Designing school-based training programmes for teachers through distance education

Transcription

1 Designing school-based training programmes for teachers through distance education Presentation to The DETA Conference 2005 August 7th August 9 th 2005 Professor Bob Moon Director Teacher Education in Sub-Saharan Africa (TESSA) Programme The Open University UK Stuart Hall Building, Level 3 Walton Hall Milton Keynes MK7 6 AA Tel: + 44 (0) Fax: + 44 (0) r.e.moon@open.ac.uk TRENDS IN TEACHER EDUCATION 20 th century many primary elite secondary teaching as a lifetime career training at the outset of a career teaching focussed on inputs (knowledge) low accountability of teachers teacher control of teaching methods teaching remote from other professions 21 st century all primary many secondary teaching as part of a flexible career training throughout a career teaching focussed on outputs (learning) high accountability of teachers learner access to learning technologies teaching related to other professions 1

2 IMPLICATIONS OF TRENDS FOR TEACHER EDUCATION Volume Flexibility Quality Challenges California 38,000 unqualified teachers in K1 3 England and Acute shortages of specialist teachers France in Mathematics, Science and Languages Central and Significant drop in respect for teaching Eastern Europe as a career Most countries Ambivalent status of teacher education in the University 2

3 Challenges in Africa 42 million primary age children without schooling 63 million secondary age children without schooling Teacher expansion needed at 5.6%. Actual figure 3.4% (UNESCO) One teacher lost every two hours (Education Labour Relations Council Report: South Africa) 3

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5 Lesotho Analysis 1 The bricks and mortar institutions (Universities and Colleges) created to meet the educational needs of the twentieth century will, as currently constituted, be unable to meet the demands of the twenty-first century. 5

6 Analysis 2 School based teacher education becomes the main focus of improvement and development. Analysis 3 The use of ICTs in a myriad of open, flexible formats will be an imperative. 6

7 Analysis 4 The convergence of technologies offers enormous potential for educational development. Analysis 5 Innovative forms of networks will emerge. 7

8 Digital Education Enhancement Project (DEEP) Teachers in primary schools in Egypt and South Africa using mobile technologies (laptops, mobile phones) to improve the teaching of library, numeracy and science. 8

9 Context 9

10 THE ECONOMIST TO GO IN HERE 10

11 Africa Region Human Development Working Paper Series Distance Learning for Teacher Education in Sub-Saharan Africa: A Toolkit for Policymakers, Planners, and Educators Development Research Group The World Bank SCOPING A PROGRAM INITIAL DEVELOPMENT PHASE PROGRAM START UP EVALUATING A PROGRAM 11

12 Impediments: new style training is not old style distance education course design cannot mirror campusbased courses constraints of the assumption that one year full-time study must equal two years part-time Impediments course content too often unrelated to the needs of practising teachers disregard for the potential of ICT no articulation between pre-service and career-long professional development Impediments 12

13 Conditions for success Vision and sustained commitment by policy makers. Rigorous planning and costing which builds from experience elsewhere. High quality resources focussed on classroom and school improvement. Appropriate use of ICTs. Futures Strong local support structure. Demonstrable outcomes. School and community awareness of the role of training and professional development in improving pupil achievements. Futures 13

14 University of Education, Winneba (UEW), Ghana Cost Study : BEd in Basic Education Regional Study Centres in Region Région Ashanti Central Eastern Greater Accra Northern Upper East Volta Western Brong Ahafo Upper West Town Ville Kumasi Cape Coast Winneba Koforidua Accra Tamale Navrongo Hohoe Enchi Atebubu Bechem Wa Centres d études régionaux en Centre UEW Campus OLA Training College UEW, North Campus SDA Training College Accra Training College Bagabaga Training College St. John Bosco s Training College St. Francis Training College Enchi Training College Atebubu Training College St. Joseph s Training College N J Ahmadyya Training College Source : National Teachers Institute (NTI), Kaduna, Nigeria The Nigerian Certificate in Education (NCE) by Distance Learning Systems (DLS) Source = NTI Zones Zones du NTI NORTH CENTRAL ZONE ZONE NORD CENTRALE NORTH EAST ZONE ZONE NORD EST NORTH WEST ZONE ZONE NORD OUEST SOUTH SOUTH ZONE ZONE SUD SUD SOUTH WEST ZONE ZONE SUD OUEST SOUTH EAST ZONE ZONE SUD EST Federal States Etats fédéraux FCT Abuja Benue Kogi Kwara Adamawa Bauchi Borno Kaduna Kano Katsina Kebbi Akwa Ibom Bayelsa Cross River Ekiti Lagos Ogun Abia Anambra Ebonyi Nasaraw a Niger Plateau Gombe Taraba Yobe Jigawa Sokoto Zamfara Delta Edo Rivers Ondo Osun Oyo Enugu Imo 14

15 Université Cheikh Anta Diop (UCAD) Ecole Normale Supérieure (ENS), Dakar, Sénégal Cost Study : Teacher training programme for unqualified teachers to the grade of teacher of lower or upper secondary schools Ecole Normale Supérieure de Dakar, The Director s Office : From right to left : Dr Valdiodio Ndiaye, director of the ENS, Monsieur Alioune Moustapha Diouf, lecturer in Education and Monsieur Mamadou Diallo, Director of the CÆRENAD Source : The University of Fort Hare Primary B.Ed Distance Education Programme Source : Regional centres are located at Nyathi Butterworth Umtata East London Bisho Alice Bizana Lusikisiki Flagstaff Mt Frere Kokstad Umzimkulu Maluti Queenstown Sterkspruit Fort Hare student teachers at work 15

16 The TESSA Programme will, through a partnership of African and international organisations, provide a comprehensive bank of multi-media resource and advisory structures to support the provision, reform and improvement of teacher education. 16

17 In particular, TESSA is: a partnership programme that will contribute to the education of the millions of teachers needed for the expanding basic education sector in Sub Saharah Africa planned to utilize the best African and international expertise in supporting locally based needs and users a flexible resource directly aimed at local school based and supported education and training programme modular in format and focussed on classroom practice in the key areas of literacy, numeracy, primary science and personal and health issues education. open content free to the users and suitable for incorporation into a wide range of programmes designed for versioning to diverse cultures and linguistic communities using both traditional materials and state of the art information and communication technologies (ICT s). 17

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