This research has noted the impact of a peer-driven model with teachers trained as facilitators, empowering other teachers through an effective co-facilitation strategy of knowledge delivery.
Acquisition of facilitation skills is key to this model whilst simultaneously meeting the requirements of the roles teachers must obtain, as stipulated in the Norms and Standards (2004) document. Acquisition of these skills is also significant as it encourages teachers to create space for learners to be at the centre of learning and not themselves as was the case in apartheid South Africa.
8.14 CONCRETE STRATEGIES
The Department of Education must have a clear teacher release policy for the teachers to attend CPD programmes without compromising learner’s quality learning times.
School managers should be exposed to CPD management programmes for them to understand and exercise their management roles effectively.
Trained facilitators should be seen and used as agents of change in their schools so that acquired skills and expertise are put into practice. This will benefit both the quality of education in the schools as well as enhance the opportunities of implementing acquired skills.
Trained facilitators should be used as mentors and coaches at school level so as to help give needed CPD support to the newly employed ‘novice’ teachers.
All school are to have a well-articulated CPD policy to help reduce challenges teachers are faced with as they implement curricular changes.
HE’s should be allowed to work in partnership with school with teachers engaging in accredited school based research projects towards their Masters Degrees.
The Department should either provide buses or transport tours for teachers as they attend CPD programmes.
8.15 CONCLUSION
Finances normally play a crucial role in terms of the provision of professional-development programmes. South Africa’s biggest challenge has been that of providing the most basic of facilities for normal school activities. The introduction of sophisticated curriculum policies like OBE within poverty stricken school environments has placed teachers in an invidious position, leaving them without access to even basic facilities. Teachers have been out of synch within this context, without the possibility of utilising their professional-development skills as required for effective curriculum delivery.
Facilitators who participated in this research have, in the majority, indicated their lack of involvement due to the fact that, from their meagre salaries, they were expected to pay for transport to attend professional-development programmes. To avoid long-distance travelling, available Education Centres need to be properly furnished with the latest technological equipment, and this must be made available for teachers to use. E learning could also enhance teachers’ professional-development opportunities, but schools and Education Centres will need a sizeable budget to begin gradual upgrading of poorly equipped existing facilities. Hoban (2005) in his book questions why many beginning teachers do not cope with the reality of schools? Why beginning teachers often revert to conventional teaching methods when they hit the classroom?
Why 30% of new teachers leave in the first five years? We need a better way of educating pre- service students by using a program design that mirrors how to best learn about teaching and portray it as a complex profession if our teachers are to survive the challenges of the 21st Century.
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APPENDICES
Appendix 1: Introduction to the ICCE programme
An Introduction to the ICCE-programme: AN OPERATIONAL FRAMEWORK FOR TEACHER DEVELOPMENT AND EDUCATIONAL SUPPORT.
A partnership between The Department of Education and Culture in KwaZulu-Natal and the Danish Ministry of Foreign Affairs represented by The Danish Consortium has resulted in the establishment of the IKHWEZI COMMUNITY CENTRE FOR EDUCATION.
The “IKHWEZI COMMUNITY CENTRE FOR EDUCATION” in KwaZulu-Natal
It is envisaged that by October 1997 a new INSET-Centre will be ready to operate in KwaZulu- Natal with South African managers and trainers, as follows:
• 2 managers;
• 28 management trainers;
• 28 trainers in general INSET;
• 28 trainers in INSET who will deliver school-focused, subject-based INSET.
•
This new institution could provide a provincial and national model, which can help assist in the transformation of the INSET-sector into a viable and dynamic component of teacher education and school development.
The ICCE will be the centre of a regional network including schools, the organised teaching profession, individual teachers, individual managers, and school communities, which will combine in an initiative to support school development in general.
Introduction to the staff
The consortium has appointed Ms. Peggy B. Msimango as chief manager for The “IKHWEZI COMMUNITY CENTRE FOR EDUCATION in the project period in 1997.
The chief manager will be supported by 2 Danish managers in 1997:
Lisbeth Manicus and Søren F. Andersen (the latter is responsible for the project implementation in relation to the Terms of Reference and the project document).
A second South Africa manager will be appointed by 1st March and at the same time a secretary will be appointed.
The managers will be supported by 8 Danish assistants in planning and implementing the training sessions for the 84 trainers.
Project implementation will be undertaken by the managers of the ICCE together with the Danish Consortium in consultation with the KwaZulu Department of Education and Culture.
In 1998 a Danish consultant will support the ICCE for 5 months.
Introduction to training of trainers
The team of trainers will be recruited from head of districts, superintendents, principals, vice- principals and teachers from different schools. This is a way to establish networks of professionals