Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

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 analysi...

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Autor principal:	Alison Mead Richardson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	distance education e-learning technical and vocational education change management Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7321ea50ad1048a28a91bf07d2d634eb
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spelling	oai:doaj.org-article:7321ea50ad1048a28a91bf07d2d634eb2021-12-02T17:15:38ZCrossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action10.19173/irrodl.v10i4.7001492-3831https://doaj.org/article/7321ea50ad1048a28a91bf07d2d634eb2009-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/700https://doaj.org/toc/1492-3831This 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.Alison Mead RichardsonAthabasca University Pressarticledistance educatione-learningtechnical and vocational educationchange managementSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 4 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education e-learning technical and vocational education change management Special aspects of education LC8-6691
spellingShingle	distance education e-learning technical and vocational education change management Special aspects of education LC8-6691 Alison Mead Richardson Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
description	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.
format	article
author	Alison Mead Richardson
author_facet	Alison Mead Richardson
author_sort	Alison Mead Richardson
title	Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
title_short	Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
title_full	Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
title_fullStr	Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
title_full_unstemmed	Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
title_sort	crossing the chasm – introducing flexible learning into the botswana technical education programme: from policy to action
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/7321ea50ad1048a28a91bf07d2d634eb
work_keys_str_mv	AT alisonmeadrichardson crossingthechasmintroducingflexiblelearningintothebotswanatechnicaleducationprogrammefrompolicytoaction
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Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

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