A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia

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dc.contributor.advisorBitzer, E. M.
dc.contributor.advisorCarl, A. E.
dc.contributor.authorEngelbrecht, Frederik Daniel Jacobusen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2008-03-26T11:03:49Zen_ZA
dc.date.accessioned2010-06-01T08:21:19Z
dc.date.available2008-03-26T11:03:49Zen_ZA
dc.date.available2010-06-01T08:21:19Z
dc.date.issued2007-12
dc.descriptionThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.
dc.description.abstractCompetency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.en_ZA
dc.format.extent1552538 bytesen_ZA
dc.format.mimetypeapplication/pdfen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/1425
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectCompetency-based education -- Namibia -- Researchen_ZA
dc.subjectTeacher educationen_ZA
dc.subjectProgramme designen_ZA
dc.subjectDissertations -- Curriculum studiesen
dc.subjectTheses -- Curriculum studiesen
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subject.lcshTeachers -- Training of -- Namibiaen
dc.subject.lcshCompetency-based educational tests -- Namibiaen
dc.titleA framework for the design and implementation of competency-based teacher education programmes at the University of Namibiaen_ZA
dc.typeThesisen_ZA
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