Teacher Education through Open and Distance Learning

By Bernadette Robinson; Colin Latchem | Go to book overview

Chapter 3

Policy, planning and management of distance education for teacher education
Chai Hon-Chan and Hena MukherjeeThis chapter addresses the key questions that policy-makers and planners face when making strategic decisions about the use of distance education for teacher education. It attempts to find some answers while acknowledging that these will not be exhaustive and may themselves raise other issues for policy-makers and planners.The key questions to be explored in this chapter are:
• What are the imperatives that drive teacher education and what factors shape these?
• Under what circumstances is distance learning a viable option?
• What do national-level policy-makers and planners need to know about distance learning for teacher education?
• What are the key factors to be considered in determining priorities in teacher education and distance education?
• What is needed for successful management of distance learning programmes for teachers?
• What organization structures and training strategies need to be adopted?
• What are the strengths and weaknesses of top-down and bottom-up approaches to national policy-making and programme planning?

POLICIES ON TEACHER EDUCATION

National education policies may be explicitly enunciated by governments or implied in the educational structures and processes. They are typically determined by some mix of national and regional political, social and economic goals, community interests and international factors such as globalization, technology or economic competition. National education systems are shaped by previous policies and provide the contexts for reshaping current policies or formulating new policies in the face of new or envisioned opportunities and challenges. Because education is an

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