Journal of Emerging Trends in Educational Research and Policy Studies: Home

Article Title: A Critical Examination of the Challenges of Teacher Education through Open and Distance Learning Delivery Mode in Malawi Universities
by Mackenzie Ishmael Chibambo, and Docks R. Jere

Abstract:
Since 2007, Malawi has seen a tremendous increase in student-enrolment rates at both primary and secondary school levels in a social context of rapid change and democratisation of education. While this is a welcome development, many secondary schools have been confronted by myriad challenges such as inadequate classroom and hostel infrastructure, and human and material resources. The surge in student enrolments has resulted in very high student-teacher ratios sometimes reeling at well over 1:100 in most cases. Such incongruent teacher-student ratios present a daunting task in the teaching and learning processes. In order to increase teacher supply, Mzuzu University (Mzuni), one of Malawi�s four premier public universities, has since introduced the Open and Distance Learning (ODL) and Parallel Learning delivery modes for training teachers as a way of reducing student-teacher ratios at the secondary school sub-sector. Given these developments, professional development of both new and experienced teachers becomes central towards the improvement of education quality and improved educational reforms. The purpose of this study was to examine student-teachers� perception on the challenges they encounter in their five-year teacher education degree programme offered through the ODL delivery mode. To do so, students were asked to identify major issues that confront them during the entire five-year initial teacher preparation programme. They were also asked to suggest possible solutions to the issues. The study adopted a qualitative research design: a causal study involving a sample drawn from 2nd year to 5th year students at Mzuni was done. The results from the analysed data revealed that there were both educational and socio-economic factors that confront students� learning experiences by gender and age. The paper further highlighted that as teacher education undergoes significant reforms by way of training more qualified teachers through ODL delivery mode, issues of quality and quantity should not be underestimated. To this end, we recommend faculty members to be equipped with responsive and innovative teaching strategies that will present a perfect fit for such large classes if we are to produce high-quality graduates who will be relevant and competitive on the market. The paper concludes by arguing that, in Malawi, a lot of work lies ahead in as much as teacher training is concerned. This is particularly true if these teachers are meant to overcome the various educational challenges that retard quality of education in the secondary schools, and that way, the teaching and learning processes will be improved.

Keywords: challenges, teacher-preparation, democratisation, gender equity, case study

Download full paper