A critical examination of the challenges of teacher education through open and distance learning delivery mode in Malawi university

Abstract

Since 2007, Malawi has seen a tremendous increase in student-enrolment rates at both primary and secondary school levels in a social context of rapid change and democratisation of education. While this is a welcome development, many secondary schools have been confronted by myriad challenges such us inadequate classroom and hostel infrastructure, and human and material resources, surge in student enrolments has resulted in very high student teacher ratios sometimes reeling at well over 1:100 in most cases. Such incongruent teacher-student ratios present a daunting task in the teaching and learning processes. In order to increase teacher supply. Mzuzu University (Mzuni), one of Malawi*s four premier public universities, has since introduced the Open and Distance Learning (ODL) and Parallel Learning delivery modes for training teachers as way of reducing student-teacher ratios at the secondary school sub-sector. Given these developments, professional development of both new and experienced teachers becomes central towards the improvement of education quality and improved educational reforms. The purpose of this study was to examine student-teachers' perception on the challenges they encounter in their five-year teacher education degree programme offered through the ODL delivery mode, To do so, students were asked to identify major issues that confront them during the entire five-year initial teacher preperation programme, They were also asked to suggest possible solutions to the issues, The study adopted a qualitative reseateh des:gn: a causal study invoÅ'ing a sample drawn from 2nd year to 5th year students at Mzuni was done. The results from (he analysed data revea)ed that there were both educationil and socio-economic factors that confront students' learning experiences by gendér and age. The paper further highlighted that as teacher education andergoes significant reforms by way Of trainihg more qualified teachers through ODL delivery mode, issues Of quality and quantity should not be underestimated- TO. this end, wc recommend faculty members to be equipped with responsive and innovative teaching strategieé will present a perfect fit for such large classes if we are to produce high-quality graduates who will bc 1*lcVaht and competitive on the market. The paper concludes by arguing that. in Malawi, a lot o? work lies ahead in as much as teacher training is concerned. This is particularly true if these teachers arc meant to overcome the v4rious educational challenges that retard quality ofedvcation in the secondary schools, and that way, the teaching and learning processes be improved,