Research 

Progressio 34(2):170-187 

This article reports on an investigation into the viability of a Foundation Phase (Grade R-3) programme delivered via distance learning for the professional development of Reception Year (Grade R) teachers in South African rural communities. The investigation was based on the premise that core components of effective distance learning programmes identified in the literature should be tailor-made to fit the profile of the Reception Year Open Distance Learning (ODL) teacher-student, if Reception Year teaching competencies are to form part of the programme aim. A survey conducted amongst 98 Grade R-3 teacher-students enrolled for a Foundation Phase Advanced Certificate in Education programme and another administered to thirteen facilitators of the programme revealed practical significant discrepancies between the level of importance of the core components as reported by the facilitators, and the extent to which the programme measured up to their expectations. Recommendations are made to improve Reception Year teaching competencies as an outcome of an ODL programme in a developing context.