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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.
Originally published in 1981 this volume provides a detailed
analysis of the factors - strategic, pedagogic, operational,
organisational and financial -which should be taken into account in
the planning and running of large-scale, centralised distance
education systems at the higher education level. The book uses
evidence drawn from Open University type institutions in Canada,
Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka,
Venezuela and the UK.
Originally published in 1982 this volume provides nine case studies
of particular distance teaching universities in Canada, China, Cost
Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These
universities were mainly founded in the 1970s to teach only at a
distance. The book considers the provision of distance education by
universities in general and the development and characteristics of
the distance teaching universities in particular. Chronicling the
emergence of new university structures between 1971-1981, the book
also provides an appraisal of their performance in the early years.
Originally published in 1986, The Planning and Management of
Distance Education examines the problems faced by those who are
setting up and managing distance education systems of various
kinds. The book begins by considering definitions of distance
education and various models which can be used to describe and
understand distance education systems. The second chapter considers
various general education models and relates these to distance
education. The concepts introduced in the first two chapters form a
background to the rest of the book. The next section looks at the
aspirations of those setting up distance education systems, the
economics and costs of such systems, and the process of planning a
distance education system from scratch (chapters 3-5). Chapters
6-11 consider aspects of planning and management - organisation,
staffing, planning, budgeting, the management of the academic
processes related to materials development and the provision of
local student services, production management (the management of
materials production and distribution), operations management (the
management of the delivery of student services) - and the impact of
new technology on production and operations management, and
finally, evaluation. The short concluding chapter draws together
some of the themes running through the book.
Originally published in 1986, The Planning and Management of
Distance Education examines the problems faced by those who are
setting up and managing distance education systems of various
kinds. The book begins by considering definitions of distance
education and various models which can be used to describe and
understand distance education systems. The second chapter considers
various general education models and relates these to distance
education. The concepts introduced in the first two chapters form a
background to the rest of the book. The next section looks at the
aspirations of those setting up distance education systems, the
economics and costs of such systems, and the process of planning a
distance education system from scratch (chapters 3-5). Chapters
6-11 consider aspects of planning and management - organisation,
staffing, planning, budgeting, the management of the academic
processes related to materials development and the provision of
local student services, production management (the management of
materials production and distribution), operations management (the
management of the delivery of student services) - and the impact of
new technology on production and operations management, and
finally, evaluation. The short concluding chapter draws together
some of the themes running through the book.
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.
Originally published in 1982 this volume provides nine case studies
of particular distance teaching universities in Canada, China, Cost
Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These
universities were mainly founded in the 1970s to teach only at a
distance. The book considers the provision of distance education by
universities in general and the development and characteristics of
the distance teaching universities in particular. Chronicling the
emergence of new university structures between 1971-1981, the book
also provides an appraisal of their performance in the early years.
Originally published in 1981 this volume provides a detailed
analysis of the factors - strategic, pedagogic, operational,
organisational and financial -which should be taken into account in
the planning and running of large-scale, centralised distance
education systems at the higher education level. The book uses
evidence drawn from Open University type institutions in Canada,
Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka,
Venezuela and the UK.
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