Distance Learning Programmes in Nigeria and the Question of Quality in Continuing Professional Development (CPD)

Abstract

Distance learning programmes are “alternative models” of the teaching and learning situation where students carry out
their studies remotely via the internet or videos, cassettes or webcasts” in borrowed classrooms. The advantages of DLPs
include: availability, self- directed, cheaper, little or no time spent in rigid classroom settings, accessibility, no travel expenses,
and working at one’s convenience. These programmes can be quite exciting to those who can afford them in and out of tight
schedules and they have become very popular in a modern and technological world such as ours. They afford working adults
opportunities to further their educational aspirations without leaving their jobs. The present paper tries to examine the strengths
and weaknesses of one of these programmes, the Continuing Professional Development (CPD) in Nigeria, in order to ascertain
its quality and positive impact on the learners. Our major findings are that distance learning programmes are needful but the
laxities that come with them need to be checked for more qualitative student/ trainee output. The CPD in particular is a
programme rich in content and purpose but its workability and modus operandi as designed by the British Council and The
National Teachers Institute of Nigeria is not satisfactory. There is need for urgent reformations for the attainment of desired
results in terms of quality.