QUALITY SCIENCE TEACHERSAND

THE ROLE OF INTERNATIONAL AGENCIES IN

S.A

Thembi NdlalaneOkayama University22 November,2010.

South Africa

THE SOUTH AFRICAN EXPERIENCE

The apartheid system and its legacy- 17 education departments

Inequalities in teacher training and development.

Inadequate teaching and learning materials and other resources in Black schools.

The quality of teachers in Black schools. Teacher talk teaching strategy. The quality of learners coming out of the

system. The wide gap between black and white

schools.

AFTER 1994

Invitation to the outside world to help build the country.

International agencies from all over the world JICA, USAID, Dutch Embassy, British Council,

Norway, etc. Volunteers and Peace Cops Exchange programs with universities Sent teachers to these countries for 3 – 6

weeks Sent academics from universities to work with

teachers.

SUPPORT FROM INTERNATIONAL AGENCIES

Helped teachers to understand the nature of science and its tool of inquiry.

Helped teachers by using various teaching and assessment strategies to encourage critical thinking.

Introduced peers and community structures to support their teaching – lesson study, school-based INSET programs and clusters/ teacher networks.

Designed and developed learner centered materials. Provided basic equipment that assisted teachers to

conduct experiments. Trained the subject advisors/ implementers as support

structure. Planned, designed and developed meaningful lessons

that promote effective teaching and learning .

SUSTAINABILITY OF SUCH PROGRAMS Reflective practices- self, group and

community assessment- ( Lesson study) – school-based activity.

Professional discussions, peer learning, teacher clusters/ networks and professional teacher centers- in-service courses and programs (MSSI –JICA)

Partnerships created with local academic institutions, department of education and community experts, etc.

Life-long learning and sharing within agencies(formal or informal).

TOWARDS EFFECTIVE TEACHING Teaching for understanding-Knowledge, skills and

values for the future Creation of opportunities for learners to explore

their own experiences by using analogies and stories linking to the new content.

Inquiry teaching approach as active learning- interactive discourse in knowledge creation.

Effective management for classroom learning environments.

Development of research skills through projects, assignments and competitions – Expo, symposium.

Computer generated work and tasks for presentation or discussion.

CONCLUSION

Agencies have created a conducive learning situation for teachers.

Teachers developing and furthering their studies locally and in some of these countries.

The skills from outside agencies are still needed for volunteering work within the country.

The gap is still wide between previously black disadvantaged schools and previously white advantaged schools.

S.A still needs classroom support in mathematics and science for the next 10 years.