Final evaluation of the Lesotho Distance Teaching Centre - University of Massachusetts, Amherst : split - semester participant training program

Master's degree training in nonformal education to mid-career professionals from the Lesotho Distance Teaching Center (LDTC) through an innovative program. External final evaluation covers the period 9/82-5/84 and is based on document review; interviews with AID/W, USAID/L, and University of Massachusetts' Center for International Education (CIE) staff; and interviews/questionnaires with former participants. The split-semester program, in which participants underwent two 4-month periods of U.S. training with an 8-month interim of independent study and normal work in Lesotho, was designed to respond to LDTC insistence on graduate education for senior staff without causing lengthy absences of these personnel. The model showed its viability and potential for meeting participant training needs with minimum disruption to local institutional functions. The eight participants received their M.Ed degrees and had the opportunity to apply their studies directly to their interests/work roles in the field. Their short absences had a less negative impact on the LDTC than would have a traditional U.S. training program of 18-24 months. While not intrinsic to the model, all eight attended the same center (CIE) which may have reinforced group cohesion and morale and helped them to apply their training. However, the program fell short of expectations and potential. Participants questioned whether their courses could have been more relevant to the specifics of their work and country. Also, although four of the seven interviewed did not feel that their absences caused major problems for their colleagues, in fact the excessive workload did cause problems in this area and previous evaluators felt that absences for training slowed down LDTC progress considerably. While model replication is possible in numerous variations and should be considered a highly viable and cost-effective alternative to traditional graduate training programs, its relevance could be improved by: more accurately matching training courses to participant needs; integrating independent study research with the needs of the beneficiary institution; and utilizing participants to train institution staff.