Training Teachers Through the Distance Mode: The Experience of Domasi College of Education In Malawi

Abstract

PCF2 // The distance teacher education program offered by Domasi College of Education is the first of its kind at the secondary teacher education level in Malawi. It is an innovation within the government’s broad aim of increasing access and reducing disparity in secondary education. With the introduction of this program, Domasi college has become a dual mode institution because it delivers two programs through different modes. This paper discusses the challenges and opportunities of this arrangement within the context of the country’s needs for teachers. Specifically, the paper examines the opportunities of increased access to higher education and attainment of equity. It is argued that improvement of teacher quality can enhance the quality of education offered in the less privileged Community Day Secondary Schools. Based on the findings of a comparative study of the conventional and distance education programs operating within the College, the paper dispels the fears that were expressed earlier that distance teacher education would adversely affect teacher quality. However, in spite of its potential to increase access, retain quality and reduce gender disparity, the distance education program continues to be marginalized within the dual mode operation. It is finally argued that the success of distance education program depends on improved perception, more commitment from all stakeholders as well as appropriate training. //