Transkei College of Education lecturers' perceptions of principles guiding the quality assurance policy of the college's academic programme.
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Date
1999
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Abstract
The aim of this study was to determine the views of the Transkei College of Education (TCE) lecturers concerning the principles that should guide a quality assurance (QA) policy of the academic programme of the institution. To address this, five sub-questions were raised, dealing with respondents' perceptions on: generic or specific skills; involvement in drafting teacher education outcomes; the criteria for outcomes' assessment; programme monitoring and the handling of the results of the monitoring process. This case study, was conducted at TCE, in Umtata. Data were gathered by using a self-administered questionnaire distributed to all college lecturers, resulting in a (64%) return rate. Participating lecturers' responses revealed that they preferred that the teacher education programme contained both generic and specific skills/outcomes; that such outcomes be developed by stakeholders, the most important of which should be mastery of subject matter to be taught. The respondents' regarded the establishment of a committee to oversee the self-evaluation process as the most important criteria to be used in the process of self evaluation, while senior members of staff take on the responsibility of monitoring self-evaluation processes. The respondents felt that the results of self-evaluation should be used to improve and develop the programme. Overall, the respondents exhibited a good understanding of the principles that should guide the development of both the college's educational outcomes and a QA system for the college. The respondents also showed alacrity of thought regarding the important elements in the development of criteria and outcomes for the programme offered at the college, as well as for the assessment and monitoring of the programme to ensure quality. The study therefore, recommends that practical steps be put in place for the review of the educational outcomes of the college - which of necessity will entail maximum stakeholder participation - both from within the college and outside. Furthermore, it is also evident from the results of this study that the college is ready for a quality assurance system for its academic programme.
Description
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.
Keywords
Education, Higher--Standards--Eastern Cape, Theses--Education., Education, Higher--Aims and objectives--Eastern Cape., Quality assurance--Education