Supply and demand for teachers: is open and distance learning an answer?
The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of tea...
| Publicado en: | Africa Education Review Vol. 5; no. 2; pp. 351 - 364 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=35772187&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 35772187 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Jul2008 vid: 5 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 35772187 10.1080/18146620802450058 ppf: 351 ppct: 13 formats: tig: atl: Supply and demand for teachers: is open and distance learning an answer? aug: au: Mashile, E. O. affil: College of Human Sciences, University of South Africa su: Supply & demand of teachers Distance education Education Teacher training Evaluation South Africa sug: subj: South Africa Supply & demand of teachers Distance education Education Teacher training Evaluation keyword: distance education open distance education teacher education teacher professionalism teacher supply and demand ab: The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2008 holdings: @attributes: islocal: N |
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