Examining Assessment Tools and Procedures for Work-Based Learning in Pandemic Times

The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a challenge, and most of the institutions kept on using their old ways of assessing.

Download Full-text

TVET Offering Institutions’ Perceptions on TVET Education: The Case of Zimbabwe

The African Review ◽

10.1163/1821889x-12340036 ◽

2021 ◽

pp. 1-28

Author(s):

Albert Makochekanwa ◽

Joburg Mahuyu

Keyword(s):

Vocational Education ◽

Survey Research ◽

Research Design ◽

Education System ◽

Quantitative Research ◽

Vocational Education And Training ◽

Private Institutions ◽

Research Paradigm ◽

Descriptive Survey ◽

And Training

Abstract The study examined the perceptions of TVET offering institutions on TVET education in Zimbabwe. The research answered the following three questions: (i) What were the TVET institutions’ views toward technical and vocational education and training in Zimbabwe? (ii) What were the challenges faced by TVET institutions in providing TVET programmes? And (iii) How could TVET activities be enhanced in TVET institutions? To answer these questions, the study adopted the quantitative research paradigm and made use of a descriptive survey research design. The questionnaire was employed as the instrument for collecting data, and was used to get data from 55 government TVET institutions as well as several private institutions. The study found out that perception of community and various stakeholders on TVET educations was diametrically distributed as 50% viewed it negatively while 50% perceived it positively. A number of challenges were enumerated that bedevilled TVET education system in Zimbabwe. Associated recommendations were provided, not only to directly deal with some of the challenges, but also to improve and enhance the overall system.

Download Full-text

Perspectives of Parents towards Technical and Vocational Education and Training (TVET) in Zimbabwe

Advances in Politics and Economics ◽

10.22158/ape.v3n4p1 ◽

2020 ◽

Vol 3 (4) ◽

pp. p1

Author(s):

Joburg Mahuyu ◽

Albert Makochekanwa

Keyword(s):

Vocational Education ◽

Quantitative Research ◽

Negative Attitude ◽

Target Population ◽

Education And Training ◽

Vocational Education And Training ◽

Media Campaigns ◽

Parental Perspectives ◽

Technical And Vocational Education ◽

And Training

This paper presents the parents’ perceptions on Technical and Vocational Education and Training (TVET) in Zimbabwe. The target population comprise of 63 parents with children in secondary schools. Quantitative research method, whereby an interview protocol involving twenty open ended questions exploring the parental perspectives, was employed. Open-ended questions allowed participants the freedom to express their views in their own words, in their own time and in a place of their own choice. The study revealed that most parents have negative attitude towards TVET. Going forward, there is need for interventions like implementing media campaigns and awareness raising programs across the country with the aim of encouraging the enrolment of potential students into TVET education and/or institutions.

Download Full-text

RESOURCE ADEQUACY AND UTILIZATION FOR TEACHING AND LEARNING EFFECTIVENESS IN VOCATIONAL EDUCATION PROGRAMMES IN SOUTH-SOUTH NIGERIAN UNIVERSITIES

Journal of Vocational Education Studies ◽

10.12928/joves.v2i1.727 ◽

2019 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

James Edomwonyi Edokpolor ◽

David Nwanna Dumbiri

Keyword(s):

Vocational Education ◽

Quantitative Research ◽

Teaching And Learning ◽

Learning Processes ◽

Vocational Education And Training ◽

Learning Effectiveness ◽

Instructional Resources ◽

Adequate Provision ◽

Effective Teaching And Learning ◽

And Training

This study investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in Technical and Vocational Education and Training (TVET) programmes. A quantitative research design was used, with a sample of 700 participants (85 lecturers and 615 students) which was randomly selected across three Federal Universities in South-South, Nigeria. Structured questionnaires were used to collect data from TVET lecturers and students. Mean, standard deviation and t-test were used for data analyses. Physical facilities were found to be inadequate for teaching and learning processes in TVET programmes. Also, instructional resources were found to be underutilized during teaching and learning in TVET programmes. One of the recommendations made for the study is that TVET managers should endeavour to collaborate with major stakeholders for the provision of funds that would assist in ensuring adequate provision of physical facilities for effective teaching and learning processes in TVET programmes. As such, this would further help to foster the conducive environment for teaching and learning of TVET courses, which in turn, would help in equipping students with the skills to pursue entrepreneurial careers and lifelong learning upon graduation.

Download Full-text