Appendix 2

SAIDE Instruments used to Conduct Study Research

 Interview Schedules for Course Coordinators 

 English Course Coordinator 

Content

1.   How were the compulsory/optional courses decided?

2.   Can all of this be achieved, or is there not necessarily a drift to the practical (what the students feel most comfortable with)? If this is so, how could the course be designed in such a way as to encourage/enforce attention to theory as well as practice? Or should some of the theory be dropped so that there is more time for integration of theory and practice?

3.   Is the balance between positioning the students and helping them develop an independent approach maintained (possible)?

4.   Is everything necessary or are there lots of nice-to-know sections, as opposed to need-to-know sections?

5.   Is there coherence between what the Education Studies Department developed (first three of the compulsory courses above) and what the Applied English Language Studies department developed? What attempts were made to achieve coherence? Were they successful?  

6.   The options were developed by contracted-out writers - to what extent do they adopt approaches consistent with those in the other courses? If so, how was this achieved?

7.   What were the advantages/problems in contracting out other writers?

Assessment Strategy 

Name of course	No of tutor-marked assignments	Course portfolio description	Exam	Exam equivalent description
Contexts
Language and cognition
Assessment
Theory and practice
Grammar
Classroom research
Writing materials
Literature
Personal writing

Procedures for marking and moderating

1.      Should the assessment be the same across all the courses?

2.      Is the assessment for the options equivalent?

3.      Is the weighting of the assessment for courses of the size more or less the same?

4.      Does the assessment help the students to achieve their goals?

5.      Are the systems for the moderation of marking adequate?

Support in Schools

1.      Is this still planned? Or has it been abandoned?

2.      Is there a large enough pool of skilled people to draw upon?

Residentials

1.   Are the contact sessions expected to do too much?

2.   Could some of their functions be performed in different ways?

3.   Should they be compulsory (especially in view of the cost for the students)? If not, how could their functions be performed?

4.   What other mechanisms already exist to perform certain of the functions? (eg booklet introducing the course)

Feedback on Assignments

Administrative

1.      What is the turnaround time for assignments from the English teaching course?

2.      What are the marking arrangements for the English course? 

Academic

1.   Do students interrogate the feedback they are given? If so, how and when?

2.   What is the submission rate for assignments? How are students encouraged to submit assignments? What happens about due dates?

Administrative Support

To what extent do these issues (admissions, registration, and fee payment) interfere with/support the teaching and learning practices of the course? 

 Education Studies Course Coordinator 

Content

1.   Is there coherence between what the Education Studies Department developed (first three of the compulsory courses) and what the Applied English Language Studies department developed? What attempts were made to achieve coherence? Were they successful?

2.   Could you give some pointers to us as to how the Education Studies courses could contribute to the overall programme goals?

3.   Could you provide us with a course focus for the Curriculum course?

4.   One of the difficulties raised by Yvonne was how to balance the need to position students with the need to help them develop independent positions. How has Education Studies dealt with this issue?

5.   Another issues raised was Yvonne’s feeling that there is probably a bias towards secondary teachers in her course. What is your feeling about this with regard to the Education Studies courses?

6.   To what extent did the various writers of the Education Studies courses work together?

7.   What are your opinions about the sequencing/spreading of the courses across the two years?

Assessment Strategy

1.   What are the assignment/examination requirements for the various courses?

2.   Have you any sense of the amount of time that students need to spend on each of the assignments?

3.   Do the students receive the criteria against which their assignments are to be marked beforehand, or do they only get instructions for the assignments?

4.   What procedures do you have for ensuring reliability of marking across tutors?

5.   What processes do you have for giving feedback on assignments?

6.   What is the students’ response to feedback on assignments?

Residentials

Could you give us some idea of what you hope to achieve in the residentials?

Mid-Cycle Workshops

1.      Could you give us some idea of what you hope to achieve in these workshops?

2.      What is the attendance like, and what do you think influences the attendance?

Other Support

1.   Could you describe any support that you or your tutors provide for the students aside from feedback on assignments and guidance during residentials and mid-cycle workshops?

2.   Are there any mechanisms for monitoring the support that is provided?

3.   To what extent do you think the peer support system is working? 

Classroom Observation Schedule

Task One: Please find out the information on the first two pages BEFORE the start of the lesson.

Name of observer:

School and teacher profile

Name of school:

Location:

Teacher’s name:

Localizing details for lesson

Date: 

Grade:

No. of pupils in class: 

No. of pupils on roll:

Lesson topic:

Length of lesson:         

Time of lesson :

Materials designed by teacher:

Evaluative comment: 

Assessment methods:

Evaluative comment: 

Purpose of lesson:        

Structure of lesson (see accompanying lesson plan):

Evaluative comment: 

Task Two: Please write a phase-by-phase description of the lesson, bearing in mind the following summary of issues to look for.  

Task Three: Please fill in the following schedule immediately after observing the lesson.

 A. Content and Confidence 

A.1. Teacher’s own language proficiency 

Teacher communicates fluently in target language

Teacher communicates in a clear and organized manner (conveying meaning effectively)

Teacher’s own language is relatively free from grammatical errors

 Comment:.

A.2. Content knowledge and confidence 

No knowledge of content area

Basic knowledge with inaccuracies

Sufficient knowledge and relatively confident

Good knowledge, confident and shows broad understanding of the subject (relates to other  ideas, concepts/topics)

 Comment: 

A.3. Constructivist approach 

Knowledge is presented as a given

Pupils are encouraged to  challenge the teacher

Pupils participate in the construction of knowledge

 Comment: 

 B. Classroom relationships 

B.1. Whole class teacher-pupil control 

Teacher talks most of the time and allows little pupil participation

Pupils participate only when asked questions by the teacher

Teacher creates opportunity for pupil-pupil interaction

Both teacher and pupil initiate interaction

 Comment: 

B.2. Pupil-pupil interaction without the teacher 

Pupils don’t question each other or probe for details

Pupils question each other in secret because this is not encouraged by the teacher

Pupils only question or help other pupils when prompted to do so by the teacher

Pupils freely enter into discussions with each other

 Comment: 

 C. Teaching and learning strategies 

C.1. Classroom organization 

Appropriate mix of pair and group work

The arrangement of furniture facilitates type of class organization

The activities encourage real cooperative learning

Group/pair activities are integrated into the rest of the lesson

 Comment:  

C.2. Use of pupils’ experiences  

Teacher draws on pupils’ life and home experiences

Teacher values and uses pupils’ experiences   to build the lesson

Teacher makes links between pupils’ experiences in some subjects/variety of subjects (across the curriculum)

 Comment:  

C.3. Use of questioning as a tool for teaching  

Teacher asks a variety of questions

Questions asked support, extend and challenge the pupils

Leading questions are used to help pupils answer more difficult questions

Teacher asks questions but answers them herself/himself

 Comment: 

C.4. Activities/tasks 

A range of teaching and learning activities/ tasks  is used

The activities are suitable to the level of the pupils

Activities extend pupils’ thinking

Enough support is provided for pupils to manage difficult activities

 Comment: 

C.5. Checking for understanding

A variety of methods are used at different points in the lesson to check for understanding

Does not notice pupils’ misconceptions or misunderstandings

Notices misconcep-tions and gives the right answer

Notices misconceptions and engages  individual pupil in working through the explanation

Notices and encourages pupils to engage with each other in working through the explanation

Notices and engages with pupils’ conceptions and facilitates conceptual clarity

 Comment:  

C.6. The development of the language skills (reading, listening, writing and speaking)   

The majority of pupils use the target language actively in the lesson

Pupils' language errors are dealt with appropriately

All four language skills are integrated in the lesson.

The cognitive dimension of language learning is addressed in the lesson

 Comment:

C.7. Use of home language in the classroom  

		teacher treats language as problem		teacher treats language as a resource
Only the target language is used in the lesson	Teacher predominantly uses and allows use of home language	Teacher predominantly uses and allows use of English and appears to discourage use of home language in public form	Teacher uses and allows use of English and appears to switch to main  language only when pupils do not understand	Teacher uses and allows use of English with switching to main language  to meet some educational or communicational demand

 Comment:

C.8. Use of materials (Materials are resources that have been adapted/used for a particular teaching and learning purpose) 

No materials available for pupils or teacher to use

Only the teacher uses the materials while the pupils are observing

Some pupils use/share the materials

Materials are appropriate for the level of the pupils and enhance learning

 Comment:

 D. Values and attitudes 

Please comment on the values and attitudes displayed by the teacher in the lesson and give examples to justify your comments.

Task Four: Please use the following questions to conduct a taped interview of the teacher as soon as possible after the lesson you have observed. 

POST OBSERVATION INTERVIEW 

1.   How does this lesson fit into what you are doing with your class this term? 

2.   Did you achieve the purpose of the lesson? Which aspects did you achieve? Which aspects did you not achieve? Why? 

3.   Interviewer selects at least two aspects of the lesson (one should be a design issue and one should be an implementation issue) and asks teacher to reflect on them in turn. 

4.   Was this lesson representative of your lessons in general? If it was unusual, please explain. 

5.   How will you improve this lesson next time round? 

6.   As a result of your experience in this lesson, what will you do next time you see the class? 

Task Five: Fill in the following classroom/school profile at any stage during the observation period 

CLASSROOM/SCHOOL PROFILE

Name of school:
Category	No. or tick	Comments
Number of pupils
Enough space for teacher and pupils to move around
Sitting arrangements according to gender
Chalkboard
Cupboards
Enough desks/chairs
Wall displays (teaching aids/pictures or pupil work)
Electricity
Ventilation/windows/sufficient light
Books/pens/exercise books (for teacher, pupils)
Bulletin board
Other classrooms, principal’s office, staff room
Any rituals – flags, assembly, statues
Who else did you see other than pupils and teachers?

 Analysis of survey of student opinion 

The survey was administered to 43 second-year students enrolled on the FDE English teaching programme on 1 July 1998. Since the number of respondents to this survey was 43 and the number of students enrolled on the programme in 1998 is about 56, the sample is fair.  

The number of responses is given in each block/space below. If the number for each question does not add up, this indicates that some students did not respond to that particular question.  

The comments of the evaluator with regard to conclusions that can be drawn from the survey are indicated after each section.

A. Programme Goals

Please put a circle round either 1, 2 or 3.

a)  To what extent do you think that the English teaching programme is succeeding in    achieving its goals for you personally?
	Very	Fair	Not at all
i.    To improve the quality of the teaching and learning in your classroom at the school where you teach	39	4	0
ii.   To extend your knowledge of Education	39	3	0
iii.  To extend your knowledge of English as a language and as a subject	41	2	0
iv.   To extend your English teaching knowledge and skills	41	2	0
v.    The help you become competent, reflective professionals within your community	35	7	1

 

vi.  To provide you with opportunities to engage in classroom and school-based research	31	12	0
vii. To enable and foster collegial and co-operative ways of working among teachers	29	13	1
viii. To open career paths for you through professional development and possible access to further qualifications	35	8	0

 Evaluator’s comment

The degree of student satisfaction with their own achievement of the programme’s goals is very high. For the purposes of this research, the first goal is the most important, and the others can be seen as contributing to it to a greater or lesser extent. The respondents will not have distinguished between their own teaching and their pupils’ learning, but their positive response indicates that at least they feel that their classroom teaching has improved as a result of involvement in the programme.

B.  Amount of the Course Materials Studied

Please put a circle round either 1, 2, 3, 4,5 or 6.

a) How much of the course materials in the Theory and Practice and Grammar courses did you study?	All of it	25
	Nearly all of it	7
	More than half of it	7
	About half of it	1
	Less than half of it	0
	None of it	0
b) How much of the course materials in the Contexts and Curriculum and Classrooms courses did you study?	All of it	22
	Nearly all of it	11
	More than half of it	6
	About half of it	3
	Less than half of it	0
	None of it	0

 Evaluator’s comment

This question was designed to establish the extent to which the students actually use the main kind of support provided to them in achieving the goals of the programme – the course material. If the students do not use this means of support extensively, the programme is not succeeding as a materials-based or mixed mode or distance education programme. 

It is clear from the responses that the students perceive the importance of working with the course materials and do it extensively. What could have been asked in addition is the extent to which the students do the activities in the materials – i.e. the extent to which they interact with the materials and in that way are taught through them. However, a survey will not yield very useful results to such a question, and it is better picked up in an interview. 

C.  Helpfulness of Course Materials

Please put a circle round either 1, 2 or 3.

a) How helpful were the English Course Materials?	Very	Fairly	Not at all
1.   Is it easy to find your way around the English materials?	33	9	1
2.   Do the introductions to each section explain clearly what you have to learn in that section?	38	5	0
3.   Do you find it easy to understand the language used?	32	10	0
4.   Are difficult ideas explained clearly?	25	17	0
5.   Do you find the materials interesting to read?	35	8	0
6.   When you have finished working through a section, is it easy for you to measure how successfully you have learnt what was required?	19	20	3
	Most	Some	None
7.   Do the activities help you understand the ideas presented in the materials?	28	14	1
8.   Do the materials help you relate what you are studying to your experience and knowledge?	32	11	0
9.   Do the materials encourage you to apply what you are studying in your classroom?	32	10	0

 

b) How helpful were the Education Course Materials?	Very	Fairly	Not at all
1.   Is it easy to find your way around the Education materials?	17	22	3
2.   Do the introductions to each section explain clearly what you have to learn in that section?	33	10	0
3.   Do you find it easy to understand the language used?	27	15	1
4.   Are difficult ideas explained clearly?	21	20	2
5.   Do you find the materials interesting to read?	32	9	1
6.   When you have finished working through a section, is it easy for you to measure how successfully you have learnt what was required?	18	22	3
	Most	Some	None
7.   Do the activities help you understand the ideas presented in the materials?	23	20	0
8.   Do the materials help you relate what you are studying to your experience and knowledge?	34	8	1
9.   Do the materials encourage you to apply what you are studying in your classroom?	31	12	0

 Evaluator’s comment

The questions in this section deal with the accessibility and interactivity of the materials. Since most students read all the course materials, the responses to these questions can be assumed to be valid, even though it is by no means certain that the students understand the implications of each of the individual questions, or are sufficiently aware to be able to answer them accurately even if they do understand them. However as a general index of student satisfaction with the materials, the general pattern of responses is valid. 

It is clear from the responses that the students are very satisfied with the accessibility and interactivity of the materials. One possible area of weakness, however, in both the English and the Education materials is in the opportunities created in the materials for the students to assess their own progress as they work through the materials. What is also fairly clear, though it would need further research, is that the students find the materials challenging – the ideas are difficult (see the responses to question 4).  

D.  Usefulness of Theory and Practice  and Grammar Courses

Please circle either ‘Yes’, ‘No’, or ‘A little’ in ALL of the blocks below. 

	Has  relevance for my situation	Increased my knowledge of English as a subject	Increased my skills and knowledge in teaching English	I found it difficult to use ideas from this unit in my teaching	I used ideas from this unit successfully in my teaching
Theory and Practice
Unit One: Language Learning and Language Teaching (theories of language acquisition and development, working with transcripts, code-switching)	Yes- 39 No- 0 A Little- 4	Yes- 43 No A Little	Yes- 42 No- 0 A Little- 1	Yes- 2 No- 26 A Little- 15	Yes- 28 No- 0 A Little- 15
Unit Two: Oral Language in the Classroom (Classroom interaction, encouraging and supporting classroom talk, group work, listening and speaking skills)	Yes- 33 No- 0 A Little- 10	Yes- 38 No- 0 A Little- 5	Yes- 41 No- 0 A Little- 2	Yes- 5 No- 27 A Little- 11	Yes- 32 No- 2 A Little- 9
Unit Three: Literacy Practices Inside and Outside the Classroom (Literacy as a set of social practices, literacy in education, literacy in the classroom, reading, writing)	Yes- 32 No- 1 A Little- 10	Yes- 38 No- 1 A Little- 4	Yes- 36 No- 1 A Little- 6	Yes- 9 No- 21 A Little- 13	Yes- 23 No- 2 A Little- 13
Unit Four: Towards an Integrated Curriculum in the Language Classroom	Yes- 35 No- 4 A Little- 4	Yes- 35 No- 0 A Little- 8	Yes- 37 No- 1 A Little- 5	Yes- 7 No- 24 A Little- 12	Yes- 28 No- 1 A Little- 13
Grammar course
Content of grammar (Verb; Adverbials; Prepositions; Noun Group; Clauses, sentences & longer texts)	Yes- 38 No- 0 A Little- 4	Yes- 42 No- 0 A Little- 0	Yes- 41 No- 0 A Little- 1	Yes- 2 No- 34 A Little- 6	Yes- 33 No- 2 A Little- 7
Approaches to teaching grammar	Yes- 36 No- 2 A Little- 5	Yes- 40 No- 0 A Little- 3	Yes- 41 No- 0 A Little- 2	Yes- 6 No- 27 A Little- 10	Yes- 30 No- 3 A Little- 10

 Evaluator’s comment

The focus in these questions was on the content of the materials with particular emphasis on student use of the content in their own classrooms, rather than their accessibility and interactivity.

The overwhelmingly positive responses indicate that students found that the content was relevant to their situation, increased their knowledge of English as a subject, increased their skills and knowledge in teaching English, were not difficult to use in the classroom, and that students used ideas from the units successfully in their teaching. 

Probably the most interesting of the questions for the purposes of this research is the question about successful use of ideas in the materials in the classroom. It seems that the most successful sections in terms of usefulness for the classroom were Unit Two (oral language and the classroom) and the Grammar sections. 

E.   Use and Helpfulness of Support Structures

a)     Which of the following types of support did you make use of? 

Please circle the word you choose. 

1.      I attended residential sessions	All- 40	Most- 3	A few- 0
2.      I attended mid-cycle workshops	All - 25	Sometimes- 10	None- 6
3.      I worked with a study partner	A lot- 17	Sometimes- 24	Not at all - 2
4.      I phoned my lecturer /tutor for help	Often- 4	Occasionally- 10	Never - 29
5.      I visited my lecturer/tutor at Wits	Often- 3	Occasionally - 8	Never - 32

 b)     How necessary do you think the following types of support are for successful study on this  programme? 

Please put a circle round either 1, 2 or 3.

	Essential	Quite important	Not necessary
1.      Residential sessions	28	12	2
2.      Mid-cycle workshops	15	25	3
3.      Working with a study partner	28	13	1
4.      Telephone support from lecturer/tutor	14	25	4
5.      Face-to-face support from lecturer/tutor	30	8	5

 c)   What additional support would you like that you are not getting? 

The following suggestions were made about additional support:

·    Additional course materials (eg audiotapes and even videotapes, tutorial letters) - 7 respondents.

·    Help with finances - 6 respondents.

·    Residentials (eg extra mid-cycle workshops, provincializing the residentials, two-week residentials, education to be given more time during residentials) - 4 respondents.

·    Face-to-face (regular face-to-face support, lecturers should visit monthly, student counselling for encouragement) - 3 respondents.

·    School visits (classroom observation by lecturer) - 2 respondents, (more time, more support) - 2 respondents.

·    Change of education tutor - 1 respondent.

·    No additional support needed - 6 respondents. 

d)   Would you like lecturers/tutors to visit you in your classroom in order to give support? 

Yes - 29;  Sometimes- 3; No- 5. 

Evaluator’s comment

If support is provided, but not used, there needs to be an investigation about why it is not used, with the possibilities being that it is not perceived as important, does not fit the context of the students, or is not of sufficiently high quality. Similarly, student opinion about additional support needs to be solicited. 

Since the residentials are compulsory, the number of respondents who reported having attended all the residentials is obviously high. However, this positive response must be seen in the light of the fact that students have to pay for the residentials themselves (transport and accommodation), so their high attendance can not only be attributed to the official position that they are compulsory. Moreover, more than 50% also made use of all the mid-cycle workshops which were not compulsory. 

Seeing that residentials, work with partners, and face-to-face contact with lecturers are regarded as essential by the respondents, there needs to be further investigation into how work with partners can be facilitated more effectively, and whether face-to-face contact with tutors in between the valuable residentials could be organized. Time should be spent on building these support structures, rather than on those such as telephone support and mid-cycle workshops which respondents appeared to regard as less important. 

The question about whether or not students would like support in their classroom teaching is important to bear mind in any survey of student opinion on an in-service course (even though the logistics and cost of arranging it are insurmountable) because often the assumption is that students do not see the need for classroom visits as they are already qualified teachers. This is clearly not the case with these students. They value the programme as having a direct bearing on their classroom teaching, and would like more hands-on support in improving their classroom practice.

F.  Success and Importance of Residential Schools

Please put a circle round either 1, 2 or 3. 

a)     How successful were the residentials in achieving the objectives listed below? 

	Very	Quite	Not at all successful
1.   To assist with completing assignments	31	12	0
2.   To help with difficulties in the materials	31	11	1
3.   To model good teaching methods	29	12	2
4.   To give an opportunity to improve English oral/aural skills	30	11	1
5.   To provide additional information and enrichment	32	10	1
6.   To give a chance to get to know other students	26	14	2
7.   To give a chance to get to know study partners	20	17	5
8.   To give a chance for individual consultation with lecturers	28	14	1

 b)     How important are the objectives listed below to you personally? 

	Very	Quite	Not at all important
1.      To assist with completing assignments	27	12	3
2.      To help with difficulties in the materials	33	9	1
3.      To model good teaching methods	26	16	1
4.      To give an opportunity to improve English oral/aural skills	34	6	3
5.      To provide additional information and enrichment	33	10	0
6.      To give a chance to get to know other students	25	15	3
7.      To give a chance to get to know study partners	24	14	5
8.      To give a chance for individual consultation with lecturers	28	14	1

Evaluator’s comment

The residentials are regarded as essential and are also extremely well attended. It is particularly important, therefore, to analyze student opinion of the success of the residentials and student rating of the importance of the various objectives of the residentials.

The conclusion to be drawn from the responses is that students regard all the objectives as very important (with the possible exception of getting to know study partners, which can presumably happen elsewhere), and also think that they are very successfully achieved in the residentials (again with the exception of getting to know study partners). 

G. Assessment

For each question below, give your answer in

a)     for the English courses (Theory and Practice and Grammar) and in

b)     for the Education courses (Contexts and Curriculum).

Please put a circle round either 1, 2 or 3.

	a)  English courses			b) Education courses
	Very much		Not at all	Very much		Not at all
1.      Were the assignments helpful in consolidating the teaching of the course?	40	3	0	22	16	0
2.      Did the assignments say clearly what was expected?	34	8	0	20	18	1
3.      Were the assignments returned sufficiently quickly?	32	10	1	19	13	7
4.      Were you able to learn from your tutor’s comments?	39	3	1	17	18	4
5.      Were your tutor’s comments supportive and constructive?	41	1	1	17	18	4

Please circle either Yes or No:

c)   Was it helpful to have an examination in:

Theory and Practice course	Yes - 35 No - 8
Grammar course	Yes - 39 No - 4
Education courses	Yes - 34 No - 9

 Evaluator’s comment

Support with regard to assessment is of major importance in a distance programme. It is more difficult as support is given primarily in writing, rather than communicated orally, as in the face-to-face classroom situation. Assessment needs to be seen by tutors as an opportunity for teaching, not just grading. 

The English courses are obviously highly successful in teaching through assessment. Respondents clearly experience the assignments as integral to the content of the course, generally know what is expected of them from the way the assignments are described, are encouraged and enlightened by the kinds of comments written, and are satisfied with the turn-around time on assignments. 

Respondents experienced the assessment in the Education courses quite positively, but not as positively as in the English courses. Possibly they find the assignments more difficult, but it could also be that the comments written are less supportive. This needs to be investigated further. 

The question about examinations was asked because the programme coordinators felt that although an examination for the Grammar Course was relevant to the type of learning expected of the students, the examination in the Theory and Practice course was devised because of University expectations. However, it appears that the students have no problems with examinations in any of the courses. 

H. The programme as a whole

a)     What has been the most negative aspect of this programme for you personally?

The following aspects were listed by the respondents:

·     Workload  (6 general comments about pressure of work eg ‘highly strenuous’, 3 comments addressed specifically to the Education courses, eg education in second year is too difficult) - 9 respondents.

·     Not enough financial support (eg four residentials a year costly, bursaries only for maths and science) - 8 respondents.

·     Assignments (eg high failure rate, penalty for late submission, marking procedures not fair, demoralizing statements from some of the tutors, meagre marks) - 8 respondents.

·     Residentials (eg difficulties travelling, leaving family, starting and finishing times of residentials - 08h00 to 15h00 is strenuous, residentials on a Sunday, shouldn’t have to pay for accommodation, education tutorials no use in residentials, lectures better) - 7 respondents.

·     Registration (eg not getting information and materials in time, ‘things will be so mixed up that you will think of leaving the course’) - 2 respondents.

·     Education tutors (eg tutors no help, need to change education tutor) - 2 respondents.

·     Difficulty with getting study partners - 1 respondent.

·     No negative aspect - 7 respondents. 

b)   What has been the most positive aspect of this programme for you personally?

The following aspects were listed by the respondents:

·        Improvement of knowledge (eg encouraging to research knowledge, the appropriate education the lecturers are giving us, guidance to work in South Africa) - 10 respondents

Improvement: a great deal of things, it has boosted my confidence ) - 4 respondents

Meeting with other teachers - 2 respondents.