Abstract
In Malaysia, there is a grave concern from various quarters (educators, parents, the public and the Ministry of Education (MOE) on the inability of children not acquiring the basic skills (reading, writing and arithmetic). Evidence (Samsilah, Abd Rahman, Sharifah, 2005) showed that there were grade seven students who still could neither read nor write and it was also found that 30 students in the same grade were illiterate (STAR, 1997). Even with intervention programmes, 43.5% of the students reworded failed to acquire the basic skills. One factor identified was teaching effectiveness. Related to this factor is the lack of teachers. Due to the lack of teachers, in some schools, teachers are asked to take on the task of teaching in the intervention programme without proper training, hence, the poor student performance outcome. Yet, there are a number of individuals who would like to be teachers but had no opportunity because of economic reasons or not meeting the requirements post high school for entrance to higher institutions. Therefore, Open Distance Learning (ODL) may be the option for these individuals. This may perhaps also solve the woe of the nation’s lacking of teaching staffs. The basic philosophy of ODL promotes ‘inclusion’ and ‘openness’. These two concepts ensure a place and space for all those who were left out from the education mainstream but have the motivation to be corrected a teacher. But, with ODL the academic system will demand a shift in pedagogical paradigm, because ODL entails notably multimedia products and services. Therefore would-be ODL teachers and trainers will be trained via the use of innovative methods and techniques using multi media as the tool of instruction. This study suggests that with instructional innovations perhaps Early Intervention Programme (EIP) may have better prospect for success. Other factors in influencing the implementation of the EIP and implications for ODL are also discussed.