You are here:

Delivery of Training Programs: Changing Design
PROCEEDINGS

"Vocational Education in the Asia-Pacific Region," UNESCO-UNEVOC International Conference,

Abstract

This paper explains how worldwide economic, social, and technological changes are necessitating changes in the way vocational education is delivered. Vocational programs are encountering a whole new range of clients, including the following: people who are functionally illiterate, physically challenged, or long-term unemployed; out-of-work youth; women and girls; refugees and immigrants; and nonnationals. Technology must play a greater role in the delivery of vocational education for many reasons: short supply of teaching talent; worldwide unmet demand for training; changing patterns of learning; increasing need for just-in-time training as the pace of change in the workplace continues to accelerate; information explosion; and ever-changing nature of learning technologies. Moreover, advances in communication have made distance education more feasible than ever and enabled small, specialized providers of educational services to compete with large providers and offer their services globally. Individuals responsible for planning the delivery of vocational education must face six challenges: reorient teachers and pedagogy; change the nature and structure of teaching organizations; remove the "time-driven" element from today's educational institutions; overcome faculty fears regarding their changing roles; develop appropriate curricula; and increase learners' access to technology. Perhaps the biggest challenge is to create pedagogies of learning within which modes of delivery will contribute to effective learning. (MN)

Citation

Dhanarajan, G. (1998). Delivery of Training Programs: Changing Design. Presented at "Vocational Education in the Asia-Pacific Region," UNESCO-UNEVOC International Conference 1998. Retrieved August 18, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords