Distance Education in Engineering for Developing Countries. Education Research. Serial No. 13.

Autor/inn/en	Bilham, Tim; Gilmour, Rosie
Institution	Overseas Development Administration, London (England).
Titel	Distance Education in Engineering for Developing Countries. Education Research. Serial No. 13.
Quelle	(1995), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-902500-68-6
Schlagwörter	Cooperative Programs; Coordination; Cost Effectiveness; Developing Nations; Distance Education; Engineering; Engineering Education; Foreign Countries; International Cooperation; International Educational Exchange; Postsecondary Education; Program Development; Czech Republic; Sri Lanka; United Kingdom; Zimbabwe + Suchen Sie Ihr Suchwort? Koordination; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Developing country; Developing countries; Entwicklungsland; Distance study; Distance learning; Fernunterricht; Maschinenbau; Ingenieurausbildung; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Post-secondary education; Tertiäre Bildung; Programmplanung; Tschechische Republik; Ceylon; Großbritannien; Simbabwe
Abstract	This report describes a study that surveyed the provision of engineering distance education worldwide and investigated specifically the views of major providers in the United Kingdom (UK). Three countries were selected for indepth investigation: Czech Republic, Sri Lanka, and Zimbabwe. Findings indicated the use of electronic media was growing rapidly. Perceptions of distance learning varied considerably. In the UK, it was now a growth market; in the United States, it was viewed as a second-class option; and in developing countries, people still needed to be convinced of its benefits. Practical subjects, such as engineering, could be taught effectively by distance learning if the practical issues were taught locally in suitable facilities. For developing countries, it would be more cost effective to buy existing courses where possible. Networks in the three countries could profitably and cost-effectively be used to help support the infrastructure necessary for any successful distance learning course. Collaborative models were attractive both economically and pedagogically. The three most common models were consultancy, joint development, and fully devolved. Prerequisites for successful engineering distance education were cultural adaptability, attitudes, local point of contact, and student support. (The three country reports are attached. Each contains sections on background information, economic background, major industrial sectors, environment, management, education system, and higher education. Contains 20 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC