Abstract

The general thesis of this paper is that external factors, such as affiliation to a university, can be used to improve teacher training programmes. The specific issues discussed deal with quality control and assurance. The University of Botswana (UB) is used as a case study. Concepts and terms used are defined, and the key role that quality control and assurance plays is described and discussed. Their impact is evaluated in three fields — courses offered, final examinations and teaching practice. The operational drawbacks — real and potential — of the UB system are considered. The thesis developed is that the quality control mechanisms in place should be complemented by more effective quality assurance. The paper concludes by identifying advantages that have been gained, and the implications for countries at a similar developmental stage as Botswana, particularly small states.

Citation

Hopkin, A.G. Quality control and quality assurance in teacher training institutions: messages from Botswana. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 697-713. Elsevier Ltd. Retrieved December 6, 2019 from https://www.learntechlib.org/p/197707/.

Keywords

• Program Improvement
• Quality Control
• University affiliation