Open, Distance and Flexible Learning: a strategy for continuous professional development of Technical Vocational Education and Training Educators in Botswana
Policy makers in Botswana have linked education and training to social and economic development. Technical Vocational Education Training educators (TEs) are therefore required to respond by adopting a workplace orientation to skills development. This requirement along with open access to information has increased the need for continuous professional development (CPD). TEs must adapt their approach to curriculum development and delivery to address contemporary issues such as: quality and accreditation standards; diversity of clients; market trends; and education for sustainable development (ESD). In other words they must become adept at learning. This paper discusses Open Distance and Flexible Learning (ODFL) as a strategy for CPD through which TEs could participate in learning through online communities of practice. The discussion arises from concern about the focus on formal and higher level qualifications for TEs at the expense of continuous professional development. The concept that formal education provides required knowledge, skills and attitudes for the duration of the work cycle is obsolete. Instead, CPD, through informal and incidental learning, is seen as a valuable method of enhancing competencies. This approach to professional development is seen in the context of technology breaking the boundaries which previously limited learning. There is a shift from tradition in which institutions of higher learning are seen as the creators and keepers of knowledge to more flexible, participative approach to learning. It is within this framework through which knowledge is viewed a social construct that CPD through ODFL will be discussed. // Paper ID: 71
MetadataShow full item record
Showing items related by title, author, creator and subject.
Life Long Learning and Skills Development: An Investment in Botswana Human Capital for the Development of the Emerging Knowledge Economy Rocke-Collymore, Joanna (2010-11)This paper focuses on The Botswana Technical Education Program (BTEP) which emanated from the need to provide flexible, relevant, technical education and training for the youth in Botswana. The discussion focuses on a case ...
Integrating Technical/Vocational Education and Training (TVET) and Open and Distance Learning (ODL): a Strategy for Delivering Skills Training to the Doorstep of Nigerians Idris, Amina (2010-11)Nigeria is a country with a population of more than 140 million people, and a total land area of about 923,768sq. Km. As a developing country, and indeed, as other countries in sub-Saharan Africa, Nigeria continues to ...
Integrated Multi Channel Technology Based Delivery of Skills Training: Changing Lives in Bangladesh Shahnewaz, Khan (2013-11)Bangladesh is a country of enormous possibility. But, even after that, majority of its people have to live in poverty, malnutrition, unemployment, superstition and many other forms of deprivation. Development workers, ...
Khan, Nowshad (2013-11)Technicians working in the field rarely get the opportunity to upgrade their knowledge and skills through trainings, workshops, symposiums or courses due to their working conditions. It has been observed that potential of ...
Technical and vocational skills development through Open, Distance and Flexible Learning: a case of the Hospitality and Tourism sector in Namibia Amadhila, H N; Kavetuna, Joel (2013-11)The technical and vocational skills development in Namibia has seen a major shift in the past years with the establishment of the Industry Skills Committees’ under the Namibia Training Authority and lately the development ...