Wolfenden, F.; Gallastegi, Lore and Chitsulo, J.
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More than half of the countries of Sub Saharan Africa have yet to achieve gender parity in primary and secondary education. The presence of female teachers as role models is recognised as an incentive for girls’ enrolment and learning success but in many rural areas in Malawi there are few qualified teachers working in primary or secondary schools.
In this paper we outline the characteristics and rationale of a new programme designed to address this issue in Malawi; over a period of a year women in rural areas take on the role of ‘learning assistants’ in their local community school whilst studying to achieve the qualifications necessary for application to a formal primary teacher training course. Study towards the school leaving examinations is through supported open learning using original open content materials. We examine the design of the programme and in particular the support provided to participants, personal support as well as embedded support in the self-study resources. Using initial analysis of data from the early stages of the project we explore the backgrounds and motivations of the applicants to the programme and emerging constraints on the achievement of programme intentions.
|Item Type:||Conference Item|
|Copyright Holders:||2011 DETA (Distance Education and Teacher Training in Africa)|
|Keywords:||learning assistants; Malawi; women; rural schools; teachers; distance learning|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
International Centre for Comparative Criminological Research (ICCCR)
|Depositing User:||Freda Wolfenden|
|Date Deposited:||25 Jan 2012 14:47|
|Last Modified:||10 Feb 2017 04:43|
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