Enablers and challenges in the implementation of e-learning Policies in TVET Colleges in Zambia
This study investigated the enablers and challenges in the implementation of e-Learning policies in public technical education, vocational and entrepreneurship training (TEVET) institutions under the Ministry responsible for Vocational Education and Training in Zambia. The aim of this study was to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to TEVET. The study was guided by the following research questions: what knowledge do managers and lecturers have of e-Learning; what are the key enablers and challenges in implementing e-Learning policy; what criteria do individuals/institutions use to make the decision to adopt or reject e-Learning innovations and how are decisions made in the implementation of e-Learning in the TEVET sector.
The study used the Diffusion of Innovation (DOI) theory to answer the main research question in the study. The theory was used to gain insights into TVET implementers and policy makers motivations and actions. The study was qualitative with seven (7) individuals interviewed. In the study, interviews of TEVET managers and lecturers were conducted to provide the data required to answer the research questions.
The study found that respondents had varying levels of experience and knowledge of e-Learning in teaching. e-Learning was described by the participants as having some specific characteristics and also the use of devices. It was also found that teaching staff and managers had varying levels on the knowledge of national e-Learning policies. The challenges of e-Learning policy implementation were identified around: inadequate and lack of devices, lack of adequate skills, poor attitude and poor support services. Enablers for e-Learning were found to be centred on learning facilitation, teaching facilitation, communication improvement and training.
The study recommended increased partnership with international organisations and stakeholders in supporting and strengthening e-Learning policy implementation, a focussed roll-out of e-Learning policy implementation in TEVET institutions, the Ministry creating an enabling environment for sharing of good and best practices in e-Learning implementation.
Keywords: e-Learning, policy, e-Learning policy, policy implementation, technical and vocational education and training.
This abstract is for a study that was done as part of my Master in Education degree which I was awarded in 2015 at the University of Cape Town. The full study is available on: Challenges and Enablers of eLearning Policy Implementation in TVET in Zambia