From Dormancy to Growth.

Autor/in	Malan, Riki
Titel	From Dormancy to Growth.
Quelle	(1994), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Adult Education; Community Centers; Community Education; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Development; Foreign Countries; Mass Instruction; Telecommunications; Vocational Education; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Developing country; Developing countries; Entwicklungsland; Distance study; Distance learning; Fernunterricht; Wirtschaftsentwicklung; Bildungsreform; Bildungsentwicklung; Ausland; Telekommunikationstechnik; Ausbildung; Berufsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Inhibitors of growth in education and training in South Africa include the past isolation from the rest of the world, failure to keep up with the rapid development of explosion of knowledge, compulsory dependency on bureaucracy, and disregard of the diverse needs of learners. Various initiatives have been undertaken that reflect the enormous need for growth in South Africa. Areas of provision that need urgent attention are adult basic education, alternative access to tertiary education, incomplete secondary education, vocational education, skills improvement, and retraining. The winning recipe for growth is a combination of distance education with a difference and technology for the masses. Distance education must combine and modify the best features of different models to suit South Africa's unique needs: its vast number of learners and the lack of technology. To overcome the drawbacks of lack of electricity and educational aids at learners' homes, the recommended model uses community learning centers. Three possible approaches are the television model for self-study, the study center model, and the dual mode model. Relevant and appropriate local support could be provided through community learning centers. All approaches would involve partnerships among at least three parties: appropriate study materials, the provider of telecommunications, and the dormant partner, the sponsor. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC