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close this bookFurther Diploma in Education (Educational Management) by Distance Education at the University of Pretoria, South Africa (CIE, 2002, 55 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 and Context
Open this folder and view contents2. Overview of programme
Open this folder and view contents3. Research Methods
Open this folder and view contents4. Background of the Learners
Open this folder and view contents5. The Curriculum
Open this folder and view contents6. Students' Views on Aspects of the Course
Open this folder and view contents7. Key themes emerging from the research data
View the document8. Concluding remarks
View the documentReferences
View the documentAppendix 1: List of courses that comprise the programme
View the documentAppendix 2: Content of selected course topics

Abstract

Firstly, the purpose of this report is to describe and discuss the Further Diploma in Education (hereafter FDE) in Education Management, as developed by the Department of Education Management and Policy Studies of the University of Pretoria (hereafter UP). The University issues these diplomas while National Private College (now called Education Distance Learning) manages the administration such as the reproduction of developed materials, dispatch and redistribution. The university is also responsible for the content and learning material development, as well as the assessment and grading procedures.

Secondly, this report investigates teacher educators' responses to the FDE and how this might relate to their educational practices, particularly within diverse, complex and often challenging contexts. This was done by conducting both interviews and focus group discussions, using questionnaires, and analysing the content of curriculum documents. In one focus group interview we spoke to teachers currently involved in the FDE course, i.e. second year students. In the other focus group we interviewed teachers who have completed the FDE, at least one year or more ago.

Lastly, we present an analytical description of the FDE from the perspectives of teachers, both from a quantitative and qualitative stance, which is linked to the analysis of the curriculum documents. In essence, this will show the strengths and weaknesses of the programme and will deal with probable implications for teacher education policy.