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close this bookRoles and Responsibilities, Institutional Landscapes and Curriculum Mindscapes: A Partial View of Teacher Education Policy in South Africa, 1990 - 2000 (CIE, 2002, 40 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentList of Acronyms
View the document1. Introduction
View the document2. A broad contextual framework
View the document3. Origins of the landscape
View the document4. An overview of curriculum changes
View the document5. Curriculum mindscapes
View the document6. The Norms and Standards for Educators
View the document7. Colleges of Education
View the document8. Towards a new teacher education system
View the document9. Some tentative conclusions
View the document10. Questions for the future
View the documentReferences
View the documentAppendix
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10. Questions for the future

· Assuming high attrition rates for teachers over the next fifteen years raises serious challenges for supply. How best can we prepare for this rapid increase in enrolments? What are the most appropriate forms of delivery in this situation? Should we expect a rapid increase in the number of unqualified teachers at schools seeking in-service initial training qualifications?

· A major responsibility of the DoE is to provide adequate funding to the public higher education institutions providing teacher education. This should include adequate subsidy funding and a financial aid system. Although the DoE has a strong commitment to this, it requires support in securing the funds. What is the best funding mechanism for financial aid to teacher education students? Should this remain a responsibility of the NSFAS?

· Higher education subsidy funding is linked to research. There is a desperate paucity of fine-grained research on all aspects of teacher education, of the impact of HIV/Aids, on supply and demand, on modes of delivery, integrated and continuous assessment, Recognition of Prior Learning, curriculum content, etc. Universities and technikons with their expertise in this area can make a major contribution to this research (and, thereby, improve their own programmes). There are exciting opportunities for a national research programme involving the DoE, providers, agencies such as the HSRC, NGOs and the unions. How can a nationally co-ordinated research programme be created that addresses the "public" interest?

· A key challenge facing the design and development of new teacher education programmes lies in the notions of integrated assessment, applied competence and recognition of prior learning. The NQF requires that a learner demonstrate the ability to integrate the reflexive, practical and foundational competencies in an applied context. How can one evaluate and assess such a demonstration with limited resources?

· The NQF places a great deal of emphasis on values but there is no clear indication of how values are to be evaluated and not a great deal of information on how they should be taught. What approaches to ethics and values in education should we promote? Could one fail a student teacher and prevent them from becoming professionally qualified on the grounds that they have the wrong attitude? What counts as evidence of bad character?

· Private providers have an important role to play in teacher education. How can productive relationships and partnerships be nurtured between public and private providers?

· Given the crucial role that will be played by the ETDP SETA in regard to funding and quality assurance how best can the public providers nurture a strong working relationship with the ETDP SETA?