000			01831nam a22002657a 4500
003			ZW-GwMSU
005			20210428141933.0
008			210428b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aDelport, Alette _eauthor
245	1	0	_aClustering schools to improve teacher professional development: _bLessons learnt from a Zimbabwean case study/ _cAlette Delport
264			_aPretoria: _bUnisa Press and Routledge, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 6 , number 1 ,
520			_aMuch 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.
650	4		_aSchool collaboration
650	4		_aClusters
650	4		_aProfessional teacher development
700	1		_aMakaye, Jeriphanos _eauthor
856			_uhttps://doi.org/10.1080/18146620902857608
942			_2lcc _cJA
999			_c156790 _d156790