Staff development needs for teacher educators in the Northern Province with regard to the implementation of the National Qualifications Framework

[摘要] ENGLISH ABSTRACT:The purpose of this research was to identify staff development needs of teacher educators inthe Northern Province regarding the implementation of the National QualificationsFramework. It also aimed at providing guidelines for staff development that could be usedto meet the identified needs. In order to achieve this purpose, the researcher consulted bothprimary and secondary sources to gather information on the topic, that could also providebackground for the construction of data collecting instruments, which are the interview andthe questionnaire.According to the literature research, South African teacher education is facing a lot ofchanges. Government, industry and education community is concerned about the state ofteacher education, and have been involved in various initiatives to improve its quality. Theintroduction of the NQF is an attempt to improve the quality of education and training. Itshed new light on concept concepts like qualifications, curriculum design and development,quality of education, assessment of the work of learners and the governance of nationalqualifications. It also introduced new perspective on concepts like the phases of education,quality assurance, allocation of credits and outcomes.Staff development is mentioned as a strategy that can be used to implement the changes thatthe NQF came with. Factors that can support or hinder the implementation of the changeare highlighted through models. The models are explained and their relevance to the studyare interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation ofdata are also outlined. The interviews showed that colleges have started to implementCOTEP. The department of education disseminated information about the changes, heldworkshops to ensure a common understanding, and left the colleges to implement thechanges. Teacher educators experienced problems in the following areas: compilationof unit standards, quality assurance, determining admission criteria according to the NQFand implementation of the programmes they have designed.The questionnaires indicated that there is a lack of clear policies on how to equip the staffwith skills to implement change. Although some of the staff members are aware of thechanges, the information is not passed on to others. Lecturers are not familiar with basicaspects of the NQF like bands, levels, aims, credits, notional hours,accreditation andquality assurance. The link between COTEP and the NQF is not well understood. Theneeds identified are listed, conclusions and recommendations as to how theimplementation could be more effective are made.

[发布机构] Stellenbosch University