Clustering schools to improve teacher professional development: Lessons learnt from a Zimbabwean case study

Abstract

Much still needs to be done to transform schooling in South Africa and provide education of equal quality to all learners. The notion of encouraging close collaboration between schools is widely accepted as a possible strategy to improve the quality of schooling in a particular geographical area. In this article, we discuss research conducted on the implementation of the Better Schools Programme cluster in Zimbabwe (BSPZ), a system of inter-school collaboration aiming at improving the quality of teaching and learning at the member schools. One of the primary objectives was to enhance teachers' professional development by means of the establishment of professional infrastructure. Despite the shortcomings highlighted, our exploratory study brought to the fore potential advantages of school clusters as a type of formalised school collaboration which can indeed promote quality and equality in the South African schooling system.

Subject Panels as Sustainable Innovation for Teacher Professional Development

“…However, some studies have recorded power struggles between school principals and teacher leaders for the control of subject clusters (Chikoko & Aipinge, 2009;Jita & Mokhele, 2012). Not much research has been done to explore the activities of subject panels, especially in Zimbabwe as previous studies tended to focus more on school clusters as opposed to subject panels (Chikoko, 2007;Delport & Makaye, 2009;Maphosa et al, 2013). The current research sought to gain insights into the workings of one history subject panel at the grassroots level.…”

Untitled

“…In addition, the WhatsApp platform provided a cheaper, fast hassle-free and cost-cutting avenue for the staff development of teachers in Zimbabwe. A number of studies have established that teacher professional development in Zimbabwe is curtailed by poor funding (Delport & Makaye, 2009;Maphosa, Mutekwe, Machingambi, Wadesango, & Ndofirepi, 2013;Chikoko (2005) cited in Nyandoro, Mapfumo, & Makoni, 2013, p. 264). We noted from this study that the ministry was yet to conduct syllabus interpretation workshops in some parts of the country five months after the adoption of the new Heritage Studies syllabus.…”

Sustainable Development Goals Localisation in the Hospitality Sector in Botswana and Zimbabwe

“…African Sun also made some contributions to primary education through a donation of US$ 16,726 in Marondera [68], a place that is just outside of Harare. Delport & Makaye [69] describe the Better Schools Programme as the clustering of schools for collaboration to improve the quality of teaching and learning. The programme targeted teachers for professional development through the establishment of professional infrastructure.…”