Title page for ETD etd-03172005-115737

Document Type Master's Dissertation
Author Mathekga, Abbey Mokwape
URN etd-03172005-115737
Document Title The impact of in-service training: a reassessment of the cascade model
Degree MPhil (Education for Community Development)
Department Education Management and Policy Studies
Advisor Name Title
Dr J Heystek
  • quality
  • quality training
  • training
  • Cascade Training Model
  • in-service training
  • attitudes
  • development
  • empowerment
  • quality assurance
  • Total Quality Management
Date 2004-10-09
Availability unrestricted
The learners’ results do not only reflect their performance but also depict the quality of learning and teaching that they have received. However, the focus seems to be only on learners’ results particularly, the grade 12 results, without regard to other facets of the Department of Education which have a direct impact on the learners’ results. Amongst others, there are teachers and in-service trainers who need to be looked into to ascertain the quality of service that learners receive.

This study focuses on the provision of in-service training through the cascade model of training in the Brits district. There are several factors that have a bearing on the implementation of departmental policies, amongst others there is a question of teachers’ attitude. Teachers with positive attitudes turn out to be more willing in implementing what they learnt from in-service training by cascading the training at school.

The selection of teachers who have to attend in-service training sessions relies on a clear plan from the in-service trainers that ought to be supplied well in advance so that the School Management Teams (SMT) can be in a position to selected the appropriate teacher to attend in-service training.

On the other hand, the training approaches that are used by the in-service trainers play a vital role too. Reviewed literature in this study has proven beyond reasonable doubt that adults learn differently from the way children learn and therefore their training should be different from that of children. The learning theories are an attempt to give a sound background in terms of adult learning.

The study has also found that there are some inconsistencies as far as the in-service trainers are concerned. Whilst their training approaches are varied and enjoyed by most teachers, there are serious inconsistencies in terms of evaluation of the in-service training sessions.

Finally, both the in-service trainers and teachers are to some extent satisfied with in-service training in Brits district. However, in-service training in general needs to be reviewed in order to maximise the implementation of policies of the department.

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