dc.contributor.author |
Otchi, C.M.K |
|
dc.date.accessioned |
2023-03-08T11:15:23Z |
|
dc.date.available |
2023-03-08T11:15:23Z |
|
dc.date.issued |
2013 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1639 |
|
dc.description |
A Dissertation submitted to the Department of MECHNICAL TECHNOLOGY
EDUCATION, Faculty of TECHNICAL EDUCATION, submitted to the School of
Graduate Studies, University of Education, Winneba, in partial fulfillment of the
requirement for the award of the degree of Master of Technology (Mechanical)
degree.
AUGUST, 2013 |
en_US |
dc.description.abstract |
Technical and Vocational Education and Training (TVET) has emerged as one of the
most effective human resource development strategies that the nation needs to
embrace in order to train and modernize her technical workforce for rapid
industrialization and national development. This was the basis upon which the
researcher set out to investigate the falling standards of crafts practice skills in
Technical and Vocational Institutions. The study examined the current environment
in which the TVET system in the country operates and high-light on how co ordination between practical skills demonstration and teaching of workshop processes
can enhance skills acquisition and training; the impact of the fall in students’
performance and the link between training institutions and industries.As a component
of this work, questionnaires and interviews were adopted as the main data collection
instruments. Students and Tutors of the selected technical and vocational institutes
were surveyed using the questionnaires whereas the heads of the institutions were
interviewed. The study found that majority of the technical institutes lack
infrastructural development which is affecting the quality of teaching and learning in
the institutes. Time allocated for workshop practice is not enough. The institutes are
also be-devilled with poor monitoring and supervision. It is not compulsory for
students to have industrial attachment while at the same time they are not taken on
industrial visits by the institutes. The curriculum being used is not industry driven
and so TVET graduates find it difficult to get placed on jobs after school. The study
found that the current state of technical and vocational institutes is greatly affecting
the performance of students in examinations as in the most recent years. Have
Technical Institute shows that 15 passed out of a total number of 123 students indicate
that 12.2%. Hence it is recommended that the government should invest heavily in
the TVET sector and open up for partnerships with industrial. Organizations. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Unversity Of Education,winneba |
en_US |
dc.subject |
Vocational education and training i |
en_US |
dc.title |
Falling standards of technical and vocational education and training in Ghana_ a case study of mechanical engineering trainees in Anlo, Kpando and have technical and vocational institutes in the volta region |
en_US |
dc.type |
Thesis |
en_US |