Abstract
M.Ed. (Education and Curriculum Studies)
In future, the twentieth century will be remembered as the
century in which an unparalleled explosion 'occurred in
knowledge, population, expectations and technology. Wherever
people and progress are present, needs arise which may
escalate out of proportion if there is not a certain measure
of restraint or control over the tempo of augmentation and/or
progress. As a result of certain critical deficiencies, the
Southern African community finds itself battling with the
challenges and problematic nature of the twentieth century.
An area in which one of these deficiencies has reached
alarming proportions is the area of skilled manpower,
especially in terms of technology provisioning. To cope with
this deficiency, more people had to be trained. This resulted
in an acute shortage of appropriately qualified trainers and
teachers. In an attempt to address" this further, underqualified
and even unqualified teachers were appointed to meet
the original need. Now, however, the formal training of
prospective teachers is receiving urgent attention.
The nature of formal training programmes is such that the
growing number of under- or unqualified teachers cannot be
accommodated. Even the formal groups who have received a more
theoretical training and who have completed training, prove
that there is an urgent need for practice directed training in
particular. While this group of under- and unqualified
teachers cannot be dispensed with, nor replaced on account of
shortages and moral considerations, and, in most instances,
do not comply with the minimum admission requirements for
formal training, they are conveying knowledge in a "hit-ormiss"
way and are acquiring experience (Kruger, 1980:4-5).