Abstract
M.Ed.
An assessment of in-service training (INSET) programmes offered by the
Department of Education in the Northern Province of the Republic of South
Africa was conducted. The purpose of the study was to assess the effectiveness
of the INSET programmes as they were implemented. The assessment was based
on a theoretical framework and empirical research. Qualitative research was
adopted as a suitable research paradigm to collect authentic data because
interviewees' opinions and perceptions formed the basis against which the status
of INSET was assessed.
Literature about INSET models and INSET provision strategies was reviewed with
the purpose of developing criteria of effective INSET. These criteria were built
into interview questions that were applied to educators and officials. Empirical
data from the interviews was triangulated in order to ensure credibility of the
results of this study. Data from educators, INSET coordinators and districts
managers were compared to control similarities and differences in the results.
Literature control, from similar research studies, was also applied to verify and
ensure authenticity of the results of this study.
In this study, it was found that the provision of INSET of educators was
ineffective. This research indicates that the ineffectiveness of INSET is a product
of an interplay of many factors that revolve mainly around the financial and
human resources management. This research further shows that the INSET
programmes are inconsiderate of the contextual training needs of educators, and
there is an uncoordinated INSET services from different providers.
Recommendations about improving the delivery of in-service training of
educators are made. The recommendations focus on funding, management of
partnerships in providing INSET, educator involvement, motivating educators,
support and encouragement, educators' needs, INSET staffmg and important
factors for INSET scheduling. These recommendations are discussed to show
how INSET can be improved if they are implemented.