Quality teaching/examination ensures that candidates possess the knowledge skills and competencies that are appropriate for their area of responsibility. These include standards that ensure teachers that know the subject they teach and how children learn and what to do when they are having difficulty and that they will be able to use effective teaching methods for those who are learning easily as well as those who have special needs. There is the need to have teaching standards and develop challenging examination to document and recognize accomplished teaching. It is very clear that the overall goal in ensuring quality is to improve opportunities for high quality learning. The assessment of teaching quality is an on-going dimensional process which should be base on process and products (Ingvarson 2010).
Students are exposed to vocational technical education subjects in the secondary school that is in their junior and senior secondary schools, most of the time they do not continue with vocational education, this could be as a result of problems identified. There is the need to ensure continuity in the teaching and examination of vocational technical subjects in schools at all levels. In order to ensure quality the following strategies can be
employed.
EMPHASIS SHOULD BE ON COMPETENCY
Skill acquisition by vocational teachers must be consistent. Only those who have demonstrated not only performance at examinations but also competency should be the ones to teach such skills (Darling-Hammond, 2000). You can only give what you have which implies that you teach what you know or can perform.
TEACHER EDUCATION PROGRAMME
For quality assurance in teaching and examination of students in vocational technical studies there is the need to have high quality teachers who are ready to impart high quality knowledge, skills competencies that are required in vocational technical education. This can be referred to a person who can teach vocational and technical education effectively. Teacher education should aim at producing high quality teachers who are well equipped with variety and effective ways of teaching in and out of school setting. There should also be opportunity to train the untrained, and retrain the trained. A system of feedback should be devised to monitor deficiencies present in vocational teachers and effort made to remedy such lapses through seminars, workshops, in services, training among others. Clifford and Guthrie (1990).
CHANGE NEGATIVE PUBLIC ATTIT the present government efforts should be geared towards raising the vocational teacher’s The present government efforts should be geared towards raising the vocational teacher’s socio-economic status. The public or society should also strive to boost teachers status and there should be an increasing public awareness of the importance of technical vocational education and what role it is expected to play in the nation’s technological development (Gambo, 1999).
RE-TRAINING THE TRAINER
Economic needs, the emerging societal needs are many and varied. New equipment, machines and texts are needed daily to meet the ever complex industrial demands. New equipments in the area of educational technology are required to impart useful skills, in all of these the vocational teacher’s skills of today may not meet tomorrow’s demands for technical progress. There are a lot of current skills and knowledge which creates a need to retain the teacher on the job training necessary for the success of today’s vocational and technical education teachers (Ebenebe, 1991).
MOTIVATION OF TEACHES
Teachers in vocational technical education should be motivated to enjoy the profession rather than enduring in it. Their salaries, allowances and all their entitlements like promotions in service- training should be given to them at when due (Ebenebe, 1991).
The vocational teachers should be encouraged in order to ensure this optimum performance of the job which will ensure quality teaching in schools.
PROVISION OF FACILITIES
To teach vocational education effectively, there must be adequate provision of facilities in terms of space, equipments, to ensure quality education in vocational and technical education. The training environment should be like the work environment (Olaitan, 1996).
Teaching with real materials and real situation can help to encourage the students to learn and also enhance quality.
According to Blanton (1983) in Akamobi (2005) there is a limit to improvisation. Teaching with real materials performs the following functions.
a. They enable the teacher to provide a variety of learning experiences for students thereby adding interest to instructional programmes and this increasing effectiveness.
b. They also speed up the learning process and make it more pleasant for the students.
c. They prevent the pooling of ignorance.
d. They help to involve students in the participation in their own learning. The use of adequate training facilities, real materials and good training environment will arouse the interest of the students.
ADEQUATE FUNDING OF VOCATIONAL EDUCATION
Vocational technical education need to be funded adequately to enable the programme achieve its aims of ensuring quality in education. The funding needs of vocational technical education are quite enormous and they need to be addressed promptly. These needs includes the purchase of equipment and materials for teaching, maintenance of equipment, funding of student’s work experience programme, payment of allowances of vocational technical teachers (Ebenebe, 1991). The government should provide funds for vocational education to have meaning in the country. Effort should also be made by the schools to generate funds through the parent’s teacher association, various communities and vocational education departments.
Students are exposed to vocational technical education subjects in the secondary school that is in their junior and senior secondary schools, most of the time they do not continue with vocational education, this could be as a result of problems identified. There is the need to ensure continuity in the teaching and examination of vocational technical subjects in schools at all levels. In order to ensure quality the following strategies can be
employed.
EMPHASIS SHOULD BE ON COMPETENCY
Skill acquisition by vocational teachers must be consistent. Only those who have demonstrated not only performance at examinations but also competency should be the ones to teach such skills (Darling-Hammond, 2000). You can only give what you have which implies that you teach what you know or can perform.
TEACHER EDUCATION PROGRAMME
For quality assurance in teaching and examination of students in vocational technical studies there is the need to have high quality teachers who are ready to impart high quality knowledge, skills competencies that are required in vocational technical education. This can be referred to a person who can teach vocational and technical education effectively. Teacher education should aim at producing high quality teachers who are well equipped with variety and effective ways of teaching in and out of school setting. There should also be opportunity to train the untrained, and retrain the trained. A system of feedback should be devised to monitor deficiencies present in vocational teachers and effort made to remedy such lapses through seminars, workshops, in services, training among others. Clifford and Guthrie (1990).
CHANGE NEGATIVE PUBLIC ATTIT the present government efforts should be geared towards raising the vocational teacher’s The present government efforts should be geared towards raising the vocational teacher’s socio-economic status. The public or society should also strive to boost teachers status and there should be an increasing public awareness of the importance of technical vocational education and what role it is expected to play in the nation’s technological development (Gambo, 1999).
RE-TRAINING THE TRAINER
Economic needs, the emerging societal needs are many and varied. New equipment, machines and texts are needed daily to meet the ever complex industrial demands. New equipments in the area of educational technology are required to impart useful skills, in all of these the vocational teacher’s skills of today may not meet tomorrow’s demands for technical progress. There are a lot of current skills and knowledge which creates a need to retain the teacher on the job training necessary for the success of today’s vocational and technical education teachers (Ebenebe, 1991).
MOTIVATION OF TEACHES
Teachers in vocational technical education should be motivated to enjoy the profession rather than enduring in it. Their salaries, allowances and all their entitlements like promotions in service- training should be given to them at when due (Ebenebe, 1991).
The vocational teachers should be encouraged in order to ensure this optimum performance of the job which will ensure quality teaching in schools.
PROVISION OF FACILITIES
To teach vocational education effectively, there must be adequate provision of facilities in terms of space, equipments, to ensure quality education in vocational and technical education. The training environment should be like the work environment (Olaitan, 1996).
Teaching with real materials and real situation can help to encourage the students to learn and also enhance quality.
According to Blanton (1983) in Akamobi (2005) there is a limit to improvisation. Teaching with real materials performs the following functions.
a. They enable the teacher to provide a variety of learning experiences for students thereby adding interest to instructional programmes and this increasing effectiveness.
b. They also speed up the learning process and make it more pleasant for the students.
c. They prevent the pooling of ignorance.
d. They help to involve students in the participation in their own learning. The use of adequate training facilities, real materials and good training environment will arouse the interest of the students.
ADEQUATE FUNDING OF VOCATIONAL EDUCATION
Vocational technical education need to be funded adequately to enable the programme achieve its aims of ensuring quality in education. The funding needs of vocational technical education are quite enormous and they need to be addressed promptly. These needs includes the purchase of equipment and materials for teaching, maintenance of equipment, funding of student’s work experience programme, payment of allowances of vocational technical teachers (Ebenebe, 1991). The government should provide funds for vocational education to have meaning in the country. Effort should also be made by the schools to generate funds through the parent’s teacher association, various communities and vocational education departments.
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