The primary purpose of this study was to explore the continuing teacher development challenges with specific reference to Mpumalanga province in South Africa. A total of ten (10) school principals from primary, secondary and combined schools participated in the study. The participants were selected using the convenience sampling method, considering their distance, knowledge base and desire to contribute to the study. The study was qualitative using the interpretivism philosophy. Data were collected through semi-structured interviews employing open-ended questions. Data were analysed using the NVIVO data analysis software. The findings revealed some blind-spot challenges teachers face during and after continuing teacher development sessions that policymakers could not identify. The study recommended the need for tertiary intuitions to introduce professional development as a study programme, CPTD userfriendly software, and the government should allow early retirement without penalties on a pension for senior teachers as well as linking principals' promotion to professional development.
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Bulgarian Comparative Education Society
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Zenodo (CERN European Organization for Nuclear Research)
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The Botswana Education and Training Sector Strategic Plan (ETSSP 2015-2020) marks a significant milestone in our collective efforts as a nation to bring about a more diversified, knowledge-based economy. Through a planned and careful development of human capital, the ETSSP seeks to refocus our education and training towards fulfilment of social and economic aspirations identified in our Revised National Policy on Education (RNPE), the National Development Plan, Vision 2016 and as well as the Millennium Development Goals.The ETSSP serves to address poor levels of performance across the sector, through quality changes and improving the curriculum; improving teaching and learning at all levels and undertaking intensive teacher development (training); developing appropriate assessment patterns through setting up a National Assessment Framework to better organize school-based assessment and measuring skills and linking with national assessment.In this study, readiness of primary schools teachers in implementing OutcomeBased Education (OBE) and Outcome Based Assessment (OBA)was assessed in South East regionin Botswana. Surveydesign using a questionnaire was conducted with 480 primary school teachers from the four inspectorate areas of the region. Results show that teachers at this level are not trained to implement OBE nor OBA. Recommendation on expedited training on these is made.
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Mediterranean Journal of Social Sciences
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The focus of this paper is on the management and governance of education at provincial level – specifically on efforts to introduce performance management into education by the Western Cape Education Department (WCED), and their impact. Post-1994 the WCED inherited a bureaucracy that was well placed to manage the province’s large public education system. Subsequently, irrespective of which political party has been in power, the WCED consistently has sought to implement performance management. This paper explores to what extent determined, top-down efforts, led by the public sector, can improve dismal educational performance.The paper concludes that the WCED is (and long has been) a relatively well-run public bureaucracy. However, the sustained, determined efforts to strengthen the operation of the WCED’s bureaucracy have not translated into systematic improvements in schools in poorer areas. One possible implication is that efforts to strengthen hierarchy might usefully be complemented with additional effort to support more horizontal, peer-to-peer governance at the school level.
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Sa Journal of Human Resource Management
