Exploring the Evolution of Teacher Education Schemes and Quality Assurance in Higher Education
Exploring the historical origins and evolution of teacher education schemes, this article delves into the centrality of teacher education in maintaining education quality. From the late 1800s to modern-day urgency for quality assurance, examining schemes such as the UZ Scheme and the Lesotho scheme provides insights into the complex landscape of higher education. The discussion also touches on the collaborative approach needed for monitoring standards and the impact on expanding HE enrolments despite declining resources.
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Rationale and context Origins of schemes of association Conceptualisation of schemes Theoretical and methodological issues Historical and contextual background Case study biased towards UZ Practices and processes in the schemes Perceptions of the benefits of the schemes Comparative analysis Reported impact and reflections
Centrality of teacher education in education quality An education system is only as good as its teachers (Orbell, 1980, p.27) QA has placed spotlight on HE for enhancing the competitiveness of its citizenry and a new range of competencies knowledge economy (Materu, 2007) HE can no longer afford to stand aloof Neither can the profession responsible for developing the primary human capital (Ball, 2015)
Schemes date back to late 1800 Calls for universities to be involved more in elementary teacher education in colleges Accompanied by establishment of Community colleges in American system Institutes of Education in British system Became formalised in post WWII in British empire Establishment of colonial tertiary education system University College of Rhodesia and Nyasaland
Urgency of QA assurance in context of Expanding HE enrolments Declining resources in HE Perceptions that quality could be compromised Premises University agrees to establish a particular award for which it is not itself teaching Colleges assume greater freedom and greater responsibility for curricular design Implications for monitoring standards within a collaborative approach
UZ Scheme governed by explicit terms (i) minimum academic entry qualifications; (ii) the syllabuses being taught at the institution are deep and adequate in time; (iii) the course of study extends over a stipulated number of years or terms; (iv) the teaching staff have the qualifications, experience and competence; (v) the institution is equipped in facilities including the library, laboratories; (vi) the scheme is self-sustaining and accounted for with regard to examiners' fees, travel, consumables, etc. Lesotho scheme implied in ACT Enabling LCE to affiliate with any HEI of choice
Association/affiliation and collaboration evoked Community of practice (Lave and Wenger, 1991) Learning in practice Participation-reification congealing theory into practice Based less on traditional regulatory functions of QA and schemes And more on supportive and participatory practices based in real context and authentic activities
We open our profession to all comers, suggesting that we can teach them to become effective teachers; Effective teaching is in the practice With opportunities for reflective practice Consequences Selection process Interpersonal skills for the learners and colleagues Resilience against challenging contexts A range of mentoring and collaborations Associations and affiliations
Largely qualitative multiple case-study To gain insights into deep-rooted issues including Observations of practices 28 Zimbabwe cases and 1 Lesotho case and 3 practices Interviews on knowledge and perceptions 1 senior manager in each case Survey on experiences 6/12 Zimbabwe cases and 11/75 Lesotho cases Analysis Grounded in themes for emergent issues Constraints Voluntarism backgrounded the collegiality appeal
Zimbabwe more explicit than Lesotho Domination of Zimbabwe case Legacy of Institute of Education, (University of) London Established within the University College of Rhodesia and Nyasaland Under Ministry of Higher and Tertiary, Science and Technology Development (with Ministry of Primary and Secondary Ed) Focusing on Research, Training, INSET & Consultancy Debates include standards A ploy to exclude Africans Ensuring no second class education for Africans
Offering in 3 secondary and 12 (1) Primary colleges: Primary Secondary Practical subjects: Music Ed, PE etc. ECD Explicit articulation with university degree (up to masters) End of Diploma = 1styear degree) In addition to regular monitoring visits Senate Sub-Committee on Associateship and Affiliation once every 3-5 years Interim Visit (after external reports & for infrastructure)
As old as the university From a single college to 13 primary teacher colleges & 3 secondary teacher colleges Financed by a portion of students fees ($300) Students registered with the DTE Monitored through visits that include One that focuses on inputs (infrastructure) The PVC responsible and often follows up The academic external exercise Monitor externalisation Oversee Joint Meeting of Academics and Externals at college On departmental reports Followed by Joint meeting of Academic On results and presentation
Dip Ed (Primary & Secondary) Min of 5 O Level pass (C), including English and Maths Follow a 3 year programme 5 O levels (incl maths & Eng) + 2 A levels = 2 year programme Above (incl maths & Eng) + ND = 18 months Preceded by an interview Curriculum Theory of Education (EDF) Professional Studies (Curriculum studies) Main study Teaching practice Inclusive Education Curriculum Depth Study (Research)
Colleges design the curriculum with DTE Sets a pool of questions sent to DTE Administer the exams and process the results Moderate internally and present in academic board DTE coordinates academic exercises including Appointing examiners for each subject Who set the exam from the pool Appointing an external for practical subject
Starts off introductory remarks Outlining expectations and procedures Introduction of the external (30 50) and internal assessors External led to rooms with students files Externals moderate and submit Marks to admin Comments to Chief Examiner
External exam rooms Externalisation Externalisation involves Coursework Exam scripts Practical work Projects Report includes Trends reflective of course Observations of relevance of syllabus Report any findings or irregularities to Chief Meetings between externals and internals in departments General meeting Academic board (and externals) meetings
Duality of congealing theory into practice External reports usually include Numbers (students enrolled, repeating, failing, distinctions) State of readiness of and quality of presentation by the department Students files presented in details, some for future use A few cases of detailed presentation of students performance High state of take up by authorities Towards eportfolio Observations on syllabus coverage, quality of assessment Beyond extensive syllabus coverage there are issues raised on balance between theory and practice and integrating current issues
Departmental Course File Previous examiner s report Internal report Syllabus and scheme of work Exam papers and marking guides Mark schedules ratified by College Academic Board Exam scripts Exam meeting and Academic Board minutes Students Coursework File Marked and moderated assignments Projects Lecture notes
Coordinator Coordination and advice to college on QA Monitoring syllabus and exam Organising externals External Examiners Review question papers and externalise marks QA that internal and external assessment Report on trends and practices to Chief & Coordinator Chief Examiner QA programme standards Ensure comprehensive QA by externals Adjudicate in disagreements in procedures and practices Compile report to VC on practices and External reports
Collaboration Collaboration LCE ZCEs 4 4 2 2 2 1 0 0 Highly Ineffective Ineffective Effective Highly effective
Teaching & Learning Teaching & Learning LCE ZCEs 4 3 3 2 2 1 0 0 Highly Ineffective Ineffective Effective Highly effective
Assessment Assessment LCE ZCEs 4 5 3 1 1 1 0 0 Highly Ineffective Ineffective Effective Highly effective
CoP in schemes affect Articulation CPD opportunities Research Workshops But collaboration essential Teaching and Learning innovations Appear to work in autonomy Internal QA Illusive in scheme Articulation Articulation Highly Ineffective, 1, 11% Highly effective, 2, 22% Ineffective, 2, 22% Effective, 4, 45%
Reports of and suggestions for innovations Recommendations to integrate experiential knowledge and use technology Human and material resources Issues related to subject area..\Previous work\desktop\External\Mutare Trs Maths External REPORT 2010.docx Research and innovation central The integration of research to practice Expectation too high? Debates about the place of AR Frequent issues with the problem statement and references
Schemes are highly valued as QA mechanisms Meaningful QA requires intensive and explicit processes 2x + 3y = 5xy Neither tight nor loose affiliation is the answer talking down on each other Lack of trust can lead to superficial practices Appreciation of the process and context Enable closer guidance and collaboration Sustainable QA assurance require commitment IQA are more illusive and require ownership
Consider admissions into teacher education Integrate theory and practice more intricately The shift of QA from regulatory About rubric and adherence to policy To innovative practice Works better when initiated from within Training externals to be as perceptive about innovation as flaws Integration of virtual presentation To ongoing internal process Follow up activities To interactive and shared practices and responsibilities Timely and effective distribution of reports Externalisation and moderation of papers
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