Factors affecting teaching of vocational skills in Primary Schools: The case of selected Primary Schools in Solwezi District

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Yukani, Adama
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The purpose of this study was to investigate the factors affecting the teaching and learning of vocational skills education (CTS) in primary schools of Solwezi district and North-Western Province in general. Emile Durkheim’s Functional Theory and Paulo Freire’s Critical Education Theory Approaches were employed to provide conceptual framework. Studies made by many educationists have shown that the kind of education that the Zambian education system gives to learners at basic school level does not adequately prepare them for productive vocational lives in their adulthood as it is too bookish. Mwanakatwe (1974) confirms the dilemma as he observes that the general public in Zambia is seriously concerned about the large numbers of school leavers that roam the streets because they cannot find employment. Similar observations are made by Snelson (1974). This study was designed to find out factors affecting the teaching of vocationalskills in selectedprimary schools of Solwezi district.The study targeted twenty primary schools and a College of Education as a sample for the whole district. This sample gave a total of 105 respondents who weredivided as follows: 40 serving teachers, 60 student teachers and 5 Lecturers. Information was received from respondents by means of questionnaires. Observations were made and pictures taken where possible. Responses from the study were grouped into emerging themes, anddata analysed using both the qualitative and quantitative approaches.The Study found that while teachers at primary school level were eager to teach vocational skills through Creative and Technology Studies, primary schools had no tools, equipment, essential materials and specialised rooms for vocational skills education. Furthermore, the Learning Area’s components, especially Home Economics and Industrial Arts, were not compatible, as the integration was not rationally done. Also the teachers’ training was not adequate to fully prepare them for effective teaching of vocational skills and all components of Creative and Technology Studies (CTS). Recommendations were made that MOESVTEE support teachers in areas of deficiencies such as:infrastructure,provision of tools, equipment and materialsto all primary schools. Revision of teacher training curriculum as well as the one for primary school would be ideal too
Yukani, , Adamai