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close this bookSouth African College for Open Learning: A Model of an Inservice Distance Education Programme for Initial Teacher Education (CIE, 2002, 37 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentList of Acronyms
View the documentAbstract
View the document1. Introduction
View the document2. Overview of Development of Teacher Education at SACOL
View the document3. Context in which the data was collected
View the document4. Data Collection and Analysis
Open this folder and view contents5. Overview of the College
Open this folder and view contents6. The Initial Teacher Education Curriculum and its Evaluation
View the document7. Students' Aspirations, Expectations and Preparedness
View the document8. Costs of the SACOL Programmes
View the document9. Key Issues from the SACOL Case Study
View the document10. Concluding Remarks
View the documentReferences
View the documentAppendix One: Student registration at SACOL for 1999 and 2000
View the documentAppendix Two: Results for certificate courses
View the documentAppendix Three: Results for diploma courses
View the documentAppendix Four: Higher Diploma in Education
View the documentAppendix Five: Further Diploma In Education
View the documentAppendix Six: Categorisation of academic staff into faculties and departments
View the documentAppendix Seven: Buildings and infrastructure at each campus
View the documentAppendix Eight: Diploma In Education: Structure (10 Cotep Credit - 360 Saqa)

3. Context in which the data was collected

Data for this study was collected from March to July 2000. During this period there were various structural and policy changes taking place at SACOL. At a structural level, in March 2000, the staff from the ex-Umlazi College of Education moved to the ex-Springfield campus. During the time of data collection there was a movement of staff and files. Things looked chaotic and not everything could be found on time. Data collection had to be managed within that environment.

In April 2000 the Minister of National Education issued a directive that the colleges had to be incorporated into institutions of higher education by 1 January 2001. Since March college staff have been concentrating on the issues of incorporation. The uncertainty of their future has led to low morale among staff and this permeated the interviews. No new materials were developed in 2000 (although there has been some adaptations of materials for the second year of courses that began in 2000). The study was then conducted in the mood where the key issues were not curriculum and student learning but rather job security and the future of individuals.