TY  - BOOK
AU  - Mahomed,Haroon
TI  - Challenges and prospects for improving teacher education and development through the National Policy Framework on teacher education and development
SN  - 1814-6627
PY  - 2009///
CY  - Pretoria
PB  - Unisa Press and Routledge
KW  -  Teacher education and development
KW  - National Policy Framework on Teacher Education and Development (NPFTED)
KW  - Higher education institutions
N2  - This paper examines the prospects for improving teacher education and development in South Africa through the National Policy Framework on Teacher Education and Development (NPFTED). The key elements of the policy framework are critically analysed in terms of their limitations and their potential for improving teacher education and development as a crucial means to improve learner performance. The paper looks at the current realities in teacher education and development, the progress made and opportunities available, the identifiable gaps, and the proposals for closing the gaps. Possibilities and constraints in the current situation, as they are described in the NPFTED, are discussed. These include globalisation, the challenges facing a fledgling nonracial democracy, the legacy of skewed development under apartheid, current social inequalities, conditions in rural schools, declining recruitment trends, large mismatches between the supply and demand of teachers, HIV/AIDS and other diseases among teachers, the limits of the current planning, information and communication systems, and the situation in education faculties in higher education institutions. The paper concludes that the challenges are formidable, but that proper planning and synergisation of objectives and resources by government, higher education institutions, labour unions, the private sector and the public can contribute to significant improvements
UR  - https://doi.org/10.1080/18146620902857582
ER  -