AN EVALUATION OF THE IMPLEMENTATION OF THE UNIVERSITY OF CAPE COAST COLLEGE OF DISTANCE EDUCATION CLOTHING AND TEXTILES CURRICULUM IN THE MIDDLE ZONE (ASHANTI & BRONG AHAFO REGIONS) OF GHANA

Lydia Abbey

Abstract


The study evaluated the implementation of clothing and textiles curriculum in the middle zone of Distance Education trainees of university of cape coast in Ghana. The objectives were to examine the teaching methods used by facilitators, investigate the mastery and competency level of trainees, elicit respondents’ suggestions to improve on the implementation of the clothing and textiles curriculum. The goal-oriented method was used. Trainees who were in their final year and their facilitators of eight study centers in the middle zone (Ashanti and Bono Regions). The purposive sampling technique was used to select 210 trainees and 8 facilitators for the study. Questionnaires and interviews were administered to collect data. The data collected was analyzed using descriptive statistics of frequencies and percentages. The results revealed that 50.4% of facilitators had worked between 6 and 10 years and most of them (87.5%) were senior tutors but lack in-service training. Only 12% of trainees had interest in clothing and textiles and 79% did not do vocational studies at diploma level. The least used methods of teaching were computer assisted instructions and practical work, and real objects and pictures were used. There is non-availability of laboratories and resources for practical work. About half (50%) of trainees were competent and had average to low level of comprehension of subject matter. For improvement, there is the need to provide laboratories and resources in the study centers for learning, facilitators change their methods of teaching to include practical work and CAI and radio/video recordings for trainees to access learning, sketches and assessment items in modules made learner centered or friendly. Other suggestions were sufficient time to complete the units in the modules and a shift from traditional to a blended or hybrid where online is blended with face to face and from exam based assessment to a more learner centered approach performance based assessment.

 

Article visualizations:

Hit counter

DOI

Full Text:

PDF

References


Aboagye, J. K. (2003). Some Issues in Curriculum Development (3rd ed), Accra: City Publishers.

Adegoke, K. A. (2003). Capacity Building of Lead teacher training institutions in sub- Saharan Africa. UNESCO. Retrieved from www.unesco.org. on 10/01/2020.

Adentwi, K. I. (2005). Curriculum Development: An introduction. Kumasi: Wilas Press Limited.

Alkin, M. C. and Owen, J. M. (2006). Programme Evaluation: Forms and Approaches. New York: Guilford Press.

Amissah, P. A. K. and Amoah, S. A., (2001). Notes on Teacher Education: Principles and Practice; Unpublished Lecture Notes.

Arubayi, D. (2004). A case study of Teaching Area Preference of Home Economics part time. Abraka, Nigeria; Unpublished B. Ed Thesis Delta State University.

Asare, K. B., (2010). Teachers’ receptivity to curriculum innovations. Ontario Journal of African Educational Research, 1(4), 81-94.

Avoke, M., Hayford, S. K., Ihenacho, J., and Ocloo, M. A (1998). Issues in special education. Accra: City Printers.

Benneh, M. (2006). Particular Issues in Teacher Education and Training in Ghana. Dakar Senegal: UNESCO (TTISSA).

Burns, M. (2011). Distance Education for teacher training; modes, models and methods. Washington: Education development center.

Farrant, J. S. (2004). Principles and Practice of Education. England: Longman Group Ltd.

Gardner, H., (1983). In Frames of mind: The Theory of Multiple Intelligence. New York: Basic Books.

Gavor, M., Ampong I., Kwakye F., and Offie –Ansah, C. (2006) Vocational Studies III: Methods of Teaching Vocational Studies. Cape Coast: University Press.

Hammond D. L., (2005) A good Teacher in Every Classroom: Preparing the highly qualified our children deserve. San Francisco; Jossey-Bass.

Libero, F. (2004). Distance education in UP: Options and directions. Paper produced for the university of the Philippines Open University. Los Banos: UP Open University. Retrieved 12 January 2005, from http://www.UPOU.org/book/options.htm.

Marzano, R. J. (2000). Transforming classroom grading. Alexandria, NA: Association of supervision and curriculum development.

Mayer, R. (2001). Multimedia learning. New York: Cambridge University Press.

Ministry of Education, Youth and Sports. (2004). White paper on the report of the education reform review committee. Ghana Government.

Moon, B., Leach, J. and Stevens, M.P.(2005). Designing open and distance learning for teacher education in Sub-Saharan Africa: A tool kit for educators and planners (PDF document). Washington DC: World bank retrieved from http://siteresources.worldbank.org/EXTRAFRREGTOPDISED/Resources/ Teacher-education_Toolkit on May13, 2020.

Sifuna, D., N., and Sawamura, N. (2010) Challenges of quality education in sub-Saharan African countries. New York: Nova Science Publishers.

Sloan, C. (2008). Staying the course: Online education in the United States. Wellesley MA: Babson college. South African Institute of Education (SAIDE), (2003). “Minimum targets for distance education in South Africa-2003. Unpublished paper, (Johannesburg: SAIDE).

Talabi, J. K. (2001). Educational Technology: Methods, Tools and Techniques. Lagos: universal Press.

Wood, D. G., Roberts-Becker, M., Osborne, R., Van Nostrand, J., Winn, S. A., & Ziehr, C. (2004). Total quality management strategic plan for distance course development. Retrieved February 15, 2020.




DOI: http://dx.doi.org/10.46827/ejes.v7i6.3133

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Lydia Abbey

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).