Resumen de Open Learning for U.K. Vocational Education and Training:: Four Conflicts
Open learning developments for vocational education and training in the UK currently seem to rest on an implied model which treats open learning as different from other types of learning; which assumes its clients are always embarking on self‐study for the first time and therefore require strong paternalistic support; and which stresses quality to an extent that inhibits quantity so that coverage of the vast field of vocational education and training will take decades to achieve. This model creates four main conflicts (seamless provision v. special OL provision; self‐reliance v. paternalism; quality v. quantity; providing a comprehensive service v. the need to break even) which are explored in this article.
