Abstract

The expansion of interest in higher learning increased the number of learners and that equally resulted in an increased in the number of institutions but still high numbers of learners could not secure places especially those who were d/Deaf. That gave way to the development of various forms of Open and Distance learning (ODL) in Zimbabwe, such as, ODL institutions, block release and the opening of shadow centres in different cities and district centres. The essence of ODL was inclusive education. Approaches to the inclusive education were further influenced by many international, national and local legal frameworks. Inclusive education constituted a diversity of learners and the researcher questioned how well the system governed this diversity. Thus, using the qualitative approach the study examined the governance of ODL in Zimbabwean Universities in preparing people who are d/Deaf for sustainable livelihoods. The study participants included learners who were d/Deaf with ODL higher education learning experiences; Disabled Persons Organisations (DPOs) and personnel from universities that were practicing ODL. Point of saturation determined the sample size. The study findings revealed that, there were gaps in knowledge about the purpose of ODL institutions and there access by learners with hearing impairment [d/Deaf]. The study findings revealed that, universities’ human services were under skilled in deaf education, thus the study recommended a teamwork approach in marketing and a change in practiced governance to one that catered for needs of learners who were d/Deaf and gave them opportunities and quality education which promoted their sustainable livelihoods