The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher vi education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. / Educational Studies / D.Ed. (Education Management)

This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher vi education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. / Educational Studies / D.Ed. (Education Management)