Notice bibliographique
Résumé
This publication examines the various aspects of delivering skills training by open and distance learning (ODL), including the stakeholders, learners, curriculum, design, development and delivery of courses, student support, staff training, skill certification and quality control. It also examines methods of teaching practical skills. The final chapter demonstrates how all of these various processes can be managed in an institutional context. Case studies are drawn from Africa, Australia, Canada, the Caribbean, India and the United Kingdom. They offer information and advice on increasing access to technical and vocational education and training (TVET) using ODL and how a single-mode institution using traditional delivery methodology might become a dual-mode institution incorporating ODL. The chapters are: Economic development and skills development / Arun K. Mishra (outlines the contextual aspects and current trends in social and economic development that TVET must address); The key players / Judith Calder (describes the key players in the design and delivery of TVET via ODL through two case studies); The potential learners / Magnus John (discusses potential learners and portrays them as lifelong learners in the context of globalisation and technology-assisted learning); The curriculum / Keith Dunbar (examines philosophical approaches to curriculum development, and covers the national standards of Canada, UK and Australia, and highlights the significance of acquiring essential skills); Needs identification and programme evaluation / Neville Weal (examines the identification of training needs and program evaluation); Student support in open and distance learning for TVET / Ved Goel (examines student support services as a component of ODL for TVET); Delivering the programme / Carol Hampton and John Bartram (covers work-based learning, on-the-job training, adoption of technology, learning centres, and delivery strategies in general); Instructional design / Dermot Moore, Annemarie Bates and Jean Grundling (examines the process of designing and developing instructional materials using two different models); Teaching practical skills / Carol Hampton (presents a number of successful approaches and looks at assessment); Quality assurance in the delivery of TVET programmes via ODL: the case of a small island developing state / Olabisi Kuboni (provides a detailed analysis of quality assurance in Trinidad and Tobago); Mobility and articulation / Adrian R. Haas (examines issues of mobility and articulation of TVET with other stages or areas of study and discusses the idea of a skills passport as introduced in Europe); The need for staff training and retraining / Marvin E. Lamoureux (stresses the importance of staff training and retraining at sectoral, institutional and local levels for meeting the demands of expanding TVET, and proposes that ODL is a viable option for these purposes); Connecting the dots: planning and management strategies in TVET / Dick Scales (provides an overview of planning and management of TVET in a conventional education institution).
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».