Vocational Education at a Distance:
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This book has its roots in a pre-conference workshop of the 1990 ICDE Conference. A call for case studies provided the editors with examples of distance education applications to the provision of vocational education. The case studies selected represent programs in developed and underdeveloped countries and offer a wide variety of approaches.
One drawback to reading the book in 1992 is that the case studies are all at least three years old, and much has changed in that time in the way technical and vocational training can be delivered using distance learning methods. In fact, it would be more appropriate today to use the term "open learning" rather than "distance education." The latter term implies total separation of instructional support and learner, and in many vocational programs, including some in these case studies, such is not the case.
In addition to the case studies, the authors identify the major issues that need to be addressed in the development and application of distance education or open learning approaches to vocational education. They do not, however, make the point as well as they might that modern industrial society must accept the reality of life-long learning - including vocational learning - and that open learning systems afford cost-effective ways to address this reality.
Unfortunately for the vocational practitioner, the book is somewhat pedantic. It would be improved with more case studies written to catch the interest of vocational practitioners - the origins of these case studies (they were prepared for an ICDE workshop) are reflected in the ponderous style in which they are written. Furthermore, given that open learning methods are increasingly demonstrating more efficient ways to deliver trades training, it is unfortunate that no "hard" vocational programs, such as millwright or mechanic, are included. For the most part, the studies included discuss academic or business programs.
One small annoyance, which is felt throughout the book, is the expressed concern about affordable access by the disadvantaged to vocational open learning programs. This is a question of funds and philosophy and not one unique to distance or open learning, although this is the impression left by the authors. A more important weakness is the disappointing discussion on the use of technology in the provision of vocational education. With the rapid development of computer-based systems, simulation, and even "virtual reality," the reader might expect more than slight references to the use of technology as support for communication between instructor and learner.
A collection of carefully selected case studies that reflects the full spectrum of open learning applied to vocational education - as this promised to be - would be very useful; however, the criteria used to determine which studies to include would need to be different from those that appear to have guided the selection of materials for this volume. Furthermore, a less ponderous book would do more to excite vocational administrators about the potential of open learning systems.
This book, however, does present some interesting international perspectives on "vocational education at a distance" and is worth a quick read by those concerned with delivering effective programs in this area. However, readers must bear in mind that the case studies are not recent and the perspectives presented are not fully representative of open learning systems as currently applied to vocational education.
R.W. (Dick) Scales, Open Learning Agency, 4355 Mathissi Place, Burnaby, BC. V5G 4S8.