Abstract
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:-
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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.