| Summary: | At the time this research was conducted, OLSET’s “English in Action” (EIA) programme
worked with large numbers of foundation phase learners and teachers in seven of the nine
provinces of South Africa, using interactive radio instruction. In addition, the programme
provided in-service training for the teachers, and classroom support based on open learning
principles.
This study focuses on the self-reports of teachers and principals in the programme, which
have been examined in relation to educational development and empowerment theory. The
researcher has attempted to establish whether the programme was meeting its objectives in
terms of provision of radio lessons, classroom materials, in-service training and classroombased
support, and whether empowerment was taking place among teachers involved in the
programme.
The first stage of the study involved the development of a database of schools involved in the
programme, from which a convenience sample was drawn. The analyses then involved
thematic content analysis of 541 teacher and principal questionnaires and 202 teacher and
principal personal accounts obtained in 2001 and 2003. Prior to 2001, the programme had
operated under severe financial constraints. A longitudinal design was used to establish
whether there were differences in teacher perceptions under conditions of financial constraint
in 2001 and adequate programme funding in 2003.
In vivo coding was used throughout the analyses to enable the content categories developed
to reflect the words used by teachers in reporting their perceptions of the programme’s work,
the benefits they derived with respect to their teaching, and the difficulties experienced at
school level with respect to both resourcing as well as consistent quality of programme
delivery. Observation was then conducted in 36 classrooms in 2003, to assist in substantiation
of the themes found in the 2001 and 2003 questionnaire and personal account data.
Recurring themes in the questionnaire and narrative data indicated that the EIA programme
was meeting its objectives. Teachers were using the OLSET materials, and reported benefits
in terms of improved classroom management and teaching practices. In the observations
conducted in classrooms in which the programme was implemented there was indication that
the programme’s methodology was being applied, and that teachers and learners were using
English more than mother-tongue. Teachers also reported that they were empowered through
the materials, workshops and classroom support provided by the programme. Quality of
service delivery, however, varied across schools, dependent on donor finances, the radio
broadcast delivery, quality of radios, the capacity of the programme to deliver sufficient
materials to the schools, as well as the capacity of programme staff to reach all teachers and
schools, particularly in the rural areas.
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