**6.3 Sustainability over the period 1998 and 1999**

Essentially, the programme was in the difficult situation of attempting to meet increasing demand with insufficient resources. In a climate of rapidly increasing numbers, the support provided was in many cases insufficient. In many areas, the programme staff were able to provide only a modicum of support to schools, and the programme was constrained to something of a 'holding pattern' rather than fully fledged expansion in keeping with a growing demand for the radio learning programme countywide.

The numbers of participating schools and teachers reached a ceiling in 1998. Once this ceiling was reached, the situation became increasingly difficult during 1999, especially as the programme's materials posters, readers and workbooks had a limited life, and were reaching the end of their life.

Implementation constraints thus had a severe impact on the ability of the project team to deliver support to the schools, as the growth in numbers had exceeded the financial resources and capacity of the programme. Despite these difficulties, classroom-based evaluation indicated that the programme still had wide-spread support among the teachers (Brand, 1998; Chippendall, 1998; Graham, 1998), while analysis of pretest/posttest data indicated that learners in schools in which the programme was implemented continued to make greater gains than those in matched comparison schools (Jacobson, 2001).

The tension between demand and resources, however, had inevitable effects on individual team members (de Reuck, 1999; Hoosen, 1999). Increasingly during the year 2000, there was a climate of financial insecurity in the programme. As international donor funding is normally provided for a fixed period, there was clarity that Norwegian funding could not be renewed, and attendant uncertainty as to whether the programme's management would be able to secure the financial support from additional donors necessary to continue its work. At the end of the year 2000, the hiatus in funding reached a critical point. As the Norwegian grant period came to an end, contracts could not be renewed, and several core members of the project team sought security of employment elsewhere in the private sector.

#### **6.4 Sustainability over the period 2000 and 2001**

It was evident over the year 2000 that the radio learning programme's financial position had reached the point where its sustainability was in question. On the one hand, there was

Teacher Development Through Distance Education:

education departments.

provision of radios to schools

achieve the above outcomes.

Records of daily broadcasts in each area

school and classroom levels.

Records of regional coordinators' visits to schools

Evidence of adequate distribution of materials to schools

programme

broadcasts.

broadcasts

workshops

**methodology** 

Contrasting Visions of Radio Learning in South African Primary Schools 71

training workshops, in-school visits by regional coordinators and teacher support groups. However, it was acknowledged that this was an ideal, and that owing to the scale of the programme, the exact nature of teacher support provided would vary from region to region, reflecting the different skills and personalities of the nine regional coordinators involved in the programme (Potter & Silva, 2002), as well as the inputs in the form of resources and support from educational officials provided by the different provincial

In terms of the intended outcomes specified in its funding proposals, the programme was

 production and dissemination of complementary teaching and learning print materials broadening and deepening of the contents of the Radio Learning Programme to accord

scaling up to deliver these services to a beneficiary base of 70 000 teachers and 2 500 000

engaging with educational officials in the national and provincial departments to

These aspects of the radio learning programme were embodied in the programme's logical framework as presented to its funders for the period July 2001 to June 2004, in which it was

Decisions by SABC and community radio stations to broadcast the radio learning

Expansion in areas of the country able to access the radio learning programme

Comments from teachers and principals relating to timing, accessibility and clarity of

Records of numbers of teacher support workshops, content covered and attendance at

Evidence of changes to radio scripts and learner support and teacher support materials

Evidence of usage by learners and teachers of radio broadcasts and support materials at

working in terms of a number of additional specific outputs, including:

providing radio broadcasts for mass access to programme content

integration of radio learning programmes into school timetables

learners over 5 years, primarily in marginalized and rural areas

envisaged that evaluation would focus on the following indicators: **A. Expansion of broadcast coverage of radio learning for teachers** 

Actual implementation of decisions to broadcast the programme

**B. Improvement in classroom practice in line with outcomes-based education** 

training teachers in implementation of the programme

with the curriculum (at present Curriculum 2005)

training teachers in outcomes based education

clear need and demand from the schools for the programme's services, and evidence that the numbers of teachers and learners would increase rapidly were funding available. On the other, the programme lacked sponsorship on the scale necessary to adequately service the schools and teachers to which it was already committed, let alone extend its services to additional teachers.

The climate of financial uncertainty and the flight of critical programme staff members had effects on the quality of implementation in schools (Basson, 2000) and effectively eroded the developmental impetus of the programme. The loss of key staff members, in particular, eroded the programme's curriculum development capacities. Management's heightened fund-raising efforts had to be accompanied by radical deployment of those key staff who remained, into priority areas, while other areas of the programme's support had to be drastically curtailed.

Despite this, evidence from teacher interviews and questionnaires indicated that the teachers continued to support the programme (Masuku, 2000; Ntshoe, 2000). In addition, the programme attracted international attention, and was one of ten distance education projects across the world chosen by UNESCO for detailed case study (Perraton, 2000; Perraton, Robinson & Creed, 2001).

#### **6.5 Increased international funding post 2001 for implementation at large scale**

The situation of extreme financial exigency extended over an eighteen month period from January 2000 to June 2001. At this point, British Department for International Development (DfID) took the decision to provide funding to the programme on a large scale. Given favourable international reviews of the programme's work (Perraton, 2000; Perraton, Robinson and Creed, 2001), a grant was provided to the project in July 2001, with the objective of taking the Radio Learning Programme to scale across South Africa.

DfID funding was linked to a set of explicit criteria, based on the programme's logical framework. The criteria were linked to specific aims, intended outcomes, inputs and outputs, reflecting the programme's implementation theory (Weiss, 1998; Potter, 2005).

Within the logical framework, the programme's aims as at July 2001 were to:


The programme's inputs would include resources from direct funding, as well as contributions in kind from the provincial education authorities (eg contributions by seconded staff to in-service training and support of teachers), as well as from the national broadcaster (eg airtime; access to the SABC's national radio footprint). The programme's outputs would a curriculum for learners, and a curriculum for teacher development and support. For learners at Grade levels One to Three, the programme would provide one audio lesson per day for a total of 180 school days in a year. The radio lessons would be supported by classroom print materials.

The programme's outputs for teachers would involve a curriculum for teacher support. This was conceptualized as involving a number of elements including in-service teacher training workshops, in-school visits by regional coordinators and teacher support groups. However, it was acknowledged that this was an ideal, and that owing to the scale of the programme, the exact nature of teacher support provided would vary from region to region, reflecting the different skills and personalities of the nine regional coordinators involved in the programme (Potter & Silva, 2002), as well as the inputs in the form of resources and support from educational officials provided by the different provincial education departments.

In terms of the intended outcomes specified in its funding proposals, the programme was working in terms of a number of additional specific outputs, including:

provision of radios to schools

70 International Perspectives of Distance Learning in Higher Education

clear need and demand from the schools for the programme's services, and evidence that the numbers of teachers and learners would increase rapidly were funding available. On the other, the programme lacked sponsorship on the scale necessary to adequately service the schools and teachers to which it was already committed, let alone extend its services to

The climate of financial uncertainty and the flight of critical programme staff members had effects on the quality of implementation in schools (Basson, 2000) and effectively eroded the developmental impetus of the programme. The loss of key staff members, in particular, eroded the programme's curriculum development capacities. Management's heightened fund-raising efforts had to be accompanied by radical deployment of those key staff who remained, into priority areas, while other areas of the programme's support had to be

Despite this, evidence from teacher interviews and questionnaires indicated that the teachers continued to support the programme (Masuku, 2000; Ntshoe, 2000). In addition, the programme attracted international attention, and was one of ten distance education projects across the world chosen by UNESCO for detailed case study (Perraton, 2000;

The situation of extreme financial exigency extended over an eighteen month period from January 2000 to June 2001. At this point, British Department for International Development (DfID) took the decision to provide funding to the programme on a large scale. Given favourable international reviews of the programme's work (Perraton, 2000; Perraton, Robinson and Creed, 2001), a grant was provided to the project in July 2001, with the

DfID funding was linked to a set of explicit criteria, based on the programme's logical framework. The criteria were linked to specific aims, intended outcomes, inputs and outputs, reflecting the programme's implementation theory (Weiss, 1998; Potter, 2005).

The programme's inputs would include resources from direct funding, as well as contributions in kind from the provincial education authorities (eg contributions by seconded staff to in-service training and support of teachers), as well as from the national broadcaster (eg airtime; access to the SABC's national radio footprint). The programme's outputs would a curriculum for learners, and a curriculum for teacher development and support. For learners at Grade levels One to Three, the programme would provide one audio lesson per day for a total of 180 school days in a year. The radio lessons would be

The programme's outputs for teachers would involve a curriculum for teacher support. This was conceptualized as involving a number of elements including in-service teacher

**6.5 Increased international funding post 2001 for implementation at large scale** 

objective of taking the Radio Learning Programme to scale across South Africa.

Within the logical framework, the programme's aims as at July 2001 were to:

increase the capacity of teachers to implement the new curriculum

improve the quality of teaching at primary school level

 provide access to educational materials, and increase the level of engagement by learners.

supported by classroom print materials.

additional teachers.

drastically curtailed.

Perraton, Robinson & Creed, 2001).


These aspects of the radio learning programme were embodied in the programme's logical framework as presented to its funders for the period July 2001 to June 2004, in which it was envisaged that evaluation would focus on the following indicators:

#### **A. Expansion of broadcast coverage of radio learning for teachers**


#### **B. Improvement in classroom practice in line with outcomes-based education methodology**


Teacher Development Through Distance Education:

work by educational offficials and bureaucrats.

1994b; 1995; 1999; 2000, 2001; 2002; Silva, 2008).

materials in the schools was in many areas uneven.

Contrasting Visions of Radio Learning in South African Primary Schools 73

Issues relating to sustainability are common themes in work in educational development (Fullan, 1982; Fullan & Stiegelbauer, 1991; Hargreaves, 1992; Hargreaves & Fullan, 1992). They are also common themes in the literature on open and distance learning (Perraton 2000; Perraton, Robinson & Creed, 2001; Robinson & Latchem, 2003). In the case of the South African radio learning programme, its long-term sustainability was dependent on acceptance of its work by teachers and principals, and positive institutional response to its

A feature of the programme post 1994 was its commitment to ongoing internal and formative evaluation. Longitudinal evaluation data indicated that, despite times of financial exigency leading to lapses in quality of programme implementation, teachers and principals were supportive of the programme as meeting the educational needs of teachers and learners. This continued as a recurrent theme in the programme's internal evaluation reports (Brand, 1998; Chippendall, 1998; Graham, 1998; Masuku, 2000; Ntshoe, 2000; Potter, 1994a;

With increased funding, these data indicated that priority could be placed on distributing materials to schools in which teachers were likely to use the programme. Large-scale materials distribution was thus undertaken in conjunction with the educational authorities in the nine provinces in which the programme was working. Owing to the scale at which the programme was operating, many problems were encountered in the process of moving eleven tons of printed materials to individual schools, with the result that availability of

Overall, however, despite comments made by a number of teachers which indicated that the support received at school level from the programme was not as extensive or consistent as they would have wanted, the evidence from teacher self-reports and case studies of participating schools indicated that the support provided by the radio learning programme was both tangible and valued. Of particular importance to teachers was the assistance provided in teaching English, as well as in enabling lesson planning and teaching aligned with the outcomes-based requirements of the national curriculum (Friend, Potter, Naidoo et

Advocacy for the programme was thus wide-spread both among teachers and principals. This was both the case in 2001, when materials supply to the schools was more limited, as well as in 2003 when greater numbers of teachers were involved in the programme, and

Advocacy within the provincial education departments was also high, based on a perception on the part of educational officials that the programme's materials were assisting teachers in implementing outcomes-based education (OBE) at the primary school level (DfID, 2004). The issue of compatibility of the programme's curriculum with the outcomes of the national curriculum was also a recurrent theme in the programme's internal evaluation data (Potter, 2002). Essentially, bureaucratic acceptance rested on the fact that it was possible to justify the time on task of so many individuals engaged in the programme at school and classroom levels, due to the clear conceptual links between the programme's materials and other

al., 2010; Potter, Chand, Naidoo et al., 2008; Potter & Naidoo, 2008; Silva, 2008).

support to the schools was greater (Potter & Silva, 2002; Silva, 2008).

elements in the primary school curriculum in both years.

**6.7 Acceptance of and positive response to the programme's work** 

#### **C. Improved rates of learner retention**


#### **6.6 The programme's logical framework for implementation at large scale**

The project's logical framework implied upscaling the Radio Learning Programme countrywide to accommodate and provide material support to the most remote rural learners and teachers. Encouragement was also given to make the programme's experience in South Africa available via the BBC to other developing countries, via radio programmes focusing on issues in teaching.

The funding support provided at this point had the effect of transforming the Radio Learning Programme's way of working, providing it with the financial resources and donor backing to take the programme's implementation to national scale. Organisationally, the optimism and renewed confidence accompanying DfID longer term support, was palpable. It allowed for a four year projection of increased learner numbers and teacher support undertaken in conjunction with the education departments in all nine provinces of South Africa.

Given adequate resourcing, additional project team members were appointed and skills were able to be co-opted focused on increasing field implementation, teacher in-service training and support. In addition, it was possible to strengthen the partnerships with the SABC and the Provincial Departments of Education. In particular, the funding was directed at facilitating access of teachers and learners to increased in-service training and classroom support in both urban and rural schools, and in expanding the programme's outreach to encompass 11% of all schools and 9% of all teachers across South Africa.

Large-scale production of learner and teacher support resources was also possible through the increased funding. These resources were printed, made available for distribution and then disseminated to schools. In addition, increased institutional support from the SABC enabled schools to benefit from an increased radio footprint for EIA broadcasts. This was provided via five SABC regional Stations.

**C. Improved rates of learner retention**  Interviews with programme staff

Self-reports and comments from principals

 Teacher comments/responses in questionnaires Principals' comments/responses in questionnaires

**6.6 The programme's logical framework for implementation at large scale** 

The project's logical framework implied upscaling the Radio Learning Programme countrywide to accommodate and provide material support to the most remote rural learners and teachers. Encouragement was also given to make the programme's experience in South Africa available via the BBC to other developing countries, via radio programmes

The funding support provided at this point had the effect of transforming the Radio Learning Programme's way of working, providing it with the financial resources and donor backing to take the programme's implementation to national scale. Organisationally, the optimism and renewed confidence accompanying DfID longer term support, was palpable. It allowed for a four year projection of increased learner numbers and teacher support undertaken in conjunction with the education departments in all nine provinces of South

Given adequate resourcing, additional project team members were appointed and skills were able to be co-opted focused on increasing field implementation, teacher in-service training and support. In addition, it was possible to strengthen the partnerships with the SABC and the Provincial Departments of Education. In particular, the funding was directed at facilitating access of teachers and learners to increased in-service training and classroom support in both urban and rural schools, and in expanding the programme's outreach to

Large-scale production of learner and teacher support resources was also possible through the increased funding. These resources were printed, made available for distribution and then disseminated to schools. In addition, increased institutional support from the SABC enabled schools to benefit from an increased radio footprint for EIA broadcasts. This was

encompass 11% of all schools and 9% of all teachers across South Africa.

 Classroom observation School-based case studies Self-reports from teachers

Focus groups with parents

Analysis of classroom work

Analysis of planning documents

Analysis of classroom environments

Performance tests

Analysis of materials

 Analysis of timetables Analysis of classroom work.

focusing on issues in teaching.

provided via five SABC regional Stations.

Africa.

#### **6.7 Acceptance of and positive response to the programme's work**

Issues relating to sustainability are common themes in work in educational development (Fullan, 1982; Fullan & Stiegelbauer, 1991; Hargreaves, 1992; Hargreaves & Fullan, 1992). They are also common themes in the literature on open and distance learning (Perraton 2000; Perraton, Robinson & Creed, 2001; Robinson & Latchem, 2003). In the case of the South African radio learning programme, its long-term sustainability was dependent on acceptance of its work by teachers and principals, and positive institutional response to its work by educational offficials and bureaucrats.

A feature of the programme post 1994 was its commitment to ongoing internal and formative evaluation. Longitudinal evaluation data indicated that, despite times of financial exigency leading to lapses in quality of programme implementation, teachers and principals were supportive of the programme as meeting the educational needs of teachers and learners. This continued as a recurrent theme in the programme's internal evaluation reports (Brand, 1998; Chippendall, 1998; Graham, 1998; Masuku, 2000; Ntshoe, 2000; Potter, 1994a; 1994b; 1995; 1999; 2000, 2001; 2002; Silva, 2008).

With increased funding, these data indicated that priority could be placed on distributing materials to schools in which teachers were likely to use the programme. Large-scale materials distribution was thus undertaken in conjunction with the educational authorities in the nine provinces in which the programme was working. Owing to the scale at which the programme was operating, many problems were encountered in the process of moving eleven tons of printed materials to individual schools, with the result that availability of materials in the schools was in many areas uneven.

Overall, however, despite comments made by a number of teachers which indicated that the support received at school level from the programme was not as extensive or consistent as they would have wanted, the evidence from teacher self-reports and case studies of participating schools indicated that the support provided by the radio learning programme was both tangible and valued. Of particular importance to teachers was the assistance provided in teaching English, as well as in enabling lesson planning and teaching aligned with the outcomes-based requirements of the national curriculum (Friend, Potter, Naidoo et al., 2010; Potter, Chand, Naidoo et al., 2008; Potter & Naidoo, 2008; Silva, 2008).

Advocacy for the programme was thus wide-spread both among teachers and principals. This was both the case in 2001, when materials supply to the schools was more limited, as well as in 2003 when greater numbers of teachers were involved in the programme, and support to the schools was greater (Potter & Silva, 2002; Silva, 2008).

Advocacy within the provincial education departments was also high, based on a perception on the part of educational officials that the programme's materials were assisting teachers in implementing outcomes-based education (OBE) at the primary school level (DfID, 2004). The issue of compatibility of the programme's curriculum with the outcomes of the national curriculum was also a recurrent theme in the programme's internal evaluation data (Potter, 2002). Essentially, bureaucratic acceptance rested on the fact that it was possible to justify the time on task of so many individuals engaged in the programme at school and classroom levels, due to the clear conceptual links between the programme's materials and other elements in the primary school curriculum in both years.

Teacher Development Through Distance Education:

innovation and change.

financial support) was not yet a reality.

**6.9 Funding at large-scale 2004-2009** 

focus on teacher and learner development

the educational authorities and the SABC.

developing countries. Resources were utilised for:

teachers and learners focus on urban and rural schools

Contrasting Visions of Radio Learning in South African Primary Schools 75

DFID procurement process as well as with shipping. This had knock-on effects into other areas of implementation, and also affected teacher support workshops. Based on their reading of internal and external programme documents and evaluation reports and the observations made by their project officers on programme site visits, the evidence suggested

It was also noted that in terms of its sheer scale of operation, strategies for institutionalization of the programme were essential. At this level, the programme had achieved the support of the bureaucracy within the education departments, as well as the support of the national broadcaster. Both provided funding support for the programme's work in kind. The programme also continued to have wide-spread support at school level, both among teachers as well as among principals as key educational officials supporting

From the perspective of long-term sustainability, the 2004 DfID review highlighted the fact that the first and second levels of sustainability (ie wide-spread support from teachers and positive institutional response) had to a degree been achieved by the end of 2001. The third level of sustainability (partnership with the educational authorities and the national broadcaster) had been partially achieved over the period of DFID funding. The fourth level (acceptance and advocacy by the bureaucracy, backed with protracted and sustained

Over the period beween 2004 and 2009, the Dutch government funded the programme. The

providing access to the resources provided by the programme, for large numbers of

work on curriculum implementation for both teachers and learners in partnership with

The proposals for funding over this period also focused on the necessity of the programme developing to the stage that it could provide support to South African schools as a longterm as opposed to a short-term commitment. To achieve this aim, the programme would

In terms of established trends in the programme's model of implementation, available resources were directed into internal evaluation at school and classroom levels, as well as feasibility studies on the implementation of the programme's approach to IRI in other

a. Development of procedures for observation of teaching in classrooms, using

c. Development of training materials for regional coordinators, reflecting the classroombased evaluation approach advocated by the programme (Potter & Naidoo, 2008).

proposals for funding over this period continued to reflect the principles of

need to work towards achieving financial sustainability by the end of 2009.

PhotoVoice methodology (Potter, Chand, Naidoo et al., 2008). b. Test development (Potter, Liccardo & Naidoo, 2008; Malope, 2010).

that all other outputs had either been achieved or had largely been achieved.

By mid 2001, the programme had grown in scope from usage by 290 teachers and 14 500 learners in 1993, to usage by an estimated 14 500 teachers and 680 000 learners nationally. At the end of 2002, the numbers of teachers and schools participating in the programme had increased substantially, as reflected in Table Four below (Naidoo, in Potter & Silva, 2002, 6).


Source: Naidoo, in Potter and Silva, 2002 p. 6

Table 4. Pupils, Teachers and Schools Participating in the South African Radio Learning Programme across Seven Provinces in 2002

By the end of 2003, the involvement in the programme across these provinces had grown to 30 167 teachers and 1 302 728 learners, in terms of an implementation model in which educational officials in the participating provinces worked side by side with programme staff in providing in-service training and support to teachers at school level. At this point, given changes in funding with the diversion of British resources to support reconstruction in Iraq, DfID conducted its summative review of the programme, using a team of three DfID project officers (DfID, 2004).

#### **6.8 Developing partnerships with the educational authorities and the national broadcaster**

The DfID review focused on progress made in the programme over the whole funding period from July 2001 to June 2004, in relation to the objectively verifiable indicators and outputs in the Logframe (refer Table Five above).

As at 2004, The DfID reviewers noted progress made on each output in the Logframe (DfID, 2004). With respect to Output One in the Logframe, the programme had through its partnership with the SABC expanded to reach the following numbers of pupils and their teachers in the schools.


Table 5. Estimated Teacher and Pupil Numbers Reached by the SABCs National Radio Footprint in the South African Radio Learning Programme over the Period 2002-2004

With respect to Output 4 in the Logframe, certain problems were noted in implementation with respect to distribution of radios and supporting print materials due to problems in the

By mid 2001, the programme had grown in scope from usage by 290 teachers and 14 500 learners in 1993, to usage by an estimated 14 500 teachers and 680 000 learners nationally. At the end of 2002, the numbers of teachers and schools participating in the programme had increased substantially, as reflected in Table Four below (Naidoo, in Potter & Silva, 2002, 6).

**Province Schools Teachers Pupils Eastern Cape** 2 226 2 946 125 332 **KwaZulu/Natal** 1 133 5 661 229 488 **Limpopo** 645 991 51 755 **Gauteng** 473 1 307 71 019 **North West** 1 163 2 112 83 298 **Mpumalanga** 1 687 6 094 239 299 **Free State** 249 2 634 92 707 **Total** 7 570 21 745 892 989

Table 4. Pupils, Teachers and Schools Participating in the South African Radio Learning

**6.8 Developing partnerships with the educational authorities and the national** 

By the end of 2003, the involvement in the programme across these provinces had grown to 30 167 teachers and 1 302 728 learners, in terms of an implementation model in which educational officials in the participating provinces worked side by side with programme staff in providing in-service training and support to teachers at school level. At this point, given changes in funding with the diversion of British resources to support reconstruction in Iraq, DfID conducted its summative review of the programme, using a team of three DfID

The DfID review focused on progress made in the programme over the whole funding period from July 2001 to June 2004, in relation to the objectively verifiable indicators and

As at 2004, The DfID reviewers noted progress made on each output in the Logframe (DfID, 2004). With respect to Output One in the Logframe, the programme had through its partnership with the SABC expanded to reach the following numbers of pupils and their

With respect to Output 4 in the Logframe, certain problems were noted in implementation with respect to distribution of radios and supporting print materials due to problems in the

**Year Teachers Pupils 2002** 21 745 892 989 **2003** 30 167 1 302 728 **2004** 52 000 1 820 000 Table 5. Estimated Teacher and Pupil Numbers Reached by the SABCs National Radio Footprint in the South African Radio Learning Programme over the Period 2002-2004

Source: Naidoo, in Potter and Silva, 2002 p. 6

project officers (DfID, 2004).

teachers in the schools.

**broadcaster** 

Programme across Seven Provinces in 2002

outputs in the Logframe (refer Table Five above).

DFID procurement process as well as with shipping. This had knock-on effects into other areas of implementation, and also affected teacher support workshops. Based on their reading of internal and external programme documents and evaluation reports and the observations made by their project officers on programme site visits, the evidence suggested that all other outputs had either been achieved or had largely been achieved.

It was also noted that in terms of its sheer scale of operation, strategies for institutionalization of the programme were essential. At this level, the programme had achieved the support of the bureaucracy within the education departments, as well as the support of the national broadcaster. Both provided funding support for the programme's work in kind. The programme also continued to have wide-spread support at school level, both among teachers as well as among principals as key educational officials supporting innovation and change.

From the perspective of long-term sustainability, the 2004 DfID review highlighted the fact that the first and second levels of sustainability (ie wide-spread support from teachers and positive institutional response) had to a degree been achieved by the end of 2001. The third level of sustainability (partnership with the educational authorities and the national broadcaster) had been partially achieved over the period of DFID funding. The fourth level (acceptance and advocacy by the bureaucracy, backed with protracted and sustained financial support) was not yet a reality.

## **6.9 Funding at large-scale 2004-2009**

Over the period beween 2004 and 2009, the Dutch government funded the programme. The proposals for funding over this period continued to reflect the principles of


The proposals for funding over this period also focused on the necessity of the programme developing to the stage that it could provide support to South African schools as a longterm as opposed to a short-term commitment. To achieve this aim, the programme would need to work towards achieving financial sustainability by the end of 2009.

In terms of established trends in the programme's model of implementation, available resources were directed into internal evaluation at school and classroom levels, as well as feasibility studies on the implementation of the programme's approach to IRI in other developing countries. Resources were utilised for:


Teacher Development Through Distance Education:

and support to schools.

**change** 

principles.

Contrasting Visions of Radio Learning in South African Primary Schools 77

integral part of the educational departmental structures with respect to in-service training

Given absence of financial support from the educational authorities, the programme's work in the schools came to an end at this point, after seventeen years of operation in the schools.

The remaining sections of this chapter will attempt to contrast the type of responsive, contextual and process vision of educational change developed in the South African Radio Learning Programme post 1994 with the type of skills-based, mechanistic and technicist vision of educational change originally envisaged by the project planners. The reason for doing so is that our evaluative evidence indicates that the product and process vision of educational change based on open learning principles enabled the development of two parallel support curricula involving classroom materials plus informal in-service training

Many of the initial radio learning programmes (Bosch, 1998; Dock, 1998) were based on similar assumptions to those that informed the development of the South African Radio Learning Programme over its initial three years. At the outset after the programme's inception in 1992, the curriculum was informed by what can be characterized as a technicist vision of educational change, focused on the development of a package of radio lessons and supporting

Over 1993 and 1994, the vision of the project team changed. Product remained important, but only as a starting point to a process of educational change. The process was conceptualised as involving a flow of classroom transactions between teachers and learners.

This would be done by providing two parallel support curricula, both of which were necessary to improvement of quality of education in the schools. The one support curriculum was directed at the needs of teachers and the other at the needs of learners. Both curricula involved distance education, and both were informed by open learning

We have already explored the shifts in vision which accompanied changes in conception of curricular principles in some depth. This analysis will be built on in the concluding sections of this chapter, in which the value of both a product and process approach to undertaking in-service training and support of teachers will be highlighted. The reason for doing so is that our evaluative evidence over a seventeen year period indicates that both product and process issues formed the basis for the programme becoming widely accepted by teachers and principals at school level. They also underpinned the perceived value of the programme

Post 1994. the South African Radio Learning Programme focused on the development of two curricula, one for learners and the other for their teachers. The aim of the programme

**7. Contrasting visions of radio learning in South African primary schools 7.1 A product-based versus a product and process-based vision of educational** 

and support to schools, which was accepted by many principals and teachers.

The role of the project team was to support a process of educational change.

materials, through which a set of skills were introduced to learners.

by educational officials across the South African education system.

**7.2 Was a product and process curriculum perceived as valuable?** 

d. Feasibility studies on the use of the programme's model of implementation and evaluation in other developing countries (Potter, Liccardo & Naidoo, 2008; Potter & Naidoo, 2009a).

The last-mentioned area of work was undertaken with a view to working with funding agencies and NGO's in other developing countries. It was also undertaken with a view to broadening the funding base of the programme, with the aim of ensuring its financial sustainability. Work was undertaken, for example, in Bangladesh (Potter, 2008) with a view to attempting to ensure a diversified funding base. This was not achieved. Multiple donor revenue streams are difficult to establish and particularly so for the South African Radio Learning Programme as radio learning is variously defined, and also falls outside of the programme focus of most donors.

Some idea of the demand for the programme's services subsequent to the provision of largescale funding by the international community in 2001 can be gained from Table Six below. Despite tensions between intention and practice, the programme's support was welcomed (Ntshoe, 2000), even in classrooms in which the programme's implementation was less than ideal (Basson, 2000). Based on advocacy from teachers, principals and educational officials, large numbers of schools in the urban, peri-urban and deep rural communities became involved in the programme.

With large-scale donor support from DfID in the United Kingdom between 2001 and 2004, and from the Dutch government over the period 2004 to the end of 2009, the programme was able in the year 2008 to provide support to an estimated 1,3 million learners and their teachers daily. This represented some 6% of all South African teachers working in an estimated 10% of all South African schools, as well be evident from the figures presented below.


Note: Figures based on estimates calculated from attendance at regional teacher support workshops organised jointly with the education authorities in all nine provinces of South Africa.

Table 6. Teacher and Pupil Numbers in the South African Radio Learning Programme over the period 2001-2009

However, despite achieving wide-spread support at school and departmental levels, and despite attempts at undertaking work internationally with the aim of funding the South African Radio Learning Programme, as at the end of 2009 financial sustainability was not achieved. While acceptance of the programme by teachers and its partnership with the education authorities indicated that the programme achieved a level of institutionalization as at 2009, the programme was still dependent on external funding, despite forming an

d. Feasibility studies on the use of the programme's model of implementation and evaluation in other developing countries (Potter, Liccardo & Naidoo, 2008; Potter &

The last-mentioned area of work was undertaken with a view to working with funding agencies and NGO's in other developing countries. It was also undertaken with a view to broadening the funding base of the programme, with the aim of ensuring its financial sustainability. Work was undertaken, for example, in Bangladesh (Potter, 2008) with a view to attempting to ensure a diversified funding base. This was not achieved. Multiple donor revenue streams are difficult to establish and particularly so for the South African Radio Learning Programme as radio learning is variously defined, and also falls outside of the

Some idea of the demand for the programme's services subsequent to the provision of largescale funding by the international community in 2001 can be gained from Table Six below. Despite tensions between intention and practice, the programme's support was welcomed (Ntshoe, 2000), even in classrooms in which the programme's implementation was less than ideal (Basson, 2000). Based on advocacy from teachers, principals and educational officials, large numbers of schools in the urban, peri-urban and deep rural communities became

With large-scale donor support from DfID in the United Kingdom between 2001 and 2004, and from the Dutch government over the period 2004 to the end of 2009, the programme was able in the year 2008 to provide support to an estimated 1,3 million learners and their teachers daily. This represented some 6% of all South African teachers working in an estimated 10% of

all South African schools, as well be evident from the figures presented below.

15 557 622 280 21 745 892 989 30 167 1 302 728 52 000 1 820 000 38 782 1 357 370 36 328 1 272 480 34 727 1 389 080 32 530 1 301 200 32 225 1 289 000

**Year Number of Teachers Number of Pupils** 

Note: Figures based on estimates calculated from attendance at regional teacher support workshops

Table 6. Teacher and Pupil Numbers in the South African Radio Learning Programme over

However, despite achieving wide-spread support at school and departmental levels, and despite attempts at undertaking work internationally with the aim of funding the South African Radio Learning Programme, as at the end of 2009 financial sustainability was not achieved. While acceptance of the programme by teachers and its partnership with the education authorities indicated that the programme achieved a level of institutionalization as at 2009, the programme was still dependent on external funding, despite forming an

organised jointly with the education authorities in all nine provinces of South Africa.

Naidoo, 2009a).

programme focus of most donors.

involved in the programme.

the period 2001-2009

integral part of the educational departmental structures with respect to in-service training and support to schools.

Given absence of financial support from the educational authorities, the programme's work in the schools came to an end at this point, after seventeen years of operation in the schools.
