
practice,and their adoptionof qualifyingexaminationsin the
late nineteenthcentury. G. Millerson,The QJalifying
Associations: A Study in Professic:nalization.London:
Root.Ledoeand Kegan Paul, 1964, Chapter s.
UNIVERSITY OF IBADAN LIBRARY
116
Wolsey Hall for University qualifications while
Clough's, Wolsey Hall and the Rapid Results College
were noted for Teacher Training and the General
Certificate of Examination Subjects. The Skerry's
and the School of Careers spe:::ialised in Civil Service
'I'z a i...n Ln q , 1
In the United States of America, the Correspond-
ence Education Research Report2 published in 1968;
the Bulletin of the National Home Study Counci13
and the Macmillan Guide to Correspondence 4 Study
1. Harris further notes that "a multiple of smaLl.er forms taught
subjects as piano playing and sketching, judo and body
building, Pelrrani.sm(rnerorytraining) and Pap.i.d Reading. II
W.J.A. Harris, op. cit. p.272.
2. o. M3.ckenzie,E. L. Christensen and P .H. Rigby, Correspcndence
Instruction in the United States New York: M::Graw-HillBook
Ccmpany , 1968.
3. 1990/91 Bulletin of the Natic:nalHorreStudy Ccuncil.
Washington: NHSC, 1990.
4. The M3.cmillanGuide to Corresp:ondenceStudy. NEW York
M3.cmillanPub. Company, 1988.
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117
list a wide array of course choices available at
vocational, Secondary School, Univ~rsity, religious,
and armed forces levels for the clientele of
correspondence 2ducation. Every phase of educational
life that is covered in the conventional education
system has been served by correspondence education.
The use in Canada, the U.S.A., Soviet Union, Australia
and Norway of the corresponderce education system in
the primary and secondary school educational system
further confirms the extensive coverage of Syllabi
which the system undertakes. In addition, areas that
have usually not been covered by formal school systems,
like the professional and qualifying examinations
are easi ly handled by corre'spondence educa tion.
The growth of the system, in terms of the number
of clientele served, of new media processes used and of
more interactive methods of organising teaching and learning,
has been a major feature in the system's transformation
to distance education. In the process, some of the
colleges have folded while others have re-emerged
under new names, while yet others have adjusted to
the transformation and have continued to serve the
teeming populace.
UNIVERSITY OF IBADAN LIBRARY
118
The on-going discussion has, thus revealed that
while the correspondence system of educa t.Lon emerged
as experiments in innovation, ~hey later became
systematised and more organised. Many started with
a few clientele but have grown as a result of the
strong commercial possibilities they offered and the
growth in population of an adult audience ready to
use their system. Many of the systems which survive
till today may have been generally examination-
oriented. Apart from individuals accepting the system,
government departrrerres and other statutory bodies
have found the need to utilise this 'novel approach
to teaching and learning.
3.2.1 TheNig'erianOrigins
'I'heissue of identifying the origins of correspondence
education in Nigeria has been well documented in
the works of Omolewa.1 He observes that just after
the world war, the European trend of correspondence
1. Michael Omolewa, "Correspondence Education in Nigeria,
1915-75" in Adult Education and Development No.72,
1978: "Historical Antecedents of Distance Education
in Nigeria, 1887-1960"~. Adult Education in Nigeria,
Vol. 7, Dec. 1982.
UNIVERSITY OF IBADAN LIBRARY
1 1 9
education, which had found some berth in Britain in
1840, and in France and Germany at about 18561
finally became the turning point for Nigerians, when,
as he noted:
Nigerian Secondary Schools could no
longer cope with the intake from primary
schools and very few Nigerians could 2
afford to go overseas for higher education.
Related to these points was the fact that the nature
of educational activities available in Nigeria was
very low at this time and this trend continued
without any major solution in sight. A great demand
however arose after the cessation of World War II
hostilities, and even, existing evening schools had
problems of providing the adequate personnel and
qualified staff to teach the skills which were
increasingly growing daily.3
Thus as far back as 1915, a number of English
journals had started circulating their advertisements
1. R. F. Erdos, op. cit., p.2
2. M. Omolewa, "Corre spondence Education in Nigeria,
1915-75." op. cit., p. 157.
3. ibid, p. 158.
UNIVERSITY OF IBADAN LIBRARY
120
in Nigeria, of leading British Colleges, among them
the Wolsey Hall, the University Correspondence College,
the Rapid Results College, the Foulks and Lynch and
the others. 1 Many students who n~rmally would not
have. found places in either the Secondary schools,
or have the opportunity of getting a University to
attend, moved en masse to try the correspondence
education option.
Table 2·
Enrolnent at Fornal Educational Institutions in Nigeria
Year University Primary School
Secondary University
Session Enrolment SchoolEnrolment Enrolment
t
1926 + 518 -
1937 238,879 3,851 -
1947 626,000 9,908 -
1952 1952/53 1,039,659 + 368
1954 1954/55 1 ,275,003 21,185 476
1956 1956/57 2,036,613 39 ,017 563
1958 1958/59 2,544,512 41 ,391 1 ,005
1960 1968/61 2,912,619 55,235 1 ,256
1962 1962/63 2,834,010 :195,499 3,606
1964 1964/65 2,849,488 205,012 6,707
1966 1966/67 3,025,023 :211,305 9,170
SaJrce: Michael Onolewa., "Correspcndence Education in Nig2ria,
1915-1975" in Adult Education and Devel.oprent., No.72 June 1978,
p.158
+ Figure not available
1. W.J.A. Harris, op. cit. in O. :M3.ckenzie and E.L. Christensen,
op. cit. p. 270.
UNIVERSITY OF IBADAN LIBRARY
121
These early colleges helped Nigerians to pass
.the examinations set by the University of London,
the College of Preceptors and those of Oxford and
Cambridge UniveEsities. Sometimes, some of the
students had to repeat the examinations many times
before passing. It was therefore not uncommon to
have students of the St. Andrews College Oyo in
Nigeria go on holidays anytime any of their teachers
passe d any 0f these examl.n.atlons. 1
This was how E. ,0. Ajayi became Lne first
Nigerian to bag a degree of the University of London
in 1927, relying exclusively on Correspondence
education. Others soon followedsuit. Aivan Lk oku ,
whose name and picture adorns Nigeria's ten naira
note got his B.A. degree in Philosophy in 1929,
the same field as Ajayi's. In 1933 Samuel Ayodele
Banjo, the father of the former Vice-chancellor of
the University of Ibadan also got his B.A. degree in
Philosophy. 2
1. M. Omolewa, J.T. Okedara, A. Okediran and G. Adekanmbi
(eds.). J. S. Ogunlesi,! 1902-1981, p. 11
2. M. Omolewa, "Historical Antecedents If r- op. ci t.
p. 15.
UNIVERSITY OF IBADAN LIBRARY
122
By 1943, Nigerians had started making some
attempts to found their own Cprrespondence Colleges.
The City Correspondence College that was set up in
1943 did not last long. 1 After independence in
1960, new proprietors had an in-road into the scene.
One of them, Mr. Okudolo, who himself had been
an alumnus of the Wolsey Hall, founded the continually
growing Examination Success Correspondence College
in Lagos in 1967.2 Others soon followed suit.
Coincidentally, the year 1967 also marked
the first incursion of Universities in Nigeria into
correspondence work, with the Ahmadu Bello University
in Zaria starting the Teacher-In-Service Educatiion
Programme (TISEP).3 This' was actually TISEP's second
coming, having been first instituted by the Northern Nigeria
Ministry of Education in the late '50's but had to
1. M. Crro.l.eva , "Correspondence Education in Nigeria,
1915-75", op. cit. p. 160.
2. Interview with Mrs. V.A. Ckudolo, wife of the fcunder of the
College (also, Corporate Affairs M3nager) en 5th April, 1990 at
2088 Ikorcx1uRoad, Palm Grove, Yaba, Ia<ps.
lara fuler-Ajayi, "The Status and Trends of Distance Educatim
in Nigeria" Paper presented at the 13th World Cmference
of International Ccuncil for Distance Education, Melbourne,
Australia. 13-20 August, 1985, p. 7.
UNIVERSITY OF IBADAN LIBRARY
123
pack up because the American Peace Corps, the British
and Canadian Volunteers engaged then had to leave
because of the Civil War of 1966.
A related programme to TISEp,'s because of
its extremely teacher-oriented content is the Nigeria
Certificate in Education by Distance Learning System
(NCE/DLS) which the National Teachers' Institute
(NTI) in Kaduna is handling. In 1976, the Correspondence
and Open Studies Institute (COSIT) of the University
of Lagos was set up with its initial degree programmes
on teacher education and business administration.
The Universities of Ibadan and Abuja have since
joined the list of universiti~s running distance
education programmes.
A critical look at the development of the
genr~ in Nigeria shows that there has been a change
over the years in the system of correspondence
education. Apart from a greater reliance by clientele
on local correspondence colleges, the involvement
,
of universities has been rising, leading to an increase
UNIVERSITY OF IBADAN LIBRARY
124
in clientele and a growth in the list of courses
offered. The suspended Natiohal Open University of
Nigeria which was to climax the development and thus
lead the way, with the Univer~ity of Lagos phenomenon,
in the transformation process, appears to have
re-surfaced in the new University of Abuja Distance
Learning Centre. A careful study of the development
of the genre, especially the growth in methods
and media used, and the manag~ment of two-way
interaction between the learner and the institutional
provider of distance education should reveal the
nature of the transformation.
3.3 THE SIGNIFICANCE OF THE UNIVERSITY OF
LONDON INNOVATION
The emergence of the University of London as
a major promoter of correspondence education is highly
significant. At its establishment in 1836,1 the
aim of the University was to conduct examinat~ons
and offer degrees without providing the necessary
1. Ron Glatter and E.G. Wed$ll, ~~rrespondence,
London: Longman. 1971, p. 13.
UNIVERSITY OF IBADAN LIBRARY
125
tuition, a practice which veered away from the
traditions of Bologna in Italy and thus, the general
traditions of most university systems in the world. 1
Citing the Haldane Commission's view of this arrangement,
Houle notes that the Univers~ty was
an examining board with the
title of the University of London. 2
Armytage is also reported to have described
the university as a "great examination machine"
without any teaching responsibility.3 An examination
of the original plan of this mandate shows the
process of the awarding of the degrees.
1. The University of London did not fit into any
of the characteristic~ of a university at this time.
It had no simultaneous presence of senior and junior
scholars; it was not a society of scholars; more
senior scholars could not be said to be teaching the
junior ones; there seems to be no plans to seek to
increase the bounds of knowledge. See Nduka Okafor,
The Development of Universities in Nigeria.
London: Longman Group Ltd. 1971.
2. Cyril Houle, The External Degree. San Francisco
Jossey Bass. 1974, p. 21.
3. Ron Glatter and E. G. Wedell, op. cit. p. 13
UNIVERSITY OF IBADAN LIBRARY
126
A candidate for the degree must matriculate,
meeting the requirements for doing so. Before he
is admitted to the examinations, he must produce
a certificate showing that he had followed a
course of instruction at one of the two London
Colleges 1 or at some other institution approved by
the Privy Council. This arrangement was later
broadened to include institutions anywhere in the
British Empire.2 As Logan reports, the number of
institutions thus recognised for the purpose of
providing tuition for the students had become so
many that by .1858, a new Charter had been passed
which
quietly dispensed with the requirement
of attendance at an appropriate insti-
tution, and therefore, the university
accepted as candidates all who presented
themselves for examination provided
of course that they had passed the
matriculation examihation and had
paid their fees.3
Thus, degrees in all disciplines, except medicine,
could be conferred on candidates in this manner.
1. Cyril Houle, op. cit. p. 21
2. Cyril Houle, The External Degree. San Francisco:
Jossey Bass, 1974, p. 2L
3. ibid. See also D. Logan, The University of London.
London: Athlone Press, 1962, p. 11.
UNIVERSITY OF IBADAN LIBRARY
~27
This then marked the real beginning of the London
External Degree. The process continued until about
1900, when as a result of much criticism of the
University's peculiar character and role, and the
findings of two royal Commissions, there was some
change in this direction. A$ Houle notes of the
University's external degree,
it remained the only degree of the
University until 1900 when as the eventual
result of twenty-five years of
increasing pressure, the institution
began to admit students and provide
instruction to them.1
There were a number of distinctions in the
nature of the programmes for the internal and external
students. The first was in the area of administration
which was the originally recognised distinguishing
element in the system, thus creating separate paths
for their academic programmes. This cleavage however
became blurred as both internal and external students
were to be equally eligible as candidates for any
of the University's degrees. 2 Some have indeed argued
1. Cyril Houle, op. cit., p. 22.
2. Ron Glatter and E. G. Wedell, op. cit. p.14.
NIVERSITY OF IBADAN LIBRARY
128
that the University of London may have lost its
patent on the term "External Degree" as a result
of its veering into the internal degree circles
since the early part of the 20th Century. One
point that is however clear, is that with London's
foray into the external degree, and even its eventual
starting of an internal programme, it may have
paved the way for such University based correspondence
education programmes that have their practice based
on an integrated model of distance education. 1
So far, the University of London thus represents
the first major attempt to make correspondence
education available at the University level, although
in what Valore and Di$l have described as a rather
cl"rcultous manner. 2 Th'lS manner of its coming, which
removes a teaching role, to the two writers, allowed
seedlings which grew into bona fide
home stu~y programmes ascended by
default. '
1. This raises the issue of 'London foreshadowing Australia
in the area of promoting the integrated model in
distance education practice but the examination
orientation of the London degree still puts Australia
in contention for this honour.
2. It is circuitous in the sense that correspondence
education was brought into the picture by proxy.
See L. Valore and Grover E. Diehl, op. cit. p. 15.
3. ibid.
UNIVERSITY OF IBADAN LIBRARY
129
This latter view is prem~sed on two possible
explanations. The first is in respect of the timing
of the University's coming which preceded the·
activities of Isaac Pitman's correspondence education
activities of the 1840's. The second, which has
a greater implication for the growth of correspondence
education, is in the coming of the London University
to create a gap in educational provisions which
the emergence of correspondence schools may have
attempted to bridge. These two assumptions are
quite strong a's the relationship between the
University and the correspondence colleges continued
to grow.
The University did more than organising examinations
at this time. It later became a kind of guide and
counsellor for some other institutions of higher
learning until such gained "sufficient strength to
attain University status and award their own degrees". 1
As further reported,
i. between 1836 and 1949, every University
established in England and Wales went
through apprenticeship during which its
students were prepared for London External
Degrees;
1. Cyril Houle, op , cit. p. 22.
UNIVERSITY OF IBADAN LIBRARY
130
ii. the University aided the movement towards
colonial independence, initially
assisting University colleges in the
colonies with granting of degrees; 1
iii. it became a model to be copied elsewhere. 2
While the University of London made significant
contributions to the promotion of the concept of
"degree-by-examinations" and thus helped many of
the British institutions to develop, its impact
became felt in nations colonised by the United
Kingdom. Writing on this phenomenon, Omolewa
notes that by 1860, the University had started operating
in some parts of the British .Colonies. In Nigeria,
its first examination was organised in 1887.3 Such
examinations organised were then designated "colonial
examinations" and
the University regulations stipulated
that the University examinations could
be held at overseas centres provided
applications carne through the Department
of Education and the British Colony
1. ibid.
2. ibid.
3. Michael Omolewa, "London·University's Earliest
Examinations in Nigeria; 1887-1931" in West African
Journal of Education 1976, Vol XX No.2,
p. 347.
UNIVERSITY OF IBADAN LIBRARY
131
or from some other officer or person
specially appointed for that purpose
by the Colonial Government. 1
The nature of the method of instruction
which nonetheless took care of the pedagogical gap
crea ted by the University was' two-:fold. First,
publishing firms in Britain were quick .to cash in
on the gap and take on the role of counsellors for
students who went into the'programme. As Omolewa
observes, a number of periodicals and newspapers
circulated in Nigeria had the publishers· advertise-
ments and book' notices on what they called,
"Educational works for London University Examinations". 2
Some of these were also found in the University of
London Calendars. 3 The implication here is that the
book published by these companies could supply the
tuition needed by the external degree students.
This is in spite of the fact that such books may
not have been written specifically by correspondence
education experts or other writers using the correspond-
!-IuchaeOlrrolev.."a',ThePranotim of Londcn UniversityExaroinatims
in Nigeria, 1887-1951" In 'IheIntet:natimalJc:umal of Historical
Studies.Vol. 13 No.4, 1980, p. 553
2. ibid, p. 654
3. ibid.
UNIVERSITY OF IBADAN LIBRARY
132
ence education methods in preparing the text.
~he unique pedagogical approaches needed for the
distance learners' course texts, and 'possibly.
aimed at bridging the obvious distance, were thus
missing from the texts provided.
In addition to the publisher's foray into
filling this pedagogical gap,' correspondence colleges
owned by various proprietors were said, to have
advertised details of the University's external
examinations in the "educational periodicals and leading
newspapers" at'the time.1 They then played the role of supplying
the needed tuition to the external students. However,
the University of London also'had its own arrangements
aimed at meeting the external learners' needs.
One way of assisting learners was through
direct intervention in the provision of tuition, a
practice which ran '< contrary to the dictates of either
the 1836 mandate or its 1858 Charter. In 1920, at
the introduction of the Bachelor of Commerce degree,
the University's commerce Degree Bureau was set up
by a Deed of Trust. 2 Students who thus enrolled for the
1. M. Onolewa, "The Prorrotionof London University&ami.nation
NigeriaI 1887-1951"Ope cit. .p.655.
2. Rcn Glatterand E. G. Wedell,,Opecit. p. 12.
UNIVERSITY OF IBADAN LIBRARY
133
External B.Sc. (Economics) were allowed to take
the correspondence course which the Bureau provided.
Another provision which the Universitymade (andstill does)was
in the giving of tutorial assistance to those under-
graduates preparing for external degrees by
correspondence or others doing this privately. This
the University does through the External Advisory Service.
As noted in the General Information for External
Students. the Service
has been established for the benefit
of the private student, including the
student studying by means of a corres-
pondence course, who may have no access
to tutorial advice and assistance in
his studies. 1
Usually, there are three advisory assistants in
Arts, Theology and Music; in Law and Economics;
and in Science and Engineering. They thus adv 'e
students on such issues as the qualifications to study
for, "Syllabus requirements, ~tudy facilities and the
reasons for unsuccessful examination results". In
addition to these, and as Glatter and Wedell note
of the Service:
1. R. Glatter and E. G. Wedell, op. cit. p.19
UNIVERSITY OF IBADAN LIBRARY
134
It also provides free of charge, copies
of brief study note~ for most of the'
examinations open to external students
studying privately or by correspondence.
The notes consist mainly of reading
lists, and some general guidance on
how to approach the syllabus. They
can in no sense be regarded as a
substitute for a course of tuition'1
either orally or by 'correspondence.
A number of vacation course are also arranged.
These are in French language and literature, Geo'jraphy
and".,., Psychology. When pressure is high based on
the r.un.'n er of students wishing to enrol for such
priority is given to the external students who
are studying privately, or by correspondence.
This clarification is necessary in view of the fact
that some of the registered e~ternal students are
full-time or part-time students of existing'formal
institutions. Most of the courses for which these
provisions are made are selected more on the basis
of the need for an added oral .t.uLtion than on the
popularity of such courses among the students. 2
Also' not all the courses are residential while they
1. ibid.
2. Ron Glatter andlE. G. Wedell, OPe cit. p.20
UNIVERSITY OF IBADAN LIBRARY
135
are also self-financing as students have to pay for
the extra services. Existing extra-mural departments
of other universities also help in this regard by
making such residential or non-residential back-up
education available.
only a very small proportion of the correspondence
colleges in the United Kingdom really offer courses
for the London external degree. 1 Wolsey Hall,
Oxford is said to provide courses for all the following
listed degrees:
B.D." (Pass and Honours)
B.A. General
B.A. (Honours)
English
French
History
LLB.
B.Sc. Special Maths
B. Sc. (Econs)
Metropolitan College at St. Albans provides
courses for the B.A. General, LL.B and B. Sc. (Econs) ;
the College of Law at Guildford and the Rapid Results
College provide for the LL.B while the London
1. ibid.
UNIVERSITY OF IBADAN LIBRARY
136
University's Commerce Degree Bureau provides for the
B.Sc. (Econs) .1 All these provisions are, noticeably,
without the oral tuition back-up, and as such use
the pure correspondence approach.
Writing on the content of the external examinations
organised by the London University, and with particular
reference to Nigeria, Omolewa notes that the examinations
were primarily designed for the British, containing
in most part, a lot in "English, History, English Language,
English Literature and the Geography of England".
While the humanities, law and some aspects of the
Social Sciences appear emphas~zed, such relevant subject
areas like medicine, technology, education and the
basic sciences were not promoted. 2 Nationalists
were later to question the relevance of the external
examinations, and what has been referred to as the
I
"problems of possible indoctrination and mental
enslavement" .
In spite of these critiqisms, many Nigerians
used the system to obtain qualifications which later
increased the social status within the society.
1. Ron Glatter and E. G. Wedell, op. cit. p.21
2. Michael Omolewa, "The Promotion of the London University
Examinations in Nigeria, 1887-1951," op. cit. p.658.
UNIVERSITY OF IBADAN LIBRARY
137
Many studied under extremely hard conditions, and
with the added separation from London, their process
of self-instruction and home study was somehow
cumbersome. While the failure rate at the beginning
. .
of the taking of the examinations was high, the
coming of King's College in Lagos, and the foray of
the government into the development of the Secondary
and Higher School system allowed for.the
organisation of evening classes to provide additional
tuition for the candidates.
Genera LLy, the' London matricula tion, intermedia te
and Degree examinations were registered for by can-
didates. While many were recorded to have earned
the London Matriculation Certificate, a few of them
earned the Intermediate Law degree. 1 The climax of
the successes appeared to have been reached in 1927,
when for the first time, an alrmus of the correspond-
ence system of education was recorded. E.O. Ajayi,
a teacher at the St. Andrews College in Oyo had bagged
a degree in Philosophy.2 In J929 and 1933 respectively
1. Michael Omolewa, "Historical Antecedents of Distance
Education in Nigeria, 1887-1960" OPe cit. p.15
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
138
Alvan Ikoku and Samuel Ayodele Banjo had passed the
degree examinations as external candidates, both
doing so in Philosophy. J.S.Ogunlesi also bagged
his B.A. degree in 1~33.1
The significance of the emergence of the 'University
of London can thus be seenin a number of ways. These
are theoretical, developmental and social. While coming
as an innovation to promote' the ideals 'of egalita-
rianism in education as expounded by the ideas of
thinkers preceeding its coming, its major theoretical
significance in charting the way for a lot of the
practices in distance education today is obvious.
A look at either the integrated model of distance
education, identified later by Keegan, and practised
extensively in Australia, shows the extent to which
London's ideas are now replicated. This is because
the awarding of external degrees by London University,
a setting which later added internal programmes, has
a lot of implications for the practice of conventional
universities who now do this. Also, the consultation
model in distance education, which recognises the
nature of isolation of distant learners, and the need
1. ibid.
UNIVERSITY OF IBADAN LIBRARY
139
to make face-to-face teaching an integral part of
the teaching learning process, as practised in most
~astern countries, also has London's activities of
the Degree Commerce Bureau as antecedents. Indeed,
the future developments in the British Open University
System had their antecedents in London'.s practices.
The tendency on the part of External Studies Programme
units to attempt to be self-supporting, or or:ganise
vacation courses for learners may also have benefitted
from the University of London's early practices.
While the London experiment led to the involvement
of correspondence colleges in its activities, it
also paved the way for some level of parity of esteem,
at least between its internal and external students.
At the.level of social significance, the London
University , succeeded in promoting higher education
not only in the British colonies but also in Britain
by way of creating standards through examinations, and
thus serving as a model. Perhaps a more appropriate
description of this phenomenon is that in attempting
to merge pratices in non-traditional and conventional
tertiary study, it brought its influence to bear upon
improving the mainstream, which had traditionally been
UNIVERSITY OF IBADAN LIBRARY
140
seen as the ideal. It not only raised the status of
individuals in societies where such external students
e~isted, it gave them added respect and values, the
type propounded by most theorists in adult education
clientele generally and those. in fhe field of ·distance
education specifically. The privileged status which
correspondence education or private students were
conferred with especially in terms of selectirig
who to consider for the vacation courses were
antecedents to the expected ideal distance education
practices of today, which is expected to confer on
students no less status.
The implications of the London University System
for future developments in the method.s, media 'and the
provision of support service, for distance education
are quite obvious. While its, suggested method of
instruction may have been thrbugh the medium of print,
its understanding of the benefits of additional face-to-
face sessions, especially for organisations adding
the missing tuition back-up in its own system, are
salient points for any modern developer of the system.
The London University may not have made much impact
UNIVERSITY OF IBADAN LIBRARY
14 1
in the examination of possibl~ use of the electronic
media to undertake instruction for private or
correspondence education students, but its interest
in the provision of guidelines for learners, counselling
services and the wider one of replicating itself
through other University extension programmes in
the U.S.A. and other parts of the world have significant
contributions to the possible development of the system.
3.4 TRENDS IN THE DEVELOPMENT OF CORRESPONDENCE
EDUCATION METHODS
The nature of the growth of methods of corres-
pondence education may be better examined from the
dimensions of two ma j o'rorganisatirnal providers of
the system of instruction. The two major providers
are classified separately as:
i. proprietary schools and correspondence colleges
whose educational provisions are mostly
at the level of promoting secondary school
type of education, professional and vocational
training and other educational programmes
leading to the award of diploma, or the clientele
sitting for other national examinations;
UNIVERSITY OF IBADAN LIBRARY
142
ii. Colleges or Universities which provide mainly
tertiary level education through their
independent or external study divisions;
open studies units or correspondence study
divisions.
There are of course other categorisations of
these provisions whose,activities can easily be
identified within the scope of the typology identified
above, using the educational levels at which the
students are. For example, the activities of religious
organisations or the provision of religion-based instruction
through correspondence can easily fall within any of
the two types above. In the same manner, the example
of the United States Armed Forces Institute in the
United States of America which has had a lot of
linkage with the National Universities Education
Association (NUEA) of the U.S.A. may also fall within
any of the groups.
To a great extent, it is right to assert that
the development of the methods of ,the correspondence
system of instruction has benefitted from the various
findings in the area of psychology as well as in
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philosophy of not just adult education, but in the
wider area of education itself. At the level of adult
eaucation discourse, the thematic positions of
writers like Paulo Freire to the effect that the
banking concept of education be discontinued; Everett
Reimer's charge that the school is dead; Ivan Illich's
call for a deschooled society and Malcolm Knowles'
glide from pedagogy to andragogy are major movements
in adult educati.on which have had implications for
a change in the method of teaching and learning in
adult education.. 1 Their various positions, including
the ones given by Lindeman, Nyerere, Kidd and
other adult educators, concerned with method, have
been to the effect that the adult learners be put
first, his characteristics considered when determining
method and that attempts should be made to pace the
lear~ers' learning, using the learners' own experience
as a springboard, and according him the due respect.
The emergence of the concept of life-long education
is indeed a progress in the liberalisation of adult
edu.cational methodology, of which corresponde:lce
education has benefitted ·tremendously,. In this regard,
1 • CbolagacleAdekanrrod , "The Ccncep.t.of Distancein Self-Directed
Leaming",in.H'..1e.y..IaB1g anCiAss:ciates,Advatces in Res63.rch
cEldPrdctice in'Self-DirectedL'6·3.ming~ c:klahara ResearchCeriter
for CrntinuingProfess~::naa.nld HJ_gherEducationof the University
of CkJ..C'ho~:a. :990. p. 181.
UNIVERSITY OF IBADAN LIBRARY
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Ireland'sview,_w_hen citing R.H. Dave, is appropriate, He notes
Life-long education is a dynamic a9proach
't.o education which allows adaptation of
materials and media as and when new
developments take place. Learning tools
and techniques, c0nte~t and time 1
of learning are all flexible and diverse.
Taking the dimension of this possibility of a
chanqe in medium and methods further, which fully
represents the later demands pn the correspondence
system of education, Gelpi, qUoting Kirpal, further
notes:
without the new technologies of communication
the concept of life-long education could
not enter .the realm of realist action.2
The first epoch in the evolution of metho~s in
correspondence education can be r1ghtly described as
the era of postal tuition, which the penny post
in England facilitated, and which later ensured
that students received their instructional packages
through the mail system. Harris' title of his article
"Education by Post" in Adult Education (Vol. 39 No.5)
easily suggests the manner of interaction between students
1. R. H. Dave, ci~ed D: Ti.m:>thDy. Ireland,"Gelpi'sView of Life-long
Edncat.Lo,n Unlversltyof M3nchester,MJnografh. 1979 p. 20
2. Kirpal, cited in T:irrothDv, Ireland,ibid, p. 24.
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and learners. While the teacher sends his instructions,
the learner engages in horne study, which is why the
term is sometimes used to describe the process.
Post cards were the f Lrsti. course texts sent by
Pitman in his days1 while in 1870 Forster in the
United States began his courses on mine safety
through the column created in his newspaper called
the Shenandoah Herald which was a.weekly paper.
At the Society to Encourage Studies at Horne started
by Anna Eliot Ticknor in 1873 it was the use of
~onthly letters between teacher and student which
was the original method adopted. While she shied
away from advertising her programme, saying "If
it is really needed, it will soon make itself known",
others, including Caleb Phillips of the 1728 Boston
Gazette advert fame did publici~ their activities.
The fact that most of these early correspondence
study schools began with just a few individuals as
clientele, and their subjects mostly single subjects,
1. Wo..J .A. Harris, "Education by Post (England)" inMackenzie and E.L. Christensen (eds.), op. cit. p.300
2. o. ~~ckenzie and E.L. Christensen, ibid. p.31
3. E.C.o.Agassiz," Soeiety to Encourage Studies at Horne"in Mackenzie and E.L. Christensen (eds.) p.28.
UNIVERSITY OF IBADAN LIBRARY
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the use of this method of instruction appeared
appropriate for them. Most w~re also examination-centred,
and concerned with the technical, professional and
vocational fields. However, and perhaps as a result
of growth in the system, both of clientele and
subject areas served, the programmes began being
supplemented by occasional lectures and classes,
tutorial sessions and residential courses. In
Britain, Harris notes that some of the schools later
combined teaching by correspondence with
classroom lecture instruction. For.
the greater majority however, the work
was conduc-ted almost entirely from
a group of offices and such a centre of
operations demanded convenient postal
services and an address which would
not detract from its attractiveness for
intending postal students.1
It was therefore not unc,?mmon, based on a
growing volume of work, and a related growing number
of part-time tutorial staff, to have the colleges
operating from "a pool of school or college staffs".
This was a process of transformation for the colleges
as they appeared to be promoting the development of
study centres, where learners could meet in groups
1. W.J.A. Harris, "Education by Post" Adult Education
Vol. 39, No.5 1967. p.270.
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and discuss related problems, apart from meeting
some part-time tutors. But this was still more of
an exception than the rule.
The incidence of drop-out amongst those studying
by correspondence was reported by Jones to be very
high. It was thus with a view to finding solutions
to this that: 1
1. the Rapid Results College sought the cooperation
of technical colleges in Britain;
2. the National Extension College evolved a
number of schemes to introduce a measure
of ora L tuition;
3. since 1965, the South West .London College
had been. running a number of linked oral-postal
tuition courses.
Of the South West London College, Jones further
notes that after tutors had satisfied the correspond-
ence two-way communication system with the learners,
they are also on duty in the evening in order to see
visiting registered students who may require some
guidance on specific points they found difficult.
The scheme thus ensured contact with tutors, contact
1. Lyndon H. Jones, "Directed Private Study" Adult
Education Vol. 44, No. 6~ March 1972, p. 37-6---
UNIVERSITY OF IBADAN LIBRARY
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with other students and contact with the practical
side of the work to be done. Yet, this was an exception.
Perhaps a detailedexamination of the two stories that fo.Ll.ow
will show the extent to which a great many colleges,
especially proprietary ones, continued to rely on
a method which emphasized the medium of print. The
first story is that of the' International Correspond-
ence School s,1
After successfully founding the Shenandoah
Herald in 1870, and having begun the weekly articles
on mine safety, Forster turned the Herald into a
daily in 1875, and by 1879, had changed the name to
the Z.linin(iH~e·rald. Luckily, a law was passed in
pennsylvania in 1885, making it illegal for anyone
to be a mine inspector without obtaining a Certificate
of Competency. Forster qu LckLy souqht, - que.stions
from the miners, got college trained engineers to'
work out the solutions and published both guestions
and answers in the MJ~nning Herald. These en-gineerswere his'"
1• O. Mackenzie and E.L. Christensen, liThe Workingman's
School II in edited book by the same authors,
OPe cit. p. 31. Cited as extract from liThe ICS
story" in International Correspondence Schools,
Scranton, Penn~ylvania. (N.d., N.p.).
UNIVERSITY OF IBADAN LIBRARY
149
course writers. Next he gathered "all available state
examination that had been given in recent years
and publ ished answers to these also". One success
led to another, and soon, the initially back page
column occupied front-page position, filling out
the entire front-page of his Herald.
A careful analysis of the questions submitted
by his clientele, led Foster to introduce, in
addition to subjects like arithmetic, mensuration,
formulas, such other areas as training in elementary
subjects (e.g; calculations), in the laws of Gravity,
flow of liquids and gases and others. Soon pamphlets
emerged on the subjects, and this was the beginning
of the issuing of course texts. Soon his clientele
demanded application of the principles learnt.
Foster quickly "interspersed ,the reading matter of
his pamphlets with numerous problems whose solution
demanded the application of the principles contained
in the pamphlets." In addition to this opportunity
for practice, Foster added a comprehensive examination
covering the text. He then looked for qualified
persons "to check, correct and grade the answers
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to the examination questions". Thus, he brought in
the concept of the course tut6r.
Having changed the name of the Herald to 'The
Colliery Engineer, what Foster had just started
thus became the Correspondence Education Department
of the company. Soon, Foster asked his course writers
to publish a short course on mining. The course,
which was advertised in 1891" finally laid the foundation
for the International Correspondence Schools of
scranton. In quick succession, courses on steam
engineering, electri.c ity , architecture, plumbing,
sheet metal pattern drafting,. civil engineering,
heating, book-keeping, stenography and English followed.
By 1968, ICS had passed the 8,000,000 mark in terms
o~ students .it had trained. 1
An examination of I.C.S. 's present methods of
teaching now, as reported in a 1990 study shows the
following characteristics:2
1. "The Workingman's School" in o. Mackenzie and
E. L. Christensen, op. cit. (eds.) pp. 31 - 34.
2. F. Doerfert, R. Schl/emer & C. Tomachewski,
Short, Descriptions bf Selected Distance Education
lrtstitutions. Hagen: ZIFF 1989. p_360·;
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i . a course team approach which combines
the subject specialist, media specialist and
the students of the subject;
ii. the existence and use of local study centres;
iii. allowance for curriculum flexibility depending
on the type of diploma offered;
iv. use of various media for teaching, from
written course texts to personal computers;
v. distance teaching with a few face-to-face
components;
vi. existence of two-way communication through
correcting of assignments
Commenting on assignments
Answering of learner's queries, requests etc.
telephone interaction.
vii. existence of measures to reduce non-starter
or drop-out rates, such as:
mailing of standardized letters of encourage-
ment or reminders,
mailing of individualized letters.
The study above is a trend in the transformation of
co-respondence education to distance education, as
UNIVERSITY OF IBADAN LIBRARY
152
seen from the development in the method of in~truction
on a proprietary school setting.
The second example is based on a'review of the
transformation of the methods:of teaching and
learning, and ensuring two-way interaction in
university-based correspondence education programmes.
Available literature on the development of the
system in Britain and the United States shows the
usual pattern of the clientele depending on the course
texts prepared by the course writers. At the earlier
stages, these were indeed not self-contained texts
as they were guides which contained a lot of references,
and questions that learners eventually studied, and
later sat for examinations. The coming of the self
contained course texts appeared to have been a development
on this earlier system. However, in the case of
correspondence colleges which I complemented the;circuitous
entry of the University of London to Correspondence
education, through its degree~by-examination aptivities,
UNIVERSITY OF IBADAN LIBRARY
153
they had to study the university's syllabus and use
it to prepare their own courses. 1
The method of university-type correspondence
education is further shown in. the detailed report
given by one Smithson, at a National Universities
Association Conference held in 1925 in the State of
Virginia, U.S.A. The pattern, for the teaching of
English by correspondence then by the University of
california follows thus:
Step 1: Students are sent a set of instructions,
guides to study, reference materials
to use, and accompanying assignments.
The academic Senate expects fifteen
assignments to be the equivalent of
one unit of work.
Step 2: The student 90es on to'do the first
assignment and returns this to.the
tutor for his comments, corrections
and advice, which later turns out to
be the real teaching of the student.
As Smithson observes,
The assignments of a
correspondence course in
English are not depended
on to teach themselves.
The main part of the teaching "comes
from" the instructor's
reactions to the papers sub-
mitted by the student.
1. Michael Orrolewa,"ThePronotionof LondonUniversity's
Examinationsin Nigeria, 1887-1951" cp, cit. p. 654.
UNIVERSITY OF IBADAN LIBRARY
154
step 3: The instructor, on receiving the
student's assignment and correcting
him, adds additional instructions,
emphasizing and supplementing
particular points and furnishing
special exercises to correct
faults. Series of activities which
the student maybe asked to perform
may not be part of the regular
assignment.
Step 4: Sometimes supplementary lessons
are put in form of personal letters
or accompanied by personal letters
to convince the student that the
instructor is interested in him.
The process then continues until a final examination
is written and the student awarded a degree.
It is however not uncommon, later, for some
university correspondence programmes to offer tutorial
type instruction and discussion with study groups.
Wedemeyer notes that even students who are resident
in campus, combine correspondence study with resident
class study. He attributes this variation in method
to the inherent flexibility of the correspondence
method and its "ready adaptation or combination
with other learning methods. ,,1 A list of his predictions
about university correspondence study further shows the
possible changes in method over the years. These
1. Charles Weddemeyer, Ope cit., p. 212
UNIVERSITY OF IBADAN LIBRARY
155
are, among others:
i. correspondence instruction methodology
will employ all appropriate media and will
develop new techniques of adaptation to
individual' differences through the use of
interchangeable study units employed by
instructors in a way not unlike the'
branching techniques employed in some
programmed learning: courses.
ii. correspondence instruction will be
remade in structure, form and methodology
as to fit the needs', technology, and
aspirations of the new age.
iii. the correspondence study system, the pen
and ink system, the postal tuition or
tutorial system may give way to cross-media
learning or some other term implying modern-
ization of the old, simple pen and ink.
A look at the distance education practices of
the Open University of GreatiBritain reveals that
some of these projections have come true. They are
indeed indications of the transformation of the method
UNIVERSITY OF IBADAN LIBRARY
156
of instruction especially when issues like computer
marked assignments, computer mediated communication
and the use of telephone tutoring are considered
alongside the use of the printed text.
3.5 MEDIA TRANSFORMATION AND THE BRIDGING OF
DISTANCE
A discussion on the dev~lopment of the media in
distance education cannot be totally removed from the
related issue of the growth of either educational
media or technology, or the general development of
communication systems. The term "media" itself has
been simply described as channels of communication
which increase the number of and speed'of messages
sent, and as such are seen as message multipliers.
However, media need not be mostly inanimate as the
oral medium of sending message by man had been in
existence since creation. This presupposes that even
the individua 1 is a medium of communication, u.sing
the various verbal and non-verbal cues he sends as
signals for various purposes.
The consideration of the medium of communication
has always been a major issue in education since the
UNIVERSITY OF IBADAN LIBRARY
157
days of Socrates. This is because in his
activities as a teacher, (even though he claims he
qpes not know) the person-to-person medium had been
his main method of teaching. This oral medium which
had been supplemented with the invention of writing,
later got a boost when the coming of the Gutenberg
press revolutionised education. With the coming of
print, large volumes of written material could be
reduced to portable materials, and its copies multi-
plied. When correspondence education later emerged,
both the written and the printed word became the
main medium of instruction, as such instruction
could easily be sent through letters written,or
printed words sent over a distance which the early
courier systems could cover, or the distance that the
later mail delivery system could bridge.
Print itself underwent. D.ransformation , as
its qualities and unique characteristics began to
show. Of these qualities, Gordon notes, print is
permanent, finite and flexible. 1 What print really
does is act on behalf of people or machines in such
a way as to facilitate efforts to replicate t~eir
1. IX:naldR. Gordm, "Printas a'visual rredfurni'n'Asheim and Fenwick
(eda.}, Differentiatingthe M=dia. Ol.icago:The Universityof
Chicago Press. 1975, p.34.
UNIVERSITY OF IBADAN LIBRARY
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sensory-cerebral experiences. In doing this, print
thus possesses shape, size, colour, intensity and
pnnctuation devices which, when juxtaposed, can
be orchestrated with very broad parameters.
This began to be used in correspondence education.
In addition, it was also found that print can
use the following to advantages, especially when
conveying educational infor~tion:1
i. as a separate and distinct language in
itself, it consists of a vocabulary,
a way of using it which any expression in
print format can maximise;
ii. it is neither oral nor aural and as such
there is a difference between Print~English
and Print-French;
iii. its shape and form when orchest~ated can
persuade people to read it slowly or rapidly;
iv. its texture, and colour can show mood,
credibility, acceptability and a degree of
seriousness.
In finally comparing print with the other media
that can be applied to education, Gordon notes that
its characteristics as a primary visual medium, and
its inability to cover sounds, smells, tastes and
touches at first hand need not be a problem, considering
1. D. R. Gordon, op. cit. p. 38.
UNIVERSITY OF IBADAN LIBRARY
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its identified qualities. This is because it has
a way of helping to filter, mute, and translate
" .
ttte information received into visual "approximations.
And he expressed his fears thvs:
Our sensory-cerebral systems would
probably pop like fire-crackers if
exposed to the full array of sounds, 1
smells, tastes, touches .
The printed word has thu~ been extensively
used in correspondence education, even in educational
systems in the world that have developed, extensively,
the later media that emerged. This is because of its
relative cheapness and amiability to individualized
instruction which the correspondence system of education
promotes. In a study carried out by Schuemer in
1988 , 176 schools and unLversi,ties promoting
distance education, of the 200 schools studied,
gave informa tion on" the media" used in promoting
two-way communication. 145 of them stated that they
use written cornrnunication.2 In another study carried out
1 . ibid. p. 37
2. F. Dcerfert, R. Schuerrer& C. Taraschewski, op ci r.
UNIVERSITY OF IBADAN LIBRARY
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by the UNESCORegional Office for Education, and
published in 19841 all the di~tance education
s~stems use the medium of print in addition t6 others.
Omolewa and Adekanmbi' s "The heoerronv of the Print
Media in Distance Education Delivery" also discussed
the issue extensively2 while Freitas et al con f Lrrn
this assertion.3 In the British Open University
where the name "University of the Air" had been
initially proposed to veer the system towards only
,
the electronic media realm, the print medium has
been dominant a s "65% of students' time is devoted
to the use of the printed word".4 These devel.oprentxhave
hCM'evenrot stalled the transformation of Correspcndenceeducaticn.
1. ResourceM:l.terialsUsed in Distance Teaching by Higher Education
Institutions. Bangkc:k: Unesco, 1984.
2. MJ.chaelOnolewaand GboJagadeAdekanrrbi,"Thehegerrony.of the
Print M2diain Distance Education Delivery". Innovation
in Distance Education. Harare: African Asscciatim for
Distance Educatim. .,
3. Katia de Freitas et aI, Opecit. p. 41
4. Learning at a Distance and the NewTechnolcgy. Vancouve.re
Educatimal Research Institute of British Colunbia. 1982,
Of other categories: televisien and radio course broad:::asts
carry 10%,tutoring and ca.rnselling en an individual and groop
basis, 15%;assignments and assessments, 10%;ibirl.
UNIVERSITY OF IBADAN LIBRARY
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While the printed word W'as the only medium
available to most distance education institutions
at the beginning, Hertz's proving of .the existence
of £adio waves in the 1880s and the transmitting
or radio signals less than tw~nty years later,
added a new dimension of medium use in distance education.1
The transformation process had begun. Farrant
considers three broadcast types possible, with radio.
These are the stimulative, enrichment and the core
broadcast. 2 The stimulation purpose is achieved
when radio is psed to motivate learners in a kind
of informal way. The second type, enrichment is like
a documentary which provides a background to the
learners' experience. The core broadcast is the
one involving the broadcast of the core lectures. It is
the direct teaching broadcast.
1. ibid, p. 8
2. M. onol.eva and G. Adekanmbi -"The HeCj~mony of the PrintMedia in Distance Education .-De Li.very" op. ci t.
p. 171.
UNIVERSITY OF IBADAN LIBRARY
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Radio has the capacity for extending learning
at a distance and is useful in reaching isolated
rOral audiences, especially where the mail delivery
system may not easily reach or not reach at all.
It also complements the printed word and this has
been the use mostly in literacy programmes in
developing countries that, in addition to the texts
prepared, are complemented thus. It is also relatively
cheaper than the other electronic media, and this
may have warranted its categorisation in Schram's
Big Media, Lit'tle Media as part of the little media. 1
The invention of the transistor,2 a smaller version
of the radio in 1948 indeed made its application
become more widespread and more highly cost effective.
Examples of the use of the radio for running
distance education programmes abound allover the world.
The school of the Air programmes in Australia;
the Ryerson Open College in Ontario, Canada; the University
of the Air in Japan and even the aborted National Open
University of Nigeria are examples of such systems.
1. Wilbur Schramm, Big Media, Little Media, op. cit. p.16.
2. Learning ata Distance and the New Technology,
op. cit. p. 8.
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At some other levels, the Federal Radio Corporation
of Nigeria (FRCN) has a number of School educational
b~oadcasts, which though are not distance education
programmes in a sense, still have the potentials for
being used for that purpose ..I In K' enya, Tanzania and
Ghana, the extensive use of the radio for distance
edcuation has been reportea.1
Elsewhere, there have b~en other records of
radio use for distance education in Brazil, Mex Lc o ,
Nicaragua and India. The World Bank two-volume
work published in 1977 and titled Radio for Education
and Development: Case Studie's
in this regard. 2 The programme titled "Hedurezia"
in Brazil which was cited by Dsoro in his research
reported by Freitas et al,3 the work of the Institute
of Radio and Bradcasting of Bahia in Brazil and others
reported by Hoore 4 in the U: St.A. are 'examples!of
distance education programmes, by radio specia~ly designed
for the elementary and secondary grades, including those
1. Learningat a Distanceand the New Technolcgy,op , cit. p.8
2. Katia de .Freitas,et.aI.., cp.cit, p.41.
3. ibid.
4. ibid.
UNIVERSITY OF IBADAN LIBRARY
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to promote literacy and contihuing education. Still
in the U.S.A., the Purdue University was by 1969
olfering 14 various radio broadcast Study programmes
while in 1980, a complete Bachelor's degree programmes
was carried out through the use of the radio by
the West Virginia Wesleyan University. 1
It is also important to take note of the signi-
ficant contribution of the British Broadcasting
Corporation in this area. This is because as early
as 1926, in what was an internal BBC memorandum,
.
a proposal had been put to the then head of the
Corporation, John Reith, to set up a 'wireless
University,2 Although Perry reports that there was
no formalisation at that stage, earlier moves were
said to have been made in 1924 when the Adult
Education Committee of the Board of Education, the
BBC and the British Institution of Adult Education,
all in U.K. , had agreed to hold a series of regular
talks, with 20,000 copies of the printed syllabus of
1. Katia de Freitas et. al. ,Ope cit., p. 41
2. Walter Perry, Open University. Milton Keynes:
Open University Press. 1976, p.S
UNIVERSITY OF IBADAN LIBRARY
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same circulated.1 In 1927 th~ BBC went ahead 'to
set up its own adult education section. Thus,
a.systematic teaching of language, with the additional
support of specially written text book and gramophone
recor ds emerge d as a programme;. 2 These early
thrusts, and the ~ventual series of working agreements
between the BBC staff and the Commi ttee working on
the development of British University of the Air,
Later served as the precursor of the Open University
itself.
vJhile mos.t radio broadcasts have been found
to be restricted by broadcast time schedules, thus
creating a peculiar problem for the distant learner,
the corning of the audio cassette whose development
followed o.n the heels of Thomas Edison's ac oust.Lc
recording systems of 1877 and· the electronic recordings
of the 1920s,. La-tier paved the .w.ay for the needed
flexibility in radio broadcasts and was thus another
saep in the tzansfornat.Lcn process. 3 Tape recorders
1 • ibid.
2. Walter Perry, op, cit. p.5
3. Learningat a Distanceand the New'Technology,Ope cit., p.9.
UNIVERSITY OF IBADAN LIBRARY
166
became available from the 1950s, the open-reel
recorders carne in the 1960s a'.nd the manufacture. of
the Cassette tape in 1963 by 'Philips later made
. 1
recorders a common place phenomenon.
Describing the use of the audio tape for' distance
education purposes, Leslie of the University of
Waterloo writes:2
The actual way that professors prepare
one of our taped correspondence courses
is that they sit down at a desk with
a tape recorder, the formal
visual material and a pad of paper.
The.professor talks into the tape
recorder, and can ~~efer the student
to various aspects of the formal vi·sual
material. The professors can do examples
or present written notes, using the
pad of paper just as they would use
a blackboard in ~ classroom.
The corning of up-to-date communication systems,
and the existence of many broadcast organisations
has reduced the work of the professor here and
thus allow models to speak into the tapes in place
of the professors who probably teach these courses
in conventional education programmes~ However, where
1. Learning at a Distance and the New Technology,
op. cit. p.9 .
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
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professors "teach" their courses through the tapes,
facilities are available at the.course production
stage to refine them for eventual use by the clientele.
The amount of information that goes into the recorded
tape is based on the institut~onal provider of distance
education's calculation of the ratio of the printed
word to that of the audio pre$entation.
Like the radio whose original use was for the
sending of information across distances, the corning
of the television in the early 1880's and its
public demonstration in 1926 .by one John Baird, 1
were pioneer moves in the system's development for
educational purposes. By the early 1930s and the
end of the 1940s, television broadcasts had begun
in the United Kingdom and the U.S.A. respectiv,ely.2
The production of such programmes as "Sesame Street"
or "The Ascent of Man" influenced the initial use
of the system for educational purposes by educators. 3
1. Learning at a Distance and the New Technologies,
Ope clEo p. 10. ' ! '-------
2. ibid.
3. ibid.
UNIVERSITY OF IBADAN LIBRARY
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Research has shown that it has been-used in Senegal
to teach English as a second language while the
Catholic University of Peru and the West German
Konrad Adnamer Foundation have used it.1 In the
1950's, it was reported that 114 tolleges afid Univer-
sities in the U.S.A. teamed up with television
stations to present college lectures.2 This practice
has been replicated in Japan. where national television
networks have co-operated with correspondence schools
to bring instruction to the homes of their clientele.3
The improvement of the quality of instruction in
broadcast types in such co-operative ventures thus
appears to be based on the improvement of the network
itself. 4
1. Katia de Freitas, et. al. op. cit. p.42
2. ·Katia de Freitas et al; ~p. cit. p. 43.
3. Henry Q. Wellman, "Educational Technology: The
Advantage and the Prob lems." in O. Mackenzie
and E. L. Christensen, op. cit. p. 178.
4. Peter H. Rossi and Bruce J. Biddle (eds.), The
N"ew Media and Education. Garden City: Doub leday &
Company Inc. 1967, p. 58.
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The initial nature of television use for distance
education can thus be categorised under Farrant's
earlier identification of the stimulative, enrichment
and the core broadcast uses. 1 While the television
thus affords the teacher the opportunity of reaching
a greater number of his pupils, it shares the
additional advantage of added motion pictures which
can faithfully create a sense of reality and of
movements in life. It is also used to teach laboratory-
based sciences or historical events which may have
been recorded 'before hand. When it does this, it
combines the effect of the film element or that of
the video. However, Bates notes that the use of
broadcast television, espe'Cially over nationally
networks can be very.expensive. This problem and
the need to have repeated viewing of the same programme
which the broadcast type may not be able to give
may have warranted the coming of the Video Cassettes.
The advantages of the video-cassettes over
broadcast television are listed by Bates thus:
1. J. S. Farrant, Ope cit. p. 171.
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1 . independence of transmission times as students
study material when they find such suitable;
2. lower production cost;
3. with video, you only pay for what you use,
especially if production is commissioned
externa lly;
4. the video cassette is more effective
instructionally than production for
broadcasting.
The designing and production of video cassettes
should therefore take the following into consideration,
as raised by Bates and surnrnarisedbelow:
1. Only aspects that require televisional
presentation should be properly segmented,
with such segments ~arying in length;
2. Students should be given clear clues as
to when to stop as they may watch the video
continuously;
3. Selection of meaningful activities with
the segments is necessary;
4. Segments need to be clearly indexed with
a number on the screen so that students
can easily search them out when nee,ded;
5. The possibility of students frequently
switching from vide0 to audio cassette
or to print should be reduced;
6. Clear directions should be given.
A programme of video cassette loan such as the
one administered by the Open.University of U.K. could
be used.
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The Cable T.V. is another variation of tbe
television. The difference here is that specially
pre-paid for programmes can be aired'on the national
television network based on the individual's
payment of the established fees. In developed
countries, it is possible to pick more than sixty
television stations, for entertainment and various
purposes depending on how much and for what interest
areas one has paid to the Cable Television
organisations. The coming of the cable television,
tele courses, 'slow scan television or the tele-
conferencing are modern developments in this regard.
Thus, while the telephone is linked with fue television
in the slow scan television, tele-conferencing may
include the use of additional media, which combine
audio, video or text signals for the purpose of
engaging in interactions in groups. On the other
hand, there may be distinct types of tele-conferencing
namely; audio tele-conferencing, video tele-conferencing
and also computer tele~conferencing.
Historically, Pye and W~lliams note that the
German post office operated teleconferencing between
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1935 and 1958 while the Bank of America and the
British Post Office used it respectively in 1958 and
si'"'I1ce1934.1
Of i~ definition, Parker says:
Teleconferencing is'electronic commun i.ca t.Lon
between two or more 'people at a distance.2
Thus audio conferencing is actually telephone
conferencing because it is the telephone technology
that allows the network that connect conferences
together.
Among its advantages are:
its use of familiar technology - the telephone
its wide accessibility (in developed countries)
its possibility of being set up at shortnotice
its comparatively \Inexpensive nature
(in developed countries)
Among the options available here are the dedicated
conference network such as the one used by the
University of Wisconsin; the dial-up networks
1. Learning at a Distance and the New Technology,
op. cit. p. 12 .
2. Lorne H. Parker, "Tele-Conferencing in Education"
in ERIC Digest Syracuse: ERIC n.d.
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which engages the services of a public switched
telephone network where the operator can link all
participants together; the meet-me conferencing
which is the brain-child of private telephone
conferencing companies where the quality of service
is high; and the direct-dial conferencing
which allows one caller "to set up a telephone
conference with up to six additional participants
by using a touch tone phone". Speaker phones have
indeed been made to make the process of interacting
eaSl.er. 1
In Video Conferencing, the audio and the visual
media are combined such that interactive voice
communication and television pictures occur at
the same time. While the slow scan television and
the compressed video systems are versions of this,
the full motion video system is most useful as it
transmits a full video picture and uses wideband
channels. This is however very expensive ..
1 Lorne H. Parker, ibia.
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The aUdio-graphics tele-conferencing coffibines
the characteristics of the video and audio conferencing
and the term "audiographics" refers to "the transmission
of print and graphic information over telephone lines
to complement voice communication with visual inform-
a t.L•o n • I 1I , This has been used extensively·in
distance education.2
The latest development in the transformation
of correspondence education to distance education
in the area of media development is that of satellite
systems and compu ter mediated communication.
Satellite communication technology is as old as the
Soviet Union's Sputnik.3 As Telesat Canada states,
a satellite communication system is a
microwave link consisting of a number
of dish shaped antennas which transmit
and receive microwave frequency signals
to and from satellites statjoned in
equatorial orbit. Ahese links allow, for
all types of commun1cationto be :
carried - telephone. conversations,
radio and television programs, teleeype 4
messages and computer data transmission.
1. "Teleccnferencingin Education". SYracuse:ERIC DIGEST, 1990.
2. ibid.
3. Learningat a Distanceand the New Technology,cp. cit. p. 32.
4. ibid.
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en the development of computers, it was noted
that the 1943 coming of the 'CoLosus" in 1943 in the'
U:K., and that of ENAC in the U.S.A. ·in 1946 opened
the way for the calculation of numerous computations,
and keeping of records by Western Scientists, although
at a high cost.1 The follow-up miniaturisation of
such; which was as a result of the growth in
aerospace technology thus led to the appearance
on the market of cheap micro-computers for the home,
offices and schools. A computer by definition is
a deVice that accepts data, performs
operations on that data in a sequence
decided by a program and outputs
the resul ts. 2
In distance education, micro computers have
been used.in keeping data in students' records and
providing students with such information quickly;
it has been used for pedagogical purposes as in
on-line education3 (e.g. electronic mail, computer
Learning at a Distance and the New Technology, op. cit.
p. 63
2. ibid., pp. 64-65.
3. Robin Mason and Anthony Kpaye, Mindweave. Milton Keynes:
Open University Press. 4
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Conferencing and as on-line data bases and information
banks); for computer-mediated~communication (CMC);
and for marking students' assignments (i.e., CMA's).
Existing literature shows that most of these uses
have been made more in the advanced countries than
in developing ones. The reasons for non-use
are the high costs involved, the lack of needed
technological back-up and the inability on the part
of the institutional providers of distance education
to want to tryout the innovation. The advantages
of the satelli~e system are a1ready being appropriated
in distance education programmes. These have been
tried successfully in Canada, U.S.A., India, Brazil
and Indonesia. 1 There are 'various satellite
organisations set up to coordinate and lease
satellite space in orbit at both domestic and inter-
nationa levels.2 Among these are the Telesat of
Canada, Communication . Satellite. Corporation (Comsat)
of the U.S.A.; the International Telecommunications
Satellite Organisation (Intel~at) with headquarters
in Washington D.C. U.S.A.; Soviet Unions Intersputnik;
1. Learning at a Distance, op. cit. p. 39.
2. ibid, pp. 34-35.
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the European Space Agency (ESA) and the International
Telecommunications Union (ITU). Nigeria leases
s§tellite capacity from Intelsat1 an~ is a member
of the ITU.
The ensurance of the clear and faster accessibility
of information by distance education students over
long distances appears to rest on the active develop-
ment of satellite systems in various nations where
the programmes are run. This is because the use
of all other sophisticated media which signify a trend
in the transfo~mation of correspondence education
rest on the a~~ilability of satellite communication
facilities.
The gradual transformation of the -media of distance
education can then be said to follow this pattern,
based on the development of media systems available.
i. the initial reliance on hand-written letters,
post card notes and 'briefs on various
subject area by the proprietors of the
system;
1. ibid, p. 35.
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ii. the veering into printing of such message
as a result of the development of printing,
and an increase in clientele being served;
iii. the use of the radio, as in the Benton
Harbour plan to transmit messages, to
learners;
iv. the follow-up use of audio cassettes to
relay information to learners;
v. the use of video cassettes to teach;
vi. the use of tele-conferencing as practised
in some developed countries;
vii. the use of satellite systems to relay
messages over national television stations;
viii. the application'of computers for both
pedagogical and administrative use in
distance education.
Levinson and Nipper have in fact taken note of
this trend in transformation. In Levinson's view:
The dominant media in edu~ation, now
and prior to the arrival of computer
conferencing are (in descending order
of importance): in-person classes,
books and related printed documents,
and audio-visual media (recorded and
broadcast)'
1. Paul Levinson, op. cit. pp. 43-44.
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To Nipper, there have been three generations of
distance learning. In the first arid second generations:
communication with the learners has
been marginal, and commun Lca t.Lon
amongst the learners has been more or
less non-existent. 1
But the third generation distance education which
has embedded in it the new me'di.a has a great
propensity for the facilitation of easier access to
two-way communication.
These two views further but.t reas the paint that
correspondence education has undergone some
transformation as it veers into distance education.
3.6 TWO-WAY COMMUNICATION AND OTHER
PATTERNS OF INTERACTION '
The transf orma tion 0 f cox.respon dence education
to distance education has brought with it a continuity
of concern for the necessary existence of a two-way
communication system in distance education. Beyond
this, it has also placed a call for faster link
and easier accessibility to the inst~tutional provider
of distance education by the learner. More than
1. Soren, Nipper, op. cit. p. 63.
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the former situation of learners having to wait
very long for the mail to bring them a response from
the correspondence education supplier, the existence
of faster means of communication then makes it
necessary for tutors, course writers and counsellors
to liaise with the learner faster than they used
to do.
In systems where these technological developments
are still a luxury, there is a sense in which a
recourse to additional face-to-face elements, apart
from the usual prcmpred texts, may be fully required.
The increasing number of learners who use the
distance education system however show that the option
for the use of more sophisticated technology will
still hold sway especially when other issues like
the administrative problems associated with such a
large clientele is involved. Also, there is the
possibility of a lower cost for some of the
technological support systems that may be embarked
upon.
In locating the general pattern which the two-way
interactionin distanceeducation has followed in recent
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181
times, a survey of the processes some of the 200
correspondence colleges and universities studied by
Schuemer for ZIFF engaged in
(a) reducing the non-starter and drop-out rates:
i. mailing of pr'e+produc ed (standa'rdized)
letters of encouragement or reminders
ii. visit to learners by people appointed
by the institution
iii. mailing of iridividualized lett~rs
iv. phone calls to learners
v. having an orientation program
vi. having orientation workshops (voluntary)
(b) ensuring two-way communication
i. correcting of assignments
ii. commenting on assignments
iii. regular contacts between tutor and
learner, mediated contact (by telephone)
iv. answering of learner's queries, requests etc.
v. mediated/direct face-to-face contact
vi. contacts with learne+s initiated by
the institution;
vii. use of telephone
viii. use of tapes
ix. audio conferencing
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(c) there is also expected a general improvement
in the average turn-around-time for tutor's
corrections and comments on assignments
given to learners.
As the demand for more interaction thus stares
the transformed distance education system in the
face, so is the nature of the demand which may
also go a bit into the extreme. Nipper's criticism
here, of distance education brings this to mind.
§pecifically he sees it, even in its call for
two-way communication as being old hag and not in
tune with the ideals of a liberal system. He
criticises the mode of getting messages across to
learners as being
i. authoritatian as it imposes text or
broadcast material upon the learners;
ii. non-interactive, since learners cannot
react or stimulate a dialogue
iii. isolative, as it is capable of isolating
learners from one another. 1
1. Soren Nipper, op. cit. p. 65.
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183
He submits that neither the one-way nor the two-way
technology is enough for the 1earner.
Nipper's aI~uments may indeed be tenable, at
least when one considers the'need for learners
to be able to interact freely through such things
as computer mediated communication systems. However,
the argument smacks of specifically asking for a
paradigm shift, such that the classroom situation is
re-enacted in the distance education system. This
is of course what will happen. when the issue of
computer mediated communication is carried to its
logical conclusions. While this represents an extreme
view that may not be practised now, there is a
sense in which our earlier discussed mud-ball view
of the global setting is vindicated by a situation
where everybody learns at home as Nipper seems to
be working towards. Even where this~appens, the,
goals of transformation which continues to bean
on-go,ing one is further vindicated and satisfied.
In view of the above, no correspondence education
system can thus conveniently lay claim to growth
if it cannot ensure a speedy form of at least the
expected two-way communication. Where a one-way
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184
communication is operating, it is even worse. At
another level, it appears that the concept of
t~o-way communication has indeed given way to a
call for a multiple forms of communication. The
example of the computer-mediated inte'raction'is only
one of such possibilities. The use of teleconferencing,
either video, audio and conference telephones also
make possible communication possibilities that transcend
the two-way approach. Considering the level' of
technological development in developing countries,
such multi-interactive modes may be difficult thus
paving the way for other convenient models of the
multi-communication ideal.
3.7 ISSUES OF QUALITY IN DISTANCE EDUCATION
Discussions on the quality question in distance
education, right·from the heYTday.s of· its pr~ctice
and recognition as correspondence education have been
common. The trends of such discussion appear to
have shifted from an initial emphasis in fears of
a possible achievement of parity of esteem between
correspondence education provisions and conventional
UNIVERSITY OF IBADAN LIBRARY
185
educational activities. Usually, the more emphasized
areas of discourse have centred on the quality of
c~ndidates that enrol in corr~spondence education;
the nature of the provisions, whether such match
the seemingly qualitative paradigms assumed for
conventional education, the fear that the quality
of instruction through the novel methodology may
not be good enough, and the general assumptions
of the possible low quality of the clientele of
correspondence education. Again, the reaction to
the quality of the system is characterised by society's
,
acceptance of the worth of the certificates given
to students of distance education, especially where
tertiary level provisions are concerned.
However, while there thus appearec, 't.o. have been sarreapathy
at the early days of correspondence education, there
has been a change over the years in the level of
acceptance of the genre. The level of this change
is significant enough to suggest that there has been
a transformation of some sort as shown in the part
of the review that follows.
UNIVERSITY OF IBADAN LIBRARY
186
The initial reactions to the emergence of the
correspondence!System of instruction, in spite of
a-growing army of its clientele revolve around the
perceived inadequacies considered inherent in the
system while others revolve around the possible
sharp practices of its prorietors and other institu-
tional providers. William Rainey Harper, in one
of his earliest essays on the use of correspondence
education listed the following as disadvantages
usually voiced by the antagonists of the system: 1
i. lack of the personal magnetism of the
instructor in a face-to-face setting;
ii. the lack of a certain'class spirit of
emulation;
iii. the missing hints a regular face-to-face
teacher will drop;
iv. the general irregularity in
the mode of attendance plus the high drop-
out rate;
v. the possibility of dishonesty on the part
of correspondence students;
1. William PaineyHarper, "The System of Correspcndence"in
'TheChangingWorld of Corresp?nci3ncSetudy Ope cit. pp. 9-11.
UNIVERSITY OF IBADAN LIBRARY
187
In Britain, where such corr~spondence colleges
as the Rapid Results College, .Pitman's Skerry's, Foulks
Lyn(:::ht,he Wolsey Hall, the International Correspond-
ence Schools and the University Correspondenc~ Colleges
held sway as pioneer school~,:th~y were mostly
at the initial stages, distanced as purely commercial
concerns. 1 For a long time, they were not con.s Lde red
worthy of government assistance. Committees later
set up to examine the existing situations of such
correspondence educational institutions came
up with scathing remarks on the practices in the
field. Some of these were the Carr-Sau~ders
Committee (on education for commerce) , which disapproved
of postal tuition; the Crowther Committee set up in
1959 which complained of the "lack of opportunity
for the free and spontaneous interplay of mind on mind"2
while the Robb i.n s Committee cri t.Lc Lse d the system
for its II lack of humanistic breadth ". Another individual
commentator, Milerson, as reported by Glatter and
1. Ron Glatter and E.G. Wedell, Study by Correspondence
London: Longman. 1971, p. 9: .
2. ibid, pp. 8 & 9.
UNIVERSITY OF IBADAN LIBRARY
188
Wede 11 notes:
the reliance of qualifying associations
on postal tuition arid evening classes
has created a second order 'in higher
educa tion. 1
Meanwhile, and in spite of these criticisms, "the
number of students taking a correspondence course
(in Britain at the time) is likely to be about
5000,000,,2.
The emergence of the Open University in Britain,
a major revolution in non-traditional educational
provisions at the tertiary level had no less an
attack. Indeed, the criticisms took a new dimension.
Harold Wilson, the then head of the Labour
Party on September 8, 1963 showed his interests in
pursuing the establishment of the University of
the Air3, the general tune of: reactions to the idea
was described by v7alter Perry! the fifst Vice-Chancellor,
as being highly critical. As' the editorial of The Time§
Educational Supplement of 13 September 1963 wrote:
1. ibid, p. 26.
2. ibid, p. 3
3. 'Ihiswas the originalnarreproposed for the British open
Universityuntil the initialplan of emphaai.zdnq its rredi.a
ccroponentw;as altered.
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How far is it really true that people
are hindered by lac~ of facilities? If
the resources that were to be poured
on Mr. Wilson's pipe dream were to
be spent on improving the schools,
then more people would come out
resolved to continuing learning.
When this was done and the demand
still unsatiated, then, and' not till
then, will be the time for Mr. Wilson's
imaginative leaps.1
Critics were later to see the Advisory Committee
set up on the University of the Air as a "flash
in the pan" an idea that "would soon be dropped
like a hot potato". The Times Educational
Supplement of March 4, 1966, after observing the
points raised in the first white paper on the project
notes:
Mr. Wilson's pipe Dream of a
University of the Air now adumbrated in
a ~fuite Paper, as vague as it is un-
substantial, is just the sort of cosy
scheme that shows the socialists at
the,ir ~ost endearing but~ impractical
worst.iC.
To make matters worse, even individuals who had
had a stint with pursuing degree programmes through
unconventional means raised some dust. Margaret
1. Quoted in Walter Perry, The Open University.
Milton Kaynes: Open University Press, 1976, p.10.
2. Quoted in Walter Perry, op. cit. p. 18.
UNIVERSITY OF IBADAN LIBRARY
190
Thatcher, the erstwhile Prime Minister of Britain,
who was some point in the development of the Open
University idea the Opposition Spokesman on
Education, had suggested to the officers of the
University, rather sarcastically, that perhaps their
first main activities would be to offer courses on
hobbies1. Thatcher had obtained an external degree
from the University of London.
In Japan, it was a different kind of opposition.
The attempts in Japan to initiate the country's
University of the Air met stiff opposition from the
All Japan Association of Private Universities
Correspondence Education.2 Sakamoto and Fujita
observe a number of criticisms raised some of which
are that:3
i. there is a doubt whether a University of
the Air (a University without a campus)
could function adequately as a research
and educational institution;
ii. major differences in operation between
1. ibid,
2. Takashi Sakamoto, and Kenji Funta, "The Present State
of the Un~versity of the Air Project in Japan".
Overseas Universities. 1980. 27 September. p. 28.
3. ibid.
UNIVERSITY OF IBADAN LIBRARY
191
the University of the Air and University
Correspondence Education will result
in impediments to the development of
University education.
The observations made by Omolewa' of aspedts of the
non-recognition accorded the alumni of correspondence
education is also worthy of note. As far back as
1943, and sixteen years after the first Nigerian
had received a B.A. degree by'correspondence, and
others had followed suit, the 'Elliot Commission on
Higher Education which was set up in West Africa had
all the three West African nominations on the Commission
being products of formal educational institutions.1
Also, while the University of London had opened its
gates wide to Nigerians as far back as 1887 for
those who wished to sit for the University's
External Degree Examinations, it was not until 1977,
some 90 years later that an act, in form of a
decree specifically spelling out the policy of government
on correspondence education was published. Also, one
1. Michael Omolewa, "Historical Antecedents of
Distance Education in Nigeria, 1887-1960" Adult
Education in Nigeria, 1982, Vol.7 Decernber.-~7
UNIVERSITY OF IBADAN LIBRARY
192
of the major reasons adduced by government (apart
from that of finance) for the closure of the National
open University was the fear of quality of provisions.
The Head of a new military administration then
that had sounded the death knell, noted in his first
budgetary speech: 1
In spite of the various criticisms, the
distance education system has come to be respected
by many, with governments now relying on its provisions
to meet national needs and objectives in this regard.
A number of factors have raised the shift in paradigm
in respect of the issue of quality of provisions.
Some of these are:
i. the growing number of associations of
correspondence or distance education
institutions coming together to promote
better practice;
ii. the setting up of accrediting agencies
in respect of practice, and
iii. the emphasis on the'use of the integrated
model of distance education provisions by
1. Daily Times, 19 May 1984.
UNIVERSITY OF IBADAN LIBRARY
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universities engaged in the system such
that the Senate of universities monitor
the provisions;
iv. the increase in the number of research
activities and conferences by international
bodies ~nd the establishment of network
among practitioners.
3.8 SUMMARY
Attempts to situate the origins of correspondence
education in the world have shown some links with
the classical times and also possible biblical'
links in this regard. A more formal explanation
relates to the 1728 advertisement in Boston in the
United States and the Isaac Pitman experiment of
1840 when he sent instructions to his students by
postcard. The eme rqenc e of trie syst era Late{-'became
reported in other parts of Europe and Asia including
France, Germany, Australia and the former Soviet Union.
The significance of the University of London
innovation in non-traditional provisions of tertiary
education is a pointer to the 1969 emergence of the
UNIVERSITY OF IBADAN LIBRARY
194
Open University in Britain and the development
of the integrated mode of di st.aric e education pro-
visions. It also shows the antecedents of some
of the support services in distance education that
are now a development in correspondence education
practices of old. Again, the London innovation is
significant for its indirect promotion of
correspondence education at the tertiary level in
Nigeria as far back as 1887.
The methods of instruction in correspondence
education have undergone some transformation, from
the earliest reliance on the mailing of instructions
by post card to the use of course texts and to the
use of newer technologies' of communication. Also,
the use of support systems such as study groups,
computer-mediated interaction have emerged. Face-
to-face instruction have corne to be added as
integral parts of major distance education provisions,especi.aLIy
where such high technology is costly and incapable
of meeting the client's needs.
Newspapers which had also operated through
their columns as instructional package avenues have
UNIVERSITY OF IBADAN LIBRARY
195
grown into big time correspondence schools.
Media transformation in distance education has
been highly noticeable especially in the addition
to improved course texts, such paraphernalia of
instructional communication channels as the audio
and video tapes; the radio, television, cable T.V.;
teleconferencing" (whether video or audio-graphics)
and the use of satellite systems to transmit
information. Also there is the use of computers
to store student information and carry out teaching
and learning.
The need to ensure two-way communication has
been greatly enhanced through these media, and
other ways of promoting interaction are already
being experimented, even in the developing nations.
On the issue of quality of instruction, the
reaction to the emergence of correspondence education,
by governments and other individuals, which had taken
on a critical bent appears to'have undergone some
transformation. The need to meet up with enormous
educational plans by government; the awareness of the
existing in~built mechanisms for monitoring quality
UNIVERSITY OF IBADAN LIBRARY
196
in the system; the recognition by individuals and
governments that there is the need to build a
learning society; and the recognition of the
untapped potential of man's developed available
technology of communication appear· to have led to
a transformation in thinking along the line of
accepting distance educa tion qua lity.
• '1 ; i
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CHAPTER FOUR
HETHODOLOGY
,.
4.1 INTRODUCTION
The adoption of the historical research method
for this study has its parallels in related studies
on distance education carried out in the past. The
various works of Omolewa 1 which eventually became
a model in Namie's doctoral study on the "University
of London's Colonial Examinations in Mauritius, the
Gold Coast and Ceylon from 1.9.00-1939" 2 are relevant
examples. The Broady Lecture3 instituted by the
International Council on Distance Education (ICDE)
to honour Knute O. Broady and other works on develop-
rrentsin the I:h."'ilndi.ts bulletins and reports, have
benefitted tremendously from the use of the historical
1. Ornolewa's works are already variously cited in this
research.
2. Yoshiko Namie, "University of London.'s Colonial
Examinations in Mauritius, the Gold Coast and Ceylon
from 1900-1939" Unpublished Ph.D. Thesis.
Institute of Education, University of London, 1989.
3. The Broady Lecture ,was started by the ICDE to
commemorate Knute O. Broady's contribution as a
pioneer in the development of correspondence
education in the United States, and a past
president of the ICDE. Report of the Thirteenth
World Conference of ICDE. 1985.
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198
research method. The Correspondence Education Research
project (CERP)1 in the USAwhose work Correspondence
Instruction in the United States was later published
in 1971, and O. Mackenzie and E. L. Christensen' edited
work The Changing World of Correspondence Study2
also provide an insight. So also are Walter Perry's Open
University3! and Postgate et al's Open Learning
Syst.erns " otto Peter' s4 maj or theoretical idea s in
distance o~ducation have emerged from his historical
examinations of the industrial revolution era, and
the attendant parallel characteristics which distance
education and the industrial revolution era share.
Issues like specialisation, division of labour, and
bureaucratic norms are examples. It is thus not surprising
1. The CERPwas spc:nsoredby the AmericanCc:uncil in Education (ACE)
and the National Ccmuissien en Accrediting (NCAa)nd suppor+ed
by the Carnegie Corporat.i.cnof NewYork to examinewhat the
Study of corre spondenceeducation is in the United States,
howit functions and v..hatits po+errt.ieL nay be. See o. Mackenzie,
E.L. Christensen and P.R. Rigby, Corresp::mdenceInstructien
in the United States. op. cit.
2. O. M3.ckenzieand E.L. Christensen, op. 'cit.
3. cpen University is an account of its early years by the University's
first Vice-Chancellor. See W:l.lterPerry, op. cit.
4. otto Peters, "Theoretical AspeCtsof Correspmdence Instruction
in O. M3.ckenzieand E.L. Christenren (eds,) op. cit. p.221-228.
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that the major thesis of Peters is that distance
education is "the most industrialised form of education".
The use of the historical research method in
correspondence education has resulted in its having
four identifiable functions. ' These are:
i. the explanation of the events that'have
led to the emergence of the correspondence
education as an educational method;
ii. the explanation of the development of the
system and the factors that have aided
and shaped this development;
iii. the projection of development given the
present circumstances and practices;
iv. the identification of major epoch~ in the
fie ld.
The present research was aimed at realisingsorreof these
goals just identified within :the purview of the
demands of the methods of historical research and the
stated objectives of this study itself.
Correspondence education, and its most modern
form, distance education, have benefitted from the
provisions of geography, sociology, economics) psychology
and other knowledge areas, in the same way that history
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has had a great link with these fields. Specifically,
issues bordering on the distance to be bridged in
drstance education; of learners' social isolation;
of the factors of cost and educational technology;
of the demands upon the pedagogical structures in
correspondence education programmes all have· Lmp Li.c a t.i.on s
for these subject areas, and for an evolutionary
analysis of what their passages in time have been.
Even within the historical contexts of such a study.
there are implications for quantitative analysis of
growing population of clientele and related issues.
In this chapter, we shall therefore examine the
sources of data for the study on transformation:
the instruments for gathering the data; the moae of
data analysis and verification of dates, events and
personalities; as the methods, media and support
services of distance education in Nigeria are explored
within a span of sixty years.
4.2 SOURCES OF DATA
The main sources of data in this study were:
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i . the records of the activities of correspond-
ence colleges in Nigeria available in the
National Archivos Ibadan;
ii. records of notices, reports and results
of external examinations undertaken by
Nigerians before, and since 1927, present
in the same Archives;
iii. reports of meetings of foreign and local
correspondence colleges, especially the
activities of the National Universities
Extension Association of the U.S.A. mostly
located in the Stevenson Bird Library of the
Syracuse University, U.S.A.
iv. the study guides, and course texts of the
correspondence colleges and the University
based distance education institutions based
in Nigeria and overseas;
v. government gazettes and decrees;
vi. government educational plans and major policies
e.g. the National Policy on Education and the
Ashby Report;
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vii. records at the Federal Ministry of Education
on Correspondence and Distance Education;
viii. Other relevant manuscripts
Lx . various relevant publications on distance
education, including th~ Internatiori~l
Council for Distance Education (ICDE) Bulletins;
x. books and other publications on coirespondence
education, including those specially published
by the Fern Universitat & ZIFF based in
Germany;
xi. minutes of meetings of the National Association
of Accredited Correspondence Colleges in
Nigeria;
xii. relevant documents and publications of the
National Home Study Council (NHSC) in
Washington D.C., U.S.A.
xiii. reports of Seminars, workshops, Conferences
on Distance Education;
xiv. books and other materials on distance
education.
4 .3 DATA· GATHERING TOOLS
Information Required
The data gathering tools for this study were a i.iueu
at obtaining the information related to:
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i. the methods of teaching and learning in
correspondence education in Nigeria from
1927 to 1987;
ii. the media of instruction of correspondence
education from 1927 to 1987;
iii the nature of support services in the system
and the related growth of face-to~face
instruction within the period;
iv. the emergence of distance education in
Nigeria as it relates to some specific
changes in the system of correspondence
education;
v. the development of the technological
environment of distance education;
vi. the growth of media systems;
vii. the development of postal services and other
forms of postal communication, including
electronic forms of communication;
viii. the growth in the number of clientele
being served in distance e~ucation as a
reflection of the development of the system;
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ix. the perception of the proprietors and directors
of correspondence education of the mode
of change in various aspects of the system.
Instruments Used
(A) Tracer Study Qu~stionnaire ('TSQ i:
The Tracer Study Questionnaire (TSQ) was a simple
four-item instrument designed to ask various Nigerians
to identify individuals in Nigeria who are stiil
alive, and who had in the past, used the foreign
correspondence colleges in Nigeria to undertake either
their first degrees, or to pursue any other qualifica-
tions, The specific time of such use fell within
1927-1987, the period of the ~tudy.
The use of the TSQ (see Appendix 1) became necessary
because of the dearth of information on such individuals
and because most of the affected colleges have mostly
sto~ped their operations in Nigeria for variou~
reasons.Amongth~se reasons are:
i. the growth of formal education
ii. the growth of local correspondence colleges;
iii. the inability of students to pay the colleges'
fees in foreign currency;
iv. the existence of other cheaper avenues at
home, 5ueh as evening classes and local exami-
nation-boards.
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The main information required in the questionnaire
were:
i the name of the respondent;
ii. his/her address;
iii. names and addresses of individuals he/she
was aware had used the foreign correspondence
colleges in the past;
iv. any other comments the respondent wished
to pass.
The information obtained from this preliminary
study thus provided the basis for the interviews
conducted with the various users of the foreign
correspondence education system. Thus, a number of
interview guides were designed.
(B) Interview Gu:idel(AFCEII)
The Interview Guide, the Alumnae of Foreign
Correspondence Education Institutions Interview was
: ' " ., I .
designed to solicit responses from the subjects
identified from the Tracer Study Questionnaire. The
main issues raised in the interview ~ere (see Appendix 2).
i. Name and address of respondent;
ii. How respondent learnt about the specific
foreign correspondence cOllege used;
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206
iii. The qualification and work of the respondent
at the time of the decision to use the college;
• iv. Qualification sought at the end of the
completion of programme;
v. Method and media of instruction;
vi. Nature of two~way communication and i.nteraction;
vii. Nature of support systems and quality of
instruction;
viii. Problems faced during the course of study
(See Appendices 2 and 4 for the Interview Guide and
those actually interviewed respectively.)
(C) Interview Guide II (SCEII)
A modified form of the first Interview Guide,
Students of Correspondence ~ducation Institutions
Interview (SCEII) was also designed and used for
selected students undergoing the University of Ibadan
External Studies Programme, the Correspondence and
Open Studies Institute and the National Teachers
Institute, (see Appendix 3). The same issues as in
the Interview Guide I were raised excep t; that this
was now done with the realisation that these were current
students in the programmes identified. There were a
few cases, as in the COSIT students identified where
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207
a student had completed his course of study. It was
easy to switch the tenses in the questions asked
to reflect a past activity being examined.
(D) Interview Guide III (ADCElI)
A third Interview Guide, t.he Administrators and
Directors of Correspondence Ed~cation Institutions
Interview, (ADCEII) was also designed to solicit
information on their institutions on the issues of
programme of study, clientele, method and med~a
of instruction, nature of two-way communication and
support services. A list of those interviewed is
shown in Appendix 4.
(E) Other M~thods of Gathering Data
In ~ddition to the formal interviews already
discussed, there were a lot of on-the-spot interviews
conducted with various individuals, distance education
scholars and practitioners, government officials
and personnel of correspondence education institutions
whose names feature in the footnotes that adorn
this study. There were also visits and direct observations
made to verif y some of the issues already discussed
by respondents in the various interviews. Various
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newspapers such as The Guardian and the Daily Times
were also used.
4.4 ANALYSIS OF DATA
The data collected were analysed through a
system of content analysis whibh benefits from both
external and internal criticism. Facts and evidences
collected were validated through a synthesis with
supplementary sources such as the examination of
records and documents. Quantitative evidence was
also qualitatively analysed.
UNIVERSITY OF IBADAN LIBRARY
CHAPTER FIVE
5.0 THE ERA OF FOREIGN CORRESPONDENCE
COLLEGES IN NIGERIA
This chapter examines the emergence of
correspondence .education in Ni0eria,.R phenome-
non championed by foreign Correspondence COlleges.
In it, a review of the developments in
correspondence education before the first
alumnus of the system was recorded is done. The events
discussed date back as early as 1887
when the University of London Opened its
gates for the first time for Nigerian private
candidates to write its examinations. Soon,
the foreign corresporidence colleges started
meeting the needs of a wider category
of clientele including those studying for
degrees aI.1d such secondary school
certificate examinations as the General
Certificate of Education. The hegemony of
foreign correspondence colleges continued
until the 60's, when, after independence,
successful local correspondence colleges emerged.
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5.1.1 BEFORE 1927: AN EMERGING INNOVATION THROUGH
EXTERNAL EXAMINATIONS
The practice by Nigerians, of participating
in external examinations conducted by bodies and other
institutions outside Nigeria, preceeded theemergemce
of correspondence education as a distinct method of
receiving instruction. In another vein, the coming
of external examinations made the determination
of the choice of methods of instruction, the media
of instruction, the issue of support services and
pattern of two-way interaction between the earliest
Nigerian students of correspo~dence education and
their institutional provider~ of education a second-
priority phenomenon. However, in spite of the
British orientation of the external examinations,
both in contextual and social relevance, the overall
quality of correspondenc e educa t Lon provisions was
, . ~: . I . .
comparable to what operated in Britain. At another
lev~l the factors of distance, manifested at the
physical, social and pedagogical levels, affected
the performance of Nigerian candidates in the external
examinations at their inception.
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2 11
Among the major external examinations in Nigeria
were those of London University, Cambridge University
and those of the Oxford University Delegacy. First
we shall examine the case of the University of
London.
with the University of London undertaking to
extend its examination services overseas, the road
was opened to many Nigerians to benefit from its
provisions. The original title given to the Examinations
was "Colonial examinations" but this was later changed
to "Colonial and Indian Examinations" 1. The condition
upon which such examinations could be held was
that applications for such examinations must come
through the Department of, Education in Nigeria or
from any other person appointed for the purpose
by the coLon i.a L government. According to Omolewa,
the reason fqr this step was.i.t.poromot.etheva:j..ues
and standards of the examin~tions. Also added
was the proviso that the supervision of such examinations
be done by the Director of Education or any other
person so appointed by him.
1. M. Omolewa, "The Promotion of London University
Examinations in Nigeria, 1887-1951". The International
Journal of African Historical Studies, (IJAHS) 13,
4 (1980) p.653.
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212
The London University examinations were in three
sections. The first v..us the matricula tion examinations
which those preparing for its degree had to first
pass. It W3.S in a way a kind of introductory
examination. The examination was designed to "test
the candidates' power of expression, thought and
command of English. ,,1The paper on language included
an essay, a passage which students have to paraphrase
and general reading and knowledge of English.
other subjects which students were supposed to
choose from are:2
Group 2 Elementary Hathematics
Group 3 Latin or Greek or Botany or Chemistry
or Heat and Light and Sound
Group 4 Latin, Greek, Italian, French, Spanish,
Welsh, German, Russian, History, Geography,
Logic, Chemistry.
Once candidates have satisfied examiners in
the matriculation examinations, they proceeded to
do the intermediate examinations, the second in the
1. Omolewa, "London Un ive rsity I sEarl iest Examina tions
in Nigeria" WAJE, p. 348
2. ibid.
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213
series of the London University examinations. Later
students can move on to do the Ba~helor of Arts and
Bachelor of Philosophy examinations.
While, the London University examinations were
geared towards the obtainancaof' university education
by Nigerians, the introduction of the cambridge
University Local Examinations promoted the development
of secondary education. The initial goal of the
Cambridge University's in promoting secondary school
level examinations was to help develop schools for
the middle classes in Britain. The various classes
of examinations were the preliminary, junior and
senior categories of students. As Omolewa reports: 1
'A' Forms were qistributed for
Preliminary candidates under 14;
'B' Forms for Preliminary candidates
over 14; 'c' Forms for Junior
candidates under 16~ 'D' Forms for
Junior candidates above 16; 'E' Forms
for Senior candidates under 19; and
'F' forms for Senior candidates above
19.
By December 1910, the G:ambridge Uni ver sity
Syndicate for Local Examinations had conducted the
1. M. Omolewa, "The Cambridge University Local Examinations
Syndicate and the Development of Secondary Education
in Nigeria, 1910-1926" Journal of the Historical
Society of Nigeria, Vol. III, No.14, June 1977, p.113.
UNIVERSITY OF IBADAN LIBRARY
214
first Preliminary Examination in Lagos where two
candidates were tested in Religious Knowledge,
English, History, Geography, Geometry and Algebra.
These were all compulsory subjects. Of the Junior
examination, seven candidates entered and they were
examined in Religious Knowledge, English, History,
Geography, Latin, French, Mathematics, Chemistry,
Drawing and Music which were compulsory subjects.
Among the schools which presented candidates
for the examinations were King's College, C.M.S.
Grammar School, Wesleyan Boys' High School, Eko
Boys High School and St. Gregory's Grammar School,
all in Lagos, and Abeokuta Grammar School and Hope
Waddell Training Institute in Calabar.1
The third British-oriented examining body is
the Oxford University Delegacy of Local Examinations
which also promoted Secondary education in Nigeria
from 1929 to 1937. Unlike the other bodies, its own
activities in Nigeria started after 1927, but again
unlike the others, it was the first of such examining
1. M. Omolewa, ibid.
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215
bodies to be inaugurated in England. The passing
of t.h e statue was done in 18 June 1857 while those
of Cambridge had come on February 11, 1858 and that
of London also in 1858.1
Many other countries such as South Africa,
India, Jamaica, Mauritus, Natal, Penang, Singapore,
Trinidad, Bengal and Barbados had enjoyed these
facilities.
with approval given to conduct the examinations
in Nigeria, two centres were then approved by
the Delegacy. They were King's College (for the
July examinations) and a second one also in Lagos
for the December examinations.
The curriculum followed for the examinations
did not depart from those of Cambridge and the Secondary
school curriculum being operated in the country.
The classification of the levels of~xaminations
also followed pattern of Cambridge's with the Preliminary,
Junior and Senidr Local Examinations conducted.
1. M. Omolewa, ibid.
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216
5.1.2. THE NATURE OF ENTRY AND THE CATEGORIES
OF CLIENTELE
The nature of entry of external examinations
as the first form of correspondence education
provisions is quite significant. First, the
examinations came through colonial providence.
Second, the pattern of development of traditional
universities and the new social responsibilities
they were taking up in Britain, including the diffusion
of such practices, made the emergence of this form
of examinations to Nigeria possible. Third,
the university exporters of the examinations were
aware of the royal benefits derivable from the export-
ation of the British academic tradition to the
country's colonies and thus promoted it. Fourth,
it was also a case study of t.h'e colonisation of the
fragments of the emerging African curriculum in the
educational process in Nigeria.
Everything about the entry of the examinations,
apart from the issues just raised pointed to the
need on the part of Nigerians, and those at the
helm of educational affairs to allow such provisions.
In the case of the London University, the non-existence
of available facilities for university education in
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217
Nigeria at the time and the inability of the Fourah
Bay College to satisfy the qualitative and quantitative
aspects of the yearnings at this time made London
University entrance a much needed succour. It was
therefore not surprising to have Nigerians clamouring
for the examinations and indeed writing same as early
as 1887.
The Oxford Delegacy and the Cambridge Syndicate
examinations could not have come at a better time,
considering the fact that no other body was responsible
at the time to help assess the quality of the secondary
educational provisions on the basis of comparability
with the academic traditions elsewhere. Again, the
apparen t prol ifera tion of examining bodie sat the
time, which the coming of this trio engendered was
to lay the foundation for the issue of ensuring
standards, and al so promoting. some form.of -e.ga litarianism
in the liberal traditions of all educational ventures
meant to make democratisation of educational facili~ies,
and indeed examination facilities possible. Secondary
school education was thus promoted.
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The categories of clientele for the external
examinations were representative. of, each of the two
groups of examinations taken. For the London university
examinations, these were those artisans, clerks and
others who had had some level of education com-
parable to secondary school qnd teacher training
who needed some avenue to go to the university but
who could not travel abroad. The London University
thus provided the opportunity for them for this
purpose. Also most of them were private candidates
whose goal was to break off the shackles of lack
of continuity in formal educational provisions.
For the Oxford and Cambridge examinations,
most were in secondary schools while some were
private candidates in employment and those who had
registered with the correspondence colleges.
5.1. 3. METHODS OF INSTRUCTION
A comprehensive description of the methods of
instruction during the period of external examinations
is in a way, an examination of methods of instruction
operatiDg in the formal school system at th9 time in
I igeria. Although there are reports of a number of
UNIVERSITY OF IBADAN LIBRARY
219
non-formal provisions as the likes of continuing
education classes set up by private initiatives and
arnumbe r of scattered cases in Lagos, it is appropriate to
'ateyorise the earliest instructional patterns
within the practices existing in formal educational
provisions. This is because the only provisions initially
available at this time was the use of the same conventional
',')~hooilnsthe even.irxfjor t.he purposesof orga;,s)ing continuingeduca-
r.aon lasses ror workers, Correspondence.iriat.ruc t: ('1· 1;olM2vecrarrelater.
Basic to the methods of instruction at this
time was the use of the face-to-face approach to
teaching and learning in which the teacher stayed
in front of the pupils and taught his subjects. This
approach followed an ideniifiable pattern:
i. Teacher prepared his lesson notes.
ii. Teacher presented the facts, knowledge
skills in class.
1i.i. 'reacher allO\\edfor some dialogue with the students.
iv. Teacher gave the students notes to write and
assignments to do.
v , These assicmme nt s were marked in the class while their
corrections were done.
UNIVERSITY OF IBADAN LIBRARY
220
vi. other assignments to take home were given.
vii. The class meeting ended and pupils
looked forward to the next meeting.
viii. Before departure, references for further
reading were given
5.1 .4 The Hedia of Instruction
In an article on a return to resourcefulness
in teaching, published as part of a National Symposium
contribution on the 'Problems and Prospects of
Educational Technology in Nigeria, Obanya, nostalgically
reflects on the pre-independence media situation in
prl.mary and secon dary sch001s at th'e tlme: 1
It was rare to see empty classroom in
those days. Teachers in charge of
standard four taught the Geography
of Nigeria. Immediately a topic was
treated, appropriate maps were up on
the walls made by the class teacher
who was proud to append his signature on
them. By the end of the year, any visitor
to the class could see at a glance that
the class had learnt the physical
features, the vegetation and rainfall
belts, the main channels of communicatlon
by land and water, the agricultural
products and minerals of the country.
The same was teue of the teacher of
Geography of Africa in Standard five.
The teacher of Hygiene and Nature Study
would assist pupils to filter impure water ..
1. P2:LCoanya, "'Ibwardas Retum to Resoorcefulness1.1']
Teachi g" in A. O::Junra.'iti (ed) Prcblemsand Prospe::;ts
of Educationtechnologyin Nigeria. Thaaan:Hemerrann.
1988, p. 16
UNIVERSITY OF IBADAN LIBRARY
221
The thinking of Obanya captured in the
quotation best illustrates the nature of media input
into the instructional delivery that aided students'
success in the external examinations which they
did. Media was seen ba sLcal ly in terms of supporting
resources to aid learning and not as self-contained
materials that was the instructional package
itself. There were at the 'initial stage no'corresp-
ondence text back-ups for the students, and even
private candidates initially depended on the syllabuses
of the various subjects and the books they bought
in bookshops to aid further reading. As Omolewa
reports, the firms of Macmillan, Longmans, Blackie/
Percy Young and Bell had 'started informing readers
about books suitable for passing London university
e xami,.na t'aon s , 1
The eatly 1900's however witnessed a change in
this regard. By this peri6d, the University
Correspondence College and Wolsey Hall Oxford had
started operating in the country. Private candidates
thus started registering for their course and this
added another dimension to both the method and media
1 • M. Omolewa, I JAH S. 13, 4 (198 0) p . 6 54.
UNIVERSITY OF IBADAN LIBRARY
222
of sitting for the external examinations. As Ezewu,
now Professor and a former lecturer at the University
or Ibadan's Faculty of Education notes, the Wolsey
Hall sent materials to students and this was got early. 1
5.1.5 Nature of Support Services
Apart from the assistance the Education Department
gave in terms of ensuring that the examinations
were coordinated, and results released sent to
the affected students, very little existed in terms
of support services. Again, support also came
from relatives and well wishers by way of allowing
the candidates taking part in the programmes ample
time to plan their lives the way they wanted. Of this
phenomenon, it was observed that the first alumni of
correspondence Bducation in Nigeria married late2.
The only other support: got was in the comments
given in the assignments or the candidates by the
correspondence colleges as well as the advice generally
given on how to succeed in the programme.
1/ Interviewwith Prof. E.E. Ezewu who passed the G.e.E. '0'Level
and 'A' level thrcugh the use of W::>lseHyail b.liticn,
24/10/91 at the Banquet Hall, Universityof Benin.
2. MichaelQrolewa, "HistoricalAntecedentsof DistanceEducation
in Nigeria, 1887-1960" Ope cit. p. 16.
UNIVERSITY OF IBADAN LIBRARY
223
5.1.6 Pattern of Two-way Interaction
There was some form of two-way interaction
a~ this time in two respects. First the authorities
of the University of London on the one hand interacted
with the candidates through the Department of
Education which in turn LlaLsed with the various
centres, first in Lagos, and later in Calabar and
Ijebu-Ode. Also, the candidates had a direct
link with the institutional providers of correspond-
ence education who relied solely on the existing
postal system to communicate information. There
was no record whatsoever of the use of audio or
any other means of communicating information.
There were no face-to-face- sessions organised by
the colleges at this point.
5.1 .7 Issues.of Quality and QUUt\tity
The number of students; involved in the correspondence
education provisions at this time was extremely
limited. As Omolewa notes of the London University
examl.na t'lons; 1
1 • Michael Ornolewa, "Historical Antecedent,s "
op. cit. p. 18
UNIVERSITY OF IBADAN LIBRARY
224
Up till 1923, for example,
Nigeria offered an average of 4
candi~~tes Sierra Leone. 3 and
Ghana 2 i
In 1887, only one candidate sat for the Intermediate
Examination in Arts while another one put in,for
. 1
the B.A. Examination in 1888. Both failed. Two
sat the Matriculation and Intermediate Arts
Examinations in 1889 and passed. In June 1890, the
two candidates who sat for The Matriculation Exami-
nations failed while the only one who attempted the
January 1892 examinations also failed. 2
The result was not different for the two Nigerian
candidates who sat the January Matriculation Exami-
nation in 1893.
The June 1894 Matriculation Examinations recorded
two Nigerian passes while more failures, in trickles were
recorded in the following years. In 1898, Nigeria's
sole candidate in the June Matr:l.culationExa~ination
failed. By 1905, the Intermediate Examination candidate
~.nDivinity.hadalso failed. From 191.2 onwards,
1. Michael Omolewa, "London University's Earliest
Examinations in Nigeria, 1887-1931" ~AJE, No.2,
1 9 76 • Vol. XX . p. 352 .
2 . ib i d. p. 353
UNIVERSITY OF IBADAN LIBRARY
225
school candidates started enrolling for the examinations
King's College first three candidates of 1912, for
the matriculations examinations were not successful
Of the results throughout the period, Omolewa notes
that they were .generally poor. 1
It would be noticed that before 1912 when
school candidates began to enter for the examinations,
all the candidates who enrolled had relied on corresp~
ondence education colleges or some other non_formal
educational arrangements -One of the hardships
they then faced was the problem of distance from both
the physical, pedagogical and cultural perspectives~
Apart from the fact that the examinations were
British oriented, there was no provision of support
services in form of face~to-face elements of teaching
and learning. This in effect affected the number
of those interested as the number was generally few
and far between at this peri'6d•• Aiso, white the
quality of instruction could be said to be high, as
the examinations were replicas of local examinations
1. Michael Omolewa, "London University's Earliest
Examinations in Nigeria, 1887~1931" Ope cit. p. 354.
UNIVERSITY OF IBADAN LIBRARY
226
set for British candidates; the Nigerian candidates
had problems coping with the demands of the examiners,
thus leading to the failure rate highlighted.
5.1.8 Summary
The emergence of correspondence education in
Nigeria through what has been aptly described as a
circuitous entry has been seen through the activiti~s
of the London University whose examination gates
were opened to the then colony as from 1887. The
level of provisions at this time was the tertiary
one which London engaged in through its Matriculation,
Intermedia te and Degree examinations. In the same manner, the
Cambridge University provided the secondary school
level examinations. While these Universities thus
provided examinations, the correspondence colleges
provided the instruction. But both examinations
and instruction were as removed from the point of
view of the Socio-Cultural milieu of the Nigerian
candidates as they were from the physical realm.
However, in the case of the Cambridge examination,
existing secondary schools were able to prepare many
of the candidates.
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While the iflLtidlncri.hods of instruction~:n a corrtxina tion
of the face-to-face lectures which individuals got from
identified tutors around, on a personal arrangement
basis, or from their real tutors in schools, the
coming of correspondence colleges made correspondence
education the main method of instruction fo~ the
private candidates. This again had its problems because
of the socia-cultural background of the course text
writers which was removed from that of the learners
although there was the advantage of the sameness of
background of both instructors (the colleges) and
the examiners (the London University) .
The medium of instruction was mainly print which
the use of the course text promoted while the nature
of two-way interaction depended solely on the
use of the postal system which was quite efficient.
For the candidates from sC~ools, the face-to-face
instruction was used. Even in Britain, the medium
of instruction in correspondence education had not
undergone any major transformation apart from the
§ne that shifted the practice from the use of hand-
written post cards in Pitman's days to the use of
UNIVERSITY OF IBADAN LIBRARY
228
prepared course materials.
Quality was not in doubt at this stage even
tirough there was no presence of an accrediting body
at the time. Nigerians who were the clientele of
the correspondence colleges "and who sat the London
university examinations did not find it easy to pass
the examinations. Even when their counterparts
from the schools joined them as from 1912, the
situation did not change significantly. The road
had however become opened for, in addition to private
individuals who were mostly clerks, teachers
and other civil servants, a new army of
secondary school students joining the list of
candidates.
5.2. 1927-1947: ENTRANCE OF THE ALUMNI AND
THE CONTINUATION OF EXTERNAL EXAMINATIONS
. .
The period 1927-1947 was one in which further
developments were recorded in the participation
of Nigerians in external examinations, espec~ally
after the coming of the first alumni of the system.
The close of this period imIhediately prec::eededthe
emergence of the University"College Ibadan, where
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229
even as a local Universi ty, Nigerian students
continued to write the examinations of the University
of London.
5.2.1 The coming of the Alumni,
The year 1927 was significant in the annals of
correspondence education history in Nigeria. This
was because in that year, the first Nigerian alumn+s
of correspondence education, Mr. E.O. Ajayi, bagged
his B.A. degree examination in, Philosophy in the
Third Class.1 Indeed, two years before 1927, one
Eyo Ita and another Hezekiah Olagunju Oladipo Davies
had successfully passed their London Matriculation
Examinations. The same year had witnessed Ajayi's
passing of his Intermediate Arts Examination.
Thus in 1927 still, Alvan Ikoku passed his Intermediate
Arts degree while he later, in 1929 bagged his B.A.
degree in Philosophy. By 1933, S. A. Banjo had also
bagged his B.A. degree in Philosophy.2
The coming of the alumni gave the impetus to the
fact that in spite of the distance, Nigerians could
1 . Michae I Omolewa, "Historical An tecenden ts "
op. cit., p.15
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
230
excel. Incidentally, no other remarkable transformation,
"-
especially along the line o~ method, and media
s~pport took place at this time. It is right
to observe that the courses offered by Niger·ians at
this time were generally in the area of the Arts,
or what others regard as the less arduous areas.
It would be observed that the Oxford University
Delegacy of Examinations carne up later in 19.29, to
promote the growth of secondary schools through its
external examinations. Thus while more Nigerians
became keen on bagging degrees through the University
of London Examinations, others in the schools
continued to find the Oxford examinations relevant.
This was especially so against the backdrop of Cambridge's
performance up till 1926, when the latter became
the model for secondary school syllabus and standard
in the country.
The pattern of continuity therefore at this
period was the continued reliance on external
examinations, which many private candidates as well
as those in secondary schools depended upon to fulfil
their life ambitions. Neither the curriculum nor
the direction of the Oxford examinations Changed from
UNIVERSITY OF IBADAN LIBRARY
231
what Cambridge was offering. However, by some
working o:fr;fatet,he Cambridge examinations outlived
the Oxford University Delegacy examinations when the
latter came to a close in 1937.
5.2.2 Growth of Media of Instruction
The current of correspondence education no doubt
reached a height in 1927 with the coming of the
first aLumnus , However, some five years later, the
coming of the first radio signified' not only a
boost in entertainment avenues for Nigerians but
also an opportunity for a greater audience to be reached
through the new medium in the area of education.
An examination of the activities of radio stations
in Nigeria did not show much link with correspondence
education work.
With the advent of the colonial radio in 1932,
modern media development had taken root. This later
led to :.the era of radio educa +Lon which took its
cue from the Nigerian Broadcasting Service (NBS)
whose educational programme was a once-in-a-week
affair. This situation continued until 1957 when
UNIVERSITY OF IBADAN LIBRARY
232
tl:eNigerianBroadcastingeorp:>ratiocnarreinto being. It shouldbe noted
in 1933, the British Broadcasting Corporation in
London had transmitted its first educational programme
in its West African Overseas Service.1 Just after
the transmission, an articl~had appeared irtthe
Nigerian Teacher (a teacher's journal) in which
the government was urged to introduce educational radio
into schools in the country. There was no evidence
of the government having taken an action then as there
was move in the case of correspondence colleges.
It was therefore not until '1955 when after requests
for the establishment of 'School's Broadcasting'
in Nigeria had reached some level that the Nigerian
Bradcasting Service (NBS) ,invited one Mr. Richmond
Postgate to look into such a possibility.2 As
Nwamadi observes, even though the Po s.t qat.e Report,
after favouring such a move ,;considered' the'cost,
high thus making implementation difficult, it could
still be aptly described as the beginning of educational
1. C.O. Nwamadi, "The Future of Educational Broadcasting
in Nigeria" Ayo Ogunranti (ed.) Problems and
Prospects of Educational Technology in Nigeria.
Ibadan: Heinemann Educational Books. 1988,
p. 256.
2. See NAI/MED/ (FED)"Reportof R.S. Postgate,BBC, to the Federal
Adviser on Education,12thAugust, 1955".
UNIVERSITY OF IBADAN LIBRARY
233
technology in Nigeria. 1 A number of regional
government Ministries of Education later went ahead
all the same to utilize existing media facilities
to transmit instruction to schools. All this while
still, correspondence education took a backseat
in the use of radio for instructional purposes.
The reasons for the non application of radio faci-
lities by correspondence education Ln s t.Lt.u t Lon at
this time are two-fold. First, the main colleges
at this time were still operating from the home bases
in the United Kingdom and had not in their own initiated
any shift in their tradition of relying on the print
medium. Even in the U.K. the British Broadcasting Corpo-
ra tion, had ·,-,nlya s early 'as 1926 considered the possib.i.Li.ty
of promoting adult educational programmes by air.2
Another reason was the cost that would have been
involved especially for the'clien;.t.ele at the tim.e
and even the provider of correspondence edu~ation,
who would have had to pay for such services in Britain.
No evidence abounds of any other private providers
1. C. o. Nwamadi, op. cit. p. 256.
2. Walter Perry, Open Universi!y. Milton Keynes:
Open University Press. 1976. p.5
UNIVERSITY OF IBADAN LIBRARY
234
of correspondence education anywhere in the world
at this time making such thrusts in provisions.
Meanwhile, existing newspapers like the Lagos
Daily News were used in advertis~ng closing dates
for various examinations which candidates wanted
to offer. There were no pedagogical uses made
of the newspapers, a phenomenon that was the hallmark
of the Internation~Correspondence Schools in Scranton
U-S-A when it first started.
5.2.3 Nature of Support Services
Support services at this stage still came in
the form of letters and course materials sent to the
learners as well as the support given by the relatives
and friends who were not averse to the decision by
most clients to pursue their educational dreams using the
novel s~stem of instruction. Also, the examin~ng
bodies whose examinations were taken at this time,
notably the Oxford University Delegacy of Local Exami-
nations and the London University, in conjunction
with the Department of Education continued to make
some prDvisions for the candidates.
UNIVERSITY OF IBADAN LIBRARY
235
Many of those who took part in the examinations
as students of various secondary schools had the
o~portunity of being advised directly by their teachers
and principals. Als~ libraries were available for
their use and it was not su rpris i.nq that they
performed better in the examinations than the
purely private candidates. 1
5.2.4 Issues of Quality and Quantity
The coming of the Oxford University Delegacy
of Local Examinations as from 1929 was a development
on the use of external examinations to ascertain and
raise the standard of secondary school education
in Nigeria as engaged in by the Cambridge University
Local Examinations Syndicate as from 1910. On the
issue of quality in Nigerian Secondary Schools at
the time, E.G. Rowden, the Director of Education
had lamented:
The so-called secondary schools which
are really higher standards of the
Primary schools, offer what are
called state subjects such as Algebra,
1. This evidence is clear in Michael Omolewa's works.
See M. Omolewa, "Oxford University Delegacy
of Local Examinations and Secondary Education
in Nigeria, 1929-1937." Journal of Educational
Administration and History. July 1978. vol.X--
No.2, p.43.
UNIVE
SITY OF IBADAN LIBRARY
236
Geometry, English, Literature,
Book-Keeping, Physiology, and French.
The standard attained in these
subjects varies very much according
to the class of school, but in
only few instances is the work character-
ised as good.
This was then one of the major reasons why the
external examinations were considered necessary in
promoting standard. Thus like Cambridge, Oxford
also joined the external examination race in 1929.
While as far back as July 1929 when Oxford's
examinations were first held, only two schools and
twelve students were presented, in 1937, there were
entries from eight schools and a total of about ninety
students1. Private candidates were also actively
involved in the examinations but their performance,
against that of the King's College entries was low
(see Table 3 ~).2 Even the two candidates
presented by correspondence colleges failed.
1. Michael Omolewa, "Oxford University .... 1929-1937"
Ope cit. p. .43
2. Source: ibid, p. 43
UNIVERSITY OF IBADAN LIBRARY
237
Table PERFDRMl\NCOEF 'IHENIGERIANS'IUDENl'SAT 'IRE
DEX:EMBE1R937 SGICDLCERTIFICATEEXAMINATIONS
Schcx:>l ();..nership No of No of Passes % Passes
Candi.dat.es
King's College Government '17 15 88.2
William Wilberforce
Academy Private 8 2 25.0
Evening Collegiate
College Private 1 0 0
Wolsey Hall Private
Ehglish Corres-
pondence College 1 0 0
BEnnett Colleg=
Sheffield Private (as
above) 1 0 .- 0
Source: Michael Omolewa, "Oxford University Delegacy of
Local Examinations and Secondary Education in
Nigeria, 1929=1937". Jf~urnal of Educational
~dministration and History Vol X No.2, 1978,
July. p.43
UNIVERSITY OF IBADAN LIBRARY
238
The state of affairs for private and corresp-
dence college candidates in'the examinations was rough
rrD doubt but this did not remove the quality and the
mark of respectability which was bestowed on those
who passed by the nature o£ the Certificate~ Indeed,
universi ties were seen to e'asily accept them "as
qualifying examinations for entrance". Many of
the successful candidates ,also had exemptions from
the professional examinations of these bodies.
Among these were the Institute of Engineers,
the Royal College of Veterlnary Surgeons and many
others. Other successful candidates moved on to
register for the University of London external
examina tion s.
5.2.5 Pattern of two-wav.. Communication
Two-way Communication at this period still
was by the use of letters sent to the clientele
via the colonial post office. As earlier reported,
the delivery system was fast, which was a p'Lus for the
government. This was however not a reflection of
government's peculiar interest in the activities
UNIVERSITY OF IBADAN LIBRARY
239
of the correspondence colleges but a natural reaction
of the environment to happenings within it.
The emergence of the radio in 1932 had no
effect on the two-way communication-system between
the institutional providers 0'£ <?orrespondence
education and the clientele. The educational
programme of the BBC transmitted from 1933 had
no impact on the fortunes of correspondence education.
5.2.6 Summary
The year 1927 marked a watershed in the annals
of correspondence education in Nigeria as it produced
its first alumnae in the field. Within a spate of
six years, three more alumnae were to join the example
of Ajayi of 1927. All these had a significant impact
on the development of the system as more Nigerians
began to use the novel system to receive instruction.
While the medi.um of ,instrtl~tion remained'that
of print, elements of face-to-face instruction began
to be noticed more as, in addition to the Cambridge
University examinations started as early as 1910 in
Nigeria, the Oxford Delegacy of Local Examinations
joined the list of Examinations from 1929, thus
UNIVERSITY OF IBADAN LIBRARY
240
allowing more formal institutions to provide,
candidate~ for the examinations. Such addition of
face-to-face elements showed in the results of the
examinations as more of the secondary school can-
didates performed better Ln ,the examinations. Not
much change was however noticed in the curriculum
of instruction as the content of the examinations sat
reflected the thinking and practice of the British
culture and environment which promoted the examinations.
The coming of the radio to Nigeria in 1932 had no
impact on the fortunes of correspondence education
while the educational outlet which the BBC made
possible through its educational services of 1933
again did not provide a t.zan sformation of the medium
of instruction.
Support services were provided in a number
of ways. First', government: agencies conducting the
externa 1 examinations through the Department of
Education took special care and tried to ease the pro-
blems of examinees by providing adequate information
as to when and where the examinations would be held.
Second, secondary school candidates of the examinations
had the advice, counselling and tutorial back-up
UNIVERSITY OF IBADAN LIBRARY
241
of their teachers while the correspondence education
students relied solely on their course texts sent by
thB correspondence colleges abroad. Support also
came in form of a general understanding from
relatives and friends who considered the roads being
pursued by the clientele of correspondence education
an arduous one to travel.
No change was also noticed in the manner of
two-way communication as the reliance on two-way
communication was based on the capacity of the govern-
ment postal system, then controlled by the British
Post Office, a feature of the system attested to as
being highly fast, reliable and efficient, at the time.
5.3 1948-1959: PRE-INDEPENDENCE DEVELOPMENTS
5.3.1 The Founding of the University College Ibadan
The establishment of the University College,
Ibadan as an arm of the University of London was both
a major thrust in the continuation of the practice of
degree by examinations as wellas a laying of foundation
for the provision of tertiary education to millions
of Nigerians. In a way, it was a gradual step in the
transformation of correspondence education in its
UNIVERSITY OF IBADAN LIBRARY
242
provision of support services like residency and
full tuition backing for those who still continue
iR the external degree tradition.
As a product of the Elliot and Asquith
Commissions, the University' ColJ:ege Lbadan had as. its
forerunners in West Africa the Yaba Higher College,
the Achimota College in Ghana (then Gold Coast)
and the Fourah Bay College in Sierra-Leone. The plan
was that each college be affiliated with a notable
British University. This was exactly what happened
when the College became established in 1948;' it
was affiliated to the University of London.
By the time of the formal opening in October
1948, the students of the Yaba Higher College which
itself had been closed down in 1947, in addition
to other men and materials,' formed the nucleus
of t.he Un i,versi ty College".! , Whi.. Le there were two
hundred and ten studentsin.residence at the
opening, the initial years were reported to ,have been
spent under -the "watchful eyes of ·the University
of London". The enrolment figure rose to 500 in 1956
and later to 1,110 in 1960.
1. G.J. Afolabi Ojo, Ope cit. p.16.
UNIVERSITY OF IBADAN LIBRARY
243
The nature of the teaching and learning situation
at Ibadan in these early days, especiallY before the
granting of an automous status to it in 1963 was
one of interest. This was because while the tuition
for the students derived from the face-to-face
lectures at the time, the evaluation of the teaching and
learning was done by the University of London.
through a special process of external examination
administration. Ibadan, was like a big study
centre, residential and covering a wide range of dis-
ciplines, but where the students relied on the
external examinations. Again, as a normal corrolary,
the certificates issued were those of the University
of London. This development may have led some
educationists in Nigeria, especially those who were
alumni of Nsukka, ABU and Lagos to assert that Ibadan
was not the first Nigerian University, alluding to
the heavy reliance on London in the control of the
standard of its output. This work is not concerned
principally about the correctness or incorrectness
of this assertion, rather, it is concerned more with
identifying the more fundamental nature of this special
arrangement that led to Ibadan's reliance on the
UNIVERSITY OF IBADAN LIBRARY
244
external examinations and the form this took. This
will further show cases of the traditional penchant
~f Nigerians to study for degrees abroad as private
candidates now spilling over into an established
tertiary setting where students, who take such
examinations are full-fledgea members of the
institution. We are also interested in the extent
of the transformation of correspondence education
based on this development.
Writing on the peculiar nature of this arrange-
ment, Tamuno described it as representing a principle
of special relationship with the University of London,
aimed at ensuring that the University College Ibadan
achieved academic independence. Based on the 1944
Special interest of the Asquith Commission in evolving
a scheme of relationship, the University of London
had laid down some minimum con~itions. These were
the provision of "adequate 'staff and equipment" and
the existence of "satisfactory regulations ~or
adrnissions" .1 Some of the provisions of this arrangement
1. Tekena Tamuno, "The Formative Years, 1947-56"
in J.F. Ade-Ajayi and Tekena Tamuno (eds)
~7'he University: of Ib-adan, ,19'48-19,73. Ibadan:
University pre~s, 1973, p.29.
UNIVERSITY OF IBADAN LIBRARY
245
were further noted thus:
When these conditions were fulfilled,
a university college in special relation-
ship would be allowed to award and enjoy
the reputation of London University
degrees. 1
The nature of the relationship was such that
cooperation and personal contact between the academic
boards of the University College and the Senate
of the London University was possible on such
matters as staffing, syllabuses, and examinations.
While Ibadan could adapt its syllabuses to local
conditions, its staff could take higher degrees of
London University as internal students2.
The Inter-University Council (IUC) for Higher
Education in the Colonies, whose membership was
drawn from British Universities and whose setting up
was recommended by the Asquith Commission and supported
by the Elliot's Commission was established in March
1946 to conduct visitations, help to recruit staff
and advise new University Colleges in the colonies
on administrative and academic matters. 3 Among the
1. ibid.
2. ibid.
3. Tekena Tamuno, op. cit. p. 40
UNIVERSITY OF IBADAN LIBRARY
246
major achievements of the IUC was the maintenance
of high standard in the College. The IUC was noted
to have been convinced that-the University College
was training "the heirs to the Empire" and as such:
There can be no compromise on the
issue of standard. In all spheres
in which we have advised or could
have influenced, whether in staff
recruitment, student selection, the
protection of examination standards, the
appointment of external examiners,
facilities for research or library
resources, we have urged that the
maintenance of academic standards
must be paramou,nt ... 1
Admissions to the College were by direct entry
or through an entrance examination2. The direct
entry candidates were expected to have three
appropriate subjects at the A~level of the General
Certificate of Education or at the principal level
of the Cambridge Higher School Certificate examination,
1. ibid, p. 38
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
247
possibly at one sitting. The other requirement was
for the students to have the minimum qualifications
for exemption from the intermediate arts or 'science
examinations of London University. Entrance
examination candidates were also expected to have
the Cambridge School Certificate with credits in
five subjects (including English or have five subjects
at the General Certificate of E~amination, ordinary
level.
Quite a number of those who were admitted had
used the services of the correspondence colleges,
apart from the formal education received to qualify
for admission into University College Ibadan.
The courses available at inception of the
College were Greek, Latin, English, Geography, History,
Mathematics, all in the faculty of Arts; Botany,
Chemistry, Physics; Zoology'"I Mathematics and
Geography in the Faculty of Sc:i,ence;and Biology,
Physics, Chemistry, Anatomy,' Physiology and Pharmaco logy
in the Faculty of Medicine; and Agriculture. There were
then no courses in the Social Sciences, Languages,
Law, Philosophy, Education, Engineering, Veterinary
Science, Dentistry and other, s. 1
1 . Tekena Tamuno, Ope cit. 41
UNIVERSITY OF IBADAN LIBRARY
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To qualify for a general degree, students had
to study three subjects at the same standard with
an examination in each of these subjects in a final exami-
nation.1 For the special honours degree, students
concentrated on just one subject after their inter-
mediate degree and later took an examination ~n the
subject (this consists of several papers) in their
third and final year.2
Much as the special arrangement with the London
University signified the external nature of the
degrees granted, the nature of the special relationship
was also one that had an advantage over the purely
external degree tradition.3 Apart from the syllabuses
being modifiable to reflect local conditions and
circumstances, the staff wou Ld a Lso take part in
setting and marking their students' answer scripts.
One basic problem:whichll:;>adan raised was
the re lative ly low number of entrants it could take
a year. Where more than a thousand applicants
applied, it could not take more than 300. This was
1. ibid.
2. ibid.
3. C.O. Taiwo, ..The Nig~rian Education System: Past,
Present and Future" Ikeja: Thomas Nelson (Nigeria)
Limited. 1980, p.96.
UNIVERSITY OF IBADAN LIBRARY
249
therefore one of the issues the Ashby Commission
raised in its 1960 published report. Ibadan's
emergence did not therefore kill the impetus of
peo~le for higher education through the correspondence
system of instruction.
It has indeed been observed that as far back
as 1956, a lot of thought had been given to the
issue of the university organising degree programmes
for external or non-residence based students. The
University, from available information, may have
been restrained in this respect. A possible reason
for this could also have been the perception by the
authorities in London that Ibadan was itself a centre
of an external unit, and ,as such may not be too
qualified to give out what it itself has not fully
acquired. This argument however appears to have been
the least of considera~ions in!the late 1980's when
,
most affiliated colleges of Education (to other
universities) and even universities just struggling
to break free of heavy elements of'external moderation
of their academic activities started organising
sand-wich, part-time, week-end and some form of distance
education programmes or the other. However, that
UNIVERSITY OF IBADAN LIBRARY
250
Ibadan eventually started an external studies
programme later shows that the dream was not per-
manently deferred.
Another tradition which Ibadan had at its
independence and which seemed to have prepared it
for the position of organising a distance education
programme was the nature of its extra-mural provisions
from 1949, through the then Department of Extra-
Mural Studies. Representing . a ' philosophy of
creating the room for linking the theoretical "Gown"
with practica 1 "town" Ibadan' s aspirations in this
regard was to organise a lot of training programmes
both of a long-term duration and short_term to
ensure that those who missed out in education have
the opportunity of achieving both a mastery in
scholarship as well as some relevance in their
imm~dia te society. Ibadan 's .suce.ess in this regard ,
even to the extent of replicat:i,.ngits degree programme
on an external basis appears to have had the found-
ations laid in its early years.1
1. For an extensive examination of this outreach
philosophy, see J. A.,Akinpelu and M.A. Omo Lewa (eds.)
Adult Education at Ibadan. Department of Adult
Educa tion , University of-Ibadan. 1989.
UNIVERSITY OF IBADAN LIBRARY
251
The University College Ibadan thus provided
some kind of transition from an outright situation
of the acquiSition of degrees by external examinations
by many Nigerians to one of acquisition of same
degrees by a new kind of external examinations,
relying sOlely though, on the experience, tutelage,
tutoring of Nigerian and foreign lecturers,
located within a physical setting that is Nigeria,
and against the backdrop of local elements of the
syllabus as considered necessary by the appropriate
academic authorities. Some of the special character-
istics which the University College Ibadan displayed
were those of :
L) a local university affiliated to a
British university, and which awards the
degree of the university of London (in
this case,it was peculiar).
ii) a university whose students still wrote
the examinations of the University of
London (in this case, one that continues
the phenomenon of degree by examination) •
iii) a university whose students attended classes
in Nigeria only to write outside examinations
UNIVERSITY OF IBADAN LIBRARY
252
(in this case, it continued the traditions
of King' s College, .an d other secondary
schools that relied on the ,Cambridge and
Oxford University Examinations for some
time to authenticate 'their standard) .
iv) a transitional stage between degrees by
external examination and degree by purely
local examinations.
While the University College Ibadan represented
a transition as suggested, it could not, by the
level of its output, satisfy the demands of both
the lower educational system as well as the manpower
needs of the country. This was a major finding of
the Ashby Commission as contained in its report
published in 1960.1 It therefore did not stop the
clamour for the use of the Correspondence System of
instruction to obtain degrees lpy Nigerians. Another
, ,
reason given for the continued use of the external
facilities of the University of London, even after
the University College Ibadan's establishment, was
1 . This issue has been raised in a later section
of the thesis.
UNIVERSITY OF IBADAN LIBRARY
253
by the fact that most entrants to Ibadan were sponsored
and thus had to go back to the sponsoring missions
o~ community schools as teachers to serve for some
years before proceeding to other places. The
fear of signing such bonds that, would make them teachers
against their wish forced others to try the correspond-
ence route. 1
5.3.2 rhe Emergence of Television
While radio broadcasting was introduced to
Nigeria through the advent of the colonial radio
in 1932, television did not emerge until some twenty
seven years later, specifically in 1959, on the
eve of the nation's indep~ndence. With what was
described as a modest beginning ina building near
Mapo Hall, and with one of its two transmitters
located near the ha Ll, , .and the:other in Abafup, near
Lagos, the television was officially comm LssLoned
on 31 October 1959 as the first television station
in Black Africa.~
1. .This W3.S the reason qivs-n by Chief M.S Adigun for his lack of
inl:('n'sitn attenrh:ngthe Uni.vesri.ty 0;IIege, Ibadan,thus
ustncrthe tortt.:oursoute of the uee
2.~ 20th AnniversaryHistory of the W'l'J.V Thadan
HeinemannEducationalBcx::k(sNig)Ltd 1979, p.4
UNIVERSITY OF IBADAN LIBRARY
254
Soon, other regions followed suit with the
Government of the former Eastern ~egion setting up
the Eastern Nigeria Television (now NTA Enugu) , the
Northern Regional Government setting up the ~adio
Nigeria Television in 1962 which'later metamophorsed
into the FRCN and the NTA Kadtina.1 To date,the
country has established a total number of 38 functional
stations, of which the 14 are owned by various
state governments. Also, the television industry has,
within the period, acquired a total of 72 trans-
mitters, 56 of which belong to the NTA and 16 to
the states. 2 Writing on this development further,
the compilers of the 1992 Diary of the NTA note:
These facilities have no doubt
established Nigeria as Africa's
largest Television network and
ranks among t.heworld's biggest
:
Television Organisations broad~
casting about 85,000 hours of
different programmes annually
1 . 1992 Diary of the NTA
2. ibid.
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Viewers have grown from a few
thousands to a conserv~tive estimate
of fifty million.1
Any look at the correspondence education
component or use of publtc t~l~vislori in Ni~e~ia
would begin with the examination of the educational
television component of the nation's television
services. The historical document on the History
of the WNTV reveals that at the initial stage,
television sets were provided free for schools and
colleges. 2 The aim was to ensure that the institutions
benefittedfrom the school broadcasts. The form the
provision here took was an indirect one which saw
the WNTV and the Ministry of Education working in
close collaboration.
The Western Nigeria Ministry of Education, through
ies broadcas t, unit. origina ted the pz oqramme s-twhf Le
the WNTV provided the technical and production services.3
1. ibid
2. 20th Anniversary History of the WNTV. op. cit.
p.7
3 . ibid, pp 41-42 .
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Thus school prograffiffieisn Science, Geography, Engiish,
Mathematics and other subjects were produced. These
programmes, as Alalade observes, were meant to
supplement the efforts of the classroom tea6~er.1
Copies of the teachers' guide for the programmes
were sent in advance to the schools where the programmes
were beamed. Quite a number of schools reserved
special rooms for the T.V. lessons to be aired.
However, the initial attempts in this regard were
gradually reduced for what Alalade described as
lack of financial backing, enthusiasm and technical
expertise. Many of the teachers who were expected
to have worked through the study guides sent considered
the ETV phenomenon an extra burden. 2 Thus the ETV
neriods became opportunities for t~achers and
students alike to relax and do some other things. Even
the visits usually 'planned for ,Ministry Offic,ials to
monitor the effective viewing of such programmes in
the schools became fewer and fewer until such visits
grounded to a halt.
with formal educational programmes easing
off, educational programmes with a more general
and informal Dutlook soon took centre-stage. Among
1. Interviewwith Mr. Bode Alalade,General Manager,NTI\. ChanneL 7,
(Ikeja)on 25/5/92.
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
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these were adult literacy agricultural extension services
and other programmes on farming or gardening.
One major addition was the emergence of the Community
Viewing Centres started in 1980.1 Here, television
sets are taken to identified community centres for
the purpose of being viewed by the members. Various
topics of community interest are identified and films
on them shown to the members.
The issues raised by the Ashby Commission of
1959 whose report, Investment in Education was
later submitted in 1960 appears to have projected
the role which television would play in educational
programmes in Nigeria when in a chapter titled
itANote on Educational Techniques," it observed.
Television is already available
for school use in some parts of
1. Memo from the General Manager (Projects) to
the Director of Finance', NTA of 2nd July
1984 Ref. NANTA/ENA/28/83 ..
UNIVERSITY OF IBADAN LIBRARY
258
Nigeria. It would seem to be time
to undertake a series· of planned
exper imen ts to di.scoverhow televisio~may be used rrore
effectivelyand economicallyin Nigerian schools.
It would be particularly interesting to
experiment with its use in a limited
area of one of the more remote sections
of the country. 1
The report later went on to add:
Channels for educational television
should be reserved now, so that
when educational television becomes
practicable the opportunity will
not have been lost by reason of the
channels being appropriated by
commercial companies. 2
The absence of channels for educational television
, .
in Nigeria appears to have been: a negation ~f 'this
recommendation in spite of the initial thrusts
made by the WNTV in collaboration with the Western
Nigeria Ministry of Education. The later development
of the Instructional Television Section of the NTA
1. Eric Ashby, Investrrenitn Education. FederalMinistryof Education,
1960. p. 125.
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
259
on Victoria Island, Lagos for a brief spell was
just a mere flash in the pan. If the concept of
epucational television is consiaered from the angle
of the activities of a body such as the NHK (Nippon
Hoso Kyoka L) in Japan, a public,'broadcasting
corporation whose precursor," the Tokyo Broadcasting
Service was set up as late as 1925~1 then it would
have been possible for the NTA to have a whole
channel devoted to educational programmes. In
addition it would have been possible to have, as
time goes on, such achannel assisting correspondence Col-
leges and primary and secondary schools to develop
educational programmes and air same at specified
periods.
An examination of the activities of
Correspondence Colleges in Nigeria reveals no link
in this regard at all. For distance education
institutions in the universities, there seems to
have been some working relationship between the
NTA in Ibadan with the University of Ibadan External
studies Programme, the same rapport had existed
between the NTA headquarters and the former National
,Gr>enUniversity but these had been at the planning
1. Mito1-iNishirroto,"Corresp::mdencEeducationJapan: Status
and 'i'rendsa,nd Innovations." O. Mackenzieand E.L. Christensen,
op, cit. p. 327
UNIVERSITY OF IBADAN LIBRARY
260
stages. The National Open University appeared to
have provided the only successful example of such a
r~pport but even this had its problems. These
issues will be discussed more in later chapters.
5.3.3 Trends in the Growthrif Methods and M~dia
While remarkab Ie events were recorded in this
period concerning the emergence of television opened
up vistas for such phenomenon as the ETV,the
enthusiasm for its use appears limited and related
only to formal educational provisions for some time,
and the more enlightenment-related programmes later.
It did however show that the promotion of educational
teaching through the television was possible.
Again, the use of school teachers as facilitators
of already prepared television materials was in a
way a pointer to the fact that correspondence
education t.u.tio rs could, teachmatericils prepare¢! on
cassette tapes or video tapes by others. However,
there was no evidence of such possibility put into
practice by any of the colleges. Indeed, the phenomenon
of people using cassette tapes before and a little
after independence in Niger~a, even for entertainment
purposes was not common.
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261
5.3.4 Issues of Quality and Quantity
The Ashby Commission whose report was published
aoout this time had identified the problems of the
low rate at which capable hands needed in the various
strata of the socio-economic life of the nation
were lacking. The Report was also emphatic On the
issues of quality and quantity in Nigerian
education at this point. Among the many revelations
of the study were that: 1
i. most of the 80,000 teachers in primary
schools at the time were pitifully
unprepared for their tasks;
ii. Out of 4,378 teachers on the roll of
1958, about 4/~ were not graduates;
iii. the quality of higher education at the
University College Ibadan, the only
university in the country at the time
was beyotid r~proach, but the facility for
admission of new entrants was inadequate.
To solve these problems, the report recommended
among others:
1. Eric Ashby.' op. cit. pp.7-9.
UNIVERSITY OF IBADAN LIBRARY
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i. a proposal for an educational machine
to produce at least 8,000 young people
per annum for ten years with some level
of post~secondary education, to meet the
nation's manpower needs;
ii. At least 20,000 of the propOsed 3d,000
of the expected 80,000 (in ten year~)
ought to be graduates, with 300 from
Ibadan and possibly 600 from overseas ilnnucflllYi
iii. No fewer than 50,000 people with intermediate
qualifications will be needed within the
same period.
iv. the need to create places for 18 ,000 more
entrants in secondary schools in about
600 more secondary schools.
v. the need to increase both quality and
the quantity of teachers.
The figures raLsed , although directed'at the
Federal Government and the ,more formal sector of
the country's educational system had a lot of
implications for the utilisation of correspondence
education potentials at this staqe , However, it
should be noted t~at the nearest Ashby went into
UNIVERSITY OF IBADAN LIBRARY
263
recommending the use of educational television was
for the improvement of the standard of English of
teachers and pupils in schools while there was
some emphasis on the development of general knowledge.
correspondence education was not' specifically
recognised as a way out of the muddle.
The level of involvement of foreign correspondence
colleges in providing distance education in Nigeria
at the time was still high. Colleges like Wolsey
Hall, Rapid Results and the Bennet College still
held sway. While their activities were aptly directed
at meeting the needs of Nigerians in the areas
already identified by Ashby, the number of Nigerians
enjoying these facilities did not compare favourably
with Ashby's projection of the nation's needs.
There was however no problem with the quality of
provisions at the ,time,.·1
5 .3 .5 Summary
The coming of the University College Ibadan
is already seen as a transitional period in the trans-
1 . Interview with Chief M.S. Adigun former'National
Planning Minister under the Buhari regime on
21/4/92 at his Orita Basorun Residence in Ibadan.
He had used the University Correspondence ~ollege (UCC)
for his B.A. degree.
UNIVERSITY OF IBADAN LIBRARY
264
formation process in correspondence education. Itd
emergence, the result of the Asquith and the Elliot
Cemmissions, was peculiar as it had the combined
features of being a local institution to help train
the needed manpower in Nigeria at the highest levels
as well as continuing the tradition of degree~by-
external examinations. Somehow, it also represented
the inability of local institutions to meet the
growing demand of Nigerians for higher education be-
cause of its very low admission rate, thus making
a recourse to correspondence education, at that level
still a highly needed phenomenon. Even students
who were admitted still satisfied the requirements
of the Cambridge Higher School Certificate Examinations
although they had the option of sitting for the
General Certificate of Examinations.
As early as 1956, the University had considered
the possibility of starting .some degree programmes
for external students although this did not fully
rnaterialise until 1988 when the External Studies
Programme was born. Ibadan's extra-mural provisions
,
for 1949 however showed its capability for organising
non-traditional training programmes to meet the needs
of the unserved.
UNIVERSITY OF IBADAN LIBRARY
265
While radio broadcasting had debutted as far back
as 1932, television emerged in 1959, opening the room
for the possibility of a transformation of the genre.
In spite of educational programmes organised by
the WNTV and others in the various regions, there
was no strong indication of correspondence education
and the new media in Nigeria arriving at a very
strong merger of ways. The later growth of the
entertainment and news media in the country provided
no known succour.
The setting up of the Ashby Commission in
1959 to look into the area of post secondary education
in Nigeria had two major implications for correspondence
education transformation., First, like the University
College Ibadan's coming, it showed the extent to
which other avenues should be sought to make education
availabl~ to Niger~ans af~er secondary school.
• .r : '. " . :
Second, it hinted at the possibility of maximising
the potentials of educational television and the general
use of the broadcast media.
On the issue of quality, its promotion in the
country's educational system still relied to a great
extent on the foreign examinations which act as
UNIVERSITY OF IBADAN LIBRARY
266
standard setter s both at the certificate level s
of secondary education as well as the tertiary level.
Tbis shows that the initial'place of correspondence
education as an emerging innovation through external
examinations was still a significa:nt phenomenon
up till independence.
UNIVERSITY OF IBADAN LIBRARY
CHAPTER SIX
6.0 POST-INDEPENDENCE DEVELOPMENTS
6.1 1960-1973 The Growth of Local Correspondence
·Colleqes
While the foreign correspondence colleges were
having a field day filling the gaps in educational
provisions in Nig~ria through the marketing of their
educational services here, local entrepreneurs were
busy making frantic efforts to promote correspondence
education. Before independence, indeed as f'arback
as Qe~ember 1943, the City Correspondence College
(CCC) had been founded in Lagos and it p r-epared
Nigerian students for the Junior and Senior Cambridge
and London Matriculation in Arts subjects. As
Omolewa reports, it was not long-lived.1 Later in
1962, another abortive attempt was made by the Olowu
Educational Services aimed at offering courses in
English, Yoruba, Arithmetic, and Latin.2
It should be noted that an early indigenous
1 . M. Omolewa, "Correspondence Education ~n
Nigeria",-191S-75". Adult :t;aucationand Development
No. 72, 1978, p. 15.
2 • ibi d. p. 16 .
UNIVERSITY OF IBADAN LIBRARY
CHAPTER SIX
6.0 POST-INDEPENDENCE DEVELOPMENTS
6.1 1960-1973 The Growth of Local Correspondence
·Colleqes
While the foreign correspondence colleges were
having a field day filling the gaps in educational
provisions in Nig~ria through the marketing of their
educational services here, local entrepreneurs were
busy making frantic efforts to promote correspondence
education. Before independence, indeed as f'arback
as Qe~ember 1943, the City Correspondence College
(CCC) had been founded in Lagos and it p r-epared
Nigerian students for the Junior and Senior Cambridge
and London Matriculation in Arts subjects. As
Omolewa reports, it was not long-lived.1 Later in
1962, another abortive attempt was made by the Olowu
Educational Services aimed at offering courses in
English, Yoruba, Arithmetic, and Latin.2
It should be noted that an early indigenous
1 . M. Omolewa, "Correspondence Education ~n
Nigeria",-191S-75". Adult :t;aucationand Development
No. 72, 1978, p. 15.
2 • ibi d. p. 16 .
UNIVERSITY OF IBADAN LIBRARY
268
effort had been made in 1924 but it was the setting
up of a centinuing education centre in the premises
of the King's College. 1 This was shortlived before
Mr. G.O.A. Coker' st.a rt.e d the City __
Correspondence College in 1943,'which did not do well "i~;
shown Also by 1964 the National Correspondence
College in Aba and the Pacific Correspondence
College in Onitsha were founded. 2 These eventually
succeeded but the early efforts found a bigger focus
in the 1967 emergence of the Examination Success
Correspondence College which appears to be the most
successful proprietary correspondence college in
Nigeria to date.
The immediate influence of the founder,
Mr. T. A. Okudolo had been his undergoing of a
B.A. Hons History course through correspondence with
the Wolsey Hall. After passing his examinations in
1963; (the result came out in 1964) he felt he could
do the same for others. He had in fact been reported
to be the only successful candidate in West Africa
1. "Evalua tion of Cor responde rice Colleges in Niger ia:
The Pros and Cons from the Proprietors of
Correspondence Colleges View Point" Paper
presented by the Proprietors of Correspondence
Colleges in Nigeria at the End of a Seminar on
"Evaluation of Correspondence Education in Nigeria."
Nd. NP. p.1
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
269
that year. However, a later motivation to found the
school was derived from his'continued occupation
a~ a teacher, noting the high rate at which students
were failing the English Language. 1 This experience
was reinforced by his position as a marker with
the West African Examinations 'Council. He later asked
some people to join him in preparing lectures in English.
He did this for three or four years and found that the
students were passing. This was the beginning of the
Exam Success Correspondence College.
The stages in the activities of the Exam Success
Correspondence College in instructing its students
are six These are:
i. identification arid selection of writers
ii. production of course materials
iii. selection of students and registration
iv. teathing and, learping.
v. provision of sup~ort services.
vi. award of certificates (in some cases)
We shall examine these issues one by one.
The identification of course writers is done
on the basis of their having to be degree holders
of recognised universities., After a selection has
1. It should be observed that some of the founders
of early correspondence colleges in Britain were
teachers.
UNIVERSITY OF IBADAN LIBRARY
270
done, courses are assigned to be written which are later
edited, proofread and sent to the printing section of
the College. At inception, the Exam Success
Corrrespondence College had no printing facilities
but this was a later addition to
its activities.
Advertisementw,ere also placed in the papers
for students to apply and register for any of the nume-
rous courses available. Initially, the courses
were basically General Certificate of Education or
West African Examination-bss'ed subjects.
Later, professional courses were involved and more
of these, according to Mr. Folorunso, the Academic
Director, were in the pipeline. Some of the
professional courses are Journalism, Salesmanship
and such as are examined by the Insurance Institute
of London and Marketing.1
The -Lni.t.LaL clientele came mostly from t.ne primary
school leavers, workers wanting to further their
','
education and a lot of illiterates from the Army.
The catchment area of the clientele later grew to
1 • Interview with Mr. Folorunso, Academic Director,
Exam Success Correspondence College. on 5/4/90.
UNIVERSITY OF IBADAN LIBRARY
271
include those seeking profe$sional qualifications
and who may have passed their General Certificate of
Educa tion Examinations some time earlier.
The Exam Success College uses the medium
of print in getting across to the students. ~part
from the use of radio and television for advertise_
ment, no other media use is identified. The Board
of Management of the School however is aware of
the p:>tentialbenefits of the use of cassettes,
audio or video tapes but is unlikely to mak~ a
move in this regard because of what it considers
the cost of such facilities. Responding to a
question in this regard, Mrs. Okudolo commented:
Yes. We have thought about it.
I was in the electronic houses
abroad. We looked at the computer
system. The finance was great. We
. . ' "
wan't; to turn 'it to a modern educational
centre. By the grace of God. 1
Among the problems raised by the students of
the College is the issue of faster mail deliveries
:a::
1. Interview with Mrs. V.O. Okudolo, 5/4/90
at the 208 Ikorodu Road office of the College.
UNIVERSITY OF IBADAN LIBRARY
272
To this end, some of the stuients specifically
send extra money and write to ask the institution
to send their mails by courier. This in a way is
the student's reaction to both the problem and the
emer~ing context in which,th~y C\f:'e"operating.,If
they had the money as they were wont to say, why
wait for the College before they get a faster
courier service?
Some of the changes already taking place at
the College are:
i. review of lecture~ based on changed
syllabuses (Mrs Okudolo says students
have to read more~
ii. the need to ada~t their methodology to
suit the new demands of Government on
continuous assessment.
iii. the growing high cost of printing which
may spillover to the clientele
Some of the expectations of the College
from Government are:
i. the need to make categorical statements
Qn the position of private students in the
country.
ii. the need to say specifically methods they
UNIVERSITY OF IBADAN LIBRARY
273
want practitioners to adopt.
The College has been a very active member of
the Nigeria Association of Accredited Correspondence
Colleges (NAACC) through which a greater liaison
work is being done with the Federal Ministry of
Education and the other members of the Assodiation.
It is appropriate to say that the transformation
process in proprietary Correspondence education,
when the Exam Success Correspondence College is
used as an index, is still to have any appreciable
impact. Apart from the growth in the number of
clientele, and the diversification in the area of
courses, no notable improvement has been seen in
the choice of media, or the' two-way communication
process with students. Whi,le students can phone
the office to seek information, this is just an
exception to the rule. The elements of face-to-face
components is not obligatory and if all students
were to seek some support h~re, the facilities
available at the College in terms of hall and other
space arrangement would not accommodate them. It
then becomes necessary to find a way, in addition
to print, of communicating with the learners faster.
UNIVERSITY OF IBADAN LIBRARY
274
The initiative which the learners appear to have taken
in sending their assignments or requesting that mails
be sent to them by courier is another dimension in
the transformation process. This is that the
learner may be able to effect some of the changes
necessary in this regard.
The College has reacted to the coming of the Junior
Secondary and Senior Secondary School Examinations
by working on the production of course materials to
meet these needs. The Senior Secondary Certificate
Qualifying Examination is also being catered for
now. 1 While a bi-lingual cOllege for Secretaries
has been lately incorporated into the College's activities
the unit is not run on a ~orrespondence basis.2
In addition, two computer sets newly acquired by the
College are already being put into operation for
composing the lectures. Two IBM typewriters, a
functioning library and a well equipped science
laboratory are also within the premises for students
use. 3
1. Interview with Mr. Y.F. Folorunso, the Director
of Studies at the College on 26th May 1992 at the
208 Ikorodu Road, Lagos Office of the College.
2 . ibid.
3. All these were seen during a tour of the premises.
UNIVERSITY OF IBADAN LIBRARY
275
While the College's use of computers to compose the
lectures signifies a move forward Ln it.he transformation
proce~s, the preference for the use of photocopying machine
to re-produce the lectures makes the correspondence programmes
costly. Meanwhile, the printing press owned by the
College is used on a commercial basis for outside jobs
because the cost of plates has gone up. Also, plans to
put the College's information on database and to record
the lectures on tape are on. 1
One significant development from the activities
of the Exam Success Correspondence College has been the
influence its operations have had over other Colleges.
I
Apart from the College serving as the secretariat of
the meetings of the NationGl Association of Accredited
correspondence Colleges in Nigeria, some of its former
workers have gone out to establish their own col,leges.
One of such is one Mr. Dagunduro who left the college to
found the Lasswell Correspondence' Coaching Classes, in
Ibadan in 1978.2 Some of the issues raised by Mr. Dagunduro
will be discussed in later parts of this work.
1. Interview with Mr. P.Y. Folorunso of the Exam Success
Correspondence College, 26/5/92.
2. Interview with Mr .. Kunle Dagunduro, Managing Director,
Lasswell Enterprises on 24/4/92 at his Oke-Ado Office
in Ibadan.
UNIVERSITY OF IBADAN LIBRARY
276
It should be noted that there was both an increase
in the nurrberof "local",,3.S well a~ foreigncollegesat this pericxi.'Ihe
increase in the number of foreign correspondence
Colleges, many of whom had no contact with the Federal
Ministry of Education1 was a reflection of the
growing need of Nigerians to use correspondence
education to achieve their goals. A local matching
of this upsurge led to an increase of the number of
local colleges.-to about 22 by 1978. But even this
number was low when compared to the numerous ones
that advertised in the papers daily from their various
bases in Lagos, Osogbo, Ibadan, Aba, Kano and other
towns.2 Euler-Ajayi's 'findings in a ,study carried
out in 1983 that most of the colleges were indeed
based in Lagos also corroborated this researcher's
findings in that respect. 3 The various advertisements
that were placed in the newspapers in the 60's also
confirmed this assertion.
1. Jude Nwaokoma, "Correspondence Education in Nigeria:
An Appraisal of two Correspondence Institutions.
M.Ed of Univ. of Ibadan. 1981.
2. See the Daily Times advertisements in its editions
spaning 1962~1967.
3. This assertion was corroborated by Mr. P.Y. Folorunso,
Secretary of the Nigerian Association of Accredited
Correspondence Colleges in separate interviews
with him at his Exam Success Correspondence College
Office, 1992.
UNIVERSITY OF IBADAN LIBRARY
277
Thus while Wolsey Hall, Rapid Results College
and Metropolitan were variously promoting correspondence
eQucation, more local initiatives emerged in the form
of Zabedna Correspondence College'in Oni tsha, the
premier Commercial Syndicate' in Lagos, the English
Language by Correspondence (six--month cours~) in
Osogbo, the Nigeria Zest Company in Enugu, and
the School of Careers in Apapa (with over 500 courses
to choose from} 1. There were others like the
City Technological Developmental Centre in Owerri,
the Gateway Correspondence College Lagos, the
Progressive Management and con suLt.ancy Training Group
and the School of Accountancy and Business Studies
in Apapa, Lagos.
In a discussion with Mrs. Euler-Ajayi, it was
observed as far back as 1983, most of the correspondence
colleges in operation had enrolrrent,fi.gures·Lowe r than
5,000. 3 Meanwhile from 1967 when Exam Success was
established and Nov 1977, it,had enr-oLke d 100 ,000
1. A number of advertisements were placed in the
Daily Times between 1962 and 1968.
2. Interview with Mrs Euler-Ajayi, first Head of
the Vocational Division qf the Federal Ministry
of Education on 29/3/90
UNIVERSITY OF IBADAN LIBRARY
278
students for basic studies.1Again from November 1977
to June 1981 the Exam SuCcess was found to have enrolled
a new batch of 74,997 students and this excludes
the 9,733 that had enrolled in the professional
courses since this came into operation in 1977 and
another batch of 2,104 that had enrolled for the
college Diploma since its coming in 1973.2 Again the
•...
Army had enrolled 3,099 in the proyrammes since
1973, the Air Force some 1602 since 1974 and
the Navy some 127 candidates since 1979.3 ThGS
by 1981, the College had enrolled a total number
of 180,488 students. 4
Noticeably, the.courses the colleges embarked
upon were replica's of those the foreign colleges had
1. This was a research- finding by Jude Nwaokoma which
was confirmed by Mr. P.Y. Folorunso of the
College in an interview on5/4/90-
2. Jude Nwaokoma, op cit. ~.37
3. ibid
4. When Dr. T.O. Okudolo started the Exam Success
Correspondence College, the English Language
was his first subject of interest. Interview
with Mrs. Okudolo, wife of the founder. 5/4/90
UNIVERSITY OF IBADAN LIBRARY
279
been engaged in. It was not uncommon to have the
local colleges in their advertisements hinting
at their capability to make the courses simpler in
their own course texts and English was indeed
cited as one of the subjects where such feats could
be performed. But the local colleges still had
their limitations. One, they could not go into
purely tertiary level provisions. Also, their
expSrtise in the area of science and technology
and other technology subjects were in doubt. 1
r-
The nature of transformation about this period
was the coming of the local correspondence colleges
into the picture, a feat the Exam Success seemed
to have championed more than the other colleges.
The correspondence education scene then became a sort
of mixed grill of local initiatives merged with
foreign forays. It was not, surprising later that
the' local coLl.e qes thought of totally ousting the
foreign colleges at a later date through their
Association set up to promote the iot of their members.
1 . This fear was genuinely expressed by Jude Nwaokoma
on his·~i.8ertation after doing a detailed study
of the Nigerian Technical Correspondence College
in Surulere.
UNIVERSITY OF IBADAN LIBRARY
280
Specifically they had gone on to request the Federal
Ministry of Education to ban the activities of the
f.oreign colleges, and othe~s that were not a
,ccredited .1
A look at the pattern 6f media use and methods
of initiative by medium still played a major role
in pedagogical practices. Two-way communication
relied solely on direct mail deliveries from the
college to the learner and vice-versa while such
media as cassette tapes, gramophone records'and
the television had no use made of them at all.
The clientele of the system did not appear to miss
any of these media as they were traditionaliy
accustomed to correspondence education being carried
out through the texts given to them,. 2 Also the clientele
of correspondence education were quick to point out
that the postal system was no barrier, especially
where it had to do with the foreign colleges.
1. Minute of the meeting of the National
Association of Approved Correspondence
Colleges, 9th May 1986 and Nov. 13, 1987.
2. All the clientele of correspondence education
between 1951 and 1966 who were interviewed by
the researcher confirmed that the communication
system was highly efficient.
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6.1.2 Ahmadu Bello University's Involvement
in Correspondence Education
About the time that the local correspondence
colleges were emerging, the first major University
foray into the picture carne in ,the form of the Ahmadu
Bello University's taking over of the Teacher-In-
Service Programme (TISEP) in 1967. Although the
provisions of TISEP in this regard were not tertiary
in nature, they nonetheless represented a slight
shift in the fortune of correspondence education
because of the setting of the programme. Apart
from this, the nature of correspondence education
provisions which had emphasized secondary school
education, other basic education programmes and the
professional courses took a,different dimension when
the grade II teachers' programmes by correspondence
got a boost in TISEP through university involvement
for'the first time in Nigeria. Al~o, TISEpis involvement
in the promotion of the Nigerian certificate in
Education (NCE) programme was a later development.
The TISEP indeed had its precursor in the 1950's
when, as a result of the short supply of teachers
experienced in Northern Nigeria, the Ministry of
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Education started the correspondence courses in the
late 1950s~ 1 Among the courses offered were Arithmetic,
English, Teaching Methods, History, Geography and
Health Sciences for the Teachers' Grade II Certificate
Examinations. Week-end session~ on Teachin~ Methods
were added to the correspondence programmes that
relied extensively on the use of assignments.2
Omolewa notes that about 400 teachers took part
in the courses while 100 were successful.3 However
the civil war later interrupted TISEP as the
volunteer tutors from the US Peace Corps, British
and Canadian volunteers left for home. Thus Ahmadu
Bello University took over TISEP in 1967.4
The TISEP course, as taken over by the Ahmadu
Bello University, did not experience any major shift
in its method of operations. The course covers three
1 . Michael Omolewa, "Correspondence Education in
Nigeria, 1915-75 II op , cit. P .159•
2. ibid.
3. ibid.
4. ibid.
UNIVERSITY OF IBADAN LIBRARY
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years and examinations are held at the end of each
year. 1 The marking of students' work is done by
toe tutors who may be the staff of the University's
Institute of Education or those of the Advanced
Teachers Colleges. The marked work is then .returned
to the students with model ans.wers. 2
It was noted that the success recorded by the
TISEP may have been limited due to the lack of
recognitiion of the course and the students' command
3
of English considered poor. Suggestions then given
on how to improve the situation were hinged on a
possible increase in the amount of face-to-face
tuition given and "the use of radio and tape recorder
with listening groups" 4 .
6.1.3 Further Developments in Methods and Media
The new providers of correspondence education
at this stage, like their f.oreLqn counterparts relied
solely on the medium of print to get instruction
across to the learners. In addition, the use of
1. Antoine Kabwasa and Martin M. Kaunda (ed.) Correspond-
ence Education in Africa. London: Routledge
and Kegan Paul. 1973, p. 134.
2. ibid.
3. ibid.
4 . ibid.
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284
face-to-face instruction to complement correspondence
education provisions had not become a possible
pxactice except in cases where such colleges are
really not correspondence education institutions.
TISEP's foray into correspondence educa tionwas thus
the only notable exception in this regard with its
consideration of the face-to-face option as a viable
addition to the correspondence instruction. This
shift in method which TISEP brought about was later
to emerge in other university-based correspondence
education provisions.
Perhaps a major reason whY TISEP could easily
veer into the use of face-to-face method of instruction,
as an exception, was the availability of accommodation
facilities both for classroom instruction, practicals,
library work and boarding during the vacation. None
of the proprietary correspondence colleges or their
fbreign counterparts consid~red this dimension to
correspondence education privisons. The magnitude
of the problem and their narrow perception of what
correspondence education entailed may have been res-
ponsible for this, and the correspondent lack of study
UNIVERSITY OF IBADAN LIBRARY
285
centres for their learners. Anyhow, an evaluation
of the TISEP programme had indeed shown that mo~e
o~ the face-to-face components were then considered
necessary to improve the programme's lot.
On the issue of media support, the consideration
TISEP was having about possible use of radio to
promote activities is significant. It also represented
a major step in the pattern of transformation in
correspondence education provisions even if such a
move was only at the stage that could be called a
'thinking aloud'.
The growth of the rrediaof ~ntertainmeJ1tin Nigeria.W'iS evident
at this t irre . Televisionstationslike the NTA Q,(mnpl 10
in Lagos, NTA Kaduna, NTA,Benin (formerly Mid-west
Television) in addition to the former WNTV were
already in operation. They had a number of educational
programmes which were not in any way tied to the correspond-
ence Colleges' activities. .The Educational Services
Unit was also on, with broadcasts to schools and
colleges throughout Nigeria begu.n in January 1962.1
The goals of the Educational Service are 2 :
1. Federal Radio Corporation of Nigeria 1992
Diary, p.vii.
2. ibid.
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286
to provide a service to schools in syllabus-
oriented subjects where it is necessary to
supplement classroom teaching
to provide high quality programmes of
general interest to out-of-school adults
for a better appreciation and undertstanding
of the environment
to initiate programmes of interest to
the learner and the general public on
achievements of science and technology
to provide programmes of professional nature
to the teacaer to enhance his teaching
methods and classroom administration
to collaborate with institutions of
higher learning in their programmes of
studies for external students, and
to undertake research into the utilisation
and evaluation of educational b.roadc ast .
It should be noted that these programmes are
not distance education programmes per se in the sense
that while there is an institutional provider, the
level of rapport between the learner and the provider
UNIVERSITY OF IBADAN LIBRARY
287
is rather slim, and may in fact not exist at all.
Also, such programmes have the tendency to veer into
g~neral enlightenment unless schools where such
broadcasts are received formally monitor such
reception with their pupils, arid even have.cassette
recordings of such for repeat listening. However,
the readiness on the part of the corporation to
liaise with correspondence education institutions at
the higher level is a major objective which up
till 1973 had not been achieved.
6.1.4 Developments in the Nature of Support Services
While the period 1960-1973 witnessed a growth in
the activities of local correspondence colleges, it
also witnessed the gradual loca11sation of foreign
correspondence college activities. These had
implications for reducing the distance between the
providers of distance educat Lon and the c L'Lent.eLe .
The first noticeable trait of the foreign
correspondence colleges in 'the early sixties was the
increase in the spate of advertisements carried by
them in the local newspapers, especially the Daily Times.
Between them, the University Correspondence College
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·288
the metropolitan college, the Rapid Results College,
Wolsey Hall, the School of Accountancy, the Corporation
of Secretaries, the Mayflower College, the Bennet
College, Gorden Arlen College, Metropolitan, Bennet
Airmail College, the National School of Salesmanship,
the International Correspondence Schools all in
London advertised their activities between 1962 and
1968, among other periods.1 Also conspicuously
advertised were the school of Careers in London,
the International Associations of Bookkeepers, Pitman's
and a host of others.
Colleges like the DCC were quick to point out
their years of experience in the field as in the
advertisement below:
For over seventy years, DCC with its
staff of highly qualified graduate
Tutors has provided a system of
instruction for examination or leisure
1. See the Daily Times editions of Oct. 1, 2, 3, 4,
5,8, 10, 13, 16, and 17 of 1962 as well as
those of March 19, 24; editions of Nov. 5,
18,19,20,29,1963; ·April 5,6,8,12 of the
same year August 22; Sept. 3, 14 of 1968 and
March 18 of 1967.
UNIVERSITY OF IBADAN LIBRARY
289
study. Fees are moderate and may be
paid by instalments if desired.1
It was also quick to point out areas of provided tuition
in, mostly the General Certificate of Education,
ordinary and advanced levels, ~London University
degrees (open without residence) , the Royal Society
of Arts and various other examinations. Chief M.S. Adigun
who used the UCC in the 1959's spoke of the academic
programme as being thorough~ He had observed in
add li .t,1.o2n:
The UCC was a bit tough. Tougher
than Wolsey. The first unseen Latin
that I took was like the examination
I took 1~.years later in the real
examination. Wolsey Hall approach was
simpler but not as thorough.
Meanwhile, many of the C~lleges easily pointed
out that they were members of the Association of
British Correspondence Colleges. By 1965, the attempts
1. Daily Times, October 1, 1962 p.6.
2. Personal Interview with Chief M.S. Adiqun at
his Orita Basorun residence in Ibadan On
22/4/92.
UNIVERSITY OF IBADAN LIBRARY
290
of the foreign colleges aimed at keeping their
Nigerian clientele in view of the developments of
local initiatives in this regard was clear. In a
boldly prepared advertisement on April 8, 1965,
the Rapid Results College wrote: "The Rapid Results
now represented throughout NigeI ria". It then went
on to list the various representatives with their
full addresses displayed. It 'was a decentralisation
move aimed at bridging the distance between the
learners and the London provider of correspondence
education while at the same time providing opportunity
for skeletal support services and ideas. They were:
Town Representa tive
Kano E.I. Allanah 52 Francis Road
Zaria O.A. Akerele Estate Office, Ahmadu Bello
University
Kaduna I.U .A. Irohan Bridge Section, Nigeria
Railway Corporation
Jos J .o. Iloba Ministry of Mines & Power
Mines Division
Ibadan J. Ade Adepo ju I P. O. Box 543
Lagos M.M. Ottah 37 Ogunlana Drive, Surulere
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291 '
Town Represen tative . Addre•.s..-s
Benin City E. Igodan 38 Iwehen Street
Enugu L.E. Okolue, 57 Zik Avenue, Uwani
Dapele E.,M. Daibo P. O. Box 330
Onitsha N.C. Mbamalu P.O. Box 609
Warri L.I. Okafor P. O. Box 140
Aba C.B. Ileberi 78, Ulasi Road
Owerri L.E. Njoku Holy Ghost ,College
Port
Harcourt W. Charles 4, Niger Street
P.M.B. 5117
By 1967, the Rapid Results College had gone on to
announce its Career Advisers.1 Lagos, Aba, Benin,
Enugu, Onitsha, Owerri, Port Harcourt, Sapele and
Warri out of the 1965 list we~e identified as places
where the advisers could be contacted. Perhaps this
was a reflection of the level of patronage in the
place s. )-Again, apart; frorriPort Harcourt where one
O.S. Charles was identified,and Lagos where one I.A. Thanni
featured, all the other representatives were maintained
as career advisers.
--------------------------------------------------~~--- ,
1 . Daily Times, March 15, 1'967. p.8
UNIVERSITY OF IBADAN LIBRARY
292
The Rapid Results College (RRC) also specifically
advised Nigerians on what examinations they could
s~t for in their respective car~rs.1 One Mr~ Ayeni
a Mathematic s teacher .rtthe Fed:~ralCbverrurent Girls' College,
Sagamu and a chief education officer had used
the RRC for his G.C.E. examinations. He had found
the College quite useful and efficient. He observed
that the letters sent to him carne in early and that
distancewas not really much of a barrier. 2 When he
finally got admitted to the University of Ibadan
through a concessional entrance examination, he had
an advantage over other students who carne directly
from the formal school system, especially in easily
reading his handouts, a method he found something of
a footnote to RRC's expectations of its students.3
Mr. Ayeni indeed insists that up till today, he has
not seen the face of any of the RRC people. 4
1. A published list in this respect appeared in the
Daily Times edition of April 8, .1965, p.8.
2. Interview with Mr. S.O. Ayeni at his Monatan residence
Ibadan on 18 April, 1992.
3. Interview with Mr. S.O. Ayeni, Ope cit.
4. ibid.
UNIVERSITY OF IBADAN LIBRARY
293
Meanwhile, the attempt to have local representatives
was not peculiar to the RRC: The Wolsey Hall had
aJso started operating at some point from its
P. O. Box 1936, Lagos address as early as 19651. An
examination of Euler-Ajayi's Master's dissertation
at the University of Lagos reveals that they had
indeed operated from No. 142, Abibu Oki Street in
Lagos..2 In the same vein, the Pitman's College
also started operating from a .base on No. 21., DuaLa
Road, Apapa. Its full address as shown in the Daily
Times advertisements was3
Sir Isaac Pitman Correspondence College
21, Duala Road
P. O. Box 262, Apap~
Nigeria.
It later moved on to No. 54 Broad Street. At the
time of this research though it had ceased to operate
from any known base in Nigeria.
1. Daily Times, April 8,1965, p.9
2. o. Euler-Ajayi, "Study of the Reactions of
Correspondence College Proprietors in Nigeria
to the Accreditation of Correspondence Colleges.
1983 M.Ed. dissertation of the University of
Lagos.
3. Daily Times, August 27, 1967, p.9.
UNIVERSITY OF IBADAN LIBRARY
294
Wolsey Hall also went onto boldly advertise
its presence in Ibadan, asking prospective clientele
tQ call at the C.M.S. Bookshop or write to one
Francis Ademola of P.M.B. 5242! in the town, 1 in
spite of its bold advert of March 26, 1962 ahnouncing
its more than 20,000 success cases since 1944·and
showing that "Distance is no dis dvantage"
The growth of publicity of the activities of
the foreign Colleges appearS to have been matched
by the efforts of the local colleges which were
springing during this period. Colleges such as
the Premier Commercial Syndicate, the Nigeria
Zest Company in Enugu, the National Correspondence
College in Onitshaq the school of Careers in and around
Apapa, Lagos. An English Language Correspondence
course from Osogbo was being advertised.
A lock at their methods<?fope~ation revealsthat the practice
, I·
.uronqthe CollegesVJaS similarand rrost; adhered to the general
principles governing correspondence.education as
enunciated in earlier parts'of this work. However,
1. Daily Times, August 19,1967, p.5
2. Daily Times, March 26,1962, p.4
UNIVERSITY OF IBADAN LIBRARY
295
the opportunity of buying air~time on such local
television programmes that were emerging did not
appeal to any of the colleges. This .is because
by this time, the Eastern Nigeria television had
started airing its Home Econo~ic~by television
on an 8.00 p.m. slot on Mondays while Educational
T.V. had started even in Lagos by 1965. 1 Also,
the post-WNTV similar developments in other parts
of the Country were not given any consideration by
any of the Colleges. The nearest the foreign
colleges got to improving services, apart fr?m
starting local offices was their announcement of
their "airmail services" to their clientele, the
mentioning of their many years of experience,
the itemisation of a variety of courses th~y offered
and their guarantee of success. for all
prospective clientele.
The emergence Of the N~gerian External ~ele-
communication (NET) est.abLi.she.dabout 1963 to provide
the nation with international communication services
1. "Learning by watching" News item in the DailY.
Times of April 14, 1965. p.8.
UNIVERSITY OF IBADAN LIBRARY
296
had no effect on the fortunes of correspondence
education students. The Post and Telegraph, Depa rt.ment;
which had corne into existence earlier as a satellite
office of the British General Post Office continued
to play an excellent role in the, sending to and
fro of communication between the institutional
providers of distance education and clientele.
fwo~way communication was not possible through any
other means, except by the use of face-to-face
contact, which again was possible where the clientele
operated from cities where the Colleges were based.
But, even for a long time, puch contact was not
necessary because of the tradition of correspondence
which the foreign college's had perfected in their
opera tions.
6 .1 .5 Summary
The period 1960-1973 witnessed the growth of
I
many local Correspondence Colleges, the corning of
new foreign colleges, and the :Niger'ianisat.Lon of the
foreign college's activities. While the National
Correspondence College Aba and the Pacific Correspondence
College in Onitsha are some of the local stalwarts
UNIVERSITY OF IBADAN LIBRARY
297
of the system which operate till today, the Exam
Success Correspondence Colle~e appears to tower above
,
them all in terms of the sheer size of its clientele
and the scope of its activities., The National
Technical correspondence college' in Lagos has a
course variety that takes into consideration the
mechanical and science subjects, much in the tradition
of the Bennett College.
For the first time, a local university in the
form of Ahmadu Bello University Zaria became
involved in Correspondence education activities
when it continued the TISEP phenomenon in 1967.
By this, a university took on the task of promoting
teacher training by correspondence. TISEP for
the first time raised the issue as a result of the
evaluation of its activities of the possible use
of other medium of,'Lnstruct.Lon Lnvco rr'eapon denc e
education. Again, while TISEP allowed for the use
of face-to-face tuition as an additi6nal method
of instruction to the use of course texts sent, its
further recommendation was made for the addition
of more face-to }ace componen it to improve qua Li,ty.
UNIVERSITY OF IBADAN LIBRARY
296
had no effect on the fortunes of correspondence
education students. The Post and Telegraph. Depar.tment
which had corne into existence earlier as a satellite
office of the British General Post Office continued
to play an excellent role in the sending to and
fro of communication between the institutional
providers of distance education and clientele.
Two~w~y communication was not possible through any
other means, except by the use of face-to-face
contact, which again was possible where the clientele
operated from cities where the Colleges were based.
But, even for a long time, puch contact was not
necessary because of the tradition of correspondence
which the foreign colleges had perfected in their
opera tions.
6 .1. 5 Summary
t •
The peri'oi d 1960-1973 witnessed the growth of
I
many local Correspondence Colleges ~ the corning of
new foreign colleges, and the :Nigerianisation of the
foreign college's activities. While the National
Correspondence College Aba and the Pacific Correspondence
College in Onitsha are some of the local stalwarts
UNIVERSITY OF IBADAN LIBRARY
297
of the system which operate till today, the Exam
Success Correspondence Colle~e appears to tower above
.• ,
them all in terms of the sheer size of its clientele
and the scope of its activities. The National
Technical correspondence College in Lagos has a
course variety that takes into consideration the
mechanical and science subjects, much in the tradition
of the Bennett College.
For the first time, a local university in the
form of Ahmadu Bello University Zaria became
involved in Correspondence education activities
when it continued the TISEP phenomenon in 1967.
By this, a university took on the task of promoting
teacher training by correspondence. TISEP for
the first time raised the issue as a result of the
evaluation of its activities of the possible use
,
of other medium of. Lnstruc t Lor] incorr,espondence
education. Again, while TISEP; allowed for the use
of face-to-face tuition as an additional method
of instruction to the use of course texts sent, its
further recommendation was made for the addition
;
of more f ace+t.ojf ace component to improve quality.
UNIVERSITY OF IBADAN LIBRARY
298
This development in TISEP is a 'major step in the
transformation of the system of correspondence
educa tion.
The emergence of the educational services arm
of the Radio Nigeria, later the Federal Radio
Corporation of' Nigeria had its :significance. 'For
the first time, in addition to the usual objectives
of such developments in the country, the Corporation
showed its willingness to cooperate with Colleges
interested in education ventures which made
possible the use of radio medium back-up. It
was not until the Correspondence and Open Studies
Institute of the University of Lagos, the suspended
National Open University and a number of high~r
institutions emerged that this possibility started
being explored. Hitherto, proprietary colleges
never gave it any consideration at all.
. ;!.
'It is 't rue that more television stations, were
also established during this period. No new develop-
ments, apart from the one of broadcasting general
englightenment programmes were also recorded.
UNIVERSITY OF IBADAN LIBRARY
299
6 .2 .0 1974-1987 : The Transformation in Embryo
The period 1974-1987 marked a turning point
in the transformation of correspondence education
to distance education in Nigeria. This was because
all the major developments ~hat ~ointto a trans-
formation of the genre appeared more than at any
other time about this time. While the foundations
for such transformation may not have been fully laid,
the emergence of a variety of institutions, the
general rise in the number of clientele and a
tendency on the part of this non-traditional area
of educational provisions to gain some ascendancy
in education matters did point to such a transform-
ation, even if it was embryonic. The Correspondence
and Open Studies Institute (COSIT) of the University
of Lagos was a major development in this regard.
6 .2 . 1 The Emergence of the Correspondence and
Open Studies Institute
The Correspondence and Open Studies Institute
of the University of Lagos was originally set up
in 1974 as the Correspondence and Open Studies Unit
(COSU) before it changed name and thus acquired a
UNIVERSITY OF IBADAN LIBRARY
300
higher status. In the original plan for the setting
up of the University itself, the'idea of having a
d~stance teaching unit as part of the major sections
of the university had been made. As Olumide noted: 1
The earliest plans for the University
of Lagos included proposals that it
should provide facilities for part-
time studies and to this end should
make use of correspondence and
mass-media teaching techniques.
The original UNESCO plan for a
University of Lagos referred to such
an idea, and provisional commitments
were made at various stages since
the University ca~e into existence.
This issue had indeed been the focus of the then
vice-chancellor of the University at this period,
when in an International Conference on Adult Education
hosted by the University in October 1972, he,
Professor Ade-Ajayi, had observed the efforts of
the University in this regard:
1. CanonA. Olumide, "'ThePlace of DistanceLearningin Higher
Education,with SPeCialReferenceto Nigeria" Adult Education
in Nigeria,Vo1.7. Dec. 1982,p.63. ' ......,.-
UNIVERSITY OF IBADAN LIBRARY
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... We cannot afford to limit our
efforts only to the education of
the young in the formal classroom
atmosphere - vital as that may be.
We need to tackle the problem of
ignorance at all levels of the society
His administration later established the scheme
in 1974.
While the idea thus finally found a berth in
1974, some twelve years after the establishment
of the University, the Institute's formal launching
did not take place until April 1976.1
Among the major areas that the University
expected to pursue at inception were 2
i. two limited and pilot degree courses
in Teacher Education and .in Business
Administration;
ii. preparatory courses in the two
disciplines aimed at equipping
experienced teachers and professionals
for entry-based qualifications to
universities;
iii. a limited urban non-formal education.
1. Interviewwith ProfessorE.O. Fagbamiye,Directorf (x)SIT,
at the Universityof Benin, 24/10/91.
2. Canon A. Olumide,op. cit. p.63
UNIVERSITY OF IBADAN LIBRARY
302
A former Director of the Continuing Education
Centre, University of Lagos, Professor E.A. Tugbiyele
noted that the assistance of the Ahmadu Bello
University, and the University of Ibadan was
sought while the activities of the Exam Success
Correspondence College were studied in preparing
for the project.1
In the first two years of its operation, the
Institute offered a combination of Physics and
Chemistry with Education. Since the third year
of activities, all the available options in Physics,
Chemistry, Biology and Mathematics have been offered.
Meanwhile, courses in Business Administration offered
and initially limited to the B.Sc. in Business
Administration and Accounting.
Three major features were noticeable in the
entry of COSIT at this time that point to some move
towards transformation. The first represents the
significance of L~e nature of entry of Nigerian
universities. While ABU's TISEP had concentrated
on a teacher education preparia tion at the lower
1. Interviewwith ProfessorTllsPiyelen,ow M:maging Director,
Tawabat Consultanciesat his ,office,360 Herbert
M3.caulayStreet,Yaba, Laoos on 4/6/92.
UNIVERSITY OF IBADAN LIBRARY
303
run.js of the educational ladder, the University
of Lagos entry had been to promote tertiary education.
A second significance is the bias for science
education, an area being promoted, again by
correspondence for the first time. A third point
WaS the degree of openness exhibited in the system
which allows for various entry points for learners.
While some of the candidates for admission entered
with their Nigerian Certificate of Education
Certificates, others did with the Associateship
Certificate (ACE), and yet others with the 'A'
levels, with each category entering the programme
at various levels. This represented some flexibility
in the programme, the type 'that has not been seen
in any of the institutional providers of tertiary
level correspondence education that emerged later.
The mode of operation of the COSIT programme,
at inception, was to be through the multi-media
system. Having benefitted from an extensive 'planning
at the beginning, and also with the likes of Tony
Dodd, an expert from the United Kingdom getting
UNIVERSITY OF IBADAN LIBRARY
304
involved, this was not surprising. Thus, three
main categories Gf ~he teaching learning method
were identified. These were:
i. individual tuition through the preparation
production and supply of written course
texts given to the students.
ii. face to face contact sessions
iii. broadcasts and narrowcasts.
While the production of course texts received a
boost in the early years, the idea was later abandoned
for what Canon Olumide, a former Director called
the shortage of academic staff in the Faculties and
Departments to cope with additional responsibilities.1
This issue was confirmed further by most of the
students on the programme who were interviewed,
including some early and later alumnae. 2 Also, the
current Director had in an interview informed that the issue
of course text wr iting on the programme was a pro-
blematic one and that the programme had to resort to
1. Canon Olumide, op. cit. p. 66
2. This was gathered in separate interviews conducted
with Olufunmilayo AWoyo, 'COSIT student
No 881004545 on 22/4/92 in Ibadan; Gbola Olapade,
Year IV COSIT student No 881002256 at Evans Brothers
Ltd Jericho Ibadan on 24/4/92 and COSIT alumnae
Mr. Dele Mafolasire, No. 841002169 on 23/4/29
at 37, Askar Paints Layout, Eleyele, Ibadan.
UNIVERSITY OF IBADAN LIBRARY
305
face~to-face tutoring during week ends and holidays
to make up for the absence of the course texts. 1
The full utilisation of the face-to-face approach
is done in three parts. These are:
i. annual residential course which includes
the one~week induction and the 4-week
vacation course during which science students
perform their experiments.
ii. week-end seminars which take place in
zonal centres throughout the country
and conducted by the University's academic
staff in cooperation with contact tutors
at the study centres;
iii. Study centres which are not separate self-
contained Institutions but which provide
physical and manpower resources at
cooperating educational establishments
in Kano, Kaduna, Zaria, Ilorin, Makurdi,
Enugu, Owerri, Calabar, Benin, Ondo, Ife
and Lagos. 2
1. Interview with Prof. E.A. Fagbamiye, Director of
COSIT, at the University lof Benin, on 24/10/91
2. Canon Olumide, op. cit. p.67.
UNIVERSITY OF IBADAN LIBRARY
306
Apart from tutorial functions, the study centres
serve as collection points for materials and assign_
ments which exchange hands between the COSIT head~
quarters in Lagos and the students. Although there
was a gradual phasing out of the study centres, 1
it is significant to note that the use of study
centres at this stage represents a major shift ::"1\
the decentralisation of correspondence educational
provisions and a method of ensuring mid-wifery
role in the promotion of the system. Study
centres provided this way thus satisfy the objective
of reducing learner isolation and bridging the
distance between the institutional provider of
correspondence education an'd the learner.
On the issue of broadcasting, the Institute
had a working arrangement with the Federal Radio
Corporation of Nigeria in getting a time allocated
for broadcasts, and also in serving as the science
pro?ramme producer. Some of the students interviewed
1. A coming resescitation of the study centre scheme
was announced in the COSIT Newsletter of
February 1991, p. 2
UNIVERSITY OF IBADAN LIBRARY
307
on the broadcasts however give varying interpretations
of these broadcasts. While some confirm that they
heard, others noted that the timing made it a
little unsuitable and as such only heard of the
phenomenon from friends. All however agree that
there are no longer any such transmissions now.
From an initial figure of 350 at inception the
number of students who had been offered places
on the programme had increased to 4,398 by 1980/81
session while those who actually registered were
2,983, and those examined were 1,920. 1 By 1991,
this number had increased to 8,000.2
One of the problems being faced by the Institute
is the continued use of the face~to-face method of
teaching. Much as the Institute attempts to
revert to emphasizing the use of course texts,
the lack of money and the reduction of funding by the
National Universities Commission (NUC) were the two
reasons given as affecting it. It is interesting
1. Chike Ezeani, "Evaluation Procedures in a Distance
Teaching System: The Experience from COSU"
Adult Education in Nigeria Vol. 7, Dec. 1982,
p. 123
2. COSIT Records; this figure was also used by the
Federal Ministry of Education in its survey
chart of Nigerian Dista~ce Education.
NIVERSITY OF IBADAN LIBRARY
308
to note that COSIT and the newly created University
of Abuja's Centre for Distance Learning benefit
from NUC subvention. This is because the NUC had
in an earlier circular asked all universities running
non-traditional proqrammes to do such on a
self-sustaining basis rather than depend on it
for subvention.
In spite of the problems, the emergence of
the Commonwealth of Learning was later to serve as
a boost to the method and media support systems
of COSIT.
One significant devel~pment in the COSIT
phenomenon had been the emergence of private tutorial
houses in Lagos organising lectures and other
forms of tutorial support for COSIT students
outside of the University's or the Institute's
framework. An advertisement that appeared recently
read: 1
COSIT FRESH STUDENTS
Are you aware that the
admission list is out?
Yes!
1. The Guardian, April 9, 1992, p.2
UNIVERSITY OF IBADAN LIBRARY
309
Then for your Private Le6tures
from BIMA .... With BIMA
Success is certain.
Another such advertisement, distributed in leaflets
to COSIT students read:
SUCCESS SCIENCE CENTRE
If your success is what you desire,
we aim to assist you to your goal.
Tutorial services are available in all
Core science courses at the Princess
Primary School, Abule Oja on Sundays
10.00 a.m. to 6.00 p.m. Register now
and be moved (SIC) towards SUCCESS.
A number of students interviewed 1 observed
that many COSIT students attend such lectures to
fill up the vaccum created when the real COSIT
tutors fail to appear, or as.a general alternative
preparation to ensure success in their programmes.
':'heyhowever added that COSIT lecturers were not
engaged in such teaching.
This development has a lot of implications for
the pattern which the increase .in the number of
1. Interviewwith Cele Mafolasire,COSIT alumnae in Thadan
on 23/4/92.
UNIVERSITY OF IBADAN LIBRARY
31u
distance education students should take and the
issues of quality monitoring in the system. In
a way too, it represents society'~ reaction to the
tran~lormation of the system It may
however be necessary for both the government and
the institutional providers of distance education
to have a definite reaction to such development
within the system.
6.2.2 The Comjno _ of the National Teachers'
Institute
The emerqence of the National Teachers' Institute
(NTI) is both a turning point in the laying of
foundation for the transformation of correspondence
education to distance education in Nigeria, as well
as the identification of the long sought succour
to the problems observed in th~ teacher training
promotion ideals of the Federal Government. The
spread of its national activities had no equal until
the emergence of the National Open University.
with the announcement of the Universal Primary
Education plans in Sokoto in 1974 by the Gowon
UNIVERSITY OF IBADAN LIBRARY
31 1
administration, two years were given for its
implementation. By 1976, when the formal take-off
of the UPE was announced, most of the states still
had nothing to show in terms of teachers to execute
the programme. Most states which embarked on
emergency training programmes did not have these
properly coordinated. As Hafiz Wali notes, some
were even sending primary school certificate holders
to six weeks' crash training, programmes that bore
little semblance to the expected quality of performance
of teachers in the laudable UPE scheme.
The height of this concern was the suggestion
for the development of a Nigeria Staff Development
College (residential) which will take care of this
and other related problems. Among the other
propositions at that meeting was the conceptualisation
of the National Teachers' Inst~tute (NTI) idea which
was finally accepted. Thus by 1976, the NTI was
established among other things, to "provide in-service
education for teachers through the Distance Learning
System (DLS)". Its enabling decree did not come out
until 1978 as Decree No.7 of the Federal Government
1. NTI Handbook.
UNIVERSITY OF IBADAN LIBRARY
312
of Nigeria. As noted in the de6ree, the Institute
is charged with the duty of
providing courses of in~truction
leading to the development ,
upgrading and certification of teachers
as specified in the relevant
syllabus using Distance Education
techniques
The period between 1976-1978 was one of general
planning, contact with UNESCO experts and others
f~om various places. A number of workshops were
organised as part of the awareness building while
visits were made to related institutions in Germany,
United Kingdom, U.S.A. and Canada. The status of
the NTI as a statutory body and a Grade A parastatal
of Government, in the same category as the National
Board for Technical Education or the National
Universities Commission, made possible the extent
of these initial preparations. The preparation itself
was necessitated more by the novel system of
instruction which the NTI was going to use in its
operations. Indeed, the NTI experience was the first
10 NTI H~ndbook.
UNIVERSITY OF IBADAN LIBRARY
31 3
time the Federal Government would take a major
stand on chargino a Federal Government parastatal,
to go ahead and use the distance education method
to carry out its pedagogical functions.
Perhaps the orientation of the NTI towards
usi.nq the choice of the Lat.est media and methods
in the pursuance of its distance education activities
had been ingrained in its philosophy right from the
beginning. Among the discernible reasons
for these are the choice of its pioneer Director,
a man who had been the Chief Inspector of Education
in charge of the Media Resource Centre in Kano;
the approved journeys to CUBda, U.K.,G~rmany and
the U.S.A. which represent some of the latest
examples of places where distance education was in
use; and the choice of the name distance education
to describe the work of the college which represents
the most modern conceptualisation of the idea of
correspondence education. All these point to the
possible goals in the choice of modern conceptual-
isation of the work of the Institute.
UNIVERSITY OF IBADAN LIBRARY
314
While the objectives of the N~I, are geared
towards middle level teacher preparation, it may
not be wrong to assert, going by the present vision
and vigour of the pursuance of its activities, and
a possibility of executing its third objective to
the letter 1 , the NTI may yet take up higher tertiary
level functions. This.is because the successful
implementation of the National policy on Education
may go beyond the production of N.C.E. level holders.
Methods
The method of instruction at the NTI is through
the self reading of texts already prepared for the
learners, and the inclusion of the face-to-face
contact sessions. This features lectures, practicals
where such is needed, tutoria Is for all students,
the answering of students' questions and the marking
of the various assignments. The contact sessions
hold dur ing designated week"':_e.anndds school vacations.
The media of instruction is the printed text
which are prepared in form of self-contained
1. 'Thethird c:bjectiveof the Prograrmnehad stated "to heJp produce
the neededt2achers for the successfulimplenentationof the
Nationa1 Policyon Education" See NTI Handbook,p.6.
UNIVERSITY OF IBADAN LIBRARY
315
instructional materials, sequenced and structured
to allow for orderly and systematic reading. The
foundation for the use of other media 1ike audio
tapes, video cassettes and the satellite system
are still on the drawing board. The use of computer
facilities is however on especially for keeping
administrative records and information, and for
keeping some of the records of the students. The
Research and Planning Division is working hard on
how these facilities can be made more relevant for
pedagogical use.
Course materials for the students are prepared in a
modu.Larform, which is a major topic in a subject
area split into units. The number of modules a
student is expected to cover for the NCE programme
is 126 and this is to be covered in four years.
The modules cover the areas: 1
Education 36
primary Education Studies 50
Teaching Subject 36
Use of English & Communication Skills 4
126 modules
1. NTI Handbook, op. cit, p.4
UNIVERSITY OF IBADAN LIBRARY
316
Each student undergoing the NCE course is ex-
pected to take the following: , 1
i. One teaching subject from English,
Mathematics, Integrated Science, Social
Studies, Physical and Health Education, and
Cultural and Creative Arts
ii. Education
iii. Primary Education Studies which is made
up of
Language Arts
Primary Mathematics
Primary Science
Primary Social Studies
Primary Physical and Health Education
Primary Cultural and Creative Arts
iv. Practical Teaching
v. Use of English and Communication Skills.
The mode of course production iS,by team approach
with subject specialists working as a curriculum team
which then plans an overview' of the subjects, arrange
1. NTI Handbook, p.5
UNIVERSITY OF IBADAN LIBRARY
317
the topics in a sequence, and later develop and
write the materials in the subject.1 A discussion
with one of the members of the writing team shows
that the work involved is tasking and helps
ensure that the final product is of high standard.2
Two-way interaction in the teaching-learning
process at the NTI is based on the pedagogical inter-
action which the self-contained materials make
available, and the face-to-face contacts which take
place during the week-ends and the vacation lectures.
In a way, the NTI Handbook provides a lot of information
to the student who is just registering and to the
older ones, or other people' intere sted in the NTI
programme. The use of personal letters is mostly
based on the discretion of the tutors or the learners
and this is encouraged, as a way of reducing the pains
physical separation which thi teaching/learning process
engenders. Interaction is however more common with
the course tutors who are mid-wives in the novel process
of teaching and learning.
1 . NTI HandJ:x::Qokp,. cit. p.5
2. Informationgatheredfrom a chat with Mrs. Orebanjoat
the Crurse WritersI worksbop organisedat labarnbaHotel,Oyo
by the External StudiesProgramrreUnit of the University
of Ib~dan, 5/3/92.
UNIVERSITY OF IBADAN LIBRARY
318
Up in 1991, the number o f students that
had registered with the NTI were 13,839 for its
TC II programme while it was 42,723 for its NCE
courses. 1
The NTI is the largest single institutional
provider of distance education in Nigeria up till
the present time. Also, its level of operations
and ability to ensure the media in-put of its activities
is higher than any of the institutions examined
so far. Its current rapport with the Commonwealth
of Learning further suggests this possibility.
6.2.3 The N~qexian Educational Technolbgy Centre
=
While the increase in the number of Correspondence
education institutions represented a growing recognition
of the need for the scheme in ~ll strata of society,
one needed corrolary in such growth, is the related
growth in both the media of information and entertainment,
and indeed the growth in educational technology to
1 . Federal Ministry of Education Records.
UNIVERSITY OF IBADAN LIBRARY
319
fully guarantee a transformation of the genre. The
emergence of the National Educational Technology
Centre in 1977, the same year the National Policy
on Education was published, was a major development
in this regard.
The precursors to the Centre had been the Schools
Broadcasts Unit Kaduna, later expanded into a Federal
Schools Broadcasts and Visual Aids Development Centre
in 1976, before the Centre finally came into being. 1
The responsibilities of the Centre were among others:2
i. Development, production and distribution
of audio-visual aids, equipment and matelials
for use in educational institutions in the
country by capitalizing on local talents
and materials;
ii. Evaluation of classroom instructional
systems and materials that are tailor"':made
for Nigerian audiences and environmental
conditions;
1. C. O. Nwamadi, Ope cit. p. 257.
2 . ib i d, p. 258
UNIVERSITY OF IBADAN LIBRARY
320
iii. Training of educational broadcasters,
Audio-visual aids Technologists and
Cinematographers for Service in Federal
and State Government Establishments.
iv. Provision of consultancy services to the
Federal and State Governments in the fields
of Broadcast media, Auido-visual Aids and
Instructional system technologies.
The Centre thus prepares its own radio and
television programmes using i~s own
presenters, scriptwriters, producers and even directors.
These educational programmes are then transmitted
over the networks of the F~deral Radio Corporation
of Nigeria, the NTA and other State radio corporationS,
The Centre's television programmes are also "distributed
to and transmitted by eighty-five per cent of the
states in Nigeria". 1 Through an arrangement with
the FRCN Schools Unit, available day-time slots on
FRCN stations are shared among the various schools
Broadcasting Units in the nation. Each of the School
Broadcast Units specialises in an area of subject
1. C. O. Nwamadi, op. cit. p. 259
UNIVERSITY OF IBADAN LIBRARY
321
programming, although a mutual understanding exists
which allows such units to exchange programmes.
NETC Kaduna in this regard specialises in English,
French and Teacher Education programmes. 1 Apart
from listening to and watching the programmes free,
schools also had the option of asking for the radio
and television recordings of any series to be
ul.ayed back in the schools. A high demand was observed
in this respect. 2
Support materials are also prepared in form
of Teachers' Handbooks, Wall Cfuarts Posters and
students' workbooks to make the face-to-face aspect
of the teaching easy. Teachers are thus expected
to use them as guides for the broadcast programmes
or as textbooks where such facilities were lacking.
Although there is some evidence of some working
relationship between the NTI, ~BU and the NETC, it
appears none of the private correspondence colleges
or any of the other major providers of correspondence
education at the university level has had any strong
1. Mr. Bode Alalade, the G)2neralM:tnagerof NTI Ikeja Channel
7, Tejuoso,Lagos confirmed in em interviewthat as Head of
the InstructionalTelevision,Victoria Islandheadquartersof the
N'Il\t,apes v.:erceollected franNEI'CKaduna. (Interviewon
25/5/92 and 28/5/92) .
2. C. O. Nwarradi, op. cit. p. 259.
UNIVERSITY OF IBADAN LIBRARY
322
link with the other broadcast media, except the sus-
pended National Open University that used the FRCN
and the NTA facilities extensively. Also, COSIT's
romance with the FRCN was for a period, thus failing
to develop into a full bloom rapport, upon which
a transformation of correspondence education,
media-wise, could be seen. Later discussions also
suggest that this transformation is still to be
expected.
6.2.4 The Entry and Exit of the National Open University
The passing of the bill of the National Open
University on 20th April 1983 by the then Senate
of the country represented a watershed in the grow*_h
of distance education. The subsequent
suspension of the University bi the Buhari regime
on 7th May, 1984 represents the deferment of dreams
of the millions of potential and real' clientele
of people .qrop i.n q for the satisfaction of their educ-
ational yearnings in Nigeria. In short the National
Open University's brief entance into the distance
education scene was an anti-climax in both the develop-
UNIVERSITY OF IBADAN LIBRARY
323
ment of distance education in Nigeria and the
transformation of correspondence education to distance
education.
Three major developments influenced the emergence
of the National Open University in 1983. These
were the issues raised in paragraph 7, section 10
of the National Policy on Education which notes:
At any stage of the educational
process after primary education, an
individual will be. able to choose
between continuing his full-time
studies, combining work with study,
or embarking on full time employment without ex-
c Iud i.nqthe prospect of resuming studies
later on. 1
There is a 1so the added cavea t, in paragraph40, Section Ia I
that maximum efforts will be made to
enable those who can·benefit from
higher education to be given access
to it. ., :L.tl access may be through
1. Federa1 Governrrenotf Nigeria,;NationalPolicy on Education,
1977': r.'9
UNIVERSITY OF IBADAN LIBRARY
324
universities or correspondence course,
or open universities or part-time and
work study programmes. 1
It must be noted that many of the Departments
of Adult Education and Extra-Mural Studies in the
various universities had in fact been making some
form of provision or the other in this regard. The
corning of the Open University was however the first
major autonomous step to promote such practice,
based on the novel method of distance education,
at the tertiary education level in the country.
The second influence was the emergence of the
Open University genre in oth~r parts of the world,
especially in Britain with which Nigeria had had a
long established tradition of either a wholesale
transfer of educational practices into the country
or an adapted form of such to suit the local environ-
men t. In this sense, the 19th century liberal educational
activities of the WQrkers' Educational Association,
the phenomenon of degree by examinations of the London
1 . ib i d . p. 25 .
UNIVERSITY OF IBADAN LIBRARY
325
University and other pre-tertiary.level examining
bodies such as Oxford and Cambridge; and the numerous
activities of the British correspondence colleges,
were all examples of laudable idea's which Nigerians
took part in and copied. Thus when the Open
University emerged in Britain in 1969, it was a
development which had reverberating influence in
many other countries allover the world including
Nigeria. Considering the great similarity in the
trends of educational traditions in both
countries, the coming of the National Open University
here was a fait accompli.
A third influence, was ,a soap-box ¢evelopment
which 'Was,notwithout its British antecedent. While
campaigning for the control of government at the
national level, the then National Party of Nigeria
(now defunct) flagbearer, Alhaji Shehu Shagari had
in 1979 promised, on election, to set up a National
Open university.1 On assuming office after his
1. G. J. Afolabi Ojo, "Planning for Distance
Education : Experience from the Proposed Open _
University $ystem in Nigeria." bdult Education
in Nigeria, Vol. 7. Dec. 1982. p. 78.
UNIVERSITY OF IBADAN LIBRARY
326
electoral victory, the President set up a Coordinating
Committee to work on the various memoranda the
President started receiving on the subject. Soon,
a Planning and Implementation Committee was set up.
The tCi:~"':'; of the Committee, headed by Professor G.J.
Afolabi Ojo were: 1
i. to work out the educational functions
of the University and formulate proposals
on the form it should take;
ii. t.odraw up guidelines along which it
would develop;
iii. to operate a plan o~ operation so that
the University could reach an enrolment
target of 100,006 students in five years;
iv. to examine ways in which radio, television,
correspondence courses and face-to-face
teaching could be used to attain the objectives
of the Open University and make concrete
sugge stions;
v. to carry out any other assignments that would
facilitate the discharge of their duties.
1. G. J. Afolabi o j r , op. cit. pp: 78-79.
UNIVERSITY OF IBADAN LIBRARY
327
Working with such other bodies as the National
Universities Commission, the Federal Radio Corporation
of Nigeria, the Nigerian Television Authority, the
National Library and other University Libraries, and
visiting some Open University Institutions in
the U.K., U.S.A., Japan, West Germany and Pakistan,
the Committee came up with a nineteen-point
recommen d.a t.Lo n .1
Soon, and based on the recommendations, a bill
was drafted and sent to the House of Representative
which passed it on July 16, 1981 and the Senate
which killed it on September 16, 1981.
The reasons adduced for the rejection of the
Bill are typical of reasons adduced allover the world
for rejecting educational innovations of this magnitude.
Usually, such opposition would raise:
i. issues pointing to the possib Le economic
woe such a venture would be;
ii. issues emphasizing 'the need to develop
1. These recommenda tions are contained in the "Report
of the Presidential Planning Committee on Open
University System in Nigeria"! 1981, pp. 41-42.
UNIVERSITY OF IBADAN LIBRARY
328
the existing formal system instead;
iii. issues relating, especially in developing
countries to problems of low technological
base and ontexti
iv. other issues not specifically so stated
but arisin9 from its perception as a
means of serving cheap political victory. 1
True to type, the reasons given by the Senators
who opposed the Bill ranged from the inadequacy
of the pLannLno to date and the facilities of the
NTA, FRCN and also the spurious one of the fact
that "the atmosphere for things to work in the
country doe s not exist". However, a fter a delay
of not less than nineteen months, the Sena te fina lly
passed the Bill on 20th Aprili 1983.
The initial activities embarked upon, and the
nature of enrichment lectures method and media
used easily showed the direction in which the university
was going. This was a notable development in the
process of transformation of correspondence education
1. This was especially true of the Tories opposition
of the Labour Party's moves to start the Open
University System in the ,U.K. .
UNIVERSITY OF IBADAN LIBRARY
329
in Nigeria. The model being put in place, more
than any other correspondence education thrust or
phenomenon in the past, appeared set to emphasize
the following:
i. effect a revolutionary trend in
the number of students who will be
using the system of distance education
to pursue their educational dreams;
ii. in this respect too, operate a level
of openness in terms of removing the
usual traditional restrictions to access;
iii. make use of educa tiona 1 media, ot.her
than print as shown in the enrichment
,
lectures carried, out on the ,Federal Radio
Corporation of Nigeria and the Nigerian
Television Authority;1
iv. achieve the autonomy of activity comparable
to that by Open Universities elsewhere;
v. have a wider range of clientele and subject;
and,
1. The lectures actually started on 6th February, 1984
on Radio while that of the television started on
2nd April 1984. See M. Omolewa; "The Abortion
of the National Open University" The Adult Educator
vo1. 2 Dec. 1984, p. 98.
UNIVERSITY OF IBADAN LIBRARY
330
vi. promote the existence of support services
in the system to facilitate interactions
and promote two-way communication.
The nature and extent of the Federal Government
financial back-up of the National Open University
had no parallel in Nigerian history for any corres-
pondence or distance education activities.
While 20,951 forms had been purchased by
candidates allover th e country'f' or lts courses, 1
the real target of the university was to, within
five years of its operation, reach an enrolment
target of 100,000. 2 It would be recalled that in
1984, the over-all total number of students in all
the Nigerian universities was 80,000 3
The nature of the university's academic structure
was similar to what obtained in the conventional
universities, with the Senate being the supreme
1 . M. Omo lewa, ibid.
2. G.J. Afolabi Ojo, Distante Education in N~geria and
the Emergence of the National Open University;
Kaduna: Layon Security and Colour Pr inters. Nd.
p. 3
3. ibid,
UNIVERSITY OF IBADAN LIBRARY
331
authority on all academic matters. Programmes were
thus being developed for the Diploma, Certificate,
the degree levels to cater flexibly for the needs
of the variety of clientele.1
A media committee recommended by the planning
committee had the Open University, the NTA and the
FRCN as the nucleus. Members.were expected to
identify whether the University should build up its
own radio and television or follow strictly the
British mode of full dependence on radio and television
authorities; identify and purchase the needed
equipment and organise workshops for the university
and media men in scriptinq, production and presentation.2
On the delivery system and two-way communication,
an independent courier service was to be established
so that printed texts and student assignments can
be sent to students through their regional offices
and local study centres. Some would be sent by post
although the system would be independent of the Posts
1 . G.J. Afolabi 0 j 0, II Distance Educa tion in Nigeria
Open University, ibid, p:37.
2. Fe de ra 1 Re pub 1ic 0 f Niger ia, B=-::e,...p...-...,..o,.,.-.--.--.:::-:r:-.7:--.-.:-.-~t_-,-o_f,,"-_
Planning Committee on an 0 en Universi eria,
Parts One and wo, Lagos~ p. 25
UNIVERSITY OF IBADAN LIBRARY
332
and Telegraphs Department as much as possible.'
There was no doubt a lot of opposition to the
idea of the Open University from a number of
individuals. These various criticisms which ranged
from questions on quality of instruction, the
problem of the media environment, the unhealthy state
of affairs in the conventional universities and
even the one of inadequate financial capability
to finance such a programme were raised extensively
and published by the newspapers. The Planning
Committee of the University took all these criticisms
into consideration before making their submissions,
which eventually led tO,the passing of the Bill
in the House of Representatives and the Senate.
In spite of this, the University was suspended
and its death knell was contained in a budget speech
read by the head of the new military administration
that came to power in 1984. He noted:
1. G. J. Afolabi Ojo, ibid. p. 39.
UNIVERSITY OF IBADAN LIBRARY
333
The Administratiori has given serious
consideration to the Nutional Open
University Programm~. Because
the infrastructure to make the
programme succeed is either not
available or inadequate the government
has decided that in the present financial
situation, Nigeria cannot afford the
Open University Programme. The National
Open University Programme has therefore
been suspended. 1
1~at suspension, whose underlying reasons were
couched in phrases as clear as the ones in the
quotation above appeared paradoxically to have opened
a new wave of interests by institutions and individuals
alike in the promotion ·of correspondenoe education,
and indeed, in its move towards a transformation.
Somehow too, by a strange working. of fate, the
institutkon seemed to have resurfaced, in the new
UNIVERSITY OF IBADAN LIBRARY
334
University of Abuja's Centre for Distance Learning
under a new organiation 1 a t-U , as wpyld b .a~ n
later 1n hia study.
6.2. 5 N~ Perspectives on the Development
, of' Media and Methods
The developments between 1974 and 1987 indicate
that there were already in the works new perspectives
on the role of the media in correspondence education.
At one 'level was noticed the recognition given to
the FRCN and the NTA by specific institutional pro-
viders of correspondence education at the tertiary
level. COSIT's media flirtations with the FRCN,
the suspended National Open University's arrangements
with the NTA and the FRCN and the existing clause
in the FRCN educational broadcasts' objectives which
made specific allowances for involvement in corres-
pondence education programme, w~re major developments
in this regard. At another level, the NTI's working
arrangement with the NETC and ABU's own plans and
rapport w i.t.h I-hr, sarre body" v.hicll \l<i<temergedin 1977 were
also developments to be noted. Still, the activities
of the various schools broadcast units through a
UNIVERSITY OF IBADAN LIBRARY
335
special working relationship with a loose network
of the NTA, the FRCN and the NETC were pointers to
future development of the educational media scene,
from which correspondence education could benefit
tremendously in its aradual move to a transformation
of the genre in the area of media input.
The methodology of correspondence education also
received a boost in, for the first time in the country,
the emphasis placed on the use of study centres and
the accompanying face to face instruction. COSIT's
p.hmeering experiment here is commendable even
though it was a pointer to ~he great planning required
in making a success of such innovations. The sus-
pended National Open University, which indeed broad-
cast its enrichment lectures on the television, in
addition to radio, had made th~ issue of study Centres
a major part of its operations.
The nature of private individuals' foray into
the organisation of evening classes or week-end lectures
for tertiary level students, especially in Lagos,
and specifically for COSIT students may be an indictment
of the correspondence system of instruction, in the
UNIVERSITY OF IBADAN LIBRARY
336
development and prompt delivery of its course texts
and the organisation of efficient face-to-face
session components of the entire package. A study
may however need to be carried out in this phenomenon
to ascertain how widespread it is in the nation,
and determine what the implications are.
One major event in 1987 directed at ohanqLnq
the landscape of distance education media and general
activities was the involvement: of the Commonwealth
Heads of Government in the distance education
affairs of the fifty countries that make up the
association. At the tenth conference of the Common-
wealth Education Ministers held in Nairobi in 1987,
the Ministers endorsed the Brigg's Report on Student
Mobility. 1 The Ministers had earlier observed a
reduction in student mobility in the developing
countries, a phenomenon brought about by the introduction
of economic fees at metropolitan centres where such
students norn~lly received higher. education. In
1. Memorandum of Understanding on the Commonwealth
of Learning. Commonwealth Secretariat, 1 September,
T988 ..
UNIVERSITY OF IBADAN LIBRARY
337
d' on, t.h po n j,al fo harnessing communication
technologies to deliver higher education courses
had been considered Thus a working group, headed
by Lord Briggs was set up. The proposition of the
Brigg's Group, which was the focus of the Report
was that distance education be used as an alternative
to meet the students' needs. An agreement was later
reached by the Commonwealth Heads of Government at
a Vancouver Meeting in late 1987 and this later led
to the emergence of the Commonwealth of Learning (COL).
M anwhile, tho n(!w 'OX' - on h AQ r: g'l;a ion of
Correspondence Colleges in Nigeria was promulgated
to replace that of 1977.
The year 1987 thus represents a turning point
in the transformation of correspondence euuc~Llon
activities in Nigeria, against the backqround of
the possible gains in the media development of the
system and other aspects.
6.2.6 Issues of Quality and Quant.ity
This period witnessed a great decline in the
activities of the foreign correspondence colleges
while the activities of the local correspondence colleges,
also suffered in terms of number of clientele. Three
UNIVERSITY OF IBADAN LIBRARY
338
major developments may have been responsible for this.
First, for the foreign correspondence colleges,
it was becoming increasingly difficult for their
clientele to get foreign exchange to buy to pay for
their c ou r s e u • Apart fro III th Lu , lL Wd!J b cc oru l n q
increasingly expensive. This reason can be tied
to the second one, which involves local correspondence
co Ll.e ges,where it was found cheaper to buy standa rd
textbooks on the various subjects of instruction
than pay for a series of lectures which a
correspondence college would charge. 1 In Mr. Dagunduro's
view, when the Exam Success Correspondence College
was s t up, t.h ra was a ~en a L soa:r.Qityof books
by Nigerian authors and not many institutions and
coaching centres were around. However, this tendency
by private candidates to rely on correspondence
colleges gradually changed with mo~e schools being
i
founded. By 1979, when the new civIilian governors
of Lagos, Oyo, Ogun, the former Bendel and Ondo
(LOOBO) states were sworn in, the road had been paved
1. Mr. KunIe C8gunduro,the Proprietor of the defunct Ias~ll
Correspondenceand cea hinq C j sa had worka wi.ththe
Exam SlccessCorrespondenceCollegenoticed this particular
reasm in an interviewhad with him an 24/4/92 as affecting
patrmage.
UNIVERSITY OF IBADAN LIBRARY
339
for a revolution in student int~ke into secondary
schools, at least in these states, such that reductions
in clientele of the correspondence colleges were
feasible. However, this also breated the room for
a wide catchment area for those who might require
remedial services; a vacuum which many evening
colleges and continuing education centres appeared
to be successfully filling.
A third reason for a decline in the activities
of local correspondence colleges has been the change
in the secondary school examination and years
which thus reflected a new Btructure and ByllabuBus.
Thia coming 0 h Jun1gr Send ry School nd he
Senior S condary Schools proved prob Leiua t f c for
both the correspondence coll~ges as well as th
evening classes propriutora..Th Ls was because, originally,
there was an outright cancellatiop of the private
General Certificate of Education examinations. Also
the emphasis on continuing ~ssessment put the remedial
clientele of most evening classes in a difficult
situation. For those of correspondence education,
it was a pain in the neck as it became difficult to
UNIVERSITY OF IBADAN LIBRARY
340
ascertain the authenticity of the marks obtained
by the students in their assignment which could
have been done by friends and relatives at home.
All these were later resolved with the coming of
the specially approved examinations for private
candidates by the West African Examination Council.
Meanwhile, many of the correspondence colleges
who could not meet up with the pattern of economic
development also moved their offices as a first
step towards a demise. For example, some of the
colleges that occupi.ed some offices on the high-brow
Broad Street in Lagos had to leave for the banks,
finance houses and othe~ Corporate giants that now
adorn the landscape. 1
Attempts to get the views of the vocational
section of the Federal Ministry of Education on the
thinking of quvernmen on the quality of the provisions
of the Correspondence Colleges was not successful.
The same was the case with the possible increase in
1 . Personal findings of the researcher during an un-
successful physical search for the offices of the
Rapid Results College, (formerly in Western House) ,
Pitman's Correspondence College, Walton Solomon
and Associates on 26/4/92 and 27/4/92 along the
Broad Street and its environs in Lagos.
UNIVERSITY OF IBADAN LIBRARY
341
number of accredited colleges, which was five at the
last time information from the Ministry was
r.eGe!ved in this respeGt. The Secretary of the
National Association of Accredited Correspondence
Colleges was however quick to observe, in an interview,
that the colleges were of good quality and that
candidates using the services of the colleges were
becoming more and more discerning in their choice
of colleges. Again I since the onus of ~tenninin9 qua-
lity depended more on the examining institution
at the end of a course of studies, it was not
difficult for news to go round among prospective
gandldatos of colleges that were of good quality.
However, a final say in this respect still lies with
the Federal Ministry of Education, through its
Committee on Accreditation.
In the tertiary level provisions, there has
been an explosion in the number of candidates patro_
nising the various universities through the novel
system of instruction. An extract from a Report
(still unpublished) prepared by the Federal Ministry
of Education, based on a research conducted by one
UNIVERSITY OF IBADAN LIBRARY
342
of its units noted the following figures in 1~~1
of clientele of correspondence education in some
un1.verS1. ti 1i es: 1
1 • COSIT, University of 'Lagos 8,000
*2 . NTI, Kaduna 13,839 (for TC.II)
42,723 (for NCE)
**3. University of Ibadan 2,258
When one considers the emergence of the Centre for
Distance Learning in Abuja and the possible number
of clientele, and the gradual movement of many
sandwich programmes into the correspondence education
mode, the projected number of candidates could be
extremely high. Between the nine institutions which
run sandwich programmes ,in teacher related and science
and technology areas in the various Colleges of
Education, POlytechnics, Colleges of Technology and
Institutes of Education of various universities, there
were some 84,300 students enrolled since the inception
* The NTI is not a University but 0 specLnl body set up
by the Federal Government to upgrade teachers
through the Distance Learning System.
** This fLgure was obtained from the University of
Ibadan's External Studies Programme Records.
UNIVERSITY OF IBADAN LIBRARY
343
of he sandwich arms. 1 This number is a~art from
another 16,500 in two schools ide~tified by the
Report as running purely or bi-modal distance
education courses but which were as yet unconfirmed
2
by this researcher at the time of writing.
On the quality of instruction, an examination
of the course materials of the various colleges
and universities attest to a high quality of pre-
paration in line with known practices elsewhere.
The course texts of the correspondence and Open
studies Institute of the University of Lagos and
those of the National Teachers' Institute were
well prepared, containing the objectives, an
introduction, the main lesson or lecture; a
summary of issues raised and self assessment questions
at the end. The two institutions both follow the
modular pattern, using in the process, graphical
and other illustrations to further enhance effective
1. Unpublished Report on Nigeria Distance Education
Survey Chart of the Federal Ministry of
Education.
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
344
communication. A review of the courses texts of
the Exam Success Correspondence College, the
Lasswell Correspondence and Coaching Services and
the Rapid Results College had shown relatedness in
the preparations. However, while students sent their
responses to questions asked in the Rapid Results,
Wolsey Hall, Exam Success, Lasswell and others
usually for the entry level qualifications (e.g. GeE)
and in the case of Wolsey Hall for degree level in-
struction, there were no such provisions in COSIT
and the NTI situations. The only opportunity for
students to exchange views with their tutors on
assignments or in-text questions given was during the
additional face-to-face meetings or the week-end
or holiday meetings. 1 The implication of this is
that students are left to study on their own for
a long time without the intermitent participation
which was the hallmark of the Wolsey and Rapid Results
experience, a tradition which the· Exam Success
Correspondence College has in fact held on to.
1 . This was confirmed by all the students interviewed,
including those of the University of Ibadan
External Studies Programme.
UNIVERSITY OF IBADAN LIBRARY
345
What this thus means is that either the face-to-face
component of instruction, present in the case of
tl lnt u ion
or that it was an arrangement of convenience on the
part of institutional providers of correspondence
education at the tertiary level, or in the tertiary
institutions or bodies so set up for tIle purpose. 1
One other question that emerges is whether or not
this could be identified as a trend in the trans-
formation process.
The issue of quality on the other hand is well
taken care of by the various Senates of the Universities
in which the Correspondence education units really
functions. Backed by the existence of an int~gratcd
mode of distance education, the Senate of the University
of Lagos is able to ensure the maintenance of quality
through a detailed monitoring of the entry level
quality of entrants into the system, a method of
1 . It would be interesting to find out what would
happen if a process of marking students assignment
and sending by post to and fro is actually
enforced in these programmes in a real traditional
correspondence education fashion.
UNIVERSITY OF IBADAN LIBRARY
346
course l.I~j wo l I as Lcc Lurcr uelcc tLon und 11 ruc t.ho d
of ensuring both the qua l' ty and process of examina tion I
as well as the grading and evaluation of same.
The NTI on the other hand, as an independent
institution set up for the purpose uses its own
permanent staff, as well as a core of professionals
in the academia to carry out the tasks involved here.
6.2. 7 ' .S-u;-m-mary
The major developments in this era suggest
that correspondence education hild witnesoed u booot
generally, especially in terms of the number of
clientele served, even though the proprietary
colleges may have been undergoing some degree of
readjustment in their activities. University provision
of distance education suffered a temporary decline
when the National Open University, expected to
herald a major transformation in the flexibility of
the system in many respects suffered the pain of a
suspension order clamped on it by the Buhari regime.
COSIT's foray into science education and business
administration was a major development.
UNIVERSITY OF IBADAN LIBRARY
347
When the NTI Kaduna emerged it signified the
arrival of a major provision of correspondence
education for teachers, especially considering the
sheer si~u of those it plnnnod ,to t in USi" th
distance learning system. Its nature of op rations
as an autonomous body was also significant as that
was the first time a body, devoid of any existing
institutional attachment would go into a major area
of providing tertiary level education to Nigerians.
The development in the area of radio and
television, especially such that had educational
broadcasting as its component was also observed here.
'1~hisdevelopment was fur her nh no d by the coming
of the Nigerian Educational Technology Centre
in Kaduna, which through a network formed with the
radio and television stations Nigeria could later
form a network of educational material producers for
institutionalprovidersof corresponde-needucationI thus allowing
[0.( -tr,ms£ormatioinn line with Jar,XU)'s NllK tradition.
Al~o, the agreement by the Commonwealth
Heads of Government in 1987 to set up a Commonwealth
Institute on Distance Education whose activities
wou ld hev.i far .:.ranginge feet on the fortunes of
UNIVERSITY OF IBADAN LIBRARY
348
distance education was a major development in the
period just examined
Finally, the promulgation of the new Accr~dltatlon
of Correspondence Colleges Decree by the Federal
Government in 1987 to replace the 1977 one was worthy
of note.
6.3.0 Post 1987 Developments ~£2~ctions of
Pattern of Transformation
The events unfolding in the distance education
scene in the country after 1987 and those expected
:I. t r b d n purr n :r: w 11 x m'n'ng
to be able to project possible patterns of the trans-
formation of the systems of instruction.
Major developments in this respect include
the emergence of the University of Ibadan's External
Studies Programme, the coming of the University of
Abuja's Centre for Distance Learning; the coming of
the Commonwealth of Learning (COL) and the influx of
satellite systems and computers. It is hoped that
a d~ uo~aion Qf. I1ffi9@ devalQpman swill furtheh enhanGe
the findings of this research.
6.3.1 The re-emergence of the ~iverslty .
,of Ibadan' s External Studies frogramme
In the mid-sixties, the Department of Adult
Education, University of Ibadan made the first known
move by any University department in the country to
UNIVERSITY OF IBADAN LIBRARY
349
start correspondence education programme. This was
the motive of the idea of starting a correspondence
education programme titled "Pilot Correspondence
II
Programme in Science Subjects. It was aimed at
meeting the acute shortage of qualified university
candidates in the area of science. As Akinpclu
reports, by 1969, the title of the project had been
slightly broadened to read "cor respondenc e ccu rses
Leading to University Degrees a nd Diploma", r c f Lcc t Lnq
a wider perception of the audience to be reached1•
The method to be adopted was basically tuition by
correspondence, face ~to-face teaching, residen tia1
and laboratory work, local supervision and a possible
inclusion of the radio and television elements.
Some of the eight cardinal operational principles
for the success of the programme wtJ tel-, were agreed upon
centred on sameness of entry requirements for con~
ventional and correspondence students; sameness
of lectures; identification of vacation teaching periods;
idenfification of reference and circulating library
1. J.A. Akinpelu, "University of Ibadan External Degree
Programme: A Case Study of a Distance Education
Project" Adult Education in Nigerl~ Dec. 1982,
Vol 7. p.28
UNIVERSITY OF IBADAN LIBRARY
350
for the students. The key principles, which formed
16 Qf h
i. that the P~ogramme be experimental in the
first instance, and the staff required paid
from outside sources
ii. that the University is not obliged to
take over the running of the Programme
if outside sources ran dry.
fI'he failure to obtain external funding, after
the National Universities Commission had approved
the project on that basis led to its 1aeing grounded.
Meanwhile the years 1972-1976 provided another
opportunity for other attempts.
Starting from 1972, the help bf the International
Extension College (IEC) in the United Kingdom was
sought and this led to the development of a feasibility
report by the Director of Resources of the lEC titled
"A Distance Teaching Unit for Nigeria". This then
formed the basis of the new efforts of the Department
of Adult Education, University of lbadan.
1. For more information on this, See J.A. Akinpelu,
"University of lbadan External Degree Programme
A Case Study of a Distance Education Project"
A-d-ult Education in Niq.eria Dec. 1982, Vol.7
UNIVERSITY OF IBADAN LIBRARY
351
The lEe h d promised to send Director for the
programme after which a Nigerian would take over.
Unfortunately, the process for obtaining foreign
assistance changed thus leading to the request for
needed assistance for the project having to go through
the NUC and the then Federal Ministry of Economic
D v loprn n. A Ak1np lu r por a, hat was the
last that w~s heard of the project.1
A third move was later made by the Department
which led to the January 1974 decision of the Senate
of the University of Ibadan to approve the
Regulations, Syllabus and Methods of Operation for
the External Degree Programme. 2 The courses to be
included in the pilot project were B.A. in English,
History, GH gr rhy, Rwl1gioum S,udl~a and Yoruba;
B.Sc. in Physios, en m~~ ~y, VU
Mathematics; and B.Sc. in Political Science or Political
Science and History as combined honours.
1. J. A. Akinpelu, Ope cit. p. 31
2. J. A. Akinpelu, Ope cit. p. 30
UNIVERSITY OF IBADAN LIBRARY
352
The plan for the delivery system was an ambitious
one which contains the following items:1
i. the drawing up of book lists for each
subject by the lecture~s, with state
libraries allover the federation being
encouraged to stock same;
ii. the provision of study outlines by lecturers
such that students can engage in private
study;
ii1. the recording on audio tapes of lectures
in advance in the Department's CCTV
studio, with such tapes being made available
to Educational Units of Broadcasting Corp-
orations;
iv. the supply to the students by each lecturer
of a list of topics and assignments
which students are expected to work on;
v. the production of special textbooks later
in the programme, with such books arising
from original study materials, and such
published for the open market;
1 • J. A. Ak inpe1u, op. cit. p. 3 1 .: 32
UNIVERSITY OF IBADAN LIBRARY
353
vi. the inclusion of face-to-face elements
such that students can attend tutorials
and do their end-of-year examinations in
the same month;
vii. the future use of films and other media,
some of which will be purchased £rom the
Open University of U.K.
In spite of all the efforts, including the
granting of admission to about 250 students, the
programme became stalled based on non-coopera tion by
various departments, especially on the issue of
programme location, and the other problem of where
the funds will be coming from for appointing needed
additional staff. A Board, l~tc~ set up to
examin all issues r 1 tin; to the running of the
programme, and to recommend to Senate, later
found the programme too gigantic for available
resources, and that the scheme be suspended forthwith. 1
By July 1976, at a press conference, the coffin of
the pilot scheme was finally nailed, based on the
spur1.0us excuses. 2
1. J.A. Akinpelu, Ope cit. p. 36
2. ibid.
UNIVERSITY OF IBADAN LIBRARY
354
Undaunted, the Department of Adult Education
of the University took another proposal to the Senate
which approved it at its meeting of 22nd August,
1986. A Task Force was then set up by the Vice-
Chancellor to carry out the operations of seeing the
reactivated University of Ibadan External Studies
Programme to fruition.1 The Task Force was made
up of the Dean of Education (as Chairman) Heads
of Adult Education, Guidance and Counselling,
Teacher Education, and two representatives from
each of these major Departments. Also included
were the representatives of the Nigeria Un Lo.a of
Teachers, th~ Federal Radio Corporation of Nigeria
and the Nigeria Television Authority; the Registrar,
Director of Planning, the University Bursar, Chairman,
Senate Curriculum Committee of the University; and
two representatives each of the Faculties of Arts,
Social Sciences and Science.
The first phase of the projeci did not include
laboratory-based sciences but only such teaching
subjects class-based subjects like Arabic and Islamic
1. Minutes of the Task Force meeting of the
University of Ibadan External Studies Programme.
UNIVERSITY OF IBADAN LIBRARY
355
Studies, History, Religious Studies, Communication
and Language Arts, Geography, Economics, Political
Science, and Mathematics. The Education Departments
at this stage remained Adult Education, Teacher Education
and Guidance and Counselling. This has since grown
to include Physical and Health Education, Special
Education and Educational Management departments.
Clientele for the programme are the Nigeria
Certificate of Education graduates who satisfy the
admission requirements of the University of Ibadan.1
By the time the first admi~sion exercise was done,
1226 students had enrolled as the first set of
rnat rL.cu 1ants. 2 The distribution of these students
according to state, (before the creation of 30
stat s) wa~ as follows:
1. These requirements expect each candidate to have
at least 5 credits at the G.C.E. '0' level
(or its equivalent) including a credit in
English Language, as well as relevant passes
at the N.C.E. level. For a more detailed
explanation, See the University of Ibadan
Calendar.
2. Records of the University of Ibadan External
Studies Programme.
UNIVERSITY OF IBADAN LIBRARY
356
First set of University of Ibadan's
External Studies Programme Students
State No of Students
Abuja 2
Akwa Ibom 5
Anambra 2
Bendel 28
Kaduna 3
Kwara 4
L3. gos 238
Imo 7
Ogun 117
Ondo 128
Oyo 687
Rivers 4
1
Total i226
Source: External Studies Unit, University of Ibadan.
The latest figures reveal the following:
UNIVERSITY OF IBADAN LIBRARY
357
University of Ibadan External Studies Programme
1990/91 List of Registered Students
Department Year II Year II Year I II Total
Adult
Education 271 188 426 885
Educational
Management 116 - - 116
Guidance &
Counselling 446 197 256 899
Physical &
Health Educ. 97 - - 97
Teacher
Education 75 55 131 261
Total 1005 440 813 2258
Source: University of Ibadan External Studies
Programme Records.
The method of carrying out teaching and learning,
at the inception of the pro~r(1rrllwnaes to corub Ln c the
use of course texts with face-to-face meetings, while
the media was to be the print and audio visual media.
This wa~ why the representatives of Nigeria Television
Au~hority, and the Federal Radio Corporation of Nigeria
UNIVERSITY OF IBADAN LIBRARY
358
were on the Task Force.
Research findings reveal that the course tcxt~
are already being used, written by the lecturers who
teach the courses in the university and edited by the
editorial unit. To date, three writers' workshops
have been organised to ensure the successful
completion of the course materials. According to the
Editor of the Programme, more efforts have to be
put into the process of getting the course materials
wrl.tten. 1
Still on the course text, students on the
programme have in separate interviews shown their
concern on the fate of the course texts which
are yet to be written. Some of them indeed expressed
the fear that the programme may take beyond the five
years they are expected to spend, if the texts
were not available.2 Many of the students on the
programme interviewed between 13/4/92 and 20/4/92,
1. Memo from Editor to the Director of the ESP,
University of Ibadan.
2. Separate interviews with ESP students on 13/4/92
nrl 14/4/92 l' I: v ly. fJ"h l"uc1 n·t;! (I II ·0
remain anonymous. The issue of the production of
course exts was how ver found to he hoth on the
agenda of the University at the beginning of the
1991/92 session with an extended period of writers'
workshop embarked upon.
UNIVERSITY OF IBADAN LIBRARY
359
nearly agreed on the need for support services on
the programme and pointed at many of the problems
they were facing in this regard. Among these were:
inappropriate Ln fo rrnati.on on developments
late notification of results
loss of letters sent from the ESP office
rowdy nature of examinations and frequent
c L shes in time-t b1
J;lok of enou9h l.ibrary &cil.j.ti s ,
On the course materials whic~ they already had the
general opinion of students, editors and lecturers
wasthat they v.Brestandard materials. 1 It may be
necessary to wait until the materials are sent
out for reviews and for publication for the open
market before a final word is heard on this.
An interview with the Senior Assistant Registrar
on the Programme revealed that the Programme started
off with five study centres in Lagos, Ado Ekiti, Kano,
Okigwe and lbadan. Okigwe was however phased out later
~ ---------------------------------------------------------~~
1. This was confirmed by Mrs. B.I. Adekola,
Mr. M.O. Adeniji and Miss A.E. Akhnetie, students
on the External Studies Programme of the University
of lbadan on separate interviews conducted with
them on 13/4/92 in Room B209, Department of Adult
Education, University of lbadan.
FUrtherJ ,investigationshowever'revealedthat the
UontihveerrisnitsytitoifrIdblaidoaninsnmfayInhda.vienqdsoonleumtoirce:ntsthoantahneyse prcblems.
UNIVERSITY OF IBADAN LIBRARY
360
because of the distance while Benin and Port Harcourt
were added. Meanwhile, Kano was left to cater for the
Northern States (See table). Students from the East
thus travel to Ado Ekiti anytime there is the need
to visit their study oen r for information and
faQa~to-fa e ~es8~ons. 1
--
SINO STUDY-CENTRE/COORDINATOR ',- LOCATION
-
1 • Ibadan External Studies
Dr (Mrs) D .A. Egunyomi Prograrrune,Univ-ersity of Ibadan,
Oyo State.
2 • Lagos National !nsti-
tute of Moral and
Mr. F. A .. Abass Religious Studies,
Pro ject TIME
Akoka, Lagos,
Lagos State
3 • Ado Ekiti Institute of Educ.
Ondo State Uni-
Dr. Alonge versity, Ado-Ekiti
Ondo State
4 . Benin City Institute of'Educ.
University of Benin
Dr. Oriafo :, Benin City,Edo State
1. Interview with Mrs. B.O. Odelpla, Senior Assistant
Registrar (SAR) on the External Studies Prograrrune
of the University of Ibadan on 24/4/92.
UNIVERSITY OF IBADAN LIBRARY
361
, S/N.O STUDY-CENTRE/COORDINATOR LOCATION
:, . Port Harcourt Rlievgeer's State Col-of:Educatian
. Dr. Agina-Obu Port Harcourt,Rivers State
6 • Kano Department of
Adult and Communi.
Mr. Sabo Indabawa ty Extension,
Bayero University,
Kano, Kano State
Source: University of Ibadan External Studies
Programme ESP NEWS NO,l, April 1992, pp. 4-5
On the non-use of the services of the N'I'A
and the FRCN, the SAR informed that this may be
considered when the Programme further expanded.
Meanwhile radio announcements are made to reach the
locations. In the same vein, the use of computer
facilities is being envisaged later to keep student's
records although the financial facility for this was
said to be unavailable.
UNIVERSITY OF IBADAN LIBRARY
362
The ~stablishment of the .ESP NEWS, a quarterly
news bulletin of the External Studies Programme in
the same tradition as the COSIT News .Let.t.e r W3S a ma ,j or develop,
.'I'L!lIL 111 LIlt: /.iL'U11IUL.tUII of Ln t.o r ac Ll.ou Dul:WL!L!lI L11L!
Institution and the clientele. Writing in the
premier edition of the ESP News, the Editor of the
Programme noted that the objeot1ves of mD t1ng the
information needs of the students when he remarked: 1
For instance, students have a right
to information about their lecturers,
about course registration procedure,
about admission, about teaching
practice, about tutorials and
examinations, about different
schedules of officers handling
External Studies Programme matters
and of course the Principal and
allied officers of the University ....
,
1. University of Ibadan ESP News. No.1, April 1992
UNIVERSITY OF IBADAN LIBRARY
363
It is expected that the starting of the Newsletter
would reduce the distance between the students
and the institution in many respects, especiallY
in such as were raised in earlier findings of this
research.
Among the developmental plans of the ESP
are:
i. plans to expand the scope of subjects
cover d in th proqramme as well as the
participating departments;
ii. plans to computerise the administrative
functions of the unit;
iii. plans to improve communication with the
learners
iv. plans to review within a few years all
the course texts published by the unit.
6.3.2 The Corning of the Commonwealth of Learning (COL)
The significance of the establishment of the
Commonwealth of Learning (COL) through a Memorandum of
Understanding agreed upon by the Commonwealth Governments
in September 1988 was a turning point in the trans-
UNIVERSITY OF IBADAN LIBRARY
364
formation of correspondence education to distance
education in Nigeria. This assertion is based on
the COLis position as the first multi-dollar, multi-
nation and multi-media venture into the fortunes of
distance education in Nigeria with its agenda aimed
at a transforma ion of the 9anre.
A arJi r pa~ gf this
work (6.2.5) the major agreement on the setting
up of this body had been reached in a Commonwealth
Heads of Government meeting held in Vancouver,
Canada in late 1987 based on the Report of the Briggls
Report on Student Mobility conducted by the
Commonwealth Ministers of Education. 1 The purposes
and fUnctions of the Institution, of which Nigeria
is an active member are to: 2
1 . See the Memorandum of Understanding on the Common-
wealth of Learning, op , cit. p.1
2. A Brief on the Commonwealth of Learning prepared
by the Bilateral Agreements , Commonwealth
African Affairs Branch of the Federal Ministry
of Education, Lagos, 1st August, 1991, p.2
UNIVERSITY OF IBADAN LIBRARY
365
i. create and widen access to education
to improve quality, utilising distance
education techniques and associated
communication technologies to meet
the particular requirements of member states;
ii. strengthen, through its programmes and
activities, member states' capacities
to develop the human resources required
for their economic and social advancement
These objectives are expected to be pursued through
coLf abo rat i on and cooperation with Governments,
appropriate agencies, universities, colleges and
such other educational and training es~ablishments
as may be identified.1
In the Memorandum of Understanding, the following
functions of the Agency were identified:2
a. assisting the creation and development of
institutional capacity in distance
education in member countries;
1 • ibid.
2. Progress Report presented by Dr. James MarctJ
President, COL on Commonwealth of Learning at
the Meeting of Commonwealth Ministers concerned
with Women's Affairs in Ottawa, Canada, 8-12
October, 1990.
UNIVERSITY OF IBADAN LIBRARY
366
b. facilitating the channelling of resources
to projects and programmes in distance
education;
c. providing information and consultancy
services on any aspect of distance
education including the selection of
a{Jprovriut<..! t<..!chnoloCJY;
d. undertaking and supporting staff training
in the techniques and management of distance
education;
e. facilitating inter-institutional communication
links;
f. undertaking and supporting evaluation and
applied research in distance education;
g. assistingin the acquisition and delivery
of teaching materials and more generally
facilitating access to them;
h. commissioning, and promoting the adaptation
and development of teaching materials;
i. establishing and maintaining procedures for
the recognition of academic credit;
j. assisting in the development of local
support services to students;
UNIVERSITY OF IBADAN LIBRARY
367
k. stimulating and supporting any other acti-
vities that fall within the Agency's areas
of interests by such means as may be
approved by the Board of Governors.
Part of the inter-institutional communication links
which the Commonwealth of Learning intends to facilitate
is the issue of interchange of distance education
courses and materials, such that other countries can
benefit from them. 1
The initial activities of the Commonwealth of
Learning staff, according to Hafiz Wali were:2
i. collection of information about needs and
priorities of the Commonwealth;
ii. the assessment of what combinations of
tools and programmes would be appropriate
for the disparate situations and aspirations
of the 50-member countriet;
i
1. Interview with Hafiz S. Wali, Birector, African
Pr09rammes and Information Services, Commonwealth
of Learning, at a Sub-Regional Workshop at the
Un iversitY 0f Benin, 22 / 10 /9 1 •
2. Hafiz Wali, "The Role of Distance Education in
the Professional Development of Staff of Universities"
Paper presented at the Sub-Regional Training
workshop on Improving University Teaching in Africa
at the University of Benin, 21~26 October, 1991.
UNIVERSITY OF IBADAN LIBRARY
368
ii!. h
channels of communication with governments
and institutions to ensure that relevant
services are provided;
iv. the ascertaining of the nature and scope
of the assignments involved and the determi-
nation of how optimum results would be realised.
Commonwealth of Learning has since begun its
operations in Nigeria with an exploratory visit made
by Dr. Hilary Perraton of the Commonwealth of Learning
headquarters in Vancouver, Canada in March 1989.1
A sequel t~ that visit was the setting up of a
National :F'lanningCommittee charged with the task of
making recommendations on Nigeria's participation
in Commonwealth of Learning activities. One outcome
of the Committee's recommendations, among others, was
the setting up of a National Network of Distance
~arn;i.ng i.nst,itI1tj,C;i:.nHltmhe oQ\mt;r,y. 2
1. Federal Ministry of Education Records, Lagos.
2. Interview with Mrs. 0.0. Fagbayi, Head of the
Bilateral Agreement, Commonwealth and African
Affairs (BACAA) Branch of the Federal Ministry
of Education, Lagos at her office on 25/5/92.
UNIVERSITY OF IBADAN LIBRARY
369
The Bilateral Agreements, Commonwealth and
African Affairs (BACAA) branch of the Federal Ministry
of Education Lagos I has been coordina t Lnq till! ac tl-
vities of the National Network Committee, and linking
up on behalf of member institutions with the COL in
Canada, pending the subsequent take-off of such
activities at the University of Abuja. Meanwhile
a number of priority areas have been identified in
Nigeria, based on the consideration of the recommendations
of the National Planning Committee and the National
Network Committee. The areas are: 1
a. adult functional programmes
b. vocational course especially on rural
development;
c. training and retraining of mathematics,
science and technical teachers
d. upgrading literacy teachers and training
I
of mana gers of 1iteracy 'programmes;
e. improving the teaching ~ethodology of
university lecturers;
1. Federal Ministry of Education Records, Lagos.
UNIVERSITY OF IBADAN LIBRARY
370
f. training in primary health care of;
g. computer education.
As an aftermath of the West Africa Regional
Consultative Meeting of COL in which Nigeria partici_
pated in Banjul, the Gambia from 24th - 27th July
1990, a ten-day visit to Nigeria was undertaken by
a COL delegation during which meet Ln qs were held
with top government functionaires and the members of
the National Network of Institutions. COL thereafter
offered to assist the following institutions in
N1.ger1.a: 1
Name of Institution Assistance to be offered
a. Correspondence and i. Supply of desk-top
Open Studies Insti- publishing system to
tute, COSIT, Univer- facilitate and enhance
sity of Laqos, the production of books
ii. provision of funds to
print 30 new course
materials on Computer
Sc'ience Diploma
iii. Supply of course
materials on Primary
Health Care.
1. Federal Ministry of Education Records (BACAA Section)
Lagos.
UNIVERSITY OF IBADAN LIBRARY
371
Name of Institutiou Assistance to be offered
b. National Teachers' i. VITA Satellite Co~nica-
Institute, Kaduna tion Link with other
Commonwealth West
African
ii. improvement of NTI
Communication system
to ensure communication
links with field and
study ceptres;
iii. development of distance
education materials in
mathematics and science
for the upgrading of
science and Mathematics
Teaohe~s
iv. use of NTI's facilities
for regional programmes
c . University of Ibadan i. Development and support
for distance education
courses in pedagogy
for university lecturers
d. University of Abuja i. support for distance
education component in
5 degree courses (Law,
Education, Basic Sciences,
Arts, Business Studies)
by supplying first year
cour.se materials.
ti. SypPG~t for the eS ablish-
ment of the Distance
Education Training
Centre for the training
of distance educators.
iii. provision of desk-top
publishing system.
UNIVERSITY OF IBADAN LIBRARY
372
Name of Institution Assistance to be offered
_ ze:::esc kS4 au
e. Ahmadu Bello University i. Development and support
for distance education
courses in Adult
Education and Agricultural
Extension.
f. Anambra State Poly- Development of Technical/
technic, Oko Vocational courses for
distance education.
g. Federal Ministry of Support for the Ministry
Education in her basic education
programmes through the
supply of Low Power FM
Radio for educational
broadca sting.
Funds a re 8d1<.1 to have been cu riuar kcd tor all L11l!
offers shown above to cover the period 1991-1~93.
The communication software and modern equipment
which the University of Lagos COSIT sought a~e
already bc i nq used, although the University of
Ibadan is yet to get the approval of this body.
A look at the nature of support and funding
which the distance education institutions are
getting from COL indicates that an era in distance
education may soon emerge. The timing of these
activities of COL which fall outside of the period
of this study represents a major epoch in the trans-
UNIVERSITY OF IBADAN LIBRARY
373
formation of correspondence education to distance
education. There is a sense in which the foundations
for a total transformation of the system Gould be said
to be in the startinQ blocks with COL's goming_
This however has a lot of implications for the
environmental context within which such activities are
placed. Issues of technical know-haw, of the ability
to manage such new technical in-puts and to the capacity
to imbibe a maintenance culture all have to be taken
care of. All in all, with COLIs fqray, a beginning
no doubt has been made in the transformation process,
both of media, clientele, method and two-way communi-
cation in distance education.
6.3.3 Return to Abuja : New Wine in an Old Bottle
~he establishment of the University of Abuja in
the latter part of 1988 marked a new development
in the fortunes of distance education in Nigeria
and represents a return though partial, to the growing
culture of university and governmental involvement
in distance education. The statute setting up the
University specifically sees it as having a dual
UNIVERSITY OF IBADAN LIBRARY
374
mandate : that of running conventional tertiary level
educational programmes and at the same time, promoting
learning at a distance through its Centre for Distance
Learning and Continuing Education. 1
It should be noted that th coming of the
university is a replay of events in two regards.
First it was the second ,time a university in Nigeria,
at its inception and based on the mandate given to
it would have to add distance learning programme to
its activities. The University of Lagos was the first
to have this opportunity in 1962 even though the idea
remained unexecuted until the coming of COSIT in
1974. The second issue that relates to a
~eplay gf events was the set~ing gf ~he University and
the question of the origins of the Abuja Concept.
The initial foray of the National Open University
of Nigeria into the scene in 1984 with its unique
role of mounting distance education programmes in
Abuja is too recent an event as not to have had any
influence on the new Abuja phenomenon. Also, the
1. Excerptsof an address given by the Universityof
AbujaIS Vfce-Chance.l Lor, Prof. Lsa B. M:::hamneadt
the first rratriculatiocneremcnyof the University
held 24th May 1991. University of Ahuja, News Journal
Vol. 2, No.2 June 1991. p. 9
UNIVERSITY OF IBADAN LIBRARY
375
conceptualisation of the media eornpon ene ofthu now
Centre for Distance Learning of the University of
Abuja is c3.mbitious,perhaps only to the magnitude
ex~ected of the suspended Open University and the
new developments in the National Teachers' Institute,
Kaduna.
An examination of the cour 8e8 to De I:UIl 111 L1w
new centre shows that two levels of programmes are
being Offered. These are the Diploma and Degree
programmes. Also three Faculties of Arts and Social
sciences; Education; and Law are featuring at the
take-off stage for the following sets of courses.
PROGRAMME FACULTY COURSES AVAIIABLE
Faculty of Arts and Bachelor of Arts (B.A.
Hons) in English
Degree Social Sciences Language, Literature
in English and History
1~. aaOh~lg~ of SQ~QnQQ
(B.Sc.) in Political
Science and Economics
Education B .A. (Ed .) andB. Sc .
(Ed.) in English
Langaage, Literature
in English, History and
Economics.
t
Bachelor of Law (LL.B
UNIVERSITY OF IBADAN LIBRARY
376
PROGRAMME FACULTY COURSES AVAILABLE
Diploma Law Diploma in Law
Diploma in Vocational
Horne Economics
All the courses are said to "run for one year longer
than the conventional system".1
Apart from having to reach the age of 18 before
being eligible for admission, the least qualification
for admission into the Bachelor's programme is the
possession of a General Certificate of Education '0'
level or School Certificate '0' level or such other
equivalents as the Teachers' Grade II ( TC.II) or
the Senior School Certificate (SSC) with credits in
five subjects relevant to the courses and obtained
at not more than two sittings. For the Grade II
Certificate, credit or merit in five subjects (subject
to University requirements) is the entry qualification.
There are however other possible entry ~u~lifications,
such as a degree or diploma from a recognised institution,
.. ibid .
UNIVERSITY OF IBADAN LIBRARY
377
passes in two major N.C.E. subjects plus three
additional G.C.E. '0' level passes. Candidates
seeking admission are also requested to satisfy the
specific pre-requisite qualifications demanded by
the subject/department/faculty of study.
One· major feature of the admission requirements
of he Centra is the opportunity given to candidates
who may have failed to get admission through the
University Matriculation Examinations into universities
to now go in through the University of Abuja's
distance route. Apart from the defunct National
Open University no other University in the country
has reached this level of openness. It is however
a development which may eventually spread but with im-
plications for the transformation of the student
population and the management of ~uch a large number
of students.
The method of instruction to be used by the Centre
is mainly through the use of correspondence texts,
the use of audio visual materials and the addition
of organised contact sessions during the year at
various designated study centres, located in some
UNIVERSITY OF IBADAN LIBRARY
378
tertiary institutions. The nine Centres identified
are: 1
Town Institutional Centre
Oyo St. Andrew's College of Education
Ibadan University of Ibadan (Law Programme onl
Abuja University of Abuja, Centre for
Distance Learning and Continuing
Education, Garki
Kano Bayero University
Zaria Federal College of Education
Enugu!Nsukka Un1v r ity of NlgG i , N ukk ,
Enugu Campus (for Law programme
only)
Owerri Alvan Ikoku College of Education
Benin University of Benin
Lagos Federal College of Education
(Technical) Akoka
Considering the level of support the Centre is
enjoying from the Federal Government in terms of
grants, interest and monitoring of its quality and
1. Admission letter of 9th March 1992 of the
University of Abuja's Centre for Distance Learning
and Continuing Education sent to Fatunmise
Lawrence of P. O. Box 283, Epe Lagos asking
him to corne and read Law.
UNIVERSITY OF IBADAN LIBRARY
379
on the other, the involvement of the Commonwealth
of Learning in its media and course development
plans, it is safe to assert that the Centre's
emergence is another phase in the transformation
process of distance education in Nigeria. It is
however too early to assess the full nature of the
impact of the transformation within the Centre
itself, or its impact on ,the clientele it is expected
to serve. These are issues which would unfold with
time.
6.;3.4 ~u"!?L!Jte S~stems and. thEa C9n\E.YJ:~r Influx
At the core of the yearning for bridging the
distance between nations lies the development of
sa~ellite systems. The relevance of distance bridging
in education also finds a level of rPpreciation in
distance education programmes. The'present trend
in the development of satellite systems in Nigeria,
. ,
therefore require paying some attention to, as there
lies the future of most distance education programmes.
The introduction of the satellite communication
dish to Nigeria, which is a follow-up to the Lanlate
UNIVERSITY OF IBADAN LIBRARY
380
phenomenon is credited to Asea Brown Boveri (ABB)'.
The story of ABB's corning may explain the future
pattern the educational user of the satellite systems
would take.
As Aragba-Akpore reports, the ABB staff mostly
foreigners from Asia felt nostalgic about horne, and
thus imported a dish in.1986 to cater for the
information needs of the staff. With the slide in
nai;r;-aand the added import restriGtion, the ABB,
itself an electrical installation technology firm
invited MF~, Modern foundary Products to "assist in
fabricating the four metre dish by copying the
imported one 2 MFP succeeded, thus
MFP's invitation became a
breakthrough and instead of producing
for just the needs of ABB, MFP began to
mass produce and because of the awareness
it already created, had a ready market
in Nigerians who were craving for Western
technology.3
1. Sonny Aragba Akpore, "Satellite tech. Before the
Nigerian eye" in The Guardian, Friday Nov. 29, 1991,
p.1 i3.
2. ibid.
3. ibid
UNIVERSITY OF IBADAN LIBRARY
381
The MFP phenomenon has since grown full blown,producing
satellite dishes that bring television programmes
from far-away places like Europe, America and Russia
into private homes. Many others like the ABG commu-
nications, NNL, Hycom, Comfax, MlRAS, and a host
of others .re in the business··
While the present satellite dish producers
are yet to hook onto the local television stations,
the rumoured imminent arrival of private broadcasting
in Nigeria may soon create a marriage of sorts. 1
The implications for educational usage at that level
may therefore be a possibility, especially with
distance education institutions achieving more
8~tonomy and freedom to operate in ways they
consider best. There is also the possibility that
government may soon devote a channel to education,
or pass aws askin9 the private television stations
to make some of their channels available for public
educational programmes.
The influx of satellite television and related
systems is not as felt as the influx of computer hardwares
and software. Most modern establishments now,
-1. An interviewwith Mr" KunIe Osidibo,an engineerwith
the SatelliteTelecommunicationsLtd. 217/219, IkoroduRoad,
Lagos on 2/7/92 revealedthat this would be very expensive
and that only the FederaI C-overnrrecnotuld InLt.Lat.e this.
UNIVERSITY OF IBADAN LIBRARY
382
espeoially banks, firms and corporations make
use of oomput rs 1n doing th ir rout~ne jobs of
filing information, keeping and locating data,
retrieving same and ensuring that the f!rm matches
ahead with the rest of the world in high technology.
This development has not come without its
pedagogical supplements. There is already as much
a boom in the sales of computers as well as there is
a boom in the training of various categories of people
on how to manipulate the computer. In an article
in The Guardi-an on Sunday (September 8, 1991 p. B1)
John Aduma hinted at the fact that some people are
cashing in on this development in 'his article
"computers are Leaving Them Poorer". As he captures
the mood in an opening statement:
A HITEC wind of computer education is
blowing everywhere. Blowing ~ith insistent
fervour in all the nooks and crannies of the
Lagos metropolis. On the wall and billboards
are riotous invitations of the child to
partake of the computer revolution. One room
with just a computer and just enough space
to move about is a computer college ....
UNIVERSITY OF IBADAN LIBRARY
383
But the fees, though astronomical do not
check the rush, and the students come from the
rank of company executives to drop-outs who
would take any bait thrown at them to improve
their education.
(The Guardian, Sept. 8, 1991, p. B1)
The analogy to draw from this zealous rush to
obtain computer education is that such people
eventually end up somewhere. In a way, there is a
sense in which practices change in such setting
in terms of methods and strategies of keeping records
and organisational data.
In an interview with a computer exper~, it was
confirmed that while the number of computers being
used in the country could be said to be about
average, the usage is still very low. In many of the
offices where such facility exist, they are idle.
In corporate settings where they are in fact used,
nothing happens after 4.00 p.m. Normally the use
,
of shift, according to her, would allow for maximum
utilisation as done in more advanced countries. Again,
UNIVERSITY OF IBADAN LIBRARY
384
what most organisations do is use the computers
to type letters. This explains why even in banks,
most activities are still manually operated.
The possibility of the computer networking
t Ie at Ii 'he local l.'v 1 m y h pp n soon, perhaps
within the next ten years, with implications for
pedagogical use in dista~ce education1• To her,
the future of full utilisation of computers in
Nigeria is not debatable if Nigeria was not to be
cut off from the rest of the world.
In distance educijtion~ the need for the use of
computers, at least for the effective administrative
functioning of the institution is seen especially on
the basis the large number of students being attended
to, whose files and records are being kept and who
may require some information from time to timeat very short
notice. Such provision of support services reduces
some of the stress.in learning at a distance.
At arother level, the educational uses which
computers can be made of as in ~indweav~',2 may in a way
1 • &lch networkinghas in fact been begun in institutionslike
the InternationalInstituteof TropicalAgriculture,Ibadan,
Shell and the NNPC and a few banks in the country.
2. R. Maron and A. Kaye, (eds) Mindweave,Ope cit. l?P' j-:;.
UNIVERSITY OF IBADAN LIBRARY
385
not be too distant to the Nigerian setting. Soon,
rich clientele may decide to link up with distance
education institutions on the line to require
information.
The third development in the technological area
is the coming of the cellular phones which allows
individuals to pick their Galls anywhere they are,
whether in the toilet or the car once a receiver is placed
there. This is already a reality in Nigeria, where
NITEL recencly advertised some of its wares.
These are pockets of development which will later
dictate the future of distance education in Nigeria.
The implication of this development for transformation
to distance education is obvious in two respects.
First, students can receive messages from anywhere,
even in their cars. As the writer describes Israelis
a~p~~im~n in d!stanG ~duQ~ ion, every home is a
school in a !')(!n!j8 in whicheverywhere becorne s a school
for the learner. As distance education acquires the
status of open learning nore and rror'e,the restrictionof
space becomes ~educed. A second point is that
such facilities, in addition to providing support
UNIVERSITY OF IBADAN LIBRARY
386
services more easily and faster, are possible
avenues for later pedagogical applications of tech-
nological ~nnovations in education.
A look at the cost of installing either the
computers or the satellite dish shows that it is
an expensive venture. However there have been three
major developments in the socio-economic scene
which may reduce such costs to the barest minimum.
These are the emergence of cable television facilities;
the coming of the leasing culture and the possibility
of foreign organisations of which Nigeria 1s a member
sponsoring such expensive telecommunications outlay,
at least for some years before the institutional
provider of instruction is fUlly ready to take up the
running of such facilities.
Cable television which is just making its
appearance in Nigeria is a development on the satellite
dish in both the cost of obtaining one and the nature
of installation. It involves a special mechanism of
affixing a specially designed aeriel to u subscrl~cr~'
television with an agreement reached on which of the
television stations, possibly the foreign ones, that
UNIVERSITY OF IBADAN LIBRARY
387
the subscriber might want to be linke~ to for inform-
ation, entertainment and news. Some rent will then
In the area of educational promotion, it then
becomes easy to use the services of an existing satellite
earth station to broadcast educational programmes
to such homes or institutional settings where
subscription fees have been paid. An advertisement
by SATNET, which is a Nigerian Consortium of Ultlma
Communications, MFP, DISC Engineering and Satrex;
and a news item in the Capital Marking and
Communication Limited placed in The Guardian further
. 1
shows the possibilities of this system.
The concept of leasing which 1s a new
corporate synonym for renting equipment and facilities
instead of buying them is fast gaining ground in
Lagos.2 A look at the phenomenon fhOWS that nearly
I
everything an individual needs in the home such as
a set of furniture, television, refridgerator, cars
1. "I'he Guardian, June 20,1992, p. 19. Also see "Coming
or Neighbourhood ~.V. Transmitters" by Toye Fawole
in the t!.unduyrl'ill\~, Au qus t; 4, 1991, p. 23.
2. See The Guardian, September 22, 1991, p.C1
UNIVERSITY OF IBADAN LIBRARY
388
and the ent'r horn stt'ng oan be rented for a
fee. In this regard, computer facilities can be
rented either directly or through the enjoyment of
such facilities placed in some central locations.
There is a sense in which distance education
institutions may, on careful considerations, and
based on their inability to set up a full unit of
their own, engage in leasing of such technological
facilities as they may require.
On the issue of foreign inVOlvement, Nigeria's
membership of the Commonwealth of Learning puts
local distance education institutions in a situation
where they can avail themselves of the high-tech
equipment which they hitherto could not afford,
through the careful preparation of proposals to the
appropriate quarters of the Federal Ministry of
Education.
UNIVERSITY OF IBADAN LIBRARY
389
6.3.5 Projections of the Transformation
~he examination of COLis activities so far
against h backdrop 0 the prol foration of ~at'llitc
lIJylll . me .nd h ompu - ;i.n ],UX . n N' ~EH • La iv s an
indication of possible projections of the transformation.
This can be seen along many lines of discourse.
Many of the colleges of education, polytechnics
and other universities in the country which are yet
to fully evolve non-traditional programmes or
tailor such programmes along distance education lines
may soon consider embarking on such. Most sandwich
programmes and week-end courses will soon attempt
to adopt th dia anGe e~uQation approaGh as their
student numbers increase beyond the capacity of their
physical facilities. This is because the possibility
of various dep ar-tmentswithin a c911ege again
competing for different non-tradi~ional education
markets is great.
There may be new dimensions of practice in the
local distance education scene as students begin to
have the opportunity of transferring credits obtained
UNIVERSITY OF IBADAN LIBRARY
390
to complete their programmes. In this regard, a
loosenetwork of affiliatedinstitut.iCl1ass, in the Ccnsultationrrodelis
envisaged and both institutional providers of dis-
tance education and their clientele may soon lose a
sense of time in the number of years it takes an
1ndtvidual to obtain a degree or diploma. Effective
monitoring of academic records through soon-to-emerge
effective computer systems will ensure that this
liberal tendency does not create its own administrative
prob lem.
Liberal education, owtng t.othese developments
will receive a boost. More and more distance
education institutional providers, in their bid to
compete for the clientele outside, and to make their
services more relevant and achieve a level of
openness, will develop a lot of liberal courses from
which a wider category of clientele could benefit.
In this regard, the society may thus become a learning
one.
Television and rad.Lo stations, hitherto
toying with the idea of full participation in distance
education, or kept in the backyard for lack of adequate
UNIVERSITY OF IBADAN LIBRARY
391
knowledge of their potentials by institutional providers
of distance education, will in future years seek new
alliances and working arrangements with the
institutions, and vice-versa. Providers of instruction
will also gravitate more towards the media practi-
tioners with a view to reaching a wider audience.
In this respect, new channels may emerge on television
speciallY serving educational needs.
Other areas of education, hitherto neglected
in the distance education scene such as primary
education, adult and non-formal education will
receive a boost. Training programmes in industry
will be experimented upon by various i~stitutions as
it is a major area of concern. This will naturally
be a follow-up a the present high level gf consultancy
work being carried out in industry in respect of
training programmes. Hardly a day passes without
numerous advertisements by public and private con-
sultancy outfits placed in the newspapers seeking
clientele to attend. high level training workshops
and seminars.
The possibility of private satellite and cable
T.V. operators cashing in on the boost in distance
UNIVERSITY OF IBADAN LIBRARY
392
education activities cannot be ruled out. Various
modalities will be worked out on this, especially
with networks established with private industries and
distance education institutions.
while the demand for distance education rises,
proprietary colleges of distance education w}~ still
depend much on the use of the print medium will
have to adjust or give room for a new set of
educational entrepreneurs to take over where they
have left off.
Some institutional providers of distance
education will add new responsibilities to their
activities as a result of the inevitabtlity of
~rowth. An insti ution like the National Teachers'
Institute may soon veer into the award of degrees by
distance education, and this it may do to the highest
levels of tertiary provisions.
A merging of ways between distance
education and conventional education will be achieved.
Most of the distance education materials, course texts,
tapes and o~ners will find their way into the open
market thus becomin~ the conventional leRrners' first
,~' ,
UNIVERSITY OF IBADAN LIBRARY
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step to knowledge acquisition. In this respect,
a parity of esteem between the two groups will have
been achieved.
All these projections have implications for
the government and providers' management and
administration of distance education generally, as well
as the assurance of the quality of its provisions.
New clearing houses and accreditation bodies may
need to emerge, following in the footsteps of
similar practices in Britain and the United States
of America. Recommendations with these projections
in mind will be given later in the final chapter.
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CHAPTER SEVEN
7.0 SUMMI\HY, CONCLUSION AND Rl:!:COMMENDA '1' I ON S
7 .1 -INTRODUC'l'ION-
This concluding chapter is both a synthesis
of all the issues already identified in this study
as well as a reiteration of the key points discussed
in summary form. Recommendations are also proferred
for various sections of the educational system,
especially the policy making levels and the
universities, colleges and proprietors of distance
education. Such suggestions and recommendations
as are 1d ntifid are exp a ad 0 put the diatan a
education potential on the road of parity with
transformed systems allover the world.
7.2 SUMMARY
From this study, it has been seen that the
emergence of correspondence education in Nigeria was
both a direct result of external factors as well as
a reaction to internal educational insufficiency.
The LnLt.Lnl emor'q enc c WflS fl c f.r-ou Lt.oue one which t ho
allure of participation in external examinations by
UNIVERSITY OF IBADAN LIBRARY
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Nigerians from 1887 brought e•• bout. Sue h ex t.orna I. exami-
nations, as promoted by the Universities of London,
Cambridge and Oxford had their British orientation in
terms of curriculum, syllabus and expectations.
Passing them was problematic and thus required adequate
preparation through the use of the correspondence
colleges whose emergence in Britain in 1840 through
Pitman's activities became more formalised 'from the
1880's to the 1890's.1
The nature of the environment at the beginning
of correspondence education in Nigeria, especially
later from the 1900's,was such that the major forms
of communication with the outside world was through
the British Post Office which had a branch of its
operations in the country. Up till 1932, no radio
facility had emerged while it was only in 1959
that the first television emerged. In spite of
these developments, the beginning and later activities
of correspondence education institutions were such
that relied on the medium of print, the sending of
course materials to students, who later did their
assignments, and thus returned such to the correspondence
1. W.lJ./\.. l"-IrrJI::I, "Lducn t Lon by POl::lt" Adlll! i':duc"lIUJlI.
op. cLt . p. 26~.
UNIVERSITY OF IBADAN LIBRARY
396
institutions outside the country. The lack of
adequate school faci ities at this time made corres-
pondence educa ion fashionabl ,though hectic.
However, the number of people served at the beginnill'9
was generally low. Between 1900 and 1939, one
hundred and sixty-five Nigerians had passed the
London University Examinations. 1
On the initial scope covered by correspondence
education at the beginning, the University of London
copcentrated on university-based examinations and
qualifications at the matriculation, intermediate
and De ree lev 15 while the Oxford and Cambridge
Universities fJ1l)lI(flt'l1 secondary education generally.
The local correspondence colleges that emerged
thus fashioned their courses along these lines,
a feat that the local correspondence colleges later
failed to match as they concentrated on secondary
school certificate level provisions, meeting basic
requirements only such as the General Certificate
of Education. Whatever changes were effected in
the scope 'SUbjects offered by the correspondence Cbl(.e.~J<25
was found to be a reflection of developments outside
1. Yoshiko Namie, op. cit. p. 435
UNIVERSITY OF IBADAN LIBRARY
397
the country and not a direct result of changes
within. While basic subjects and those in the area
of secretarial studies and professional development
formed the core of initial involvement of the foreign
correspondence colleges, soo~ science and technical
subjects joined the league.
The nature of media involvement and method of
instruction by foreign correspondence colleges did
not record any appreciable change until the mid-1960's
when some of them started opening local centres,
and appointing local coordinators of their programme
across the country. This development had no direct
effect on possible change in method of instruction,
except tha~ it showed an improvement in the support
services rendered by way of providing mid-wives
between the providers of correspondence education
abroad and the clientele in Nigeria. Incidentally,
the local correspondence colleges that emerged had
no such facilities. Again these facilities _.vJQJ~
not study centres but outlets for promoting the
business more in the face of growing local competition.
Most of the clientele of correspondence education
who used the foreign institutions attest to the good
UNIVERSITY OF IBADAN LIBRARY
398
quality of their provisions, insisting in fact
that the distance was no barrier at all. They assert
that the various comments in the assignments marked
and returned to them provided both didactic and
moral support and enough motivation to keep them
going. Students of some of the local colleges
were quick too, to point out the letters written
to the colleges that they were 'grateful'.
While the emergence of local correspondence
colleges, unsuccessfully in the 40's, but later ~~<C4SS_
fully in t~e 60's marked a phase in the development
of the system, the emergence of the Teacher-In-
Service Programme of the Ahmadu Bello University in
1967 showed a university entering the programme
for the first time. It must be noted that the esta-
blishment of the University of Lagos had, through
its statutes created a room for such a possib'lity.
Also, the University of Ibadan, initially as a
College of the University of London had tinkled
with the idea too. Thus ABU's activity was another
pt~~e in the transformation process, as it was the first
UNIVERSITY OF IBADAN LIBRARY
399
tertiary institutional provider. ABU's entry was
also significant in another way. For the first time
too, the element of face-to-face instruotion emerged
in addition to the use of the course texts. Even
though this must have had some effect, it was salutary
as an evaluation of the system showed that more
of such face-to-face interaction was needed, and
even the call for the use of additional media of
instruction to meet the language needs of the
learners had begun. 1 This was the first of such
calls for a change in the media of instruction.
Such call for more media involvement appears
to have been well-placed against the context of the
media development in the country at this time. By
1967, tehvision proqramming and indeed educational
television had been some eight years old while
radio had had its use for educational programmes
nearly as early as its inception in 1932 through
the British Broadcasting Corporation's activities.
A later development of a clause in the objectives
1. J\JltU.lIIU l\.IL.JWd!Jd Wid MH'L.LI\ M. 1"-IIU\(ld, (l'd.) up. l:1I •
p. 135
UNIVERSITY OF IBADAN LIBRARY
400
of Radio ~igeria for possible use of its services
for correspondence education Was also laudable.
However, these uses were not considered at all by
any of the local correspondence colleges or even
the foreign ones. The idea remained embryonic
until the corning of the University of Lagos COSIT in
1974.
The coming of the correspondence and Open
Studies Unit (COSU), l",ter COSI'l' ill 1974w():i;Lsf J 1 " transforrnatior
ofcorrespondence education in Nigeria, in a number
of ways. First, COSIT was directed at working class
adults, teachers of science as well as other professionals
in the arpa of business administration. Second,
its flexibility in the admission process veered
away from ny known regular university admission
rules. A third point was its identification of
study centres in many parts of the country, thus
making teaching and support services, as additions
to the use of course material a major component of
correspondence education provisions. Fourth, it
made use of the services of the Federal Radio Corporation
of Nigeria which broadcast its instructional message
UNIVERSITY OF IBADAN LIBRARY
4 a 1
to the clientele. This was therefore a major phase
in the transformation prooess in correspondence
education, a development which appears to have
received a boost by the coming of the Commonwealth
of Learning (COL) .
COSL: I s foray was complemented by other
developments after 1974. The publication of the
National Policy on Education in 1977, specifically
made reference to the use of correspondence education
to promote the teaching 0f adults. Aga in, the
year 1977 marked the entrance of the decree by
Government formally establishing a system of
accreditation to the correspondence colleges in
Nigeria, a document that was later reviewed in 1987.
This document was a major attempt to streamline and
manage correspondence education although it unfortunately
did not go beyond secondary school provision levels,
thus alienating tertiary level provisions.
Yet in 1977, the National Educational Technology
Centre was established in Kaduna. Unfortunately
there has not b an horouqh link between its
operations and correspondence education activities.
UNIVERSITY OF IBADAN LIBRARY
402
Such link, when further done with the corps of
television and radio services available, may yet
prove a moving force in the transformation process
This has not been the case.
Meanwhile, the National Teaohers Institute
(NTI) was set up in 1976 to upgrade teaohers all
over the country, starting especially with the grade
two teachers and using the distance learning system.
The nature of transformation here was in both the
nature of the institutional provider, and the
volume of clientele being served. While this
represents the first time a separate agency of
Government (not a Colle~e or a universit~ would be
involved in correspondence education, the real
significance of the NTI ,lay in its clientele volume.
At no poi~t in the history of correspondence education
promotion l),l!l such a high number of clientele been
served. Also, at no other time in the history of
correspondence education has there been much vigorous
pursuit of the development of other media component
of the system as embarked upon by the NT!. Again the
Goming of eOL has led to an upsurge in the media
UNIVERSITY OF IBADAN LIBRARY
403
component of the NTI activities even though some of
these later developments occurred after 1987, the
period of the close of this study.
At some point in the development of corres~
pondence educatio~ there was recorded a sort of
anti-c limax to the transformation process. This
was in 1984 when for a brief spell of 91 days, the
National Open University gained its entrance into
the scene and also, took its exit. The stalling of
the National Open Uhiversity delayed transformation
in terms of the number of candidates to be served;
in terms of the variety of courses to be had, '.Ild 111 terms
of the media component to be added to the print
medium. 'I'h e extensiveness of the Open Uni versi ty
activities, expected to have 100,000 on roll within
five years, would have made a tremendous impact on
the fortun8s of correspondence education in Nigeria.
Again, the University had enjoyed a level of autonomy
comparable only to that of the British Open University.
However, the Open University appears to have resurfaced,
in a veiled form, in the new University of Ahuja's
Centre for Distance Learning.
UNIVERSITY OF IBADAN LIBRARY
404
While there have thus been a number of develop-
ments in the fortunes of correspondence education
in Nigeriu, the 'framework for the transformation
of correspondence education to distance education have
not been fully laid. The increase in the number
of students being served in the system has been seen,
but so has the increase in the number of students
being served in other part-time courses, week-end,
vacation and sandwich programmes. 'An upsurge,
following from this increase,has also been noticed in
the number of study centres scattered allover the
country,although proprietary correspondence colleges
still leave this aspect out of their services.
Most of the colleges help to link their students
with libraries in their various zones but there is
a general dearth of adequate library facilities to
meet tertiary needs. The level of the use of other
media has been generally low, and what exist so far
are pockets of the new media finding their way in.
There does not seem to be an effeotive coordination
of media production, usage and monitoring by any
noticeable combined activities of the correspondence
UNIVERSITY OF IBADAN LIBRARY
405
education providers, the ~xi5t1ng media hQUieS ana
the government agencies specifically established
for the promotion of educational technology. There
is thus the need for this kind of network to ensure
a transform ticn whlon will put th~ Nig rian di~tana
education practice at par with other developments
in the world.
There is a sense i~ which the Post-19B7
developments may spell some good fortune for the trans-
formation of the system of instruction. A recourse
to the Commonwealth of Learning (COL) which,
through its initial activities, appears to hold
much promise in this regard may make transformation
feasible. This however suggests that Nigeria still
has to go to the West, where the original id of
a correspondence education came from, in the country's
bid to develop. The fact that the Commonwealth may
be a cOffiitj of nations of equal partners does
not really change thi~ fact. The expected media
Lnpu t iu I'o r o Lqn and 1 t IIIUUIlU t hc Locu l UIIV i r<nuuon t
must adopt strategies that can ensure the build-up
of local initiatives to help ensure the maintenance
UNIVERSITY OF IBADAN LIBRARY
406
viability of any equipment sourced from outside the
country.
Recent developments in Cable T.V., Satellite
systems and Computer influx suggest that the age
might be very close when local initiatives will
start yielding fruits in this respect. This thus
has the advantage of ensuring that the expected
transformation of the ,genre whose foundations are
being laid in these post-1987 6evelopments, is
not a mere flash in the pan.
7.3 CONCLUSION
This study has shown that four main perlod~
r ~d n if hI n h epochs of corresFondence
education in Nigeria. ~hese are:
i. the era of external examinations
and foreign correspondence cOlleges;
ii. the era of local initiatives and entre-
preneurship in correspondence education
ill. the period of ~ntversity ~nvolvement;
and
UNIVERSITY OF IBADAN LIBRARY
407
iv. t.tie pre-1987 developments siqnifying a
t ransf o rrna t Lon in embryo.
While there has been a phenomenal increase in
the number of clients using the correspondence system
of instruction, the findings of the study have shown
that the foundations for the transformation of
correspondence education to distance education had
not been fully laid up till 1987, the period when
the study ended. What could have been a laying
of the foundation at the period was the National
Open University which was later suspended. The
coming of the N'L'!, and its later act Lv Lt.Le a from
1984, the coming of the Commonwea·lth of Learning in
1988 and its assistance to Nigerian institutional
providers of correspondence education, and the
coming again of Abuja into the picture with the
emergence of the University of Abuja's Centre for
Distance Learning and Continuing Education, may indeed
be aptly seen as the laying of the foundations for
the transformation of the genre.
Most providers of correspondence education during
the period of the study did not show any strong
UNIVERSITY OF IBADAN LIBRARY
408
willingness to transform the system. This was indeed
worse with the proprietary colleges where not much
waS recorded along this line. Apart from the later
rapport which the universities are beginning to
have with the COL, their own interests in media
change was suspect as they only included the media
houses on their task force teams without a maximal
utilisation of their potentials. Where there was
an actual use of the media, it was for a brief period
of time. However, the media houses have problems
of their own in promoting a viable correspondence
education system. It is only a changed attitude in
this regard that can bring about 'the needed trans-
formation. Lack of greater autonomy for units
that provide distance education in the universities
may also need to be reviewed so that enthusiastic
directors of such units can embark on plans that
meet modern demands.
There is no doubt that the transformation of
correspo~dence education to distance education in
Nigeria is possible. With the influx of satellite
UNIVERSITY OF IBADAN LIBRARY
409
systems, increase in computer awareness and usage and
a growing incidence of foreign support, this
transformation can be achieved. However, such
transformation can only be achieved where the
providers of correspondence education, the government
and the media houses operate within a network of
associations, and set up formal structures to
achieve modernisation and progress, in line with
related practices allover the world.
7.4 RECOMMENDATIONS
Based on the findings in this study on the 'embryonic
state of transformation in distance education, the
following recommendations are hereby given for the
various institutionalproviders of distance education and
also for the qovernment, whose responsibility for
monitoring erlllcrttionrtalctivities transcend the
fo~mal system of educRtion.
For the proprietors of private correspondence
colleges, the following are the recommendations.
UNIVERSITY OF IBADAN LIBRARY
410
1 . There is the need to liaise with correspondence
Colleges in other parts of the world to see the trends
in the development of media and methods of promoting
distance aeducation. This can be cheaply done through
the establishment of networks with such bodies
as the National Home Study Council in Washington, the
NHK in Japan, the European Home Study Council and
the German Centre for Distanoe Eduoation (ZIFF).
2. Proprietors need to decide specifically on
what they intend to do with their correspondence
colleges, whether to pursue a policy of full
development, or to veer totally into other trades
or ventures which sometimes distort their focus
and reduce their vision of positive development and
change. Also in this regard, proprietors need
to decide on whether they are publishers, evening
classes out its or purely diet noe eduoation concerns.
3. There is the need to re~kindle the original
enthusiasm behind the formation of the National
Association of Approved Correspondence Colleges
through the organisation of meetings, workshops and
Seminars, and a full participation of members in such
meetings.
UNIVERSITY OF IBADAN LIBRARY
4 1 1
4. The Association may need to draw up a new modus
operandi and possibly have an accrediting arm as
in the case of the National Home Study Council in
Washington, to monitor academic practices and promote
research. The results of such research and
statis ·108 gathered oan be of immense benefit t.o
students of distance education in universities and
colleges, and also help to ensure continuity.
5. Minimum standards of practice in respect of
the use of new and older media is required for
efficient distance education activities at this
level. Course texts have to be more colourfully printed
while the use of audio cassettes at the initial level,
and video cassettes, a~ a later stage, should be
mbarke~ upon for Bubjects that require such.
6. Where proprietary outfits have problems of a
sound financial base to cope with their new development
demands, they may engage in mergers with other outfits
to increase their revenue and clientele base,and
thus promote the transformation of the genre.
7. Proprietary colleges need to establish links
with media houses and existing media Resource Centres
allover the country in order to assist them in the
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4 12
improvement of their media of interaction with learners.
8. The average turn-around time of returning
students' /lIarkedscrlpts should be reduced through
the appointment of full-time script markers in
well equipped offices and centres from which the
colleges operate.
9. The use of computers, at least for keeping
students' records must be made mandatory for members.
Where such facilities are sti 11 lack ing, computer
leasing should provide an avenue for proprietors
both for easy retrieval of information for learners,
as well as for research purposes.
10. The proprietors should buy columns in news-
papers and air-time on radio and television stations
to make information available to their clientele,
more easily and faster.
11. Proprietors should align the development of
their educational system with other developments
in the natio~ especially those that relate to the
upsurge in technology of communication such as the
influx of satellite systems, that of cable television
and modern telephone facilities. There is indeed
UNIVERSITY OF IBADAN LIBRARY
413
the need for them to have telephone answering machines
which can effectively relay recorded useful messages
to the learners who need information from the
institution from time to time.
12. Proprietary colleges should move into new areas
and operate at other levels of the educational
system, especially the tertiary level where
a growing army of clientele is witnessed daily.
They can engage in cooperative ventures with existing
universities in this regard by way of assisting with
the supply of instruction which is then tested by
university systems who organise the examinations.
13. Proprietary Colleges should go into the industry
and produce courses of short-term duration tailored
to meet the growing needs of clientele in this area.
14. Proprietary Colleges need to wake their recoru::;
available to researchers in order to improve the
volume LInd qua I Lt y of Lnf orma t Lon .t v.t Ll abLc on
distance education activities in the country.
The following recommendations are for universities
and colleges and other bodies engaged in the running
UNIVERSITY OF IBADAN LIBRARY
414
of Distance Learning Systems.
1. Univer~ity systems,especially the Senate and
Governing Councils,and the Bursary departments,
should see their distance education units as
autonomous ones,whose generated funds should be for
the unitls development and maintenance.
2. Where units engaged in running distance learning
are not yet autonomous they should be given such status.
J. '11.6 a fellow-up to Recommendation
No.2 there should be both short-term and long-term
plans for the identification of physical structures,
and an extensive administrative structure for dis-
tance learning system.
4. There should be a separate section on media
development and delivery systems whose goals would
be the use of the latest modern technological
equipmentlo facilitate effective communication
between the institution and the learners.
5. In respect of no. 4, a courier service should
be set up to engage in the early distribution of
materials to learners.
UNIVERSITY OF IBADAN LIBRARY
415
6. A telephone hot line should be earmarked to
handle students r~t.u2-Sts on a 24-hour basis within
the framework of a highly developed public relations
. yllil m, Podagog :i-CHI 1 Iii w J l, as aoc i,a 1. ;i.nfor.ma-ion
and those relating to other administrative activities
of the unit can then be disseminated.
7. A policy of course development and production
that takes into consideration the addition of other
media components has to be pursued by the universities,
especially by a media resource centre operated
within th~ uni~ and the existing radio and television
stations within the immediate neighbourhood of the
unit. The existing paper-work pattern of, merely including
television and radio stations, on ~cademic boards
of distance learning systems is totally inadequate.
8. An effective network of universties and colleges
engaged in distance education activities should be
set up with possibilities existing for such units to
share ideas and problems. In this respect, the
Bilateral and Commonwealth Affairs Section of the
Federal Ministry of Education should be supported by
all the distance education institutions by cooperating
UNIVERSITY OF IBADAN LIBRARY
416
with the section and reacting promptly to its efforts.
9. Distance learning institutions should endeavour
to benefit from the facilities of the Commonwealth
of Learning (eOL) whose philosophy is tied to the
transformation of the system in Nigeria as well as
other Commonwealth countries. An effective link with
BACAA will also ensure this rapport.
10. The position of Director and academic Coordinators
of the Distance Learning Unitu in the Universities
should be a full-time one to ensure maximum perform-
ance of the units.
11. Distance Learning Units must
participate in international conferences
and symposia on distance education to enable them
to keep abreast of developments in other parts of
the world.
12. The promotion of two-way interaction between
learners and course writers and tutors should be
made a compulsory part of the learning process. The
reliance on the mere submission of assignments during
the yearly face-to-face meetings between tutors and
learners is totally insufficient and a negation of
UNIVERSITY OF IBADAN LIBRARY
417
h Lde Ls of correspondence education in its early
days.
13. An effective computer base for distance learning
must be established in all universities running distance
learning programmes. This will ensure that .dequate
records of students are available for retrieval
and use. The pedagogical use of computers for
computer-mediated communication should be possible
wi h tim DotWA n he various cours writers and
tutors.
The following recommendations are for the
Federal Government and its agencies.
1 . The federal government needs to consider the
development of a distance education policy as part
of its major l",ll,;fU;:-; III Lduc a t i.on , Even where
government is not interested in directly funding the
teaching-learning process, the establishment of a
ammisRion to mgnitg~ all ~istange edu~ation and
r l.ated activ:ties in the country is essential
to nromote qualitative instruction.
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4 18
2. Government agencies like the National Educational
Technology Centre in Kaduna, the Media Resource Centre
in Abuja and the various state media Centres in
the Ministries of Education should be made to be
more actively involved in distance education activities,
especially in the area of developing resources for
the promotion of the field.
3. Media houses in the country, especially the
electronic media should be involved in distance
education programmes. Apart from encouraging
them to liaise with existing distance education
institutions, they must be made to allocate some
air time for enlightenment broadcasts for distance
education institutions. Where they are able to
reach agreements with the institutional providers
of distancA education, they may be encouraged to
make their media available for pedagogical use.
4. Government must monitor the development of
satellite systems, cable television and private
1 0 ranio m ,U B e s to Qrail e soft. f· G.iJ . t;l. 6
for distanoe duo ~on ot1tl n r who myth n
UNIVERSITY OF IBADAN LIBRARY
419
use the media for instructional purposes.
5. Government needs to monitor more effectively
the usage by distance learning institutions of
the fac:ll.:I. Les av ilab1.e t:hca conunonw "lith oJ.:
Learning (COL) for transforming the existing distance
education picture in the country. This can be done
through the Commission for distance education.
6. Government must maintain an adequate data bank
of institutional providers of distance education
at all levels to ensure the availability of statistical
information and to aid micro and macro r'eaca r-c h ,
7. Government needs to update its telecommunioations
apparatus through the use of E~:xj1>LLng :::;J.t(;dJite systems,.md laterI
the development of its own satellite technology.
7.4.1 Recommendation for Further Research
There is the need to carry out fUrther research
on some aspects of the deve Loj.o.ent; of correspondence
education in Nigeria. These are:
i. Research in the area of the cost implications
of the use of satellite systems and cable
television by proprietary correspondence
UNIVERSITY OF IBADAN LIBRARY
420
colleges and other institutional providers
of o r s t ence education. Such research
will assist in identifying further strategies
to ensure the effective development of
this system.
1i. Th~r is n d for r search on the conversion
of the various sandwich, part-time and
week-end proqramme s in Nigerian Colleges
und Universities to dl~tance educution to
further maximise the potentials of the
system and reduce hazards of travelling
long distances to attend such week-end
courses.
ii1. There is the need for research on the
.ne rq i nq of ways between distance education
students and conventional learners with a
view to improving practice in both
situations. Such research may need to
concentrate on the possible development
of the print and the media components of
distance education for conventional learners'
use.
UNIVERSITY OF IBADAN LIBRARY
421
iv. There is the need for research on the
future role of Government in distance
education against the backdrop of new
international involvement which appears
to be changing the fortunes of distance
education.
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422
B IBLIOGRliPHY
PRIMARY SOURCES
I. National Archives, Ibadan (NAI Documents)
(a) NAI/CDE 521, Vol. III, Educational Policy in West
Africa, 1952.
(b) NAI/MED (FED) and ACC.1!7 "A School Broaocasting
Service for Nigeria" Report by R.S. Postgate, B1::lC
to the Federal Adviser on Education. 12/8/55.
(c) MED (:FED)2nd kc. 1/2 Vol. II External Examination,
London University. 1948-52.
II. !\'Erroarnda
~mo from vhe General. M3nager, N.'t.A. (Projoot.s) to thu
Director of Finance, NrA of 2qd July 1984. l~f. NN~1~/ENA/28/83.
III. Minutes of Meeting of the National Association of
Approved Coorespon ence Colleges NAACC in Nigeria
(a) Minutes of Meeting, 12th December 1986
(b) Minutes of Meeting, November 13, 1987
(c) Minutes of Meeting, 29th April, 1988
(d) Minutes of Meeting, 27th May 1988
(e) Minutes of Meeting, 24~h June 1988
(f) Minutes of Meeting, 28th October, 1988
IV. Oral Evidence (See Appendix 6 )
SECONOl\HY SOLJHCES
1. -Bo-ok-s-
Ade. arunb t , Gbolagade. "'l'heConcept of Dis tance in
Self-Directed Learning" Huey B. Long and
Associates, Advances in' Research and Practice
in Self-Dire~ted Learning[ Oklahoma Research
Center for Continuing Professionctl unel lligher
Educiltlon of t.hu Un Lvc rsLt y of OkL .d. lOlllu. 1990.
I
UNIVERSITY OF IBADAN LIBRARY
423
Aqa s s i z, Elizabeth, C. "Society to Encourage
Studies at Home" Mackenzie, O. and Christensen,
E.L ...The· Changing World of CorresEond~nce
Study University Park: PennsylvaniaState-University
Press. 1971.
Al~;jnr'oJu, J.A. and qtnolewa, M.A. (ads.) ~duJ-t
Education at .Lbadan . Department of A ult
Education, University of Ibadan, 1989.
Akintayo, M"O. "Inves·tment in Education in
Nigeria: The Relevance of Distance Education"
The Commonwealth 'of Learning §!.~FellowshiPs
~ro9rarnrne,Vancou~
Ashby, Eric. Investment in Education. Lagos:
Fl!deral Ministry of Education. 1960.
Baath, J.A .. Correspondence Education in the
, Li~ht 01-' a Number of Contemporary Teaching
~o else Malmo: Liberttermods 1979.
Briggs, Asa. History'~f th~ Boradcasting in thi
£nited Kingdom. London: Oxford University
Press, 1965.
Commonwealth of Learning (COL) MemQrandum of
Und rstanding on the Commonwealth of
Learning. Commonwealth Secretariat,
September, 1988.
Doerf ert, F., Schuemer, R., and 'I'ornhaeowsk i, C.
~~~sriptio~s of Selecled Distance
E£iucation Institution~. Hagen: ZIPI', 1989.
Educational Research Institute of British
Co Lumb i.a (ERIBC), ~~g at a.Distance and
the New Technology. Vancouver: ERIBC. 1982.
Erdos, R.F. 'I'aechd.nq by Correspondence Paris
UNESCO, 1967. -
UNIVERSITY OF IBADAN LIBRARY
424
Farrant, J.S. Principle1s964a.nd Practice of Ed~cation.London: Longman, - -~~
Faure, Edgar et a 1. 'Learning to Be : The Wor ld
of Educatron-Tod~y and Tomorrow. Paris:
Unesco , 1972 .
Fay, Maureen A. "Harper, William Rainey
(1856-1906)" J.E. Thomas and B. Elsey (eds .)
tntern~tional BiograQhy of Adult Education.
Department of Adult Education, University of
Nottingham. 1985.
Matiru, B. (eds.> ' Handbook
Writin Distance Education
DSE. ,
Glatter, Ron and Wedell, E.G. study by Correspondence
London: Longman, 1971.
Gleason, G. rr "Technical Developments Re lated
to Independent Learning'" Gleason, G.T. (ed ,)
~ Theory and Nature of IndeEendent Learning
Scranton, Pennsylvania: International
1'eatbook. 1967.
Goodspeed, T.W. ~illiam Rainey Harper. Chicago:
The University of Chicago ~ress 1928.
Gordon, Donald R. "Print as a Visual Medium"
Asheim and Fenwick (eds.) 6ifferentiating
the Media Chicago : The Unlversity of Cfiicago
Press. 1975.
Harper, William Rainey "The System of Correspondence"
O. Mackenzie and E.L. Christensen (eds.)
']~b.~Cr~~2i~51..lY2!.l£sfl C2~~E2!ldence Study.
O'nlversLt.y ParK: •
Harris, D. Openness and Closure in Distance
Education. London: The Falmer Press.
1987.
HolmbeErdgu,catBoirojne•, L-Sot-ant~uds;--~aoKn-;dn--o:T-rge-npd.s-n-i-n--=-;PD;1:istance---'9a"'-8'g<--"-'e1:-;--. .
I
!
UNIVERSITY OF IBADAN LIBRARY
425
Houle, Cyril. rl'heExternal Degree,. San
Franc isco: Jossey Bass, 1m.
Kabwasa, Antoine, and Kaunda, Martin M. (ed.)
'or saondence Eduoation in Africa. London:
RautIedge and ReganP"aul. '9"7~.
KeeganL,ondDo.n:-F:oRobrui-da7tt~i1o-ne~~da~g-De-i -d.t.-a-n~clen9l~!:9uu~c<O.'\ .L-J-0-1\-------------~
Ladc Le , 0., Ade f eLa , V.O'·, Lasekan, O. (eds.)
lIistory of the Nigerian 130radcasting
gerporation. Ibadan: University Press. 1979.
Logan, D. 'The Univer sit~ 0 f London. London ~
Athlone Press. 196.
Mackenzie, 0., Christensen, E.L. and Rigby, P.ll.
Correspondence Instruction in the United
States. New York: McGraw Hill Book Company,
1968.
Mackenzie, 0., and Chrlstensen, E.L. (ed.)
'i't1Cehan 9in9 oarId of Co.r r e apon de nc e Study.
University Park: Pennsylvania State
University Press. 1971
Mackcllzie, O. arid Chr Ls tc nac n , E. L. "']'l1e
Workingman's School" in Mackenzie, O. and
Christensen, E.L. The chan~nl World of
Correspondence Study. UnIVers ty Park:
Penn~ylvania State University Press.
1971
Maclaine, A.G. "Education by Correspondence
(Australia) O. Mackenzie and E.L. Christensen,
!he Changing World of Correspondence Study
University Park:
Macmill~n, The Macmillan Guide to Correspondence
~I,.l~ NGW ¥ rl~; Macmillan Publishing
Company. 1988 .
Mason, Robin and Kaye, Anthony Mindweave
Milton Keynes: Open University Press.
UNIVERSITY OF IBADAN LIBRARY
426
Mathi~son, D.C. Correspondence Study: A summary
. n view of the Researcnand Develo~ment
r.f teratun~ . Wash ngton: NRsC!" 971.
Mille~son, G. The Qual~fyin~ Associations:
A Study in Professlonallzatlon. London:
Routledge and Kegan Paul. 1964.
Nwamadi, C.O. "The Future of Educational
Broadcasting in Niger ia, A" Ogunranti (ed.)
Problems and Prospects of Educational
Technology in Nigeria Ibadan:
Heinemann, 1988.
Obanya, Pai "Towards a Return to Resourcefulness
in TeaChing" A. Ogunranti (ed,) groblems
and Prospects of Educational Technology
in Nigeria. Ibadan: Heinemann, 1988.
Ojo, Afolabi G.J. Distance Education in
Nigeria and the Emergence of the National
Open University" Kaduna: Layon Security
and Col00r Printers, n.d.
Oruo l ewa , Michael. "Survey of Current Ou t.r-o f i;
School and Adult Education Programmes
and Resources" NERC (later NERDC) .
Research Studies on PopUlation Education
in Nigeria. Lagos. 1985.
Omolewa, Michael and Adekanmbi, Gbolagade
"The Hegemony of the Print Media in Distance
Education Delivery". Innovation in Distance
Education. Harare: A~rican Association
for DIet nc Education. 1989.
Omolewa, M., Okedara, J.T., Okediran, A. and
Ac1ekanrnbi,G. (eds.) .r..s . OqUnJ si, 1902-1981
Ibadan: Department of Adult Education,
University of Ibadan, 1989.
Perry, Wi.ilt~.lrQ.£en universit~. Milton Kevne s:
Open University Press. 1/6.
Rossi, Peter and Biddle, Druce J. (eds.)
The New Media and Education. GardL!n City:
Doubleday Company Inc. I 1967.
UNIVERSITY OF IBADAN LIBRARY
427
Schram, Wilbur. Big Megia Little Media
Beverly Hills: Sage Publications, 1977.
Sewart, D., Keegan, D. and Holmberg, B. (eds.)
Distance Education: International
Perspectives. London: -Croom Helm.
Taiwo, C.O. The Nigerian Educational System:
Past, Present and Future. Ikeja:
Thomas Nelson (Nig.) Ltd, 1981.
Tamuno, Tekena "The Formative Years, 1947-56"
Ade-Ajayi; J.F. and Famuno, Tekena (eds.)
The University of Ibadan, 1948-1973. Ibadan:
Ibadan University Press. 1973.
Unesco. Resource Materials Used in Distance
Teaching by Higher ]duca tionInst.i tutioris.
Bangkok: UNESCO. 1984.
Weddemeyer, Charles. "Independent Study"
Deight~n, L. (ed.) .~nc¥clopedia of Educaticin
Vol. v New York: Macmlilan and The Free
Pre ss . 1 9 7 1 •
Weddemeyer, Charles. "Independent Study"
A. S..Knowles, (ed ,) The International
Encyclopedia of Higher Education
San Francisco: Jossey Bass. 1978.
Western Nigeria Televis~,on (WNTV). ~~ '!:illniversaI1Y'
Histor1 of the WNTV. ~badan : Helnemann -Educat onal Books TNig ) Ltd. 1979.
IV. JOURNAL ARTICLES
Bates, Anthony W. "Third Generation Distance
Education : The Challenge of New Technology"
Research in Distance Education. Vol. 3,
No.2 1991, April
UNIVERSITY OF IBADAN LIBRARY
428
Ezeani, Chike, "Evaluation Procedures in a
Distance Teaching System: The Experience
from COSU" Adult Education in Nigeria.
Vol. 7 1982, December.
Harr is, W.J. A. "Education by Post" Adult
EducatiQn'" Vol. 39 No.5, 1967
Jones( Lyndon H. "Directed Private Study"
Adult Education. VOl. 44 No.6, 1972, March.
Kelly, Mavis E. "Book Review" International
Journal of Lifelong Education. Vol.7
No 3, 1988, July-September.
Ojo, Afolabi G.J. "Planning for Distance Education
Experience from the Proposed Open University
System in Niger ia" .Adult Educa tion in
NJS1eria. Vol '.7', 1982, December.
Olumide, A. "The Place of Distance Learning in
Higher Education, with Speci 1 reference
to Nigeria" Adult Education in Nigeria
Vol.7, 1982, December.
Omolewa, Michael "London University's Earliest
Examinations in Nigeria,' 1887-1931"
West African Journal of Edugation_(WAJE)
Vol. XX, No 2, 1976
"Correspondence Education in
Niqeria, 1915 '75" Adult Education and
Development, No" 72. 1~78.
"Oxford University Delegacy
of Local Examinations and Secondary Education
Ln ,Nig ria, 1929""1937" J'ournal of Educational
J\,~ministration and_History, vOI:-x, .•-
No~2, 1978, July.
"The Promotion of London
University Examinations in Nigeria, 1887-1951"
The International Journal of African Historical
Studies. Vol.-3, No.4, 1980.
UNIVERSITY OF IBADAN LIBRARY
429
Omolewa, Michael. "Historical Antecedents of
Distance Educat i ori in Nigeria, 1887::1960"
Adult Education in Nigeria. Vol.7,
T982, December. --
"The Abort.i.on of the NGltional
Open University" G. Adekanmbi (ed.)
TDhe~cemAbdeurl.t Educ"a,t.ior Vol.2, 1984,w'
Pelton, Joseph N. "Technology and Education
Friend or Foe" Research in Distance
Educatio~. Vol.~No.2 1991, April.
Sakamoto, Takashi and Funta, Kenji. "The
Present State of t.he Uni versi ty of the
Air Project in Japan" Overseas Universities
1980, September"
Sequeira, Katia de Freitas. "Non-Traditional
Study Program : An Overview" ICDE Bulletin
Vol. 12, 1986, September.
Euler ~Ajayi, O. "Study of the Heactions of
Correspondence College Proprietors in
Nigeria to the Accreditation of Correspondence
Colleges". University of Lagos M.Ed.
dissertation. 1983.
Nwaokoma, Jude. "Correspondence Education in
Nigeria : An Appraisal of two Correspondence
Institutions"" University of Ibadan M.Ed
Disserta tion, 1981.
Oaof Luan , Nike. "Data Procc!:isin<] Model for a
Multi-Access Computer Communication
Network" Unpublished Ph.D Dissertation
Obafemi Awolowo University. 1988. .
UNIVERSITY OF IBADAN LIBRARY
430
IV. ZIFF Distance Teaching University of the
Federal Republic of Germany Papers,
Hagen: ZIFF
Erdos, F.R. "Some developments in distance
educa tion in Au st.raLf.a " " No. 61, January
1986.
Holmberg, Borje. "The Feasibility of a
theory of teaching for Distance Education
and a Proposed theory". No.6 0, October 1985.
Kranjcf Ana. "Social Isolation and Learning
Effectiveness in distance education"
No.71, Jun e 1988. '
Keegan, Desmond. "On the nature of Distance
Educa tion" . No.33, Nov 1980 '.
Melton, Reginald F. "Course design and development
techniques used in distance teaching and
ASI:108SlnUnt proGudurqs uuuc1 in diutuncu lUJ.clllIlY".
No.12 February 1977.
Moore, Michael. "On a theory of independent
study". No.16. Nov. 1977.'
Rothe, J. Peter "Linking Quantitative and
Qualitative distance education research
through Complementarity~
Rothe, J. Pe er "Phenomenological Analysis of
Distance Education Textual Materials". No.59,
September 1985.
v. Monographs
Gelpi, Ettore "A Future for Life ~long Education".
University of Manchester 1979.
Ogunrant.i, AyC? "Educational Technology : Please
Stt,:PIn". Unpublished mimeograph. 1984.
Valore Leonard and Dieh 1, Grover E "The
Effectiveness and Acceptance of Horne Study".
Washington National Horne Study Council.
1987.
UNIVERSITY OF IBADAN LIBRARY
431
VI. B,eports of Conferences
(i) ICDE 1982 Conference Report and Handbook.
(ii) ICDE 1972 Conference Report and Handbook.
(iii) ICDE 1938 Conference Report"
VII. Government Publications
Ashby, Eric Investment in Education. Lagos:
Federal MTnIstry of EducatIon. 1960"
Federal Government' of Nigeria, The National
Policy on Education. Lagos: Government
Printer, 1981
VIII. Daily Times of Nigeria
March 19 , 1962
March 24, 1962
March 26 , 1962
October 1 , 1962
October 2 , 1962
Oc ob r ;3 , 1962
October 4 , 1962
October 8 , 1962
October 10 , 1962
October 16 , 1962
October 17, 1962
UNIVERSITY OF IBADAN LIBRARY
432
Ea~l~ Time of ~igeria Contd
November 5, 1963
November 18, 1963
November 20, 1963
November 29 , 1963
August 3 , 1964
August 20, 1964
August 22 , 1964
April 5 , 1965
Apri-J, 6 , 1965
April 8 , 1965
April 9 , 1965
April 12 , 1965
April 14 , 1965
September 7 , 1965
March 15 , 1967
March 18 , 1967
March 23, 1967
Augu st, 19 , 1967
August 27, 1967
September 3 , 1968
September 14 , 1968
UNIVERSITY OF IBADAN LIBRARY
433
APPENDIX 1
Department of Adult Education,
Univer~ity of Ibadan,
Ibadan
September 16, 1991.
Transformation of Corres ondence Education to
Distance E ucat on Tracer Study Questl0nna re !CEDE/TSQ
Dear Sir,
,
Re'Fest to participate in a 'I'racerStudy on
Correspondence Education
I am conducting a research into the transformation
of Corres?ondence education to distance education in
Nigeria, over a span of sixty years, 1927-1987. I shall
appreciate your participation in this Tracer Study
aLmed ul; Ldcu t Lf'y Lnq .i.nd.l vLdu a Lu , wlio <.11::e uLl Ll
alive, who had in the past, used the Foreign Correspond-
~nce Colleges in Nigeria to undertake either their first
Cfegrees, or to pursue any other qualifications.
I shall appreciate your supplying their addresses too,
where they can be easily reached.
The findings from this study will be used for the
purposes of research only.
Please send the completed que~tionnaire to:
Gbolagade Adekanmbi
Room B209
Department of Adult Education,
University of Ibadan. I
Thank you.
Yours sincerely
Gbolagade Adekanmbi
I
UNIVERSITY OF IBADAN LIBRARY
434
Transformation of Correspondence Education to
DIstance EducatioTn92fITacerStudy QuestionnaireDEJ.TS9.
i. Name of respondent ...',' ...••.... ,.••.........
i1. Address •••••••• I •••••••••• ~ •••••••••••••••••••
iii • •••••••••••••••••••••• 1 •••••••••••••••••••••••
ii1. Individuals who had used the Correspondence
Names Addresses
1 . · .
2 • · ' . . .
3 . · .
4 • ·. .... ...... . .
5 . • e •••••••••••••••••••• ~ •••••••••••••••••••••••••
6 • · .
iv. Any other comments (please state)
• •••••••• ' •••••••••••••••••••••••••• 0 ••••••••••••
Thank you.
P.S. Below is a list of some, but not all, of the
Correspondence Colleges:
Wolsey Hall
Rapid Results College
Bennet College
Unlvlra1ty Correspondence College
International Correspondence Schools IeS
Foulks Lynch and Co. Ltd.
The School of Accountancy
Metropolitan College
Commerce Degree Bureau, etc.
UNIVERSITY OF IBADAN LIBRARY
435
APPENDIX 2
Interview Guide I (Alumnae of Foreign
Correspondence Education Institutions
Interview)
General
1 • Name (Optional) Sex .
2. Address;
3. Name of Correspondence Institution attended and
based:
,--".,. , ,., , " , .
• • • • • '" • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • II • • • • • ••••
4. Course/courses for which you enrolled
5. Educational qualification at the time of enrolling
for the proqramme:
6 . Year of enrolment:
7. Did you complete the course?
8. Year of completion of course:
9 • Degree/Diploma awarded:
10. External examinations taken (if any)
. . . . . .. .. . . .. . . . . . .. .. . .. .. . .. . .. .... . .
UNIVERSITY OF IBADAN LIBRARY
436
1\ 1 urunu e
Ilow c1i:1 y o u Le a r-n a o ou t t.h e p r-o g r-amme ?
· .
.. •. . •. ... •. .. •. ..•. .. •. .. .. .. .. •. •. •. ... •. •. •. •. •. .. •. . •. •. .•. •. •. •. •. •. ..
·. •. . •. •. •. •. •. .•. .. •. . •. .......•. ..... •. ............. •. ... ...
t ns t ruc t i o na--l---M-ethod
1 • How did y o u rec e iv e t ns t r-uc t Lon'r H ow diu Lcu r-u.i ng
t '* k e 1>1 uc e '/
· .
·.. .• .. •. ......... .• ........ ..•. .. ... .. •. ...•. .. •. ... •. •. . •. •. .
• • • • • • • • • •• • .• • • • • • • • • • eo •• .• • •• • •• • • • • • • •• •• • • •• • •• • •• • • •• •• ••
• • • • • •• • • • • • • • • • •• • • •• • • • • • • c • •• • •• •• •• •• • • • •• •• •• •• •• •• •• •• •• •• •• ••
...................................................
· .
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•. •. . •. •. •. •. •. •. •. •. .
it!' neeri t'c~t' 0 c1 j t i (,)nrJ~ t u t 0 [' i n e(/
UNIVERSITY OF IBADAN LIBRARY
437
. .. .. ... .. .• .• . .• .. .• .• •. .• .• .• •. .• .• .• .• •. •. .• .• .• •. •. .• •. .• .• .• .• .• .• .• .• .• •. .• .. .. . .. .. •. .. .• .. •. .• .• .•
.............................................................................................................
I L' .s 0,
w t1e I' t~, ; If 1rI wh » L (I c t. e ['IWi !It~ Ii .y nil t: c:II o ice o r ~i1]c 11 0 n
a r'!'H n.-erne nt. '?
••••••••••••••••••••••••••••••••••••••••••••••••••••••• It ••••••••••••••••••••••••••••••••••••••••••••
•• •• •• •• •• •• •• •• •• II ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
.• .• .• .• .• •. .• .• .• .• .• .• .• .• .• .• .• .• .• .• •. .• •. •. .• •. .• •. .• .. .• •. .• .• .• .• .• .• .• .• .• .. .• .• .• .• .. .• .• .• .•
.• .• .• .• .• .. .• .• •. .• .. •. •. .• .• .• .• .• •. •. .• •. .• .• .• .• .• .• .. .• .• •. .• .• .• .• .• •. .. .• .• .• .. .• •. .. .• .• •. .. .•
~. It" y o u us eo c cu r-s e t ex t.u , p]t:":t,.>e d ee c r j be Lh e ru, Or
d u y () U h t1V c:: o I d c CIP j e Li tII 1.. h 0 Ine '(
.• .• .• .• ~ .• •. •. .• .• .• .• .• .• .• •. •. .• •. .• .• .• .• .• .• •. .• .• .• .• .• .• .• .• .• •. .• •. .• .• .• •. .• .• .• .• .• .• .• .• .•
.• .• •. .• .• •. .• .• .• .• •. •. .• .• •. .• .• .• .• .• .• •. .• .• •. •. .• .• .• .• .• .• .• .• .. .• .• •. .• .• .• .• •. •. .• .• .• •. .• .• .•
•. .• .• •. •. .. •. •. .• .• .• .• .• .• .• •. .• .• •. .• .• .• .• .• •. .• •. .• .. •. .• •. •. •. •. .. .• .• .• .• .• .• .• •. •. .• .....
MIWIA U:3erJ I'o r: 'l'e~ch~
1 • 'l'h e
Co r-r-cu p o nde nc e text, J'Cc:-nlllICrlcicci b oo k., 01" cu~eettes't
PleLl::je ex p l a i n how you wl:;re taugllL •
.... .............. .. ............. .. .... .. .........
.......................... ............... .. ........
........................... • 1 ••••••••••••••••••••••
UNIVERSITY OF IBADAN LIBRARY
438
t up es , el'amopbone r-ec o r-ds , e t c , )
· .
·.......................................... ........
3. Dj rl yo 11 e v e r- fee] the med i o ue ed (e. [r.
j 11Ii d e <j 1I; ! t. e '!
...................................
· .
· .
• • • • • • • • • • • • • • • • ••••• eo· •••
4. Any 0 t.h e r: c ornrne n t.u on t.h e med t U o t' t e acu inC. (': • [T.
wel'e Lile t ex to sent to you e nougn '?
·..................................................
·..................................................
· ....... ... .... ..
1 • '/·':,:,11, .•·.1···· "II,Y L'r'['111 Ol' lVI' , . l I.
\~ ~ '" ~.... V l)-':.1:1 CIJllllllUfll (;:, ull uC; tween
LtJ e,y r-e c e i v e r r-0 rn .Y0u '? e t c •
.......
UNIVERSITY OF IBADAN LIBRARY
439
2. tlow wus t.h e t wo-w~y communi C ioIt i 0 II LH.: j 1ita. t.e d 'I
y o u r- ;\ Llld,Y (,,"'LeI'1 ",1'/ 'tV r'o
ttw r'e c ornrue nt s on them'! Did you s orne t i rue s r-e a p o nd
to t.h e u e comments by way o t' WY'it i ng back to the
Co) I ege'/ Ple~se explain the nature or the two-way
c ouunun.l ca t.i on here:
· .
· .
· .
·.................................................
·.................................................
· .
· .
5. WlaS Lh e re ioIfly regular' c orrt a ct between 'you ~llcj tutor/
writer'?
4. WtlO initiates co rrtac t , you or the Co Ll e ge ?
....................... , .
.................................. . •. .. .
... , .
UNIVERSITY OF IBADAN LIBRARY
440
5. How fast was the communication between you and the
College?
·.......~.........................................
6. Does the College send any letter of encouragement
occasionally?
·....................................................
7. In what other ways does the college contact you apart
from sending letters? Did they send people to visit?
• • • • • • • • • • • • • • • • • • • • • • • • • • * • • • • • • • • • • • • • • • • • • • • • • • • •
·...................................................
·...................................................
·.............................................
8. Are you aware of anybody that dropped out of the course?
What was h.1.sreason? D.1.dthe College try to contact him
and encourage him further?
·......................................................
·............................. . .. . . . .. . . . . . . . . . . . . . .. ..
·........................................................
·........~.....~.......... ..........................
9. V/hat was the average t.i.me you received your marked
assignments'?
·......................................................
UNIVERSITY OF IBADAN LIBRARY
441
Others
1. Give your general opinion on the quulity of instruction
at the time? Would you say you got your money's worth?
·......................................................
·......................................................
·......................................................
2. How much did you pay per course at the time (if you take
a subjecL for a course)? What about the overall cost of
st udy?
·......................................................
·......................................................
·.............. ..................................
3. If you were to go through the same programme today, what
other means of communication do you think the College
may have used? Please state your reason for your choice.
·.......................................................
•• ••• • • •• • • • • • • • • •••• ••••• • •• •• • • • • • • •••• • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • , • • • • i • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
4. Do you have any other comments?
·.......................................................
·.......................................................
·.......................................................
Thank you.
UNIVERSITY OF IBADAN LIBRARY
442
APPF:NDIX j
Interview Guide II(Students of Correspondence
Education Institutions Interview}
, General
1 • Name of Interviewee . . . . .. ..... ... Sex . .
Matriculation Number (if any) •....•••••.
2. Name of Correspondence education Institution attended
. .. .. . . . ' . .... ... .. .. .. . .
3. Interviewee's Qualification before registering
for the present course ....•~ ..............•....
Expected qualification after graduation
4. How did you learn about the Programme? Was it
through an advertisement, a friend, colleague,
or any other avenue? .........• " ".
~ethod of Instruction
5. H9W ria you receive instruotion? Is it by pure
correspondence or does it entail elements of
face to face instruction? What other methods
are used? Are the face~to-face elements voluntary?
6, Please comment on the face-to-face sessions
Media of Instruction
7. .Which of the media is used in teaching you?
Correspondence texts, recommend d books, cassettes,
computers?
8. Please mention any other media such as radio,
gramophone records, etc.?
9. Do you feel the media used are inadequate?
What additional media would you reoommend?
UNIVERSITY OF IBADAN LIBRARY
443
I Elements of tw ",way Communication
10. Is there any form of two ~way Corumu n i.c a tion be tween
you and the Correspondence College?,
11. What forms do the two_way communication take?
Are there assignments for you to work on,
based on your study texts, which you now send
back? Are these corrected with commentB on
them and sent back to you?
12. Is there any regular ,contact between you and the
tutor or course writer? Who initates contact,
you or the tutor, course write~ or college?
Support Servjces
'13. What suppor t. Services are available in the Programme?
Does the College send you letters of encouragement?
14. Does the College link you up with libraries
elsewhere?
15. Are guidance and counselling services offered?
16. Are you aware 0 f anyone who has dropped out 0 f the
Programme? Do you know the reasons? Please discuss
these.
otherlii
17. Give your opinion about the quality of instruction
:f0u receive
18. What Lrnp rovemerrt s do you want on 'the Progranune?
19. What other comments do you have on the Programme?
UNIVERSITY OF IBADAN LIBRARY
444
APPENDIX 4
Tnt o.rv iew Guide III (Administrators and
Directors of Correspondence Education
Institutions Interview)
Research In Distance Education
I shall appreciate your responding to the follow-
ing. questions. I am a Ph. D. student in the
Department of Adult Education, University of Ibadan
and I am researching into the transformation of Corres-
pondence education to ~istance education, 1927-1987.
Your responses will be used for the purpose of research only.
T___he~.Wu: Que__s~11ti::.:;iU1llo:c~ns
1. What is he name of your Institution? Whon was it
established? What were its goals at inception?
2. Please list the subjects offered at inception.
What specific courses do you run and at what levels
of education?
3. Please show clearly how you carryon teaching
and learning with your clientele. Do you provide
the learners with course texts? Does learning
involve face-to-face teaching? If learning
involves face-to-face teaching, is it the major part
of instruction?
4. What media do you use? Please list them. (Examples
are cassette tapes, printed text, v deo- apes,
computers, etc.) Please list any modern technology
9adgets you use in the course of your operations.
5. Do you offer support services for the learners?
What kind of support services do you offer?
(Examples are counselling, tutorial services,
provision of library facilities; phoning or
writing letters to give relevant information;
establishment of study centres) .
MORE
UNIVERSITY OF IBADAN LIBRARY
445
6. What problems do you face in the organisation of
teaching and learning (e.g. learner withdrawal
or drop-out; lack of expansion; etc.).
7. Has there been a change over the years in terms of:
i. the enrolment figure?
ii. the media of instruction?
iii. the nature of support services?
Please explain what changes you have had by showing
the possible increase in number of students, the courses
you offer (both in number and dLversLt.y) •
8. What future p Iens do you have for deveJoping your
system?
9. How many learners do you have on roll?
HmJ many have you had a Ltoqet.h er since inception?
Please send a copy of your brochure and any other useful
information about your cOllegc which will further help
the findings of this research.
Thank you.
Yours sincerely
Gbolaga de Adeka nmbi
Encl.
UNIVERSITY OF IBADAN LIBRARY
446
5,
APPENDTX
IN'I'EHVIEW WITH MRS O. O. FAGBAYI
ASSI5'rANT DIRECTOR OF EDucATION AND
HEAD OF THE BILATERAL AGREEMENT:
COMMONwmAL'1'H AND AFRICAN AFF'AIRS
-f.'E'mfhAL MIN STRY OF lTIOUCATioN
VICTQRIA ISLAND, LAGOS -
GENERAL
1. When was the Commonwealth of Learning formed and what
were the objectives?
2. When was your unit set up anq what are your specific
and general goals?
3. How has your unit been carrying out its activities?
What problems have you faced in this regard?
4. What are your future plans for the promotion of
~istance lea~nln~ in Niver"a?
Q!:LAF[I.!!~S!2 INSTI'l'UTIONS
1. How many correspondence or distance education
Institutions in Nigeria fall under your domain of
activities? Please list them.
----------------------------------------------------
-------------------~---~-----------~------------------
UNIVERSITY OF IBADAN LIBRARY
447
2. Please supply the following statistical data on Corres-
pondence/distance education institutions in Nigeria
in terms of
(a) student enrolment
(b) variety of courses available by institution
(c) method of instruction by institution
(d) media of instruction by institution
( )
(f) nature of two-way communication used
(9) res arch and developn~nt potential by institution.
DEVELOPMEN'l'
3. What are the specific plans of the Commonwealth
of Learning Secretariat in terms of developing,
conducting and promoting distance education media,
methods and support services?
4. What is the nature of COL Secretariat's relationship
with: (pleatie explain in each case)
(a) Proprietory correspondence colleges
(b) National Universities Commission
i
(c) the International Council for Distance Education
I
(ICDE)
(d) Radio Stations ----------------
UNIVERSITY OF IBADAN LIBRARY
448
(e) Tclevison Stations in the country --------------
(f) Any others -------------------------------------
5. Is there any link with th~ Federal Ministry of
Communications on possible areas of cooperation?
Thank you.
UNIVERSITY OF IBADAN LIBRARY
APPENDIX 6
Names f Status, Addresses of Interviewees
and Places of 'Interviews
NO DATE INTERVIEWEE STATUS OF PLACE OF
INTERVIEWEE ADDRESS INTERVIEW
1 29/3/90 Mrs. Akinyemi Assistant Chief Educ. Federal Min. In her Office
Officer, Tech. Sc. Ed of Educ. at the FME
Department (FME) Lagos
2 29/3/90 Mrs. Euler Ajayi First Head of the Federal In her office
Corresoondence Educ Ministry at the FME
Unit of the FME, of Educ.
Lagos
3 5/4/90 Mrs. V.O. Okudolo Corporate Affai~s Ikorodu In her office
!-'m.nager,Exam Success Road, in Lagos
Correspondence College Lagos
Lagos
4 . 3/3/91 Mr. Robert Colley Director, Indepen- Syracuse In his office
dence Study, University in the
Degree Prog. of the New York University
Syracuse Univ. U.S.A. USA
5 6/3/91 Prof. Don Ely Head, Instructional Syracuse
Dev. Division, University In his office
School of Educ. New York, in the Univer-
Syracuse Univ. N .Y ., U.S.A. sity
U. S. A.
6/ 24/10/91 Prof. E.E. Ezewu Prof. & Former student University Banquet Hall,
of Wolsey Hall, of Port- University
U.K. Harcourt of Benin.
UNIVERSITY OF IBADAN LIBRARY
l - l 450
NO !)ATE INTERVIEWEE STATUS OF
INTERVIEWEE ADDRESS PLACE OFINTERVIEW
7 • 24/10/91 Dr. A.a. Aboderin Snr. Lecturer in University of Palm Royal
English, Univ. of Calabar Hotel, Benin
Calabar (Former City
Rapid Results Col.
Student)
8. 24/10/91 Prof. E.O. Fagba Director, COSIT, Univ- University
mive COSIT of Lagos of Benin
9. 24/10/91 Mr. Hafiz Wali Director, African
Prog. & Informa- Kaduna University
tion Services, of Benin
The commonwealth
of Learning &
Founding Director
National Teachers
Institute, Kaduna
10. 16/4/92 Mrs. B.I. Adekola Univ. of Ibadan, Room B209,
External Studies Dept. of
Prog. student Adult Educ.
(U.I.E.S.P) University
(Subject: ADE/Lang of Ibadan.
Arts)
11. 16/4/92 Mr. M.a. Adedeji Same as above Iseyin Dis-
(400 level trict Gram- Same as
?tudent) mar School above
{SlIlbejct: ADE / Iseyin
Geography. )
UNIVERSITY OF IBADAN LIBRARY
"'~~ ..•.~.
NO - DATE INTE RVIEvi'EE STATUS OF ADDRESS PLACE OF-
INTE RVI EhTEE INTERVIEW
.--
12 16/4/92 Miss A.E, Akhutie Same as above (200 - Same as above
level; GCE/History)
13. 16/4/92 ~.-.r • F.A. Oki Same as above (400
level; ADE/Lang ·.'Arts)I"aepe H'~gh Same as above
School,
Okiti-pupa
14 16/4/92 ~'-= I':O'.'Olalere Same as above (100 Staff Schl Same as above
level; ADE/pol" .Sc'-~) Universityof Ibadan
15. 17/4/92 !-fr• R.E. Betunmi Same as above (400
level; ADE/Geog.) - Same as above
16. 17/4/92 l'v": • H.A. Akintunde Same as above Baptist Same as above
ADE/Rel. Studies High Schl.
Ilaro
17. 17/4/92 !-' ~ S.O. Ayeni Former Rapid Fed. Govt. Monatan, Ibadan
Results College Girls Col.
Student Sagamu
18. 21/4/92 Dr. (Mrs) Nike Head, Dept of The Poly-
Osofisan Computer Studies technic Her Office
The polytechnic Ibadan
Ibadan
19. 22/4/92 P~s. Olu funm i Layo COSIT Student I.M.G. Pry Obokun, Eleyele
l-_-",o,,::/o BSC EDU/Biology School, Ibadan
400 level Mat. No. : Mokola
881004545
UNIVERSITY OF IBA
AN LIBRARY
452
NO DATE INTERVIEv•E-.E.. STATUS OF ADDRESS PLACE OF
INTERVIE'W"EE INTERVIEW
20. 22/4/92 Chief M.S .. Adigun University Corres_
pondence College His Orita
Alumni (U.K.) Orita Basorun Basorun
(Former Minister of Ibadan residence
National Planning
under the Buhari
regime in Nigeria)
2 1 . 23/4/92 Mr. Dele Mafola- COSIT Alumnus Eleyele 37, Askar Paints
sire B. Sc. Bus Admin .. Layout,
Eleyele,
Ibadan
22. 24/4/92 Mr. Gbola Olapade COSIT Student Evans Bro- Evans' Jericho
(B.Sc Bu s. Admin. thers (Nig) Office
400 ..level) PublishersMat No: 881002256 Ltd. , Jericho
Ibadan
23. 26/5/92 Mr. P.Y. Folorunso Director of Studies Ikorodu Road,
Exam. Success Lagos In his office
Correspondence
College, Lagos
24 . 28/5/92 Mrs. Aderinsola NTI Yr. I NCE/ Omoleye Nurs Baptist Academy
Ashimi Soc. Studies Pry School (Study Centre
Matric No 035247 Ikorodu Rd. of the NTI) Ikoroc
Lagos Road, Lagos.
25. 28/5/92 Mrs. V.A. Olusanya Matric No,049248 Bishop Howel ~
Soc. Studies I lIs Pry. Mem.
School Bariga "
Lagos
UNIVERSITY OF IBADAN LIBRARY
453
NO DATE INTERVIEWEE STATUS OF ADDRESS PLACE OF
INTERVIEWEE INTERVIEW
26 . 28/5/92 Mrs F. F. Fiola NTI S1:uoent xacri c . St. Jude I sPry Baptist
No. 0351E2 School Ebute Acacierny
Educt/Soc. Studies Metta (Stc:cy
Centre)of
the ~TI)
Ikorodu Rd.
Lagos,
27. 28/5/92 Miss V.I, Ogunnusi NTI Student Matric. Christ Church
No. 037493 Cathedral Pry "
School, Lagos
28. 28/5/92 M O. Olusi NTI Student !·1atric. Police Child
No, 034231 ren School "
(CuItural Arts) Ikeja
•
UNIVERSITY OF IBADAN LIBRARY
/ ) : .... '4 ~~ I' I I
J I t '
..
• I I
,'" I \ _\' ! I') r IL I'"~'
J.' "
( ',. 'f,,' ,., f" r 1 (I " "
The
RClPjq fP~$.ults
Col,eg~ ".,
. !
COPYIUGHT
It II /I condltlon 01 Iflo Collogo', Tultlon Snrvlce Ihlll Iludy
mlllerl.1 luppllod to thl! Iludollt rlllllsine the property 01 the
CollOQ' and the student Illny 110\101 nflY other pnrty have
Ieee •• to It . . .'
\
.. TUITION HOUSE, LONDON, S.W.19
Course No. 146 c
Q..
! .
. '., I.................. ' ....• 1 •. I v , j •••.•••• '
UNIVERSITY OF IBADAN LIBRARY
r , 1.1..) ,I,.
"155
A-P-P-EN-D-IX-- 8 .....--.~
',.
• r I
",
~' r, ". I'
, ; . '
, i • ,II
: I ,J I'
'j ;'ll
1.,( I
r ~ ., r ', '
UNIVERSITY OF IBADAN LIBRARY
456
/
'. \
APPENDIX 9
CQRRiIiiPONU&;;NCIi AND OPEN STUDIES INSTITU I'E
UNIVERSITY OF LAGOS
BlOLOU v . Hl'l~Cll\L l'~NTH'i I'HE!' AllA'l'Olt Y PitCH iHAMME
Lecture 5, Receptors -- Mununuliuu car &. S~ill
Lecture h, LI Iccuus. Muscles un d Locomctiou.
l'uLlibhutl by
11111 ( III I II: 'I" 111111) 111.1) j 11111 (1(11) II ~;II II 1111:. 111:.11111 III
l luivut :;i Iy tJl I <J!IU:; •
A~II~i) - Yiillil
UNIVERSITY OF IBADAN LIBRARY
457
APPENDix 10
I UAUAN .EXTERNALsrl)DIES PRQGItUtME S~lUES
APE 309
Field Work in Adult Education
Tlaoory iliad r•~. 01ScmJun. Collr~~UC,.e. s, Sympcsla
uud Wurhbopi.: ff'OKllunWf rIM"',,!u,: and O~UU'lJlt1ou.
,t '! r.
ObOl~11idc;A.de~urnbi
J.)epartmefl/ of Adu)l Ed. ication,
Uruvcf'l'iJy of lbadan;
~Jisllt:d by:
• Dcpanment of Adult Education.Unlversuy of lbadan,/tXUUJII
UNIVERSITY OF IBADAN LIBRARY
/ \ ( :_ 458I I ~~DIX 11
uxrvcnsrrv 01?ABUJA
Centre for Distance Learning & Continuing Education
, Abuja - Nigeria
l1ICJ)LCEI21 I:;J th Marcil, l~n
-- --------
PI{OVlSIONAL A J)l\ IISSION INTO 'nu: DISTANCE LEAItNI N(;
I) I~CHEE/DIPJ ,OI\'l A PH.OG HAl\'liVIE
• dill pleased to inforru you th.u the Centre for Distance Learning and Continuing Education,
University of Abuja has ollcrud you provisional admission into ils~diploJl)a programme in
Law .
beginning its academic SC.'i.'iIOIl I~n.TIl~programme is due to commence in June 1~n.
Further information on the course will be sent before the course commences.
The course Ices will he il'o Ildluw.');..
.'
I i) I.uiliu(d.iJl\.:IU\.JIII~ vvursc Lllill~rii1!ll
L1W ([,1..11) N 6,{)OO.OO pcr session
Other ,kgll:l! ,'11111 vc., N 4,000.00 per session
Ilipllllllil N 2,500.00 per session
(i i) Qili~L~JliU1.r: s:
Reg] sl rill iOIl N 50.00 per session
Examination N 300.00 per session
Identity card N 50.00
Caution Ikpu.'>lt N 200.00 (Rclund.iblc ill clld or course)
YOllarc required to make ill led;"! 50% (fifty per cent) payment of the tuition fees and full payment
ofother charges stated above before 27th April, 1992. Till! remaining payment will be made on 2nd
October, 1992. The fees to be accompanied with the letter of acceptance should be paid to the
i"~Ly!cl.i~ of Ahuja in Bank I.>fill'l drawn 011any of the following Banks in Abuja:
First !lank or Nigeria
lJ IIion llan k of Nigeria
A/lkd flank of Nigeria
Hilllk of North
United Hank for Africa
(';I'ill PdYIIIL!1I1will not be accepted.
UNIVERSITY OF IBADAN LIBRARY
459
Ihc tl)lloWlflg arc the hkely ~llIdy l'I'IIIIt:~ where students will regisrcr. You will be:expected III rt:gi~lc:f allhc: study
:':1111n'1c'.irc.st tu you orthe (III": III wlll"1i YIIIIIIIC iI!,Sigllcd by the Centre. There you will meet the study centre supervisor
II, • will IdJ you whut 10 do,
(i) Oyo/Ihadun SI. Andrcws Co+lege of liducution, Oyo.
University of Ibadun , Ibudun (Law Progruuuncs only).
Uuivcrsity 0" AbllJII, CUllin: for Distuncc LCllfllillj;
(Ilhl Couuuuing liducution Gurki , Abuju.
(III i ~;illlt) Buyero University, KIlIlO,
( I " ) L.J fI u FIlJ, Cullugu iJ"I~dll!.!lIlll!ll. ZIII'III,
(v] EnllgIl/N,ld;hu Uuiversiiy of Nig.;ria, Nsuk ka, Enugu Cuiupus.
(For l.uw Prognun only)
11'1)UWe:lrI Al vuu lk oku ClIlk:;v III' blll..:uli,Jlt.
(VII) licuin lJl,ivcrsilY 01 Benin.
(Viii) I.ilg()~ 1:..:.1e:11CI1(llkgc 01 Edu(;jlljo'l CI'(;cllIIiclli) - Ak ok n.
ill lite: 111.1<":I: ICI.:I~llilll"". l"ll \\111 '" 1"1"111:.1III hl,ng llt~ lollowlllg ro lltt: I,.gislralioll centre>
I," I'lt.: dn~llIlIh "I }'\lU' \\'11111,tll,",
(Il) Sill «(I) 11IIh~p"d ~IJ." 11111I1"l''''I,I", III 1o~1"
(e) I:vIJt;IICC of flll),III!!1l1 IIf"'I'I, IInd IJlbd ":"lI'I.:e:~,
l'Ic~~..:1!I,d illladlcd II IeItCI ot 11""'1'11111I:'nl thc piovisionnl offer, which YOII should complete and return togcthrr with
II,,~/lUIIA Draft 10 Ih.: UCgi,II//1/', /lII/I',T.lllY ('.//11111.1", ~1I as III be received here IHII later than 27111April, I !)92. If we
II••1111"1'""il''' )'1111[1,,111.011'11" "1'111111I",y lhul dlll"l YUII will forfuil Iii" ~"'flll,
YJIIIII;'S ;lllithzl'lIlly, ·
Yukubu II. Ilahi
Ag, Rcgi~tlar.
UNIVERSITY OF IBADAN LIBRARY
I I 460 ~
l\PPENDIX 12
CORRESPONDENCE AND OPEN STUDIES INSTITUTE
UN!VEHS/TY OF l...AG~I)S 'I" i''! MAHCH 1992 .I I.
\. 'I
I ' I
T:.,ABLE Of' CONTtENTSJ UNIL,AG t;.TJAINS THE . ' I'
Unilafl A ttsins tn« Middlo-Afl8, 30, MIDD~E~~GE, 30 . ~~
1 I' , I' 'j'
, Three dtlcadn~' ago, the "man" Unilag, ,3:/
(ll/otablo Quote • Protossor Nurudeen Alao
WI~e-Choncel/or, Un/lo() was a baby: lit could not even crawl It was t r~(
"11" , sucking frorn1its mother constantly the milk of • ,I
I
q~·t!ctO( wetcomes COSI r Students lifo, which ,Is IllIflllo~tlJal knowledge. !I.,,'
',' ' absorbnd acadornicians from far and wide .
1:frstfO (Eastnrn and ~este~n Europe, US and Canada} 10 .:(ion both indigonos and non-tndlqones and asslonec
~pSIT tor 1991/92 them the tasks of lecturing the young ones and IFalen~8f generating knowledgo through research. '
~f!~1f " That 'fas tro tirpe 'wo had the 011 boom~OVtI"1fi~r· and the economy yvas bubblinU. So also were
~f'Jdent 08(8 fund~ flowinq inlq the University like a river
:' ~ without any artificial darn. There were funds
ll'p(l8tion for teaching +Quip~ent; building facilities and
'1!lq " research. That was 30 years a go. Today, the
ba]min/Jrion MlJlpf8cticu Revisited story Is dll(OI'~flt. The Linlver~'lv IS ojjafatlfi\)
I': _ -" , • _ under SAP, Henes. we have had the neod to
1~!(:'r8a$"In servto» ChlffUj,' launch and ro-II!\JrlCIl 1~8 !Jnlverslty of Lllgos
1,'\'. ,I' . Endowment F~md ~
COStT Day At the 25111 Convocation Ceremonies,
on Thursday, i20lh Fobruary, 1992, the Pro-
cpsrr LOC(LIfI1I1 on VlcI,m 7 "PfI$? ~pancollor and Chalrma~ of Council. Alhaji !Dr.)
r • " ': , Garbe Ja Abdulkadir presonted the state-ot-the-
fll1(1l1ln,lon, LtlltVII vf A".~I'''C'' UnlvQ(lIltv tIW,I' I 'I, I
A .• tile Pro- CllanClIl/or snd Cheirmen 01
Council, it is my pteesu, r« and privileflEl r
••
UNIVERSITY OF IBADAN LIBR
RY
461
r'1~.(i'~tWH ~Pf.l iI./i (u III;:; I/(JIIIIIII:"/I!)f/ caruruonv QUOT AUlE QUOT!:
!-v,/l{C ~ l~oin(:icIOs witt! tlru 3U/II AIlfl/IIUrS(lr¥ ut PROFUSOI\ Nunun~t.;N AI-AO
~tl(l IW(Jqi'1~ of !"/S ~rullt ImHIIII/iufI ot (!i~"/u yIC~·P~~~CEI.~IAU' ~'lAF' .
(dfl{fI((ip:, fhO Umv8f:>IIY ull,bi/os, ' ,
II" , "t« i( no! Ow cuseutuu qyen toduv we "uvt) Sid'
first, I vvist) /(J wotcom» tno not.'learnt, 1{l1Ir' ~e are'sf! ottun unuble to
Ijl.or~'HnldlivlJ ot IlIIi V,siWI. vic« prus/den(, Septlf~(e noise trom i,! (prmil tion, ttiet we flail
'1'1f111(ffl ~t/~ust(JS 'AiA/lomu tor Ilis lilvulu~ul/J notse {Jnd cllscare! inlornllJlion, th at wo (/0 not
1~'f1S(;lICct. Hu f'Vb$ /~tJl Ii witt, II~ dfl(l pftWUU" di;i(if)f)IJ"Sh'bt:f~t:ff) inlorr/wlion ilnd knowit:d()tJ
Qllt/'Ii/It (tll{JuI/Chlrl~ of ttio (JIIIV/JfSlly of LlJOoS and between k~Ptv'tJi.lfr end Wlt/V( SltJflUiII{) ".
4/u/HfvaUlflr FUnQ lit wtuct) //Iuru uiaa 'Y 25
Iopnilhi()/ WIIS cottectad UII tho suut, Nu donated,
QIRECTOR WELCOME
bt!(llJlf of trio fu(/urul MilltMV Govemment. ;!'CO~lrSTUpF!'~TS .
the lJum of N:; nutliou urnt nuutu II oorsoo»! The DireClof of COSIT. Professor E. 0,
£10il,~',ion 01 N 2 5, aDO, O() 1111 Oulwlf 01 his Faobarniyo, welcomes all cosrr students to
tsmhv. YULl' /11/ Allow (11,1/ (IHI Fiulot a! the new vu,ir. 1q91/'J2 session. Hu urues all
Govurnmem i.\ :i(III (111I 1111I11I ,HI/II cu of r(}()ulur students to make euorrs to be familiar with
"ftJ(//ii, dOl/lI/IUIIS 1111I'"11111I 1111(/1//./111 1I.~·:;i:;/UIICU Univer sitv rOIJutaliolllj .50 as to milllllli:;tl
/0 tll., VII/WI! su '(. . problums, l le also advisoli lItUU1J/lt:. ID wad tlio
,COS/{ Nt'W~·Lf.r 'Ell thcrouuhlv :;0 us to bu
Ifill civman (1//11"111 • ., III ("uu.\ St at u, up-to-uutu with povuloprnonti ill 1111/III:oIillJlu
S" M,(;II/1l1l UIII dll 10, " 11(/1111111/1(1 (Jill' Ulld Iho Ullivtlr:>ilY ounQralty.
convocauon corutuauv 'IU 11.001/1.:;1 tint», f/liJ/ it ' ~----..--,----
Univer:>it'( has racuivutt .~IIII/}(11i WId lull
coouerutlon trout 1111I :,1/1/1/11 ctvitiut) find REPISTRATION
nutnur» Governors 0111/1)1;" SIII(iI. III/Villlivr /l(I}i il I
Rc.tSd/Ci in PiJfficuldt ,';11)( aun! /I I,IIUU not cot of All students except. Illu IJ()\Jlllllurs. ,
land (0 ttus Un/vv,-sily ,'II /l!1"l)uilu, Ltus WaS struuld rlJuislUr /01 IIlis sus sion 1••rui.t I rld<.JY.
.$ub·i/iv/ded /1110 1/2 plots uiu! /1i:'lribu(ed to May 2'Jth. 19921• l.are regisiralllln will hlU I lie
the Universitv stotl. 'flit.' bendicioril:s have untorWiliod tor whatever russun. All CUSt I
allf:ddy received ttie« I,,,hvit/II,II Ccrtilicates of s tudun ts who auunded tho Ii.s t rc~;iuCIII i.J1
Occuoencv ana I/It) UIlIvv'511y nos liJunched a programme WU(o (1uly informed about this
nome OYVllt:rship l.oon Scllil/lle lor (/10 stutt. deadline tor ffJoi'stfation. To be tor ewarued as
111/: Hevolv/III) Furu! illr Ihi.\ put p aso will bu wu know is to ,·),u Ioieurruud.
mcrenscd tron) N 2. t; nulhur) to N 3. fj nullion 10 If you live outside l.ajjus, rt:ui:'\ldtlUll
onobte more and moru of our stutt (0 b/flJc/ their forms VVIIt be fJldue ilvdi/Ju/u at Y(Jllf Study
own homes in LIJ[lo.\. MIJY I appcul 10 Sir Centro. You must pay the fult '~II,IIUU:, I/y Iwi!•.
Michael Otcdota, Itlw his prcdccussors, (0 draft made to "TIll: Correspondence <lIIU Opeu
contioue (0 tlSS/~'( ttns Univot sitv, Studies lnstitute, Universitv 01 LflOO;;" , Lhe
Of course, I /11111>1 wutcoino 1/.1.1 /-IOf/, sur vice cli;Jr(Jcs'remain as ill 19~Om 1. hut oIII
f ed/)(dl Minis fur ot {tI'Jl..'lIliun, Professor students .Ire IC(!UUtoltjU to jJ<.Jytur IJIlIJ!.. dUjlo:.iI
Bab at urut« Faturiwu 10' 11i.~· pI US I.'fIC{J ticro a:; tollqvvs r- .
tads», Wu twVtl COIIIIIIII/'(/ /0 rucoivu SPIICiill
euonuon 01 (110 Non. Mit us ur: ill s()llIitl{J some 1" AccoufltfllU and [jUSi.H:toto ;\d'"1OOI!.\rd\Il>1I
arobtems which IJlII IIIJCIIIIt/( 10 (110 University 1A ·2A - N 200.00
01 LallllS.
2. Science Education
N 1 fjO,QO
/.
UNIVERSITY OF IBADAN LIBRARY
462
T/lis is !JUCilU5U 11111111:II1lJloU IIIKIIi iI'U now books and study materials as 50011 <.IS tlllJY
availdblll for disldlJutloll ro studunts and only rucuive their offur of adrnisaion. Nuw srudurus
those who hayti mUlluy III IlllIlf book dupoait must rUQistur within 28 days of tlw offor of
"CCOUllt will bu ,u"vlc"d wllllllill dulilY. Nuw admission, otherwise such offur will lapse and
studerus are i1dvlllUd tu dupoult N 600.00 for will ue ·oivon t other qualifiod candidates.
COSIT CALENDAR FOR 1991/92
October 1991
Saturday 5th I.IIU ul 1990/91 Mondav 11 tn A.P.D. MOOliliU
Acudumic ses sion. Thur sdav 14 \11. Bo a r d uf Studios
Mfjotinu
November 1991 Saturday 16th . Studv Centre Mooting
Monday 18th A.I'.IJ. MOUIIII\j Saturday 23rd - Study Centre Muutill\j
Wednesday 2~th Advert lor the 1992/93
Dllc/Jlllblir 1 iJ91 Admission
'rhur5da y 12111 - JlII,II'J III !:.ilutJlu:; Friuuy.;lfWl . DuJdlillo for H(Joislrillion
MuuIIII\j for Courses
Monday 161h A.I'.t). Muutlnu,
June 1992
NJiJrcll 1992 :5aturdClYIhh Sluuy (;UIl\tU MUlllinll
SilLUrday 7th !:ilildy CUlltrll Muutillu July 1992
.. Th4r1;day 12th· llo,JI(j ot Study Mfluting SiiturdilY ~ th 2nd Continuous
MUlllillY 10th AY.D. Muoting Assessment
Sillu((JdY ~ lit till/(Jy Cunue Moutinu SaturdilY 111r Sluqy Centre Mllulinu
1992 FrluiJY 1"!tit Mulricul,HlollAp(lJ Saturduv 181h Matriculillion
SjllUlday 4th !:illJdy Cuutru Muutillg MvnuilY zou, Husidon 11•.•1 f'IOI/'JIIIII1U
Monday 131h AY,(). Muoling beoins.
SillUr~ilY 18th ::iIlIlJy Curure Mooting
Sil\UrdilV 25th 1~t Cuutiuuous Auous: 19!J2
At.bOlJli,nunl Satur dav 8th Hesidential Tutor: •.l•:, und
Tuesday 11 th Sessional Ex•.r•mnauons
MIIY 1992 boUin
SaJu,dilY 2nd ~llIdy Ceutre MUlltinlJ Friday 2Utli Hesideruial ProuraHlIllu
ends.
~...••...--~..
6TAFf MOVEMENT
1tlU Adllllllllll,.I\IVIl :iUI.:,ul,1Iv, CaSIT, S~IIVI!;U of I'IU OUI-uoiIiU II lUll liJIJ(!> <lIid
MI", P. I. Akln~i.J'llhl, Iii •• !)lIl1iu( As stsrant WI;:ILOIlIUSuie IIOWonus.
I1llgl:llriH, CaStT. Mil I. I ,.Iudu, Illu AuJlilUllt Mr. A. A. IpOIlU,ChillI r:KUI;UIIVUOf Iicur
Bvglltrilr, Mra, 0, A, LJl<uiwu IllltJ MfI, f.M. and Mr. J, f'., A~jni.Jola, Senior Exucutive
Tunde hdVt! buun 1'"l1bIUi/lid to olilur unh s III Officer h.rvu JUIIHJdthe tnstluuu. Wu wi!.h thurn
tOIj Urllvuflhv. ,/,llu 1IIIIIIIIJII1III urutulul lor thu a tlCJPPYbut busv tifno at the lnstuute.
j
UNIVERSITY OF IBADAN LIBRARY
463
DONATION Sl;UD~NT QATA
The COSITSA Executive rucentlv La~1 ytJa,f' (;(Ior[s were made 10 up-datu
donated' a turephone /(l(;ulvue 10 \till otrector's our atudunta' rucorda. "Some of our studurus
OtficlI.·· ;. Thu Instl1lJlli huruuv expresses did not cooperate as expected. WtJ urue you to
gratitudo to tho COSITSA EKucutlvo and the cornplete and submit Wilh tho Reuistriltion form
enure members of cosn SA tor thoir '.lory the Bio-data (arm forwarded to all students.
thoughtful and tuncuonul \Jlfl Such data are ~(;ilded for various purposes at
lite Institute. It is in your interest 10 submit II)!l
E?<A~INATION MAlPIiACTICt: IIIVISITED forms soon. ,I' :
Would you bulluvu tllLlt ill upltu or ull
our ettorts to ensvre mature COSIT I-EcrU/if.s o~ yl~t:q TAPI.'S7Ihill OUf vury
students set the pace in prouitv, into\Jrily and Wu hay~ had ~uogestions to put some
tra.nsparent honesty. \l1urtl wuro as many as C0511 lecturtl~ 011' vld~o·tilpa in. OrUtH to
108 alloged cases of malpractice durin~ the supplement thecourse-texts (Modules) in print.
1990/91 sessional e xamlnations 1 We are now Before we accept tllp ~uggo6tion, we wish to
in it n~w year. Hence, !l11l1110 IIlu(jy hard, and do a foasibility ~tudy J Wo' wish to find out how
ilvoi(~ Jnll las~'fT\lnUIO rutil, ~fld Illrnpltltion 10 mJny people will bo willi~O 10 subscribe (0 the
cheat..================~ instructional ~al-les. ': fach inflfuqi.onal tape will con lain a
INCnFA~~ IN SERVIPE CHA~Ot:S lecture 01 Ill)q~t twq hour.. lite tupe will
Tpe Cununluee of contuln mar" .1Iiun !4,CIUr.,l.. IlIlJl;trllliollli,D~y(tloPiOllllt the actuelltles. IiCtlqoli of places and events will UtJ
UniV6Ifiity ot I.ago. racuuuv ustublished new In"h.l(/u,", tor ,II" pyrpoii of oxplaining tho
sorviell charUll1i for COtil1 /1((lUrUlrIlYlOi. Tile concepts wilhin the lecture. Each rape will
l\ewct'ilr~6' ~(" I~ \Ilko o1111el III \llij 10U2/93
sessron, cost N 100. A'l additional cost for duliverv by
; , courier service will be added. PIUd:iU fill 111o
Nuw 1OU~/UJ form uolow upd' fOrward to tllu Diructor.CO~IT wltl\ifl two V\(~tlk~, Tllunl<li.
I " I
,.. - _ •• - - - ~ - - Mo •••• - - - - - - - - --1
Accounting & /jU:iiIlUlIli I COSIT INSTflU9TIOryAl YIDEO.TAPES I
~ 1,hqp.oo N 2,000.00 If' . I
: Name: , , I
I I
Science Education: B.Sc. I Correspondence Addr~ss:"............... . I
Biology, ChtJmi~ry, I f II, I
?hy#ics ancj MtithClmati(;1I I , : I
~ 600.00 .. '! N 1,000.00 I r I
I ....•.........., /' , I
I, I
POliotQfiHluilld IDiplu.na "~I I Cfrtitl of SlU'!Y at COSJT: " :
EqucilJ'ofl I~ l,600.ULJ NO CHANGE I ' I
'I, ,';. • . , yvill yOU liubscrfbe to CO?IT VIDEO·TAPES? :
Ihese ,;l.I,'·i Ull·.liUIJ!tlClIU Lil~nuo uut liludufltli I ~" I
will'be aOllqualllly flLlillt.d vvul] uhoi:ld of any I Yus' No I
ct!~fl"Oa boif1l.l IJllpiflltllllllud L - - - ,- - T - - - - - - __ J
UNIVERSITY OF IBADAN LIBRARY
464
C:OSIT DAy YEAH l11A !)CI[NCE AND MATII[MATICS
! • , STUDlNTS: I'
StiHlin\) IfUlII.lIlU:': 11 d,IY III UVtl'Y YUM INTROPUCTION TO SCIENCE AND
will bu observad as COSIl LJAY. COSIT DAY
for in1!H12 will UQ decluruu HUlIl1. 111Mooillo 10
M, ATH,E. MATIC METHODOLOGY'.
1..113 the second half ot lid:. vuur , ThO actual By.
dare and further <hlt;):I:; will lJO uunounced ill
Illu rl~)(1 I;lIJilioll ot Itw Nuw~IUl\lIr. .}, S. Old Dluclot un
Sun lor t.ecurrur (f'ItY:'IC\i),
Huud of Sc i(lnclJ /'fClUfilrnmo,
IIEQUj..A liONS
L~Ay~ Of A13SENCE INTRC)DUCTI0"t 1
I,.} 0111'1' IUUIIIIIJ/ull 1I1I1\1i11l1" /Iilli uflplv f(lf The lellel' 01 achievumum ill SCIUIlCU
luavu 01 IIbuurtctl and M.IIIHlJlHlIlctl UJnOIlU Bunior !l()(:IlI!d.HY
School :>tudent~ ,nowjldaY!i rs a ruul l;dU';U IUf
Ibl t.eave ot AllhUIII;U 1lI,Iy I.HI OfllfHuU tor alarm. '[hut e are' unoujjh data to shovv (hut the
one yoar dt I) tlmo liut thu tdllClUfll IlIU/il wrilu number 01 fi:tiluros il\ 11l1l~e subiccts IS vury
tor Q renewal on 1111IHI/will 11•l.tilu. Sub sequunt hlOh. Ue~idus, npt m~ny of tile pas sus are <II
ilPPfolial wil' tJO glvlllI ullly !"fUllfll/lJltI reasons. tredlt il/1d dl:;tinFlio/l·leliuls. This is wilY tho
Applications fur t.eavu ul AllIIlllICtI IIIUtil rouch 60 pur cent quqra for Ildrnili:>loll lor Scionca
tne Adminiatrativ« SUGIUldlY 1IIlIWI/ull l st Junu and MdtlwlIWlip:i r~liltQH courses in (110
and be fora tho ulld 01 thu ((Ilildontlal Univursiuva h<l~ rUVU( bool) obtainod.
IJfOtjfJlfHnll 01 tiny fil:l~lilt)l!, Anpli\iill19flli fgr ?O tar, nlany rjlil:;ors have beun known
Leave of Absence ultur an to hav~ (j(jl1lfitJultJq te Vli~ lOW IllVpl tdolliJIIIIJliJliol) will not
bll (lfllOfllliIlOtJ, SIU\.JUII(tl wllo uru no! chanced pcrtcrrnance. S~HllO q' P1Q~0 incluclo:'. ,
to sit for an examinuuon would have known 1.
tJllioru the und at Iho foor ~tu9cntlif attitude 10 tho subjects.uKurllillllliull and art)
expected to lodoo a rupur t ilJllIHldlJtuly. Such 2. l.ack of Science und MJIIWlllu\lc:;
application« must bo lUiJcltur:i,,ICl;O/ilPlIlliod by
QoclJmenlary Illiidunc.;o till!;11 Uti Ulck I eports or 3. Absence 01 Sciuncu luborutorius or
"(lieilll !LUlon! from lilnpllJYtJl ~ iH may LJo poorly "9\JiPl"p ono~ wheru ,buy uxiat.
appropriate. In liuriOUI> C,l:ilHi 01 [Ilnus s lho 4. 1/Ii"!lJc,i~u me bous of IU,H;IIiIlU,, t '~I
next-of-kin 01 II studunt could act on a
t.tud&nt's buhalf by liullllllltlJlU u mudlcul rupert It il) on lllU but;ili of this last rnctor that
wi ltl j) leuer. this lequr wi~II~:i to .~ddr~~1i It:.iolf on how to
1 " rnake ~ur distal1ce learner~ more eff ective ill
IIlu urt ~I luut:hl/IU IlCilll\l;~ Hnd rn'llhulI~jl\ir.~
lhosu 01 you In Ylldf iliA 1/1 Illu ~GI'Jlll II
ProurilfTIrnu ,h?uld qH~r .~ course on 11111
methodoloev ot, tOcl(;rling Phvsics, Chumis u v ,
tiioloOY illlq MiJlhtJmatjc~, Experiuncu 11,1:.
lih~wn mat not, lTIilfW of you oro prupar(;d (Il
face this cour~~. F~r example, triose of you
who a~~ not tfach~rs. are likely to per lonu
poorly ,n tnis cqurse 'QolnQ py past experiem.«.
The problom tllorelore is "~ow can you pr ep.u o
.. I ',"
5 I, .
., ~
'"
UNIVERSITY OF IBADAN LIBRARY
465
yourlillit lor Ihl. 1:\)11I ~II •.l•Id llli 111110 to pur turtn L ,ud Iy. c ,,'I 'r ,,\I Iell:11\ if y "I \Y
willi in 11111 couruu 1" Psy(,;lIuloO1('j;j I/pllil()!:' ~"lil: .II 10 d:,1111:. Ior
Thill .tlor\ 1111111 IN III hurouucu you \0 'JlJ!ililyin~ Illu LOilcIHH~' JCllolI:;l
me 4(1 I)t lOIl<:I!inU IclulICIj IAlld matnernaucs 'j " ,
throl.!Uh OLJIHHVlltlllli. II vuu ure II iuacher. It is Sunp Ihn orioin.1i copy 01 vour lindiliUll
II wuy of (0-')(111111111111.1 '1'\1\11 ¥ull. yuur rntlthod of 10 me butorp the end 01 MJY 1!.J!.J2. Your own
tlillchll\\,I IInd bCl 11\ till! jl11M1I1(l1I10 uuy wlltllhtH (;(!py will 1:!9 Y~!ld i.I\:I\lin IJl)rillIJ 1\11) fI)~idell!liIl
if il adequate Of nut, IIIIU 011 1111l basis of what proor Jmlll~ I ' !
you find. to bu (1Jlluy Iu olioCI is cnanqe. II you
are not In I. .,HUI tOliclilliU pr otus slon, It is is way You ITIdY write to IIIll III CJ:;e you IIl!Uu
of expo:;illg you 10 thu pr otession ttlrouoh anv• leuer o.f I Llul!lority in CLlrryiflU out the above
direct tlXPO(jUIlCtI [HI/uru vou llOoin the course. exercise. Epclo:.o a self-adurus scd uuvulope.
I'
THE TASI< I Y",i!ih you all is Iwppy .md truittul
19U 1 IU2 i\uja!J\lInICl Yllar.You should.cnoo su iI school near-by I r·
ind oblillrve one or two iuachers teach your
sublect N6'(V 9nJQ~ CEf'lTR6In oruer to ouservu»
Those students who would liku to
how the teacher pIMH! his IUI>:>on:;. attend stuQY centre Illuutinl/:; in OUUII Stare
UnlvllrlOily : Ijobll-IObq for AcccHllllino I1l1d
the various pruparatlurls 110 makes towards his Business Administration should complete the
lesson deliverv, Pro-Forma qulow:,
how hll dolivorll hlb 11J~:.on in terms of Miltric Number: .. '......•.................................
introduction and oujuctivus, I ,
Natpe: ... : ... I!' ...•• ; ....•• ; ....................•..•.......••.
activities for studurus, discussion with or 1 '. , .
iHT10('lQ lIlt! lHudun(tI etc. Coorse: .
whilt kinds of evuluuuon hu carries out auor Year: ! ........•.....•...............................•
each, lesson, lInd
Whal audio-vlau ••1 IIluH hu UUtlij III hili TO ALL COSIT STUDE~TS ,tessons. Please. return tho completed Pro-Iortua with your
It I. hopud IlIul lilt! lu,H:llor. YOIl watch RtlyiSlr atlon forms
llfll tllo uoolJ ~pol wilo \4110..IiC(;ounl 01 Ihll Nilrno ....•.•. : ; .•••......... ··· ..•. ·····•··· .. ·..
IIluloUI IHlIlll.llaluU lIilllvu. .
You IHQruquir ed 10 watch at luast Ihrlll!
IlIlIIIon •. At mt ,v1alric No ..........•.............. ····· .. ······· .. ···Clnd of YOIJ( Cll.lurvullonl, you
IIhould appralse thu IttbliOna bv iHlalYliing your Con.tact Addr,us s: , ··· .. ··..
olllulrvutiona In l!Jrm. u,:
•..........................................................
Teacher dctlvllY
Pupil activitv • . :.' , .
T~achor • r~PlllnItHilClIlH\ij.
Tel~phone:.; .
b
UNIVERSITY OF IBADAN LIBRARY
.' I
466 APPENDIX 13
.,1, III' .-.•.....•.•...- _ .•._ - ..._.._J
i
~1II·".•' .•1I .••••••••• , .J
I II II III ill I 1'1 I., i 11111111 . ,
No,1
wlttqU<l.1.t11y M:hluvud liJ 1IIIluL IIVIIiU c up I ouu 01' ou LiI l.Willt! of
.~hw1g'O of illfoL'llw.lLilll1 jJl IL \/lJU of dymullit:lJ or ac t i v Lt Leu
COIU·tlO abo u t Lliu 1'I'J1i/:ljlll] wid u l Lf ud o I'tLcu cn of Lhu
UnI ve r eI ty tna t voul c. uuon lJlJCUUlU Lhl:11r ulll1l.l-4natu.
AleJo, tlw ll n Lvo rn l Lj ••II rlllil Ilil LI." 1',IJII'JJ"u.J I'ul) LLo wlJu)d
11ku to know r/hUlI 111,1 l,u\oI IUlUI.Y :JLIII~I.ntlJ u ru uduut Lcd into thu
of thu jll'og:!'WJUUV Lo 1'1",0.;11'1<; Irul Iv Ldua Iu Euui to t\IU UOC1.11.'f in
n''IUiHJttJ bo t li ill lIlllI lI"dJlJll ,L'IJLlIJ1.L1Il1 lIlU 1llJlmuljllurd. l.Hll ~10l\1~ :j
o I Llau Nuwulullul.', I'
I . '(
K111dly eubuo rLuo t o LI", IluI/iJ·luLLu.L:. I
I
th.uUc you, ,,,.,
j
J:;J) ('l'Oll ,
E~~til1:T~l ::Jt.wJ.Juli l'I·III:,'·\'"U'd'. , 'I
t, ,
UNIVERSITY OF IBADAN LIBRARY
,•...••, \ \ I \ I I ~ ,
I,,, I I, I " l r t , 11./ ,,1,,1
, I" , , "'" NU:I.'J(';b; '1'0 ~'I'U.vh'Wl'S
A.
ad.VifJttc1 to ull'll:t.ly 110l11U1"() t.o LlllJ followl11e> J.'lJgLJtrution
(11) Oululu O.l:ILSllll!1 "I'j>lUll 0[' YOlU' (;J'c:liLJ0.tia1;,.
.,j
(b) BJ:ill/S"Yow' t'(JI'lIlil l"IIII/I'O,l't phOLo(!.l'l.11Jlw. \ ;
() ) "I
Obtain OI'l/jJ.IJld IIJl'l1! CU.L'tlt'lou.to or DlJo~l".I'u.tion of ,'t""~tl. .\,.,'
( d) r,
I'i'''' .
((I) '!. "
r i ,:
(1')
1I0wt1vur, Any I.J UIl/lWJLJ.ull UlLLUUwill! thu ;J0CI'uta.rillt after
ol.ouln~ h(llu'/J will lilli, 1'1/ IJIILlJl.'~ulIHJtI !Ill LIIU on'leu O~l,)u(Ju
a t ,. ,OV.w. L.u 1.1/')(," i"lol1duy lJ,ud J",l'laI4Y. , \
I ~ ; ,
(6) ~tuduntu ujl<)1I1ol ""1,, 1.11111. I'I4Jllu:u t o '\lJtl.lin 1ul.tl;)l' of ,I,
oOllfj~'lnl4t1ulI III' 1'''"llllll L'L'OIllWAI~:t: {)/.LII dulllY I'vj)ill1.J.'ut1un. ~',",.
-11-f"1'-I'I.II,t1_1-1-/.f-I'-I'I.(.IN..
Now uludulltu ultuiliol I,"i." 1.II,d, 1L lu U"-IUulltilll I'or tllUlJI to :.11(91
tlltl i1l1.Lt.l'ioull.ltl(11i "IIHI"l"I'. AIlYOI1c. who hau not .:Jlb"l'lUd tho
r
tIl<ltl:iculutlon l:lJ~btu.l' j" 1I0L, yet a borw.Lde tltudunt of HI(;
c.
•
~jtuduntD who w1ult lo dul',,,' WlIllLJ:.Jil,m IIIU~Jt l'o.l.'wi.LI:d o.pplicutiona
for ~uch lutuLJt l'C,HU' WUU~I;I I,I'L"J.' uoovJllllll~ LIlli III Ii II11111).')11. lr -' "
JI;Il'Ul'UWlll III "tlu tll II 1-I,uII Ill" I! IIiUllJuul L'UpOJ'~ liilltJt l.J ••
I:
i
: '
I ... /2.
UNIVERSITY OF IBADAN LIBRARY
....••.. - .
, "i J ."
I j I' ,\ \ ~ , .... "
468
2,
a:ttMilUll tu uuch upp Li cu tLone , ::';tuJ.ont~ vno a.,rc
unub I •• L" 1.•.1", lllJlI:l.l.Ollid o xuud nu LLonu ruuu L Ln t'o.rm tho
ueoru Lur Iu l J nunud Lut oI y uft er, not Lat er thun four woeku
uI'Lu r Llw UX14J1111lIlLloll. '1'!lILI.l· uppLlcu t Lonu r'or- tuUlPO.t'(U·Y
lJufuJ1Ul)flL itJ dil'f"',L·tlnt fl.'om tumporu.ry wl'lhdrEtwlll.. A
et udun t wlw 111)1.1UlI.lt.douluted (that ;1,1:1o,btained matriouJ,<v-
'lion 11UJIIIII I I') (lIUl only apply for tomporury wi thdcave l ,
J)"flll:UIIJlJllL III .,111.1' fur u tudurrtu wllo have not obl\l1nuu
D. IU~G]:";'I'llfI')'llIrJ
Old. /l1.11I1.,!!111 11111111I.IIlV\) u",-;"llIj"J;II",,1 LlIIJ ['1I1Juwlllt.l' 1)1)('0\'\1
2. Oc,lUl'llll,,, 1;1 I t.:UUJ:Uu J:ueluLnll.loll fO.I.·lULl Will ~ot thorn
offj.1hJ.l· Ju cilll..l'gu of your dopar-tmont ,
NuLu LI~d. IIG ~;'J'U.lJEN'l' IS }[c;(;AJU)b:D AS A H1~GI!:i'l'EHEJ)
1l')'IJIlI';j,j')' un I 11 I.!I" duely uigll",d Hogiot4· ••t.iau lI'oruw 4\11>
\HllIn 1111"11I,1L llJll 'to tho of£iowl' In OhOll'itil or h;i.lJ!ho;v
•.. /» .
UNIVERSITY OF IBADAN LIBRARY
\ I "~I 11.11 ,", I tl ~J I " -, I~I .,:: I .1 If. It' 4' "t \\ ,I\' tit'
/,',JI/, t , /'//:,'1//1/ ,,/1.:, ,',/,11 ',.,1,; •• ,,,,
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departmunt af'Lv r wille" u Ludun L ill uxpuo t ud to writo Jown
his/bel" numo 011 Li II L u r 1IuL:;iutorod S tudcnt e ,
5. De f/"l."od or improjlo rl y I'j 110<.1 f.'ugllJtro. lion I'orrnu wi 11 no t
be accopted.
6. Students UHI ud vLuud Lo l:uglu\.ur (11' IJOII(Jl.hlu) I'o r
couruee to be of'I'o rod In tho next acud omlo YUIU' illUllIl-
dla.to1y after the :"wi:J1 orv' cxamt.nat ion pn rd od ,
:JLIllh/llLtJ uru rulv ItltJd l.o I'LlY Lho I r tu i Lion 1'uoo lJl1.1.'ly In
th'J eouo ion (to ill Lu ItlJ.Y'lIlJrI t woulcl 1.1L. t ruot CIOWI! I'I nou,
1"11Ylllun L no rOl.'lJ tJlI" I) J' I
Deoember TUlIlldItlJ N)OO.OO
•k
J unuury - }'ultl'Wu'y NGOO.OOk
Maroh 1f700.00k
No t.u LlurL .utllll.'JlII.II wllo do not Illiy UWll' tu.t cLon f.(tUI:i
I tJ nnd or Mn,r'dl wUl not be allowed to oit fo:~ oxume
in thut yuar ,
I
r
, '.l'he 1992 tOIl,old rw J,['/l'; LJ)O ut;u.'tu 25th May and endu ~rd
July 1992. '\)UJ'uU Oil 1.11 6':~IOkl:l. 'I'ho Part Four Guidance'
& CounIJo111111\ :1\.1I,j'1l11.11 w.ll1 ~lUVO t he i r pra.ot:101l1ll1:t:ilJlultlln9-
i
oua Iy wi th '1.1111'1'11I10:1J1Itg l'.m....:tLco, 'l'he pa.d, four. (400 level)
•• ./ 4.
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UNIVERSITY OF IBADAN LIBRARY
·-~--.-- ,--.,..-4_70 ..•.-- ~,---...~--',-.,.- --- - ' ..- -..,.
"I: ,
! " \ " ·r , .'. 'I ) '..( J, ".}'lli'il
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pr."dlou Juu of ~200.00j( bunk: d..t:i.4£t pUYi;l.ble llt
tlltl vIL.\.',lvulJ u tudy <';t;lltn,~, or. or lJUfon; 10th
..,~.~.•.~..
. - ~f.' 'l't'" droJ.'t Ilh(\.n.llt flit ~l j.n fa.vour of thti
UnJvUJ.'Ld Ly ot' Lbudan , Any lu:tt:! pnytnorrt will enhance
~,(1.LlJ,OLJu.l uout , AllY u tudont that J'ul.l u Lo puy tho
LiVld,1I iln) Ilul"IlllY ud v J uod to c o Lf c cL Lur'o rtno.t Lon, 1I.jlt"rl1..._,
1"I:1.J1I1lliu II.' VU1:JOUIJ U t udy C(JlIt:!:UU und ac t ucc ord Lng to Lhe
lllil L1'\1.1UUIliJ Lhu r'u Ln ,
C-OIJIII JI': M/-I'J'I-'~/ I I'll,: J
~HudUJlI.II o l' l!:x tllrnul !itudj ou I~L'()~"l'LUIIIIlU (1:::JJ» u.J~U ud.v Laud
tu L)~.\.'iIII.Jy wJi;uru t o LI10 uLulw fSiVUIl bu.l.ow wlwn c011uc-
L J 1I~ U III I t' I; lJUl:UU iuut, ul:iult:l LL l liu::,11 ~Ilutuc.l ULudy c cn Ln:u.
AV ILl 1" Id... UUJlll'UU ur'u uu 'tabu.Lated below;
SiNO :.I'L'UJ) ~ -c 1:J~'1!1I~/COOlw INA'fOil LOCfl'i'lCll
- -
1. rl)lLduJI Extornal Studioa PrOgTWllLOO
')L'. (r1J'u.) u ,A, l!:gwlyowi lln Lvo ru l Ly of Il.ludurl,
IbwlUl1,
Oyo !J'LilLu.
2. LllgolJ NaUoD::J.l Inat Ltute of Moru.l
rlJ.\.' • It'. A. Abu;.J;J ImJ. lL.;lil.:iou::J Studic;J,
Project 'I'Ime ,
Akoka, Lag-DB,
LugOtl Statu.
~
••• 1'/ J.
','
UN
VERSITY OF IBADAN LIBRARY
5.
, '
!l/NO S'l'lfDY-Cli:N'J'HI::jC(J(lIU11:NA'JDH W()A'I'ION
~. - -.. -- --- I- _'_I •.!._~_-,-..;....-,...•Mo ..B. klt1 Enu t it ut.o of Educu t Lon ,
,l)r. AlOfllttJ Undo 'tlllitu Univurt1:Hy"
Ado_Elk.\.U, '
-O-n-d-o-S-t-at-e. '-,.----- •.. - ,...:--"~.'-'--'!"---"f-'4. ']jonir\.ol! ,ll.y :rHO U, tu to--or--lM--u-cn-li-1-o-n-.-~
])r~ otjnf'a Univ(jtaity -of ,Uul)ilj,
JJon In City,
--_ .- J'ldo fJ tate.'~- ... ...--.- ,
5. Port ..H. uroouit, n lvor Stato Collogo of
Dr. Aglna.-Obu Ii:du0a 'lion, Port...llaro ourt
_-------- H ivor State.•. ...,...- -,-,,;,.-""'"'!' r, ~-, ,-.---;-~--'
6. j{ano Dopar tmont of Adult and
Mr. Sabo Nt!ttbllwtt (J OilunUrti ty ,Extonulon;
nayaro UnivortJity"
, ,
" , Kano,
--- . -K'ru-I. fJ I;~til.••••• ___ .•••• __________ ._. __ • ' •.4 _ •• --:'.....-------~
(1) [;tudei'lL" are ouLy aLl owod to Luy cour-se mai.cr i a.Le at
, "
t he Lr choaen t s Ludy c ou t rue ,
(2) OlJt.!l.in v~lid bllllk d r-uf'L I'o i: thu t;)'luwt wnQuu't of (J!I\li·tIO
inatorilllt1. 6l.Vu.iJ,uIJ lo ut Lllo (,;011Ia'cu. Notu that t.ho it,tJUft
, , " I
of uL.lllrlUllI o u Lr] tUJJlLJllg bUJ.L.LJIUO'OJ: (~ILIIlJIUI) (I LlI: a:LI,.l
l'orwl.I.:tll) wilL no llllll)l.I ~' IlfJ IJtI ~Ij I'LI\.I.QI,'l 1'01' IlI'Il0U.IJ 1.1nl,
, " , ,
r(!/iuonu. Dn.t.fl.ll oh Lul.uorl frolo Lanka at;ter twu, fIIOT) LIlli
,will, be d16i1<)HO\.IIl't..l Ily LIlli o ll' I.eor( f.I) :l.mJlq He ou t o our ae
'., ,. I . ,"
mater La.La at vurLouu Clllltl:O*l. '.rh~.Q iLl to pl'!1V(!n~(If.l~as
.1 "
(3) ,'l'lte following I 1.1I,f1L1 tLI U Iluud (It! for: u o 11(,,) I,loll 0 r "nUI'UI)
•. ./6.
Li- :',;1: I I
t c , ~~; f.',
J" I i;'h, ,
UNIVERSITY OF IBADAN LIBRARY
6.
1. ,1'' ; UJ."tHJIIUl oopy of P:L'OPUJ:lrl J,'.l.ll ••J. I.u~l 'LI.••::.~r, p.i/::n'l'd "I OOW,'lIl11 :ru"1.W~:\'IlH{ln fp,','IIU!,! ~~;t~ 'thE! '(J~'I~EI~t, ,Iii,~,~U~~~~ , 1. i,11./ . I • t' ,- ", ,JtU;Jll.t~) ~ O~ '~Ul't'l.on 'fotj'p. ' : :~, , ,I
,II 'I I I
111. Vur tu Id(jnt1~.Y C;.u.'d~,', I
• I , .'
It, ,
1v.1 :l\IU~ dry:{t \'il-th~~~, ~tud,~rlt Ia full nw~';~~~rio."· ':~ j,
lIuu\!Jur 'und 'Po8t~1~d.:re:J1 neu tJ y and ~qH~Y ~J;' ~ttOf1,
Ilt I.hu bao k,' I "
/,'
Vi, 1.1,1 LLvJ,' p~' /l';LLI}u,L';L. ,{' {,L'U.I.' l'Luou« (.(,j ll;,~ tl~~:~~~CdUli u,»
on /lOIJIt10TlU I B btJ!Ullf)" I .,' "
','
o+op.I'll.' 1 lJ~lt(J.,.t&lu co l Ieo ted IJIU~t Uu ,Ll.l.'opurlyOh\iQKSid by,u ,.~:: ;O"~1~.~,;".;,;;~ o:~ 'b. ~,i(',.J"oy;l~~~, ."
'1'1111:1III to uuourtu Ln ~~~ fll4lty IIllLlu.L'Julu w:u 1wwud1uL~1.y
I " ,-.,. I I,
l~plu<.Jull by of1'1ce:L'~Ij) in charge be f'o.ce be.ing ta.k;un ,!,I,W~l. "
Nott! thu t iJJUtu~illlt.i 'tukun: ~.uuy lJy'atty LJ'Ludl.Jl1't 'rlUI1r.lut
\ '
l'L'OPOl' olluull.,lnl; 1. 1'tLkam tL\lut at tnu I:Itudtlrr1;IIJOWlll."itJk.
I ,
:ltwll11ltU uhou.Ld pu!'chLWc'rwi'Lel.'ialtl uva J LabLe tJe1'oJ:t;
llll) lJlJJ'll)u of lluv1.LliulI/I!:'xI.:,ltnutton (t.r" 1",1' tlwy O(>UlU ill)
uo au to 'avoid unneceuaury Tonai.on during tho :revitlion "
VtH'lod. l'l:lo.rHy will be ~iv(,n to I:II1_Ltl 0,1" fT~3h courue
,
IlW. t!.- .1l1.lu (if /lny) during th.1u per Lcd , , I.' ,''.
(6) MduiuJu will 'be Lseued out 'within 'lileperlcid ,stipulatud
, .,
oy duult)IWotuu 'oJf1CU.L{u) ut'vl..:rloud ot udy CUlltJ'UU (uUW1.11y
bCit.Wl)tlCl 9.00 a.m. IJ.LlU ~o~J 1;".lo..) fJ.'ullJl'lt.'l~ddy'- l"riduy. !;iuch
offJ 1)II1-'U llLllldll;16 lIJlJ,tu).',l/l,lr' ~1::>~I(;V"l." 1l1['Y use thuir diuc:co-
1.,100.
• ••1'7.
UNIVERSITY OF IBADAN LIBRARY
-'-.,---_._-- ..•............ "'--'--~"-~ --- -----._ "' ~..__ ..~-
'7.
Applioation fox lI. ulw.ue,1J o l' ut.udy cuu t ru ulrou.Ld uu nuutly
WI!itt&1l 1U1I1 1I.I.1<.U'U/JUuU ~IJI
'I'll •• ::iuuio!: r.IJIJjULUJ1L \(ut.;luLnu:,
l!:xtu.cnul ~It ud Iou 1',l'og:nlJJuJlo ,
': "'Unlvol.'tJJty of 1lnulun ,
Tbadun;
NeCIHHJlLI:Y in1'ol'llluLllill (uuch uu duva,rtwenLt:I, tuu.ohlng
IJ1WJUlg1;, '1lt11'1'1tl III,IIIIII\'L', J uvuJ.. l"1JJ,'UluS.' 1:1.111.i1attllJ(.I1rlt:; utudy
c er.t.re e ) should bu uttcl,ud ill Lhu upp'l Lcut Lon lotto!'. 'l'tw
! ::,4
"
th" und of th!:, tJuulllull (r ,«, (JutolJu:t' - undi.rlj)), llny i ,,'\
I" ,
app Lic at Lon IllUde. u.I'Lu r th Ju uu tu will not ue •t:nturtairll:ld.
~.",.,~----,Jl
'J1hutl8 will OOUIIJ UV ill .1U 1.1. '1'110 ox uct du lu ,1111 be
tlvtlly fllultJU fill' :il1l)\.II11i1,"I'- UuloiJu.l:. AllY challgu in tllit:l
(ltJ.ltmdar will UU UOIIUUllll.Io u Lvrd to u t uduu iu Lut.er,
K. E'.XiltHNA'J'ION HI~:JlIl.'I'
1990/91 exanunat Lcn ruuu I i:.J tLrO being d.Lsp•.tchod to IJtudlmto
who eubml.t t.od uult'-wldruu;JuJ I:Jrlvulopuu wilh UU. '1'11O;J0;; who
UNIVERSITY OF IBADAN LIBRARY
474
tl.
1~~1/:J;! tut orf a I tlxufciutl. Nottl tlliJ.t no complu.1nt about
1l;ltl\.WJ.WU of ullwu.i.n..::t.t1on :u,\"1ul°too will b-. ..ntm:.-t"iuwd..
1i.L"t Ill: t.ilu tut orIu.I tJxtll.'citJe.
KIJllll Y IJUI,t1 yUU.!:' 111~ul.°lJw.tlon .JII1 tJLJ~6u;) t Ionu to tllu
.l:jJol lo I' L:.•. tU.l.°tatl :J lu(1.11J/J Pr()~-..uull.(;l Uni ve ru Lt.y of I~.
JlJIi.(\IiII.
UNIVERSITY OF IBADAN LIBRARY
I "W7S' ,APPENDIX 14
Of'! enrolment. you ere given a Certificate of Studentship. Exam,
SIJCI~~SSStudentshlp Ccniticete is the '/isible sign that you are on the
road ~o SUCC8$$, . , . • • \. ,
..J
CERTIFICATE OF STUDENTSHIP·..,
, ,~ " -J,.
'I hi~ is 10 certit'y Ihal •
M", ~' . has been enrolled
I
~
for a COUI'lIC of ~tudy .leadiug II) • • •
J
'j
in the following ~uhjc('ls:- .J)
j
I. . ,
2.
3. '_,II_,
4..
~
5.
6,
7.
Student No . , , . . Date
.'~1'1
-, .. J: t.. ':.' i
'. . Director , of Sl~dles /)
EXAM SUCCESS CORRESPONDENCE CQLLEGE
, f., '.~.,:1
P. M.B. 10.6\0, YAM,,. '."
LAGrtc' ;,..•/, .Ivu. ,Jof
1',
I r
f,
, J.' !
I . - ~
Certificate' by enrolling (~'odaY;.· ~
) :' ;:.. ~ . ~t J ~. ,,': ,.~ ,J
.:;;..~~u..~i_,· .lrIu"".J"J,.1L ..
UNIVERSITY OF IBADAN LIBRARY
476
I .~.
I
APPENDIX 15
emill l'Al'Ell
FOR THE
All Iloe COI\IMI'J"I'EE ON rm: ltE()IIC,I.NISATlON OF
'1'111':AIII\IINISTllATIVI,:S S'J'IlliCTlJllE UF
TIlE CUES'!' IIO(JSES CONFEBENCE CENTHI':
CONTI NUINC IWUCATION CENTII I':
AND
'1'111C':OJ(IU,:SI'ONIII':NCI': ANII OI'I':N STUDIES UNIT
UTII NOVEMI11:1I. 1!JU2
UNIVERSITY OF IBADAN LIBRARY
477
INTRODUCTION
TIIU lJ1111 Iida IWUII described humoruuslv as i:I 'universitv within the
Uflivllr~lly' iJlld is lllliflU so treated by manv in this University to the disad-
vantdue of lilt: unit.
Tho UIIII rs un iliLeurdl part of the Universitv of Lauo!), and not an
adjunct, 110r' wi tli I.J separate ux istence trom tile University. TIIH loulldinu
to thers u f Lhll Uruvursi tv 0 f LilUos hau the vision to include ill lIlt.:ir p ropo-
sills for thu :;ullilllJ liP of the University the necessitv for part-time studies
which shouh] muku use of amonq other thinjjs mass-media techniuues, in
orrtur Iu IIIUX111111111 utu UUu ut uvuilublu tuailltius in un urhuu urua like luuos,
wi th li"tlluli(1I1111J1 IIIHJC II ,
lldb uuu ()I JlllIVldlll1l Uis tuucu Lll"""IJI:i Willi I"Nu Ilti:.:.ud 11111 ()I'JI() I
tuni ty ur iHU un.ihlu lor OIiU reason or another t o avail themselves or lull-
Limo studies ill il universitv was realised when tile Unit was launched ill
Wib,
. Thuru I~ 110 doubt tha t slnce It IjturttJd In 1970 \I~ an uxpurimunt ulld
!Jioneerinu project il 11iI:>been forced to identify the problems of orqanis inq
a Distance Teuchinq System within a university and it lias suuuested and
tried to find solutions to them.
1'1111 (ilijlllr "CCHiU in Purspuntivu" writ tun ill 1977 was <J Critical
appruisa] 01 IIIIJ wurk of tile Unit with :>uutje:>tiolls to :>lIulIULl1ell il to
perform its work more efficiuntly and more ef tectivelv. It was this paper
which PWIllP IUU the setting up of the casu Review Comrni ttee ill 19"/8
UNIVERSITY OF IBADAN LIBRARY
478
lly tile Seuutu III JiJIIUi.IlY 1980. The Unit has been waiting anx roustv since
then for L/w nnp temeutuuon ot the mujor .ccommundauon and the !Jlvill!J
of serious consiuur ation to suggestions in tile Report about tile positron of
the Unit witlun the Uruversrtv. The only positive action WdS the cut unq
of iue ulnbillC\J1 (;llOfd between tilt) Fllrt/"10( Educ"won Unil and Lilt) Cor res-
pondence 1II1d Open Studies Unit dunng tile bud!Jet meeunq of Develop-
ment Corunu t tue for tne 1980/81 session. Since then the Bour d of Can-
tinu inU blucd I iUI I has cedses to recoqnise the Correspondence and Open
S\\.H.1iu~ UWl lit> (;U((\lIIU wll/1irt us «rasdicua«. Tile Corruspoudence and
Open ~tudio!. Uurt hus been tloaunq In nud urr .
lilu Unu :iliHlud Willi severul iIS~LJII)PllOfl:i wluch hiJVU NoIIJel;1I louud
latur to IJU'hlild,
(il) tllJt thu FdculLles and Departments understood the unpltc auons
of uccup tud ruspon!libtlily tor thu ucademlc WOf k ot thu Unit.
(lJ) that tile Unit did not need a core of academic and protessional
~tclll fur its eduoriul dOU rnedlcl wur k .
- (c) tllill Lilli Uui t Will bu il tiny onu vvluch wrll not neud much space.
T11U!iU und suveral other factors con urbu ted ill no small measure to
ctuute iHld tllllidily problems sornu, of whrch cuultl have lJelJll uvou h«].
Unfor tunurulv thu vurv students who should bunulu most trom tlus learn-
ing straluuy liucuruu the victims at these problems, white the stuf t endured
and :itrul/ulllli 10 improve the situation.
It IliJS houn iJ per IOU at lear nin!J for all involved - cas U stu den ts
and staff, DUJr15 ot Facul tres, Head of staff of various Depur truen ts and
other au thorrues of the Universrtv. Althouqh there is no end to learning,
UNIVERSITY OF IBADAN LIBRARY
479
and UIU L11l1l will cununuu lInouuli rUiiuult:11 10 learn, I make IJolu to sav
that i t is II llW in iJ very strong posi tion to appl y the acqu ireu experience,
skills and I-.lluwludUe to reshaping, consolidating and expanding the Unit.
TIII1 tlll"dIUU Appendix A of tilt! statistics of students for the acade-
rnic yuur HH!1/02 shows: the growth since the unts early beqinninq. It
needs no emphasis that tile economic advantage of a university without
walls is in its lalue number.
TIIU !:iUlldLu ducidud threo ycars iI!lO tiliJl tho Unit, extend its courses
to lncludo blUdulll~ III lhu Fucultv 01 LiJW olld Ihu Depuruuout 01 MiJ!;5
Communlcuuou. tllu !:l.A. (Education, but these are yet to take off).
TIIII muiu tillU:it oj this paper will be t~ spccilv the wavs III wluch it
O'UII iu;~n'I!'HI 11"'11 Hllllly (Ind uifiniuillly. I twill thunbe obvious lutur, what
its rulauo. ••llip :iIWIJIJ bu with other Uroups.
"1011 Itlt 11.;1U uu 0
TIIO ex istcuce 01 the Unit confirms the convicuon of the Univer si tv of
lllu'IHJltUlIlullU uf IIILI DI~tulluU TULIoltillU tiYWl1l11l 111UX11JIldillU ilw CIJIJIUUUtu
those ou taklo 1110 walls of tho campus. The Univursitv therefore opurutes
both tho TriJlJitioliul l-ucu-toFucu TUilclllllU iJlIL! thu Distuuco IeoclllliU
Systems. It hi pur tinunt to point DU'{ that the University ot l.aqos IS Dilly
one of tlw lJ1iJny universities within and outside the Commonwealth that
operates both systems.
IL is tr uo lildl Cuui so Tux is aru it p.ut ot the Tuuchinq Strale!JY, bu t
OJ:;ranee T ucJcI Ii II!J is d IlIU Iti-med ia appr ouch. Corr espondcnce lns li tu nuns
offer education IIHouUh the pr int medium only. Tile word "Open" which
UNIVERSITY OF IBADAN LIBRARY
480
i:; borrowed I'UIII lJlllilill unphus tluu tl iur e il/e IIU Iullnal elll/V ljlhlld,Cd
uons. It It; ., 1IIIIIliliioil 011 the WO/" Wl: ar e dOHI!1to desclllH: II •..~• J LJ'III
A IUiJclllll\l s.n vu:u Uru t I:; Ilw :'Il1JII(!:.l eSlldJII!>IIIlU:lIl lhaL GJII ell ,:,1 (lllt:ld
uouullv,
II is p' ~,)u:.ud Illill the uue Cou espoudeuce uud Open UII,l be Llldll
!.lud to Distance TeiJchill!,J Cenu e Tms clwnuc I:' ~lgrllrlGiHlI l!0t,;d'.I~1,; Il
emphasises dw rolu of offer 109 cleg,ee COUf:.uS of a Depar trnenrs fucullV
through D,::iLUfU';U loaclling Method) to Distance Learners. TI,,~ cl'ullUe
would enublu the Distance Teaching Centre to oper ate realistically
Wu can now look ill thu curr eru ullcl ploposud IIlUlhods ul 0lltlldl'llil
al Ihll OIllHII1,
ACADEMIC SECTION
Current Modus Upc/iJ"!"
It is u uu lIldt thu Uuu 11iJ:;moved ilway Ir om lilt: :iIILJilIIUIl wl,,;,,
academic ~ildtf of Dupui truen ts were personally Invited lor casu wu, k
without allY ul/lelill mvotvemeru 01 the Depai unems An o t ncral ielfel
of appoinunem I:; flUW bUI1l9 u,ven by the Re~JI$lry. The stalt Iic!jululiOIl
makes.a rufululIl;u to tl,c Commurnent of each FacullY n ..-mber to the Uuu
Thuru uru .Iutll\ Advtsorv Conuruueos III LlIU FJcullW!) 01 hluCilllUlI,
Science 4I/ld UII~I/IU~!i Admuustr auun, buL these do nOI. InLllltil) ,tli ,II,)
luclurlJr~ III um;!1 !"'1Il.alily who UfU casu LUIUI:', TI,u CII.JII'llilli o l LdL/1
committee is a rupr cscn tauve 01 tho Faculty.
UNIVERSITY OF IBADAN LIBRARY
481
-;-IIUIU ilill Iwu SUjJelvISOI:i III the Fucuuv 01 EduCiJliUII 101 tl re Ut u t
work, (JIlL udell III thu Depar uuents of Marhemuucs, Cherntsuv. Pllyslcs
iJnd BIOIollY wid Accoununq, Thcie art; Counun.uors In the I)(:p,u unenr
of Econon ucs dlld Poll tical SCience, bu t ther e IS no Coor L/1110tor III tile
Faculty 01 l uw.
The 1I1)",d 01 Exumuiers 01 Ilw Foeulty 01 Busrness COIISI(jers 1110
results ot IJIllli 1-1111 tune and casu students.
'l huru I~ d suput ate UOiHLI of Ex airunur s lor casu students III tne
faculty 01 LduCul101l which consrders the resurt of casu ex auunauon
taken ill tiuplulillJur compr rsmq of all the uxanuners in the FJwllies at
Educution ilild S(;IUllce.
Thu UUtllI:i ut lilt.: Fucul uus 0.1 Business Aduurust. auou, EdUCdlJOIl
and SCiUIICIl IHII:.unt till: respecuve COSU students III therr FdcuIIICS 10r
mutriculuuon uiul !jlildu(JIIOrl.
IlujJl~lhllIlIIlIIVII' III Ilill F Wllllill JIlII1 COSIJ lilQII In blilUVlllllllilJ1pll
cutillil Illl'lll~ 01 I'roapuGlivu quulllillrJ ~llIUUI1IU, hu t thu Du.rn 01 uw:!l
Fu~uILY riJliliu:> IIIU 1151 itnd P(Js:>U!i It on to the Vice Chuncullor Iur dpproviJl.
Tho I"cully I~ rusuonsthlu tor the JCdtiellllc coruent ul 11,1: C(JIJI~e
o l lurud II.: CU~:jLJ utudouts, wr nus tho Cour su-v l ux t Millolloll:., IlIlHh;ldlu~
them iJlld .,11: COII(iJCt·lutOIS at Lite •study cen tr e meetings, IIILiuCllUII (Jild
Long Vucution Course.
UNIVERSITY OF I ADAN LIBRARY
41)2
'1110 UIIIVtll:'lly I-luy~ houounn tutu 1111:FiIl;ullY :ilull IUI wor k dUIIL:,
Proposed Modus Opurund,
The uXI~lI)/I';U uf co~u m the UnlvtH~lly means thaI rhe Uruver suv
recoqnises two methods of ((WeIIlIlU and IUi.l(llln!J lut' us deyree pr0!J1 ammes.
The Unit does IIOL devise courses ot lIS own, It onty helps each Fucuuv to
extend Its luuuud lacrliues through Distance Feaclunq Methods, The rnoru-
toring of tllll twu svstorus lly cur utul evuluuuon pr ocudur'es will :iU(VU tl u ue
purposes (0) uununutu eftorts which illtJ wJ:ilelul (t)) illlPIUVU upon
tiff orts Willi UllJilluJ pr onuse (c] plan bene. use 01 Distance Teuclunq and
Learninq :ilrJlt:ljlC:i tu tulltf the expectation 01 the Nauon. The relauonstup
between il Distuncu Teuchinq Centre and the Fuculnes can best tIC dcscrrbed
1J:i svrnbrouc.
The liowl! O'VUII hulow appoxunates LO tho !JuiJl~ of the UlIlVUISILy III
lioltlno up cu~u 11111u1lluws II to bu opurulllllILllly /IIJX IIJlu ,Hid IICO/IUIlIf
cully CIIU.IPIJr lU run. Wildt) UHI PillW/lflij TlIi1Gh1l1i,1 CuntrO hus Iltl own Gore
of academlc 'Idll iL does not set up a lull compurnent ot stall tor each
ulJpartrnUlI1. Il'~ own acudernic stu If ar e to spec !iJIISCin D istancu Tuaclunq
MtJlhul./s ut thuu uwn Iuupect ive c1i~clp/lntt~
FuW/ly I -, -.
heu/ly 11---- Drstuncu TCilclllllul
r.IIIIJ·" ~1
!'''''''Y III /
UNIVERSITY OF IBADAN LIBRARY
483
EUGh' 'f ~,aIi IY shou Id utJ I1lcldu LO IduMif'Y It!. proper roru ulld iJCCUp I
IC:'I.lOnsiuility 10/ its Distance Learners bei:lIIIlY III rnmd the'f/riJcUci.l1 II11P-
lications of 1.111ilSCCopli./llCO, which include thefoliowl/lg:,-
(0) Tho ()lJjjll of each Fucultv IS responsible for the acadeiruc content
01 lhu IJI~LiJlIC(J Luur ner uf the FacultY,whlle tlltl Dir ector ut the
Cunu u lti rusuonstblu fur poliov Llhd reports to Senate.
(U) -IIIUIII ~llould be i.l Hoard of Mi.Jlluuernl:Jnt responsihle for the
Jjol.\;y uf Llltl CUIlLI(;j WILli rCUdr(j to iJll II.:>dledS of oper auon,
illCiudlllU Huuds of Depur tmunts. una SIWOrVISO/S With tho
Dit ectur iJ:. the Chairman and he IS responsible Lo ll,c VICC-
Chancellor
(e) There should be a Jornt Advisorv Committee for each Facultv
with u ruprusuntuuve ot ouch Fuculrv iJS thu Chuir rnuu, Willi
fL!Clrlly end Centre stiltf dtlullnu WILh ucudernic illiU i.l(.J1flIIiIs-
uuuvu "IUllIH:;. Hie Committee should report to the Fucul tv
UOIJ/(j of Studres. Tile Centre should be represented on each
FU'Hllty Unurd IQI whillll u Ilxw:HI:s Ill) ;OlJrtilJ!:i to D,tiliJIIGU
Learners.
(d) TlwuUh the Universitv (;OntIlI•UU:; to pi.ly ItOIiOIiHld LO lilt: riJClJlly
stul}, their annual evaluation form should reflect their addiuonul
duues If) their work-load and contribution (0 the University,
UNIVERSITY OF IBADAN LIBRARY
484
8
(ll) ClIlHliU -Tux I ITlUIUflUl1iwhich UIU WI II tun and mouur ated by tli~
ucuuonuo utul f of the rIJSpUC\.IVfl dupar trnents 10 or der to mum
tuu I IiHIIH.larthi and used tor the Distant Learner, should also be
jjvjjlldul~ tor the Full-tune students. ThIS will In the long run
in lruuncu tor uooLi the teuchrnq methods for the tatter.
(t) E.H;II faculty should kt:ep a record ot all Its students through the
Distance Teaching System whrch shoutd be supplied by the
Conue.
(u) Thu pruClIcu HI other Unrver sities in drtter ent par ts of 1/10 world
wluch operure tl IIlmilur IiYlIll;lm is 10 employ addmonal stulf
;'1 ouch uupar trnent, In proportion to theu number ot rCUI:iltJred
studonts. Tilt: accepted propor uon rs 1 ;50. Approved shoulu he
o,vun lor such proportional increase.
UNIVERSITY OF IBADAN LIBRARY
485
MEDIA. SECTION
Thu d,:.lIIICIIVU aspect at Distance Teucluuq IS that it IS u mutu-mcuia
svstern illciudlll!l tlill pnnt und t1IuCL/OIIIC IllCdli.l as well us ll,e lrJd'llOllul
tace+to=tece method.
Current ~1()dm Operandi
The Medii! Sec uon 01 the Unrt star ted off wuh us own staff II) both
print und IJluCIII)IIIC rncdiiJ <Il1d its OWIl ITllfli·--prt~s:..
TIlIJ fJlIIIIIIl!J stutt have since bU1.!1l Iillt.!~lratl!d wuh LI,I.! U,IIVUISlly
Press which is :i1111 in its tormanve stages. This IS an advantaqe for the
prilltin{j ~liJfI Willi rU!JClld (0 their career struc tur e.
The Uurt ul\lployud <I Senter BlOiJdcilsUno Fellow to bl~ le!)IHlIlSlblt!
tor all UlOddc.I:.L uroqr ammes. He won tile support ut the Fer ler al Radio
Corporutiun of Nigerii:l to produce some radio proqrammes.
Proposed rIIl/dm Onurundi
la) Wllilu thu CUIIlro uccupts tho necessuv lor iJ ~tn!llo Uutvcrsuv Pll!~S,
it ~IIU "Ll l'IIVll cliluct Willi 01 ul it) UrJplllc urll~Uj WIU (;()1I1\l1l:.iILor:i.
It !itlo~!ld also have a technical officer III the press who 1$ responsible
to thu I fllild 01 Lho Secuon.
(b) EdllclJll(J"dll:hodd(;IJSlin~llnvolvtJs tho ux u ac unn 01 prtJlIlIllIld'y
S(;riplli 111I111 CUlII:'U tox ts i.Jlld tuxt IlI)()h ullcf t111J lucrurnr jl~ d
course te.uu: tile conversion of such scripts to prolesstou.rt U, (JJt! -
(;i.I~lIlIll I01111•.1l, jJa woll us the rucurtl!ll!J of 1.111' I !I1<.11 ~(;r1111 <lIlt! dclll.iI
broiJdcu~1.
UNIVERSITY OF IBADAN LIBRARY
WIIIIII IIIIJ lUoordlllU of tlwllnal scnpt UIILI iJGLUal IHOLHlciJstlllU
~tllJlltd tltl IIlIJ ruspcnsihilirv of the broadcasnnq orqarusauon Ifl order
to UIISurO plulu!isional standards: the other parts of educational uloa(j·-
ci:l~till!1 ~lluuld he tile responsibtutv of tl)/.! s~ulr in the sec uori. Trus IS
the only way to increase the limited manner by which the Centre IS
usinq tho electronic media.
(c) It is thnr e loru advisable to have repr esentauves of the broadcus unq
orjjanisetion 0[1 the Board of Management at the Centre.
(d) The CtHILrU, us wull as other users of the Press snoutd have a tor urn to
discuss their pr chlerns and coree on a policy.
(t:) There shuuld IJU a direct link with the Press 5U that the I lUcid ul tile
Section c.rn be assured of meeting deadlines in the producuon 01
coursu- lox LS, ilnct a thur materials for studen ts.
Adminutrutiou Soction
The ad.nnusu auon of the Unit is responsible 101 admissions, records,
examination alld welfare of both staff and students. The Student AffJils,
e .
Records, Acudumic and Admission Offices of the University should see the
Centre Uti un IJX tunston of their work to the Drsrance Learners of tile vurious
Fucultius. Thuru Iii 110 Ilt:lud to duplicute illl these ullices III the CUIIIIIJ, l!VI:II
with tno •fl!OWIII!lIIUlflIJur of sunlont mtuke.
An I/XUlllpl1l 1)1 Ow current suuuuon UGGlllud rucenuv. TlIU PLlll III
result 01 cu~u suutcnts Willi considered ill tho meuuru: ot the I:hHlrri 01
S)(UmIl1tIlU III 1111I l"ullullY (If UUiJillltili Actrrurustrution with llllll IJI full-'
Time sllldlJr 11.:.. '111u Acudunuc all ICu was PI uscut. bu t the Reeol ds 01111.1:
did not lssuo nuuucuuou ot thu result ot casu students; because 11 diU not
huvu thu du ILIt!~.
NIVERSITY OF IBADAN LIBRARY
487
Current Modus Operandi
(a) The Unit advertises, with tile author nv 01 JAMB each year tal
new students, prepares a short list, checks documents wuh the
WAEC rusult ruqister in the Admisstons Ottrce.
(h) Hupt usuututives of Departments check the list to ensure that
thosu recommended for admission satistv the requirement of the
Dupurtmen t.
(c) The Director of the Unit sends the aqreed list to the Oean or the
Fucultv who ratifies and sends the list to the V.C. for approval.
(d) The Uiu then sends provisional letters of admiss.on to students
(u) The representative of the depurtments and casu screen the
oriqinal documents of students before admission.
(f) Thu Unit urranqes for the matnculution cer emonv
(ft) 1:!tJ Unit is responsible for arranning the accommodauon of
11111110111d1l1lrinn the lnrtuction and Lonq Vucauon Courses .
• (h) 1111I 1111111111w11ulfuru of lilwllllll:; hus UIJUIl thu solu n::,polI:.dJlIIlY
01 l/IIJ LJ,Iit.
Ii) Busiuus the S.A.A. (COSLU the other senior staff available in tile
Unit are one Assistant Heqistrar, One Administrative Officer and
onu Hiuhur Executive Ottrcer.
[u] TIItJ Adrnission Office should check tile certifrcates 01 all casu
students offered admission;
(b) Thu /luco,ds Otficu should k eej) ,ucul,d ul 011 COSU stuclen ts JlICI
l:ibllU lusull:> unci trur licript to uti Cun ue utiltllmtll.
UNIVERSITY OF IBADAN LIBRARY
488
(e) 1110 AcodUIl11C Ottice sllou!d perform tile same tuncuons 101 the
Cuntru students as it does tor tull tune students with fI~HJrcJ to
exurniuution and results.
(d) Tho Students Affairs Office, should extend its services to Centre
students to include welfare, accommodation and Student Uruoru
sm.
BusClry - Current Modus Operandi
Thu !Ju/tiwy oxurcises the same responsrbilitv for rile Unit us il does fo/
everv other IHlII 01 tho University.
There is il representative of the Bursary III ihe Unit, who is adnurustra
tively responsihlu to the Unit but pro lessionallv responsible to the IllHSiJ/Y.
Proposed Modus Operandi
(a) Thu Bursary should keep i;I seperate iJCCOUnl tor tho !wlu u] III<lIU
riuls unci apphcations.
'(b) Increase its senior representative In the Ce i , tre to two or supple,
ment with junior staff.
(c) Tho bursurv should recoqnise that the Distance Learner IS also
untltlod to pocket money. us tliu full Tune SlU(itJIII, iJlHJ SOIlIU
of tho former are sponsored CJ:i tlw lallur Tho Distance Loamcr
or thu sponsor should also deposit thu pocket monuy WILlI tho
UlliVUltiily which may be wrthdruwu lJy hrrn later, but not 110/·
llluHy nrore than once a month.
UNIVERSITY OF IBADAN LIBRARY
489
13
(<I) Theru l:i need fur iJ core of ~liJff In the BlI(:iJry to Litke c.in: ul till;
processinq of claims forms, and pavment to the students, expeclu
lIy durinn the 10n~Jvacation course.
Conclusion
Tho villllll uf tlus altemauve method of Distance Learrllll!l IJY !>UI<.lt.:IIIS
of the Faculty is confirmed by the results of the sessional and repeat exami-
nations.
Thu Fucultius of Social Sciences, Arts shoukl be encour aq/:<i 10 1I1C/l;(I$l!
their intake of students, through Distance Teachmq and so fulfill one ot
the objucuvou of thu centre.
It is hopud that this Committee will help to find answers to the pr o
blems which have been put before [he Universuv authoruies since 19T7
without liiuniflCtlfH positive results. This will be an incentive to the dedica
ted staff who have been serving the Universrtv uS missronanes and nOI as
mercenuriu».
UNIVERSITY OF IBADAN LIBRARY
490
CO::ilJ ACTUAL Ef\IIWLMEWl' - 1913 I! 82
coURSES Pllrt IA Part IH Pare IIA 111.1.1' L J IB PU I'l
'- .-.-~-.-.-
Old Nuw
-------
Busin ess
Admin lstru.tion -1 DII 600 438 93 17 I .~
- . ~ -~- -_ ...•.-........-----.-._-- -- ' •.-...-
U.Sc. Accountinlr [)U 300 167 60 1J
- .-~-.- - -~-------._-
B. Sc . Educu ti on :JO 120 56 51 1 'I
-' ----~- ~- ----. -.--_._--
S .u. r ..P. 80
- .--.. - .,. - ..... -_._--._- ------~- .~-------- ..- .._----, .
p. (j.D ~E. 1 1116 23
-_. -.- .- ._.. -_ . - ------
1'0TAL :i:~tJ 1 ,116 684 212 44
.- '-~"'-- ._._._---_ ...
. 1'-,"
'~. ',,1
UNIVERSITY OF IBADAN LIBRARY
491 !\PP ENDIX 16
A 79
M' Ul'pltlllH.0,0u..l I" IIHld,,1 (il"l_:.''t' tllltl__ N•..il_, .6_ ... VIII. ()". •lOll. •..•.".l••·uar )'., 1977-l'_iIfl A
EI)I JCA'l'l<)N AI. COHHEHI'ONDHNCH COLLm.a::1:t
(IIE(iISTHA'1'ION, ETC.) ·DECREE 11)77
Decree No. 11
[See section 13] CUllllHcncc-
1l1CUr.
TIlE 1,1,,111'.1(:\1. J\III.ITAI{Y G()VlmNNIENT hereby decrees as
1"lIuWII ;,
1.-( I) I,. 1111)' I'l:l HIIIl is desirous of clirollillg not less than twenty Educurionnl
cu izcua Ill' Nil:I'1 i,l 11:1IItlldclIl~ fur allY correspuudcuce e'JlIJ'HC run or tll he run currcspun-
by UllY curn:up",,,blcl: clJlJq;e (If which he is or proposes to be the proprietor dcuce collegce10 rCl;i"lcr.
Ilhnllufllll'II, \~III'II' 11111'1':1OIlJ"lWor part thereof i~ to he 1'1111by the correspou-
deuce cullq;l: ill NII;t:liil or, it:! tllc case Illay he, tl> be undci rukcu by such
titudClltli while I""idl:llt ill Nigeria. the proprietor cunccr ncd shull apply for
rel:ibtratioll III' II,,: ClII rcspundcuce college ill uccordunce with the following
PWVilliulIK III' Ilti" IIccrcc,
(:.t.) \Vlac,,' 1111II,,: l:Olllill!: into opcr.uiuu of thi:! Decree any corrcspon-
deuce CIII11-11I: ill 1"111)1'illl{ 011 busiucsa ill Nigcria. the proprietor thereof way
1I1'I'Iy WIIIIIII I1IIII1 1111111111t1h1eJt:llfler ttl lie rq;ihtnnl hut tlhall ccu..c tll
curry "II ""1'1, 111/111111'1il'"l Ni!(l'rill ufter the expiratioH of six 1I1111lthtl [ruiu the
c()lIlillH illill "llI'llllltllI III' tlaiH Decree. unlcus prior tu the cx,liratioJl of the
_aiJ 1'~lllId, ~1I111I III I 1'1Ij1"JIIlcnce collq;e ill regi:itefeJ to coutinue its business
ill lIJ.:cllrJIIIII'O willI thLl I'/Ilvj~illll!l of thi~ Decree.
2. (I) WIll"I I' II •.••rn:lipIlIlJcllce college is uituutcd ill Nigeria, the J'lun.:dllIC
pr"l'riel"r 1111"11"1"' h,dl upply ill writillg to tlle Couuuissioucr for regititraliull fur rCj;iuliulion,
und ,IIlull 111'111111III 1111'prescribed form--
(1/) till' 11,111111'11101pilln: of husiucs« or the prol'osed n.uue and place uf
hUllilll:"" "I I1Il' l"lll'hp"llllellec eollq:e ;
(b) IIIIl llilllll: 111111ud""'IIH of Ihe proprielor wvcrc Illill i~ 1111illdividllill
11111i1ll 111/11.11I.!IIIH'«, of l'ucil \III'I~Ctlll, IlilllllCI'j 1i·II~h.:c 1)1' illlH!r prillcil'al
ullin:!' III' till' I",tly (whelh.:r eorpunllc or ~lliIlCurl'0J'all:), us the casu may
rcquiu, ;
(,.) 1111:11,11",,' III III.: l:1""Hl'lI olh:rcd or tll he oll'ercd uml dIU durutiou III
cadi Hlidl Cllllille ;
(d) If IIIC I,""inl'lill III' t hc CIJlTt'~I'0lldellce college was commenced before
tile cOlldll!! :lItll ol'eilitioll uf thill IJccrcc, the date uJ' the l:OIlIlIlCIiCCIIICIII
of such hlldi,\t'litl ; und
(I.') Illldl 1·.iWI pal uculau, oW JIIay he jlll:l.cril..t.:d,
(2) J II the c.iuc of a corrcspoudcucc college situated uutsidc N igcria, the
pruprictur thcrcul tillall "I'ply ill v/rili"i; to the Conuuissioncr Ior rcgisrruuou
and shull lid mil ill the pi cscribcd fOllll-
UNIVERSITY OF IBADAN LIBRARY
492
A 80 1977 Nil, 11
(<I) 11111:1,11'1I1Il'Id plucc III' IoIiHiIlCK~uf the curreapundcucc c.:ullcgc IIlllHidc
NiHl" iu j •
(IJ) till 1111111111.,1i.lll" '~~ 111'1111p1ropriuror \"hIJHI IhiK ill an imlivi.lllul
uud, ill ut hrr l:aHt.:Il, of cad, director, partller, truutcc IIr other prillcll',d
IIlIin:" ur 1111I',u.ly (II'Ioelhl'l' CUIpur.uc or uuiucurporau-), i1S the CiI~C u.ay
I"'!j 1111"I
(fj till' 11111111II1I'' lhc C"lI"~C:; u/ft.:I'I.:d .uul the durut iou uf each such
"1111111;1'
(d) 11111I,1I11l'tl.uul i1ddlt:oSt.:S "f sumc "IIC IIr more agcllb resident ill
Nil(cI ill "111111i1,ll1'll III accept on behalf uf the correspondence cllilege
service III' l'rllct:Kb uud any notices required to be served on it ;
(t} if t lic IIlIHillt.:bll ul. the correspondence college was co.nmcnced before
the Cllillill~ illill IIpl'I'atiulI of this Decree, the date of thl: commencement
III' HIWh hIiHilll'~H i uud
(j) KIIII,"lhn plIJ'liclllarb us ruuy be prescribed.
(,I) 111"'" I"('('il't 111'1111Il'l'lil:llljolllllldl'l' t luu scct iuu, t hc Clllllllli~diollCI'
Hllull 1'1I1I~I'1111h1 Illl\"iril'H III he uuulc aM Illay iI~Hilll hilll in Willing to U
dcdHllI1I III I hI' 1'11I1culur ClIlll', .
(4) I/' IIlll'1' Il'u:ipt III' purticulurs ill cumpliuucc with the fun.:guillg
pl'oviHioliH III Ihi" Hl'cli,," IIl1d ()f t hc prl'~cribed fees the Couuniesioncr is of
opinioll
(II) 11111u1 1:IIIITHpundt.:nce I:ollcge be registered, he shall issue it with a
c~'nilit.:lIll: ill llil~ IlI'cKerihed Iurru tu thu; cH'cet willi 01' without clIl\Jilioll~ ;
(ll) 11111\ il wllliid !Ill IImItHir"hl' il! Ih~ public illl\:I'l:~1 Ihal ~ relCiMlnl,lill"
III! 1'111'1;11:.1,1'1IIIIy rehille such rC/{IHlnttt\'Il, 111111111 IIPl'e,,' shul lie [rum
lilly dl:ciHill1l III' t hc Cuuuuissiuucr ill allY such case,
(5) \Vhl'le ~ certificate of rcgistruriuu i, issued subject to COJllliliLJII~, tire
currespnndcucc college shall comply with those conditions.
~h) Any l'I'rrt.:~puIlJelll;e college which faib 10 comply with any of the
l:olldllillllH IIi' illl certificate of rcgistrutio» shall he guilty of an utleucc IInJ
ahall be liubk III II line uf 1'120 for cadi day durillg which the cunditiun is IIIlI
cumplicd with.
Wide: publi- .' J, .. (I) III every case where lilt: Commissioner issues a certificate uf
city 10 be l'egiKtnllill" 1.1 II currcspundcncc college, a designated officer shall cause a
!liven III
':crhl\~d ,ublicutioOI'III\! III1Hlc tu that clfect ill the GllA1tilltJ uud in ;1MIHlllly IlcwHpapcrs
,;orrnpon. /1i1Y11l1{ wide dn;II(IIIIUII ill Nigeria ilH he may deem dc~i!,ahk,
deuce col-
Ic"u. (:l) TIll' ('uliulliliHillller shall cause 14' be prepared and maintained by
\I d&;Milllllllcd «tlircr II register III' the IHllllet! IIlId Ilddl'ctltlCb, uno of such other
purticulur« 11MIIIII}' he ~peeilied, of ull corrcspundcucc collCKctl certified ill
"CCOI'\.III11(,(' with Ihl' pl'Ovitlillll' of thiH Decree,
(,I) II -11111I1,,: lite duty III' the dt.:~jgnalell "lIica--
(II) tll 1,11111t1h'l' rcuilltl:r III be printed, published and put Oil sale 10
IIICIlIIo •.I." ,1'1111.I''IIIolk lull Iliin Ihull six 11I1I1I\h~"ft!.'r thiti section ~.lII1C~
111\0filll'l' i 111111
(b) 11,,1krill 111111tw1ice ill each yl'OIf' ai'tt.:r Ilral ill whil!) the register i~
!1'Mt ,,1I111illhl'd 111111<)l:l1Il'ul,tl'i!ph (,,) IIUOVC,\11 1!'III~e tll he prluted, \,ublilll,,;d
IInd 1'111 till HUIt: IIH IIflJl'eKald il corrected l'llitioll of the regialcr which shull
we 11K"I' III .I,ll" IItl 1"'ri~il,JIl j uud I
I
UNIVERSITY OF IBADAN LIBRARY
493
Alii
------,-_.,. 1977 Nu. 11
(I') lu L;nll~LI;I prilll of each edition tu be available at all reasonable tirucs
fur inspcctiou by IIIClllhct8 of \hl' pl.lulic frell of IJllIIrHu.
(4) A document purporting to be a print of i111edition of a register
published under Ihill ~eclioll by the ue~igna[cd olliccr shall [without prejudice
to allY other ruudc uf proof) be udtuisaihle ill uuy (lrucc(ldillg~ II~ eVldl:IICC
that ,Il corretil'ul Ilk IIcc college spcciticd ill L1~~JOCUIOCI.'t i,sfully or cOIH~i~ionall y
certified UIIO tilul lilly college not till specified therein I~ not so certified.
(5) III lld~ ucctiuu, "dcaignatcd olliccr" means allY olliccr in the Federal
Ministry of EJUClitioll who may from time to time be oharged with the
gcnerul rctlpou.ilJilily fur the dischurgc of the [unctions specified under or
IHlnH!llll! hi llli" 1l!;~li!ll\ VI' ll!ly ulllI;!'prvvitliP!1 of thi~Decree,
4.-( 1) The CIJlllllliijlliollCr may, at any time vary or' revoke any of the Power \0
conditione 111'11ccrtificutc of registration or impose such conditions or addi- revokercgistrurion
uonal COllditiullH lIij he IIIUY deem ncccasury. or unposc
~2) WhcI'I.l tllil Cuuuuisaioner proPII"Cij to vary, revoke OJ' impose cundiriuua
CUlll.htlulI1I III '1l:t:llnIUlIl:U with subsccriou (1) of thie section, he shall before thereon,
c)(crciHlull ~lIdl powcr ~ivc uoticc uf hill iuteutiun to the corrcapondcucc cul-
leHe concerned Ilod IIhuliull'unJ it un opportuuity uf making rcprcscntutious 10
him Ijllll tu lIl1hlitit 1'1'11111'1w1h1y1 il~ ~crLiticillc of n;~itltnltion tihoulu not be :;0
amended.
P) Ally i1l1j'II'III'Il!1I1 ;11\:11!lulIlI!!'" whluh fHila 10 llUlllplr willi aoy coruli-
rions lid varied OJ' illlpulled by virtue uf aubscction (I) of this section shall be
guilty uf UII ull cucc uud shull bc liable to u fine of N20 for each day during
which the conJitillllH ure, or any uf them ill, not complied with.
S. Every currcspundcncc cullc~c shall inform the Conuuissioncr of-- Opcllillg IIlId
(tI) closing 01IIny PrulHltlul tu upen or close brunches thereof anywhere in Nigeria ; brunchc •.
(b) lilly JlwJlIlHed ugrecmeut or arrangement for ,my sale Of disposal
of Itll I.tlldilH:Utlby umalgumation Of otherwise ;
(c) lilly JlJ"lp"uul for rcorgunieution,
and the (;Ollllllhll1illllCl' IJllIY, in cusc of a correspondence colh;gc situated ill
Nillcrlll, UPJlIIIVI: III' wilililid UpplIJVltlof uuy uuch (l1'1I1'1It1uil Ulld ill uny IIllin
CUKC,IIC IIl1ty lul,l' "ildl decision us he tltillktl uppruptiale ill the circuursurnccs,
6> (I) 'I 'bl! l:IJlIIIIIIII~itilicr IIIUY by order Jluldiullcil ill the Gasvt!« (:""I'.-IllIli,,"
cUllcolllll~ ~,~,tlilh ,111111I1l''lliutl utiou- .. of cci ulicutc ••
(II) II tltl' 1.,,1<11'111I:lcof ccuscs to curry 011 in Nig\;ria the kiud of busiucsa
fill' wldrli 1111'\ l'llllirlllu Wild j~ijlleu OJ' jf the corrcspoudcucc college gues
Ililu lll(ltldllllllll III III wound III' OJ' lllhclwiuc ccuscs to Iuncuon a~ u
CIII'IUlllllilldllllll' ,."II.·~ •• i ill'
(bl If 1111'hllldl'l IIICI'\:1I1'fllilll to Iullil tho prescribed couditions 1111I1
J'CI4111"tlllli. 1111 '
(c) ill thu c!1t:lll11l1tllllceHuud in the 1I1111111wl:rhere under ur purauaut to
lhill Dl,lcl co fllililiu tu L:ulllply with lilly provisions thereof or of any sub-
aidiury Iclliullitilill thereunder i~ II gruulld fur caucclhuiun of a certificate
of rellilllliltillll.
(2) WIH:ro the Cuuuuissioucr proPUtlCIi lu called allY ccrrificurc IIf
n:gilltrulioll IHlIlilIlliit III aubscctiou (I) of this scctiun, he shall before such
CUII\;c1hi till II Hive nut ice III' hiM intention to the corre~l?lJlldencc collq;c
concerned IIlId IIIlIdl ~ive it UII opportunity IIJ make rcprcscutuuous and to
.submit reU~1)1I11why Uti certificate of rcgistrauon should not Le cancelled.
UNIVERSITY OF IBADAN LIBRARY
494
A 82
.-----------.-_ ...- - .-_.__ .-..__ .__ .._--------- -----
7. Ally 1'1'11101w1ill) ~clb uJl .IIIY currcspuudcncc college ill Nigeria or,
II~ rhc ClI"e IIIIIV III!, rUllll ClJrrCkpllndl:ll\J~ 'Ullrbl:ll which arc undertaken ill
Nigeri« "L1II'lwille IIlall ill coruplluncc wirh the pruviuiuna uf thi~ Decree shull
lJu j{1Ii1ly 111'11"1ll1'uIII;U und uhull h' liublIJ on couvi 'rioll to a fine of N5,OOO or
illlpriHIJ/IJIU'lI1 1'11I1w' u ycar~ or 1Il oOlh such tine und hnprlscnmcut.
J'u\\cr ot tI, (I) """' IIIC pllrpU:lCH uf lhi:! D<.:cr<.:ca,ny dcsiguutcd otliccr->-
dc:ai~H..atCJ
()fli'l!r~ lu (/I) "11111h1uvc II riHhl of access, at any tunc during the normal working
erue r hours or 1111W' ll'l'lIjlollllencc college concerned, to Hl,ly Illtiiding 01' uthcr
prCIIlI:H.:ti
UIIJ ,.I,Huill PI'I!IIIiIlI'Il 01 lilly IHICh CUITC:lpOIIUellcccollege ;
inforrnauou. (b) !lilly hy uutice ill writing served un allY proprietor of a currcspun-
d<.:lIce(;01"'1:1:require thut per:lOIl lU furnish in such forlll a:l he may direct
illfuflllillioll oil "lieh mutters 1I:llIIay be specified by him,
(L) A 1'11,,"11Il:quir<.:u 10 furnish returns p"rtlualll III suhsccuuu (I) (h)
"hIlYC 1111,,w11ill,ill IWIl IlIlllltll~ frurn thc uorice cUlilply rVi1h the notice.
()lkll~CIi 9.· (I) If' lilly \,eIW'" required to furnish returns pursuant to section H
Ulld
PC/lIIllicli. of IlIiH IJccnc LlilH III [uruisl: those returns as required under this Decree, he
Hhall be guilty III' 1111ullcncc IIl1d liable 011conviction to 'I fine of N5()1) III"
illll'rillllllllll:1I1 lur (, 1I111111(1,I'H' 10 uoll, HIII;I, linc aIII I illlpri~onllient.
(4!) Any I" 11111w1h1u, fill' the purp!)"c Ill' lllil,fillillg II ccrt ilicutc ul' I'cg;'ltl"lI-
lillli ro, II !II11'''l'lJIlilelll:c eollel{e 01' III' cOlllplyill1{ with any of the provi~iolls
of llli'l 111'111'" (11Il;ltlllillf{ purported corupliuncc ' with a requirement 10
flll'lllnh J 11\111110111111'1l:1H1llid) \,I'I'Helllll IIny. illHIClIIIII':lIl or makes 'Illy staLCIII<':lIt
Whl:ll"'1 111'1111II1I li,t: 1i:lIlIlIH which ill ['1It1cin a unucrial particular, ~II;"I be
"lIilly 01 1111111IW1 I! IIl1kHH lie "lOvell liial lie hatl 11I1(el1l 11r1easonable :111:\,'I;II
IldCI'IIIII'1 IIII' h ut h 111'111h\:lalclll!:111 made III' cuutuincd ill 1111in':strument ~II
pi1:111'1111'11.
(,I) 1\11\ II( I""" HI/lhy IIf ,III 1I11'.-1ICuln:der ~III"I<.:cLilill (2) of this ,;n:lilill
shul] Ill' 11,,1"1'"II ""II\'iClillll III II line Ill' NJ,UlIll or i"'l'l"i~lIllIlIellt fill' 12
IIlOlllhH or III 1",11,IIl1dl line allLI iuiprisouurcut.
• , (~) Auy I'L"I"""11 \V1~o \~ilflilly IIIH'lr~lcl~," illklfl'r~" .virh, a~:-;;,,,It,, III"
rl'hlblH lilly dl'HII:II,lll:d otliccr III Ihe cxccuuon 01 his duties under this Decree
Ill' wh" IIldll, illyill:H, illdueu~ 01' 1Ii>a;1l1ilIly other person 10 obsrruct, iuicrfcrc
wirlr, 1111111011'1rC11HiKIlilly such olliccr shall be guilty of an offence und liuhlc
011IjIlIlVil:\l1I1I tll II lilll: Il( N200 Ill' IlIIpriMlllllIll!lll flJl' :11I11J11Iho~r to hllih KliCh
fine uud irupriu.nuucm , ,
(.lIf~II~II. Ity 10, (I) Wltere all uIleucc under Ihj~ Decree I~ couuuittcd by a hudy
hudl!!. 4i0C- (;Ilqlllllllt: III' tinn 0/' 'Ilher IlllijllCiulIlI1I of ill4lividlllllH
I'urlllu, dO.
(1/) every director, IIHlllUgCl', secrctury UI' ullllJr uilililul' ulliccr III' 111lI'Hllly
corjlulillc ,
(IJ) eVl'ly IIIlllllcrllrulli(;(;rllflite/irtll;
(I') every trustee III' the body concerned
(d) every pcnH/1l coucerucd in the IIlallaHelllclI1 IIf the illI'ail'~ III' Ihe
usaoci.uiou, III' i
(c) every pertiUIl who was Jlurpurling to act ill any such capacity as
ufllfeH.liu,
UNIVERSITY OF IBADAN LIBRARY
495
11)77 Nu. t 1 i\ IlJ
"IIIIIIItI'YI'lillI\' I" ,,"IIIY 111'11;1111111'1'I1IH1\l:ll"llhic III hl) prll'.:"di.ld IIllaillHllIlld
I'lIlllllhuol IIII' 11101I1Ilr""':l: ill like nuutuur us if he had himuclf conuniucd
the oll'clln) 111111-h1u11ll1wv':lj tluu the act or umissiou consrituting the olfcucc
took pluce withollt hili knowledge, consent or connivance,
(2) Wllcre IIII II/reIlCC i>lcouuuiucd by acorrespondence coli.:ge referred
to ill nl'lilill ~(.!) lit' thill lIccrce, every i11;CIIIactill/{ fill' or 1111behalf of uuy
sucl, CClIII'tlJI"lIlkIICI: clillege ah.rll be scvcrully gllilly Ill' 11.,lt oHelice alld
liable to he Ilroc.:cdcd agailltil ilIlll punished fur that ollcnc« ill like manner
all if he hud hilllllrif cuuuuittcd till; ullcncc.
11. Tilt) CIIIIIII IiUlliulI<:f Iliay uiakc n:glllaliuJls gell<:fally for the pllrpuse:; HC!;U/uliull:l.
uf Ihill l Jcci cc 1111.1w,ithout prejudice to the generality of the power hereby
conferred, I cH"LII iOIl~ lIIay -
(II) 11I1:~elllll' the f"rtllo tu he used [ur the l!llrpusl::' uf lhi~ Decree ;
(b) 1'1'1::'''d:1ie I Ill: kc:; to be paid fur l'I:gistriliioll under this Decree ami
for n:/1I1II1nr kl'tl III' part t hcrcuf ill cases in which he refuses rcgistrauo« ;
(c) pil'lInd,,: III' coutuiu such adillilli'slrativ.: ur prot:nlurill provisions
as apl'l'lIr III Ililll ill'el'h~i1ry or expedient ill urclcr III Iucilh.uc the opcruriun
of Ihit! 1)1'1:11'1:,
IlIlurl" ~III·
lion.
"Iho ('Il""lIi,,"illllCf" 1I1ellllH tho Fcdurul Cunuuiuaiuucr churgcd with
n':sl"Jllllil,ili(y rill' cducuuunul correspundcnce colt.:ge~ ;
'\:11I11'111'"111"'"1C'\:IJIIl'/{t:" IIICilllt! allY ctJlkgc or illHlillilill1l Ill' uny ut hcr
IlIIdy willi II 11I11l11H'luII,I' ill 1't!llIlliiHlil.:d III coud 11I.I;1l:lJIHHC~III' iustrucuuu
1
/ly 1111'11I1II11I1IIJJI'IIj1l1lllll'llce lutwccu il "lid ilt! IIludcllltJ aIII I includes the
pfllpdl'llif tlllllI'lil 1111d1llc:l JlOl includc-c- I.
(II) II 11I111'1:111o1r1t,lYillli!.11' illhlillilillll of hi/~her Jcaruillg (whether ill
NiWI ill '" rluvwhcre] whi~1t aWi~rd:; external degrees or diplomas or
which dllllll'llillIlIll.:lI cclucatiuuul rustrucuon or mutcriul by mcaus of
currcspundcncc III' I,y sound or television broadcast ;
(b) lilly cllrr(,tljllllldt:llce college established solely for religious iustruc-
tiuu ; Of
(c) illI~ CIIIII:IIJ"IIIlJcIlC': culI.:gc entirely m.uutuiucd and cuutrollcd
by lilly (,Ilvefllillelll ill the Fcdcnuiuu ;
"dl'Hiltllllh'tl IIlIi,:I'I''' llilll Ih •• 1I,,;unillf{ 1I~lniHllliti111(11',,"1y11lilJlllillll:l (5) Ill'
tllill lrceicc ;
"proprielllr" IIleilllH lite person whu is 01' holds hiiusul.' (jut ro he tilll
owner of II clJrll'HI"llldelll:': collcgl.: or tile lessee or tenant in the case uf
lensed prclllilll'lI, III' Ihe p.:rUUII uHillg prcuiiscs [ur t hc IJllrpuse of iI C(JI"'t:~-
pOIIJl!lICe l'llllq;c, Ill' lilly person th.it clcrj vcs or is entitled to uny prulus
or suuilur /ll'lldiIH ft 011\the business of allY such college and includes an
IIgelll ill the cuse Ill' it correspondence college referred III in section 2 (2) of
llliH 1.h:l:ll'l' 111'1111I'l''I'Imn rl:cl)glli~ed i1Hpropri.:lorilllllll:lliatciyberurc the
cOlllilll{ tllill J'lIrl:l: 411t'hiM Decree lint! references lu perHllll herein include,
.whcrc ul'l'liclI"le, rclcrcuccs to l>uJie:l corporatc, IiI'l II:>, trustees or i1lly
othor IIt1NIICilllillll of iudividuuls ;
UNIVERSITY OF IBADAN LIBRARY
496
A IH 11)71 Nu, 11 .--.~----~---------------------------
"suuh-ut " IIII.'UIiN lilly punlJlI whu lululIl lilly 4:1I1IrIIU uf lnstrucrion froru II
1:0ne"JlIIIII!l:m:e college whether 01' not he iij II student at lilly other insu-
union,
CilUlioli uud 1l. 'J'ldli I )e~1 cu may be cited a!l thc Educational Correspondence
&:(IOlfocnl;&:.
menlo (;III1~IIl.'1t (ltl'llillllllliIJII, Elc.) Decree 11)77 and tllIaIl CUIIIC into operation on
II dutu tu LJe"l'puinll.:d lIy the <":ummltl~lollel'lJy order l*',lidhul.\ ill 1111:G(/~I!II/1,
L-I'-GENI!HAI. O. OUASANjO,
l lcud of the Federal Military Govcmmciu,
Commander-in-Chic] uf the /lrmed Forces,
Federal j{epublic uf Nigeria
EXI'LANA'I'OIlV NOT!!
('I'hll /111/,/ .tlln not jtJlIII par ! '1the uboue Dccre« but i. intended 11/
cAp/aill its purpurl)
The 1)1'1'1<:<:IIH111etluppruvul by the Federal Conunissioner for Educution
II J,re-ellmlilillil 1'111t'he cstablisluncut (or cuntiuuariou ill business in the case
fit exililillfj illlllillllillllH) uud re!{iHtfalioll of all private educational correspon-
deuce cul (;.,(;~ w!ijldllg tll conduct bUtlllleH~ In Nlg crlu, Other provluluus
thereof Hi ve general supervisory authority over such instirutious to the
Fed c I'll I Millililry III' EdllClltillll, •
Auy IHllly found running an illegal correspondence college will be liuhlc
ou eOllvkliull Iu II tine of N5,UOO or to imprisomuent fur two years Of both .
._-. _._-_._---
j'UIII.I""1I1) IIY AUTIIOUITY 01' Till! FliUliUAL MII_nAItY (jUVI!:lNMENT 01' NIGEHIA
ANI. 1'1111,1111'IIV TIIIl lVllNlij'lllV 01' INI'OIlMhTUIUN, l'UIN'I'INO lJlVllilllN, L.~';I)~
UNIVERSITY OF IBADAN LIBRARY
A 237
APPENDIX 17
EIHH ~t\'l'IONAL COJUtESI'ONDENCE COLLEGES
ACClmUITATI0N DECIUm 19li7
Ii. Cuuccllut um ul ccrt iticuto ur
uccrcdituuon.
1. ElIuIIIIlIlIlIII I 1111 I'''I'''I"II'"~C cullc-
lIel lu hu 1I~"f~dj(cd. Y. I'owcr of debi!;II"le&.u! llicc: s lu
l. I'rucerlurc I'll" "~t:llldillllluu, cuter 1'1cuuses und ut-I.ill
iulunuutiun.
J. Ht.:ltuwlll III l:cllilic~lc uf
"~!.-fudl"III"". Ill. I'cuulucs fur' ~dlill" lip ill~~.1
cuIlCHC.
~. E.llIlJli.IIIII""1 III '\l!l!lcdilllllllll
CUlllllliill'lI. II. Otleuccs IIl1djll·I"lIliu.
5. WillIS 1IIIIdltIly III I.e "IHII lu I 2. (JJI'clI~Cb.y I;udic:.corpurute.
_c\'I'llllilUd\,IIIII'.IJlllld~""
liulIcwou. D, HCl'cul., buvill!!:! ""U uuuafcr 01
h~el¥und Iiuhiluica.
6. Power III ICHloI,u "~cl'~diluliun UI'
lllljlllK' loulI"lIllIlI Ihcrooll. H. H"HUluliuliu.
7. OjJclIllllj dU'IIIII ul brKltchn. 15. Irucrprcruuun.111I1
16. Ciuuion,
D6.!Icr4;l4J No. 32
I~/" NO(',II/,U"" IIlH'lI r:(Unlll •• u, •...
Ill.",.
'J'IIJ~ !'Ii 1)1'.1( 1\" 1\11LI'I'AH Y GOV hit N M h NT hereby decrees a.
(I.IIUWII : ...
l. ..-( I) II' "" y IIIlIllIlI' i~ desi ruus of clLwlliHg ILOt I;;:-;a than IW;;ILyI EdtH.:uliUHftl
l.:ili;u:nHuf Nigurililitl IIludlllll~ for any currcapoudcnco course run Of (I) be run currcspun-
by iUY wrruHl'llIIdtllll:U college of which he i~or pl'Opo~e~ to be the proprietor deuce
thereof then, wi t;uIlCllC1"0 t..".WIU HIII;1waIICbO or part thereof is to bo run by the correspun- accredited.
deuce (';olJoHIJII' Nigoria or, a:l tho case may be, to be undertaken by such
studenta while I ·.,illuill iu Nigeria, 1111:proprietor concerned shall, in addition
10 iu(';orporntilll:{ tho enterprise under tho 'provioioHS of Ih\: Companies
Act l\.l6M. III' Ihll HUlliijl,ralion of Iluaincas Name» Act 1%1, ap/lly 10 the I'II.K " II. 'I.
Mini"lu,. fllr 1I(;(;II,dillilioll of 1110 correspondence (,;ollo/;uill accort unco willi I'lld Nil. 11.
the pl'llvi~iIlH~ III' Ild'l Decree,
(2) WIIUIU 1111 1111II.umill!) into uporauon ur thi~ Decree any corrc~l'ulI-
JOUI.:U (';uilullo iH 1.•111yllll:{ on business in Nigeria, the proprjctor thereof may
ilpl'ly will.!u tlllllll 1Illllllhd thereafter to be accredited but shall cease to
curry UII Illdl "III1II1I1HIIIII Ni~cria after the expiration of six months from the
cOlllill1l illill "1'"1,,111111 "I Ililtl Decree, unless prior itl t ho cxpir;ltiull of Ihe
IIl1id pUI'!."I, ullllt 1'1I11I)1I1"lIldc/I';u .;olkbu i~ accredited 10 continue il~
h\ll,iu,,~~III 111'';11"1111(1'11 wll I Ihl) pruvbiol~ of this Decree.
UNIVERSITY 
F IBADAN LIBRARY
•
498
1~'rll/U/li(JlltIl Corresptuulence CulLtgeI 19!i7 No. 32 A 2JI)
/1 ((f,dilulilill
(i) 111'"11 lI·n;;l'l of an upplicuriou under subsections (1) and (3) uf LI,i:;
scctiou, the !\lillil.ll:J' ~llIdl cause such inquiries 10 be made as lIlay assist hiu,
ill (;Ulllilll: I" u dn:illilJll in the particular case.
(~) II uh or lucui!,l of particulars ill compliance with the fon:guil1g
prllvltdllilH III IltiH lIocli'JII illIIl of the prescribed [ccs lilt l\liJli~h.:r is IIr
Iho Hl'llIloll
(/11111.11 " '"' 10"1"III"CI1C() I,:olkgc (1IlgiLl III hu uccrcditcd, he ~1"11J i:.:.""
il willi II I 1'111Ii",III' ill tho prescribed form III thur vf!CI,;{ with ur Wilhl/II!
cOllallllllllil i
(b) Ihul " 1I1I"ILl he urulcsi ruhle ill the public interest that uccrcdituunn
ho ellocrc.l, ho iuuy refuse such accreditation, uud HII appeal shall I ie [rum
all)' dllCitiiol1 IIi' tho Minister in any such case.
(1,)WlwllI U ('Ofl iticutu IIf lIuc!"I:dilation i~ issued subject 10 condiLilll1s.
1110 COI'IUU!,'IIHlulI':U clllkgu ~I"dl cllllll'ly wllh Lhllsc cOliditlll~I~,
(7) All)' 1:III'fU"jllllhII,)IICV I,!ollugu which f,lil~ to c.;olJlply with <III)' of tl,(:
clllldltillllil III' ill' (!llI'Lilil.:IIlU IIr 1I('cl"Ildilllli(j1l 11111I11hI,) uuilty of all ullcncc
11"11111111111", liuhlo OIlI:IIIIViclillll tll u tiuo IIf -N 100 for ouch duy durirq; which
the ClIlHlltj.11I ill IlIIt (;'IIII!,lil1ll with. ,
J. (1) A I:Ullilic,111l Ill' IIccl'cdilaliuli i~'HIC)J 1II1Jur soctiun 2 "I' lhib I (cllow ••1 "f
UIICIIIO I,hull t.u vlliid fllr 2 yOM~ und IlIlIy he renewed. \:crllli,,:ulu uf
~cc,.cJl1aljoll,
(~) "Jll'lic.11 illil fll" 1110 renewal of a certificarc of uccrcdit.uiun
(II) IIl11y 1111lIIudll ,,"1 l.ucr IItall .! IIl11lllll~ befurc the cxpiruuun IIf Lit"
('111'1i/ll"lIlo i ulld
(b) IIoI,tll hu ill lite suruc f'lfIlI alld be subject III the ~lIIIlC procedure a:.
Iuru 1\lIIY 1'1111;1;(:1110,
.•• (I) 1,'111"IiIU I'lIfpll~C uf ClIlltiidcI ill!; ill I applicariuu fur uccrcduuuun I~••I,at "",J. -
lit" it CllflU"JlIIIHIl!IICO cullegu under Ilti~ Decree, there shul] he established u u.c nt uf
hudy III I'll kuuwu i1~ the Stilndillg Conuuiucc .on the Accredit.uion III' A';\:lcJil,,-lion CUlli-
Cf)rru~Jllllld"III':() Cllllcg<:s (horcinulter in thi:; Decree referred III as "Ihc n ,iIlCC,
Cuuuuiuco" ).
(.!) '1'1", \ ·""lIlIilln; ~hall Cu,,~itil of the fulllllVilll~ members -
(1/) till' I )j'I!Clllf of Edlu:aliulI, (Technical. '/'t:chllulo!;y und VIIC!llillll,t1)
ill tlill h ,kilt! I\lilli,dfY IIf Edlll!lIlilJll. who 1IIIall Ill: the CltJirnlilfi IIf liar
I '11111111II1'·i', ..
\/1) Ih,: /\"11/,,111111 1J11l:clil" III' blllCilliilli (Vtll';ILillllill) ill LIII': I,'nkl,d
l'I'IIiIiIlII'y Iii 1,;dll\:lIliuli ;
(I') tIll' A,;"iululIl lJirc.:Lur of EJUC;ltiull (Jlltll'cctUlliC) ill the J,'cdcl";"
I\lllliull'y ufJ(dlicutiull i •
(d) 1111: I klld "I' the Currcspundcnc« t.::JUl.!lIliIJll Uuu , Jo'CdC;&itl1\Jilli~I'y
of Edlll:uliull i
(~) lit\! Chid i\H~l:bhOr of Corrcspundcnce ClIllcgcb who :,h~1I he it
lccuu er ill 11UuivcrHity ;
(j) till: Hccrct ary, Panel uf A~bC"~Urb, who ~lloIlIlJc u lccrurcr ill a Uni,cl'
:.ity ;
(~) U Il:jlfC .r curative of lito Nig criuu Arlily ;
(h) II Il'prc:'clIl.lLi,'c of the National /lU.1I d fur Technical I~JlIcal iuu
KtlJIIIloi i
UNIVERSITY OF IBADAN LIBRARY
499
A 2JM 1'JH7 !-Ju, ,J~ h'dllCtlliUI/'11 Curretpondcnro' CIJI/,gr!i
Accredit ation
(,I) III I h'l "",II III II c\llru"I'""dulI\;U I.:IIII"HUhilU'llud outuidu NiHIII iu,
such ~"rrll"I'"Jldcun; cIi!lcge :.hall cstuhlisl: an agl:ncy otticc ill Nigcri».
(4) The: i\lllli,I(;1" Ill.ly appoiul such nurnhcr of specialist assessors a~
he lIIily ./':1:11' lu III carry uut such preliuuuary inspection, aesossrucut a III I
cvuluuuuu Vl:,iltf III ,UlY cun cspundcnce clIllcgc ur, ill the case uf it currcs-
p'!lIIlunn: 1:1I111:H"i(lI;Joll(;J uuu.ido Nigoria, all)' agellc), ollicc for the purpo,e
III ac(;rudil,'lillll IlIld"r lid" tCCtiUII.
('i) ,\ "I'"a'I,"i~1 ",:,(;s:,lJr ,lJlllililllud uu.lcr Ihi. "U\:IIIII\ ~hllil hold ullicc
111M1IL!a IOIIU:, ,1I111';IIlIililillll" ali lIIay be specified ill his letter of appuinuucut.
l'ru...:cJurf.:
1,,1' 2, (I) \\'I"JlIl 01 LllIle~I'"lldcnLc college i" "ilu:llcd in Ni!;cria, th c
iU.CfcJIl..l- prop"il:l"r 1111;11:1"I1,a1ll apply in wrilillg III thc Ivliuistcr fur accrcdiratiou .uu]
uun, etc. tihalJ Itcl IIlIt ill tllo I'IL:,nillcd Ionu - " '
(II) till; 1',1111011' 11.101011IJ'(f; hu"iue:"" ut t hc 1'lullU~e:d 11.1111u1n;d I'l.lLe IIi'
IlIlhillll"" III tI,e: ':111"1:0"'1lldIJHt:1: colkgc ;
(II) Ihl. I'''I Ill; ,111,1.lddlC"tI III' the 1" oIlJIiCIIJI', ill the l:'I'W IIi' if :,lIk
[1101'1iutlll, ,1111i1ii 11111(;t1:a'be", lIr C;LLhdirector. Pill'IIICr, trustee or uthcr
J1filll:ip.d IIlli':LI III Ihe l)(),ly [whether t:ucjlorOile or uuincorporarc), a~ thc
('aHU 1IIIIy 1("I"ill) i
(I') tho ".1\ '" c III 11,eL: lllll"Il~ 1I11elild III" I" I,,; ",I'IJ,'cd alllllht.: dur.u iou "I
euch uuch ""lIhl; ;
(t1) il 111l:IHI:,illl:o;' ul IhL 1:1I1'1"1:~IH'JlCkll1t::(,;.lIc[;e wa;, cunuucnccd bctui c
t hu fllll,illl" 11111o1jlel'atillll ur Ihi:1 Decree, the d.uc 'of the COllIHICIlCCI\IClll
(If 1I11c11,III'o\lIC;;."; .uul
(,') h,"'I, ,oil"" l'~rliclll.uh a" lI,ay I,,; l,n:.,Ll'iI.t:J 1'1'111l"1.,lI' lu lillie.
l.~) t\ II I' "I r~~\JII "hall IJ\; pay"I"" ill rc;~I'I:Cl "I illl 1I1'I'IIcIIIIllil 1111.11:1
1111 1 lull 111111
(.1) II< I•• '" ,Ii III., I;III'IJ;'I"IIHkuCIJ 1'lI11cgc-ut u.uc.l IIl1bidl.: NlgLiI.l, II,,'
'1.11"'11II1I ;"'11;,1 "I 1111U1H\J~H,Y Illlku lilt I"I 1Ihtj, l;tI omit-II' ~.:~~iul1~(:1) III' ll,,"
11111:11u'1hu1ll "I'I,ly III IVlltlllg III dIU 1VIlHI:J(ur fur accrcuuauou alld ~hilll
hill 1111I1II 1111I)"" ,t'I iI'cd f"l'1l1
('I) II", 11,11"0111,1101.1Il1l' :1!1;I1;.ill(;"" III t lu: UH ICJI"III,kll';t.: ';lIlk);e ,,"l;,i,k
.' r••• il~ull ,I ;
(/I) till' 1'''11111,111.1,Iddl(;,'", III tl'L I" IJI'I iClUI', iu ihc case (,I OJ ""k
Pllll'tiullll, utul, ill ull,el' ca;.1.:","I' Ililcll director. partncr, trustee III ot hcr
llliw Ipid 1I111l'f~uj'f Ihu I,"dy (whl:thci' I;"r!,,,rillu 1/1' uuincorpouuc}, il" the
(:tI~U11111I)ll'IjllllU
(c) 11,0 1101111"1I11 11,0 ~'JIII~C', 'JtflJlcd and the .lur.uiou of each sucl.
1-'"11"I'1i1
(t1) llill 11,11110.111111I1Iddll;':,,)~ III' :,IIIIIU unc III' 111111a<g:ent> rcsidciu ill
Nillurin illllh"i'lhUcl III accept uu behalf of the correspondence t:1I11(;1;(:
t.el vjru ,d PI"II''';''1 IlIld lilly IICllit:llti required to bu borved on it
(c-) if the bll·.ill':";, "I' the t:1I1Te.:SPOlllkIlCIc:lille.:ge.:was conuncncc.l hch nc
Ihe l'Il/lIill~ illl •• IIpe:ralioll of lhi~ Decree, the date of the commencement
"f "111'11hll,.JIIU"" : 1111.1
U) ;,I/l,I, '11114:11'.'lIli.:ui.IIII 110I0llily llu 1"""l:lilJl:,j [r oru UIJIC tu tiu.c.
UNIVERSITY OF IBADAN LIBRARY
500
A 2.•0 1!l1i'1 Nu. ,I.! t.'.lumliunlll Oorresponitcuc» CcJlI~.I}t'I
Accreditation
(i) Ii ll'IIII:~I:lltlltiyc of the National Teachers' Insutute, KaJlIna ;
(j) II JI'lilllil'lItlltiyc of the Aseuciariun of Accredited Cu ITC:ijlO IIde IIl'l:
l :ulJl'gclI ill NIHcri.1 ;
(k) u rc 1'1 I'~clltilti vc uf the Correspondence and OpCII . itudies J usutuu,
Uuivcrsity uf LUl:lull ;
(I) II rcprcscntutivc of the Nigeria Employers Consultative Association;
(m) live fe.:IIOWUe:U educationists uf whom two shall be proprietors of
currcapundcnce cuJlcged whu shull be appointed UII basis of individuul
IIlCritd IIlId gllUl:Illljlhicul reprcscntatiou.
(3) '1'1,,; I'cruiuucnt Secretary in the Federal Ministry uf Education shall
dCdi~nlllu u ucuior ullicer of the: Correspondence Education Unit ill that
Ministry to uct 1111the secretary to the Committee.
(~.) '1'1111 ClJlllllliUeu shall, after considering any application ludglld
UIIIIJI' Iliu (I"Ivli,loll~ of Ihltl Decree, eulnuit a recommeudation thereon tll
tho Mlllllllvl' I 1111111110 Miuistcr ahull thereupon grant or withhold accrcdltu-
tiull II" l'nlvldud IIl1dvl' .lIu~uelion (5) <;If sccuon 2 of th\::I Decree.
Wid" puuli-
city 10 be 5•.... ( 1) III every cusc where the Minister issues it certificate of accredit a-
WIVIlfIIII liulllII II CdI'! (JtI\HllldOIiCO cuJlUJ,lUI U th;siWliILOd utlicer ~1i1l1Jcause a puhlicutiun
ICCHuil.<;d to be uuulo tll 1111I1ollcct ill tho GIl.:Jclld uud in as Illillly ncwspupcr» hal/ill~
l:urrupon ..•
deuce widu circulill i,," III Nlgorlu Ud ho IIIUY tlWIU dusiruhlc,
collcl4Cf. (2) '1'111' l\ 1iulutur shull cuuse III he propured urul muintuincd lIy a
dc~igHllt\Id IIllielll' II rogietur of tho IUIIIIU::I und addresses, und of such other
purtlculure 11,1lliay Iw apocificd, of ull correspondence culll:gu::I uccrudit cd ill
accurtlanco will, thu provisiun« of this Decree.
(J) It 11110111110 lilt: duly of the designated ollicer-e-
(II) III l',IlIHO Ihu I'cgiulcr to be printed, published aud put Oil b,de tll
IIIQIIIIII)w 1.1' IIIU public not hl!er tluiu eix months after the couuucnccmcut
(,fliliw J)UI'IIlU ; Jill.! .
(b) ,,"I 1.:,," IIIIUI twice ill each year alter that ill which IIIC rcgi:.ll.:j' i:l
lirllt pulJllt,jll;d under Jllil'ilgrapll (0) of thia subsection, to cause to he
printed, pilloli..ht:d and put 011 sule a~ aforesaid a corrected edition of the
rUl{iHlur whit-h -hull bu at! up to datu as possible ; am]
(c) 1111'1111:,0II print of each edition tu be available ~It all reasonable liIIIC"
f"r iIlHpc\:1 ilill I,y 1I11JIIlbem uf the public [rce of charge,
(·1) A ,('Ii'iIiIlUIlI 1lil'·jlllililiK 1\, j,u 11 pl'i!Ll lie 1111 I.Idilioll uf II n:l\i.hH
J'lIlJli~hi)d 1111.1111Ihlll h\lctil/H Ily t hu ,k"i~11II1I.ld ulJil:"r ~lii\1I (,dthuUlll1l1jlldicl'
\11 1111)'IIthvl' 1"".111 III' pl'lIl/f) \)1.' 1~1\'lIi~;;il,lo in lIny l'r~I~~edlHg:i a~ ~v,idclIClI ....)
rlnu 14CIII'IIII'I""I.iIlHco clllkgo spcciticd In tl.u docuuicut 1:1 lull yOI' conditionully
Ilct:roL\ll"ll Ulld II lilt lilly ':tllle.;o not ~(1 tipecifit;d thcrt.;il\ I:; not so accredited.
(~)I" tl"" ,""Iillll. "dcsiguutcd olliccr" lII1:all'; aoy ulliccr in the Fedclal
M illi.I, y 01' 1':dllJ:lltlulI whu IIIUY Iroru tiuie tu time be charged with the
gl.:lIurnl III"I"III"lldlity 1'111'tho dischurge of the Iunctious specified under or I
(III r&1IIIIII 1011.111 IlIa:tillll III' any lither pruvision of thiR J?ccrce.
I'IJwcr 10 6. -(I) Tho I\lilLiHtl.:r lIlay at any tiuic \lary or revoke any uf tilt;
I"voke
IIIl.IcJiluliuli I:IIlldilillllll of II CUlt iliratu of accreditation or impose such conditions or addi-
or impose tion,tll'Ol\oIilillll~ 1111ho lIIi1y deem ncccseury.
,·olldilioUI
Ihct~OIl.
UNIVERSITY OF IBADAN LIBRARY
501
1:',"1' o fill,,," (.'uoCSfl()/Ji/(!IICIl Cullt'rel 19!51No, az A 2"1
Ac-t-r.e-dita-tio,,. , ..•..• ...•.... ---~.-- ..- - -._--_ .._ - --~-~..--~..-.,-
(:l) \VI'IIII' tI'li M illi"I",. JlWI'UYUH tll vury, rovlIl.c or ill 'I IObll
~lIll1lhi'"11I1" II, '"ldlllll'\I willi t ho p'lll'i,;iuII:lllf auhscct iuu (I) of Ihit! ucctiou,
ho ~hllil 111/1'1111"1~III1;llIllIg such power givo notice ufo Ili~ iuteutiun t," Ihe,
clirrollIH'II'''illlli ndill/lll "/IIc"rll~\J 1111,1 ahull ullmd II 1111,OJlJ1ml~'!'tly "',
lIIaklt'H 1'1'1'1'''"''"11111111111II, him IIl1d In '"Ihlnil rCllllllllti why IIU eul'lIl1elll!! (I'
ut,:llrllilhalloll IIliouhl 11011hY "" 11I1Ir.ntlod.
(3) '\IIY Cllfl'l::'IlUlldem;u college which fails 10 comply wirh any comli-
tiUII~ llii VIIIiud III' IlIlpuMal hy virtue Llf subsection (I) uf Ihb section shull he
guilty ul 1111ollcuco uud tthall LIe liable 011 conviction to a Iine of:N 100 fur each
duy dllrin/.l which lite cruulition« are, or any of them is, 1101 complied with.
7. Ellory corrospuudcncc college shall inform the Mi~lister of- UpCIIIII!; IIIIJ
closing of
(a) lilly pl'u[Ju>iill to open or close brunches thereof anywhere in Nignia ; , branches,
(b) 1I1I)' IlIujlo:,l,,1 ilgrccmcnt or urrungenicnt fur iI\l)' sale or tlispos.tI
uf II~!tll~illl:M:I hy uillaigilflwlioll or otherwise j iLlIJ '
(I:) OI"Y II1'IIIII)~ul for rc-orguuisution,
1I11l1 tli" M illiHIII!, III"Y, ill 11,0 cuse of, II crurospuudoucc CiJlJcgo situated ill
NiHuriu, HI'IIIIiVI' 411'witlwld uppruvul of any such pruposa] j uud in any oll,cr
4:/lIIC, ho Ullt)' 1III'tlll111'II dccillilllliltl 110 thilllllI uppropriutc il~ tile circurustunces.
H. (J) 'I'11lI 1\IIIIi"II'1' uruy hy Ordel' I',ddjohcd ill tho Gaad/" (~jllh.:dlll(iull
tIt' l.erl tli •:.lIlc
caurol uny rollllic,111l IIf uccrodluuion=-
(If uccrcditn-
(0) If lito huldur thereof cease, tu carry 011 ill Nigeria tl.c kind of busiues« t ion.
fur which t hu ('crlil/cillu wa~ issued 01' if the correspondence college goc"
into lilillidillillll Ill' ill wound-up or otherwise 1:l:iltiC:; II) function as it
I.!IIrl'll!ll'"llill'lll'lJ 1',,111'):11 i 1111.1 '
(b) if 1111I hul.lor li,cl'I:lIf filil:l 10 ),,,llil. the pre·,crihed cunditions .uul
re~1I1111iOI\H ; III'
(d if it., i- ""II,ili.-d Iii II il ill ill II,u public.; ilil""",,1 'ill III d ••,
(2) \\'1":111 11111 1\li"i,ll:r prIlPIJ~"':1 10 ,'alll:c! allY l'ellll','.IlI: "f
a.:erudilulillil I"" 1111111I1u HIII>~Cl'liulI (I) of this section, he bl ••.ll before ..uch
canc\)i1i1lillll I:il U IIl1li,'u of hill intention lu tho currcupnudcncc cullc~:I:
\'Ullulrllud illid ,,11.111,;ivu it all ol'I"II'llIIIily lo make rcprcscuuuious "lid ("
sulunit fl'HIIUlIl' why ilB ccrtilicatc uf accrcdit.uion shuukl Hot Lc cancelled.
2· (I) 1"111 111\: Jlllrptlu\)t\ Ill' lilid Jk..:I'\)\). lilly dlniiguillcd otlicor I'uwrr III
(l/) shnll huvo dc:,iHoaccdII rigllt of access, at any time during the normal working ulliccrs I"
huurs III tit!: I'll IlIltilH'lIdcIlCO coJlcgo concerned, to any buildinl{ 01' uihcr enter
Pl'llllliflllH "I' lilly III1\;It (;III'IWI'"11dl.:llco'cllllegl.: ; illld IIrt.;.lli:ll'l.
OIIIJ 11101.1111
(b) IIIIIY Ily lIolieu ill writing HIH'I'l'd Oil allY proprietor ,,1' a cI)rre:'[lolI- ;OfOlllliitiun.
donee \:lIlk);l: fCll'lil\) the pl'ol'rivlul' to furni~;1i in tHICh f'lI,tlI all /It.: III"y
diroct illful'llIalioll Oil such mutters as mily be specified by him.
(2) 1\ PUI'HIIII i cqnircd III furnish allY inform.uiun pursuunt to IHlhtit:di"/i
(J) (b) uf IldM IIoclillll IIh411 within (WI) 11I11111111[Ir.un tho notice cumply Willi
1110 110111,:0,
I.
10. AllY I'CI"IIII witu sets IIJl UIIY Cllri'tl~pllndt:IU10 .colh:1I1J ill Nigeria '11'; Pi,tllth it·;/ 'pf
II:> the CIlt;CI 1111\1' hu, I'IIIIH correspundcnce courses which am undertaken ill ~t;lljIlH up
Ni!)eriill)l.ltuI'WlhU Ihall ill cOlllpliance with the provisions of Ihi:! Decree »hall illc,:ill
!Ie ~'!ilty Ill' 1111!!,rllIlI'lJ um] Hindi bu liulol!; 1111';V!lvi~;tillnyl a line of N I0,000 or (;ollcUt:, rll:
unprtsourucut IIII' IWII yoanl or to both such hoc an" uupnsunmenr,
UNIVERSITY OF IBADAN LIBRARY
502
\H2 1~1i7No. H 1I''{41'1I1/(1//(C//u, r<l./,lIwit'/I/.'c (.'II",g,·~
------ .:J"o'tdiltlliIJII._.,,- ' .
'll, "t". ••.•• (I) If 1111\1"11""" "'lIl1il •..1• III flllllj"l, lillY illf"rmuliull rhlPHlliOI
n.J
cn"hie,_ to liudilllL!J ,,111111Ih1llll:tl IlIil:llll fllllli~11 the iulur ruat iun a.• repuired under
thi •• nm:r~''',hu ,,1111111I,P1l,illy 111'11,1.fIruIII;" alllll;'I"'1I 011cOII\'i~11II1Ito) a finl;
uf N2,U()U ur illll'li'l(lIlIlIcl(l fur ulx ruunt hs Ill' ill 1'!J11l:,uch line uu.l illlpri.
soruucnt.
(2) AllY I'C,"1I1l wh«, IIII' the l'ul'pu,;e of Ullt.lillillg a ccrt ilic.uc If accrccli-
lalll,n, fur a ClJrrC'ljluIl(lel,ICl; cullege or uf cUllIpl>'itl/; Wil~l all)' of 11t~provision»
uf this Decree (1I1lIudlll!; purportccl compliuucc wuh a I cquncmcut t"
furoi~h illfl)I'JlIillij)ll under «ccuun 9 of this Decree] presents any instrument
IJI' makes any Mlale:IICIiI whether ur nut in the instrument ur fUrin which is
false in a material polltil:IlIi1I', shull be gllill y of illl oljcncc 1I111t:~lSit' proves that v
he ha~ taken ull I'II;OII11I1i1ll1itlOuI'll III usccituin rhc tlulh 1)1I' Ill: staterucnt uradc
01' contained ill the illilil II111Clltur form su presented.
(3) Auy l't:llilill 1:lIilty ofun UU'I:I'ICeunder subsection (2) or ihie section
ahull hu liuhlu 111(1:lllIl'i,'111I1I tu u 'illil of N.I.S00 UI' hnpriaoruucru Ior twclvc
InUlIlh~ 1/1'tu 11I1l1ht lldl lillu uud iruprisorunent.
(f) Any PUI'HIIII willi wilfllily uhstruct», interferes with, assaults or
I't:~i~il~lilly 1\t':Higllllll:d ullicur ill the execution of l.is dutic» under this Decree
or whu uids, 1lll'lillH, lu.lucc- 01' ubcts uuy other I'CI':iun tu obstruct, interfere
with , iI~:lillllt or l'Il:liNI lilly hllCh olliccr shall he gllilt)' of all utlcucc .uul liublc
1111ruuvictjuu 11/II lillll ()I' N I,O()llur ituprisuruucut flll':l 1I11/1I\1tI:I1I' to \JUI It
.Ildl fill" urul 11111i.'l1llllllleill.
Jlh Ilfa; 1.1, 12"-(1) \VI,UIII ,III 1J1i1',1!.!UII!lUUI' ihi:. /JI,lChJ., j" elllillllllt" I Ity II "udy
"IlIIC,j t:vr-
!,Ufutc, c. curpurutu or tinn III' IILllol' illlHllcialioli (,I' individuulu->(C.'t
(1/) el'el'), dill:l'llll, 1Il,llIilger. sccr ct.uy III' ut lu.r :lilllilar (jllil'l:1' III' the IJlJdy
\ ••rplll'lllO ;
(") cvci y 1',11111"I1II 1I11,n;1I'II the tiuu ;
(t') every l!'II:,lrc III ihc hudy concerned ;
(cI) every I'unlllli l'II/lI,;I;l'ncd ill the IlIilllil!-',l:lllt:lll III' I IIc .t1Llir~ of Ille
"~~lICi;lt iUII, IIr ;
(I') el'ery I'CI""" 11'1"1IV.I;, llllrl'\lnillg tu act ill uu v :'IIl'I, ';;III.lciIY il~
.1I'llrcsaid ,
,hall ~e\'llrally 11111\11V1I1II1' l hut ,,1It:m:ll ,,".1 liable to he !ll'llccl,;dt:.J "1·,aill~1:tlld
lllllli,itud fill' tliitl 11I1,,"I'\! ill liko uuruuor 11:1ir ho It".! Itilll:,.clr ("llIllIitlcd
Ihllllll'~Ill:U UIlIt)Ii~ 111j1lIIIVU:1ihut tho uct or tlllli'I~,illll ctJlI"lilllting the ullcucc
look I'lal,;u wiLltllIll IJiII 1llIlIwlodgo, L;(J1I:i(;1lI1Ir cuunivuuco.
(2) Wlllllt) 111I1llt.-Ilt'u i~1Wlltlllillud hy u currespoudcucc l.:ldlc,:,; rclcrrc.l
,,1 ill h411;110:1.qI \) IIi' Ild'l 1)1'1:1'11u1v1u,rv IIl1lml tll~lillg for IIr on 11l:II.'f of unv
".".-11 III/I UIII"1111,t'J!l" ,"111'11I1.1t,111I ", ~'''VIII'II!1v WillI y oJ' 1110.''1~I!·;il"U IIl1d
II,d.l., III 111\1'I!'Ii'I"I,j1 ,101111\11'1"111[I1I1I1'11t0.I/III' tlllll 0110111'I''II \ril" 111;111111)1'
all if h" hlld 1111111I1"''1il1llI'llltal till! III 1'1II)I':U,
j( I I" ..1. , 1.1. ,(I) '1'1111'.111,11I.III,tll:,II'I'Il;llllJlldlllll.;O C"lluJ;\Jj (It(;,;i:lIl'.llillll, 1';1.:,,)
,-,1\ 1111:1. ilud Act 11)'77 In hpi 111\'1Inl'l).Ihl' I.
II.HI It'l 1,1
I •t'll .uid (2) N"l\\lldl,d;;,i,JllIl: IIldJlII'Clill1\ (I> ol' tili ••:,I:.:lillll-·
I••11"" ICII.
\')71 Nil. II, (1/) .IIIY I III III : '"I,/t;1I1 u 1"lIegu wlto:,1.) 11.1111w1.i)s inunc.Ii.ucly bdlll'c
tho t.:lllllilll' 1111111"1,,, "I' tltis ))t:cree included in the 1'1:1;i~tcr of
1;lrl'C:'I'"l1dolll II \ 11111'1I :11) 1'1"under IIIll rCI't:alcd cuucuucnt "hall, wiih.nu
furlher .I1'I,jil'.IIIOIl of 1',IYlIICIIIlJf any utlicr t'I:C,UU J",,(;IIlt:J I? lrc fugi:;tt:rcd
under the .II'III'lIl'l'i04IU l'I"lvi~illli IIf till. UliU'CV ;
UNIVERSITY OF IBADAN LIBRARY
503
h,/I/",I,IIII,Ii I '11"1'.1/",1/,/0:11": (·/JI/.:t;t·l I'Hl7 N/). az A 2·11
."'" ""illlli'Jll
(0) lIlI)' I't'J:i 01111.111'1ill I'iln.,laill:u Ill' l hu 1"(;11I;.IIcoc(nucuucut ~lIall he
.!"IJI'llid I" I", 1'.111"I II ••. "'Hi"I.:r I" IIll I\clli ill pl/rillilllcC IIi" 1I,j1l IJccrcc :
(I") allY d,,\;IIIIII:." l"I.kllllll( III .1prllvi.,illil ul. the rcpo.ilcd cu.icuucut hhall
IIu clI/l~lnJl:d ,1:1.111i1"0l"1:1I1I":(; the 1:lIrru:;pondiOj; prllvi:,i'lII of this Dccrce ;
uud
(d) wluru 1111.)0"111"1I1f "r1: the curuiuuuucc of which ,I pCllillty was provided,
I,ali I,co., 1"11111"11111I:I0II(Ier 1110rupc.ded UllaCI.1I01l1 prucuudinl::> muy Ill;
tal,ell uu.lur IIIi,. 1Jill reo ill ruspuct of 1110coruinuunco uf rho ulfollc(;
ultcr ihc (;01111111.:.111,,.;11"1I' iI,i:1Decree, ill 1110s.uuc 1lI,1I111uitr:! if the oifcllcu
h:ul been UlII"lIill<:d under the cnrrcspondiug provisions )If II,is Decree.
(.I) All 111''''''', 11111•0•1r,ouuurccs .uul ,,11101'movcahlc III' iuuuovcubl«
I'r"l'urly wlli,'11 illlllllldioliuly bld'"rll thu cuuuncnccrucut of ti,i:; Decree were
\"u:,lUd ill IIIii I,,,dill., I: ,,,d,li:,hed I>y tlro rcpe.ilcd cnucuncnt sludl hy virtue 01
lid" I lucrull IlIld 11"1h1""1 ;.IIY Iurrhcr assurauccs, he vested in the Commiuce.
H. '1'111)i\li.II,;lI·1 ,".IY uuikc rugul~lilJlI~ gencr;dly fur the l'"rp\}~e~
III Iili,\ I)C\;11l1liI"d. \1.11,1111p1H.:jlldicc III the gCHuralilY (If tI,\.: plJIVcr ilercby
e,,,tlul ••.:<I,III' ""'\ I,), IIIl\ulillipH" "
(") 1"':"\ ",'1' II,,, '''1111, III I,,; Wit.:.! for the I'lIrpu",:" ••f tI,i" Decree i
(/)) \,.11), \\1111 lilt. tHIl'1 UHl •.•l:J1I ul Il,.,.; 1', •:..:.•d..:Ul, t',HII'II,lUt!t;I'-1t1 l:'II4'!
'Jf rhc Allllcd 1'",1:".1. the lees prescribed under secuuu 2 (2) ul this Decree
.uul fllr n.JlIlJd 111'1.;.:,";I' (lOin thereof in cases in which IIU rcluscs accrediru-
uun i
(r) PH:.ICld,,· '."1" .1l1'llilli"lr"live III: prllc~dural uruucrs as "l'pear to ililll
"':';O~II.II)' tli ""I"''''''lIl iu urdcr III Iuciliuu o the opcralllill tll 1101D" ecree.
I!>. III iI,l •• Ikll"I', IlItlc~:, rlrc coutcxt uthcr wisc requires - l1ILc.:qH\ t.l-
t ruu,
"I '''"111111/· "111111111lI1.u !;lillldiJl!{ Conuuiuce Oil the Ao : 'ditation I,f
("'I"II-"'I'"lld, Ill' t ',,1111:"" i
",'111"1'::'1'"'1''' II'" ,,,Ikl:o" IIIC;III:i uny colkg(; III' iu:,litlltiull or allY ull,cr
1""ly Will,'I, .:1111"'1I1,., or i~ \::;Iil"'i~h.;d tu conduct courses of instrucriou
by IIle"II11 01. II"t: '1'"lIoI"HCU between il alld il:; ~llIlklil~ either hy me.ius
"I" \l'lillli" '" 1'"111.,,, '''~III, II11Ii1ll IIr vitll;" lilpcS with IIplillll." ilcca:l~il'II."
""'11-1",·1,11/I 111111111110011""1"'l1ill/:. I'"l dlll:a Hill illd"de··
.(f/) /I 111/11,'.011\" or lIilllillir i'Il;lillllil/l\ of Ilighcr ICilruill/; [whether ill
Nililliid III ,.1"/11\1,,,,,,) wlli ,~. illVilrdti I ;;1\11'111d1l:1llr~"m ."1" dil'lulIHI>; III'
wi,li:" 01., ..• , '"1"0110":11".t1l'·UIIl'lIiil 1i1:.li"IICllIIIl Ill' iu.ucri.rl by IlIC;I/IS "I"
"11'11:'/"'"./"'11"" III I,y 111111111I1c1iu1v1i'"illll'liriladcol.il ;
(Ii) ill'.\' 1'11"1. '1''''111,,'11'<,,-"'lIu';l; 1;~l;d"i~lll:d ,;,,1"1), {III" n;ligilill'; iw.IIIIl"-
Iiuu i III ..
(t:) ililY I "'I';'II'lJlldellu: cllllc,~t: entirely IIlailll"iucd ill It! cout rullc.]
Ily uuy (i","1"""'""l ill t hc Fcderalilill i
''.k ..il'lI"II·./ ,,1I,,'lil" 1,.".11,1:IIiCoillilll: ;/:.:iigllt:d Iherelll hy :,,,,;li'"1 5 (S) "I"
l"i~ 1hit·, •.•; i
"l\lilli:.II"I" 1111"""1I0I", 1\IIIIi ••it:1 l:iI.III.;I:.I will, .t:"II/III.,il,lI,ly 1,,1'11.,1111"/:.
\llulillU III l'dlll"lIlillll i IIlId "Miuiutrv " hllliliho ("1Il1utruud ~I:':flnlillilly i
UNIVERS TY OF IBADAN LIBRARY
t' '-',
1~1(, No• .Il '"f,.,jJulld':1/I:v Cull'J;t:i
..__ ..__ ..- ----- ,1, .1,:dlt"l/vll -----_.__ ... -
"pl"UpliUlllf" 111(;0111011P1 ·r~l)ll who is or IwldJ I.illlt.df uut lo lie 11.<:
owner of \I 1,;01o1"I'UII'/":IICU c"IIl:!ju or t lro lessee or tcruuu ill IIII! case "r
luu~iJJ l'n,;tuiae.l, 'II' ihu pUl"tilill lI~illg premises fur the pll fpu~e uf a CUI"Il;,,-
pondcucc Wlliil:U, III' illlY person that dciivcs Ill" ij entitled II) allY I'l"olil:;
Of klilllilM I'CIII 11111 111I1II1.; l"I:,iIlC~:1uf .IIlY :,lIo:Ii •."lIcI:u alld illdllclc:l all
aHUlI1ill Ilw \;11 ,II lIt" ,I l:,Jrru:II'VlhhlllCOculkg(; rclcrrurl 1,1ill "cdiuil ~ (3) III
Ihill LJ"I.IU\,JIII" 1111p'UII'"11u;cuClIi:.o<.;:dlJ pwplil-tuf i,"Illl:cli,lldy 1)0.)["01II1,e:
l:Ulllilljl iulU/Uil UIll' tlliu Ducrco ulld rclcrcuccs lu "I'er;.oll" ill llti(j 1:k(;l(;(;
11111II1IH1 IlIdo, \I hU1l1IIl'plic.lL,lu, ft:f.:I"CIlLC;i 10 lJ\)lli(;~ CIIIj,I,I-.,lu, linus,
IflidloOd III' lilly 1IIIIUf .1o~lJu••cuiou of IIl.liviJ(,.,L ;
"etu.loru " 1111;.11lil1ly,1I'Ult"IIl who I.Li.(;J allY 1:1,111:."(f; ill',,11ucrion fllllll .1
l.vl 1U.It' IJIhllij, ,,,II"l(u wl .. or IIf nut I(() is.1 ·1(11Ih.:ll.trt OIlIy urhcr ill.>li·
tutiun,
lb .. '1'111,.III" II." IlIiI)' 1••1 .;ilud ,,~ JlIU l~ducilti""i11 ('UlI'cuIIUIHlclI"c
1',,110.;".,'\"'II,,jllolllllti 1)0,'1"" I'JI:i7,
(;hl'HiU,\1. I. II. 1I,.,lIi1r'WIII.\,
I'ln/dclll, ('01111111111,/1 t-il/-{ 'hilf
ujOl}U: .I'lJlt.,l Fuu c»,
Fdr'1I11 U~."d,lic vi NI>ritJ
(1'hi! \1111/1' dlln 11(11jfJ/III purt of the: ubouc Deere» 0111 is ill/eillied lu
cxpluin it~Pili purt) I
Tho J),a:lI;ll I "I '"lib the I~JlIcati(lllal Correspondence l'()"egl:~ (Hcgi:.-
u ation,; CIC.) 1\1"1I'ln 1111I0II1.llle:1 uccrcdit.uiou Ily the 1'vlilli:,I.f IIf Edlll"'lliuli
it IIIU··Clllldilillll 1111'11"",1"':l'iIliuli (01"cuutiuuutiuu ill IlLlhilll;~:; ill t hc case ,.('
l:xi,,(iug iuuriuuiuu«) ,,{ all privato cduc.uional CUIrespondence c(>lkgcs
wi~"iJlg tu ClJlldlict 11I1"illl!:t~ill Nigl:J'ia, Oilier pWI'isioliS tlll:rl:u{ l:ive g(:Ill:';.J
H~'I'''l'vl.uHry 1I1~lltilth v .II\'''~' 1011..1il1illtil."liIlIHI '" I IIII 1,~".t'J"." I\/illilolry "f
hi ucuuou, i\ 1\)11III NSIIIJ III C":lfI:;U;""C III rClll'l'" (If'l('plwilllilil. --'
Ally IltIdy wli" I,/"IIIIIUII Uli 1I1"Hlli CIII:u'''piimlilth'u 4lUil"',Hlhi Ilulhy hl'llII
"ll"elll:u hlld ,,1,,"1110I>,""01111CilU\'Ic/iilli lit iI lil.l: IIf N lU,U()(j IIf ilJ diru;llIls
10 illl(lIillllllllll'Jl1 I111IWiI)'I",tru III oillh •
.' .. .' ." \ ~
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VERSITY OF IBADAN LIBRARY