An investigation into the management of in-service education and training (INSET) in the Natal-KwaZulu region.
In any education system “no other single factor determines to such an extent the quality of education in a country as the quality of the corps of teachers, lecturers and instructors” (HSRC 198 : 180). This factor is of greater significance in the context of the new South Africa that politiicans and educationists are planning. In planning for a uniary system of education and provincial education departments, the study investigates the organizational aspects of management of In-Service Education and Training (INSET) mainly for teachers in the Natal-KwaZulu region. The primary objectives of the study are: 1. To investigate on a macro-level the management of INSET in each of the former five education departments in Natal-KwaZulu region; 2. To establish whether: (a) there is common ground in respect of INSET amongst the various former education departments in Natal-KwaZulu; and, (b) the different control mechanisms acts as a hampering factor in sharing of resources relating to INSET. 3. To make recommendations to the Natal-KwaZulu education authority so that primarily INSET for teachers may be improved. As a background to the study, key terms were discussed and INSET models and methods reviewed. Brief reference was made to change strategies relating to INSET. This was followed by a discussion of national and regional strategies for INSET, agencies and locations for courses. To obtain a better perspective of INSET a scan of INSET provision study involving England and Wales, Scotland and several Sub-Saharan countries was undertaken. A situational analysis of INSET in each of the former five education departments in Natal-KwaZulu was followed by an empirical study. Conclusions and recommendations were then suggested. The major findings were as follows: 1. There was no structured, documented national or regional policy for INSET. 2. The funding formula for education discriminated against the Black, Indian and Coloured teachers. Funding for INSET was inadequate. 3. There was no co-ordination amongst the former five education departments as far as INSET was concerned. 4. Structures and staffing for INSET at Head Office were limited. Resulting in and ad hoc provision of courses in most Departments. Valuable human resources at schools in the private sector INSET projects and at tertiary institutions were not used effectively. This was a management flaw. 5. The expertise of the inspectorate with respect to INSET was the only common ground that existed amongst the former five education departments. However, such expertise was not shared. 6. In view of the foregoing the management of INSET in most departments in Natal-KwaZulu was not very effective.