SAIDE, (August 1999) NAMCOL, SAIDE: Johannesburg |
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Record of interviews
NAMCOL – Bath Partnership Project Evaluation
| Person/Team | Number | Duration/Hours | Time Input hours |
| Course Materials
Development Team Part One Part Two |
6 6 |
2 2 |
4 4 |
| Learner Support Team Part One Part Two |
4 6 |
2 1.5 |
4 1.5 |
| Head of Yetu Yama Centre. | 1 | 1.5 | 1.5 |
| Director Part One Part 2 |
1 |
1.5 1 |
1.5 1 |
| Tutor markers (2 groups of 6) | 12 | 2 | 4 |
| DDMSS and Marketing and L/S Manager | 2 | 1 | 1 |
| Area Coordinators | 3 | 4.5 | 4.5 |
| Technical Adviser (Part
One) Parts 2 and 3e |
1 | 2 3.5 |
4 3.5 |
| Chief Registry Officer | 1 | 2 | 2 |
| Heads of Centres and Tutors (Southern Region) | 5 | 2 | 2 |
| Tutors North Eastern and Northern |
4 5 |
1 1 |
2 |
| Heads of
Centres Northern and North Eastern |
3 4 |
1 1.5 |
2.5 |
| Learners Northern and North Eastern |
7 9 |
1 1 |
2 |
| Head Office MAEC Team | 6 | 1.5 | 1.5 |
| Research and Evaluation Manager | 1 | 1. | 1. |
| Senior Management Team (Otjiwarongo) | 8 | 1.5 | 1.5 |
| Tony Dodds – Board Member | 1 | 1.5 | 3 |
| Ed du Vivier – APSO consultant | 1 | 1 | |
| NAMCOL Project Team | 2 | 1.5 | 1.5 |
| Materials Production and Dispatch Manager | 1 | 1 | 1 |
| Anna Muteka (Research Officer) | 1 | 0.5 | 0.5 |
| Bath Team (telephone) | 2 | 1 | 2 |
| Mary Hayden – Ed. Dept Bath | 1 | 0.5min | 0.5 m |
| TOTAL number of hours spent interviewing | 57 hrs |
Area Coordinator interview schedule
| Interviewer__________________ | Date_____________ | Time taken________ |
| Interviewee ________________________________________________________ | ||
Introduction
The focus is on how the training and support provided by the Bath Project has assisted area coordinators in carrying out their role as specified in their job description. It is necessary to investigate whether area coordinators feel confident and equipped to train and support HOC’s and tutors in their areas adequately. Sustainability and growth of NAMCOL is dependent on good coordination and learner support. The area coordinator’s ability to coordinate learner support will be probed carefully.
Perception of the area coordinator’s role
According to the job description the area coordinator’s main responsibilities include the following:
wcoordination of learner related activities such as the enrolment process, vacation workshops, the CASS recording system, examination arrangements, dealing with queries from learners;
wcoordination of tutor and HOC related activities such as recommending the appointment of part-time and contract NAMCOL staff, identifying their training needs and organizing and providing training for them;
wmonitoring face-to-face centres and workshops for distance learners; wproviding feedback on area needs, issues and trends to the Research and Evaluation Unit at Head Office; wworking with Learner Representative Councils and Centre Management Committees at face-to-face centres. wWhat can learners, tutors and other contract staff in your area expect from you? wYou are called a coordinator. What is your understanding of being a coordinator?If you had to train a new area coordinator what would you say are the most important aspects of your role? (Try to establish whether the interviewee sees his/her role more than merely an admin role?)
wOf all the tasks you have to perform, which do you think you can do best? wWhat do you find most difficult to do? wHow would you rate your performance as a coordinator? wDo you think the HOC’s and tutors are satisfied with your support to them? Explain. wWho gives you feedback on your performance?Knowledge of the learners
These questions are used to check whether the interviewees are aware of their role in terms of monitoring the services provided to learners.
wWhat are the main challenges facing learners in your area? (Probe for both distance and face-to-face learners). wDo you think the learners in your area are satisfied with the support given by tutors and tutor markers? (Probe whether feedback is invited and collected from learners). wHow many learners have dropped out in your area? (20%, 30%, 40%, 50%?)
Knowledge of HOCs and tutors
wWhat are the main challenges facing HOCs/tutors in your area? wWhat kind of training have you organized for HOCs/tutors? Do you think it is adequate? wHow do you monitor the performance of HOCs? (Are they using the NAMCOL HOC Evaluation Forms? Probe whether HOC’s monitor the performance of tutors?) wAre there any HOCs/tutors in your area who have resigned? Do you know what the reasons are?
Impact of training and development on work practices
wWhat training and development have you had? wWhat training and development event/s had the most significant impact on your ability to do what is expected of you? wIn which areas do you still need support? wWhich groups of people have benefited from your own development? (learners, tutors, HOC’s) What are their most urgent training needs? wWhat is the most significant positive change that has happened in your area during the time you have worked as area coordinator?
General Comments
wWhat are the main constraints and difficulties you have to cope with as area coordinator? How are you coping?
wWhat is the most urgent improvement necessary in your area? What suggestions do you have?
Bath Project Management Team
Interview schedule for teleconference
| Interviewers _____________________ | Date ________________ | Time taken________ |
| Interviewees______________________________________________________________________ | ||
Introduction
We will probe Project Management Team’s (PMT’s) views on key issues in the areas listed below.
wIn country workshops and consultancies wParticipation by NAMCOL staff in the MAEC Programme wSupport by the resident Technical Adviser wOut of country placementsThe Staff Development Approach and Methods
Impact of the project in critical areas
wCourse Materials Development and Production wLearner Support wManagement
Impressions of the appropriateness of the project’s training and development approach and methods
wWhat was the rationale for selecting this approach and combination of methods? wWhich staff training and development methods worked best? wWhich interventions were not as effective as expected? wWhat are your impressions of the MAEC Programme? Do you think the decision to broaden participation in the way it was implemented was a wise one? What were some of the difficulties with this particular Programme? Would you do things differently in a similar project? What? Why? wDo you think the methods that were used in this capacity building project were appropriate for the staff of NAMCOL? Explain. wHow did the cascade model of training work in practice? wShould you have insisted on a counterpart for the Technical Advisor? Explain. wAre you convinced that NAMCOL can now organize its own staff training and development in critical areas such as course materials development, learner support, and management?
Perception of impact of the project in critical areas
Course Materials Development and Production
wWhat are the most significant achievements in the development and production of materials since the start of the project? wWere any important goals not achieved? If so what are they, and why? wWhat were some of the constraints that hindered progress in capacity building in this critical area? How did you overcome these?
Learner Support
wWhat were the most successful training interventions in learner support? Why were they successful? wWhich learner support processes were developed as a direct result of the training received? wWhich factors hindered capacity building efforts in this area? How did you overcome these?
Management
wHow do you think senior management has benefited from the different interventions that were organized for them? wIn your opinion, which intervention had the most impact? Why? wIn what areas do you feel the management team still needs development? wIs there any further support from Bath University to management when the project ends? If yes, what form will it take?
General comments
wWhat hindered the project’s work? How did you overcome the constraints and obstacles? wWhat lessons have you learned from this intervention? wWhat comments do you have for DFID, the senior management of NAMCOL, the Bath Project Team?
Head of Centre interview schedule
| Interviewer_________________________ | Date_________________ | Time taken__________ |
| Interviewee _______________________________________________________________________ | ||
Introduction
The focus is on how the training and support provided by the Bath project has assisted HOCs in carrying out their main functions: ensuring learners receive adequate support, supporting tutors, linking up with the regional office, managing the centre, marketing, and relations with the community.
Perception of the role of HOC
According to the Learner Support Guide some of the roles which HOC’s have to play include: student advisor and counselor, line manager of tutors, DNEA liaison person, quality control officer of teaching, personnel manager, recruitment officer, communications officer between the Centre and NAMCOL regional office, record keeper, public relations officer, marketing officer.
wWhat can learners expect from a good NAMCOL centre? wHow would you rate your own centre? wIf you had to train a new HOC, what would you say is the most important role an HOC has to play? (Try to establish whether the interviewee sees his/her role more than merely an admin role?) wOf all the roles you have to play, what do you think you can do best? wWhat do you find most difficult to do? wHow would you assess your performance as HOC? wWho gives you feedback on your performance?
Knowledge of learners
wWhat are the main challenges facing learners at your centre? (Probe for both distance and face-to-face learners). wDo you think the learners are satisfied with your centre? (Probe whether monitoring of learners is taking place). wHow many learners have dropped out at your centre? (20%, 30%, 40%, 50%?)
Knowledge of tutors
wWhat are the main challenges facing tutors at your centre? wWhat kind of training have you organized for tutors? Do you think it is adequate? wDo you think the tutors are satisfied with your leadership? (Probe whether monitoring of tutors is taking place). wHow do you monitor the performance of tutors? (Probe if they are using the NAMCOL Tutor Evaluation Forms) wAre there any tutors at your centre who have resigned? Do you know what the reasons are?
Training and development and impact on centre
wWhat training and development have you had? wWhat training and development event/s had the most significant impact on your ability to do what is expected of you? wIn which areas do you still need support? wWhich groups of people have benefited from your own development? (learners, tutors). What are their most urgent training needs? wWhat is the most significant positive change that has happened at your centre during the time you acted as HOC?
General Comments
wWhat are the main constraints and difficulties you have to cope with as HOC? How are you coping? wWhat is the most urgent improvement necessary at your centre? How do you plan to do this?
Learner Support Team interview schedule
| Interviewer________________________ | Date_________________ | Time taken_________ |
| Names of team members present _______________________________________________________ | ||
Introduction
Two separate interviews were held with the learner support team. In the first interview we want to establish what is currently happening in terms of learner support and probe what impact the project has had on the staff members and their work practices. In a second interview we pick up on key issues and investigate how team members may sustain and improve the current learner support services.
Part One
Learner Support at NAMCOL
wTuition to face-to-face learners wWorkshops to face-to-face and distance learners wFeedback on assignments to distance learners wTutorial letters to distance learners wTutorial sessions and other forms of support in the pilot projects.The team members introduce themselves and give a brief explanation of their responsibility for organizing learner support. They also indicate how the team works together.
The team members share their views on the different types of support offered to learners:
How has learner support improved since the start of the NAMCOL-Bath Project?
Impact of the Project
The team reflects on the training and development they have participated in as a result of the project. We will probe the nature and quality of the training and development with a special emphasis on the learner support interventions. At this level participants should be able to establish what impact the project has had on them and their work. We will ask for examples to illustrate progress or improved work practices wherever possible.
wWhat training and development have you had? How relevant was this for your work? wCan you think of ways in which you’d say the project has had a definite impact, whether positive or negative, on how you carry out your work, handle particular tasks and problems, your confidence level. Illustrate by giving some practical examples. What more could have been done? wWhich groups of people have benefited from your own development? (learners, tutors, tutor markers, HOCs). How? wWhat are the most significant positive changes that have happened as a result of the project? wWhich aspects of learner support still need to be improved significantly?
General Comments
wFrom your perspective, what are the advantages of having been part of a staff development programme organized largely by an external party? wAre there any disadvantages you can think of? wName some of the successes you have achieved in learner support? wWhat are the main constraints and difficulties you have to cope with? How are you coping? wDo you know of any staff members involved in organizing learner support who have resigned? What are the reasons?
Part Two
Our aim in the second interview is to probe how the team envisages sustaining the training and development of staff, both full-time and part-time, in order to improve the support to learners. Areas for attention include: contact with and training of part-time staff, The Learner Support Guide and Tutor Marker’s Manual, the role of the senior tutor marker, the learner support pilot projects, the learning centre at Yetu Yama, plans for 2000.
Contact with and training of part-time staff
wWhat mechanisms exist currently for part-time staff to air their views and make suggestions for improving the learner support at the centres? wWhat will you do differently, if anything, next year to maintain contact with part-time staff? wWho is responsible for training part-time staff? wWhat training was organized for them this year? (Tutors, HOCs, Tutor Markers). wDo the full-time staff who are responsible for training part-time staff have the capacity to train? What training and support do the ‘trainers’ receive? wDo you know what the training needs of part-time staff are? If yes, what are they? If no, how can you find out? wWhat kind of training will you organize for them next year?
The Learner Support Guide and Tutor Marker’s Manual
wWhen will you review and revise the guide and manual? How will you go about it? wWhat will you do to ensure that HOCs and tutors will use the guide as intended? What will you do to ensure that tutor markers use the manual as intended?
The role of the senior tutor marker
wWhat is your expectation of the senior tutor marker role? wAre senior tutor markers aware of what they are expected to do? Explain. wDo you know what their expectations and needs are? If yes, what are they? If no, how can you find out? wWhat kind of training will you organize for them next year?
(Ignore questions 15 and 16 if this was covered adequately under questions 6 and 7).
The learner support pilot projects
wAre the pilot project currently monitored in any way? wWhat is the future of the pilot projects? Will they be evaluated? How will the lessons learned be applied?
Learning Centre at Yetu Yama
wDo you know how the learners are using this centre? wWhat will you do to ensure that learners make optimum use of the centre? wAre there plans to open such centres in other areas?
Plans for 2000
wWhat are the lessons that you have learned this year? wWhat are the most urgent areas in learner support that you plan to improve next year?
NAMCOL Learners focus group interview schedule
| Interviewer_______________________ | Date____________________ | Time taken________ |
| Number of learners present__________ | Male____________________ | Female___________ |
| Age range of learners______________ | Centre________________________________________ | |
| No. of learners enrolled for JC_______ | ICGSE___________________ | Other____________ |
Introduction
The rationale for interviewing some random groups of learners is to establish whether they, who are ‘the people on the edge of the project, are getting wet’. This is merely a reality check because a full-scale investigation of the learners and their needs is not part of this evaluation.
Study facilities
Where do you usually study?
Do you have access to the following? (Please write the number of learners in each of the blocks)
| Study space | Electricity | Telephone | Tape recorder | Radio |
Study habits
How much time do you spend studying?
| 2-4 hrs per week | 5-7 hrs per week | 8-10 hrs per week | Less than 2 hrs per week | More than 10 hrs per week |
wlack of study skills, wdifficulty with the subject matter, wlow motivation levels, wfor distance learners difficulty studying from the course materials (draw out the main difficulties), wtoo little time because of demands from home or work responsibilities, etc.What difficulties do you experience with your studies? For example:
Interest in the course
Why have you enrolled in this course?
Do you know any learners who have dropped out? Why?
Support used by learners
Do you make use of any of the forms of support listed in the table below? (Add any other types of support in the blank spaces).
Please write the number of learners next to each type of support listed
| Types of support used by learners | No of learners |
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Usefulness of support
What kind of support do you find most useful and why?
What type of additional support do you think could help you to succeed in your studies?
Workshop sessions (One-week residential workshops twice a year)
wWhat is the purpose of the workshops? wHave you attended all the workshops? If not why not? wWhy do you think some students do not attend the workshops? wHave you benefited from the workshops? If so, how? If not, why not? wWhat changes could be made to the workshops?
Assignments (For Distance Learners)
wDo you send in all the assignments? If not, why not? (Needs to be triangulated) wHow long does it take for your assignments to get back to you with marks and feedback comments? wDo you read the comments made by tutors? Are they helpful? Explain. wHow useful are the tutorial letters?
What do you think of NAMCOL staff?
Do you feel that NAMCOL staff give you a good service? (Write the numbers of learners below each category). Please give reasons for your answers.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Participants of the MAEC Programme
Interview schedule
| Interviewer________________________ | Date_________________ | Time taken__________ |
| Names of team members present _______________________________________________________ | ||
Introduction
The MAEC Programme is a key component of the NAMCOL – Bath Project. The programme offered selected staff the opportunity to deepen their understanding in relevant areas and to work towards a formal qualification from the University of Bath. Their experience provides a useful insight into this type of staff development approach, especially when combined with other forms of training and support to staff, which the project provided. Participants had the experience of studying some modules face-to-face and others using distance education methods. They were also exposed to the International English Language Testing System (IELTS) as part of the entry requirements for the programme. Our focus in the interview will be on the following areas:
wThe IELTS Test wThe quality of delivery wThe impact of the programme
The IELTS Test
We will probe the participants’ involvement in this pre-programme testing, how they experienced it, and what they have learned from it.
wHow did you feel about having to take the IELTS test? wWhat are the benefits of this type of pre-programme testing? wDo you think this test could be adapted for use with NAMCOL learners?
The quality of delivery
Staff were exposed to different methods of learning and teaching during the programme. We will probe the quality of delivery for both the face-to-face and distance education modules and investigate what participants have learned from this experience that they can apply to their work with learners.
wWhat was your preferred method of learning before you started the programme? Has your preference changed as a result of your experience? Why wWhat was most difficult and challenging for you as a learner enrolled in this programme? wHow did the tutors help you to cope with your difficulties? wWhich of the face-to-face modules were particularly memorable? Why? wWhat type of support did you receive for the distance education modules? wIn your opinion, which type of support was the best? Why? wHas your experience as a distance learner helped you to become more aware of the importance of providing NAMCOL learners with relevant support? Explain.
The impact of the programme
We want to probe not only the impact of the programme on the personal development of the participants but particularly the extent to which it has enabled them to approach their work in a different way. Are they applying what they have learned?
wWhat are the most important benefits of having participated in the programme? wHave you have begun to do things differently in your work as a result of the programme? Explain. wWhat do you think about the decision made by the Education Department of the University of Bath to open enrolment for the MAEC Programme? Do you think it was a good decision to enable more participants to study in Namibia on a part-time basis rather than selecting a handful of people to study full-time at Bath for a year?
General
wWere you happy with the choice of modules on offer? Explain. wAre there any other areas you would have liked to study? wWhat other comments do you have about the programme?
NAMCOL Project Team interview schedule
| Interviewer_______________________ | Date_______________ | Time taken_____________ |
| Names of team members present ________________________________________________________ | ||
Introduction
It was not possible to arrange for two separate interviews with this team as intended. However, we have placed the interview at the end of our visit and this has given us the opportunity of identifying a number of issues that we will discuss with them.
We will establish how the Project Team has worked with the TA over the past few years. We will probe how effectively the cascade model of training has been implemented, establish what has been achieved and identify areas of difficulty and challenge. Initially the idea was that one person would be the counterpart of the Technical Adviser (TA). It was then decided early on that it would be better to involve a team that would work with the TA. We want to investigate what the team members think of this arrangement. It is important to find out whether the work of this team should continue when the Project ends and how the team envisages this.
Work of the team – plan and reality
wWhat was the benefit of having this team? wHow did the team work together with the TA? wWhat were the constraints and how did the team respond?The team members introduce themselves and give a brief explanation of their responsibilities as members of the team.
What was the rationale for having this team?
The team members describe the work of the team over the past one and a half years:
With hindsight, do you think it was a good idea to have a team rather than a single counterpart of the TA?
The cascade model and method of training
Information received from the team will be cross-referenced with information collected from the TA and the two deputy directors. It is also necessary to check with the Area Coordinators, the Heads of Centres and the Tutors and Tutor Markers how successful the transfer of skills is.
wExplain the cascade model. wWhat are the advantages and disadvantages of this method? wWhat worked and did not work? wWhat adaptations were made? wWhat mechanisms are available for monitoring the training conducted by staff who are expected to train other staff? wWhat lessons have you learned about the training of full-time and part-time staff?
Sustainability and the way forward
Is there still a reason for this team to continue its work when the Project ends? If yes, how will the team work?
How confident are you that you can take forward the training and development of professional staff so that the work of NAMCOL can progress?
Which aspects of staff training and development will you concentrate on next year?
Programme and Materials Development Team (PMD) Interview schedule
| Interviewer________________________ | Date_____________________ | Time taken______ |
| Interviewees______________________________________________________________________ | ||
Introduction
A key goal of the project was to develop a team of materials writers and editors who would be able to develop quality course materials aimed at improving the motivation and success rate of learners. The purpose of these interviews is to establish
wwhat the Bath Partnership interventions have done to develop capacity in this regard, wwhat staff have learned wwhat has been implemented of what has been learned wwhat needs to be done in the future.
Part One
The team
The team members introduce themselves and give a brief account of their work.
wDo you function as a team? How? wWhat are some of the difficulties involved in working as a team? wWhat are some of the benefits? wHow do you think you could improve your work as a team?
Capacity building strategies
wIn-country workshops and consultancies wWork with the Technical Adviser wThe MAEC programme wOut-of-country placements.Which of the following capacity building strategies was used for developing the skills of course writers, editors, script writers, materials production manager?
How effective were these strategies?
Course materials development as part of overall course design
Who develops the curriculum for the various courses? How does this happen? Who has input into how the different elements of each course will contribute to the achievement of the goals of the curriculum?
Did the project address curriculum development and broader course design issues? If so, how? What of importance was learned?
Have you had to design any new courses from scratch in the last two years? If so, how did you go about it?
Audio/radio materials
Do you have a set of guidelines (explicit or implicit) that are used to develop radio/audio components of the course? Please describe.
Have there been any specific interventions as a result of the Bath Partnership that have supported you in developing skills in the use of these media in your courses? If so, what have you learned from these interventions?
Please provide examples of audio cassettes and explain their role in the course as a whole.
Part Two
In the second interview we engage the team in an evaluation activity of their own materials. Each pair records their findings on an evaluation sheet and members discuss their materials. An important element in documenting the course materials development process is the House Style Manual, which is being developed. The team shares their views on the development process of the manual and its future use.
Written Course material as product
In pairs, please review a sample unit of newly produced course materials in terms of the categories of review provided on the attached course materials evaluation sheet (drawn from your own House Style Manual). Share your most important findings with the group as a whole.
Course materials development as process
Clarify the respective status of the Writers’ Guidelines and the House Style Manual
wWhat has been the role of the Bath project in the development and documentation of the programme and materials development process? wWhat was your role in the development of the Learner Support Guide? What did you learn from being involved? wHow much input do you get from the TA in order to draw up the House Style Manual? For example, where did you get the information about different kinds of course materials or the cost analysis process or module/unit outline or writing learning objectives? wWhat are you learning about the materials development process through documenting it? wWho will use the House Style Manual once it is developed? How will they use it?
Personal reflection
Did you use the Reflective Practitioners’ Diary this year? If so, how did it help you clarify what you have learned?
The future
wdeveloping new courses wrevising existing ones wcontinued development of your own instructional design skills wcontinued development of writing processes wprovision of language editing function?How do you see the future in terms of:
What are the projects lined up for this team for the next six months?
Senior Management Team interview schedule
| Interviewer______________________ | Date_____________________ | Time taken______ |
| Interviewees___________________________________________________________________ | ||
Introduction
This interview schedule will be used for the Director, the two Deputy Directors and the Regional Managers. The focus is on management’s perception of the extent to which the Project has achieved its key aims and purpose. An important area to be probed is how much the Project has contributed to the development of NAMCOL’s strategic plan. We will investigate what type of training and development this team has received, how this has benefited them personally and what they have applied to their work situation. A crucial area to be probed is how management plans to sustain the momentum created by the Project.
Perception of the impact of the Project on the organization
wDo you think NAMCOL is now more ready to’ deliver sound and effective Open and Distance Learning Programmes’ than it was three years ago? If yes, why? If no, why not? wWhat are the most important successes achieved as a direct result of the Project? wWere any important aims not achieved? If so, what are they and why not? wWhat were some of the constraints that hindered the Project’s progress? How were they overcome? wWhat are the advantages of having had a third party organize the staff development during the past few years? wAre there any disadvantages, if so, what are they? wWhich type of staff development was most beneficial to staff? Why? wHow has the cascade model of training worked? wWhat were the benefits of having a Technical Adviser resident at NAMCOL for the past three years? wWhat was the single most important benefit of the Project for NAMCOL? wWhat have you learned from the experience that you can apply in the future?
Perception of how much the Project has contributed to the development of NAMCOL’s strategic plan
wWhat was the Project’s contribution to the development of the strategic plan? wHow has the strategic plan been amended? wHas your ability to plan strategically improved as a result of the Project? If so, how?
Perception of the impact of the training and development organized for senior management staff
wWhat type of training and development did you receive? wHow did the training and development benefit you? wHow have you started to apply what you have learned? wIn which areas do you still require further support and development? How will you ensure that you develop in these areas?
Sustainability of the momentum generated by the Project
wWhat mechanisms were established by the Project to ensure sustainability? How effective are they? wWhat, in your opinion, are the critical areas that need attention when the Project ends? wHow do you plan to support staff in these areas so that they can continue to develop? wHow confident are you that you now have the capacity to continue to grow and improve your services to learners?
Technical Adviser interview schedule
| Interviewer________________________ | Date____________________ | Time taken______ |
| Interviewee _______________________________________________________________________ | ||
Introduction
The Technical Adviser has a global view of the project and an unique insight into individual components. Her input forms a vital part of the triangulation process and the information she provides should enable us to get a balanced picture of the project in terms of what existed before, the impact during and the ways forward.
We will be conducting a number of interviews with her at different intervals in order to cover the broad areas listed below. Our approach will be to probe how effective the training and development methods were which were used to build capacity in critical areas; to track progress of individuals and the institution; and to explore how the organization can sustain and build on what has been achieved.
wCourse Materials Development and Production wLearner Support wManagementImpact of the project in critical areas
Impact of the project on the organization
Role of the Technical Adviser
Appropriateness of the training and development approach and methods used by the project
Perception of impact of the project in critical areas
Course Materials Development and Production
wWhat are the most significant achievements in the development and production of materials since the start of the project? wWere any important goals not achieved? If so what are they, and why? wWhat were some of the constraints that hindered progress in capacity building in this critical area? How did you overcome these? wIn your opinion, does the present PMD team have the capacity to revise existing materials and develop new quality D/E courses? (Probe the TA’s assessment of the performance of individual team members and establish whether a critical skills/competence base has been achieved). wWhat have you learned from your experience in this area? wWhich areas need attention when the project ends? What suggestions do you have for the PMD team? The Executive Management Team?
Learner Support
wHow have the training and development events organized for staff in this area influenced their understanding of learner support? Which key learner support processes were developed as a direct result of the training received? (Probe critical incidents and products developed which illustrate progress and improvement). wWhat were the most successful training interventions in learner support? (Probe why these were successful). wWhich factors hindered capacity building efforts in this area? How did you overcome these? wLooking back over the past three years, what would you do differently now? wLooking to the future, what advice do you have for the Deputy Director Learner Support?
Management
wHow do you think senior management has benefited from the different interventions that were organized for them? wIn your opinion, which intervention had the most impact? Why? wHow did you work with the management team? wWhat influence did you have on decisions that were made? Explain. wIn what areas do you feel the management team still needs development? wIs there any further support from Bath University to management when the project ends? If yes, what form will it take?
Perception of impact of the project on the organization
wWhat is the most significant influence of the Project on the organization? wWhat were some of the organizational constraints that hindered the work of the Project? How did you cope with them? wYou conducted an internal evaluation of the Project a few months ago? What were the most significant findings? wIn which areas does the organization need to be strengthened? How do you think this can be achieved?
The role of the adviser
wHow did your role change over the three years? wWhat are you most satisfied with? wWhat do you regret most? wWhat factors enabled you to do your job? wWhat hindered you from doing your job? wWhat were the most difficult things you had to face? How did you cope with them? wWhat would you do differently? Why? wWhat suggestions do you have for the Bath Team about the role of the Technical Adviser for similar projects?
Appropriateness of the project training and development approach and methods
wWhich staff training and development methods worked best? Why? wWhich interventions were not as effective as expected? Why? wWhat are your impressions of the MAEC Programme? Do you think the decision to broaden participation in the way it was implemented was a wise one? What are some of the difficulties with this particular Programme? Would you do things differently in a similar project? What? Why? wDo you think the methods that were used in this capacity building project were appropriate for the staff of NAMCOL? Explain. wHow did the cascade model of training work in practice? wHow did the Project Team assist you in organizing the training? Are they equipped to take forward the coordination of training and development for professional staff when the project ends? wWhat have you learned from this type of staff development programme?
Tutor Markers’ interview schedule
| Interviewer________________________ | Date_____________________ | Time taken______ |
| Number of tutor markers present_______ | Male_____________________ | Female_________ |
| Centre where tutor markers are working________________________________________________ | ||
Introduction
The Tutor Markers are part-time staff based in and around Windhoek who are responsible for marking all the assignments. They have first-hand knowledge of how the distance learners are progressing and what their needs are. They are trained by NAMCOL staff and we need to check what their impression is of the training they have received. The interviews with these groups are an important part of the triangulation process in terms of the cascade method of training.
Work experience
How long have you been working as a tutor marker at NAMCOL?
What did you do before you came to NAMCOL?
Training and development
wWhat training and support have you received to enable you to carry out your tutor marking task? wWhat do you think are the three most important skills you need as a tutor marker? wWhat have you learned during your time as tutor marker? wWhat are you particularly good at? wIn which areas do you still need help? wHow would you rate the training you received?
| Very useful | Useful | Not useful | Not very useful |
| [__] | [__] | [__] | [__] |
wWhat suggestions do you have for the training staff at NAMCOL? wHow have you used the Tutor Marker’s Handbook? wWere you involved in any way in its production? wAre there any other aids that are more relevant? wWhat section/s of the Tutor Marker’s Handbook did you find particularly useful? Why?
What could be improved on? Give examples.
Knowledge of the learners
wFrom your insight into the learners’ ability through the assignments, what are some of the main difficulties that learners have with the course? wWhy do you think some of the learners have dropped out of the course? wHow are you helping your learners cope with the course? wHow do you know that they are coping with the course? wWhat additional support do you think your learners need? wHow much time do you think learners spend studying?
| 2-4 hrs per week | 5-7 hrs per week | 8-10 hrs per week | Less than 2 hrs per week | More than 10 hrs per week |
| [__] | [__] | [__] | [__] | [__] |
wHow much time do you think learners should study per week? wWhat support do you think is most beneficial for learners? Explain
Assignments
wHow many assignments do you mark and comment on per month? wWhat are the main difficulties you have with the marking of and commenting on assignments? wDo you think your learners learn from the comments you make? Explain wHow satisfied are you with your ability to mark and comment on assignments? wWho gives you feedback on your performance as a tutor marker? wDo the assignments prepare the learners adequately for the examination? Explain wDo you have any difficulties with the organization process of the assignments? Explain. wAre there any opportunities for you to discuss issues facing you, through your work as a Tutor Marker at NAMCOL?
General Comments
wDo you know of any tutor markers who have resigned? What are the reasons? wWhat are the three main difficulties you have to cope with? wIf you could organize the tutor markers, what would you do differently? wWhat do you think about the tutor markers’ position? Should it also include regular contact with learners?
Tutors interview schedule
| Interviewer________________________ | Date_____________________ | Time taken______ |
| Number of tutors present_____________ | Male_____________________ | Female_________ |
| Centre where tutors are working_______________________________________________________ | ||
Introduction
The Tutors are part-time staff based at the various centres throughout Namibia. They are responsible for providing tuition to learners who are studying face-to-face. They have first-hand knowledge of how these learners are progressing and what their needs are. They are trained by HOC’s and Area Coordinators and we need to check what their impression is of the training they have received. The interviews with these groups are an important part of the triangulation process in terms of the cascade method of training.
Work experience
How long have you been working as a tutor at NAMCOL?
What did you do before you came to NAMCOL?
Training and development
wWhat training and support do you receive to enable you to carry out your tutoring task? wWhat do you think are the three most important skills you need as a tutor? wWhat have you learned during your time as tutor? wWhat are you particularly good at? wIn what areas do you still need help? wHow would you rate the training you received?
| Very useful | Useful | Not useful | Not very useful |
| [__] | [__] | [__] | [__] |
wWhat suggestions do you have for the training staff at NAMCOL? wHow have you used the Learner Support Guide?
wI read the whole guide when I started as a tutor continually refer to and read sections as I need them wI did all the activities in the guide wI only did some activities that I found interesting and relevant wI have not used the guide after my first orientation wWhat do you like about the Learner Support Guide? wWhat do you dislike about the Learner Support Guide? wWhat section/s of the Learner Support Guide did you find particularly useful? Why? wWhat sections could be improved on? Give examples. wWere you involved in any way in the production of the Learner Support Guide? wAre there any other aids that were more relevant?
Knowledge of the learners
wWhat are some of the main difficulties that learners have with the course? wWhy do you think some of the learners have dropped out of the course? wHow are you helping your learners cope with the course? wHow do you know that they are coping with the course? wWhat additional support do you think your learners need? wHow do learners make use of the Learning Centre? wHave learners formed self study groups? If so, explain how they work. wHow much time do learners spend studying?
| 2-4 hrs per week | 5-7 hrs per week | 8-10 hrs per week | Less than 2 hrs per week | More than 10 hrs per week |
| [__] | [__] | [__] | [__] | [__] |
wHow much time do you think learners should spend studying? wWhat support do your learners value most? Explain
General Comments
Do you know of some tutors who have resigned? What are the reasons?
What are the three main difficulties you have to cope with? How are you coping with them?
If you could organize the tutors what would you do differently?
Questionnaire for staff who participated in the NAMCOL-Bath Development Programme
We invite you to complete this questionnaire as part of the evaluation of the NAMCOL-Bath Partnership Project. This is your opportunity to share your valuable views of the staff development programme in which you participated during the past two to three years. We also welcome your suggestions for improving the training and development of staff in the future.
Everyone completes numbers 1, 2 and 3. Only people who participated in the Modular Advanced Education Courses (MAEC) complete number 4.
Please return the completed questionnaire to Christine Randell not later than
30 August 1999.
Thank you for your participation.
The Evaluation Team (Tessa Welch, Christine Randell)
1. Personal Details
| Name:_________________________________ | Phone:____________ | Fax:_______________ |
| Present Position :________________________ | Date when you joined NAMCOL:______________ | |
Information about Workshops
You probably took part in a number of different workshops. Think of the workshops as a whole when you respond to the statements below. Please give reasons and refer to specific examples, where possible, to support your choice in the comments blocks.
Please place an X in the relevant block under each statement.
2.1. The workshops were relevant for my work.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments.
_________________________________________________________________________________________________
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2.2. The workshops increased my knowledge about the learners and their needs and helped me to see what my role is in helping them.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments (Also mention other activities that contributed to your understanding of your role and the needs of learners).
_________________________________________________________________________________________________2.3. As a result of the workshops I improved the skills I need to do my work.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments (Please give examples)
_________________________________________________________________________________________________2.4 I found it difficult to use ideas from the workshops in my work.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments (Please give examples)
_________________________________________________________________________________________________2.5 I used ideas from the workshops very successfully in my work.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments (Please give examples)
_________________________________________________________________________________________________Please complete this sentence
_________________________________________________________________________________________________2.6 For me the most important benefits of participating in the workshops were:
Please give short answers to the following questions.
2.7 Which of the workshops did you find most useful? Why?
_________________________________________________________________________________________________2.8 Which of the workshops did you like least? Why?
_________________________________________________________________________________________________2.9 What is the most important thing you started as a result of the workshops?
_________________________________________________________________________________________________2.10 What consultation took place concerning content of workshops that were offered?
_________________________________________________________________________________________________2.11 If you could change one thing about the workshops what would it be?
_________________________________________________________________________________________________2.12 What would you keep the same for future workshops?
_________________________________________________________________________________________________2.13 What is your understanding of the role of the NAMCOL – Bath Project Team?
_________________________________________________________________________________________________Information about the NAMCOL – Bath Project
The workshops were part of the NAMCOL – Bath Project. Other training and development offered to staff through this project included participation by some members of staff in the Modular Advanced Education Courses and the support provided by the technical adviser. Some staff members also benefited from out of country placements. Think of the project as a whole when you respond to the statements below.
Please place an X in the relevant block under each statement.
3.1 The purpose of the project was to strengthen the capacity of NAMCOL to offer quality open and distance learning programmes.
I think the project succeeded in achieving this overall purpose.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________3.2 The support I received from the technical adviser was very valuable.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments (Please give practical examples)
_________________________________________________________________________________________________3.3 I would not change anything about this project.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________3.4. I feel confident that I will be able to cope on my own when the project ends.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________3.6 I think the project should be extended.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________Please complete the following statements.
3.7 In my opinion the most important achievement of NAMCOL as a result of the project is:
_________________________________________________________________________________________________
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3.8 Looking back, I think we could have done the following differently:
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3.9 I have benefited from the project in the following ways:
_________________________________________________________________________________________________
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3.10 What suggestions do you have for the planning of similar staff development projects?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3.11 You probably have a good idea of what additional support you need in future. You can help management to plan the way ahead when the project ends by indicating the kind of support and training you need. Please be specific when you complete the table below.
| Areas in which support and training is needed | Reasons |
| - - - - - - - - - |
- - - - - - - - - |
Only staff who were enrolled in the Modular Advanced Education Courses should answer section 4
Information about the Modular Advanced Education Courses (MAEC)
If you studied modules only for CPD (not for assessment) please indicate by placing an X here &127; , and continue from question 4.2
General Views
4.1 Please fill in the information in the table below. Write down all the modules you enrolled for. Then write the date on which you completed the module(s). Also indicate which modules are still outstanding by placing a tick in the appropriate column.
Module |
Date Completed |
Module(s) outstanding |
4.2 From which modules did you get most benefit, and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Read the following statements and then place an X in the correct blocks.
4.3 The support given by the Department of Education at Bath of the modules helped me to be successful in my studies.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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4.4. What I learnt in the modules was sometimes immediately relevant to my work.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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4.5. I was able to write the assignments for the modules quite easily.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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4.6 I found it difficult to balance the demands of my job and studies.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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4.7 I feel more confident in my work as a result of the courses I completed successfully.
| I agree strongly [__] | I agree [__] | I disagree [__] | I disagree strongly [__] |
Comments
_________________________________________________________________________________________________
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4.8 What is the single thing that you would change about the MAEC Programme?
_________________________________________________________________________________________________
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Methods of learning and teaching in the MAEC Programme
As a participant of the MAEC Programme you have experienced new approaches in learning and teaching.
4.9 What new insights have you gained about teaching and learning approaches as a result of the MAEC Programme?
_________________________________________________________________________________________________
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4.10 What kind of support did you receive?
_________________________________________________________________________________________________
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4.11 Which support did you find most useful? Why?
_________________________________________________________________________________________________
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4.12 What have you learned about being a distance education student?
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4.13 How did you benefit from participating in the MAEC Programme?
_________________________________________________________________________________________________
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Thank for completing this questionnaire. Your comments and suggestions are important and can help to improve future projects of this nature. Please remember to hand the completed questionnaire to Christine Randell by 30 August 1999.
Tessa Welch and Christine Randell
Critical review of own materials conducted with the team on 20 August 1999
Materials reviewed
The materials for review were selected with the purpose of seeing whether the team could be critical of their own/each other’s work. Therefore only current materials were selected for review.
Accounting wrap around study guide (prepared by Hansie Hendricks and reviewed by Jerry Beukes and Cornelius Hess).
Business management wrap around study guide (prepared by Daniel Dasaub and reviewed by Irving Williams and John Lilemba).
Physical Science (IGCSE) – Module 1 Units 1-3 (prepared by Isabella Katjerungu and reviewed by Daniel Dasaub and Hansie Hendricks).
Process
In pairs, the team was asked to do two things within the space of 20 minutes:
Select two or three categories from 9 categories of course review, and write criteria against which they would judge material according to those categories
Write comments on the materials in terms of the criteria.
Results
Accounting
| Self mark activities and in
text questions SMAs For self-assessment re-assurance that content has been mastered before continuing related to objectives ITQs to make materials interactive to give feedback before continuing related to objectives |
Because this is a
textbook guide, the exercises in the textbook are referred to in the guide. Column discussion are provided to make it easier for the learner. Guide is heavily dependent on the textbook ITQs not clearly identified (need icon) |
| Feedback to learners To guide learner immediate feedback in NB to distance learners Feedback can be given at end of unit/module depending on length of module. |
Feedback is
immediate on SMAs/exercises and ITQs On p. 15 no feedback on ITQs |
| Glossary and key words To explain difficult words/terms/concepts to make materials more user-friendly Either at the beginning or end of each unit or on the page where the word is actually used (normally in the margin). |
No key words (not
even highlighted in margins) Difficult words in textbook not explained in guide. |
Business management
| Glossary and
key words - At back of unit |
Not at back but placed well No explanation of key words in margin |
| Language
readability and motivational chat - at right level |
Level okay Punctuation okay Length of sentences okay Used active verbs Conversational style |
| Layout and
access devices - how to use guide present |
Enough white
space Icons used, but not eye-catching |
Physical Science
| Introduction to module | Time allocation should be filtered down to the sections not only the units |
| Objectives Should be SMART |
Sections do have
their own learning objectives Unit objectives can be accommodated under sectional objectives ‘smart’ |
| Selection and presentation of content | Presentation of unit and modules are confusing |
| Self mark activities and in
text questions Activities which learner uses to assess himself or herself. Rhetorical questions which are keeping interest of learner to work. |
Instructions are clear |
| Feedback to
learners Can be given at the end of unit or immediately after activity |
Feedback referred to as being at the end of unit but not the case. It is given on p. 31 of Module 1 |
Reportback and discussion (record of interview)
Accounting
Self Mark Activities: Learner needs reassurance that the content has been mastered and obviously it must relate to the objectives.
ITQs are meant to make materials interactive and feedback should follow immediately afterwards and linked in to next section, leading to a conversation. Relate the ITQs to the objectives.
In the materials reviewed, must understand that it is a wrap around. Picked up that are using the term ‘exercises’ because textbook does and don’t want to confuse the learners. There are also activities, but these are invented by the writer, and do not appear in the textbook. Even with respect to the term ‘Chapter’ - will normally talk about a module, but don’t want to confuse the learner, so use the same term as the textbook.
Diagrams and columns are provided for learners to answer - this makes it easier. The headings, diagrams and columns are the same even in the exam, which makes it a lot easier for the learner.
Miss an icon for activities. Icons should be consistently used, and a decision has been taken to use them.
Feedback is important, because the materials must replace the teacher.
Question about where should give feedback - in Accounting makes sense to give it immediately.
Found it difficult to trace the feedback in the materials - sometimes it appeared, sometimes it didn’t.
Glossary and key words: rationale is to explain difficult concepts. In self-contained guides, difficult words should be highlighted in the text and explained there and then, and also appear in a glossary at the back.
No reference in the guide to difficult words in the textbook - this is problematic.
Perhaps absence of key words is as a result of the chapter being a revision exercise, rather than new work.
Jerry challenges this - Are you saying that in Grade 10 are not confronted with any new terms?
Irving: there should be key words, even in revision exercises.
Jerry: remember, you are building up - need to recap and take them back. Are you still familiar with these concepts? Can you still remember them?
Business Management
Layout and access devices - some of criteria are - enough white space, use of icons, introductions, sub-headings, summaries, clear objectives, dividing into sections and units, part on how to use the guide, contents list and so on.
In terms of this book - quite well done, section on use of guide explains very well. Content list - just by looking at it, you know exactly what would be awaiting. White space - very clear. Icons refreshing - not complicated, or crude. Introductions to modules there, sub-headings and summaries there, type is fine. Margins make a difference. All in all - not bad an attempt.
Learners need educating about using the margins for making notes. [Cornelius said that something ought to go into the introduction explaining to the learners how to use the margins - Daniel immediately made a note of this].
Physical Science
[didn’t draw out criteria first, plunged straight into comments]
Time allocation was stated in the beginning of the module - should be done section by section, as a global time allocation not very helpful for learners.
Objectives were provided for each section as well as the unit. However, unit objectives not matched in the content provided (eg no definition of matter in unit or section). Should not have unit objectives or else should make them broader.
Discussion - Jerry commented on the difficulty of determining time for unit. Also discussion of highly technical approach and essentially the thing being an estimate. [Cross reference to Business Management course - Daniel’s point was probably derived from his own experience of doing time allocation differently in his module]. Irving: time allocation can serve as a guide, and a motivation to students.
Jerry: the pedagogic principle: must break units up into digestible chunks so that learners can get through each section in less than an hour - don’t want learner to get up in the middle of a section.
***Back to Contents***Evaluator’s Review of NAMCOL course materials
This review looks at a sample of three study guides:
Physical Science, Module 1 Part 2, Grade 10 Preliminary Study Guide, 1994, compiled by NO Curry, Ministry of Education and Culture and Namcol.
Physical Science, Module 1, Units 1-3, IGCSE, 1998, Namcol.
Business Management, Grade 10 Study Guide, 1999, written by Daniel Dausab, Namcol.
This sample was chosen because it represents
one of the earlier modules in existence at the start of Namcol,
a module which was worked on consistently (although interruptedly!) throughout the period of the Bath project, and
a module which was prepared by trained staff towards the end of the Bath project.
Because the first two modules are on a similar subject, they will be compared under the headings below. Comments on the Business Management follow after that.
Physical Science Modules
Introduction to the module as a whole and to the specific unit/section
| 1994 module | 1998 module |
| There is no introduction to the module as a whole at all. | The lengthy introductory guide to laboratory work straddles uneasily between giving advice to learners about how to handle the practical component of their work at home and giving them the information that their practical exam will test them on. There is also one attempt to include an activity to help the learners process the information, but it doesn’t work, because it is not integrated into the teaching approach in the guide generally. The summary is not really a summary, but advice for the use of the guide and the beginnings of an introduction to the rest of the module. |
| Unit introductions link to previous work and sometimes to ordinary experience. However, sometimes introductions are simply the first paragraph of the rest of the text. | There is a firmer grasp of what an introduction should contain: connection with experience and motivation to study content; outline of content of unit; indication of how to study – SMAs and practical activities; and time indication. However, time indication is rather vague. |
Objectives
| 1994 module | 1998 module |
| The objectives are clearly related to content of unit – but there is little attempt to help learners build the skills(describe/compare/ discuss) implied by the verbs in the objectives. The objectives, therefore, although they appear to be attainable are not necessarily attainable by studying this particular material. In addition, they are rather wordy and overwhelming. | The objectives are at two levels – that of the unit and that of the section. This could be confusing for the learner, but it could also help with overview. The far greater practical emphasis in the activities and the greater number of activities means that learners have enough practice to learn to describe, explain, write the formulae, etc. The kinds of task words in the objectives are less loosely used – discuss (very complex activity, particularly in the science context) is never used; and only one of the objectives might not be do-able (the experiment in section 1). |
Activities
| 1994 module | 1998 module |
| The self-tests
are sparsely placed mainly one word/sentence or gap fill type questions. (Exceptions
include p.30 where an interesting exercise asks learners ways to improve their homes
through the used of the scientific principles learned). The self-tests assist the learners
to engage with the material. There are also two or three activities showing experiments learners could do, but they are not sufficient to encourage or develop practical scientific competence. However, the author uses a number of questions in the text – for which he provides feedback - and these draw the reader in. |
Practical
activities are included as well as self-mark activities, so there is an attempt to develop
the more practical side of science learning. Even the SMAs seem to be designed to give
learners access to the understanding to be gained through the practical activities. This
is helpful in that there is acknowledgement that the learners will do very few if any of
the practical activities. Activities usually constitute over half of each section. This acknowledges that learning takes place through engagement with the information, rather than simply from reading information. The activities are varied in type; for example, table completion, process description, labelling of diagram, one word answers. The kinds of cognitive skills being developed by the activities are also quite varied – comparison, ordering, selection and evaluation of information, explanation of physical phenomena in terms of a theory, and so on. |
Feedback and support in the material
| 1994 module | 1999 module |
| Feedback is in the form of answers, rather than comment. The exception is for the two or three practical activities. | Feedback is in the form of answers, rather than comment on how the answers were reached. However, after the practice questions on p. 30 and p. 71, there is an indication of what a reasonable mark on the self test is. This motivates learners to use the questions as a self test. Again on p.61 learners receive some advice about re-doing previous sections if they find an activity difficult. However, the advice is a little vague. |
Selection and presentation of content
Without a specialist knowledge of science, selection of content and level of difficulty cannot be commented on adequately. However, points can be made about whether the way the content is presented will encourage active learning.
| 1994 module | 1998 module |
| Italicised main points in boxes (with a pointing finger icon) could encourage memorization rather than understanding. | Although in one place the main points are boxed, the emphasis in general is on processing of information through the questions asked and the experiments presented. |
| There is an attempt to use everyday experience as a basis for understanding (see unit 2) but the characteristic pattern is several paragraphs of fairly dense explanation with a diagram and main points drawn out. | A range of ways of understanding a phenomenon are presented. For example, for the Kinetic theory, there is explanation, explanation with graph, and self-mark activity. Often, even in the explanation, there is reference to an experiment. Often also, everyday life examples assist understanding. |
| . | An interesting feature of this module is the ‘Did you know?’ boxes in the margins from time to time. This is presumably for extension and added interest, but sometimes the comments are very obscure, using terms that are not explained. Even the brighter learners will probably be frustrated in their attempts to get to grips with these ideas. |
Language level, readability, glossary/key words
| 1994 module | 1998 module |
| A glossary appears at the end of each unit. There is no reference to words in the text. It is not clear whether this is the list of ‘have to know’ terms, or the list of words ‘we guess you don’t know’. | The only improvement is the use of the term ‘key words’, which implies the important words you have to learn. However, learners are still not helped to use the key words section properly. Explanations of words need to be nearer to where the words are in the text. |
| The language used is generally very clear – mainly simple sentences, fairly short, linked to each other coherently. Occasionally phrases are used which learners will find a barrier. For example, p. 58 – ‘fractionating column’ – not explained in the glossary, and quite important for an understanding of the passage. | Some parts will
be incomprehensible to learners who lack certain vocabulary eg p. 23 – if you
don’t know what a smoke cell is or a filament lamp, the entire experiment will be
lost on you. A little worrying is the extensive use of modals such as ‘would’ ‘could’ ‘can’ ‘will’ ‘might’– very difficult for second language learners to follow. It would be better to decide on a simple policy about how to describe experiments and stick to that, rather than adopting a variety of ways of expressing what the learner might do if he could do the experiment. |
| An attempt is made to use the personal – ‘you will find’ ‘we say that’, ‘you know that’. Also, there is frequent use of questions which draw the learner into the ideas. I enjoy the tone as it is respectful of the learner, not patronizing, and not intimidating. For example, ‘The materials should also be cheap. Cement is quite expensive but sand and mud are cheap. Bricks must also be able to stand up to the rain and the heat of the sun. Which brick do you think is best value for money for building a house?’ This models a logical approach for the learner to follow, but does not patronize him. The use of everyday phrases ‘quite expensive’ (instead of ‘relatively expensive’) and ‘best value’ are low key and draw readers into the argument which could potentially be difficult for them to follow. | There is much more
direct comment to the learner about how he should work through the material. There is also
attention to the affective dimension of learning -‘Please do not worry if you spend more time on
it, the important thing is that you understand it all.’
However, the sections are very bitty, and although there are these personal touches, the conversation with the learner seems constantly to be interrupted by an explanation, an abrupt question introducing an activity, or another SMA. Quite a lot more work is necessary to ensure cohesion and coherence. The teaching approach in this module is more complicated, and the consistent and developing relationship with the learner suffers. |
Layout and accessibility
| 1994 module | 1998 module | |
| Print and font | Not clear; varies without clear motivation (eg page 17) | Consistent and type of print reproduces more cleanly. Only font size varies (for paragraph text), and this is well-motivated. |
| Illustrations/diagrams | Appear to be cut and paste, rather than digitally stored; not labelled. | Integrated digitally into text, and labelled, but some inconsistency in font type for labelling (eg bold normal for tables at the end of the module and italics at the beginning). |
| Headings | Four levels of headings, but some confusion in that heading level 2 (12pt bold sentence case) is less striking that heading level 3 (12pt bold upper case). Also sometimes the same level heading is used twice in a row (eg p 19). | Module heading (level 1), Unit heading (level 2) and Section heading (level 3) not sufficiently clearly distinguished from one another. Level 2 and 3 headings are exactly the same. Level four headings used to mark different parts of context as well as different kinds of activities. |
| 1994 module | 1998 module | |
| Icons and boxing | These are meant to distinguish key points, objectives and self-tests. The icons are messy, and the same kind of double line boxing is used for each of the items. | No icons are used. Where key points exist, they are boxed. Practical activities are distinguished from Self-Mark Activities only by headings (same kind of heading). Lines are used to separate self-mark activities from practical activities and the rest of the text. |
| Page layout | A4 page size – whole page filled, although boxed items use white space for presentation of relevant icon. | A4 page size – whole page filled, although occasionally (rather cramped), there are ‘Did you know?’ boxes in the right hand margin. Use of footers indicating module and unit as well as page number. |
| Contents lists | Present, but only titles of units given – no aid to learning. | Contents list indicates each section heading. |
| Division into ‘chunks’ of reasonable length? | 75 page module divided into four units, some of which are very long – not manageable in a single sitting by learners. Several times up to half a page of unbroken typed text. | 73 page module divided into 3 units each with 3 sections (3 or 4 pages in length). Care is taken to break up text with diagrams, tables, different headings, activities and so on. |
| References within the text to other parts of the text. | Because the diagrams and labels are not labelled, they are referred to vaguely. Also, there is no indication of the fact that there are answers to the self-test or where these answers might be. | Text refers clearly to tables and figures. However, reference to the answers to SMAs at the end of the unit is vague – difficult to find the answers. Sometimes SMA answers separate from answers to self-test, and sometimes combined. Self-tests are sometimes called self-tests, and sometimes practice examination questions. |
| Cover and binding | A4 stapled blue thick paper cover, no pictures on cover, but all necessary information present. | Attempt to make cover more interesting with some line drawings, more lively colour, and more interesting layout. Still A4 stapled, but whiter quality of paper improves appearance. |
Business Management Study Guide
Introductory pages
The immediate impression on opening the Business Management Study Guide is that it is a product of a well-organized team. The acknowledgements page not only credits team members for their work, but also gives a personal face to the volume. This personal touch is continued in the welcome page, in which the writer introduces himself to the learner and wishes them well. Transparency and learner participation is encouraged also in the request for comments on the volume and the provision of an address to which to write.
This is followed by a comprehensive ‘How to Use This Guide’. This is particularly important in a textbook study guide, as learners can easily get lost between the two books and sections within them. Terminology in the guide has been aligned with that in the textbook, while retaining the teaching approach that Namcol wishes to take. For example, ‘aims’ are referred to, but these are transformed in the guide into ‘learning objectives.’ ‘Checkpoints’ (self-tests) and ‘activities’ that appear in the textbook are retained, but feedback is added. In addition, however, the author has included extra practice for the learners in the form of exercises (also with feedback).
What is particularly interesting is the careful way in which the introduction helps the learners to plan their work – providing suggested weeks for completion of each module (this is picked up in the text of the guide as well, with more precise reference to numbers of hours). The guide and the study timetable also include reference to assignments, tutorial letters and examinations. This gives the learner a sense of the course as a whole, and alerts them to the requirements for success.
The introduction gives a clear and excellent message to the learner: ‘We believe that what we are asking you to do is manageable - you can succeed. If you have problems, we are here to help you.’
Introductions to modules and key words
The introductions make a real attempt to demystify the topics. For example, financial management is explained as ‘making sure a business has enough money’. This is followed by the more formal definition ‘managing the flow of funds’, and followed again by a demystifying of ‘funds’ - ‘Funds is another word for money’. Another example from module 3 is of the use of simple pictures to assist an understanding of the concept ‘retrieval system’. What is important about this type of introduction is the recognition that the most important thing a teacher needs to do is help learners process explanations of concepts and words – not simply provide definitions (as the glossaries in the other two modules tend to do).
Interesting too, is the inclusion of the Key Words section at the beginning of the module, rather than at the end. This alerts learners to the words they should be concentrating on as they read. There is also a distinction made between Key Words (words that learners have to understand to master the content of the course), and other
English words and expressions that might interfere with their understanding of textbook
Learning objectives
The objectives for the modules are somewhat lengthy, but they are do-able by the learners. Enough practice is given for learners to master the kinds of skills (draw up a budget, explain the difference, etc) required by the objectives. In addition, care is taken not to use task words loosely and to explain them wherever necessary – eg p. 1 distinguish (tell the difference). A similar set of task words is used for the objectives in each of the modules, so presumably the learners will be developing competence in performing these kinds of activities with the different aspects of the content of the modules. The feedback to the activities, exercises and checkpoints will presumably guide the learners to respond appropriately to the task words given. However, no direct teaching on these task words is provided.
Activities/exercises/checkpoints and feedback provided
The activities and exercises are frequent and help learners interact with ideas and processes, and the checkpoints provide useful consolidation. There is space in the guide itself for answers to the activities. Frequently, also, the space is laid out in a certain framework to help learners organize their response.
There is significant improvement in the way feedback is given. In addition to answers and comments like ‘if you are not happy that you have learned this topic well read section xx again before you go on to section xx’, the feedback often gives interpretive remarks. An example is the answer to the question:
Explain the uses of receipts in handling funds (p.8)
Receipt – This is a document given to a customer as proof of payment (in a business they often refer to receipts also as the money received from the customers). In Namibia we often call the cash slips.
This answer goes beyond a mere definition. It explains the answer with reference to the context for Namibian learners.
Where it is impossible to give direct feedback, the author acknowledges this, but still gives ‘some hints’ of what he is expecting.
Language, tone and style
In addition to the various points already mentioned, the style of the guide is informal and personal and, despite the number of different ‘bits’ that make it up, a conversation is maintained with the reader. This is partly a result of frequently repeated phrases, such as ‘Now read on’, ‘Don’t worry’. It is primarily, though, a result of consistent imagination of the kinds of difficulties learners might be experiencing and an effort to respond helpfully to those difficulties. For example, on p.19, the writer says,
Don’t worry that you have to do this activity without a partner, if you are alone I think you can also manage it. You probably won’t be able to do question 2 though.
Care must be taken, however, that comments that are meant to be encouraging don’t slip into a slightly patronizing tone, for example,
Was it difficult? It was not and I knew you could do it. Well done!
Or
You’ve completed the course. How did it feel? I think you realised that it was hard work.
It is much better to concentrate on providing practical advice, for example,
When you are happy you understand this Module, I suggest that you move on to Module 3 about the Administrative Function, because there are also questions on this topic in assignment 1.
Layout
There is considerable improvement in the layout of this guide. The following is a list of some features noticed by the reviewer:
Much more interesting cover.
Page layout with outside margins used for placing of well designed, fully explained, attractive icons.
Headers give title and number of module for easy reference.
Module headings very distinct.
Boxes not overused.
Clear print, and changes in font type well-motivated (eg for Learning Objectives)
Suggested improvements (perhaps these are simply a matter of personal preference!):
It is slightly confusing to have the same heading for elements of the guide (eg activities, key words) and for headings of sections (eg Recruitment).
Boxing of What to do next is a little messy.
Bolding of key words makes for too much bold on the key words page, and distracts a little.
Sometimes text moves too far down the page and ‘bumps into’ the page number.
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