Assessment of Policy Dissemination Strategies that Promote User-Friendly Learning Environments in Teacher Education Colleges (TECs) in Zimbabwe
Author : Dr. Alexander Katiyo
Abstract :
The purpose of the study was to assess the extent to which policy dissemination strategies in Teacher Education Colleges in Zimbabwe promote policy awareness and user-friendly learning environments. Policy dissemination refers to the process of communicating contents of new or reviewed policies to student teachers. The study sought to come up with approaches that enhance policy awareness, comprehension and implementation in order to promote user-friendly learning environments. The study involved two cases, private and public Teacher Education Colleges. Questionnaires were used to collect quantitative data from a sample of 210 student teachers. Structured in-depth interview questions were used to gather descriptive data from two (2) Principals, 12 Student Representative Council members and 12 College Academic Board members through virtual discussions using the zoom platform. The study established that the Teacher Education Colleges under study commonly use six strategies to disseminate policies which are: First year orientation workshops; Assembly announcements; Principal’s weekly hour sessions with the student body; Student Representative Council (SRC) meetings with the Dean of Students and notice board displays. Further it was noted that disciplinary hearing sessions were used to communicate college policies. The study revealed that student teachers had varying levels of awareness of the five selected college-based policies, which are Inclusive Education Policy, Code of Conduct Policy, Sexual Harassment Policy; Drug Abuse Policy and Learner-Centred Policy. The study further established that high level awareness of these college-based policies promoted: policy understanding and accurate interpretation; trust and credibility; consistent application and implementation. It also emerged that policy dissemination strategies increase awareness and inclusivity; support and compliance; accountability; student teachers’ success and student-friendly environments. Based on the major findings of the study, a four cyclical-route model was developed that is anchored on democratic, electronic, in-person and student-centric policy dissemination approaches that enhances policy awareness, understanding, compliance and effective implementation for the promotion of user-friendly environments in Teacher Education Colleges in Zimbabwe.
Keywords :
College-based policy, user-friendly environment, implementation, policy, policy dissemination, teacher education.
