What strategies are most effective for small states reforming their teacher-training systems? Can distance learning play a part? A report by the University of Bristol and Belize Teachers’ Training College (BTTC) examines an initiative in Belize, which used distance learning to improve teacher-training.

The Belize Primary Education Development Project (BPEDP) aimed to transform and upgrade the primary education sector, addressing issues including improving teacher-training, increasing pupils’ access to texts and developing the curriculum. The project was a collaboration between the Belize Government, The World Bank and the British Department for International Development (DFID).

BTTC carried out the project’s teacher-training component. This aimed to increase the percentage of trained primary teachers and to improve the quality of teaching and learning in primary schools. The teacher-training course was reformed and a new in-service training programme was developed to upgrade primary school principals’ management and leadership skills. Distance education was used in training both teachers and principals.

Given Belize’s limited human, material and financial resources, the programme encountered a number of challenges. Many BTTC staff were concerned about increased pressure on the college’s limited human resources and lacked experience in distance education. In addition, unrealistic implementation deadlines were initially established and too much was expected of key personnel. However, many of BTTC’s problems could have been reduced if staff had received better pre-implementation training.

A multi-mode strategy was used to develop new teaching and learning materials. This helped to make distance education policies viable for a small state. Some materials were therefore adopted or adapted from systems with similar needs and conditions elsewhere while some new materials were developed in-country or in collaboration with external agencies. It was also recognised that greater priority should have been given to establishing all dimensions of the distance education infrastructure, in addition to developing materials.

The transformation of Belize’s teacher education programme since the BPEDP’s start in 1992 has been dramatic and far-reaching. Key achievements include:

• strengthening of planning and management capacity in Belize relating to teacher education and distance learning
• professional training can now be carried out on-the-job and at district level so savings on government expenditure are possible and more teachers can be supported in the field
• distance education has widened access to training for teachers and principals in isolated locations and/or those who are unable to travel to BTTC because of other commitments
• District Resource Centres have been established which could serve as a basis for teachers’ continuing professional development.

Policy implications for small states attempting similar reforms include:

• The need to adapt international development models to create development initiatives more closely related to local needs and contexts
• making distance education more appropriate for small states through collaboration with local and external agencies and the use of modern information and communications technology
• being aware of the capacity to pursue complex change, in terms of human, organisational, financial and material resources
• keeping all stakeholders well informed and encouraging them to participate actively in planning processes; local ownership and context sensitivity are essential.
• relating implementation strategies to contextual realities and demands.

Source(s):
'Transforming teacher education in a small state: potential for distance education in Belize, Central America' by C. Thompson and M. Crossley, in 'Globalisation, Educational Transformation and Societies in Transition', Symposium Books, Oxford, by T. Mebrahtu, M. Crossley, and D. Johnson (eds), 2000

Funded by: Department for International Development, UK

id21 Research Highlight: 23 October 2002

Further Information:
Michael Crossley
Graduate School of Education
University of Bristol
35 Berkeley Square
Clifton
Bristol BS8 1JA
UK

Tel: + 44 (0) 117 928 7039
Fax: + 44 (0) 117 925 1537
Contact the contributor: M.Crossley@bris.ac.uk

University of Bristol, UK

Cynthia Thompson
Faculty of Education
University College
Marine Drive
Belize City
Belize

Other related links:
'Teacher education reforms in Albania'

'Teaching teachers: a role for distance education?'

'Finding the teachers of the future: Lessons from the Caribbean'

Distance education: can quality be assured in an expanding market?

ICDL has further resources on distance education

Imfundo supports the use of technology for teacher training.