Teachers who would be participating in the upcoming one-year top-up programme will need to be considered in numerous ways to make the course a more beneficial one to both the teachers and the students who would be taught by them. As we all know, the sandwich is a mode of further studies where learners (mainly teachers) move into institutions of study during vacation when the regular or full-time students are not in residence, and teachers themselves are on holidays. From my observation, I can say on authority that contact hours used in this mode are not enough hence, learners are only embedded with the mentality of chew, poor, write and forget (rote learning). This causes a lot of stairs during delivery in the classroom.
From listengh.net’s analysis made; we have decided to delve in to propose some ways to make the sandwich programme for teachers a more beneficial to teachers as far as teacher professional development is concerned.
This article will cover the timing, course content, delivery mode, assessment, and certification of the programme.
As the programme is organized within 10, instead of the normal 16 weeks in a regular semester, teachers on sandwich Programmes have to learn what their colleagues on the 16-week regular programme do within 10 weeks. This is stressful and previous participants of a similar course (B.Ed.-secondary Education) have complained that the programme promotes memorization of the course contents but not necessarily understanding or application. The consequences of these are that they are compelled to learn for examination and forget afterwards. A teacher opined that the Sandwich programme is more theoretical than practical. It is recommended that the university either reduce the course content or consider extending the duration of the study.
ASSESMENT AND CLARIFICATION
From observations, participants of similar programmes always raise concerns about the way they are assessed and certified on sandwich Programmes, many of these students lament that the lecturers who handle them do not provide adequate feedback. Their performance in class assignments and quizzes are not given to them and this de-motivates them to sit up and read.
Furthermore, examination questions are not flexible and contain difficult questions which makes it difficult to excel. It is thus suggested that adequate feedback be given to them prior to the examination, to spur them on to learn and perform well. Some former participants lamented that, their certificates delayed and that it would be more helpful if certificates are given out during graduation ceremonies.
TIMING WITH RESPECT TO THE PROGRAMME SCHEDULE
The timing for sandwich programmes is the major challenge to teachers. Most of the of the basic school contact hours is lost due to teachers’ participation in sandwich programmes. To help resolve this programme, it is proposed that a shift be made to partially realign the calendars of the University and that of basic schools. This realignment could reduce the number of weeks lost.
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TIMING IN RELATION TO THE LEARNER
Moreover, most of the teachers to be enrolled in the top-up programme are in their 40s and would need enough time. As we age, deficits are seen in the ability to integrate, manipulate, and reorganize the contents of working memory in order to complete higher-level cognitive tasks such as problem-solving, decision making, goal setting, and planning. More research must be completed in order to determine what the exact cause of these age-related deficits in working memory is.
Therefore the institute in charge should find the need the cater for the aged who would be enrolled in this programme.