Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and Zambia revealed that the integration of open, online and distance education in these countries' education systems is inadequate. The purpose of this study is to analyse policies in order to determine why policy goals are not achieved and how the present reality and the past knowledge impacts on the desired outcome. The future research methods of forecasting is used because it looks at policy interventions with the aim of assisting us to understand probable development in education that may have led to the weak implementation of the policies.