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Can we ensure that vocational programmes are at the same ‘standard’ as general education programmes?

Can we ensure that vocational programmes are at the same ‘standard’ as general education programmes?. The case of GOD in Malawi Craft By Gerald Chiunda. Presentation Overview. Introduction Research questions Methodology Results Discussion conclusion. Introduction.

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Can we ensure that vocational programmes are at the same ‘standard’ as general education programmes?

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  1. Can we ensure that vocational programmes are at the same ‘standard’ as general education programmes? The case of GOD in Malawi Craft By Gerald Chiunda

  2. Presentation Overview • Introduction • Research questions • Methodology • Results • Discussion • conclusion

  3. Introduction • Ten trades under Malawi Craft • Levels of training • Entry qualifications of students

  4. Research questions • How much of TD is there at MSCE? • How much of TD is there at Craft ? • Do students who did TD at school level perform better in colleges than those who did not? • Have grading stds in subjects that have TD? component been maintained over the years? • How much of TD should be at school and college levels?

  5. Methodology • 1. desk research • 2. subject matter specialists • T-test • Multiple regression

  6. Results • Content coverage at MSCE- more basic and generalised • Content coverage at Craft-technology, associated paper & practical • Associated paper has TD

  7. Associated paper • Assess candidates knowledge of science and TD • TD focus on applied drawing detail of each trade • Depth of coverage varies from trade to trade

  8. TD coverage at advanced level by year and by question • See tables • Total number of marks allocated to drawing questions in C & J, Brickwork, Plumbing and MVM was constant • Variations in mark allocations in Machine Woodworking, VBR and Mechanical trade

  9. Statistical performance comparison • Only 5 out of 50 students under study did TD in school • T-test showed a small a mean difference • No association between doing TD in school and performance in the first three tests at craft

  10. Discussion • Variation in marks allocation is a result of non reference to table of test specification • The same question number being on same topic every year is a sign of short syllabus • High standard deviations in sets of scores for the years is a reflection of varied performance abilities

  11. Conclusion • Vocational programmes need to be at a higher standard than general education • In Malawi, there will always be need for starting from basics because of limiting opportunities for craft courses at school level • Ensure that all test development programmes are done for vocational courses if standards are to be the same as those at general educational

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