M.Ed. (Teaching Science) / The In-Service Training of Teachers in Venda is fraught with problems such as inadequate provision, lack of proper planning and organisation, lack of policy guidelines, inappropriate delivery systems, lack of proper coordination, lack of dedicated and experienced staff members who can plan and implement courses to address the real needs of Primary and Secondary School teachers, lack of inadequate financial resources and centralised accessible venues for all Primary and Secondary teachers' courses. To reach possible solutions to the abovementioned problems, a literature survey of In-Service Teacher Education was undertaken to investigate the situation in Venda and an empirical study was also undertaken. The research yielded the following results:- ... ... The formulation of an In-Service Training Policy Statement with clear aims, objectives and priorities based on the needs of teachers is of paramount importance. A policy statement which will facilitate a system of in-service training that is relevant to real, identified needs, planned and managed in a coherent and controlled manner is needed. Akey theme in in-service training is a partnership between all those involved: - teachers, principals, lecturers, subject advisors, circuit inspectors, area managers and providers of training, to create a continuous, open process of consultation, aimed at identifying needs and designing, delivering, evaluating, and following up training activities. Coordination was found to be lacking in Venda. All involved in this process should be invited to contribute to its development. Efficient coordination is crucial to the success of any in-service training plan. The training of in-service staff is required, so that they can conduct courses with Primary and Secondary School teachers. Seminars and symposia once a month can help to bring the staff up to date on specific aspects of Primary and Secondary school work from a theoretical and practical perspective. Subject advisors should be appointed in all subjects and in each of the education areas. In this way, in-service training programmes can reach all the teachers much sooner. Decentralisation of existing Ramaano Mbulaheni In-Service Training Centre into two professional centres and a network of teachers' centres which are located at sites accessible to teachers was an important finding of the research. In this way, arrangements can be made to ensure that courses are properly planned, monitored, and evaluated by a coordinated team of all involved. Teachers' centres are also an important element in pursuit of quality education. Close attention needs to be paid to the allocation of budgets for the In-Service Training of Teachers. Accurate financial control to encourage value from funding is also necessary. Training resources for in-service training were found to be inadequately provided. The centre(s) head, in collaboration with advisors and clients need to plan an annual training programme, financial, material, and manpower requirements which will enable the achievement of aims and objectives of in-service training of teachers. Many of the Departments' teachers are under-qualified because no institution makes provision for further training of teachers through distance education. A range of distance education courses for teacher upgrading purposes needs to be introduced. The important role of the inspectorate and the subject advisors regarding In-Service Training of Teachers needs to be clearly defined. The existence and importance of In-Service Training in overall education policy needs to be recognised so that its coordination and cooperation with other teacher education related activities becomes policy.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:4351 |
| Date | 17 March 2014 |
| Creators | Mutshekwane, Mulalo Alex |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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