ERIC Number: EJ861324
Record Type: Journal
Publication Date: 2009-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-3831
EISSN: N/A
Available Date: N/A
Crossing the Chasm--Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
Richardson, Alison Mead
International Review of Research in Open and Distance Learning, v10 n4 Sep 2009
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.)
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana
Grant or Contract Numbers: N/A
Author Affiliations: N/A