Needs Assessment for Inset for Unqualified Primary Teachers in Namibia

An effective model

Datos Bibliográficos

ID11920009
AutoresMargo C O’Sullivan (0000-0003-2921-6756, COPE Galway, autor de correspondencia)
Año2000
Volumen30
Número2
Páginas211-234
Fecha de publicación2000-06-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores de la revistaISSN: 0305-7925 • E-ISSN: 1469-3623
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/713657454
OpenAlexW2114220941
IdiomaEN
Citas recibidas1
Referencias citadas17

The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers participating in an INSET programme in Namibia (1995-97). This paper explores the process of needs assessment within this programme and presents an effective model of needs assessment which guided it. The model suggests the use of a multi-pronged qualitative approach to assessing needs

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