Open, Distance and Flexible Learning: a strategy for continuous professional development of Technical Vocational Education and Training Educators in Botswana
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Abstract
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The concept that formal education provides required knowledge, skills and attitudes for the duration of the work cycle is obsolete.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
Country
Botswana
Region
Africa
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Date
2013-11