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

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dc.contributor.advisoren_US
dc.contributor.advisoren_US
dc.contributor.authorEngelbrecht, Frederik D.en_US
dc.date.accessioned2014-02-07T14:08:04Z
dc.date.available2014-02-07T14:08:04Z
dc.date.issued2007en_US
dc.descriptionDissertation presented for the degree of Doctor of Philosophyen_US
dc.description.abstractAbstract provided by authoren_US
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)en_US
dc.description.abstractThe goal of this study was to develop a contextualized CBE programme design and implementation framework. International framework. International programme design and implementation frameworks were analysed and synthesized 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 conditionsen_US
dc.description.abstractA 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 frameworken_US
dc.description.abstractThe findings of the study pertain to programme design and programme implementation. The programme design findings emphasized 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 continious evaluation of the teaching environment and lecturer performanceen_US
dc.description.abstractThe study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoide 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_US
dc.description.degreeStellenboschen_US
dc.description.degreeSouth Africaen_US
dc.description.degreeUniversity of Stellenboschen_US
dc.description.degreeDoctor of Philosophyen_US
dc.format.extentxiii, 446 pen_US
dc.identifier.isisF004-199299999999999en_US
dc.identifier.urihttp://hdl.handle.net/11070/408
dc.language.isoengen_US
dc.masterFileNumber3409en_US
dc.source.urihttp://hdl.handle.net/10019/624en_US
dc.subjectCompetency based educationen_US
dc.subjectCompetency based educational testen_US
dc.subjectCurriculum planningen_US
dc.subjectCurriculum evaluationen_US
dc.subjectInstructional systemen_US
dc.subjectDesign planningen_US
dc.subjectTraining of teachersen_US
dc.titleA framework for the design and implementation of competency-based teacher education programmes at the University of Namibiaen_US
dc.typeThesisen_US
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