a) International

Distance learning methodologies are gaining recognition across Africa as valuable tools for tackling education and training needs at a variety oflevels, from basic literacy programmes through to post-graduate university degrees. One of the results of this trend was that the theme of the eleventh meeting of the Working Group on Higher Education (WGHE), established under theAssociation for the Development of Education in Africa (ADEA), was Tertiary Distance Learning in Africa. The meeting, hosted by Université GastonBerger in Saint-Louis Sénégal in October 1997, was organized around two major surveys of current tertiary level distance learning activities, onefor francophone and lusophone Africa and the other for anglophone Africa. The former was generously undertaken for the meeting by the FrenchSecrétariat d'État à la Coopération, while the latter was contributed by the Commonwealth of Learning (COL).The paper will summarize the survey data and describe the status of tertiary distance learning in Africa, drawing upon the survey results andpapers presented in Sénégal. Informed by developments in tertiary distance learning worldwide, the paper will analyze the strengths, limitations, andlessons learned, and suggest possible future directions and opportunities for distance learning in Africa. One hundred and twenty-five (125) institutions in thirty-six countries (36) responded to the surveys. Thirty-six (36) institutions are universities, 29other public postsecondary institutions, 24 private organizations and 36 NGO organizations or programmes. Nineteen (19) francophone, 5 lusophone and 12 anglophone countries are included. Quantitative results will be presented related to target audiences, learner support, subject area, institutional structures, human resources,technologies, and finances. Qualitative results will be discussed related to policy, collaboration and partnership, and the convergence of distanceand classroom learning. Examples of collaboration and criteria for establishing good practice will also be highlighted in the paper. In spite of a number of differences between anglophone, francophone and lusophone Africa, there are many similarities in terms of their strengthsand critical success factors and the limitations affecting the growth of tertiary distance learning in sub-Saharan Africa. After highlighting thesecommonalities, the paper will analyze policy, cost, learning design and learner support, and partnerships in some detail and conclude with anexamination of lessons learned.The panel will discuss developments in Africa since the report was published, highlighting ways in which the research did, and did not,provide guidance to policy makers.