Temba C. Bassoppo-Moyo, Ph.D.
The University of Memphis
405 Ball Hall
Memphis, TN 38152
901 678-4379 Office
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bassoppo-moyo.temba@coe.memphis.edu
http://www.coe.memphis.edu/coe/ICL/TMOYO/tmoyo.html
This study examines the preliminary results of Phase IV of the Zimbabwe Integrated Teacher Education Course (ZINTEC), an alternative course delivery system implemented since 1980 in Zimbabwe. This ongoing longitudinal study explores the techniques of implementing multimedia distance learning systems designed to alleviate a critical shortage of preservice teachers in a developing country. The study explores the evolution of different technologies ranging from audio-visual educational systems to computer-based multimedia systems. Through rigid record-keeping and classroom evaluation strategies, the study looks at the various effects of these technologies and how they may be universally applied.
This study examines the preliminary results of Phase IV of the Zimbabwe Integrated Teacher Education Course (ZINTEC), an alternative course delivery system implemented since 1980 in Zimbabwe. This ongoing longitudinal study explores the techniques of implementing multimedia distance learning systems designed to alleviate a critical shortage of preservice teachers in a developing country. The study explores the evolution of different technologies ranging from audio-visual educational systems to computer-based multimedia systems. Through rigid record-keeping and classroom evaluation strategies, the study looks at the various effects of these technologies and how they may be universally applied.
Since attaining independence in 1980, the Government of Zimbabwe sought to democratize access to education which culminated in the great expansion of primary, secondary, and tertiary education. One area of the greatest expansion was in the training of primary and secondary school teachers.
With the post-independence government policy virtually assuring everyone of at least basic primary education, the country's primary and secondary schools exploded in enrollment and have remained filled to capacity since independence. In the meantime, Zimbabwe's population has increased by 3 million in the past decade making classroom crowding at primary, secondary and tertiary levels an overriding problem.
The government’s fiat on open enrollment appears to have created more challenges than solutions despite accelerated efforts to increase training methods for preservice teachers. The result has been a proliferation of poorly trained and ill-equipped preservice teachers graduating from teachers’ training colleges.
As a result, in 1981 the government of Zimbabwe adopted a supplementary training program that was designed to train preservice teachers at a distance. Funded by multi-national donors, the Zimbabwe Integrated Teacher and Educational Course (ZINTEC) was created to alleviate classroom crowding among teachers’ colleges by introducing an alternative course delivery program that was designed to train teachers at a distance. Initially, the program concentrated on delivering instruction at 4 central locations throughout the country using radio and instructional television (ITV) signals. Since then, the ZINTEC program has increased in scope, curricula and enrollment and now incorporates internet and World Wide Web (WWW) computer-based learning environments in addition to the audio visual delivery systems.
The conventional structure of teacher education in Zimbabwe consists of a 3 year course involving several weeks of teaching each year. The ZINTEC program extends this to a 4 year period during which the teacher trainees attend an initial 16 week residential course at one of the 4 ZINTEC regional colleges. On completion of the residential course, the trainees are deployed into the field for the next 10 school semesters. During this on-the-job training period, the trainees continue their studies using asynchronous distance learning technologies coupled with field supervision by tutors, and attendance at district and regional seminars. At the end of the on-the-job training period, the trainees return to their colleges for a final week residential course.
To ensure accountability to the sponsors, the program has been monitored since its inception in 1981 and continues to provide valuable data on a yearly basis. Program effects have been documented by looking at such variables as student enrollment, profiles, and classroom performance. This study also examines attitudes and perceptions of the students, faculty, administrators, government bureaucrats, private and public support groups as well as other stakeholders. This presentation documents the results for Phase IV of the program covering 1991-1996.
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This topic has been presented to the Ministry of Education, Zimbabwe and the UNESCO office in Harare, Zimbabwe. I have presented different topics in instructional design at all Mid-South Instructional Technology Conferences since the formation of the organization (1994).