Distance Education in the Teacher Education Program of Zimbabwe.

Overview & Synopsis

A research project was conducted to develop a narrative description of the strengths and weaknesses of the distance education component of the Zimbabwean teacher education program. The Triad Perspective Model of Distance Education (TPMDE), which resulted from the study's emergent design, combines three theoretical perspectives on education: systems theory; curriculum development theory; and adoption and diffusion of innovations theory. Major program strengths, identified using the TPMDE as a framework, are: (1) the strength of the conviction among Zimbabwe's educational community that distance education is a worthwhile venture; (2) the persistence of those involved in the program; (3) Ministry of Education advocacy; (4) quality of personnel involved in the program; and (5) quality of students at the teachers' colleges. Major weaknesses were: (1) the lack of a Zimbabwean model for distance education; (2) ineffective communication; (3) lack of accountability; (4) insufficient quantities of trained personnel; and (5) lack of instructor-student feedback procedures. Recommendations based on the comprehensive description of the program's distance education component included establishing a Distance Education Commission, providing for program evaluation on a regular basis, encouraging a more active role for the University of Zimbabwe, and establishing a distance education department at each teachers' college in the country. (5 references) (GL)