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Distance Education and a Realistic Teacher Education Pedagogy in Uganda: Impact of an ICT-Supported Learning Environment

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Distance Education and a Realistic Teacher Education Pedagogy in Uganda: Impact of an ICT-Supported Learning Environment Distance education and a Realistic Teacher Education Pedagogy in Uganda: impact of an ICT-supported learning environment Gudula Naiga Basaza Promotor: Prof. Dr. Martin Valcke Co-promotor: Dr. Anne Ruhweza Katahoire Proefschrift ingediend tot het behalen van de academische graad van Doctor in de Pedagogische Wetenschappen 2006 3 Preface This thesis is a product of research conducted on the use of ICT in instruction in distance teacher education in Uganda which began in April 2002. The research explored the impact of a realistic teacher education pedagogy oriented learning environment supported by ICT on efficiency in terms of flexibility, improving perceptions about instructional approaches and efficacy in terms of levels of cognitive processing and metacognition in distance teacher education in Uganda. Combined efforts made the once a dream, a reality. Prof. Martin Valcke, the promoter of the research, saw sense in a mere dream and indeed nurtured it to reality. Consistently, he was supportive, motivating and resourceful. He unreservedly provided a conducive academic environment. Dr. Anne Ruhweza Katahoire, the co-promotor of the research was instrumental in contextualizing the research to Uganda. Special thanks to the family members of the promoters for all the support to this research. Great thanks to the support committee Prof. Gilberte Schuyten, Prof. Ronald Soetaert and Prof. Thierry Marchant, whose guidance helped to fine-tune this thesis. Special thanks go to the Belgian Technical Cooperation - BTC/CTB for funding the research. Connect-ED project Uganda is highly appreciated for providing the electronic infrastructure needed for the experiments free of charge. In addition, for being there whenever needed for planning, advice and technical support. Great thanks to the teacher education students, tutors and lecturers of the six colleges (Bushenyi, Kibuli, Mukujju, Ndegeya, Shimoni and Soroti) and the four universities (Makerere, Kyambogo, Uganda Matryrs- Kisubi Christian Brothers centre and Ndejje) who participated in the research amidst their busy schedule. Great thanks too, go to the ICT in education initiatives (African Virtual University - Makerere University, Connect ED, Curriculum Net, DICTS - Makerere University, IICD - Kyambogo University, School Net and E- learning - Makerere University) in Uganda who participated in the research to help contextualize the whole study to Uganda. I will remain entirely grateful to my colleagues at the department of educational sciences Gent University, for their collaboration and making my family and I feel at home away from home. I am very grateful to Child Health and Development Centre, Makerere University for providing me an academic environment in Uganda on top of a nice social environment of CCC. To all my dear friends, thank you for the moral support, it meant 4 the world. You brightened my world and challenged me to live to your expectations. In addition, thank you for constantly encouraging me to keep fit. To the Blasio and Mary Family (BMS) I will always be grateful for being part of you and for your being YOU when I needed YOU. You have been there throughout my life and I still need you there. In your individual capacities thank you for your endless support. Allow me to single out Matel and Patel for supporting my basic education and providing a good environment all through. In particular, I wish to recognize the support of Julius, Justine and Janice and, Helen while away from home in Belgium. To Jaba, Anis, Moses, Alex, Ronald and Poly thank you for supplementing my roles when I could not be there. Last but not least to the three men in my life Robert, Bill and Bob thank you for making a sacrifice for your right to a full time wife and mother respectively for this cause. That aside, thank you for the countless support, best wishes and the love. Even when I thought it was too hard to carry on, I had to, because of you. To all, this is our achievement and I pray that we live to share, enjoy its fruits and improve the lives of mankind. Gudula Naiga Basaza Ghent, April, 28th 2006 5 Content page Chapter 1: General introduction. Page 7 Chapter 2: The status of ICT use in instruction in distance Page 59 teacher education in Uganda. Chapter 3: The impact of studying in a realistic teacher Page 121 education pedagogy oriented learning environment supported by ICT: asynchronous collaboration. Chapter 4: The impact of an innovative learning environment Page 165 on student teachers’ interaction, levels of cognitive processing, perceptions and perceived flexibility in distance education. Chapter 5: The impact of a realistic teacher education Page 219 pedagogy oriented learning environment supported by ICT on student teachers’ metacognition. Chapter 6: General discussion, limitations, implications and Page 257 conclusions. 6 1 General introduction Distance education and a realistic teacher education pedagogy in Uganda: impact of an ICT-supported learning environment. 8 9 General introduction Distance education and a realistic teacher education pedagogy in Uganda: impact of an ICT-supported learning environment. An education system is said to be as good as its teachers! This research explores the impact of introducing a realistic teacher education pedagogy (RTEP) oriented learning environment supported by ICT in distance education in Uganda. In this chapter, we first focus on the context in which the research was set up to introduce the general research problem. Next, we present the general hypothesis and a theoretical framework to ground this hypothesis. Consequently, research questions are listed and the overall research design is described. We conclude with an overview of the different research studies and how they are interrelated. The context of the present research To underscore the importance of adopting a RTEP oriented learning environment supported by ICT in distance education, it is necessary to understand the status of teachers, teacher education and distance education in Uganda. The status of primary and secondary school teachers in Uganda Analysis of the current status of teachers in Uganda draws attention to both quantitative and qualitative elements in relation to teacher qualifications, teacher numbers and teacher attrition rates. Table 1 and 2 give an overview of the proportion of teachers with their qualification in primary and secondary schools from 2000 to 2004. 10 Chapter 1 Table 1. Qualifications of teachers in primary schools 2000 -2004 (Education Management and Information System (EMIS), 2004) Qualification Year 2000 Year 2001 Year 2002 Year 2003 Year 2004 Total % Total % Total % Total % Total % At least Grade IV a 11779 10.7 14686 12 17261 12 19071 14.1 22066 15.8 Grade III 71051 64.4 80011 63 86630 62 89792 66.3 93831 67.4 Licensed b 17579 15.9 18043 14 24072 17 25879 19.1 22756 16.3 Others c 9957 9.0 14293 11 11521 8 660 0.5 661 0.5 Total 110366 100 127038 100 139484 100 135402 100 139314 100 a At Least Grade IV: Includes All Graduate, Diploma, Grade V, and Grade IV. b These are untrained teachers recommended by the Ministry of education to teach. c Others: Include all grade II teachers and others recorded as Not Stated. Table 2. Qualifications of teachers in secondary schools 2000 – 2004 (Education Management and Information System (EMIS), 2004) Qualification Year 2000 Year 2001 Year 2002 Year 2003 Year 2004 Total % Total % Total % Total % Total % Graduate 8074 27 7905 26 10100 28 11341 33 12040 33 Diploma 11376 37 11998 39 12124 33 15372 45 15277 42 Grade V 4734 16 4557 15 7423 20 3481 10 3269 9 Licenseda 3502 12 1942 6 3438 9 2217 7 1722 5 Othersb 2698 9 4023 13 3368 9 1522 4 4189 11 Total 30384 100 30425 100 36453 100 33933 100 36497 100 a These are untrained teachers recommended by the Ministry of education to teach. b Others: Include all grade II teachers and others recorded as Not Stated. The minimum qualification for teaching in primary school is a Grade III certificate, for teaching in ordinary level secondary school is a Grade V diploma and for teaching in advanced level secondary school it is a Bachelors degree in Education. As can be derived from both tables, more than two thirds of the teachers have the minimal qualifications required to teach in the schools where they are teaching and this has been improving with each year. However, two concerns are raised in relation to the data in the two tables: First, there is still a significant percentage of teachers without the minimal qualifications. Secondly, there are also teachers whose General Introduction 11 qualifications are not suited for the school level where they are teaching. This becomes especially clear when we study the detailed data in Table 3. Table 3. Teachers in primary and secondary schools by qualification 2002 and 2004 (Ministry of education and sports, 2002 and Education Management and Information System (EMIS), 2004) Year Year 2002 Year 2004 National Level Primary Secondary Secondary Teacher Grade N % N % N % Diploma in Primary Education 10284 7.4 12341 33.2 15281 41.0 Grade II Teacher 3118 2.2 48 0.1 70 0.2 Grade III Teacher 86630 62.1 96 0.3 159 0.4 Grade IV Teacher 939 0.7 100 0.3 571 1.5 Grade V Teacher 5147 3.7 7513 20.2 3269 8.8 Graduate Teacher 891 0.6 10400 27.9 12042 32.3 Licensed Teacher/Untrained a 24072 17.3 3512 9.4 1722 4.6 Not Statedb 8403 6.0 3217 8.6 4199 11.3 TOTAL 139484 100 37227 100 37313 100 a These are untrained teachers recommended by the Ministry of education to teach. b Not Stated: unqualified and not recognised by the Ministry of education In the primary school sector slightly more than a third of the teachers teaching in this sector should not be teaching at this level or teaching at all as is the case with the 17.3% untrained teachers.
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