University affiliation and the role of the university in the moderation of teaching practice in Botswana

Abstract

The focus of the paper is on the way in which university affiliation can be used to improve the teaching practice component of teacher training programmes. The model of affiliation used by the University of Botswana is described, and a rationale is offered for procedures used to maintain and improve standards in affiliated institutions. The role of external examining is assessed, the term moderation is defined in the context of affiliation, and the procedures used to moderate teaching practice are scrutinised. Using the moderation reports and data relating to the period 1991–96, the principal issues that have arisen are reviewed and analysed, and their significance is assessed. An evaluation of some of the main outcomes, in terms of the impact made on the affiliated institutions, is then undertaken, in tandem with the way in which experience has brought about modifications made to the moderation procedures. A resume´ is offered of the principal lessons learned to date, and how the University of Botswana model could be replicated. Finally, attention is given to the value of the University of Botswana experience to provide guidelines whereby universities could use a system of teaching practice moderation to raise standards and improve institutional practices in teacher training colleges.