The Federal Government has reiterated its commitment to improving access to quality education nationwide by reinforcing open and distance learning (ODL) as a cornerstone of its national education policy. This declaration was made during the 3rd International Conference of the Open, Distance and eLearning Association of Nigeria (ODeLAN) held in Abuja, with the theme: “Adaptive Pedagogies for the Future of Education: Connecting Learners, Technologies and Communities.”

Government Reaffirms Support for ODL Advancement

Dr. Maruf Alausa, Minister of Education, represented by Dr. Kareem Olawale, emphasized that Nigeria has made substantial progress in rethinking how education is delivered through ODL, particularly in the wake of the COVID-19 pandemic. The global health crisis, which disrupted the traditional academic calendar, acted as a catalyst for countries worldwide to embrace more flexible learning methods.

“Nigeria, like many other nations, had to respond swiftly to the educational setbacks brought on by COVID-19. That necessity led us to explore and eventually adopt open and distance learning methods as viable alternatives to conventional classroom-based education,” Dr. Alausa said.

He described the conference as a valuable platform to build on past experiences and transition from emergency remote learning to a more resilient, inclusive, and adaptive educational model.

“I commend ODeLAN for fostering a knowledge-sharing community that promotes innovation, research, and collaboration within the ODL space. Your contributions are vital in shaping responsive policies, training competent educators, and developing tools that will fuel educational transformation across Nigeria,” he added.

Persistent Discrimination Against ODL Students Sparks Concern

Despite strides in the adoption of ODL, President of ODeLAN, Professor Francis Egbokhare, voiced deep concerns about systemic bias and inequality against students enrolled in distance learning programs. He criticized policies that deny these students access to student loans, tuition subsidies, and professional recognition, which traditional students readily enjoy.

“One still wonders why professional bodies in Nigeria continue to oppose the delivery of certain degree programs through ODL, even though these same individuals often participate in professional development courses delivered through the same platforms,” he observed.

Prof. Egbokhare pointed to the exclusion of ODL students from government-backed tuition support and loan schemes as a serious violation of their rights.

“This denial represents a grave injustice against Nigerians whose only supposed misdeed is opting for a learning mode that suits their circumstances,” he stated, urging immediate policy reforms to dismantle such discriminatory practices and ensure equal treatment for all students, regardless of the learning format they choose.

NOUN VC Calls for Ethical Implementation of Distance Learning

Adding his voice to the conversation, the Vice-Chancellor of the National Open University of Nigeria (NOUN), Professor Olufemi Peters, reiterated his institution’s commitment to the philosophical and egalitarian ideals of ODL.

He noted that his academic passion has long aligned with the principles of equitable access to learning and explained his active involvement in the conference’s planning, including contributing a keynote titled “Is ODL All About Technology?” The presentation aimed to interrogate the misconception that ODL revolves solely around digital tools, instead emphasizing its human-centred mission.

“My lecture delves into the broader philosophical grounding of ODL, which is not just about leveraging technology, but about delivering justice, accessibility, and flexibility in learning,” Prof. Peters explained.

He also cautioned education stakeholders against reducing ODL to a mere revenue-generating model, insisting that it must be implemented with integrity, professionalism, and a learner-first approach.

Professor Peters concluded his remarks by pledging NOUN’s institutional backing to ODeLAN, especially in the establishment of a dedicated secretariat to coordinate nationwide efforts in advancing distance learning.

Global Perspectives on Personalised and Resilient Education

Also speaking at the conference, Professor Peter Scott, President of the Commonwealth of Learning, highlighted the pressing need for educational systems to adapt to rapid global changes. He described the current era as one marked by economic volatility, technological innovation, climate disruption, and geopolitical uncertainty—conditions that demand educational models that are flexible, inclusive, and learner-centric.

“Education systems must now be agile enough to cater to a broad spectrum of needs, fostering inclusion while preparing learners for an unpredictable future. One-size-fits-all education can no longer suffice,” Prof. Scott declared.

He advocated for adaptive pedagogies that prioritize data-driven, personalized learning experiences, echoing the conference’s central theme. He introduced the AMP Actus scheme—also known as the “Cold Classroom Without Walls”—as a case study in how technology can be used to bridge the digital divide.

The initiative offers an affordable, offline digital learning solution that delivers educational content to students in remote regions without requiring internet access. This innovation has proven especially valuable in underserved communities, where infrastructure limitations often hinder access to traditional or online learning.

Toward a More Inclusive Education System

The consensus among participants at the ODeLAN conference was clear: ODL must be nurtured not only as a tool for expanding access to education but also as a vehicle for promoting social equity, professional development, and national transformation.

The federal government’s renewed pledge to support and institutionalize open and distance learning has been welcomed by education professionals. However, stakeholders insist that policy changes must accompany this verbal commitment to ensure that all students, regardless of their learning mode, receive equal treatment and opportunity.

Calls for action included:

• Ending the exclusion of ODL students from student loan and tuition subsidy schemes

• Granting professional recognition to ODL-acquired qualifications

• Investing in offline and low-cost educational technology for underserved regions

• Training educators to deliver personalized, inclusive content through ODL frameworks

• Establishing a central body to coordinate distance learning innovations nationwide

Conclusion

The 2025 ODeLAN International Conference underscored the transformative potential of open and distance learning in reshaping Nigeria’s educational landscape. As the country grapples with rising demand for higher education and persistent infrastructural gaps, ODL offers a strategic pathway toward achieving inclusive, resilient, and future-ready education.

However, for this vision to materialize, government policy must evolve beyond rhetoric to address systemic biases, broaden access, and ensure that learning remains a right—not a privilege—irrespective of delivery mode. With the right mix of policy reforms, professional commitment, and technological innovation, Nigeria’s ODL sector can rise to meet both national and global challenges in education.