"Distance Learning" or "Learning at a Distance"? Case Study of an Education Initiative to Deliver an In-Service Bachelors Degree in Zambia

Autor/in	Smith, Christopher J.
Titel	"Distance Learning" or "Learning at a Distance"? Case Study of an Education Initiative to Deliver an In-Service Bachelors Degree in Zambia
Quelle	In: Innovations in Education and Teaching International, 47 (2010) 2, S.223-233 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Distance Education; Pilot Projects; Adult Vocational Education; Bachelors Degrees; Foreign Countries; Technical Education; Human Resources; Case Studies; Inservice Education; Higher Education; Professional Development; Blended Learning; Electronic Learning; Information Technology; Internet; Evaluation; United Kingdom; Zambia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Pilot project; Modellversuch; Pilotprojekt; 'Bachelor''s degrees'; Bachelor-Studiengang; Ausland; Technikunterricht; Humankapital; Case study; Fallstudie; Case Study; Berufsbegleitende Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Evaluierung; Großbritannien; Sambia
Abstract	In 1998, as part of what was then Zambia's Department of Technical Education and Vocational Training's (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia's universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme's development and are likely to continue to impact on its future direction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10