Needs Assessment for Inset for Unqualified Primary Teachers in Namibia

An effective model

Dados Bibliográficos

ID11920009
AutoresMargo C O’Sullivan (0000-0003-2921-6756, COPE Galway, autor correspondente)
Ano2000
Volume30
Fascículo2
Páginas211-234
Data de publicação2000-06-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores do periódicoISSN: 0305-7925 • E-ISSN: 1469-3623
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/713657454
OpenAlexW2114220941
IdiomaEN
Citações recebidas1
Referências 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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