Analysis of Higher Education Policy Frameworks for Open and Distance Education in Pakistan. (April 2015)

• Record Type: Journal Article
• Authors: Ellahi, Abida; Zaka, Bilal
• Is Part Of: Evaluation review. Volume 39:Number 2(2015)
• Page Start: 255
• Page End: 277
• Publication Date: 2015-04
• Subjects: distance education in Pakistan -- policy evaluation -- evaluation framework; Evaluation research (Social action programs) -- Periodicals; 361.0072
• DOI: 10.1177/0193841X15570046
• Languages: English
• ISSNs: 0193-841X

Abstract

Background: The constant rise in demand for higher education has become the biggest challenge for educational planners. This high demand has paved a way for distance education across the globe. Objectives: This article innovatively analyzes the policy documentation of a major distance education initiative in Pakistan for validity that will identify the utility of policy linkages. Research Design: The study adopted a qualitative research design that consisted of two steps. In the first step, a content analysis of distance learning policy framework was made. For this purpose, two documents were accessed titled "Framework for Launching Distance Learning Programs in HEIs of Pakistan" and "Guideline on Quality of Distance Education for External Students at the HEIs of Pakistan." In the second step, the policy guidelines mentioned in these two documents were evaluated at two levels. At the first level, the overall policy documents were assessed against a criterion proposed by Cheung, Mirzaei, and Leeder. At the second level, the proposed program of distance learning was assessed against a criterion set by Gellman-Danley and Fetzner and Berge. Conclusion: The distance education program initiative in Pakistan is of promising nature which needs to be assessed regularly. This study has made an initial attempt to assess the policy document against a criterion identified from literature. The analysis shows that the current policy documents do offer some strengths at this initial level, however, they cannot be considered a comprehensive policy guide. The inclusion or correction of missing or vague areas identified in this study would make this policy guideline document a treasured tool for Higher Education Commission (HEC). For distance education policy makers, this distance education policy framework model recognizes several fundamental areas with which they should be concerned. The findings of this study in the light of two different policy framework measures highlight certain opportunities that can help strengthening the distance education policies. The criteria and findings are useful for the reviewers of policy proposals to identify the gaps where policy documents can be improved to bring the desired outcomes.