Özet:

The quest for lifelong learning and determination to acquire academic qualifications worldwide has opened up universities and polytechnics to cater for the growing number of applicants every year. In this wise, emphasis is placed on widening access to prospective learners of all categories. But should we do this at the expense of quality if we are to promote the best caliber of manpower for the next generation and after? The answer is in the negative. Effective distance education rests on several factors and stakeholders such as committed academic and administrative staff, well-resourced learning environments, well written self-contained study materials, efficient monitoring system and an effective delivery system. In the determination of University of Ghana to succeed in distance education and to get enough resources to manage established institutions, do we keep a blind eye on all this important area of providing quality education? This article looks at the quality assurance measures adopted by the University of Ghana in its distance education programme at the undergraduate level. It covers such areas as admissions, orientation, tutorial systems, course development, management, monitoring and examinations. In all these cases some level of quality assurance is maintained to increase the confidence and integrity of the programme.

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