Assessing Learners’ Support Service in Quality Complementary Secondary Education Provision. A Case of Selected Open Schools in Tanzania

Abstract

Learner support services constitute an essential component of any Open and Distance Learning (ODL) system, encompassing a broad range of academic and related activities. However, the provision of quality complementary secondary education in open schools is often constrained by inadequate learner support services. This challenge emphasises the need to strengthen such services to effectively meet learners’ needs.

Specifically, this paper explored the types and roles of learner support services in open schooling and examined how these services influence the delivery of quality complementary secondary education. Employing a literature review method, the study draws on existing research, policy documents, and programme evaluations relevant to open and distance learning.

The findings reveal that comprehensive support services, including academic guidance, psychosocial support, access to learning resources, and flexible assessment practices, positively influence learner retention, engagement, and academic performance. Furthermore, well-structured support systems enhance inclusivity and institutional efficiency, enabling open schools to fulfil their educational mandate.

The study concludes that prioritising learner support services is essential for improving quality in open schooling and recommends their integration into policy and practice to support more equitable and effective secondary education delivery.