Search for Quality Assessment in Open and Distance Learning at Undergraduate Level Teaching Practice at the Zimbabwe Open University

Teaching at a distance is a new phenomenon in Zimbabwe. Many questions seem to be raised by academic pundits each time they hear the mention of teacher education by Open and Distance Learning. Some tend to question the quality of the products, while others appear to raise doubt about the credibility of the qualifications. This paper focuses on interrogating ways of enhancing the search for quality assessment in Open and Distance Learning at undergraduate level Teaching Practice at the Zimbabwe Open University. Research participants included District Education Officers, school heads, prospective students and academic members of the Department of Education. These were purposely sampled. Data were analysed using textual analysis that enabled the researchers to come up with themes which paved way to data analysis. Results of study showed that teaching practice is an essential component of any teacher education programme at diploma level. It was observed that teaching practice is underfunded. There is also need to pay attention to critical components such as teaching practice, professional studies, theory of education and main study. It is further recommended that teaching practice should be fully funded. All stakeholders should be involved in the external assessment of teaching practice.