The Role of TVET Managers in the Implementation of Real-Life Project-Based Learning for Competence Development of TVET Trainees in Uganda
Keywords:
Real-Life Project-Based Learning, Competence Development, TVET Managers
Abstract
Real-Life Project-Based Learning (RLPBL) has long been used especially in developing
countries. Various results of RLPBL related studies have also been found to be
effective and have a positive impact on trainees. The purpose of this study sought to determine the capabilities of TVET Trainers regarding the implementation of real-life project-based learning for competence development of technical and vocational education and training (TVET) trainees in Uganda. The study aimed at finding out the ideal TVET Trainer abilities for implementing competence based education & training (CBET) in Uganda. The study adopted the descriptive survey design with a mixed methods approach. The sample size of 488 study participants included TVET trainers, heads of institutions and Ministry of Education & Sports officials and trainees. Qualitative sampling and simple random sampling techniques were employed; data collection was carried out using questionnaires, interview schedule, observation checklist and a Focus Group Discussion Guide. The data were presented in form of tables employing the use of frequency distribution and percentages and the data was analysed using descriptive statistics with Statistical Package for Social Sciences (SPSS). The study revealed the roles of TVET Managers included initiating mobilization of resources including personnel, funds and training materials, planning, directing and coordinating the implementation of real-life project, guiding trainers on the best real-life training strategies, and motivating the trainers morally and materially in addition to monitoring, support supervision and assessing real life projects. It was recommended that they also deal with the labour information management system with required data of trainees and graduates, to tracer studies to reveal where the TVET graduates are and what they are doing as their major roles
References
Belgian Development Agency, BTC, (2018). Effectiveness and Efficiency of Uganda Business and Technical Examinations Board (UBTEB) Examination Processes. Under
Belgo-Ugandan Study and Consultancy Fund (Uga/01/004 Tender N° Uga 288. Kampala, Uganda.
Beres, P.J. (2011). Project- Based Learning and its Effect on Motivation in the Adolescent Mathematics Classroom. The College at Brockport, State University of New York.
Barell, J. (2003). Developing More Curious Minds. Alexandria: Association for Supervision &Curriculum Development (ASCD).
Barell, J. (2010). Problem-based learning: The foundation for 21st century skills. 21st Century Skills: Rethinking How Learners Learn, 174–199.
Barron, B. J. S; Schwartz, D.L; Vie, J.N; Moore, A; Petrosian, A; Zech, L; Bransford, J.D (1998). Doing with Understanding: Lessons from Research on Problem and Project-Based Learning. The Journal of the Learning Sciences, 7(3/4), 271–311.
Barton, P. (2001). The Elementary and Secondary Education Act and Standards-Based Reform. Center on Education Policy. Feb.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43.
Brooks, M. and Holmes, B. (2014). Equinox Blueprint: Learning 2030. Waterloo, ON: Waterloo Global Science Initiative.
Colvin G. (2008). Talent is overrated: what really separates world-class performers from everybody else. New York, NY: Penguin Group.
Educaid.be, (2016). Towards a better alignment of training and employment: nine factors for success. The Belgian platform for education and development.
Ericsson K. A. (2000). How experts reach and maintain superior performance: implications for the enhancement of skilled performance in older individuals. J. Aging Phys. Act. 8, 366–372. (Doi:10.1123/japa.8.4.366)
Ericsson, A., Krampe, R. & Tesch-Römer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3): 363-406.
Getachew H, S. (2016). Towards Competence-Based Technical-Vocational Education and Training in Ethiopia. Wageningen, University, Wageningen.
Gladwell M. (2008). Outliers: the story of success. New York, NY: Little, Brown
GoU (2016) National Development Plan –NDP-11. Kampala, Uganda.
GoU. (2008) The Business, Technical, Vocational Education and Training Act. Kampala, Uganda.
Hadjerrout, S (2005). Programming. From: http://fag.hia.no/kurs/inf100/www_docs
Hutchison, D (2017). Project-Based Learning: A Project Management Approach. St. Catharines, Ontario: EduProject.org
Ikounga, M. D. P (2019). Continental strategy for (TVET), Addis Ababa Ethiopia
ILO (2015). Integrating core work skills into TVET systems: six country case studies / Laura Brewer, Paul Comyn; International Labour Office, Skills and Employability Branch, Employment Policy Department. – Geneva.
Incheon Declaration and SDG4 (2015) – Education 2030 Framework for Action. Republic of Korea.
Intykbekov, A. (2017). Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Nazarbayev University Graduate School of Education.
Keith N, & Ericsson KA (2007). A deliberate practice account of typing proficiency in everyday typists. J. Exp. Psychol. Appl. 13, 135–145. (Doi:10.1037/1076-898X.13.3.135)
Khasawneh, O.M. (2014). Implementing Pragmatism and John Dewey’s Educational Philosophy in Jordanian Public Schools. UAE, Yarmouk University-Irbid, Jordan & Al Ain University of Science and Technology.
Kintu, D.; Ferej, A; Kitainge, K. (2019). Employers’ Perceptions about the Employability of Technical, Vocational Education and Training Graduates in Uganda. Kenya, University of Eldoret, Eldoret.
Knowles, M. (1984) Andragogy in Action: Applying modern principles of adult education. San Francisco: Jossey Bass.
Korkmaz H. & Kaptan, F. (2002). The Effects of project-based learning on elementary school learners' academic achievement, academic self-concepts and study time inscience education, Hacettepe Üniversitesi Eğitim FakültesiDergisi - Hacettepe University Journal of Education, 22, 91–97.
Kwietniewski, K. (2018) Literature Review of Project Based Learning. State University of New York College at Buffalo USA.
Lauren, N. D. (2014). a case study of project-based learning in an elementary school setting. University of Rhode Island.
082ff. ffhal-03126126f
Matthew, J. H (2014). the challenges of implementing project-based learning in middle schools. University of Pittsburgh.
McCarthy, M. (2016). Experiential Learning Theory: From Theory to Practice. Nova Southeastern University, USA.
Mehmet, F. A., Mikail, S. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Learners in Science Classes in Turkey: A Meta-Analysis Study.
Ministry of Education (2018). Competency based education and training policy framework. Kenya.
MoES (2019). The Technical Vocational Education and Training (TVET) Policy. Ministry of Education and Sports, Kampala, Uganda.
MoES (2011). Skilling Uganda, BTVET Strategic Plan. Kampala: Ministry of Education and Sports.
Morgan K.W (2017). John Dewey in the 21st Century. University of West Florida.
Mugenda, O.M. and Mugenda, A.G. (2003) Research Methods, Quantitative and Qualitative Approaches. ACT, Nairobi.
Murithi (2016). The Influence of Financial Resources on the integration of the National Goals of Education.
Nash, C.A (1947). The Origin of Pragmatism in William James. Loyola University Chicago
Nichola, H. (2014). Project based learning literature review. Plymounth University
Nilsson, L. (2011). Vocational Education. A Historical Analysis: Vocational Didactics. Sweden: University of Goteborg.
Okae-Adjei, S. (2016). Internal quality assurance in higher education institutions: the case of some selected ghanaian polytechnics. Koforidua Polytechnic. Ghana.
Okware J.C & Ngaka. W (2019). Rationale and Challenges of Technical Vocational Education and Training in Uganda. Uganda. Kyambogo University. Uganda.
Project Management Institute (2013). A Guide to the Project Management Body of Knowledge. 5th edition. Newtown Square, Project Management Institute.
Roessingh, H and Chambers, W (2011). Project-Based Learning and Pedagogy in Teacher Preparation: Staking Out the Theoretical Mid-Ground. University of Calgary, North America.
Rogan, J.M. and Grayson, D.J., (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education 25 (10), 1171–1204.
Shahidul R.M.I, (2018). Philosophy of Education and TVET in Bangladesh, Bangladesh Technical Education Board, Dhaka, Bangladesh.
Sharipova, N. Wesseler, M. (2018). Strengthening the Innovative Potential of Project-Based Learning for TVET. German Corporation for International Cooperation (GIZ), Bishkek, Kyrgyzstan.
Sharma, S., Rajesh, D. Kumari, J. (2018). Pragmatism in Education. OM Institute of Technology & Management, 12 KM stone, Hisar-Chandigarh Road, Hisar India.
Smith, E. (2010). A review of twenty years of competency‐based training in the Australian vocational education and training system. International Journal of Training and Development, 14(1), 54-64.
Ssekamwa, J. C. (1997). History and development of education in Uganda. Kampala: Fountain Publishers.
UNESCO-UNEVOC (2014). Vocational pedagogy, what it is, why it matters and how to put it into practice. Report on the UNESCO-UNEVOC virtual conference: 12 to 26
May 2014, UNEVOC e-Forum. Bonn, German.
UNESCO-UNEVOC, (2009). Revitalizing A Technical Training Institute in Kenya. A Case Study of Kaiboi TechnicalTraining Institute, Eldoret, Kenya.
UNESCO-UNEVOC, (2019). Trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET.
Weber, B. A., (2016) "The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy. Poland State University, Poland.
Wenani F.M, (2019) Improving performance in real life project module for building learners at amelo technical institute, adjumani district. Kampala. Kyambongo University.
Belgo-Ugandan Study and Consultancy Fund (Uga/01/004 Tender N° Uga 288. Kampala, Uganda.
Beres, P.J. (2011). Project- Based Learning and its Effect on Motivation in the Adolescent Mathematics Classroom. The College at Brockport, State University of New York.
Barell, J. (2003). Developing More Curious Minds. Alexandria: Association for Supervision &Curriculum Development (ASCD).
Barell, J. (2010). Problem-based learning: The foundation for 21st century skills. 21st Century Skills: Rethinking How Learners Learn, 174–199.
Barron, B. J. S; Schwartz, D.L; Vie, J.N; Moore, A; Petrosian, A; Zech, L; Bransford, J.D (1998). Doing with Understanding: Lessons from Research on Problem and Project-Based Learning. The Journal of the Learning Sciences, 7(3/4), 271–311.
Barton, P. (2001). The Elementary and Secondary Education Act and Standards-Based Reform. Center on Education Policy. Feb.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43.
Brooks, M. and Holmes, B. (2014). Equinox Blueprint: Learning 2030. Waterloo, ON: Waterloo Global Science Initiative.
Colvin G. (2008). Talent is overrated: what really separates world-class performers from everybody else. New York, NY: Penguin Group.
Educaid.be, (2016). Towards a better alignment of training and employment: nine factors for success. The Belgian platform for education and development.
Ericsson K. A. (2000). How experts reach and maintain superior performance: implications for the enhancement of skilled performance in older individuals. J. Aging Phys. Act. 8, 366–372. (Doi:10.1123/japa.8.4.366)
Ericsson, A., Krampe, R. & Tesch-Römer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3): 363-406.
Getachew H, S. (2016). Towards Competence-Based Technical-Vocational Education and Training in Ethiopia. Wageningen, University, Wageningen.
Gladwell M. (2008). Outliers: the story of success. New York, NY: Little, Brown
GoU (2016) National Development Plan –NDP-11. Kampala, Uganda.
GoU. (2008) The Business, Technical, Vocational Education and Training Act. Kampala, Uganda.
Hadjerrout, S (2005). Programming. From: http://fag.hia.no/kurs/inf100/www_docs
Hutchison, D (2017). Project-Based Learning: A Project Management Approach. St. Catharines, Ontario: EduProject.org
Ikounga, M. D. P (2019). Continental strategy for (TVET), Addis Ababa Ethiopia
ILO (2015). Integrating core work skills into TVET systems: six country case studies / Laura Brewer, Paul Comyn; International Labour Office, Skills and Employability Branch, Employment Policy Department. – Geneva.
Incheon Declaration and SDG4 (2015) – Education 2030 Framework for Action. Republic of Korea.
Intykbekov, A. (2017). Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Nazarbayev University Graduate School of Education.
Keith N, & Ericsson KA (2007). A deliberate practice account of typing proficiency in everyday typists. J. Exp. Psychol. Appl. 13, 135–145. (Doi:10.1037/1076-898X.13.3.135)
Khasawneh, O.M. (2014). Implementing Pragmatism and John Dewey’s Educational Philosophy in Jordanian Public Schools. UAE, Yarmouk University-Irbid, Jordan & Al Ain University of Science and Technology.
Kintu, D.; Ferej, A; Kitainge, K. (2019). Employers’ Perceptions about the Employability of Technical, Vocational Education and Training Graduates in Uganda. Kenya, University of Eldoret, Eldoret.
Knowles, M. (1984) Andragogy in Action: Applying modern principles of adult education. San Francisco: Jossey Bass.
Korkmaz H. & Kaptan, F. (2002). The Effects of project-based learning on elementary school learners' academic achievement, academic self-concepts and study time inscience education, Hacettepe Üniversitesi Eğitim FakültesiDergisi - Hacettepe University Journal of Education, 22, 91–97.
Kwietniewski, K. (2018) Literature Review of Project Based Learning. State University of New York College at Buffalo USA.
Lauren, N. D. (2014). a case study of project-based learning in an elementary school setting. University of Rhode Island.
082ff. ffhal-03126126f
Matthew, J. H (2014). the challenges of implementing project-based learning in middle schools. University of Pittsburgh.
McCarthy, M. (2016). Experiential Learning Theory: From Theory to Practice. Nova Southeastern University, USA.
Mehmet, F. A., Mikail, S. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Learners in Science Classes in Turkey: A Meta-Analysis Study.
Ministry of Education (2018). Competency based education and training policy framework. Kenya.
MoES (2019). The Technical Vocational Education and Training (TVET) Policy. Ministry of Education and Sports, Kampala, Uganda.
MoES (2011). Skilling Uganda, BTVET Strategic Plan. Kampala: Ministry of Education and Sports.
Morgan K.W (2017). John Dewey in the 21st Century. University of West Florida.
Mugenda, O.M. and Mugenda, A.G. (2003) Research Methods, Quantitative and Qualitative Approaches. ACT, Nairobi.
Murithi (2016). The Influence of Financial Resources on the integration of the National Goals of Education.
Nash, C.A (1947). The Origin of Pragmatism in William James. Loyola University Chicago
Nichola, H. (2014). Project based learning literature review. Plymounth University
Nilsson, L. (2011). Vocational Education. A Historical Analysis: Vocational Didactics. Sweden: University of Goteborg.
Okae-Adjei, S. (2016). Internal quality assurance in higher education institutions: the case of some selected ghanaian polytechnics. Koforidua Polytechnic. Ghana.
Okware J.C & Ngaka. W (2019). Rationale and Challenges of Technical Vocational Education and Training in Uganda. Uganda. Kyambogo University. Uganda.
Project Management Institute (2013). A Guide to the Project Management Body of Knowledge. 5th edition. Newtown Square, Project Management Institute.
Roessingh, H and Chambers, W (2011). Project-Based Learning and Pedagogy in Teacher Preparation: Staking Out the Theoretical Mid-Ground. University of Calgary, North America.
Rogan, J.M. and Grayson, D.J., (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education 25 (10), 1171–1204.
Shahidul R.M.I, (2018). Philosophy of Education and TVET in Bangladesh, Bangladesh Technical Education Board, Dhaka, Bangladesh.
Sharipova, N. Wesseler, M. (2018). Strengthening the Innovative Potential of Project-Based Learning for TVET. German Corporation for International Cooperation (GIZ), Bishkek, Kyrgyzstan.
Sharma, S., Rajesh, D. Kumari, J. (2018). Pragmatism in Education. OM Institute of Technology & Management, 12 KM stone, Hisar-Chandigarh Road, Hisar India.
Smith, E. (2010). A review of twenty years of competency‐based training in the Australian vocational education and training system. International Journal of Training and Development, 14(1), 54-64.
Ssekamwa, J. C. (1997). History and development of education in Uganda. Kampala: Fountain Publishers.
UNESCO-UNEVOC (2014). Vocational pedagogy, what it is, why it matters and how to put it into practice. Report on the UNESCO-UNEVOC virtual conference: 12 to 26
May 2014, UNEVOC e-Forum. Bonn, German.
UNESCO-UNEVOC, (2009). Revitalizing A Technical Training Institute in Kenya. A Case Study of Kaiboi TechnicalTraining Institute, Eldoret, Kenya.
UNESCO-UNEVOC, (2019). Trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET.
Weber, B. A., (2016) "The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy. Poland State University, Poland.
Wenani F.M, (2019) Improving performance in real life project module for building learners at amelo technical institute, adjumani district. Kampala. Kyambongo University.
Published
2023-04-07
How to Cite
Turyatemba, E., Kiplagat, H., & Wanami, S. (2023, April 7). The Role of TVET Managers in the Implementation of Real-Life Project-Based Learning for Competence Development of TVET Trainees in Uganda. African Journal of Education,Science and Technology, 7(3), Pg 390-400. https://doi.org/https://doi.org/10.2022/ajest.v7i3.848
Issue
Section
Articles
