EXPLORING THE EFFECTIVENESS OF THE INITIAL PRIMARY TEACHER EDUCATION-OPEN AND DISTANCE LEARNING (IPTE-ODL) PROGRAMME IN MALAWI: THE CASE OF LILONGWE RURAL WEST.

Abstract

The aim of this study was to examine the effectiveness of the Initial Primary Teacher Education - Open and Distance Learning (IPTE-ODL) programme that Malawi introduced in 2010 in order to address the critical shortage of teachers in rural primary schools. The programme was envisaged as the most cost effective method of training huge numbers of teachers within a limited period. The study used qualitative case study design with purposively selected respondents. A sample of 34 participants was used. Data was generated through interviews, lesson observations and document analysis and four IPTE-ODL teachers were observed teaching. Data generated was compiled into readable texts. Themes and patterns were generated and were further clued-up to the Kirkpatrick's four-level conceptual framework and presented descriptively. Seven indicators were used and these were; objectives of the IPTE ODL programme, completion rate, retention rate, perceptions, teacher performance, professional support and challenges. The study findings revealed that the IPTE-ODL programme is an effective teacher-training programme as the teachers trained through it, are able to transfer knowledge to their students. The programme is also cost effective as it is able to train more and quality teachers within a short period. The study, however, noted that inadequate orientation period, lack of support and resources were negatively affecting its success. The Ministry of Education, Science and Technology, therefore, should critically look into these areas and address them all.