Teacher education at a distance; 
impact on development in the 
community:  
Country report – Guyana 
 
Debbie Thomas 
IEC, Cambridge, 2004 
 
 
 
 
 
  
       
 
Contents 
 
List of tables and maps  3 
1 Introduction  4 
2 Background/context of research  5 
2.1 History of distance education for teacher training in Guyana  5 
2.2 Rationale for the use of distance education for teacher upgrading/training  7 
2.3 Guyana   8 
3 Methodology  11 
3.1 Scope  11 
3.2 Sampling and the rationale  13 
3.3 Data collection methods  14 
4 Research questions  16 
4.1 Does teacher training at a distance empower the teacher in the school/educational system ? 16 
4.2 Does teacher training at a distance empower the teacher in the local community?  24 
4.3 Who/what apart from the teacher is developed due to the training operation?  27 
4.4 How are the resources/capacity developed for training teachers being used?     
 How widespread is their use? What is the potential for their use?  30 
5 Shortcomings of the research  32 
6 Conclusion  33 
6.1 Overall impact statements  33 
6.2  Implications for country/policy makers  33 
6.3 Implications for institute/policy makers  34 
6.4 Implications for teacher education  34 
6.5 Implications for planning of distance programmes  34 
 
7 References  35 
 Appendix 1 - Research instruments  36 
Appendix 2 - Collated data  54 
 
Teacher education at a distance ~ IEC ~2004 2
 
List of tables and maps 
No Title Page 
1 No of untrained and unqualified teachers (17/98) by education district   8 
 Map of Guyana showing natural and administrative regions 10 
2 Past students’ assessment of the extent of the impact of the DE upgrading 17 
programme on their classroom performance 
3 Current students’ assessment of the extent of the impact of the DE upgrading 17 
programme on their classroom performance 
4 Head Teachers’ assessment of the extent of the impact of the DE upgrading 18 
programme on their classroom performance 
5 Past students’ assessment of the extent of the impact of the DE training programme 18 
on their professional relationships 
6 Current students’ assessment of the extent of the impact of the DE training 19 
programme on their professional relationships 
7 Head Teachers’ assessment of the extent of the impact of the DE training 19 
programme on their professional relationships 
8 Effect of DE training/upgrading on the willingness of participants to be more open 19 
with their colleagues 
9 Community leaders’ perception of change in the professional attitude changes in  20 
DE trained teachers 
10 Has the DE trained teacher become more involved in non-teaching activities as a 20 
result of being involved in the training programme? 
11 Type of non-teaching activities in which teachers became involved 21 
12 Teachers’ view of the nature of their involvement of non-teaching activities 21 
13 Change in the status of teachers upgraded by distance: past students’ responses 22 
14 In what way have you sensed or experienced a change in the way you are treated? 23 
15 Region 2 school managers’ perceptions of the principals’ training programme 23 
16 Students’ perception of the impact of the training programme on family and 24 
lifestyle 
17 Entrepreneurs perception of the impact of the training programme on family and 25 
lifestyle 
18 Community leaders’ views on DE teachers’ participation in community activities 26 
19 Type of community activity, as reported by students, head teachers and community 26 
leaders, in which the DE teacher has become involved as a result of their training 
programme 
20 Community leaders’ perception of the competence of the DE teacher 26 
21 Head Teachers’ views on how the community views the DE trained teacher 27 
22 Who apart from the teacher benefited from the DE programme? 28 
Teacher education at a distance ~ IEC ~2004 3
1 Introduction 
 
 
This country report forms a part of an international research study involving Guyana, 
Nigeria and Uganda. Its purpose is to find out how teacher training at a distance has 
impacted on the development of the school and wider community. The research is funded 
by the British Department for International Development (DFID), through IEC (the 
International Extension College) to which the lead researchers are attached. 
The report begins by presenting the background to the research, which includes a history 
of teacher education by distance in the country and the needs and rationale for the use of 
distance education as a methodology for teacher training. This is followed by a description 
of the methodology used. The findings are then presented and discussed. The final section 
of the report presents the conclusion, which includes statements on implications for the 
country, institution and teacher education. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 4
2 Background/context of research 
2.1 History of distance education for teacher training in 
Guyana  
 
Distance education (DE) methodology as a means of upgrading/training teachers was 
placed on a firm footing with the establishment of the Guyana In-service Distance 
Education (GUIDE) project in 1995. This, however, was not the first initiative in its use for 
teacher training. At least two other initiatives at training teachers by distance 
methodology had been attempted. However, the performance of students of the GUIDE 
project in the teacher training programmes served to give some prominence and 
legitimacy to DE as a reliable means of education delivery. Using the structures and 
systems developed by GUIDE, the Ministry of Education has now launched a more 
permanent and ambitious teacher training programme implemented by the Distance 
Education Unit of the Cyril Potter College of Education. 
The Emergency Science Programme 
As mentioned before, GUIDE was not the first attempt by the Ministry of Education in 
Guyana to use DE as a means of delivery of quality education for teachers. The Emergency 
Science Programme (ESP) was launched in 1977. The Cyril Potter College of Education 
(CPCE), the institution charged with the mandate to provide trained undergraduate 
teachers at the nursery, primary and secondary levels, and the University of Guyana had 
been unable to fulfil the demands of the system for science and mathematics teachers. 
This initiative was therefore set up as an effort to alleviate this problem. Using DE the ESP 
trained a number of science and mathematics teachers during the period 1977–1985. 
However, after the first batch (1977–1980) much of the DE aspect of the programme was 
phased out, as the programme became more and more integrated with the conventional 
college-based system.  
The Project for Hinterland and Deep Riverine Teachers (PHDRT) 
Another attempt to use DE in teacher education was started in 1994. This was an 
upgrading programme in English, mathematics, science and social studies for teachers in 
the remote hinterland and deep riverine areas of the country. While the programme was 
overseen by CPCE, the Regional Education Departments provided the tutorial staff. The 
students were provided with printed modules and supported by a staff of regional 
coordinators, tutors, and lecturers from CPCE. Seventy-nine teachers eventually completed 
this upgrading course and became available for initial teacher training. 
The Hinterland Teacher Training Programme (HTTP) 
This project was introduced in 1996 and was again overseen by CPCE. It was implemented 
on a similar basis to the PHDRT. Unlike the PHDRT, however, the students upon 
successful completion of this programme received a Trained Teachers’ Certificate (TTC). 
Like the ESP, the teachers on this programme were exposed to both academic and 
pedagogical courses. Forty-five students from Regions 1, 2, 4, 7, 8 and 9 eventually earned 
themselves a TTC in 1999.  
Teacher education at a distance ~ IEC ~2004 5
The Guyana In-service Distance Education (GUIDE) Project 
The GUIDE Project was established in 1995 with joint funding by the British government, 
under the then Overseas Development Administration and the government of Guyana. Its 
establishment was in response to two perceived needs: to increase teacher competence at 
the lower secondary grades in English, mathematics and science; and to strengthen the 
capacity of the National Centre for Educational Resource Development (NCERD) to 
achieve its mandate by introducing a means of systematic delivery of distance education 
by print. 
GUIDE is an upgrading programme with a minimum completion time of around 3 years 
and a maximum completion time of 6 years. Unlike many other teacher upgrading 
programmes, GUIDE gives attention to both pedagogical and academic issues. Initially its 
main target audience was the unqualified but serving teachers in the lower levels of the 
general secondary and community high schools and those in the secondary departments of 
primary schools. However, due to the large numbers of unqualified teachers in the system, 
the programme is now open to all such teachers in the whole of Regions 3, 5, 6 and the 
riverine areas of 4 and 10. About 500 students have so far accessed the programme. 
In addition to its printed modules this programme offers support to the students through a 
system of face-to-face sessions, local tutors, mentors, regional coordinators and senior 
course tutors. Over 126 teachers have so far successfully completed the programme. All of 
these teachers are now eligible for teacher training. In fact many of them have already 
earned their TTC. 
The Guyana Basic Education Teacher Training (GBET) Project  
This project was established in 1999. Its goal is to improve the quality of basic education 
in Guyana. The project has four components: delivering a Distance Education Foundation 
programme for unqualified teachers in the hinterland regions, implementing a Distance 
Education Teacher Certificate programme for untrained teachers, implementing a Distance 
Education School Management programme for school inspectors and head teachers and 
Strengthening of Educational Stakeholders (GBET Draft Project Implementation Plan, 
1999). 
The first of these components commenced in 1999 and so far around 430 students have 
accessed the programmes in Regions 1, 7, 8 and 9. Around 115 are expected to complete 
the programme in 2003. The second component commenced in 2001 and around 331 
students have accessed the programme. This certificate programme is of three years’ 
duration. The School Management programme was piloted in 2002.  
The fourth component will see the establishment of a Distance Education Unit (DEU) at 
CPCE. This will enhance the capacity of CPCE to deliver the Distance Education Teacher 
Certificate programme.  
In the past DE teacher upgrading/training has been undertaken on an ad hoc basis. The 
GUIDE and GBET projects now serve to put some permanence into the activity. 
The establishment of the DEU on a permanent basis should see the institutionalisation of 
DE as an important method of delivering teacher training. 
 
Teacher education at a distance ~ IEC ~2004 6
2.2 Rationale for the use of distance education for teacher 
upgrading/training 
 
The national position for the last few years reflects a dire shortage of trained teachers. 
With the ongoing migration of fairly large numbers of trained teachers, this situation is 
likely to continue. Another concern is the number of untrained teachers who are 
academically unqualified, i.e. who do not have the minimum requirements for entry into 
the teacher training programme.  
The conventional college-based programme offered by CPCE cannot accommodate the 
numbers that would need to be upgraded and then trained to meet the demands of the 
system. Even if this were possible it would be economically unfeasible to bring all the 
academically unqualified and pedagogically untrained teachers together for face-to-face 
studies. Innovative strategies are therefore required if teacher upgrading and training is to 
be significantly expanded.  
The proportion of trained teachers at every level is unsatisfactory. In 1997-1998 only 
about 49% of teachers were trained. Indeed, in spite of an increase in the numbers being 
trained each year, the proportion of trained teachers has been falling, e.g. the percentage 
of trained teachers at the primary level has dropped nearly ten per cent(10%) in the last 
fifteen years. Of equal, if not greater, concern is the number of those untrained teachers 
who are unqualified. These constituted more than one-fifth of the teaching force (29%) in 
1997-1998. The result of this trend is a critical need to be able to train more teachers 
while they remain on the job (Hamilton et al, 1999, 3). 
Distance education, with its stated advantage of making it possible for students to remain 
on the job and learn, offers this opportunity.  
A closer examination of the figures shows that the percentage of untrained and 
unqualified teachers is even greater in the hinterland and riverine areas of the country. 
Table 1 serves to illustrate this point.  
The regions in which the percentage of untrained and unqualified teachers is highest i.e. 
Regions 1, 7, 8, and 9, are those with no internal public transport and many creeks and 
rivers in hilly terrain. This area is also sparsely populated and there is a lack of the basic 
amenities of modern life in many communities. These conditions make it very difficult to 
secure equity with schools in the more developed coastal communities. The provision of 
quality basic education to all Guyanese children requires that the teachers themselves be 
qualified. Policy makers are cognisant of this and are making every effort to face the 
challenges and overcome the barriers so that equity in education becomes a reality. A 
recent consultant to the Ministry of Education noted that distance education is a potent 
tool for ensuring equity of access (Marcus, 2002). 
Distance education does not require new buildings to be built. It can make use of existing 
facilities. In addition to allowing the teachers to remain on the job and breaking the 
barriers to equity in access, in both geographical and socio-economic terms, it can also 
prove cost effective in the long run. Once the teaching materials have been produced and 
the system is established, additional students can be enrolled with only marginal cost; and 
the more students there are, the lower the cost per student (Siaciwena, 2000). 
 
 
 
Teacher education at a distance ~ IEC ~2004 7
Table 1 Number of untrained and unqualified teachers (1997-1998) by education district 
Education Untrained Unqualified Total Total number % untrained, 
district of teachers  unqualified 
teachers  
Region 1 16 138 154 217 71 
Region 2 169 227 396 775 51 
Region 3 202 420 652 1164 53 
Georgetown 369 435 804 1993 40 
Region 4 242 443 685 1366 50 
Region 5 164 149 313 663 47 
Region 6 475 305 780 1470 53 
Region 7 35 87 122 197 62 
Region 8 2 77 79 97 81 
Region 9 17 134 151 209 72 
Region 10 149 106 255 565 45 
Source: Table prepared from data extracted from Ministry of Education (1998). 
2.3 Guyana 
Guyana is an English speaking country occupying approximately 215 000 km2 of land 
space on the north-eastern shore of the South American continent. It is bounded on the 
north by the Atlantic Ocean, on the east by Suriname, on the south and south-west by 
Brazil and on the west by Venezuela. It is divided into four natural geographic regions: 
• the coastal plain 
• the hilly sand and clay areas 
• the highland region 
• the interior savannahs 
The coastal plain, which lies below sea level, is a narrow piece of land situated along the 
northern coast. It takes up about 10% of the total land space and varies in width from 16 
km in the west to as much as 64 km in the East (UNDP, 1996). It is in this natural region 
that most of the land suitable for farming is situated. Since Guyana is basically an 
agricultural economy, it is also the region in which most of the major economic activities 
take place. The level of economic activity, the location of educational facilities and seat of 
government, the transportation and communication network, all contribute to this being 
the most developed and populous natural region of the country. About 85% of Guyana’s 
population of approximately 800,000 live on this narrow coastal plain.  
The next three natural regions account for the remaining 90% of the country. This part of 
the country is comprised of forests teaming with wildlife, savannahs, hills, mountain 
ranges and numerous rivers and streams that may flood during the rainy season. Unlike 
the coastal plain this area is relatively underdeveloped. The topography and lack of 
infrastructure make transportation and communication difficult and costly. Except for a 
few ‘interior townships’ the basic amenities of modern life are mainly lacking. Relative to 
the coastal plain this portion of the country is sparsely populated.  
Teacher education at a distance ~ IEC ~2004 8
For administrative purposes the country has been divided into ten administrative regions. 
A part of each of the Regions 1–6 lies on the coastal plain. However these regions each 
have what can be termed a riverine or interior portion. Regions 7, 8, 9, and 10 all lie 
outside the coastal plain. Approximately 92% of the population lives in Regions 2, 3, 4, 5, 
6 and 10. The remaining 8% lives in Regions 1, 7, 8 and 9. These four regions make up 
about one fifth of Guyana’s total land space and are the least developed.  
The decline in the economy over the last two decades combined with political problems 
has had a negative impact on the country’s development. This has impacted on the 
education sector and the teaching profession has been affected by the migration of trained 
teachers as they seek to improve their economic circumstances. The poor remuneration 
and physical conditions are unattractive to the better qualified individuals in society. It is 
these circumstances that have led to the large number of academically unqualified and 
pedagogically untrained teachers in the system.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 9
Map of Guyana showing the natural and administrative regions 
 
 
  
  
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 10
3 Methodology  
3.1 Scope 
 
The research attempted to capture the views of a sampled number from the population of 
those either directly or indirectly involved in the various DE programmes discussed in 
Section 2.1. The population included the teachers, who were the direct beneficiaries of the 
programmes; other educators within the school and wider education system; community 
leaders, and users or providers of services in the various communities/regions where the 
programmes operated. Staff members of the two main DE Units involved in the provision 
of DE for teacher training were also included. 
In-Country Research Personnel 
 
Numbers:   9 
 
Selection Criteria:  
The personnel selected were all involved in the DE programmes    
 and, with the exception of 2 individuals, had been involved in 4    
 researches commissioned by the GUIDE Project in conjunction    
 with the International Extension College (IEC) and the    
 Department For International Development (DFID) in 1999.  
 
Roles:   
Research coordinator (1) 
• Coordinating country implementation strategy, including the development of research 
workplan 
• Identifying research participants and target respondents 
• Preparing quarterly reports 
• Communicating with lead researchers, in-country research team members and international 
team members 
• Participating in field research work 
• Monitoring, supervising and providing guidance for project field activities 
• Facilitating the data/information storage, compilation, collation and analysis 
• Organising the development of and facilitating training activities deemed necessary for the 
implementation of the research project 
• Producing project documentation based on guidelines supplied by the lead researchers. 
Research Assistants (3) 
• Assisting in the development of the in-country research workplan 
• Participating in and facilitating training activities e.g. workshops 
• Assisting in identifying target respondents and suitable field workers 
• Monitoring and supervising field workers 
• Assisting in the administration and retrieval of questionnaires 
Teacher education at a distance ~ IEC ~2004 11
• Participating in field research work 
• Assisting in the compilation, collation and analysis of the data/information 
• Communicating with research coordinator 
• Assisting in piloting data collection instruments 
Field workers (5) 
• Participating in training activities e.g. workshops 
• Administering and retrieving questionnaires 
• Conducting interviews 
• Communication with research assistants and research coordinator 
 
Training 
Research coordinator 
One-week training workshop in UK with the two IEC lead researchers (What is action 
research? Methods of data collection. Developing research questions and indicators. 
Developing sample instruments for data collection). A second one-week training 
programme in which lead researchers and in-country researchers looked at the compiled 
data and first draft of country reports. Lead researchers and in-country research 
coordinators deliberated and finally agreed on a common format for presenting individual 
country reports.  
Research assistants 
Two two-day training workshops with Research Coordinator (Familiarisation with the 
research proposal. What is action research? How to administer data collection 
instruments. Adapting, developing instruments for data collection. How to compile, collate 
and analyse data/information). 
Field workers 
Telephone contact was made with field workers. Briefed by research assistants on 
administering questionnaires and conducting interviews. Guidance and help were 
provided via telephone as needed. 
Summary of the in country implementation process  
The stakeholders were made aware of the research project. Training and planning 
workshops for team members were conducted. Team members adapted, developed and 
refined data collection instruments. Field workers were identified and trained. 
Questionnaires were piloted and modified. Field work was implemented: questionnaires 
were administered and retrieved and interviews were conducted. Data were collated. A 
summary of the findings was prepared. A country report was produced along the 
guidelines agreed upon by the research coordinator and lead researchers. 
 
Teacher education at a distance ~ IEC ~2004 12
3.2 Sampling and the rationale 
Research target population 
 (1) Past students of DE teacher upgrading/training programmes  
• GUIDE (Guyana In-service Distance Education)  
• HTTP (Hinterland Teacher Training Programme) 
• ESP (Emergency Science Programme) 
Since there were relatively a small number of graduates of DE programmes, it was agreed 
that the entire group of teachers be targeted. Review of available providers’ records 
showed that this number was around 185. There was some amount of uncertainty about 
the number of ESP graduates who were still in the country.  
Sampled (number): 181 past students of DE from GUIDE, HTTP and ESP 
   99 questionnaires were retrieved (55%).  
(2) Current students of DE teacher upgrading programmes  
Ten per cent of the current DE students were targeted. Of this number 60% were selected 
from GBET and the other 40% from the GUIDE programme.  
This proportion was chosen because the current DE programmes were focused on 
upgrading of academic standard of the teachers, rather than actual pedagogic skills. 
Nevertheless it was felt that some useful data could still be gathered from these students. 
 
Sampled (number): 50 current students of DE from GUIDE and GBET 
   50 questionnaires were retrieved (100%).  
(3) Head teachers of schools with past and current DE students  
The number in this category was again determined from available records. Students were 
scattered across the country in about 115 schools. Since most of those who were actually 
teaching were from the GUIDE, GBET and HTTP programmes, schools with these teachers 
were selected. Systemic sampling was used and every other school was chosen.  
 
Sampled (number): 58 head teachers 
   51 questionnaires were retrieved (88%)  
(4) Other educators/personnel involved in the training programmes 
• tutors 
• mentors 
• colleagues 
• education officers 
 
These were selected from across the various regions. Although an effort was made to 
include people from the really remote communities of the country, most were chosen from 
the more accessible regions. However it was felt that the sample population was 
representative because the individuals chosen were from each administrative as well as 
each geographical region of the country. 
Sampled (number): 55 
   48 questionnaires were retrieved (87%) 
Teacher education at a distance ~ IEC ~2004 13
(5) Entrepreneurs in communities where the DE programmes operate 
Individuals/agencies directly involved in providing services on a regular basis to the 
programmes were targeted. They were selected from Regions 1, 8, 9 and 10. These were 
the regions where students and facilitators were dependent on the providers of various 
services. In other regions students met their tutors for one day on a fortnightly basis. 
 
Sampled (number): 22 entrepreneurs 
   22 questionnaires were retrieved (100%)  
(6) Members of the community in which students live and work 
• captains of communities 
• members of PTAs 
• pastors/priests 
• elders of villages etc. 
The target population identified in this category was relatively small. The communities 
chosen were situated mostly in the riverine and hinterland areas of the country. The 
reason for this was that these communities were small and integrated. In such 
communities the teacher is known and recognised as being a member of one category of 
public servants that is always under public scrutiny. It was felt that this would provide a 
better picture of the kind of contribution the teacher would make to his/her community. 
The interviewees were all exposed to the same wording and sequence of questions which 
was determined in advance. 
 
Sampled (number): 25 community leaders 
   all interviewed (100%)  
(6) Staff of the DE units (providers of the programmes) 
Members of the DE Units were new to the delivery of teacher training by distance. They 
needed to develop skills and a level of understanding that would ensure the success of the 
programme. In addition they would have ample opportunity to interact with the teachers 
and members of the various communities. 
Sampled (number): 9 
   100% rate of return 
 
Researchers used disproportionate stratified random sampling to cover 3 geographic 
regions – coast, riverine and hinterland. 
3.3 Data collection methods 
 Methods      
• standardised open-ended interviews 
• questionnaires 
• document review 
 Tools/instruments 
• structured interview (standardised open-ended) – community leaders 
Teacher education at a distance ~ IEC ~2004 14
• structured questionnaire  
– head teachers 
– heads and teachers of teacher training and other educational 
institutions 
– students 
– entrepreneurs 
– ESP trained teachers 
Instruments and collated data are attached as Appendices 1 and 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 15
4 Research questions 
4.1  Does training at a distance empower the teacher in the 
school/educational system? 
 
This question arises directly from research objective 1 of this study which is stated as 
follows: 
to improve understanding of how training the teacher using distance education 
methodologies impacts on his/her community and his/her role in it.  
One such community is the school and education system in which the teacher operates. 
Empowerment suggests that the teacher is provided with the tools to function more 
efficiently and effectively in this community. In an attempt to ascertain whether this was 
so or not the researcher identified a number of elements that could be used to measure 
this level of empowerment. These elements include: 
• teacher’s performance in the classroom 
• changes in professional attitudes 
• teacher’s participation in non-teaching activities 
• change in teacher’s status 
 
Teachers’ performance in the classroom 
As noted above, one way of determining whether the teacher has been empowered by 
distance training is to find out how effective the programme has been in improving the 
teacher’s performance in the classroom. There is no single act in the teaching process that 
can be identified as an indicator of effective classroom performance. For this reason the 
researchers chose what they considered to be the main elements of the teaching process 
that could provide information on classroom performance.  
Current and past distance education students were asked to say to what extent the 
training had impacted upon their performance in specifically identified areas in their 
teaching. The head teachers of the school to which the trainees are attached were also 
asked to respond to the same questions. A summary of the responses from each category 
of respondents is shown in Tables 2-4. 
From the details presented in the tables it can be posited that the majority of the 
respondents in each of the three categories felt that the training/upgrading programme 
had a positive impact on the teachers’ classroom performance. 
Teacher education at a distance ~ IEC ~2004 16
Table 2 Past students’ assessment of the extent of the impact of the DE upgrading/training 
programme on their classroom performance 
Indicators of teaching Extremely well Very well Satisfactory Little Very little Totals 
performance 
Lesson planning 28 42 22 0 0 92 
 30% 46% 24% 100% 
Selecting appropriate 24 50 16 2 0 92 
lesson activities 26% 54% 18% 2%  100% 
 
Selecting appropriate 26 47 18 1 0 92 
teaching methods 28% 51% 20% 1% 100% 
 
Use of appropriate 26 46 18 0 0 90 
instructional materials 29% 51% 20%  100% 
 
Classroom 50 32 8 2 0 92 
organisation and 54% 35% 9% 2%  100% 
management 
 
Confidence in the 38 44 8 2 0 92 
classroom 41% 48% 9% 2%  100% 
 
Consideration of 44 38 8 0 2 92 
pupils’ needs 48% 41% 9% 2% 100% 
 
 
Table 3 Current students’ assessment of the extent of the impact of the DE upgrading/training 
programme on their classroom performance 
Indicators of teaching Extremely Very Satisfactory Little Very Totals 
performance well well little 
Lesson planning 8 14 25 3 0 50 
16% 28% 50% 6% 100% 
Selecting appropriate lesson 5 12 27 6 0 50 
activities 10% 24% 54% 12% 100% 
Selecting appropriate teaching 5 18 19 5 3 50 
methods 10% 36% 38% 10% 6% 100% 
Use of appropriate instructional 2 18 29 1 0 50 
materials 4% 36% 58% 2% 100% 
Classroom organisation and 4 25 18 3 0 50 
management 8% 50% 36% 6% 100% 
Confidence in the classroom 9 28 9 4 0 50 
18% 56% 18% 8% 100% 
Consideration of pupils’ needs 2 32 12 4 0 50 
4% 64% 24% 8% 100% 
 
While community leaders were not asked to make a value judgment on the teacher’s 
classroom performance, at least 5 of the 25 respondents in this category felt that the DE 
trained teachers were providing ‘better quality teaching’. One leader also observed that the 
teacher seemed to be more confident in the classroom. These views appear to corroborate 
the views of the teachers and head teachers. 
Teacher education at a distance ~ IEC ~2004 17
 
 Table 4 Head teachers’ assessment of the extent of the impact of the DE upgrading/training 
programme on the classroom performance of teachers 
Indicators of teaching Extremely Very Satisfactory Little Very Totals 
performance well well little 
Lesson planning 4 14 28 4 1 51 
8% 27% 55% 8% 2% 100% 
Selecting appropriate lesson 5 16 23 7 0 51 
activities 10% 31% 45% 14% 100% 
Selecting appropriate teaching 4 16 26 4 1 51 
methods 8% 31% 51% 8% 2% 100% 
Use of appropriate 4 14 26 6 1 51 
instructional materials 8% 27% 51% 12% 2% 100% 
Classroom organisation and 6 13 25 4 1 49 
management 12% 27% 51% 8% 2% 100% 
Confidence in the classroom 9 18 21 2 1 51 
18% 35% 41% 4% 4% 100% 
Consideration of pupils’ needs 1 22 21 5 2 51 
2% 43% 41% 10% 4% 100% 
 
Changes in professional attitudes 
Teachers who have gone through a period of training are likely to show some form of 
improvement in their professional attitudes and personality and the way they approach 
their duties and responsibilities. This would affect their relationship with children, 
colleagues and parents.  
Current and past distance education students were asked to say to what extent the 
training had affected their willingness to share their knowledge and discuss problems with 
their colleagues. The head teachers of the school to which the trainees are attached were 
also asked to respond to the same questions.  
The details presented in Tables 5-7 suggest that the distance education upgrading/training 
programme had a positive impact on the teachers’ professional relationships. The views of 
the head teachers were not dissimilar to those of the students and generally supported 
those of the DE trained teachers. This corroboration is quite important when one 
recognises that over 90% of the head teachers were trained through conventional face-to-
face methods. This has implications for the acceptance of distance education as a 
legitimate form of teacher training.  
 
 
Table 5 Past students’ assessment of the extent of the impact of the DE training/upgrading 
programme on their professional relationships 
Indicators Extremely Very Satisfactory Little Very Totals 
well well little 
Willingness to share 40 43 6 0 0 89 
knowledge 45% 48% 7% 100% 
Willingness to discuss 44 44 2 2  92 
problems with colleagues 48% 48% 2% 2% 100% 
Relating to outside observers 20 40 28 4 0 92 
22% 44% 30% 4% 100% 
Teacher education at a distance ~ IEC ~2004 18
Participation in extra-curricular 32 42 14 3 1 92 
activities 35% 46% 15% 3% 1% 100% 
 
Table 6 Current students’ assessment of the extent of the impact of the DE training/upgrading 
programme on their professional relationships  
Indicators Extremely Very well Satisfactory Little Very Totals 
well little 
Willingness to share 14 28 5 3 0 50 
knowledge 28% 56% 10% 6% 100% 
Willingness to discuss 9 27 14 0 0 50 
problems with 18% 54% 28% 100% 
colleagues 
Relating to outside 6 12 23 3 6 50 
observers 12% 24% 46% 6% 12% 100% 
Participation in extra- 3 19 14 8 6 50 
curricular activities 6% 38% 28% 16% 12% 100% 
 
 
Table 7 Head teachers’ assessment of the extent of the impact of the DE training/upgrading 
programme on the improvement of professional relationships  
Indicators Extremely Very Satisfactory Little Very Totals 
well well little 
Willingness to share 8 21 19 3 0 51 
knowledge 16% 41% 37% 6% 100% 
Willingness to discuss 13 16 19 3 0 51 
problems with 26% 31% 37% 6% 100% 
colleagues 
Relating to outside 2 15 25 9 0 51 
observers 4% 29% 49% 18% 100% 
Participation in extra- 10 24 15 1 1 51 
curricular activities 20% 47% 29% 2% 2% 100% 
 
When questioned further, the teachers said that the training had been very significant in 
engendering this change. Their opinions are tabulated in Table 8. 
 
Table 8 Effect of the DE training/upgrading programme on the willingness of the participant to be 
more open with their colleagues  
Indicators Very significant Significant Not significant Totals 
Past Current Past Current Past Current Past Current 
Help 60 18 24 23 8 9 92 50 
unqualified 65% 36% 26% 46% 9% 18% 100% 100% 
colleagues 
Share 65 18 20 21 7 11 92 50 
knowledge/s 70% 36% 22% 42% 8% 22% 100% 100% 
kills with 
colleagues 
 
Teacher education at a distance ~ IEC ~2004 19
This willingness to put their knowledge and skills in the open and to have others express 
their opinions certainly shows that the teachers themselves had developed some amount 
of self-confidence. One teacher expressed it in this way: 
‘This type of training helped me to improve my self-concept and this has made me 
more willing to work and share ideas in groups.’  
Although the head teachers were not asked to respond to this particular item, 88% of 
them said that they were now more inclined to give the teachers positions of 
responsibility. 67% of the head teachers said that this was because the teacher showed a 
greater degree of self-confidence while another 25% said that the teachers had showed a 
willingness to take on added responsibilities.  
The ESP trained teachers also expressed opinions similar to those of their more recently 
trained counterparts. They felt that the training had imparted to them qualities that were 
useful in their interactions with other individuals. One of them wrote that the training 
‘provided me with an understanding of human behaviour: this has helped me to deal with 
individuals from various social and cultural backgrounds’. This quality is important. 
Teachers are usually part of a larger group which may consist of individuals from varying 
social and cultural backgrounds. Being able to tolerate and respect these differences 
augurs well for the development of a congenial relationship between the teachers and 
their colleagues. 
The views of community leaders corroborated the views of the other respondents. All 25 of 
the respondents in this category said they had observed a change in the teachers’ attitudes 
since they became involved in the training programme. The majority were positive 
attitude changes. The comments related to professional attitude changes are summarised 
in Table 9. 
Table 9 Community leaders’ perceptions of changes in professional attitude changes in the DE 
trained teacher (n = 25) 
Comments Frequency 
Change in attitude professionally 2 (8%) 
Now more regular at school 1 (4%) 
Now more committed to work/job 8 (32%) 
Has developed better relationship with pupils 3 (12%) 
Now more confident 3 (12%) 
Provides better quality teaching 5 (20%) 
 
This overwhelmingly positive view of the impact of the training on the teachers’ 
professional attitude does demonstrate acceptance of DE as an acceptable method for 
teacher training. 
Teachers’ involvement in non-teaching activities 
Involvement in school and related educational activities other than actual teaching was 
seen as another form of empowerment of the teacher in the educational community 
outside the classroom. Items 3 and 4 on the students’ questionnaire and item 12 on the 
head teachers’ questionnaire sought to determine whether the DE teacher had become 
more involved in non-teaching activities as a result of his/her training. Data gathered from 
these items also provided information on the kinds of non-teaching activities and the 
nature of the teacher’s involvement in these activities. The results are tabulated in Table 
10. 
Table 10 Has the DE trained teacher become more involved in non-teaching activities as a result of 
being involved in the training programme? 
Response Head teachers (n = 51) DE teachers  
(past and current) 
Teacher education at a distance ~ IEC ~2004 20
(n = 142) 
Yes 40 (78%) 113 (79%) 
No 11 (22%)  29 (20%) 
Totals 51 (100%) 142 (100%) 
 
The results presented in the table show that the majority of the teachers had become 
involved in non-teaching activities as a result of their training. This view was corroborated 
by 78.4% of the head teachers.  
The respondents in these two categories were asked to specify the types of non-teaching 
activities in which the teacher had become involved since their involvement in the training 
programme. They were provided with three identified options but also had the 
opportunity to identify any other activity. The results for the three options are tabulated in 
Table 11.  
Table 11 Types of non-teaching activities in which the teacher became involved 
Frequency of responses 
Activities Head teachers DE teachers  
(n = 51) (n = 142) 
School sports/concerts/fairs 31 (60.8%) 105 (73.4%) 
Staff development activities 28 (54.9%) 53 (37.1%) 
PTA 19 (37.3%) 26 (18.2%) 
 
From the results it could be deduced that the majority of the students had become 
involved in co-curricular activities. They had also become involved in other professionally 
related activities. It should be noted that more than half (54.9%) of the head teachers said 
that the teachers had become involved in professional activities while only about 37% of 
the teachers themselves stated that they had become involved in this type of activity.  
Other types of non-teaching activities were also identified. Some of these activities were 
directly related to the school and wider education system, while others were more related 
to the villages/communities of the teachers.  
• Fund-raisers/staff socials/ graduation exercises 
• Field trips 
• School farm  
• Peer teaching 
• National celebrations e.g. republic anniversary celebrations 
• Community based activities e.g. socials, self-help 
• Religious functions 
• Adult education classes 
• Youth camps 
 
The data gathered showed that the students’ involvement in the activities mentioned were 
more than just participatory.  
Table 12 Teachers’ view of the nature of their involvement in non-teaching activities (n = 142) 
Nature of involvement Frequency of response 
Planning/organising 68 (47.5%) 
Facilitating 55 (38.5%) 
As convener 22 (19.9%) 
Participating 36 (25.2%) 
 
Teacher education at a distance ~ IEC ~2004 21
Community leaders also observed that the teachers had become more involved in non-
teaching activities. Two leaders noted that they had observed that the teachers in question 
had become involved in fund-raising activities for the school while one indicated that the 
teacher had become involved in PTA activities. Their level of involvement was also 
remarked on when one leader observed that students were no longer content to let things 
happen around them but took the initiative to make things happen. 
Empowerment of the teacher in the wider educational system was evidenced by the 
various positions within the system that were filled by graduates of the Emergency Science 
Programme. (See Annexe A, item 4 of questionnaire for graduates of the Emergency 
Science Programme.) They were unanimous in their view that the programme was 
effective in preparing them for the responsibilities with which they were entrusted.  
In addition a Trained Teacher’s Certificate (TTC) is vital if a teacher is to progress through 
the hierarchy of the teaching service. The DE upgrading course provided an opportunity to 
earn a TTC for teachers who did not possess the entry qualification for the teachers’ 
training college. Completion of the upgrading programmes provided this access. The 
former head of the GUIDE Unit, in her report at the 1998 graduation ceremony, noted that 
of the 56 students who had completed the programme 30 were already at the training 
college and that although the next 26 were not attending they were eligible for admission. 
It was some of these very students who noted that the programme provided them with an 
‘opportunity for further training that seemed impossible at one point’. The HTTP took the 
students even further as those who completed were awarded a TTC on a par with those 
gained by students attending the conventional face-to-face training programme. 
Change in teachers’ status 
Empowerment of teachers can also be measured by whether they experience any kind of 
improvement in their status. A promotion, enhanced salary, new or added responsibilities, 
improved self-perception or how others perceive the teacher, are all indicators of 
improvement of status. The researchers attempted to find out whether the teachers’ status 
had improved as a result of their training. This question was directed at the DE students, 
head teachers and community leaders. The findings are summarised in Table 13. 
 
 
 
Table 13 Change in the status of teacher upgraded/trained by distance – response of past students 
Indicators of improvement in status  Yes No No response 
Change in the way you are treated 81 (88%) 9 (10%) 2 (2%) 
Promotion/ other form of recognition upon    
completion of training programme 83 (90%) 2 (2%) 7 (8%) 
Salary advancement upon completion of    
training 88 (96%) 2 (2%) 2 (2%) 
 
The results indicate that an overwhelming majority of the teachers had experienced a 
change in their status. They had received promotion and other forms of recognition, as 
well as salary advancement. In the case of the upgrading programme the teachers had 
now become eligible for entry into the various teacher-training programmes offered by 
CPCE at its main and regional campuses. 
The current students were not asked to respond to questions about promotion and salary 
advancement but they were asked whether they had experienced any change in the way 
they were treated as a result of becoming involved in the upgrading/training programmes. 
Their responses followed the same pattern as the past students, in that the majority (64%) 
responded in the affirmative. However, a greater percentage (28%) of the current students 
replied in the negative while 8% did not respond at all.  
Teacher education at a distance ~ IEC ~2004 22
When asked to elaborate on the way in which they were treated differently, the students 
indicated that their opinions were now more solicited and considered by family and 
members of the community. They also indicated that they were held up as role models in 
their communities and that their participation in community activities was often sought. 
Some also indicated that their families were proud of their achievements and that their 
colleagues now listened to and sometimes acted on their suggestions. 
Table 14 In what way have you sensed or experienced a change in the way you are treated? 
 Frequency of response 
Past students Current students 
(n = 92) (n = 50) 
Opinions solicited and considered by community leaders 19 (21%) 9 (18%) 
Opinions solicited and considered by family members 54 (59%) 27 (54%) 
Held up as role model in community 48 (52%) 8 (16%) 
My family are proud of my achievements 63 (68%) 20 (40%) 
My participation in official community functions is often 28 (30%) 5 (10%) 
sought 
Other colleagues now listen to and sometimes act on my 7 (8%) 3 (6%) 
suggestions 
 
As noted previously, 88% of the head teachers indicated that they were more inclined to 
give the teachers greater levels of responsibility because of the changes observed since 
their involvement in the upgrading/training programmes. One noted that the teacher in 
question, although never volunteering for additional tasks would be diligent in completing 
a given task. This willingness is demonstrative of the appreciation of the head teachers for 
the enhanced capabilities of the teachers. The head teachers’ views also give credence to 
the teachers’ opinions about their enhanced status as a result of the training programmes. 
The positive views about the effect of the DE training on the teachers’ performance in the 
school and educational system by the various categories of respondents are corroborated 
by the view of a group of principals who were exposed to a pilot DE course for school 
managers. In reflecting on the benefits of this programme they made the observations in 
Table 15. 
Table 15 Region 2 School managers’ perception of the principals’ training programme 
Exposure to management skills Schools effectively run Networking among heads 
Better management of resources Better staff relationships Opportunities for heads to come 
Acquired information on various More equipped to solve issues together to plan 
aspects of school management and delegate Sharing of experiences 
More linkages with the Better organisation of the whole 
community school 
Become more confident Better able to evaluate teacher 
 performance 
Source: Paul (2002). 
 
Paul (2002) also reported that a discussion with the Regional Education Officer, who was 
mentor to the participants, revealed that there was a change in the behaviour of 23 out of 
the 26 principals who participated in the training programme.  
The view of these principals and that of the Regional Education Officer lend support to the 
findings that DE training empowers the teacher to function effectively in the education 
system. 
Key findings 
• Teachers’ performance in the classroom improved. 
• The DE programmes had a positive impact on the teachers’ attitude to work 
and overall professional conduct. 
Teacher education at a distance ~ IEC ~2004 23
• The training resulted in an improvement of self-confidence reflected in the 
teachers’ willingness to participate in activities other than actual teaching 
and accept other responsibilities. 
• The teachers were empowered financially, socially and professionally. 
• Teachers’ self-esteem improved. 
• School administrators observed positive changes in the teachers and as a 
result were inclined to give them more responsibilities. 
4.2 Does training at a distance empower the teacher in the 
local community? 
Research question 2 focuses on the teacher’s role in the specific locality in which he/she 
lives. This community comprises the immediate family and other members of the local 
neighbourhood. This second question seeks to determine the role and contribution of the 
DE trained teacher to family activities and cohesiveness. It assesses the level of teacher’s 
participation in community activities and the type of interactions and relationships 
developed with friends and other members of the community, both during and after the 
period of training. 
In this section the impact of the DE trained teacher on family and life-style and the 
community is evaluated.  
Impact on family and life-style 
The immediate family unit can be considered as the group of individuals who are 
specifically related to the teacher by blood, marriage, adoption or some other factor.  
Empowerment of the teacher might allow the teacher to make a positive impact on this 
group of people and the way in which they live. 
It is evident from the data that the DE training had a positive impact on the role in and 
contribution of the teacher to the family unit. A majority of the students indicated that 
their family members were proud of their achievement and were consulting them more 
often in decision-making in the home. Data from Table 14 provide support for this 
conclusion. 
When students were asked to give reasons why they would recommend this method of 
training to other teachers many of the respondents focus on how it affected their family 
life. 
 
Table 16 Students perceptions on the impact of training programme on family and life-style (n = 
142) 
Comments Frequency 
I can remain at home and continue to support my family financially 53 (37%) 
My family life is not affected 23 (16%) 
My family provides support for me 16 (11%) 
Improved life-style for me and my family  09 (6%) 
Training results in job security 21 (15%) 
 
It should be noted the phrase ‘family life is not affected’ implies that the structure of the 
family unit is not interrupted or broken up by the teacher having to leave for training. In 
addition to the teachers 40% of the community leaders also expressed this same view. One 
leader also noted that, ‘with DE family relationships are strengthened’. 
The positive impact of the training programmes is also reflected in comments such as:  
Teacher education at a distance ~ IEC ~2004 24
• ‘I find it easier to share my feelings with my friends and family.’ 
• ‘There is improved and more open communication with my friends, family 
and colleagues.’ 
• ‘I have gained respect from my friends and family.’ 
• ‘Our life-style has improved in terms of educational achievement and 
financial rewards.’ 
Sixty-seven per cent of the head teachers also saw DE as a means of allowing the teachers 
to keep the family unit together. They felt that this was possible since the teachers did not 
have to leave home and could continue to earn a salary as they studied. However, it 
should be noted here that approximately 24% of head teachers believed that this method 
of training might have some adverse effect on the family unit. Although teachers do not 
have to leave their family and so interrupt the family structure and lessen finances, there 
is the perception that, in order to find time to study, teachers, the majority of whom are 
females, have to cut back on the time spent on interaction with the family and taking care 
of the house. Given the tradition and culture of our rural communities, where the woman 
has the major responsibility for family welfare, anything that causes her to spend less time 
on the family’s physical and emotional well-being would be perceived as neglect of the 
family. 
Other respondents also felt that the DE programmes had a positive effect on the teacher 
and family. Two community leaders noted that the teacher was ‘more sober’. This phrase 
refers to the teachers’ state of intoxication and has a direct bearing on life-style. Another 
group of respondents – the entrepreneurs – also saw this method of training as having a 
positive impact. Their comments are summarised in Table 17. 
 
Table 17 Entrepreneurs’ perceptions of the impact of training programme on family and life-style 
(n = 22 
Comments Frequency 
Teachers can work and study at the same time 15 (68%) 
Increase in family income 6 (27%) 
 
This view coupled with the comment that the ‘training results in job security for teachers’ 
by 15% of the teachers themselves, is seen as reflecting some form of empowerment for 
the teachers. This is especially significant, given that in the hinterland and riverine 
communities from which most of the respondents come, the choice of jobs is not wide. Job 
security would ensure a steady income for the family.  
Impact on the community 
The data gathered show ample evidence that the DE trained teachers had a positive 
impact on their communities and had also become more involved in community activities 
than before training.  
Item 5 of the student’s questionnaire shows that approximately 89% of those who 
responded felt that the training programme had had a significant or very significant effect 
on their willingness to participate in community activities. This view was corroborated by 
the views of the community leaders. Their views are tabulated in Table 18. 
Table 18 Community leaders view on DE teachers’ participation in community activities (n = 25) 
Views Yes No No response 
Teacher more willing to accept responsibilities 24 1  
(96%) (4%) 
Teacher more involved in community activities 19 4 2 
(76%) (16%) (8%) 
Teacher education at a distance ~ IEC ~2004 25
 
It should be noted here that the community leaders who responded in the negative said 
that the teachers were very involved before they participated in the programme. A 
minority (10%) of the teachers said that the training had no significant effect on their 
willingness to participate in such activities. 
With the exception of one, graduates of the ESP felt that the training programme had 
provided them with knowledge and skills that enabled them to function effectively in local 
initiatives and responsibilities. 
The types of community activities in which the teachers became involved are tabulated in 
Table 19. 
Table 19 Types of community activities, as reported by students, head teachers and community 
leaders, in which the DE teachers has become involved as a result of their training programme 
Students Head teachers Community leaders 
• Youth camps • Community • Leading role in sports club 
 social • Attend village meetings, 
• Other community activities e.g. providing advice to village 
based activities e.g. fun day, council and captains 
sports, community cricket • Religious activities 
rehabilitation, adult matches and • Fund-raising and self-help 
education classes other sports activities 
  • Community based rehabilitation 
• Religious group 
activities • Local politics e.g. vice chairman 
of community development 
council, candidate for post of 
village captain 
• Youth groups e.g. junior wildlife 
club 
 
The evidence suggests that the teachers were now more self-confident, more open and 
more willing to participate in the life of the community. This is reflected in the wide range 
of community activities in which they had become involved. The acceptance of the teacher 
by the community is also indicative of a perceived improvement in the competence of the 
teacher as a result of exposure to the DE training programme. This perception is reflected 
in the comments in Table 20. 
Table 20 Community leaders’ perception of the competence of the DE teacher (n = 25) 
Comments Frequency 
More confident 3 (12%) 
Now qualified and competent 6 (24%) 
Community now has more confidence in teacher 4 (16%) 
Teacher is more respected 4 (16%) 
Teacher is now more responsible 1 (4%) 
Teacher is seen as young leader 11 (44%) 
Community respects teacher equally to ‘coastlanders’ 1 (4%) 
 
About 12% of the community leaders stated that full time training was better because it 
provided the student with greater exposure and wider and varied experiences. Such a 
teacher was more rounded and professional. At the same time, however, such a teacher 
can become distant from the community and may not even return to serve. The DE trained 
teacher was therefore in a better position to contribute more effectively to community 
affairs. 
Teacher education at a distance ~ IEC ~2004 26
The head teachers’ opinions add credence to the view expressed by the community 
leaders. Their opinions in relation to how the community now views the teachers are 
tabulated in Table 21. 
 
 
 
 
Table 21 Head teachers’ opinions on how the community views the DE trained teacher (n 
= 51) 
Comments Frequency 
Proud of teacher’s achievement 18 (35%) 
Greater respect for/confidence in teacher 10 (20%) 
Held in high regard – often involved in decision-making process 11 (22%) 
Responsible and valued member of community 10 (20%) 
Reliable and dependable 10 (20%) 
A leader in the community 4 (8%) 
As role models for youths in community 12 (24%) 
 
These opinions were supported by the observations of approximately 75% of the heads 
that members of the community were more willing to cooperate and be supportive of the 
teachers. 
Key findings 
 
• Teachers able to maintain family commitments 
• Teachers more involved in community affairs 
• Teachers held up as role models for other members of the community e.g. 
the youths 
• The improvement in level of qualification allows teachers to play a greater 
role in the affairs of the community 
• Family and community members demonstrate more respect for and 
confidence in the teacher 
• Teachers contribute more effectively to the community 
4.3 Who/what apart from the teacher is developed due to the 
training operation? 
This question arises from Objective 2, which seeks to develop an understanding of how the 
infrastructure of a distance education programme for teachers contributes to the 
community inside and outside schools. This question seeks to determine the categories of 
people/institutions that benefit from the DE programmes apart from the primary 
beneficiaries.  
Who, apart from the teacher, is developed? 
Information obtained shows that various categories of people other than the teacher 
benefited from the systems and materials put in place for the DE teachers.  
Evidence gathered shows that these people benefited in many different ways from their 
involvement in the DE programmes. Staff of the various educational institutions were or 
Teacher education at a distance ~ IEC ~2004 27
are involved in the DE programmes, as tutors, programme coordinators and mentors. 
Many indicated that they had benefited professionally, socially and financially.  
Another category that benefited was the entrepreneurs in the local community. They 
indicated that the programme had a positive effect on their enterprises, so that they 
benefited financially.  
Table 22 Who apart from the teacher benefited from the DE programme? 
Categories of Benefits derived from involvement in the DE programmes  
beneficiaries 
Staff members of • Improved lesson/lecture preparation 
other educational • Better able to organise content to meet maturation levels of learners 
institutions and • Better time management skills 
members of the • Improved communication with colleagues, forging new relationships with 
wider education colleagues 
system • Being able to provide better quality feedback to students other than the DE 
learners 
• Use of the DE materials other than for their immediate intended purpose e.g. use 
with students for CXC examinations 
• More confidence in approach to job and in working with groups 
• Better able to supervise teachers within the education system 
• Offer a better level of clinical supervision for student teachers other than those of 
the DE programmes 
• Learning how to meet the needs of adult learners more effectively 
• Improved study skills 
• Improved knowledge of teaching methods and child development 
• Appreciating and interacting with individuals from different social, cultural, 
ethnic and economic backgrounds 
• Acquiring and improving skills in information technology 
• Improved management/organisation skills  
• Research skills 
• Financial 
• Improved relationship with parents of school children 
• Seeing other parts of Guyana  
 
Staff members of • A clearer understanding of the dynamics of isolated communities and strategies 
DE Units that could be used to help them 
• Opportunity to try out new ideas 
• Recognising the need for and providing effective learner support 
• Appreciation of the need for quality management in all areas of one’s job 
• Acquired skills in: 
-editing and designing print-based distance educational materials 
-typing and using the computer 
-budget preparation 
-materials production 
-report writing  
• Understanding the nature of people 
• Improved ability to deal with adult learners 
• Better communication skills 
• Better time management 
• Learning about and becoming involved in action research leading to publish 
articles 
• Financial help to pursue higher learning 
• Opportunities to supplement regular earnings 
• Confidence in facilitating workshops/seminars 
Local • Increased income 
entrepreneurs • Gained new skills and customers 
• Increased volume of business which led to purchase of new equipment 
• Providing improved facilities and service to customers’ equipment 
• Providing improved facilities and service to customers 
In addition to these individuals family members of the DE teacher also benefit. Evidence to 
support this conclusion was provided in section 4.2. The evidence there shows that 
Teacher education at a distance ~ IEC ~2004 28
training resulted in job security and increased income for the teachers. This financial 
benefit accrues not only to the teacher but to other family members as well. 
Evidence gathered from the research also indicates that involvement in the DE programme 
resulted in a domino effect, so that other individuals also benefited. In the interview, 
community leaders said that the teachers were more involved with the children and were 
relating better to them. It was their opinion that the teachers were providing ‘a better 
quality of teaching’, with a resulting improvement in performance by pupils. Such 
observations suggest that the pupils of the DE teacher were also indirect beneficiaries of 
the training programme. Observations that the teachers were involved in youth groups 
suggest that other youths in the community also benefited as a result of the training 
received by the teacher.  
In Table 22 it was also noted that teachers were able to use the materials in preparing 
candidates for the Caribbean Examination Council (CXC) examinations. In a way these 
students were also benefiting from the materials prepared for the DE programme, and in 
fact were indirect beneficiaries. In addition discussions with DE students revealed that 
teachers other than those involved in the training programme used the materials in their 
work and studies. These other teachers also benefited from the programme. Trainee 
teachers in the conventional training programmes also benefited from the improved level 
of supervision provided by their tutors.  
 
What is developed due to the training operation? 
Teachers involved in the DE training programmes come mainly from rural and remote 
parts of the country. Many of the schools to which they are attached are lacking in up to 
date educational resources. Textbooks and other materials, such as science equipment, are 
provided as support materials for the DE teachers. In the GUIDE programme these 
materials are not the property of the teachers but of the school. Textbooks are placed in 
the libraries or book collections of the school, and other equipment and/or materials are 
integrated into the school’s inventory.  
Head teachers and community leaders noted that the school did not suffer from the 
absence of a teacher: the school curriculum was not disrupted and the teachers were 
constantly in a position to immediately share their newly acquired knowledge with their 
charges and the rest of the community. There was also the observation that recruitment of 
new personnel was not necessary.  
Regional education departments and resource centres also benefited from the supply of 
textbooks and equipment such as photocopiers, printers, computers and educational 
software. In Sub-region 2 of Region 10 a computer, educational software and books were 
presented to the community resource centre. Staff members were provided with training 
in library skills and were taught to use the computer.  
The supply of literature pertaining to DE was also enriched by the acquisition of related 
books for the GUIDE resource centre.  
Direct evidence from the research points to the community on the whole as a beneficiary 
of the DE training programmes. Each category of respondents in this research noted that 
the community benefited in one way or the other. The entrepreneurs noted that this was 
one way of getting more trained teachers in the community. They also observed that this 
method of training lends itself to improving the relationship between teachers and 
members of the wider community. They see it as a means of allowing members of the 
community to ‘get to know’ the teachers in the community/region. These very respondents 
noted that they were forced to improve the services they offered to the public as a result of 
the presence of the programme in their community. 
Teacher education at a distance ~ IEC ~2004 29
Community leaders also made the observation that the teachers were more involved in 
community affairs. Their improved level of education had enabled them to make a greater 
contribution to the life of the community. They were also able to provide better services in 
the school.  
The data provide overwhelming evidence that the DE training programmes are beneficial 
to members of the community and the community in general. However, it must be noted 
that there is room for improvement, especially in the organisation and support structures 
that have been put in place.  
Key findings 
• A wide cross section of persons benefited from the training programmes: 
- in the school environment: pupils/students and other teachers 
- providers of the DE programmes 
- staff members in other educational institutions functioned as tutors, 
mentors and coordinators of  the DE programmes 
- family members of the DE teacher 
- family members and colleagues of the DE providers 
- players in the local economy: local entrepreneurs 
 
• schools to which the DE teachers were attached and those which functioned 
as tutorial centres 
• local resource centres 
• the community in general 
4.4 How is the resources/capacity developed for training 
teachers being used? How widespread is their use? What is 
the potential for their use? 
 
In the context of Guyana resources are seen in the light of the materials used for the 
course of study and the cadre of persons trained in management and organisation of DE 
programmes/institutions. Therefore the researchers concentrated on these aspects of the 
DE programmes. 
Evidence presented in the foregoing sections indicates that the print-based and other 
materials developed and provided for the DE programmes have provided help in content 
to students of the conventional face-to-face study programmes. Other teachers and 
educators have also made use of these materials either to improve the presentation of 
their lessons/lectures or for their own educational purposes.  
The skills acquired by persons trained to function in a DE learning environment have been 
transferred to their full time work environment. Information gathered and presented 
earlier in this study gives evidence of this transference of skills. A tutor on one of the 
programmes whose substantive position is as an education supervisor noted that the 
training regime to which he was exposed enabled him to be of greater help to teachers 
within the education system. Others noted that they were able to improve the level of 
feedback to their students. Still others indicated that they were able to plan better in-class 
activities to meet the needs and maturation levels of their students. 
Staff members of the DE Units noted that they have used the skills they have acquired to 
help a variety of persons including their family members, colleagues, other student 
Teacher education at a distance ~ IEC ~2004 30
teachers, and members of their churches. Those with more experience have been able to 
share with others who are new to the DE experience. Their knowledge and expertise are 
also used by other DE agencies in workshops and seminars.  
 
Although the resources were developed and provided primarily for use in the DE 
programmes, evidence shows that they have been used beyond this. Modules and other 
written materials have been used in the formal education system at the primary, 
secondary and tertiary levels. People pursuing higher education have also used literature 
made available through the DE programmes in their own personal research. 
Potential for use of DE resources 
Guyana has experienced and continues to experience a high level of migration from the 
teaching profession. Many secondary schools do not have adequate numbers of teachers to 
teach the various subjects. Since the content of the modules used in the upgrading 
programmes is at the CXC level, students may be able to use these materials on their own 
as they prepare for the CXC examinations. On the other hand teachers may be able to use 
the modules in preparing CXC candidates in schools where there is a shortage of adequate 
textbooks. 
The Ministry of Education is now focusing on the capacity of the distance education mode 
of delivery as a means of providing access to quality education by all Guyanese. The skills 
and experience developed by those involved in the provision of DE training for teachers 
could be used in the formulation of a national policy and development of guidelines to 
ensure the maximum use of the available resources.  
Key findings 
• Print materials (modules, supplementary materials) used by teachers and students of 
conventional institutions 
• Equipment supplied to schools and resource centres available for multiple use 
• Human resources available for the organisation and management of a structured and 
integrated system for the delivery of teacher training at a distance. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 31
5 Shortcomings of the research 
 
 
This research has been limited by the fact that no provision was made for specific response 
by gender. It would have been interesting to compare the impact made by male and 
female respondents.  
Although family members of the teachers were mentioned as one of the target groups of 
this research, researchers in Guyana were unable to obtain a representative sample. 
Responses from this target group would have provided a more comprehensive picture of 
the impact on family life-style.  
The logistics of getting to this target group and gathering reliable data proved to be quite 
difficult. Questionnaires, which would have been the most cost effective method of 
reaching this target group, were not deemed possible because of the differing levels of 
literacy within the group. On the other hand to conduct face-to-face interviews with family 
members of the teachers was impossible within the scope of this research, since many live 
in far-flung and in some cases isolated communities, where transportation is very 
expensive and quite unreliable.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 32
6 Conclusions 
 
 
Teacher training by distance does impact on community development. The teachers have 
developed a sense of fulfilment and security – both self-perceived and externally 
acknowledged. This has allowed for greater participation in and contribution to the 
school/wider education and local community. In addition, a wide range of other persons 
also benefited from the resources and capacity that were developed for the DE 
programmes.  
6.1 Overall impact statements 
 
• The teacher has been equipped to function more effectively in the school and wider 
education system. 
• DE training empowers the teacher to take an active role in the affairs of the community. 
The community is therefore enriched. 
• The training has contributed to the improvement in self-esteem of the majority of the 
teachers. They have been empowered to function more effectively in school and 
community. 
• There is an improved quality of interaction of the trained teachers within the community. 
• The training programmes benefited a range of categories of people other than the direct 
beneficiaries. 
• The resources developed for the DE programmes are utilised beyond their intended use. 
There is potential for wider use of both physical and human resources. 
6.2 Implications for country/policy makers 
 
1. Distance education will allow for equal access to quality education. However, this can only be 
achieved through the rationalisation of the services that now exist so that there is maximum use of 
both physical and human resources for the provision of quality education.  
2. Distance education will allow for a well-trained and qualified cadre of teachers/education personnel 
(Education Policy 1996) without significantly expanding the physical facilities that currently exist. 
 Distance education does not need new buildings but could make use of existing schools and other 
community buildings. This will reduce wastage and allow for maximum utilisation of existing 
resources. 
3. The potential of the DE training to create a better relationship between teacher/school and 
community makes it an effective tool for use in ‘strengthening partnership with community action 
groups, the private and business community and religious and secular organisation’ (Education 
Policy, 1996). 
Teacher education at a distance ~ IEC ~2004 33
4. Strategic planning will allow for a collaborative approach to and the mainstreaming of DE, rendering 
materials production and provision of services more cost effective. 
 
6.3 Implications for institute/policy makers 
 
1. Teacher training by distance is relatively new to Guyana, yet the evidence shows that it can empower 
the teacher in the school and wider community. However, realisation of its full potential requires the 
creation of an enabling environment. e.g. effective support services – academic, organisational and 
emotional. 
2. Institutions (NCERD and CPCE) need to be more responsive to the national needs, in planning the 
content and structure of the programmes they mount. 
6.4 Implications for teacher education 
 
While the need for the conventional face-to-face delivery of teacher education will remain, 
distance education will significantly expand teacher training and allow for a more 
equitable distribution of trained teachers since: 
 
• Teacher training/upgrading will be more accessible to teachers in the hinterland and 
riverine areas. 
• DE will allow teachers with family commitments to improve their level of qualification 
without having to disrupt the family unit. 
• Teachers will be able to make a meaningful contribution to the school and community even 
during the training process. 
6.5 Implications for planning of distance education 
programmes 
 
Whilst most of our distance education programmes have been planned around teacher 
training and upgrading, the facilities and infrastructure put in place have had a wider 
impact than on the immediate beneficiaries. The research has shown that we can reach 
into far-flung communities and touch persons and areas in a way that was probably not 
envisaged by the planners of the various projects/programmes. It is prudent, therefore, for 
policy makers and planners not only to put in place measures to improve the system, but 
also to ask: How can we use existing infrastructure/systems to facilitate the development 
of the wider community? In the planning of any new programmes or initiatives this should 
be an integral part of the planning process. 
Teacher education at a distance ~ IEC ~2004 34
7 References 
 
 
Bell, Judith Doing Your Research Project: A guide for first-time Researchers in education and social science, 
3rd  ed., Open University Press, Buckingham, 1999 
Brophy, M. and Dudley, B. Emergency Science Programme, Guyana, in Koul, B.N. and Jenkins, J. (eds) 
Distance Education: A spectrum of Case Studies, Kogan Page, London, 1990 
Chapter 20 - Education Policy 1996, in the National Development Strategy, Ministry of Finance, Georgetown 
(http://www.Guyana.org/nds/) 
Denscombe, Martyn The Good Research Guide for Small-scale Social Research projects, Open University 
Press, Buckingham, 2000 
Draft Project Implementation Plan 1999-2003, Improving Guyana Basic Education Teacher Training Project, 
CIDA 440/20252, Tecsult International Limited, Canada, March 1999 
 Guyana Human Development Report, UNDP,1996 http://www.org.gy/undp-docs/ghdr/executive.html 
Hamilton, E. et al. The Institutional Future of Distance Education in Guyana, Final Report, NCERD/GUIDE 
(unpublished) 1999  
Lyken, O. 50 Years of Teacher Education, in Jubilee Handbook 1928-1978, Cyril Potter College of Education, 
Turkeyen (unpublished) 1978 
 Marcus, F. Towards a Framework for a National Distance Education Programme in Guyana, Final Report 
(unpublished) 2002  
Ministry of Education Digest of Educational Statistics of Guyana 1997-1998, Planning Unit, Ministry of 
Education, Guyana, 1998 
Paul, U. M. Basic Education Access and Management Support Project Government of Guyana and Inter-
American Development Bank, Component 2: Organisation and Human Resource Management, Sub-
component 2: Human Resource Planning, Draft Final Report  (unpublished) 2002  
Siaciwena, R. (ed) Case Studies of non-formal Education By Distance and Open Learning, Commonwealth of 
Learning, Vancouver, 2000 
Thomas, D. Guyana, In-service Distance Education (GUIDE): Promise and Performance, in Open Praxis, Vol. 2, 
2000 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 35
 
Teacher education at a distance ~ IEC ~2004 36
Appendix 1: Research instruments 
 
RESEARCH PROJECT 
 
TEACHER EDUCATION AT A DISTANCE (T-ED) 
IMPACT ON THE COMMUNITY 
 
GUIDE/GBET/CPCE 
 
 
Dear respondent, 
 
This questionnaire seeks your opinion and perceptions about Distance Education.  
It is part of an international research which seeks to identify the impact of distance 
trained teachers on their communities. 
 
Your honest responses will be greatly appreciated as this will help to inform 
educators, policy makers and funding agencies on the role distance education 
plays in community development. 
 
Please read each question carefully before giving your responses.  There are no 
right or wrong answers and your name is not required.   
 
I would be grateful if this questionnaire could be returned to the GUIDE Office, 
Upper Flat 4, Queen’s College Compound. Camp Road, Georgetown, by the 23rd 
November 2001. 
 
Thank you for your cooperation. 
 
 
Yours truly, 
 
 
………………………… 
Debbie Thomas 
Research Coordinator 
 
 
 
Teacher education at a distance ~ IEC ~2004 37
Questionnaire for Head Teachers 
 
A 
 
1. Region:  ………………………………………………………………………… 
 
2. Location of school:  coastal        riverine        hinterland 
 
3. No. of teachers on staff:    ………………… 
 
4. No. of teachers trained by or are involved in Distance Education:   
…………………… 
 
5. Highest qualification of respondent:   
………………………………………………….. 
 
6. Mode of training for your qualification: (please tick one) 
 
Full time      In-service Part-time  
  
 
  Distance Education/Correspondent 
 
 
7. For how long have you held your present post?   
……………………………………… 
 
8. For how long have you worked with the teacher?   
……………………………………. 
 
 
B 
 
9. What do you think is involved in teacher training by Distance Education 
methodology? 
(Please tick the appropriate box or boxes) 
 
      On the spot training  
 
     Training away from place of work 
 
      Immediate application of new knowledge and skills 
 
      Application of knowledge after period of training 
 
      Teacher engaged primarily in self-study 
 
      Teacher attending daily classes 
 
Teacher education at a distance ~ IEC ~2004 38
10. Would you recommend/encourage other teachers for training by Distance 
Education? 
 
       Yes    No 
 
 
11. Outline what you feel would be the main advantages and disadvantages of this type 
of training. 
 
 Advantages 
 ……………………………………………………………………………… 
 
 ……………………………………………………………………………… 
 
 ……………………………………………………………………………… 
 
 Disadvantages 
 
 ……………………………………………………………………………… 
 
 ……………………………………………………………………………… 
 
 ……………………………………………………………………………… 
 
 
C 
 
Please tick the appropriate box in each case. 
 
12. To what extent has the Distance Education training improved the teacher’s 
effectiveness in the following areas? 
 
     Extremely  very  satisfactorily   little    very 
     Well  well       little 
 
Lesson planning  
 
Selecting appropriate  
lesson activities 
 
Teaching methods 
 
Use of appropriate 
instructional materials 
 
Classroom management 
and organisation 
 
Confidence in the classroom 
 
Teacher education at a distance ~ IEC ~2004 39
Consideration of pupil’s 
needs 
 
Willingness to share  
knowledge 
 
Willingness to discuss  
problems with colleagues 
 
Relating to outside  
observers in the classroom 
 
Participation in extra-curricular 
activities  
 
 
13. Has the teacher been more involved in non-teaching activities since becoming 
involved in the distance education programme? 
 
     Yes       No 
 
 If your answer is ‘yes’, specify what type 
 
   School sports/concerts/fairs 
 
   Staff development activities 
 
   PTA 
 
   Other.  Specify:   ……………………………………….. 
 
   ………………………………………………………………….. 
 
 
14. Are you now more inclined to give the teacher any position of responsibility? 
 
      Yes     No 
  
 
 
Teacher education at a distance ~ IEC ~2004 40
15. What changes in the teacher’s attitude and/or personality have prompted this 
response from you? 
 
  Teacher shows a greater degree of self-confidence 
 
  Teacher has a more focused approach to his/her work 
 
  Teacher demonstrates willingness to help in improving the school’s public 
image. 
 
  Other 
  Specify:   
………………………………………………………………………….. 
 
      
…………………………………………………………………………… 
 
 
16. Do you think that these changes are related to the type of training to which the 
teacher was exposed? 
 
      Yes     No 
  
 
 
17. Describe how you feel the community views the teacher now that he/she has been 
trained 
 
 
 
 ……………………………………………………………………………………. 
 
 
 …………………………………………………………………………………….. 
 
 
 …………………………………………………………………………………….. 
 
 
 ……………………………………………………………………………………. 
 
   
Thank you for taking the time to respond to this questionnaire. 
 
Teacher education at a distance ~ IEC ~2004 41
RESEARCH PROJECT 
 
TEACHER EDUCATION AT A DISTANCE (T-ED) 
IMPACT ON THE COMMUNITY 
 
GUIDE/GBET/CPCE 
 
 
Dear respondent, 
 
This questionnaire seeks your opinion and perceptions about Distance Education.  
It is part of an international research which seeks to identify the impact of distance 
trained teachers on their communities. 
 
Your honest responses will be greatly appreciated as this will help to inform 
educators, policy makers and funding agencies on the role distance education 
plays in community development. 
 
Please read each question carefully before giving your responses.  There are no 
right or wrong answers and your name is not required.   
 
I would be grateful if this questionnaire could be returned to the GUIDE Office, 
Upper Flat 4, Queen’s College Compound. Camp Road, Georgetown, by the 23rd 
November 2001. 
 
Thank you for your cooperation. 
 
 
Yours truly, 
 
 
………………………… 
Debbie Thomas 
Research Coordinator 
 
 
 
Teacher education at a distance ~ IEC ~2004 42
• QUESTIONNAIRE FOR HEADS AND TEACHERS OF TEACHER TRAINING 
AND OTHER EDUCATIONAL INSTITUTIONS 
 
(Please tick the appropriate box) 
 
1. To what type of educational institution are you attached?  
 
  Teacher training 
 
  Secondary school 
 
  Primary school 
 
  Other tertiary training institution 
  Specify    ………………………………………………………………….. 
 
 
2. Mode of training for your qualification 
 
  Full time 
 
Part time 
 
  Distance education/correspondence 
 
 
3. Present position in the institution 
 
  Head 
 
  Lecturer 
 
  Tutor 
 
  Teacher 
 
  Other please specify:   .…………………………………………………… 
 
 
4. What is the nature of your involvement in the Distance Education Programme? 
 
  Writing materials 
 
Trainer of trainers 
 
 Mentoring 
 
 Local tutoring 
 
 Examiner 
Teacher education at a distance ~ IEC ~2004 43
 
 Other please specify:         ……………………………………………… 
 
 
5. Has your involvement in the DE programme improved your professional 
performance? 
 
       Yes    No 
 
 
6. What has been the nature of this improvement? 
 
  Better time management 
 
  Improved communication with colleagues and students 
 
  Providing better quality of feedback to students 
 
  Improved lesson/lecture preparation 
 
  Better organisation of content to meet maturation levels of lessons 
 
  Other 
  Please specify: …………………………………………………… 
 
 
7. Have you used any of the materials developed for distance education in your 
 work? 
 
       Yes    No 
 
 
8. What benefits did you derive from the materials? 
 
 ………………………………………………………………………………….. 
 
 ………………………………………………………………………………….. 
 
 ………………………………………………………………………………….. 
 
 ………………………………………………………………………………….. 
 
9. What aspects of the programme, other than the written DE materials, have you 
 made use of? 
 
  Supplementary texts in the school, resource centre or tutorial centre 
 
  Other resources such as computer software or science equipment 
 
  Communication channels 
Teacher education at a distance ~ IEC ~2004 44
 
  Other please specify: …………………………………………………… 
 
 
10. Would you recommend the DE materials to students involved in full time study in 
 the conventional education system? 
 
       Yes    No 
 
 
11. Would you recommend these materials and/or resources to your colleagues? 
 
       Yes    No 
 
 
12. Have you gained any benefits other than the professional ones as a result of being 
involved in the DE programme? 
 
       Yes    No 
 
 
13. If your answer is yes please indicate how you have benefited. 
 
 …………………………………………………………………………………… 
 
 …………………………………………………………………………………… 
 
 …………………………………………………………………………………… 
 
 …………………………………………………………………………………… 
 
 
Thank you for taking the time to fill up this questionnaire. 
 
 
Teacher education at a distance ~ IEC ~2004 45
RESEARCH PROJECT       
TEACHER EDUCATION AT A DISTANCE (T-ED)   IMPACT 
ON THE COMMUNITY 
GUIDE/GBET/CPCE 
Questionnaire for entrepreneurs 
• This questionnaire is part of a research being carried out by GUIDE, 
GBET and CPCE as part of an international research involving Guyana, 
Nigeria and Uganda.  Its purpose is to find out how training teachers by 
distance has affected or is affecting the development of the wider community.  
We are therefore seeking information on whether the training programme has 
had any impact on your business and if it has, what has been the nature of this 
impact.   
• You are not required to write your name and we assure you that any 
information that you may provide will be treated with strict confidence and 
will not be used in any other way than for the purposes of the research.   
• It will only take you some 15 minutes to fill out this questionnaire and 
your contribution will really help us to provide information to educators, 
policy makers and funding agencies on how this type of teacher training can 
help in community development.  
• Thank you for taking the time to fill out this questionnaire. 
 
………………………….. 
Deborah Thomas 
Research Coordinator 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 46
QUESTIONNAIRE FOR ENTREPRENEUR 
 
 
Please tick ( ) the appropriate box or boxes. 
 
1. In what type of business venture(s) are you involved?   
 
   Transportation (bus, boat, aircraft) 
 
   Grocery business 
 
   Fast food business 
 
   Catering 
 
   Hotel/ guest house/ accommodation 
 
   Other.  Specify.  ……………………………………………….. 
 
  …………………………………………………………………………… 
 
 
2. Are you aware of the Distance Education training programme(s) for 
teachers that have taken place or are taking place in your community/ 
region or place in which you operate your business? 
 
   Yes    No 
 
 
3. Which Distance Education programme for teachers have you been aware 
of? 
 
   HTTP   
 
   GUIDE 
 
   GBET 
 
 
4. What made you aware of the programme(s)? 
 
   I worked for the programme 
 
   I have done business with the programme 
 
 A family member/ friends/ some people I know, have been on 
the programme. 
 
 I heard about the programme. 
 
Teacher education at a distance ~ IEC ~2004 47
 Other.  Please state …………………………………………. 
 
……………………….….……………………………………………… 
 
 
5. Has your business been affected in any way by any of the programmes? 
 
 Yes    No. 
 
 
 If “yes”, in what way has this happened? 
 
   Improved production 
 
   Increased income 
 
   Improved services/facilities 
 
   Gained new skills 
 
   Increase in business size/volume 
 
   Purchase of new equipment 
 
   Gained new customers 
 
   Other.  Please state  ……………………………………………. 
 
  …………………………………………………………………………….. 
 
 
6. Would your business be affected if the programme were to close down? 
 
   Yes    No 
 
 
7. Would you like this type of teacher training to continue? 
 
   Yes    No 
 
 Why? 
 
It has provided an opportunity for many more persons to 
improve their education. 
   Business people can earn more. 
 
It has resulted in the establishment of new business ventures 
in the community. 
    
 Other.  Please state   ………………………………………… 
Teacher education at a distance ~ IEC ~2004 48
 
  ……………………………….…………………………………………. 
 
 
8. Would you encourage any member of your family to undertake a Distance 
Education teacher training programme? 
 
   Yes    No 
 
 If ‘Yes”, which of the following would you give as your reason(s)? 
 
 It is a good way of getting more trained teachers in the 
community. 
 
 Teachers can be trained without leaving home for any length 
of time. 
 
 Teachers can work and study at the same time. 
 
 Increased income for the family 
 
 Other.  Please state   ………………………………………… 
 
  ……..……………………………………………………………………. 
 
 
Thank you for taking the time to respond to this questionnaire  
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 49
RESEARCH PROJECT 
 
TEACHER EDUCATION AT A DISTANCE (T-ED) 
IMPACT ON THE COMMUNITY 
 
GUIDE/GBET/CPCE 
 
 
Dear Colleague, 
 
Guyana is part of a research project which seeks to evaluate the impact of 
teachers trained by distance methods on the community in which they live. 
 
We are attempting to capture how those trained by the Emergency Science 
Programme (ESP) have contributed to their communities.  We hope that you will 
share this with us. 
 
Your honest responses will be greatly appreciated as this will help to inform 
educators, policy makers and funding agencies on the role distance education 
plays in community development. 
 
Please read each question carefully before giving your responses.  As this is a 
tracer study your name is required.  Please note that the information given will 
be strictly confidential and use only for the purpose of this research. 
 
 
Thank you for your cooperation. 
 
 
Yours truly, 
 
 
Deborah Thomas 
Research Coordinator 
Guyana 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 50
TRACER STUDY 
Questionnaire for ESP trained teachers  
 
 
1. Qualifications    Institution 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
2. Present post:   ………………………………………………………………. 
 
 Organisation:   ………………………………………………………………. 
 
      ……………………………………………………………….. 
 
3. Responsibilities of present post: 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
4. Other positions held since training 
 
 Post      Main responsibilities 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
Teacher education at a distance ~ IEC ~2004 51
5. Kindly identify ways in which your training prepared you for the various 
responsibilities with which you were entrusted.  
 
…………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
6. How has training by DE affected your level of involvement in local initiatives 
and responsibilities?  e.g. membership of community-based organisations, 
membership of professional teacher development initiatives 
 
…………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
7. What effects did your training have on your lifestyle?  e.g. relationships with 
family, friends, wider community. 
 
…………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
 
8. Have you been in contact with any of your colleagues trained by ESP? 
  
  Yes     No   
 
Teacher education at a distance ~ IEC ~2004 52
Please share with us any information you may have about how their training 
by ESP contributed to personal and profession development. 
 
…………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
9. What is your opinion about using distance education to train teachers in 
Guyana? 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
10. Give reasons for your opinion. 
 
…………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 …………………………………………………………………………………. 
 
 
Thank you for taking the time to fill up this questionnaire. 
 
Teacher education at a distance ~ IEC ~2004 53
Appendix 2: Collated data 
 
 
RESEARCH PROJECT – T-ED 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
 
TYPE OF INSTRUMENT:  Questionnaire 
 
TARGET GROUP:   Distance trained/upgraded students 
     (past and current) 
 
NUMBER OF RESPONDENTS: 142 
 
Summary of responses to questionnaire 
 
1. Past student (p)= 92  Current (c) = 50 
 
2. To what extent has the distance education training improve your 
effectiveness in the following areas? 
(Ew –extremely well VW – very well S – satisfactory L – little    VL –very little) 
    EW  VW  S  L         VL 
    p/c  p/c  p/c  p/c      p/c 
Lesson planning  28/8  42/14  22/25  0/3     0/0 
 
Selecting appropriate 
lesson activities  24/5  50/12  16/27  2/6     0/0 
 
Selecting appropriate 
Teaching methods  26/5  47/18  18/19  1/5     0/3 
 
Use of appropriate 
instructional materials 26/2  46/18  18/29  0/1     0/0 
(2 no response – past students) 
 
COM    50/4  32/25  8/18  2/3     0/0 
 
Confidence in c/room 38/9  44/28  8/9  2/4     0/0 
 
Con. of ppl needs  44/2  38/32  8/12  0/4     2/0 
 
Willingness to share 
Knowledge   40/14  43/28  6/5  0/3     0/0 
(3 no response – past students) 
 
Willingness to discuss 
problems with colleagues 44/9  44/27  2/14  2/0     0/0 
Teacher education at a distance ~ IEC ~2004 54
 
Relating to outside 
observers   20/6  40/12  28/23  4/3     0/6 
Participation in extra 
curricular activities  32/3  42/19  14/14  3/8     1/6 
 
 
3. Have you become involved in any non-teaching activities as a result of your 
training programme? 
 
  YES     NO 
 p 76     16 
 c 37     13 
 
 Specify type of non-teaching activity 
       p/c 
 School sports/concerts/fairs  73/32 
 Staff development activities  38/15 
 PTA      16/10 
 Peer teaching    10 
 Adult education classes   6 
 Youth camps     11/4 
 Other com. based activities  4/3 
 
 
4. What has been the nature of your involvement in these non-teaching 
activities since your training? 
 
 Planning/organising    57/11 
 Facilitating     40/15 
 Convenor     17/10 
 Participating     20/16 
 
5. How significant has been the effect of the training programme on your 
willingness to: 
       VS  S  NS 
 -volunteer for non-teaching tasks  49/11  40/28  3/11 
 -help unqualified colleagues  60/18  24/23  8/9 
 -share knowledge/skills with  
 colleagues     65/18  20/21  7/11 
 -become involved in prof. dev. 
 activities outside of school   25/9  50/25  10/13 
 -be involved in com activities  36/14  45/25  7/6 
(no response in the last two categories – 7/3 and 3/5 respectively) 
 
 
 
Teacher education at a distance ~ IEC ~2004 55
6. Have you sensed or experienced any change in the way you are treated as 
a result of your training? 
 
  YES   NO  no response 
 p 81   9   2 
 c 32   14   4 
 
 In what way? 
 
 Opinions solicited & considered by com. leaders   19/9 
 Opinions solicited & considered by family members   54/27 
 Role model in the community      48/8 
 Family proud of achievements      63/20 
 Participation in official com. function often sought   28/5 
 Other colleagues listen/act on my opinions    7/3 
 
 
7. Have you earned promotion or any other kind of recognition since 
completing upgrading/training? 
 
  YES   NO  no response 
  83   2   7 
 
 Have you earned salary advancement since upgrading/training? 
 
  YES   NO  no response 
  88   2   2 
 
 
8. Would you recommend/encourage other teachers for training by DE? 
 
  YES   NO   
  131   11  
 
Why? 
Tr. can remain at home with family      50 
Family life not affected        23 
Tr. can have support of family       16 
Tr. have support of community members     11 
Tr. remains in a familiar environment: feel more comfortable  31 
Provide opportunity for academic improvement     25 
Provides opportunities for further training that seemed impossible  
at one point         06 
Engenders independence        05 
Teacher education at a distance ~ IEC ~2004 56
Makes one more open and willing to ask for help when needed  10 
Makes available resources (teaching materials) to the  
school/community        13 
Develops in tr. confidence for further training    35 
Tr. obtain improved professional status/salary     60 
Training results in job security for teacher/s     21 
Provides opportunity to get to know members of the community  05 
Can contribute to community life while being trained   34 
Trs. can become discouraged       02 
Learn to work in groups to help each other succeed   23 
Can lead to increase number of trained trs. in community   63 
There is flexibility in time to study      37 
It helps teachers to provide better standard of education for children  
in community         28 
Community will not have to depend on trained teachers from  
coastland          10 
Trs. don’t have to spend time getting to know members of  
the community         13 
Since trs. are from community they can better pass on  
traditional values        05 
Helps to improve lifestyle for tr. and family     09 
Can support family while training      03 
Costs less          33 
 
Why not? 
 
Qualification gained through DE not as acceptable as that gained  
through face-to-face methods.       05 
Little time available for study after work      10 
Health reasons: villages are not electrified (strain on eyes)   09 
Takes a longer time to complete       07 
Family support not available: wives and mothers expected  
to provide the same type and level of services provided before.  05 
Poor planning on the part of the providers of the programme  01 
Does not provide a wide experience to participants.    10 
Materials do not arrive on time       08 
Teacher education at a distance ~ IEC ~2004 57
Takes too long to know results       06 
Tr. does not get to know other people      01 
No help when needed        04 
Resource persons not qualified/competent     09 
Face-to-face is better        01 
Not enough teaching/guidance       09 
Very costly to get to tutorials (time/finance)     03 
 
 
SUMMARY OF FINDINGS 
 
Classroom performance 
 
The majority of the teachers of the DE training programmes were indicated that 
the programmes had contributed greatly to the improvement of their performance 
in the classroom.  This was more so for past than current students, the majority of 
whom indicated that the improvement was satisfactory. 
 
Involvement in non-teaching activities 
 
It would seem that the majority of the teachers tended to become more involved 
in non-teaching activities as a result of their training.  Most of these activities were 
related to the school.  However a few did indicate that they were now more 
involved in community based projects and activities. 
 
Teachers indicated that the nature of their involvement was more of a planning 
and organizational nature, especially for those activities that were school related.  
A smaller percentage was also involved as facilitators or convenors of small 
groups.  Others were participants and for those who we were able to talk with, 
they felt that their selection to participate in such activities were as a result of 
their improved status. 
 
The teachers also noted that their training has had a positive effect on their ability 
and willingness to help others and volunteer for non-teaching tasks.  It also 
increased their willingness to participate in community activities. 
 
Teachers’ perceptions of themselves 
 
A majority of the teachers reported that they sensed some form of increased 
respect from family members, friends and community members.   
 
Their opinions were often sought and seriously considered in many decision 
making process in school and in some cases the community.  Many reported that 
Teacher education at a distance ~ IEC ~2004 58
their families were proud of their achievement and they were held up as role 
models in their individual communities. 
 
The majority reported that they were promoted and had received some form of 
salary advancement as a result of completing the programme.  A few reported no 
such recognition/promotion or financial improvement.  
 
Teachers’ perceptions of DE as a method of teacher training 
 
The majority of the respondents saw DE as a viable and sensible way of providing 
training for teachers especially those in the more remote regions of the country.  
Many indicated that studying in a familiar environment with family and friends to 
support them was helpful.  Some also felt that it was less costly.  However it must 
be noted that for the majority of the students the cost of travelling materials were 
either subsidized or borne by the providers through project funds. 
 
Some respondents who indicated that they would recommend this method of 
teacher training did add a note of caution.  They felt that for success one needed 
strict self-discipline and strong support from the providers of the programme.  
They also noted that a clear pathway of progression must be evident or students 
could become discouraged. 
 
There were some respondents who indicated that although they were trained 
through DE methodology they would not recommend this method to other 
teachers.  They gave a number of reasons for this (see summary of Q 8).   
It should be noted that the majority felt that this method of training did not 
provide enough exposure to different teaching situations/environment.  Many of 
the teachers also felt that this method of training was not as acceptable as that 
received in a face-to-face situation. 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
 
TYPE OF INSTRUMENT:  Questionnaire 
 
TARGET GROUP: Emergency Science Programme (ESP) 
Teachers 
 
NUMBER OF RESPONDENTS: 8 
 
Summary of responses to questionnaire 
•  
• 1. Level of qualification attained 
•  
•  Trained Teacher’s Certificate   8 
•  1st Degree      4 
•  Pursuing Post Grad Dip in DE    1 
•  Pursuing 1st degree     1 
Teacher education at a distance ~ IEC ~2004 59
•  Completed 3 of 4 years 1st degree  1 
•  Did courses at the Masters level   1 
•  
• 2. Present positions held 
•  
•  Academic Instructor – Guyana Defence Force (GDF) 
•  Regional Coordinator GUIDE Project – Ministry of Education 
•  Senior Education Officer (Maths/Science) – Ministry of 
Education 
•  Project Manager – Basic Needs Trust Fund  
•  Education Supervisor – Ministry of Education 
• Heads of Department (Maths/Science) – Secondary schools to which 
attached. (3) 
•  
• 3. Responsibilities of present post: 
•  
•  -Teaching Cadets/Junior Ranks of the GDF 
• -Managing the day to day activities of the GUIDE Programme in one 
Administrative Region of the country. 
• -Supervising the delivery of the Science and Maths curricula in 
secondary schools in Guyana. 
• -Selecting and supervising eligible projects in the Education, health 
and Road works sector of the country.   
• -Supervising training programmes for disadvantage youths and 
women. 
• -supervision of teachers in one Administrative Region of the country. 
• -Managing Science Laboratories and the delivery of the 
Science/Maths curricula in the secondary school to which they are 
attached. 
• -Helping in the administration of the day to day activities of schools. 
•  
• 4. Other positions held since training 
•  
•  Assistant Master/Mistress 
•  HOD Science/Maths 
•  Acting Principal/Deputy Principal 
•  Coordinator Science/Math/Technology Fair 
•  Accounts/Finance Manager 
•  Coordinator Learning Resource Centre 
•  Tutor GUIDE (part time) 
•  Senior Course Tutor GUIDE (part time) 
•  Lecturer Cyril Potter College of Education CPCE (part time) 
•  Biology Panelist, Marker, Member CXC, CSEC, CAPE CAS 
•  
•  
• 5. Kindly identify ways in which your training prepared you for 
the various responsibilities with which you were entrusted.  
•  
Teacher education at a distance ~ IEC ~2004 60
•  -Providing management and organizational skills  
• -Developed within me a positive attitude which stood me well in 
certain circumstances 
• -Provided me with an understanding of human behavior: this helped 
me to deal with individuals from various social & cultural backgrounds. 
• -An improved self-concept which has made me more willing to work 
and share ideas in groups 
• -All round development as a science teacher and administrator 
• -By making me aware that one can use available resource/improvise 
to achieve goals 
• -Improved people skills 
• -Clinical supervision provided during the programme has helped me 
in my work with teachers/students. 
•  
• 6. How has training by DE affected your level of involvement in 
local initiatives and responsibilities?  e.g. membership of community-based 
organisations, membership of professional teacher development initiatives 
•  
•  -Not much.  I was already involved in such initiatives in my 
community. 
• -Provided me with a sense of ownership of programmes with which I 
have become involved since training. 
• -The training provided me with improved communication skills which 
have served me well in the various positions I have held.  
• -Has taught me to be more democratic in my dealings with 
people/consultation to reach consensus in decision-making (wherever 
possible). 
• -I have been able to improve my problem solving skills: this has 
helped me in dealing with various groups in my community. 
• -I have since been able to view situations in a broader perspective. 
• -I have been able to provide assistance to members of my church in 
which I have become more involved. 
• -Organisation/management skills gained have been invaluable: have 
helped me in dealing with community and church groups. 
• -Has been able to take up leadership position in community and 
church based groups. 
•  
• 7. What effects did your training have on your lifestyle?  e.g. 
relationships with family, friends, wider community. 
•  
• -Interaction with my colleagues and tutors of the programme has 
improved my ability to interact with others who may be of different 
social/cultural/ethnic background. 
• -I find it easier to share my feelings with friends and family. 
• -The helping sharing relationship developed on the programme has 
helped me to recognise that I need to provide support and ‘be there’ for 
those around me. 
• -Improved and open communication with friends, family and 
colleagues. 
Teacher education at a distance ~ IEC ~2004 61
• -I now listen closely to what people are really ‘saying’. 
• -Have made me more respectful of the feelings and views of others: 
can relate with persons at different strata of society. 
• -Gained respect from friends, family members and others in my 
community. 
• -Improved lifestyle in terms of educational achievement and financial 
reward. 
•  
• 8. How has the training help your colleagues in their personal 
and/or professional development? 
•  
• -Those I have been in touch with are always ready to help and serve 
in their own communities. 
• -They are respectful of authority 
• -Improved study habits as they pursued higher education and other 
life goals in and out of the country. 
• -Provided the impetus for them to avail themselves of opportunities 
for further training. 
•  
• 9. What is your opinion about using distance education to train 
teachers in Guyana? 
•  
• -An initiative that should be pursued but needs to be well thought out 
and carefully implemented. 
• -Quality teachers can be produced (ESP teachers) with commitment 
and dedication of leadership personnel. 
• -It can be used to train a greater number of teachers 
• -An excellent initiative which allows persons, who do not wish to 
leave family and other commitments, to receive training. 
• -Can get to teachers who are in remote and isolated communities of 
the country. 
•  
• 10. Reasons 
•  
•  -It can be cost effective. 
•  -It can provide equity of access to quality education. 
• -It can produce a cadre of teachers with initiative to use indigenous 
materials to help students understand various concepts. 
• -Reduces economic hardship faced by teachers who may have to 
leave family and give up their jobs to attend face-to-face classes. 
• -Provides the opportunity for teachers in remote location to be 
exposed to teacher training. 
• -Can improve the standard of education in the country if there are 
qualified teachers throughout the education system. 
•  
•  
 
 
Teacher education at a distance ~ IEC ~2004 62
 
Teacher education at a distance ~ IEC ~2004 63
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
RESEARCH PROJECT – T-ED 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
Teacher education at a distance ~ IEC ~2004 64
 
TYPE OF INSTRUMENT:  Questionnaire 
 
TARGET GROUP:   Head teachers 
 
NUMBER OF RESPONDENTS: 51 
 
Summary of responses to questionnaire 
 
Background of respondents 
 
1. Location of school: 
The head teachers were selected from school in the various  
geographic locations of the country. 
Coastal schools – 14 
Riverine schools – 14 
Hinterland schools – 23 
 
2. No. of teachers on staff: 
 1-5   19 
 6-10   15 
 11-15   5 
 16-20   5 
 20 and over  7 
 
3. No. of teachers in school trained by or involved in DE 
 1-3   39 
 4-6   11 
 7 and over  1 
 
4. Highest qualification of respondent 
 Trained Teacher Certificate 43 
 Graduate qualifications   4 
 Other      3 
 No response to question    1 
 
5. Mode of training for qualification 
 Full time     30 
 In-service part-time   16 
 Distance education/correspondent 5 
 
6. Length of time at present post 
 Less than 1 year   5 
 1-5 yr   25 
 6-10yr  13 
 10 and over    6 
Teacher education at a distance ~ IEC ~2004 65
 No response    2 
 
 
7. Length of time working with teacher 
 less than 1 year   5 
 1-5 yr   33 
 6-10yr    6 
 10 and over    4 
 No response    3 
 
8. What do you think is involved in teacher training by DE methodology? 
 On the spot training   18 
 Training away from place of work 14 
 Immediate application of  
new knowledge and skills  26 
Application of knowledge after  
period of training    15 
Teacher engaged primarily in  
self-/independent study   34 
Teacher attending daily classes  5 
 
9. Would you recommend/encourage other teachers for training by DE? 
 
  YES  48  NO 3 
 
10. Outline what you feel would be the main advantages and disadvantages of 
this type of training? 
 Advantages 
 Teachers have manuals/materials to work from   23 
 Heads could help teachers      31 
 Teachers use their own time to study in study groups  16 
 Teachers not affected by a different environment     6 
 Teachers are comfortable during their period of training    4 
 Teachers maintain family life/commitments    35 
 Teacher remain on the job/trained at home/school & community retains 
staff/school does not suffer absence of teacher  43 
 Teachers can study at their own pace     21 
 Better relations with colleagues/more integrated   16 
 Teachers encouraged to become trained    10 
 Develop self-study skills/promotes self-discipline     8 
 Transportation/less costly        7 
 Mentor/friends/family members to provide support   23 
 Teachers able to immediately apply acquired skills 
 in practical situation       27 
 Teacher is familiar with community (culture/values)  13 
 Schools benefit from materials/resources made available to DE teacher 
        18 
Teacher continues to receive a salary/does not loose out  
Teacher education at a distance ~ IEC ~2004 66
tinancially           7 
 
 Disadvantages 
 Trs. with Secondary School Proficiency Examination (SSPE) 
qualifications find it difficult to work on their own   12 
 Inadequate texts/lack of resources/facilities for trainees  10 
 Face-to-face sessions infrequent     21 
 Absence of teaching methodology      8 
 Loneliness          13 
 Time consuming          9 
 Lack of immediate feedback – progress/assignments/exam 
results        13 
 Rainy season – transportation difficult     15 
 Frustration            9 
 Trainees loose focus without face-to-face supervision    8 
 Stressful/unfamiliar mode of study/hard to work & study  10 
 Lends itself to surface learning        2 
 May lead to neglect of family/other commitments   12 
 Insufficient opportunity to interact with other trainees/ lack 
 of socialization        10 
 Not exposed to other teaching situation/environment    7 
 Tutor/mentor not qualified enough/inexperienced     5 
 Provides limited exposure for trainees       8 
 
11. To what extent has the DE training improve the teacher’s effectiveness in 
the following areas? 
 
(Ew –extremely well VW – very well S – satisfactory L – little    
VL –very little) 
 
    EW  VW  S  L  VL 
Lesson planning  4  14  28  4 1 
 
Selecting appropriate 
lesson activities  5  16  23  7 0 
Selecting appropriate 
Teaching methods  4  16  26  4 1 
Use of appropriate 
instructional materials 4  14  26  6 1 
COM    6  13  25  4 1 
Confidence in c/room 9  18  21  2 1 
Con. of ppl needs  1  22  21  5 2 
Willingness to share 
Knowledge   8  24  19  3 0 
Willingness to discuss 
Teacher education at a distance ~ IEC ~2004 67
problems with colleagues 13  16  19  3 0 
Relating to outside 
observers   2  15  25  9 0 
Participation in extra 
curricular activities  10  24  15  1 1 
 
 
12. Has the teacher been more involved in non-teaching activities since 
becoming involved in the DE programme? 
 
  YES 40   NO 11 
 If ‘yes’ specify what type 
School sports/concerts/fairs    31 
 Staff development activities    28 
 PTA        19 
 Mashramani* activities       1 
 School farm         1 
 Community self-help       2 
 Fundraisers/staff socials/graduation exercises   3 
 Community socials e.g. fun day, cricket matches   5 
 Religious functions       9 
 Field trips         1 
 Establish new library        1 
 
 
* Republic anniversary celebrations  
 
13. Are you now more inclined to give the teacher any position of 
responsibility? 
 
  YES      45   NO      6 
 
14. What changes in the teacher’s attitude and/or personality have prompted 
this response from you? 
 
 Teacher shows a greater degree of self-confidence  34 
 Teacher has a more focused approach to work  29 
 Willingness to help to improve school’s public image 25 
 Qualified before other trained teachers     1 
 Willingness to take on added responsibilities   13 
  
 Teacher lacking in self-confidence   2 
 Teacher failed to live up to commitments/expectations 4 
 Teacher still not focused       1 
 Teacher is responsible but does not volunteer for  
 Additional work       1 
Teacher education at a distance ~ IEC ~2004 68
 
15. Do you think these changes are related to the type of training to which the 
teacher was exposed? 
 
 YES 40   NO 3  No response       8 
 
16. Describe how you feel the community views the teacher now that he/she 
has been trained. 
  
 Being better prepared to teach       2 
 Proud of teacher’s achievement     18 
Greater respect for/ confidence in teacher   10 
Held in high regard – often involved in  
decision-making process      11 
Responsible/valued members of the community 10 
Cooperates with teacher      20 
Willing to help the teacher/be supportive   18 
As being reliable and dependable    10 
Pleased with teacher’s performance –  
improvement in pupils’ performance at Secondary  
School Entrance Examination (SSEE)      7 
Teacher is a part of their own society/culture therefore  
they feel more comfortable with the teacher.   15 
Someone who is always willing to help in  
community development activities     9 
Held up as role models for youths in the community 12 
As a leader in the community       4 
In a better position to be of greater help to  
‘their own’ and pass on community values     4 
 More inclined to seek advice/assistance from teacher   5 
  
 
SUMMARY OF FINDINGS 
 
Background of head teachers 
 
The target population was determined from available records.  There were 115 
schools from which head teachers could be chosen.  Effort was made to have as 
representative a sample as possible.  Schools were chosen from each 
Administrative Region in which the teachers of the GUIDE, GBET and HTTP 
operated. 
 
 
85% of the head teachers possessed a trained teacher’s certificate.  10% of the 
population possessed graduate qualifications (1st degree or higher). These were 
mainly from the schools in the coastal regions.  However, there was one (1) head 
from a hinterland location with graduate qualifications.   
 
Teacher education at a distance ~ IEC ~2004 69
90% of the population indicated that they received their qualification through 
traditional face-to-face methods.  59% studied on a full time basis while 31% did 
so on a part time basis.  The remaining 10% of the population indicated that they 
received their training through distance education methodologies. 
 
Approximately 65% of the head teachers had worked with the teachers in 
question for a period of between 1 and 5 years.  The researchers felt that this was 
enough time for the head teachers to make objective observations about the 
teachers’ performance in and around the school environment, especially those in 
the smaller communities. 
 
The responses showed that the target population was quite knowledgeable about 
distance education methodologies.  However, there were indications that some 
were not too sure about the difference between in service and distance education 
training. 
 
Their views on teacher training by distance education 
 
94% of the heads indicated that they would recommend/encourage other 
teachers to access such a programme once it is made available.  The remaining 
6% said they would not do so. They were not asked to give reasons for their 
responses.  Instead they were asked to list what they thought were the main 
advantages and disadvantages to this type of training.   
 
An overwhelming majority indicated that the main advantage to this type of 
teacher training was that the delivery of the school curriculum was not disrupted 
because the teacher remained on the job throughout their period of training.  High 
up on their list of advantages were also teachers being able to maintain their 
family life, study at their own pace, have materials to work from and immediately 
apply their newly acquired skills in the classroom.   
 
The main disadvantage that they associated with the programme was the 
infrequency of the face-to-face sessions provided by the various programmes.  
They also noted that the isolation of the teacher during the period of training 
might not provide the variety of teaching experiences necessary to become a 
‘good’ teacher. 
 
On the whole however, the head teachers seem to favour this method of teacher 
training and feel that it can contribute meaningfully to the personal development 
of the teacher and by inference to the community. 
 
Teacher effectiveness in the classroom 
 
The majority rated the effect of DE training on the teacher’s performance in the 
classroom as satisfactory.   
 
Teacher involvement in non-teaching activities  
 
Teacher education at a distance ~ IEC ~2004 70
78% felt that the teacher had become more involved in non-teaching and 
community related activities as a result of their training.  The majority of the non-
teaching activities were related to the school and it’s welfare.  However, a few did 
indicate that the teachers had gotten involved in more community related 
activities. 
 
Head teachers’ perceptions of the DE trained teachers 
 
Approximately 88% reported that they were now more inclined to give the teacher 
greater levels of responsibilities.  Among the reasons given for this were that the 
teacher demonstrated a greater degree of self-confidence and was more focused 
on their work. 
 
Those who responded in the negative expressed their disappointment that the 
teacher did not live up to their commitment.  One teacher noted that although the 
teacher demonstrated quite a responsible attitude when asked to do a specific job 
he/she never volunteered for any additional work. 
 
78% thought that the changes in the attitude of the teachers were due to the 
training they had received.  Approximately 6% felt that the training did not affect 
the teachers’ attitude.  16% gave no response to the question. 
 
Head teacher’s opinion of the community’s view of the teacher 
 
It was the opinion of many of the head teachers that the community showed 
greater respect for the teachers after the teacher was trained.  Many of them 
indicated that the community exhibited more confidence in the teachers and their 
performance on the job and in the community. 
 
Teacher education at a distance ~ IEC ~2004 71
RESEARCH PROJECT – T-ED 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
 
TYPE OF INSTRUMENT:  Questionnaire 
 
TARGET GROUP: Heads & teachers of teacher 
training and other educational 
institutions  
 
NUMBER OF RESPONDENTS: 48 
 
Summary of responses to questionnaire 
 
1. To what type of educational institution are you attached? 
 Teacher training    6 
 Secondary school    12 
 Primary school    26 
 Other tertiary training institution  1 
 Regional office – Min of Education 3 
 
2. Mode of training for your qualification 
 Full time  33 
 Part time  11 
 DE/correspondent 4 
 
3. Present position in the institution 
 Head      18 
 Lecturer     2 
 Tutor      6 
 Teacher     19 
 Deputy head     2 
 Education Supervisor   1 
 
4. What is the nature of your involvement in the distance education 
programme? 
 Mentoring   4 
 Local tutoring  43 
 Regional Coordinators 3 
 
 
 
5. Has your involvement in the DE programme improved your professional 
performance? 
 Yes 44  No 1  no response      3 
 
Teacher education at a distance ~ IEC ~2004 72
6. What has been the nature of this improvement? 
 Better time management    10 
 Improved communication with colleagues 19 
 Providing better quality feedback to students 12 
 Improved lesson/lecture preparation  12 
 Better organization of content to meet  
 maturation levels of learners   25 
 Confidence in approach to job     1 
 Better supervision within the education 
 system        1 
 Better planning       1 
 
7. Have you used any of the materials developed for distance education in 
your work? 
 Yes 39  No 1  no response      8 
 
8. What benefits did you derive from the materials? 
 How to manage my time       1 
 Improved content matter       9 
 Preparing for learners with different learning style   10 
 How to meet the need of adult learners more effectively  11 
 Using materials in school/other classes e.g. CXC   19 
 Improved word power       11 
 Clinical supervision of trainees other than those in DE   3 
 Improved study skills       10 
 Being able to present more learning activities to students during 
 face-to-face classes.       10 
 improved lesson presentation      10 
 Having additional resource materials     16 
 Improved knowledge of teaching methods & child development 9 
 Planning in-class evaluation      9 
 
9. What aspects of the programme, other than the written DE materials, have 
you made use of? 
 Supplementary texts in the school, resource or tutorial center  36 
 Other resources such as computer software or science equipment 5 
 Communication channels       5 
 
 
 
10. Would you recommend the DE materials to students involved in full time 
study in the conventional education system? 
 Yes 47  No 1 
 
11. Would you recommend these materials and/or resources to your 
colleagues? 
 Yes 48 
 
Teacher education at a distance ~ IEC ~2004 73
12. Have you gained any benefits other than the professional ones as a result 
of being involved in the DE programme? 
 Yes 45  No 2 no response    1 
 
13. If yes, please indicate how you have benefited. 
-Learning to interact with individuals from different social, cultural, ethnic & 
economic background 
-Communicating more effectively with adults/understanding adult learning 
patterns. 
-Developing ability to cope with different levels of educational attainment. 
-Gaining confidence to work with groups 
-Improving organizational skills 
-Getting exposure to research skills 
-Sharing experience with trainees 
-Being recognised as a local resource person 
-Earning additional income/financially 
-Forging new relationships with colleagues 
-working with young people for their development 
-Acquiring/improving skills in information technology 
-Learning to appreciate the living and working conditions of others 
-Being able to write my school improvement plan 
-Improving management/organisation skills 
-Providing timely helpful feedback to my students 
-Improving relationship with parents of school children 
-Seeing other parts of the country 
 
 
 
 
SUMMARY OF FINDINGS 
 
The target population in this category was chosen from the information provided 
by staff of the various DE Units.  They were chosen form across the country and 
from each of the DE programmes (GUIDE, GBET, HTTP). 
 
The majority of the respondents indicated that their involvement in the 
programmes had had a positive impact on their professional performance.  
Training and exposure to good DE practices enabled them to function better in 
their normal day to day jobs. 
 
They indicated that the materials that were produced for the various programmes 
were helpful to them professionally and served as resource materials.  They were 
also able to use the materials in their face-to-face classes.  Others found that they 
were able to make use of other aspects of the DE programme such as the 
supplementary texts provided for the benefit of the DE students.   
 
Teacher education at a distance ~ IEC ~2004 74
The respondents also indicated that they recommend the materials to students in 
traditional classroom settings.  They also would recommend them for use by their 
colleagues. 
 
In addition to the professional benefits respondents indicated that they had 
benefited socially, financially, and from a better appreciation of the diverse culture 
and ethnicity of our peoples. 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 75
RESEARCH PROJECT – T-ED 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
 
TYPE OF INSTRUMENT:  Questionnaire 
 
TARGET GROUP:   Entrepreneurs 
 
NUMBER OF RESPONDENTS: 22 
 
Summary of responses to questionnaire 
 
1. In what type of business are you involved? 
Transportation (boat, bus, aircraft etc) = 6 
Grocery/shopkeeper = 5 
Fast food = 2 
Catering = 8 
Other:  Selling of fuel and lubricants = 1 
 
 
2. Are you aware of the Distance Education training programme for teachers 
that has taken/is taking place in the community/region/place in which you 
operate your business?   
 
 YES 22  NO 0 
  
3. Which distance education programme for teachers have you been aware 
of? 
 
GUIDE = 4 
GBET = 15 
HTTP = 4 
 
4. What made you aware of the programme/s 
  
 I work for the programme    6 
 I have done business with the programme 12 
 A family member/friends/some people I know 
 have been on the programme.   11 
 I heard about the programme   2 
 
Teacher education at a distance ~ IEC ~2004 76
5. Has your business been affected in any way by any of the programmes? 
 
Yes = 16 No = 6 
 
If ‘yes’, in what way has this happened? 
 Improved services/facilities/ production     3 
 Increase in income         12 
 Gained new skills         1 
 Increase in business size/volume      2 
Gained new customers        4 
Purchase of new equipment      3 
 
6. Would your business be affected if the programme were to close down? 
 
Yes = 12 No = 9  No response to question = 1 
 
7. Would you like this type of teacher training/upgrading to continue?   
Yes = 22 No = 0  
 
Why? 
It has provided an opportunity for persons/teachers to  
improve their education       17 
It provides an opportunity for business people to earn more   6 
It has resulted in  the establishment of new business ventures 
in the community        2  
It provides members of the community to get to know  
the teachers in the community/region     2  
Establish bond between members of community and teacher  1  
 
 
8. Would you encourage any member of your family to undertake /become 
involved in a Distance Education teacher training programme?   
 
Yes = 22 No = 0 
 
If yes, which of the following would you give as your reason/s? 
 
It is a good way of getting more qualified/trained teachers in the 
community/region        17 
Teachers can be upgraded/trained without leaving home  
for any length of time       12 
Teachers can work/earn and study at the same time   15 
Increase in family income       6 
SUMMARY OF FINDINGS 
 
Teacher education at a distance ~ IEC ~2004 77
The respondents in this category were all involved in providing services for the De 
programmes operating in their communities.  73% of the respondents indicated 
that the programmes had had a positive impact on their business.  27% said that 
the programme had no effect on the business.  59% of the respondents reported 
that their business experienced an increased income as a result of their 
involvement in the DE programmes. 
 
Although some (41%) indicated that their business would not be affected if the 
programmes were to close down they were unanimous in their desire to have the 
programmes continue.  This they felt would benefit the communities in many ways 
especially in providing the opportunity for teachers in the communities to improve 
their education without having to leave their families. 
 
They were also unanimous in saying that they would certainly recommend family 
members interested in becoming teachers to access any such programme being 
offered in their community.  They felt that DE is a good way of getting trained 
teachers in the community without the persons having to leave the community. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TEACHER EDUCATION AT A DISTANCE – IMPACT ON 
COMMUNITY DEVELOPMENT 
 
TYPE OF INSTRUMENT:  Questionnaire 
 
Teacher education at a distance ~ IEC ~2004 78
TARGET GROUP: Staff members of the DE Units involved in 
teacher upgrading/training. 
 
NUMBER OF RESPONDENTS: 9 
 
Summary of responses to questionnaire 
•  
1. How long have you been associated with the DE programme? 
 
 Less than 1 year  2 
 1 –5 years   6 
 5 years and over  1 
 
 
2. What has been the nature of your involvement in the programme? 
 
Academic   4 
Managerial   5 
Financial   2 
Secretarial   3 
Skilled   3 
 
 
 
3. Have you benefited in any way from being a part of the programme? 
 
 Yes  9 
 
 Describe how you’ve benefited: professionally and otherwise. 
 
-Clearer understanding of strategies that could help isolated communities 
 -Providing opportunities to try out new ideas 
 -Acquired skills in materials production 
-Understanding the importance of student support and quality management 
measures. 
-Clearer understanding of assessment and evaluation measures 
-Acquired computer and typing skills 
-Acquired skills in budget preparation, editing and designing print materials. 
-Understanding the nature of people       
-Improved ability to deal with adult learners 
-Financial help to pursue higher learning      
-Developed better communication skills      
-Better time management 
-Appreciation of DE as a valid/acceptable means of education delivery 
-Research skills 
-Report writing skills 
-exposure to having written article publish in an international journal. 
-Acquired/improved management skills 
-Financially 
-Better knowledge of hinterland location 
Teacher education at a distance ~ IEC ~2004 79
-Seeing other places (locally) 
 
4. Have you been able to use the skills, knowledge gained to help anyone 
other than the students of the programme? 
 Yes 9 
 
 Who have you been able to help and how did you do so? 
 -Other agencies within the Ministry of Education    
 -Other DE programmes/projects 
 -Youths in church 
 -Other untrained teachers 
 -Family members        
 -Other student teachers (in conventional Educational institutions) 
 -Colleagues/fellow educators 
  
 
Nature of help provided 
 
 -Sharing of reports, facilities and experiences 
-Encourage untrained teachers to join programme by explaining the benefit 
to them. 
-Guidance in school work, use of the internet, other computer skills. 
-Providing effective support to student teachers especially during teaching 
practice. 
-Training for colleagues in other DE programmes/institutions 
-provide electronic database as a tool for management of student records 
and progress. 
-Assisting colleagues acquire computer skills 
 
5. How do you see this type of training programme benefiting the local 
communities in which the teachers live? 
 
-Some teachers in isolated communities after becoming qualified, tend to 
take greater responsibilities in the ‘running’ of communities. 
-Upgraded/trained teachers would be in a better position to help the youths 
of the community: academically and culturally 
-Family life of the teacher will not be disrupted 
-Qualified teachers can take active role in community development activities 
There can be improved standard of education especially in isolated 
communities. 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 80
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Teacher education at a distance ~ IEC ~2004 81
 
RESEARCH PROJECT- IMPACT ON THE COMMUNITY – T-ED 
Interviews with Village leaders 
 
TYPE OF INSTRUMENT:  Interview 
 
TARGET GROUP:   Leaders in the community 
 
NUMBER OF RESPONDENTS: 25 
 
 
Summary of interviews with leaders in the community 
 
1. What is your role in the community? 
 
 Village Captain (Head of the Village)   -6 
 Priest/Pastor     -3 
 Community Development Chairman -2 
 Community Worker    -2 
 Village Councillor    -1 
 Assistant Pastor    -1 
 Rural Constable    -1 
 Deputy Captain    -1 
 Community Environmental Worker -1 
 Housewife     -1 
 Retired Headmaster    -1 
 Overseer     -1 
 Community leader     -1 
 PTA Chairman    -1 
 PTA Executive member   -1 
 PTA Member     -1 
 
2. Do you have trained teachers in your community? 
 
Fifteen communities were visited.  In 14 of these communities there were 
thirty teachers trained by distance.   In the other there was one teacher who 
was now in training by distance. 
 
 
3. Can you name any one of them that spent most of their time teaching 
and only had to go to the training college during the holidays or on 
weekends? 
 
 Twenty-four trained teachers by distance were identified, while in one 
community one was still  in training. 
 
 
 
Teacher education at a distance ~ IEC ~2004 82
4. Has the school benefited in any way from this type of teacher 
training? 
  
 Yes – 24.  One case- where the teacher was described as not behaving like 
a trained teacher in the classroom. 
 
5. Have you observed any changes in the teacher’s attitude since 
he/she became involved in the training programme? 
 
 Yes –25 
 
6. What type(s) of changes have you observed? 
 
Change in attitude professionally     -2 
Now involved in youth group activities     -1 
More confident in the classroom    -1 
More committed      -8 
More involved with the children    -2 
Hard working       -2 
Involved in activities in school and community  -4 
Provides better quality teaching    -5 
More involved      -3 
Cooperative, willing to assist    -2 
Putting more effort into work    -2 
Improved performance by pupils    -7 
Active in the PTA      -1 
More disciplined      -1 
More responsible      -1 
More ’sober’       -2 
Is now regular at school     -1 
Involved in Women’s Group    -1 
More knowledgeable in educational matters  -1 
Speaks to parents      -1 
Relates well with pupils in his charge    -1 
Does not behave like a trained teacher   -1 
Involved more in sports activities     -2 
Organizes sports       -1 
Raises funds for school     -2 
Mixes and shares      -2 
  
7. Do you think that these changes are in any way related to the type of 
training to which the teacher was exposed? 
 
Yes – 22;  No response - 3 
 
 
8. Is the teacher now more willing to accept responsibilities in the 
community? 
 
Teacher education at a distance ~ IEC ~2004 83
Yes – 24; 1 – No response 
 
9. Has the teacher become more involved in community activities since 
becoming involved in the training programme? 
 
Yes – 19;   4 – teacher very involved before and during training; 2 - NR 
 
10. Tell me about some of the community activities that the teacher 
is now involved in and what role/position do they now play/hold. 
 
 Leading role in the Sports Club   -10 
 Attends village meetings    -5 
 Involved in the Women’s Group   -4 
 Leaders in church and youth groups  -4 
Fund raising      -1 
Self help       -4 
Advising when asked e.g the village council -4 
Leaders in Junior Wild life club   -3 
Encourage parents in gardening   -1 
Assist the touchaus (Village captains)  -2 
Vice Chairman, community dev. Council  -2 
Chairperson, CBR Group    -2 
Candidate for Village Captain     -1 
 
11. Has the community benefited in any way from this teacher being 
trained by distance instead of having to leave the community to go to 
college? 
 
 On the job training     -11 
 Retaining services of teacher   -1 
 School did not have to employ new teachers -4 
 School continued to have successes  -11 
 Teachers retained positions in the community -1 
 Parents did not have to worry about trs. Absence –1 
 Knowledge shared immediately with children -1 
 Gained confidence to approach parents  -1 
 Trs. Should be trained in Georgetown  -1 
 
12. Has your perception of the teacher changed as a result of his /her 
training? 
 
Yes – 17;  No – 3; teacher always had a positive attitude.  5 – No 
response 
 
13. In what ways has your perception changed? 
 
 Teacher has a quiet composure   -1 
 Teacher is shy     -1 
 Shares ideas/ knowledge    -1 
Teacher education at a distance ~ IEC ~2004 84
 More confident     -3 
 Performance has improved in the school -3 
 Much more is expected of teacher  -1 
 Now qualified and competent   -6 
 More serious about profession   -1 
Community has more confidence in Tr.  -4 
Tr. Is more respected     -4 
Tr. Is more responsible     -1  
Community respects tr. Equally to coastlanders -1 
Tr. Is seen as a young leader   -11 
More cooperative     -1 
 
 
14. Some teachers had to go off to the college to be trained.  Is there 
any difference in how they relate to the community as against those 
who stayed on the job during training? 
 
 Yes – 13; No – 9;  2 No response 
 
15. Tell me about these differences. 
 
 Tries to be helpful         -2 
 Campus trained teacher cannot share as frequently while learning  -1 
 Community cannot benefit from tr. being trained unless tr returns -2 
 Campus trained teacher has a more professional approach.  -1 
 Cannot contribute to community while a full time student  -2 
 Tr. has family support while on DE training    -1 
 Campus trained teacher benefits from a wider exposure & experience –3 
 Equally involved in community affairs     -1 
 DE student more disciplined       -1 
 DE student closer to the community     -1 
 Campus trained trs are more outstanding in all round activities  -1 
 Campus trained tr wanted special treatment from community  -1 
 DE trained trs not as competent      -1 
 DE programme needs to be restructured and improved   -1 
 DE is better since student can concentrate better    -1 
 Campus trained tr can be depended upon for his involvement -1 
 School benefits from on-the-job training for its teachers  -1 
Some campus trained trs do not return or communicate with the community
         -1 
 Campus trained trs respond readily to requests from community -1 
 With DE family relationships are strengthened    -1 
 
  
16. Would you recommend distance training for more teachers in your 
community?  Why? 
 
Yes – 25 
 
Teacher education at a distance ~ IEC ~2004 85
DE is less costly, more feasible      -1 
Skills and attitudes are developed on the job; school benefits  -10 
Family unit is not affected        -10 
Without DE some teachers may not be trained     -1 
There should be greater exposure similar to on Campus studies  -1 
Less frustrations experiences because of family support and home 
environment        -6 
More teachers would access training     -8 
Educational level in region would be on par or better than in GT -2 
Improved teacher competence and performance   -2 
School will not lose trs.       -2 
Tr will not have to face cross cultural issues    -2 
No transportation problem       -1 
Opportunity for greater success on the part of the teacher  -2 
DE is more acceptable       -1 
DE is more convenient/ easier      -1 
DE is interesting        -1 
Trs are trained along with the community    -1 
 
 
 
 
SUMMARY OF FINDINGS 
 
The 25 respondents were taken from 15 communities in Regions 1, 7 and  
9 and represented a wide cross-section of the community leaders in those 
regions.  It will be noticed that only about 30 trained teachers were 
identified and some of these were trained through a full time programme.  
The majority however were trained by a distance programme.  This was 
purposeful sampling, since the study is not a comparative one. 
 
From the responses it would appear that DE is a preferred mode of training 
for teachers for the number reasons listed at item sixteen.  Most significant, 
is that it provides on the job training which does not lend to disruption of the 
school system and a shortage of teachers, nor does it place any undue 
stress on the family unit due to the absence of a parent. 
 
A number of changes in the attitude of the trained teacher have been 
identified, the majority of which are positive, and are attributed to the 
training received by these teachers.  It is significant too that there is an 
increase in the involvement in community activities, in varied spheres and 
at various levels. 
 
Twenty-four of the twenty-five respondents felt that the DE trained teacher 
was more willing to accept responsibilities in the community after 
graduating and also take up leadership positions. 
 
The Community in general and in particular the school benefited from DE 
trained teachers who were constantly in a position to immediately share 
Teacher education at a distance ~ IEC ~2004 86
their newly acquired skills and knowledge with their charges and the rest of 
the community. 
 
There were some who felt that full time training in Georgetown was better 
because it provided the student with greater exposure and wider and varied 
experiences.  Such a student teacher was more rounded and professional.  
At the same time however, such a student teacher can become distant from 
the community, and may not even return to serve. 
 
For the sake of the community, DE was the better option, but the programmes must be well 
organized, and efficiently run so as to raise the educational level of its trained teachers and 
eventually the children of the region. 
 
Teacher education at a distance ~ IEC ~2004 87
 
Teacher education at a distance ~ IEC ~2004 88