Comparative analysis of Zimbabwean and Lesotho’s teacher education affiliation schemes

1. Comparative analysis of Zimbabwean and Lesotho’s teacher education affiliation schemes Thabiso Nyabanyaba

2. Overview • 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

3. Rationale: the need to introspect • 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)

4. Origins of schemes of association • 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

5. Contexts and conceptual issues • 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

6. The two schemes • 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

7. Theoretical considerations • 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

8. Teacher education conundrum • 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

9. Methodological issues • 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

10. Description of cases • 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

11. Teacher Education Programmes @ UZ • 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 = 1st year 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)

12. Scheme of association • 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

13. Admissions requirements • Dip Ed (Primary & Secondary) • Min of 5 O Level pass (C), including English and Maths • Follow a 3 year programme • 5 O levels (inclmaths & Eng) + 2 A levels = 2 year programme • Above (inclmaths & 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)

14. Processes in the scheme • 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

15. Process of externalisation • 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

16. 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 • External exam rooms Externalisation

17. Reification tools • 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

18. Examinable material • 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

19. Roles and responsibilities • 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

20. Comparative analysis

21. Comparative analysis

22. Comparative analysis

23. Impact • 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

24. Reification tools • 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\MutareTrsMaths 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

25. Conclusions • 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

26. Recommendations • 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

27. References • Emmett, G (2010) professional Standards: A Context for Teachers as Learners in Victorian Schools in Kwo, O (Ed) Teachers as Learners: Critical Discourse on Challenges and Opportunities. Vol. 26 (pp 269 – 291) • Honig, M & Rainey, L (2014) Central Office Leadership in Principal Professional Learning Communities: The Practice Beneath the Policy. Teacher College Record Volume 116 Number 2 P. – http://wwwe.tcrecord.org ID Number:17404. Date accessed 10/11/2015 • Kuriloff, P (2015) Are Great Teachers Born or Made. Teacher College Record. Date Published : October 28, 2015http://wwwe.tcrecord.org ID Number:18214. Date accessed 10/11/2015 • Taiwo, A (2008) Benchmarking Educational Quality in African Universities: The Case of the Department of Mathematics and Science Education, University of Botswana EBSCO