ABSTRACT

The logical starting point in staffing the curriculum, as for curriculum design itself, should be a statement of client needs. As new staff are recruited it should be possible to modify the curriculum that can be offered. Simultaneously the interests and commitments might be adaptable, but the matching of staff to the curriculum can never be other than a series of gradual adjustments. More so with contraction, when staff leaving and those that can be replaced depends upon the opportunity of resignation and early retirement. The shorter the length of training, the quicker the response rate of the system to changes in demand for staff, whether arising from demographic factors or financial contingencies. The objectives of training have to be focused on the four requirements of a teacher or lecturer. The utilization of the teacher resource to achieve maximum effectiveness invokes perceptions of over-directional management.