This framework could be used by institutions as a catalyst for discussion, development and implementation of an initial teacher education and training programme. The following areas should make up the content of the framework.
A. Programme (Values). Clearly, state the ideals of the programme that will underpin how objectives are achieved and act as a guide to behaviour. For example, “we develop reflective professional teachers” “we work openly and collaboratively” and “we treat everyone with respect”.
B. Programme (Conceptual basis). State the philosophical underpinning of the programme. For example, “This initial teacher education and training programme prepares and enables student teachers to develop their ability to adjust teaching according to the needs of students and school contextual factors (Reflective Pastoral Apprentice Partnership Model)”
C. Programme (Aim and Objectives). Outline what the programme will achieve. For example, “The overall aim of the programme is to enable student teachers to develop their ability to address factors that militate against them placing ‘their students firmly at the centre’ of teaching”.
D. Programme (Design). Describe how the programme will function. For example,”Personal tutors will be provided for student teachers”. “Student teachers are expected to carry out–under supervision– an original piece of research”. “Student teachers should be educated and trained in the areas of early years, technical and vocational education and other subjects as according to students’ preference and availability of lecturers”.
E. Curriculum (Design). Describe what areas of teaching and knowledge will be developed. For example, “The curriculum will be divided into three areas of knowledge development: Core Pedagogic Subjects, Areas of specialisation i.e. Early Years, Technical and Vocational Education and other subjects and practicum.
F. Assessment. Outline the type(s) of assessment that will be used. For example, “Student teachers will be assessed through both coursework and terminal examinations. These can include tasks such as essays, learning journals, objective type questions and oral and practical examinations”.
G. Admission requirements. State the entry requirement for those wishing to enter the programme.
H. Partnership. Describe the nature of the relationship between the programme and the key stakeholders. For example, “The Education Council or the Board of Governors will give general oversight to the programme”. “Schools via their principals will be encouraged to share comments on how to improve the programme”.
I. Quality Assurance. Outline plans for validation and or accreditation and the advantages of doing so. For example, “The initial teacher education and training programme will seek accreditation from an international or regional body”. “This will assure that students are receiving a quality education”.
J. Personnel. List who will make up the faculty. For example, “Initially, the programme will employ external adjunct and use existing faculty”.
K. Housing. State what department or school will host the programme. For example: “Initially, the programme will be included as an arm or department of X, making use of the present facilities where possible.