Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010064345 | LC1043 V624 2004 | Open Access Book | Book | Searching... |
Searching... | 30000010081803 | LC1043 V624 2004 | Open Access Book | Book | Searching... |
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Summary
Summary
Conventional apprenticeships and older methods of professional training are not providing enough skilled workers - governments, companies and colleges are now using open and distance learning to fill these gaps.
Published in association with the Commonwealth of Learning, this unique review provides detailed analysis of worldwide experiences of vocational training and distance education. It looks at recent policy and practice at different levels - from transnational programmes and national policies to institutional and programme models.
Offering guidance on how distance education and new technologies are being used to support vocational education and training, this book will help senior institutional managers and policy makers to understand and appreciate:
* the role distance education can play in increasing skills levels in young people and the existing workforce
* the challenges in using educational technologies, and distance education to deliver vocational education and training
* how to devise effective policies to meet these challenges.
Author Notes
Louise Moran is director of an education consulting practice in Australia. Greville Rumble is an independent consultant in the UK.
Table of Contents
| Overview |
| I Vocational education across national borders |
| An organisational model for sub-Saharan Africa |
| Continuing professional development across borders |
| Transferring competencies across borders |
| II National public policy programmes |
| Canada's e-learning |
| The Australian flexible learning framework |
| Skills training in pacific countries |
| Further education and training in South Africa |
| III Institutional models and frameworks |
| Institutional vocational education and training policy and programmes |
| Private sector models |
| Distance education for the workplace |
| IV Conclusions |
| Conclusions |
