The 2-5-2 model of training was adopted in Zimbabwe's primary school teacher training colleges to have a more practical approach in the teaching of primary school . Students spend an disrupted 5 term stretch on teaching practice and only 4 terms at college during the 9 term course.This programme relies heavily on mentoring and college based supervision whereby students are constantly supervised by lecturers.
In Zimbabwe this programme has been a failure in that colleges have been accused of mass production and churning out half baked product who do not know how to teach. Institutions have not been given the necessary infrastructural support by government to ensure that the programme is a success. Lack of vehicles for teaching practice supervision has ensured that some students were not supervised since the last term before assessment thereby defeating the objective of the programme.
Furthermore, due to limited resources, colleges were unable to produce distance education material in the form of modules which are s prerequisite to any distance education programme. Therefore, colleges should just revert to the conventional programme to continue producing quality teachers.
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