**4. The end of the first funding phase**

The 1992-1994 evaluation of the programme culminated in the publication in 1995 of a file of the evaluation reports as well as a book of case studies of the work of project schools in the different different regions in which the programme was operating (Potter, 1994b; Potter & Leigh, 1995). The evaluation documents included a curriculum blueprint developed by the project team at a workshop at the end of 1994 on which it was envisaged that the subsequent development of the radio learning programme would be based (OLSET, 1995).

Up to the end of 1994, the programme had been assisted by USAID funding, and by external technical consultants funded by USAID. Subsequent to the publication of the 1995 evaluation report, the external USAID-funded technical consultants returned to America. This marked a turning point from externally assisted to internally driven development in the project.

At the beginning of 1995, the programme moved forward based on new principles. These were based on a vision of interactive radio as involving a process of open learning focused on teacher and school-based development, which would accompany the provision of audio and print materials for learners in the classroom. This reflected a fundamental shift in the programme's theory from a skills-based or content-driven view, towards a product and process view of curriculum (Hamilton, 1976).

While these principles have relevance within the programme's implementation, they may have also have broader relevance to educational development and change more generally. The notions of product and process may have particular relevance to the planning of new interactive radio programmes based not only on issues relating to programme content, but also the processes through which curriculum materials become accepted by teachers and used. These issues are thus discussed in more detail in the sections following, as a basis for describing the South African Radio Learning Programme's subsequent growth to scale, and an overall evaluation of its large-scale implementation in schools.

#### **5. The programme's implementation theory post 1994**

#### **5.1 A shift from a product and skills-based conception to both a product and process conception of a radio learning curriculum**

Peter Buckland has provided an analysis of the influence of technicism on apartheid education, focused particularly on the assumptions underpinning the work of the de Lange

Even at this early stage in the project's development (end 1994), the evaluators also noted that there was overwhelming evidence that teachers were supportive of "English in Action", and had used the materials to the benefit of their teaching, and their learners. With respect to in-service training of the teachers, there was value in the teacher support group structure developed by the project. With respect to the evaluation, teacher support groups had provided observational, focus group and case study data, suggesting a potential for interactive radio as a framework for teacher, school and community development, as well as wider possibilities for educational technology in curriculum development in the primary school. The teacher support groups also provided the project with a broad-based and country-wide basis for developmental work directed at both networking and empowerment

The 1992-1994 evaluation of the programme culminated in the publication in 1995 of a file of the evaluation reports as well as a book of case studies of the work of project schools in the different different regions in which the programme was operating (Potter, 1994b; Potter & Leigh, 1995). The evaluation documents included a curriculum blueprint developed by the project team at a workshop at the end of 1994 on which it was envisaged that the subsequent

Up to the end of 1994, the programme had been assisted by USAID funding, and by external technical consultants funded by USAID. Subsequent to the publication of the 1995 evaluation report, the external USAID-funded technical consultants returned to America. This marked a turning point from externally assisted to internally driven development in

At the beginning of 1995, the programme moved forward based on new principles. These were based on a vision of interactive radio as involving a process of open learning focused on teacher and school-based development, which would accompany the provision of audio and print materials for learners in the classroom. This reflected a fundamental shift in the programme's theory from a skills-based or content-driven view, towards a product and

While these principles have relevance within the programme's implementation, they may have also have broader relevance to educational development and change more generally. The notions of product and process may have particular relevance to the planning of new interactive radio programmes based not only on issues relating to programme content, but also the processes through which curriculum materials become accepted by teachers and used. These issues are thus discussed in more detail in the sections following, as a basis for describing the South African Radio Learning Programme's subsequent growth to scale, and

**5.1 A shift from a product and skills-based conception to both a product and process** 

Peter Buckland has provided an analysis of the influence of technicism on apartheid education, focused particularly on the assumptions underpinning the work of the de Lange

development of the radio learning programme would be based (OLSET, 1995).

(Potter, Dube, Kenyon et al., 1995).

the project.

**4. The end of the first funding phase** 

process view of curriculum (Hamilton, 1976).

**conception of a radio learning curriculum** 

an overall evaluation of its large-scale implementation in schools.

**5. The programme's implementation theory post 1994** 

Commission in the early 1980's (Buckland, 1984). Buckland draws on the work of Apple (1979) and Giroux (1981) to characterize technicism as applied in South African education in the apartheid era as:

"The treatment of social issues as technical problems open to technical solutions, the componential thinking implicit in the division of education into eighteen separate areas, the ahistorical approach and the orientation to the future all serve to rule out consideration of how schooling has been used to further political and economic ends. Knowledge is seen in terms of skills, with an 'appropriate value system' serving to legitimate the differentiated acquisition of such skills" (Buckland 1984, 383).

Buckland's analysis is pertinent to the behaviourist conception of the South African Radio Learning Programme's curriculum between 1992 and 1994, as well as the shifts in conception of curriculum which took place in the programme at the end of its first funding phase (OLSET, 1995). The assumptions of the project planners in 1992 can be characterized as technicist in the sense that the South African Radio Learning Project was initially planned with a focus solely on the form and content of the radio lessons, and their role in developing the skills of learners. It was assumed that English would be improved using principles of distributed learning in scripts applying principles of educational technology (Rowntree, 1974; 1982) with judgement of programme success being based on evaluation through pre and post-testing.

The problem with this vision was its simplistic and mechanistic logic (Stenhouse, 1975; 1980). Essentially, despite evidence in 1993 and 1994 that learners in project schools made greater learning gains than learners in non-project schools, the programme was heavily criticised by the evaluators for its behaviourist and technicist assumptions, the application of similar content to the Kenyan scripts by the scriptwriters without reference to the South African primary school curriculum or the needs of teachers who had borne the brunt of the apartheid struggle, and the project team's acontextual way of working as evidenced by lack of contact with others working in South African education (Potter, Arnott, Mansfield et al, 1993).

Given the conflict which had taken place in schools and in South African education over an extended period prior to the project's inception in 1992, the need was for a coherent intervention strategy based on the needs of teachers and schools over South Africa's transition to democracy. The programme's intervention model, however, did not focus on issues relating to the teaching of English as a second language. Nor was there mention of the skills of teachers, and the need for in-service training and support of teachers (Potter, Arnott, Mansfield et al., 1993).

In response to these criticisms, curriculum development took place in the project, and the programme was remodeled. The project team developed a curriculum blueprint at the end of 1994 (OLSET, 1995), reflecting very different assumptions. The project team was guided through the process by an experienced facilitator with considerable experience in teaching English as a second language in South African schools, who was versed in the literature on second language teaching and the bilingual classroom (e.g. Langhan, 1992; Willig, 1985), and who was able to juxtapose the needs for support and empowerment of teachers against a view of education focused on skills development in learners (MacDonald, 1990).

The curriculum document developed through this process (OLSET, 1995) reflected a vision of educational change as not only skills-based but person-centred. To undertake teacher

Teacher Development Through Distance Education:

abilities of the participating teachers.

described in the section following.

programme and other facets of the curriculum.

school visiting and teacher support group structures.

of the curriculum and at all times in the day.

Contrasting Visions of Radio Learning in South African Primary Schools 61

only a tangential role in the instructional process, the staff of the South African Radio Learning Programme revised their conception of the role of the teacher in the radio lesson. Work was undertaken both on the development of more open-ended audio lessons in which the teacher played a far more central role in supporting and supplementing the instruction provided, as well as on developing the teaching abilities and classroom organisational

The project team also broadened the basis of the supporting print materials, which were designed for multi-use in other areas of the curriculum. By the end of 1994, it was evident that the project team had shifted from an initial conception of the learner curriculum as a set of half hourly distance education lessons, to a view of the usefulness of lessons and supporting materials in the context of classroom teaching received by learners in other areas

In addition, other process dimensions were added. Equally important in the teacher development process was both networking and personal support of teachers at school level. The issue in materials development was how to provide materials which would not only support a daily radio lesson, but would also be able to be used by the teacher as a basis for improving quality of teaching in other areas of the curriculum, as well as classroom organisation more generally. Materials provided by the programme would need to form a basis not only for learner usage, but also for broader support of teachers in the classroom.. The pivotal role of the regional coordinator in both the product and process dimensions is

**5.3 Providing a basis for networking and support: The role of the regional coordinator**  The initial conception of the regional coordinator's role in the project was product-related, focused on the half hourly radio lesson, with the aim of ensuring that the audio lessons were implemented regularly and as planned. As the programme was implemented in practice in the classroom and as regular contact with schools and teachers evolved, however, a broader and more process-related support role for the regional coordinator emerged over 1993 and 1994. As the audiotapes and materials were developed in stages, the regional coordinator was able to establish ongoing personal contact with the teachers and principals of the participating schools. She was also able during her visits to the schools, to act as adviser on matters relating to programme implementation. This included observing lessons, suggesting ways of supporting the programme at classroom level, as well as ways of linking the

The programme's formative evaluation design envisaged teacher support groups as integral to the development of the programme. Participating teachers were thus encouraged by the regional coordinator to make contact with each other, and to form teacher support groups. Visits to other schools and teaching of demonstration lessons then took place as part of the teacher support group structure. In addition, workshops on use of the programme and on primary school teaching were organized regionally, and then implemented through the

Reflecting the shift to both a product and process-based vision of educational change, the role of the regional coordinator involved ongoing interactions with teachers, as well as

development, a shift to a more process oriented view of curriculum as involving both teachers and pupils was necessary. The process of development envisaged would involve in-service training and classroom-based support for teachers as well as audio lessons and print media which could be used as a framework for educating learners. Linked to these elements would be formative evaluation, based on a vision of the developmental and empowerment possibilities in programme evaluation (Potter, Dube, Kenyon et al., 1995)

The shifts envisaged were in line with indications in the literature on process views of curriculum development (Hamilton, 1976; Stenhouse, 1975), in which curriculum theory and practice needed to be linked to be coherent (e.g. Grundy, 1987; Schwab, 1962; 1969; 1971; Walker, 1969; 1970; 1971). The view of curriculum in the programme's curriculum blueprint can be characterised as based on both a product and process view of curriculum development (Hamilton, 1976), in which education was assumed to be an interactional process, in which curriculum content was developed and curriculum change took place through the active participation of teachers (Hall, 1978; Hargreaves, 1992).

At issue was not only how teachers could become instrumental in changing both their practices as well as the quality of education in their schools and classrooms (Stenhouse, 1975; 1980; 1981). Also at issue was how democratic and empowering environments could be created at school level as well as within the broader educational system which were conducive to as well as directly supportive of change (Fetterman, 1993; 1994a; 1994b; Fullan 1982; Fullan & Stiegelbauer, 1992; Hargreaves & Fullan, 1992; MacDonald, 1971; 1977a; 1977b; Simons, 1987).

#### **5.2 Broadening conceptions of the radio learning curriculum: A teacher and a pupil curriculum**

Two contrasting conceptions of curriculum were thus evident in the way in which the work undertaken by the project team was conceptualised and implemented pre and post the end of apartheid education in 1994. There were also shifts in the vision of the project team, from a vision of educational change as dependent on well presented product (well conceptualised content and curriculum materials), to a vision of educational change as dependent on both product and process. The process issues not only influenced how interactive radio was conceptualised, but were also fundamental to the type of support provided by the programme at school and at classroom levels.

The initial(product) conception of the curriculum was as a set of distance education lessons which targeted learner skills and competence in English. The lessons were based on radio scripts, and the trials of the programme were conducted using tape recorders, initially in one area, and then over the next two years in five regions of South Africa. The aim of the programme was to provide a daily half an hour lesson which was both entertaining and interactive, through which English language competence would be developed. The audiotaped lessons formed part of a package of materials which included a radio taperecorder and supporting print materials. The print materials were a teacher's manual and classroom posters, as well as alphabet friezes to support the radio lessons.

The product and process conception of the curriculum was far broader. On the level of materials development, in response to the evaluators' criticism of the project team's initial conception of the curriculum as a set of audio/radio lessons in which the teacher played

development, a shift to a more process oriented view of curriculum as involving both teachers and pupils was necessary. The process of development envisaged would involve in-service training and classroom-based support for teachers as well as audio lessons and print media which could be used as a framework for educating learners. Linked to these elements would be formative evaluation, based on a vision of the developmental and empowerment possibilities in programme evaluation (Potter, Dube, Kenyon et al., 1995)

The shifts envisaged were in line with indications in the literature on process views of curriculum development (Hamilton, 1976; Stenhouse, 1975), in which curriculum theory and practice needed to be linked to be coherent (e.g. Grundy, 1987; Schwab, 1962; 1969; 1971; Walker, 1969; 1970; 1971). The view of curriculum in the programme's curriculum blueprint can be characterised as based on both a product and process view of curriculum development (Hamilton, 1976), in which education was assumed to be an interactional process, in which curriculum content was developed and curriculum change took place

At issue was not only how teachers could become instrumental in changing both their practices as well as the quality of education in their schools and classrooms (Stenhouse, 1975; 1980; 1981). Also at issue was how democratic and empowering environments could be created at school level as well as within the broader educational system which were conducive to as well as directly supportive of change (Fetterman, 1993; 1994a; 1994b; Fullan 1982; Fullan & Stiegelbauer, 1992; Hargreaves & Fullan, 1992; MacDonald, 1971; 1977a;

**5.2 Broadening conceptions of the radio learning curriculum: A teacher and a pupil** 

Two contrasting conceptions of curriculum were thus evident in the way in which the work undertaken by the project team was conceptualised and implemented pre and post the end of apartheid education in 1994. There were also shifts in the vision of the project team, from a vision of educational change as dependent on well presented product (well conceptualised content and curriculum materials), to a vision of educational change as dependent on both product and process. The process issues not only influenced how interactive radio was conceptualised, but were also fundamental to the type of support provided by the

The initial(product) conception of the curriculum was as a set of distance education lessons which targeted learner skills and competence in English. The lessons were based on radio scripts, and the trials of the programme were conducted using tape recorders, initially in one area, and then over the next two years in five regions of South Africa. The aim of the programme was to provide a daily half an hour lesson which was both entertaining and interactive, through which English language competence would be developed. The audiotaped lessons formed part of a package of materials which included a radio taperecorder and supporting print materials. The print materials were a teacher's manual and

The product and process conception of the curriculum was far broader. On the level of materials development, in response to the evaluators' criticism of the project team's initial conception of the curriculum as a set of audio/radio lessons in which the teacher played

classroom posters, as well as alphabet friezes to support the radio lessons.

through the active participation of teachers (Hall, 1978; Hargreaves, 1992).

1977b; Simons, 1987).

programme at school and at classroom levels.

**curriculum**

only a tangential role in the instructional process, the staff of the South African Radio Learning Programme revised their conception of the role of the teacher in the radio lesson. Work was undertaken both on the development of more open-ended audio lessons in which the teacher played a far more central role in supporting and supplementing the instruction provided, as well as on developing the teaching abilities and classroom organisational abilities of the participating teachers.

The project team also broadened the basis of the supporting print materials, which were designed for multi-use in other areas of the curriculum. By the end of 1994, it was evident that the project team had shifted from an initial conception of the learner curriculum as a set of half hourly distance education lessons, to a view of the usefulness of lessons and supporting materials in the context of classroom teaching received by learners in other areas of the curriculum and at all times in the day.

In addition, other process dimensions were added. Equally important in the teacher development process was both networking and personal support of teachers at school level. The issue in materials development was how to provide materials which would not only support a daily radio lesson, but would also be able to be used by the teacher as a basis for improving quality of teaching in other areas of the curriculum, as well as classroom organisation more generally. Materials provided by the programme would need to form a basis not only for learner usage, but also for broader support of teachers in the classroom..

The pivotal role of the regional coordinator in both the product and process dimensions is described in the section following.

## **5.3 Providing a basis for networking and support: The role of the regional coordinator**

The initial conception of the regional coordinator's role in the project was product-related, focused on the half hourly radio lesson, with the aim of ensuring that the audio lessons were implemented regularly and as planned. As the programme was implemented in practice in the classroom and as regular contact with schools and teachers evolved, however, a broader and more process-related support role for the regional coordinator emerged over 1993 and 1994.

As the audiotapes and materials were developed in stages, the regional coordinator was able to establish ongoing personal contact with the teachers and principals of the participating schools. She was also able during her visits to the schools, to act as adviser on matters relating to programme implementation. This included observing lessons, suggesting ways of supporting the programme at classroom level, as well as ways of linking the programme and other facets of the curriculum.

The programme's formative evaluation design envisaged teacher support groups as integral to the development of the programme. Participating teachers were thus encouraged by the regional coordinator to make contact with each other, and to form teacher support groups. Visits to other schools and teaching of demonstration lessons then took place as part of the teacher support group structure. In addition, workshops on use of the programme and on primary school teaching were organized regionally, and then implemented through the school visiting and teacher support group structures.

Reflecting the shift to both a product and process-based vision of educational change, the role of the regional coordinator involved ongoing interactions with teachers, as well as

Teacher Development Through Distance Education:

The document focused on the following areas:

a. Available resources were limited

this and context

teachers.

teachers.

The radio learning project instructional system

Uses of technology appropriate to this context

based on the principles and values of open learning.

**models of interactive radio instruction** 

Contrasting Visions of Radio Learning in South African Primary Schools 63

of 1994. This was then developed into a working paper, which created a curriculum blueprint for the subsequent implementation of the programme. Both the curriculum development exercise and the writing of the working paper were undertaken under the auspices of the project's newly established teacher development department, working under

The blueprint was intended to be a statement of policy for the subsequent development of the programme, based on the experience gained over three years of initial implementation.

e. Provisioning of material and human resources had frequently been inefficient. The type of consultation, research/development and evaluative processes necessary in

The aims of the OLSET radio learning programme with respect to children and their

The blueprint specified the type of radio learning curriculum and materials most likely to have influence on the quality of education of both learners and their teachers. A major focus lay on teacher development and support, using the multilingual classroom as a means to achieve a gradual a transition from initial literacy in the home languages towards use of English as a medium of instruction. As a blueprint for development based on the experience of the project team over 1993 and 1994, it went beyond traditional IRI models prevailing at the time (e.g. Imhoof & Christensen, 1986; USAID, 1990; Learntech, 1994), in providing a detailed statement of how it would be possible to develop an interactive radio programme

**5.6 The radio learning programme's instructional system: Moving beyond traditional** 

In the curriculum blueprint, the radio learning programme was conceptualized as using an audio-assisted communicative approach to teaching English a second language. As a distance educational instructional system, this would involve a number of linked elements. The development and implementation of the radio learning programme would be based on two curricula. The first curriculum would be for children (learners), and the second for

The curriculum for the children involved in the programme would aim to:

 Provide a rich English language learning environment Create an environment for active participatory learning

the guidance of a specialist in second language teaching (OLSET, 1995).

The project's philosophy pertaining to an educational context in which:

d. By and large the student/teacher ratio in schools was very high

b. A substantial number of teachers lacked adequate training

c. The curriculum in use was largely inappropriate

English as second language subject and medium of instruction

providing support for ongoing interactions between teachers in the schools. These interactions were focused on the audio lessons, which formed the basis for a broader process of teacher support.

#### **5.4 Providing a basis for teacher development: Workshops, classroom visits and teacher support groups**

The initial (product-related) vision of the project team was that workshops would be provided to ensure that teachers were able to implement the radio lessons consistently and as intended, using the teacher's manual to do so. Classroom visitation would be provided as a way of ensuring that this took place.

With the introduction of teacher support groups over 1993 and 1994, however, a shift took place to a conception of curriculum in which both product and process were important. The structure of the audio lesson was conceptualised as a framework of content which could then provide a starting point for broader teacher development and support. The project team also focused on developing the types of support structures which could assist teachers to focus on and improve their classroom teaching. These included workshops, school and classroom visits, and teacher support groups.

The first teacher support groups were put in place as a way of enabling teachers to participate directly in the formative evaluation of the project (Potter, 1993a; 1993b). The potential of these for teacher development was then recognised by the project team, and by the end of 1994 workshops, school and classroom visiting, and teacher support groups formed the basis of the support structures offered by the project (OLSET, 1995). The revised curriculum structure thus involved workshops which brought teachers together regionally, visits by regional coordinators to schools and classroom, and teacher support groups as local support mechanisms. These would enable teachers to not only be visited by the project team, but also to visit each others' schools and classrooms, to observe teaching and to be involved in discussion of issues relating to the programme as well as classroom teaching and organisation. Classroom visits by the programme staff would thus complement teacher support group processes at school level.

By the end of 1994 when the initial funding grant provided to the programme by USAID came to an end, a network of teacher and school support had already been created centred around materials distribution, school and classroom visits, teacher support groups and in-service training workshops (eg. Potter, 1994a; 1994b). This reflected the broader shifts in vision which had taken place, from an initial conception based on supporting radio lessons, to a conception in which educational change could be assisted by providing both content and materials support, as well as support for the processes involved in the teaching of English at lower primary school level. Structures for curriculum development and for consultation with national and provincial Education Departments around curricular issues and in-service training of teachers were also established, as a basis for larger-scale implementation (OLSET, 1995).

#### **5.5 A vision of educational change encapsulating product and process: The 1994 curriculum blueprint**

At the end of the initial funding phase, a comprehensive statement reflecting these shifts in the vision of the project team was made in a document developed at a workshop at the end of 1994. This was then developed into a working paper, which created a curriculum blueprint for the subsequent implementation of the programme. Both the curriculum development exercise and the writing of the working paper were undertaken under the auspices of the project's newly established teacher development department, working under the guidance of a specialist in second language teaching (OLSET, 1995).

The blueprint was intended to be a statement of policy for the subsequent development of the programme, based on the experience gained over three years of initial implementation. The document focused on the following areas:

	- a. Available resources were limited

62 International Perspectives of Distance Learning in Higher Education

providing support for ongoing interactions between teachers in the schools. These interactions were focused on the audio lessons, which formed the basis for a broader process

The initial (product-related) vision of the project team was that workshops would be provided to ensure that teachers were able to implement the radio lessons consistently and as intended, using the teacher's manual to do so. Classroom visitation would be provided as

With the introduction of teacher support groups over 1993 and 1994, however, a shift took place to a conception of curriculum in which both product and process were important. The structure of the audio lesson was conceptualised as a framework of content which could then provide a starting point for broader teacher development and support. The project team also focused on developing the types of support structures which could assist teachers to focus on and improve their classroom teaching. These included workshops, school and

The first teacher support groups were put in place as a way of enabling teachers to participate directly in the formative evaluation of the project (Potter, 1993a; 1993b). The potential of these for teacher development was then recognised by the project team, and by the end of 1994 workshops, school and classroom visiting, and teacher support groups formed the basis of the support structures offered by the project (OLSET, 1995). The revised curriculum structure thus involved workshops which brought teachers together regionally, visits by regional coordinators to schools and classroom, and teacher support groups as local support mechanisms. These would enable teachers to not only be visited by the project team, but also to visit each others' schools and classrooms, to observe teaching and to be involved in discussion of issues relating to the programme as well as classroom teaching and organisation. Classroom visits by the programme staff would thus complement teacher

By the end of 1994 when the initial funding grant provided to the programme by USAID came to an end, a network of teacher and school support had already been created centred around materials distribution, school and classroom visits, teacher support groups and in-service training workshops (eg. Potter, 1994a; 1994b). This reflected the broader shifts in vision which had taken place, from an initial conception based on supporting radio lessons, to a conception in which educational change could be assisted by providing both content and materials support, as well as support for the processes involved in the teaching of English at lower primary school level. Structures for curriculum development and for consultation with national and provincial Education Departments around curricular issues and in-service training of teachers were also established, as a basis for larger-scale implementation (OLSET, 1995).

**5.5 A vision of educational change encapsulating product and process: The 1994** 

At the end of the initial funding phase, a comprehensive statement reflecting these shifts in the vision of the project team was made in a document developed at a workshop at the end

**5.4 Providing a basis for teacher development: Workshops, classroom visits and** 

of teacher support.

**teacher support groups** 

a way of ensuring that this took place.

classroom visits, and teacher support groups.

support group processes at school level.

**curriculum blueprint** 


The blueprint specified the type of radio learning curriculum and materials most likely to have influence on the quality of education of both learners and their teachers. A major focus lay on teacher development and support, using the multilingual classroom as a means to achieve a gradual a transition from initial literacy in the home languages towards use of English as a medium of instruction. As a blueprint for development based on the experience of the project team over 1993 and 1994, it went beyond traditional IRI models prevailing at the time (e.g. Imhoof & Christensen, 1986; USAID, 1990; Learntech, 1994), in providing a detailed statement of how it would be possible to develop an interactive radio programme based on the principles and values of open learning.

#### **5.6 The radio learning programme's instructional system: Moving beyond traditional models of interactive radio instruction**

In the curriculum blueprint, the radio learning programme was conceptualized as using an audio-assisted communicative approach to teaching English a second language. As a distance educational instructional system, this would involve a number of linked elements.

The development and implementation of the radio learning programme would be based on two curricula. The first curriculum would be for children (learners), and the second for teachers.

The curriculum for the children involved in the programme would aim to:


Teacher Development Through Distance Education:

the professional teaching community

Rural schools were often understaffed.

65:1

classes

classroom

Contrasting Visions of Radio Learning in South African Primary Schools 65

Appropriate teaching methodologies had often not been disseminated widely within

Overcrowding was common. Many classes had a learner/teacher ratio of more than

Authoritarian methods were still used in many cases to ensure management of large

The South African Radio Learning Programme's teacher development curriculum was conceptualised as a response to these contextual conditions. It was based on a theory of implementation involving ongoing support for and interaction with teachers, due to awareness on the part of the project team that simply developing new materials and telling teachers about new methods were not usually sufficient to bring about desired changes in classroom practice. A holistic approach was thus needed, in terms of which explicit links would be forged between radio, teacher, child, print materials, teacher support systems and

To achieve this, teachers would need to become central to the process of development, through participation as partners in the radio lessons, through engagement in linking the content of the radio lessons with teaching in other areas of the curriculum, and through collaboration as equals in their professional development. A climate of collaboration and partnership would be what the OLSET teacher development curriculum would attempt to

Promoting the use of effective communicative language teaching methodologies in the

Empowering teachers to use and extend their own approaches, activities and materials

Fostering effective use of the programme's audio and classroom support materials.

**5.8 Using open learning principles as a basis for teacher development and support** 

Constraints on study are minimised in terms of access, time, pace and method of study,

Learners (in this case teachers) are provided with access to learning resources, advice,

Whose learners study by themselves for some of all of the time, in which

Promoting the use of learner centred teaching methodologies in the classroom

 18% of primary school teachers lacked professional qualifications 35% were professionally qualified with less than Grade 12 47% were professionally qualified with more than Grade 12 Existing pre-service teacher training was often inadequate

English was not the first language for virtually all the teachers

Basic equipment and materials were lacking in schools

classroom practice (Leigh, Naidoo & Ramafoko, 1995).

Strengthening the teacher's English-speaking skills

Robinson and Latchem (2003, 29) define open learning as:

support and in many cases assessment of learning.

Encouraging creative and critical thinking

An organised educational activity

and in which on a concrete level

achieve (OLSET, 1995; Potter, Dube, Kenyon et al., 1995), through:


As Leigh (1995) has pointed out, it was in the introduction of a second curriculum, for teachers, that the radio learning programme took new steps in relation to previous literature and approaches used in IRI (e.g. Imhoof and Christensen, 1986; Olsson, 2004; USAID, 1990). The model of the programme involved providing teacher support and development, as an integral part of the radio learning programme's implementation. It thus targeted teachers and their practices, as will be evident from Table Two below.

Table 2. The Radio Learning Project Instructional System
