Browsing by Author "Ogondiek, Mary Wilfred"

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    Innovations in vocation education and training : the implementation of the comtence based education and training in Dar es Salaam and Dodoma Vocational training centres
    (University of Dar es Salaam, 2005) Ogondiek, Mary Wilfred
    The purpose of the study was to investigate problems facing the implementation of CBET programme VTCs in Dar es Salaam and Dodoma regions. Specifically, the study focused on teachers' qualifications and experiences, the relevancy and quality of CBET programme, availability and utilization of teaching and learning facilities, training and teaching methodologies, medium for communication during teaching learning an interactions in the classrooms/workshops. The study was conducted in 6 VTCs in Dar es Salaam and 4 VTCs in Dodoma. Criterion-research design and qualitative research approach were used to collect data and were facilitated by observations and interviews in which 105 respondents participated. Documents such as CBET brochures, VETA reports and VET ordinances were analyzed. Checklists were used to determine quality and quantity of training, learning and assessment facilities in VTCs. Selection of 10 VTCs out of 750 VTCs limited the researcher in achieving some important issues that could be obtained from filtered VTCs. The research findings indicated that CBET was a good programme in Tanzania VETS because it allows flexibility in training, leaning as well as assessments. However, there were number of factors identified to affect implementation of CBET in VTCs and leading ones were: Insufficient number of teachers in VTCs, under qualification of teachers, lack/poor training in VTCs, insufficient learning and assessment facilities and equipment, English language problem, problems in the training and assessment systems and financial constraints in VTCs. The researcher anticipates that if the identified problems are corrected, students may perform better and the CBET programme may produce good learning outcomes. On the basis of the findings recommendations for improvement and further study are given. Recommendations for improvement include: resource mobilization for VET provision, provision of in-service training for teachers, the use of student-centered methodology in VTCs and recruitment of qualified instructors. Recommendations for further study include: Similar study to he conducted in various VTCs, study on factors affecting students with special needs /disabilities in V EC's and gender gaps in VTCs.
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    Vocational skill learning by learners with special educational needs in Tanzania inclusive vocational training centres
    (University of Dar es Salaam, 2014) Ogondiek, Mary Wilfred
    The study investigated how learners with physical disability acquire vocational skills in Tailoring and carpentry/Joinery trades in VTCs. The general objective of the study was to find out how learners with Special Educational Needs (SEN) learn vocational skills in inclusive classrooms and workshops. Social cognition learning theory and modified Open System Model by Katz and Khan were used as theoretical and conceptual frameworks. The study employed qualitative approach and multiple embedded case study research design. Twenty four inclusive VTCs located in four regions in Tanzania mainland were studied. The sample size of 276 respondents was selected. Instruments used in data collection methods were interview questions, observation schedule and documentary analysis guide. Data management involved editing, manual coding, data entry, cleaning and analysis, were used to analyse qualitative data during the study. The findings established that 65% of the instructions in VTCs were trained to teach leaners with SEN, Further, 46% of VCTs faced a scarcity of instructional and learning facilities mainly for learners with SEN and this negatively affected learning. The learning environment for learners with SEN was unfriendly coupled with an unsuitable teaching and methodology and, poor assessment procedures undermined the performance of learners with special educational needs. There were no specific procedures used to assess all trainees. Instead, all were assessed using the same assessment procedures used to assessed using the same assessment procedures. Sixth and final, the findings also indicated unequal opportunities for employment in formal and informal sectors and even where learners with SEN were capable of demonstrating learned vocational skills. In practice, the informal sector had a greater opportunity for employment compared to the formal sector. The results conclude that, inclusive education is implemented in VTCs, and that learners with SEN are capable of learning vocational skills on condition that they are provided with special training/learning facilities/equipment and conducive environments. Recommendations for short and medium terms include, the need for instructors` professional training, regular inspection of instruction and learning facilities in VTCs, instructors to use of variety of instructional methods, teaching aids and devices, instructional and learning environments for learners with SEN to be modified and reinforcement of law and Regulations which discourage Discrimination in Employment.