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Factors Affecting Student Transition from Conventional Schools to an Open Schooling System in Namibia

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The Education Systems of Africa

Part of the book series: Global Education Systems ((GES))

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Abstract

This chapter is part of a doctoral study, and it explores the possible factors that hinder and impede student transition from the conventional schools to an open and distance learning (ODL) schooling system. The study was driven by the notion that change in the learning environment could be one of the possible factors having an impact on students’ ability to integrate into the distance learning environment. The research design was an exploratory case study that follows both qualitative and quantitative approaches in data collection. The sample consisted of 260 students at senior secondary level (grade 12) and 28 staff members from various categories (area coordinators, heads of tutorial centers, and tutors). The results of the study show that some students experienced some difficulties in adjusting, while others have indicated that they did not experience serious obstacles during the transition process. The study reveals time management, poor work ethics of tutors, lack of motivation, and insufficient guidance and information to study at a distance as some factors that hinder their full integration into the distance learning environment while learning resources and student-tutor interactions were highly rated as factors that facilitate integration.

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Authors and Affiliations

  1. University of Pretoria (UP), Pretoria, South Africa

    Heroldt Vekaama Murangi

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  1. Heroldt Vekaama Murangi
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Correspondence to Heroldt Vekaama Murangi .

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  1. Faculty of Education, University of Pretoria, Pretoria, South Africa

    Kolawole Samuel Adeyemo

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Murangi, H.V. (2020). Factors Affecting Student Transition from Conventional Schools to an Open Schooling System in Namibia. In: Adeyemo, K. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-43042-9_13-1

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  • DOI: https://doi.org/10.1007/978-3-030-43042-9_13-1

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