Crossing the Chasm--Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

Autor/in	Richardson, Alison Mead
Titel	Crossing the Chasm--Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 4, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Strategic Planning; Participant Observation; Staff Utilization; Interviews; Educational Change; Foreign Countries; Technical Education; Teaching Methods; Longitudinal Studies; Case Studies; Ethnography; Developing Nations; Barriers; Access to Education; Educational Environment; Educational Development; Economically Disadvantaged; International Education; Educational Policy; Policy Analysis; College Students; College Faculty; Program Effectiveness; Program Implementation; Program Development; Instructional Effectiveness; Higher Education; Guidelines; Integrated Learning Systems; Web Based Instruction; Electronic Learning; Instructional Design; Educational Technology; Computer Assisted Instruction; Technology Integration; Technology Planning; Internet; Distance Education; Access to Computers; Economic Development; Botswana + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Teilnehmende Beobachtung; Deployment of labor; Deployment of labour; Personaleinsatz; Interviewing; Interviewtechnik; Bildungsreform; Ausland; Technikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Ethnografie; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Internationale Erziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Collegestudent; Fakultät; Programmplanung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Wirtschaftsentwicklung
Abstract	This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP), offered by Francistown College of Technical & Vocational Education (FCTVE). Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. The author identifies and analyses the technical, staffing, and cultural barriers to change when introducing technology-enhanced, flexible delivery methods. The study recommends that strategies to advance flexible learning should focus on the following goals: establish flexible policy and administration systems, change how staff utilization is calculated when flexible learning methodologies are used, embed flexible delivery in individual performance development and department/college strategic plans, ensure managerial leadership, hire and support permanent specialists, identify champions and share success stories, and address issues of inflexible organisational culture. This study may be of value in developing countries where mass-based models are sought to expand access to vocational education and training. (Contains 1 figure.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10