No abstract

Recently, the academic profession has come under great pressure to transform in the way it does in business movingfrom the predominantly collegial to a managerialist model (Kogan and Teichler, 2007). With the advent of managerialism, universities have grown into large bureaucratic structures with professional managers (Kogan and Teichler, 2007).These changes tend to affect academics in certain ways, for example through growing internationalization, change in management style and the aspect of relevance (Kogan and Teichler, 2007).With relevance came a rise of industry oriented research (Altbach, 2005). In the views of Altbach (2005) Contribution/ OriginalityThis study is one of the very few studies carried out in Zimbabwe on the experiences of academics and the challenges they encounter in their research collaboration with international counterparts. It highlights for the first time previously unknown challenges local academic experience with externally funded research collaboration.

Historically, in Southern Rhodesia, now Zimbabwe, Standards 3, 4, 5 and 6 would teach during the school term and attend teacher training during the school holidays. This was mostly in Missionary institutions. Later, these organisations changed into full-time teacher training institutions. Then teacher training lasted two years. Students would spend time in college and in the field. Some teachers were certified because of good performance, without having attended any teacher development college. Some, for example holders of Primary Teacher Lower Course (P.T.L.) who passed the Cambridge General School Certificate, GCE were given an examination and upgraded to the Primary Teacher Higher Course (P.T.H.) qualification. Among the past models are the -3-3-3, the -3-3-3-3 and the ZINTEC (Zimbabwe Integrated Teacher Education Course) model of teacher development used in conventional colleges. Currently, conventional colleges use the 2-5-2 model. For the purpose of this paper, the Zimbabwe Open University ODL model of Teacher Development will be discussed. In this model, student teachers are continually teaching in schools, while at the same time undergoing teacher development. The purpose of this model is to make it cheaper to produce teachers as it has advantages of producing large numbers of teachers at the same time as they teach in the schools making it economic for the country.

No abstract

No abstract