Speakers’ presentations Note: All the papers and presentations have been posted as received from the authors. The DETA Secretariat takes no responsibility for their format, language and content. The list has been arranged per stream and alphabetically based on the surname of the first author.
Stream 1: The role of collaboration and partnerships in teacher education and development in Africa Collaboration and partnerships in basic education programmes in University of Cape Coast: A reflection The Teacher Education in sub-Saharan African programme (TESSA): Evolving, extending, embedding Collaborative teaching of Mathematics in the university: Prospective teachers’ perceived pedagogical benefits Drama-in-education across boarders: The NMMU/OLDENBURG (Germany) partnership for teacher development Guiding international partners for project initiated and sustained transformational change in DRC protestant schools The experiences of MGSLG as a training agency for Gauteng Department of Education Role of collaboration and partnership in teacher education and development in tertiary institutions in Nigeria Lessons learned from working with local partners in the Malawi access to teaching scholarship programme Peer collaboration as a strategy for professional teacher development Presenters Abreh MK & Kutor NK Anamuah-Mensah J & Cullen J Amihere AK & Adzifome NS Athiemoolam L Brettenny G Debeila B Ezema PN & Eze SI Gallastegi L & Chistulo J Izuagba AC, Afurobi AO, & Ezenwa PCN
Field study 2 is an integral part of the new teacher education curriculum. It is a course that focuses on the pre-service teacher’s observation of the mentor’s classroom management skills in the teaching-learning process when applied in the classroom. This one-unit course will enable the pre-service teachers to identify the various aspects of teaching, classroom management, and best practices/ ...
Education and change: Collaborative partnership in a local school community in Kwazulu-Natal, South Africa James S & Wilmot D Quality education a pre-requisite for development: The contribution of TESSA to teacher education in Uganda Kaije D The role of international collaboration and partnerships in teacher education and development in Africa: Case study Kibuka-Sebitosi E of the Education for Sustainable Development A collaboration project between Department of Basic Education & British Council to offer primary English teaching Mahomed H in South African schools The role of collaboration and partnerships in teacher education and development in Africa Mbwette T
The role of collaboration and partnership in teacher education and development in Africa Mutoro JM & Imonje R Ghanaian junior high school teachers’ reflections on the use of TESSA secondary school science modules Ngman-Wara E & Acquah S Collaborative partnerships: Universities and schools working with shared vision Opolot-Okurut C & Bbuye J Implementing TESSA secondary science: Learning from the experience and the implications for partnership Stutchbury K, Ngman-Wara E working & Acquah S DETA Page 2 Page 7 8 9 10 11 13 14 14 15 16 18 19 20 21 22 23 24 25 DETA conference abstracts 2013 Stream 2: Equipping African teachers to develop their learners as critical citizens in a digital world (ICTs in teacher education)
The teachers and the use of ICT for professional development in Botswana The Aprelia e-twinning, exemplifying collaboration and partnership in teacher education and development in Africa Open and educational resources and the issue of educational justice: paradoxes OER on teacher training and in open educational practice Redemption of sharing in teacher education: Case studies from OER inspired projects Developing critical minds for sustainable development: The role of teachers Assessment of integration of ICT as teaching-learning tool in primary school teacher training curriculum in Kenya ICT use in Mathematics instruction: Implication for professional development of pre-service teachers Presenters Adu E & Eze IR
Education of Sex in Schools Sex is something that almost everyone will experience before they die. It is a subject that has been debated about for years. From the debate over birth control to the outbreak of aids. With all this history behind us, sex is becoming even more of an issue. With the new outbreaks of sexually transmitted diseases and the fact that sexually active persons are becoming ...
Agbogan KR Aluko R Amani IA & Mohammmed AI Auckloo P Honoratha M & Muganda C Kanorio KF Kosgei A, Agalo J & Wanyala MM The application of E-learning in teacher education at the Central University of Technology, Free State, South Africa: Litheko SR Lessons for the sub-Saharan Africa Harnessing Open Educational Resources in teacher education in Zimbabwe: The case of Zimbabwe Open Makamure C University Continuous professional development: The missing link in integration of ICTs into the curriculum in Kenya Mukuna TE & Mutsotso SN Motivating features of E-learning for teachers: Relevance of findings from Vietnam for South Africa Nzutha LM & Lambrecht H
Using OER to design an online course on academic research writing: The good, the bad and the ugly Omidire MF Application of end-user preferences to developing competencies for learning communities’ membership in Africa Saah AA Page 28 29 31 32 33 33 34 35 36 37 38 39 40 41 Stream 3: Standards and quality assurance in teacher education and development in Africa Presenters Standards and quality assurance in teacher education in Kenya: A case of teaching Kiswahili at Maasai Mara University, Narok, Kenya Mentorship as a tool for quality assurance in teacher education: The case of Zambia Improving examinee performance in high stakes examinations through teacher professional development in assessment
The road to quality inclusive teacher education for the 21st Century Raging controversy in teacher preparation programs: The issue of who should prepare and how should teacher be prepared Recovering quality: changing a dysfunctional world – a report on systems and school change in Nigeria Ayodi NK 43 Banja M Chakwera EWJ 44 45 Chigunwe G & Tsitsi G Kafu P 46 47 Kay J, Osuntusa A & Oyeneye O Ladan AS 48 Matoti SN 50 Quality assurance mechanisms in open and distance education: The experience of National Teachers’ Institute, Kaduna, Nigeria Monitoring pre-service teachers: How student-teachers perceive their interactions with school mentors DETA Page 3 Page 49 DETA conference abstracts 2013
In pursuit of quality and relevance in teacher education and development in Africa: A Zimbabwean Perspective Preparedness of the quality assurance and standards officers in promoting quality and standards in teacher education programs in Kenya Promoting teacher education standards and quality assurance: The role of teacher regulatory authorities in Africa The relationship between perceived quality dimensions & growth in distance education Successful science education in Africa: How to enhance and sustain teacher effectiveness What is basic? Post graduate initial development of foundation phase teachers in South Africa Stream 4: Models, practices or experiences in the use of distance education for teacher education and development in Africa
Many young south Africans face the problem of deciding what to study after school. Tertiary education is a higher form of education that furthers a learners knowledge of a particular field. Tertiary education is also referred to as third stage, third level, higher education and post-secondary education, it is the educational level following the completion of a school education (after grade 12). ...
Assessing the teaching practice concept for distance learning teachers: The case of CCE, UCC Challenges and opportunities in using the theological education by extension model in training pastors in Shona independent churches in Zimbabwe Distance education: Meeting development and labour market needs in post-apartheid South Africa Bridging the gap between teacher education and practice: Our experience on teacher professional development Exploring ODL students’ self-regulated learning and metacognitive skills: Implications for instruction Teaching literacy for foundation phase through distance education: Perspectives of first-time distance education lecturers Twists and turns in selecting an appropriate open and distance learning model for the provision of teacher education: The experiences of Botswana Workforce flexibility in distance education: Norm or exception?
The role of academic libraries in supporting distance education in Kenya Metaphysical harmony in pedagogical enterprise: Speculation on teacher-parent partnership in educating autistic learners Challenges associated with teaching practice for distance learners at University of Cape Coast Curriculum adaptation on supporting learners with reading difficulties: Teacher education Taking education to the people – Models and practices used by Catholic University, Mozambique The perceived relevance of Literature in English in the context of subject competition in Lesotho’s curriculum: the case of five teacher trainees Assessing barriers to effective completion of a professional development qualification: A case of ACE: SNE programme The role of the distance education group leader at distance education contact sessions DETA Page 4
The Evolution and Duties of Teaching Most people think that the only thing you need to do to be a teacher is to teach children. There are plenty of other tasks that follow. In the year of 1829, Samuel R. Hall in his Lectures on School Keeping maintained that many of the deplorable conditions in schools that were due to poor teaching, even going so far as to quote from a writer in the Journal of ...
Muwandi JN, Sibanda M, Zendah TJ, Mutseekwa C & Zendah K Mutare Nasimiyu GN 51 Nkuba M Nzuki P Oyoo S Verbeek C 52 53 54 55 Presenters Page 52 Ampofo SY & Kumedzro FK Chimininge V 56 57 Diko N Gaceri P & Jepchumba L Geduld B Joubert I, Phatudi N & Ledwaba RG Kamau JW 58 59 61 62 Kidombo HJ, Gakuu CM & Bowa O Kilemba L K’Odhimbo AK 64 Kumedzro FK & Ampofo Ledwaba RG & Mampane MR Machacha W & DwomohTweneboah M Mahao M 67 68 69 Mampane MR, Loots T & Oelofsen M Mampane S 72 63 65 66 70 73 DETA conference abstracts 2013 A comparative analysis of teaching practice performance of distance and on-campus BEd (Science) students at the University of Nairobi, Kenya
Awareness as a determinant of educational managers’ support for distance learning mode of delivery: The case of Western Region, Kenya Sustainability of a holistic support strategy for distance programmes at colleges of education in Zambia Factors associated with teachers’ motivation and commitment to teach in Tanzania A community college in the making: A case study of Mercy Winterveldt Adult Education & Training Centre Teachers’ perceptions on the use of situated cognition: Implications for instructional design for indigenous knowledge Teachers’ concerns in the implementation of Strengthening of Mathematics and Science Secondary Education (SMASSE) innovation
Mentoring: An essential ingredient in teachers’ preparation? Perspectives from Tanzania A comparative study of the causes of test anxiety among first and final year students in the Faculty of Education at the University of Cape Coast, Ghana Practice of open and distance learning in teacher education in selected institutions in Kenya Practice of distance education at the Centre for Open and Distance Learning, University of Nairobi Barriers to learning during a contact session as perceived by distance students of Advanced Certificate in Education Management, University of Pretoria Science-culture impact on the environmental education component of the Nigerian social studies teacher education program
Learning in mother tongue: An examination of language preferences in South Africa Keeping the teacher in focus: a challenge for subject content specialists as designers of distance learning materials Experiences in the use of distance education and development in Africa: A case of National Open University of Nigeria (NOUN) Teacher development at a distance: The pros and the cons Mboroki G & Wambugu L 74 Mbugua J, Bowa O, Gakuu CM & Mboroki G Meijerink L & Mwewa B Mkumbo K Mokwena GK & Prof QuanBaffour KP Mukwambo M & Zulu M 75 Ndirangu C & Nyagah G 80 Ngalomba P Ocansey S & Gyimah EK 81 81 Odumbe JO Odumbe JO & Misiko WC Ogina T 82 84 85 Ojedokun OE 86 Phindane P Reed Y & Sibomana Salawu IO 87 88 88 Tarusikirwa MC 89 76 77 77 78 Stream 5: Leadership and management development for African schooling in the 21st century Presenters
Introduction The importance of science in the education of schoolchildren goes beyond just providing the first steps in producing the next generation of scientist. Since science is becoming a large part of political debates – such as in global warming, nutrition and energy (DeBoer, 2000) – at least a basic understanding of how science works and what conclusions it can draw needs to be ...
Challenges faced by South African heads of department regarding their roles and responsibilities Gender factor in decision-making: Challenges facing women leadership development in primary schools’ management in Kenya Leadership and management development for African schooling in the 21st Century Importance of early childhood years experiences on later years’ psychosocial development: Lesson from a primary school in Ghana The impact of distance in the relationship between the principal and teachers in schools Bipath K & Nkabinde B Choge JR, Serem DK & Kindiki J Ezema CI Gyimah EK & Amponsah MO 90 90 Mahlangu V &Mohlakwana M 93 DETA Page 5 Page 92 92 DETA conference abstracts 2013
The banning of corporal punishment in South African township schools: Problem or solution? Learning to lead and manage schools through hands-on school practicum experiences Transformational leadership skills: A necessary recipe for school principals in the 21st Century School leadership training, a motivating factor contributing to the provision of highly motivated and competent teachers for Africa Motseke M Mwingi M Ndiritu A, Kimani G, Gikonyo N & Kidombo H Rudasingwa E 94 95 95 96 List of poster presenters Poster presentations Presenters Teachers’ responses to issues in bilingual school settings: A comparison between schools in Tanzania and Brazil Teacher education paradox in Africa: Is it confusion or crisis in the programme?
Nature and effect of collaboration in training ODL teacher-trainees in Malawi: The case of literacy instruction Critical evaluation of quality assurance instrument in ACE programs in the ODL mode Protective role of female teachers’ on refugee girls attending secondary education in Daadab and Kakuma Utilization of Open and Distance Learning in addressing educational challenges of Kenya’s vision 2030 initiatives Blended learning for teachers’ professional development in a challenging context of Kenya The development of a Physical Education assessment model for teachers in rural areas Analyzing scaffolding from not knowing to knowing numbers and counting: Classroom conversations in the teaching of numeracy Modelling teacher development through distance education: Experiences from Zimbabwe Antunes J Kafu P Kapito P Mampane M & Mahlangu VP Ndirangu C Odumbe JO & Misiko WC Onguko BB Riekert M Setlalentoa W 98 99 100 101 102 103 104 105 106 Tarusikirwa MC 106 DETA Page 6 Page DETA conference abstracts 2013 COLLABORATION AND PARTNERSHIPS IN BASIC EDUCATION PROGRAMMES IN UNIVERSITY OF CAPE COAST: A REFLECTION Might Kojo Abreh Senior Research Assistant Institute of Education University of Cape Coast Cape Coast, Ghana +233246462001 com Nicholas Koku Kutor Senior Lecturer Institute of Education University of Cape Coast
Everyone has a different upbringing and with that comes a different education. I had a major change in my education two years ago. Only two years I moved from Germany, where I had done all my schoolwork in German to New Zealand, where I had to do my schoolwork in English and hardly knew anyone. I had to cope with doing my sixth form certificate in English, as well as jump one and a half years to ...
Cape Coast, Ghana +233244867187 co. uk The role of collaboration and partnerships in teacher education and development in Africa Abstract The 20th century did not live to see multiple tracks in teacher professional development as evidenced by training routes available for basic school teachers in Ghana today. Traditionally, teachers had to leave the classroom to be able to take part in further academic development in orthodox university study setting where students and course participants are expected to be available in-person for studies. That resulted in teacher attrition and also did culminate in economic setback for the state purse.
This study observed what happens nowadays in teacher professional development as further education for in-service teachers’ follow trajectories that are diverse in nature but focused on the same primary ambit of professional development. DETA Page 7 DETA conference abstracts 2013 Thus in the 21st century the same training outcomes that are expected for on-site university training are overtly available to teachers through sandwich, distance education, evening classes’ trails as well as the known traditional on-site setting. This article reveals that the covert side of the professional development needs of the 21st century teachers which hinges on collaborations and partnerships that are fostered or otherwise expected to be nurtured to allow for free running of all tracks of first degree programmes in basic education offered by the University of Cape Coast.
Using different shades of the survey design to pull up data it became apparent that, school management, communities, directorate of education and universities play a key role in collaboration and partnership of the same programme using multiple tracks. Although it is appreciated that collaboration and partnerships happens at differing depths and extents, this study uses data for only a university and for only one of its programme lines which has four tracks. Its conclusions and recommendations are worth considering especially for institutions in similar context. Presentation of this paper is scheduled for an average of twenty (20) minutes. There will be need for a projector; and there will be need for microphone if there is estimated number of audiences beyond the radius of two meters relative to the speaker. THE TEACHER EDUCATION IN SUB-SAHARAN AFRICA
PROGRAMME (TESSA): EVOLVING, EXTENDING, EMBEDDING, REFLECTING Jophus Anamuah-Mensah TESSA Executive Chair com Jane Cullen TESSA Director +44 01223 584667 Jane. ac. uk Abstract Since its inception in 2005, TESSA has been closely associated with primary education. The TESSA resources were created by the TESSA community (a partnership of universities and educational organisations across Africa) to improve the quality of the teacher education of primary teachers in universities and teacher training colleges, and to develop in student teachers and teacher educators an understanding of the practical skills involved in good quality teaching.
This original ambition – to improve the quality of primary school teacher education – was of course heavily influenced by the MDG goals and the success in the early part of the 21st century in increasing access to primary education in many countries across Africa. Notwithstanding the continued challenges in providing children with good primary teaching, the focus is shifting. Globally, the world is looking to its new agenda post-2015. In Africa there is recognition of the successes of the UPE agenda and a realisation that there are other related challenges which have either been relatively neglected, or which are now coming to prominence directly as a result of the success DETA Page 8 DETA conference abstracts 2013 COLLABORATIVE TEACHING OF MATHEMATICS IN THE
UNIVERSITY: PROSPECTIVE TEACHERS’ PERCEIVED PEDAGOGICAL BENEFITS of UPE. The TESSA community through its partnership activities is now turning its attention to secondary education and to Early Years education. The focus on secondary education is inevitable: hundreds of thousands more young people are successfully navigating primary school and ‘knocking on the doors’ of secondary school. and this raises concerns about the current quality of secondary school teaching. And there is a widespread concern among countries across Africa that by primary age, some children are already struggling to keep up with their peers because they have not had access to good quality preprimary education.
In addition there is recognition that teacher education through university or teacher training college cannot keep pace with the numbers needed for teaching, and that in-school professional development for teachers and programmes for para-teachers and teaching assistants are also important for the quality of classroom teaching. In this paper, we explore the ways in which TESSA is evolving and how new collaborations and partnerships are important to the development of TESSA. Ahmed Kobina Amihere Department of Basic Education, +233-247-096-565 com Nixon Saba Adzifome University of Education, Winneba +233-272-666-786 com Abstract We report on collaboration between a regular lecturer and a visiting lecturer (pursing a Ph.
D in the USA) who taught an approved 3-credithour mathematics course using a blended team teaching approach for a full semester of 16 weeks in a Ghanaian public university. This was to find out the prospective teachers’ perceptions of the pedagogical benefits of team teaching in a public university that runs, among many others, a generalist program in basic education. The question we sought to answer was: “What are the prospective teachers’ perceived pedagogical benefits of team teaching of Mathematics in the university? The population for the study consisted of 203 third -year prospective teachers who were preparing for a full semester of internship.
Forty (40) of these were sampled using systematic random sampling technique. They responded to openended questionnaires. Out of the 40 respondents, 10 were engaged in a focused group interview to deepen understanding of emerging issues. The mixed methods approach adopted enabled the analysis of data to be done quantitatively and qualitatively. It emerged from the analysis of both questionnaire and interview data that team teaching, among others, promoted students’ interaction with teachers; increased support given to students; engendered the use DETA Page 9 DETA conference abstracts 2013 DRAMA-IN-EDUCATION ACROSS BORDERS: THE NMMU/ OLDENBURG (GERMANY) PARTNERSHIP FOR TEACHER
DEVELOPMENT of variety of teaching strategies and promoted students conceptual understanding of mathematics. However, in terms of challenges, prospective teachers identified relatively high levels of partner teacher interruptions and time management concerns. Based on the findings we recommend its use in university setting while enjoining future collaborators to do effective planning to reduce interruptions and to manage time more effectively. Logamurthie Athiemoolam Nelson Mandela Metropolitan University 041/4575519 (H) 041/5042367 (W) 0769304556 © Logamurthie. ac. za Abstract This paper focuses on a partnership between the NMMU (Port
Elizabeth) and the University of Oldenburg (Germany) in the field of drama-in-education for the purposes of teacher development. The collaborative partnership which spans a period of 9 years since the establishment of the NMMU focuses on the enhancement of skills development in the field of drama-in-education amongst lecturers and both pre- and in-service teachers in the Nelson Mandela Metropole. Since 2004 trainers from Germany have been visiting the NMMU to promote drama-in-education amongst both in and pre-service teachers. During their visits to the university drama facilitators present short programmes to Faculty of Education members of staff and both in- and pre-service teachers.
Workshops are presented to teachers as part of a skills development programme for in-service teachers in the field of drama-in-education. These teachers are taught the basics in the field, encouraged to experiment with such approaches in their classes and to provide feedback. The workshops presented to teachers have been a huge success and the participants look forward to the visits by drama facilitators annually. Teachers are encouraged to experiment with drama-in-education in their classes and to report back to the facilitators on some of the challenges that they experience when implementing such approaches in their classes. DETA Page 10 DETA conference abstracts 2013
As part of the pre-service teacher initiatives university students are invited to participate in workshops and to provide feedback on their experiences. The drama instructors also visit specific university classes where drama-in-education is being implemented and provide guidance and support to both students and lecturers. An important component of the programme is the opportunity for lecturers and inservice teachers from Port Elizabeth to visit Oldenburg (Germany) where they are afforded opportunities to participate in drama-ineducation activities at university, school and community levels. In order to ensure that there is a balance in the programme lecturers from the NMMU are also invited to present workshops to students at the University of Oldenburg.
During their visits to the Metropole the drama facilitators also visit drama- in- education community initiatives in the previously disadvantaged townships and schools and provide encouragement and support to interested groups. Since a number of the in-service teachers and community drama groups in the Nelson Mandela Metropole have demonstrated a keen interest in drama-in-education and have articulated their commitment to the implementation of this strategy in their classes, the German facilitators are very motivated to visit the University annually to present the workshops. Currently the partners from both universities have embarked on a joint initiative which will lead to the publication of a book in the field of dramain-education involving the
experiences of participants from both institutions. The success of the partnership could be attributed to the dedication and commitment of the role players from both the NMMU and the University of Oldenburg in Germany and the ongoing engagement of the partners with interested groups across all levels of society including lecturers, in-service teachers, students and community groups. This is an example of a very effective, well-functioning collaborative partnership as there are always teachers, students and faculty members moving across the two institutions with a view to the promotion of drama- in- education across both the Nelson Mandela Metropole and Oldenburg.
GUIDING INTERNATIONAL PARTNERS FOR PROJECT INITIATED AND SUSTAINED TRANSFORMATIONAL CHANGE IN DRC PROTESTANT SCHOOLS Gavin Brettenny Association of Christian Schools International 027 41 3684781 org Abstract The Elephant Project is a collaborative effort between the USA based global Association of Christian Schools International (ACSI) and the Protestant Church in the Democratic Republic of Congo. The project’s long term goal is empowerment of partners in the DRC for sustained transformation of eighteen thousand four hundred and fifty six K-12 Protestant schools, comprising approximately five and a half million children.
This research presupposes that the developed world too easily creates sustained dependency by assuming a change process based on developed world resources and presuppositions, thereby excluding project integration of developing world resources and presuppositions. A naive approach to intervention for organisational change in the developing world can easily result in project failure and disillusionment amongst partnering members and sponsors. This research identifies and investigates variables considered significant to partnership between organisations from the developed and developing world for project initiated transformational change. Sirken, Keenan and Jackson reference studies showing “ . . . that in most organisations, two out of three transformation initiatives Page 11 DETA DETA conference abstracts 2013 fail”1.
Exacerbating project failure opportunities for transformational change is the confluence of factors such as project initiated change dynamics, project magnitude, the particularities of school based transformation in developing countries, the dynamics of cross– cultural partnership including language limitations and inappropriate use of developed world resources such as capital, knowledge and culture. is recommended, allowing local interpretation and leadership of process. Collaborative action research complements the goal of transformational change because the researcher promotes knowledge and change in a manner “ . . . that pursues the analysis from the insiders’ experience of their reality, instead of imposing the culturally determined preconceptions of the researcher”2.
Referencing field research of a similar project in Rwanda and literature research, this paper identifies significant variables and makes recommendations considered integral to framing best practice for developed and developing world project partnerships for school based transformational change. Although the Elephant project is the case in point, the research has general relevance to international project partnerships requiring knowledge of variables associated with cross-national and cross-cultural projects. These variables include organisational culture, global leadership intelligence, change management, leadership and followership styles and communication in the global village.
Furthermore, the historical setting of the Elephant Project requires consideration of variables associated with employee satisfaction, current socio-economic changes on the African continent and the appropriate use of partnership resources. Within the context of all these variables, successful grassroots interface between school leadership and teacher followership is considered fundamental to sustained transformation. This study would benefit from further research specific to pre and post project implementation. An action research approach 1 Harold L. Sirken, Perry Keenan, and Alan Jackson, “The Hard Side of Change Management,” Harvard Business Review’s 10 Must Read On Change Management, (2011): 155. 2 K.
Breu, “The Role and Relevance of Management Cultures in the Organizational Transformation Process,” International Studies of Management & Organization, (2001): 33. DETA Page 12 DETA conference abstracts 2013 THE EXPERIENCES OF MGSLG AS A TRAINING AGENCY FOR GAUTENG DEPARTMENT OF EDUCATION to teachers, school managers and the school governing bodies in all schools in the Gauteng province of South Africa. Mokiritle Billy Debeila Matthew Goniwe School of Leadership and Governance co. za 011 422 1229 011 422 1304(f) Abstract An increasing number of government provincial education departments have either created or are considering creating agencies to help them in the training of in-service teachers.
This decision is largely taken as a response to declining confidence and interest among teachers on government organised trainings. Some of the challenges that are cited by teachers on the poor quality of government trainings are, they are poorly researched, lack of knowledge among trainers, they are onesize-fit-all, poor quality of training material, and poor organisational and project management skills among the officials. As the organisation celebrates its 10th anniversary since being established, the author documents its journey as it provides capacity building programmes on behalf of Gauteng Department of Education (GDE) to the schooling population in the province.
This paper then studies at depth, the agency model literature and the relevance of the model for delivering teacher development programmes. It also highlights the challenges related to managing the ministry-agency relationship. The paper interrogates issues such as, funding, interference, mission-drifting and other related problems. Finally, suggestions are made for adaptation and improvement on the current MGSLG model as make it more efficient. While the outsourcing of these trainings to government funded and controlled agencies has avoided and eliminated most of the above challenges, it has however created its own new set of problems. The relationship between the education department and its agency can sometimes be very complex and strained to the point of creating paralysis.
It often needs to be managed both administratively and politically. In this paper, the author critically analyse one such agency which was created by the Gauteng provincial Department of Education in South Africa. Matthew Goniwe School of Leadership and Governance (MGSLG) was created with a mandate to provide training programmes DETA Page 13 DETA conference abstracts 2013 ROLE OF COLLABORATION AND PARTNERSHIP IN TEACHER EDUCATION AND DEVELOPMENT IN TERTIARY INSTITUTIONS IN NIGERIA LESSONS LEARNED FROM WORKING WITH LOCAL PARTNERS IN THE MALAWI ACCESS TO TEACHING SCHOLARSHIP PROGRAMME Lore Gallastegi & Joyce Chitsulo The Open University (UK, Scotland) & FAWEMA
lore. ac. uk 00 44 131 5497925 00 44 131 220 6730(f) 1. Priscilla N Ezema 2. Simeon I Eze Federal College of Education Ehamufu Enugu State Nigeria com 08037178602 Theme: The need for access, equity, sustainability, quality, and relevance within the context of globalization. Theme: Teacher education and development in Africa: the need for access, equity, sustainability, quality and relevance within the context of globalization Abstract Teacher education in Nigeria has received some positive transformation over the years in terms of planned mobilization and direction of scarce resources amongst other variables.
But from all intents and purposes, it has not developed to the expected level to meet the needs, yearnings and aspirations of the Nigerian people in particular and the world at large. Teacher education in tertiary institutions which should be the role model amongst the various tiers of the educational framework does not fare any better. This paper explores the role of collaboration and partnership and the issue of development of teacher education in Nigeria, teacher education in tertiary institutions in Nigeria and the need for collaboration and partnership amongst tertiary institutions in Nigeria to advance the cause of teacher education. It finally made some recommendations on how collaboration and partnership could aid the development of teacher education in tertiary institutions in Nigeria