Students’ competency acquisition in technical courses: an analysis of TVET institutions curriculum implementation in eastern province, Zambia.
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Date
2019
Authors
Chileshe, Edward K
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Technical and Vocational Education Training (TVET) institutions in most countries play an important role in the social, economic, and political development of a nation through empowering the youths with necessary competencies. However, in Zambia, despite some youths having been through TVET institutions where they are to acquire vocational knowledge and survival skills which could possibly make them self-reliant the levels of incomptencies among trained young people are still very high. Such a situation seems to put, the improvement of student’s competency acquisition based on TVET programme on the spot light. Moreover, there is an outcry by the industry that there is a skills mismatch between what students are expected to get from TVET institutions and this study therefore, sought to analyse student’s competency acquisition based on TVET institutions curriculum implementation in Eastern Province.
In this study, the mixed method research approach in particular the convergent parallel design was used to analyse this phenomenon. Interview guides were used to collect data from the Director Curriculum Development at TEVETA, the Manager Curriculum Development at TEVETA and two college Vice Principals. Additionally, a questionnaire was used to collect data from lecturers, while observation check list was used to collect data from students. Qualitative data was analysed using themes while quantitative data was analysed through the use of statistical package for social sciences (SPSS) and Excel where descriptive statistics were employed.
The findings of this study suggested that students in TVET institutions were not competent in various hands on skills but most of such competencies were not what industry needed. Findings revealed that the gap in skills was as a result of advancement in technology and lack of exposure by lecturers to modern equipment that the industry was using. Industries had advanced equipment whereas vocational colleges were still using obsolete equipment which was not also adequate for all students. The study also revealed that TVET institutions had enough qualified lecturers though in some new courses such as creative digital media and refrigeration, colleges did not have qualified lectures to teach. Findings in the study further revealed that the TVET curriculum in all courses was tailored to the demand of the labour market but the major challenge was the absence of appropriate teaching and learning resources. It was further revealed that due to a small industrial base in Zambia some students found it difficult to do industrial attachment even though it is a vital requirement for all vocational programmes.
Hence, it was concluded that the two TVET institutions did not focus on student competency acquisition which could bridge the skills gap. It was further concluded that despite the TVET curriculum being up to date with technological advancement, it was implemented in unconducive environments characterised with obsolete equipment’s and facilities. Thus, TVET institutions should have appropriate equipment and introduce apprentice training in technical courses, effectively enhance industrial attachments and upskilling lecturers with current technological knowledge and skills. Further, industries should be involved in assessing student’s competency.
Keywords: Competency, Skills mismatch, Curriculum
Description
Thesis
Keywords
Competency--Skills mismatch--Colleges , Curriculum--Higher leaning institutions--Zambia