Adekanmbi, Gbolagade ()

Although tertiary education in Africa preceded developments in Europe and the West, the growth of the modern African University has not been without its challenges. These have included, among others, funding problems, access issues, overall low enrolment figures, an ageing professoriate, inadequate digital technology, staff brain drain, staff recruitment difficulties, and the general problem of unsatisfied demand. These challenges represent and bring with them a wide range of inequalities. However, for adult learners requiring innovative solutions to the problem of access, distance education, first as correspondence education, has served as a major mitigation. Distance education relies extensively on technology, whether print or electronic, for mediating instruction. In its role of tackling inequalities in educational provisions, especially in opening up access, various forms of interventions have been seen. This paper examines the role of distance education in the provision of access. It also explores four key intervention points which are creating a platform for a further reduction of inequalities. These four areas are the narrowing of the digital divide in Africa, the growth of Open Educational Resources (OERs), the growth in ICT policy development and the emergence of the National Qualification Frameworks (NQFs). The paper submits that a maximum use of the digital platform, the use of free resources for distance learners, the appropriation of technology policies and the utilization of NQF opportunities will further widen access and reduce inequalities. The paper concludes that a pursuit of research, an appropriate alignment with useful global practices, the utilisation of collaborative and networking initiatives, the development of bridging courses, the use of more flexible admission policies and the creation of centres of excellence will further aid the reduction of education inequalities at the tertiary level in sub-Saharan Africa.