The Perception of Instructors and Learners' in Expertise Building in Vocational Courses in Ghana
Abstract:
The main objective of the study was
to ascertain the perception of instructors and learners regarding the role of supervision
on expertise building in building construction course in vocational institutes in
Ghana. The study adopted a descriptive survey research design and it was carried
out at Cape Coast Technical Institute. Utilizing a simple random sampling technique,
90 students were selected while purposive sampling was adopted in the selection
of the 10 teachers for the study. This means, in all, 100 participants were selected
for the study. A questionnaire was the major instruction for data collection for
the study. The result of the study shows
that the teachers and several students strongly believe and were convinced
that supervision of instruction can be instrumental to the development of expertise
in building construction. It facilitates students understanding of valuable aspects
of building construction; develop the right attitude and requisite skills. Given
the above findings, it is recommended that instructors should be abreast the latest
pedagogical approach in building construction to acquaint teachers with a practical
yet simple way of imparting requisite skills in building construction students.
Also, teachers of building construction should be cooperative with supervisors,
be open and willing to adopt the constructive recommendation of supervisors and
refrain from teaching student in an autocratic manner. It is also important for
building construction teachers to be abreast with the latest information on building
construction to build students' expertise valuable for the labour market.
References:
[1] Afework, T. H. & Asfew, M. B. (2014). The availability
of school facilities and their effects on the quality of education in government
primary schools of Harari regional state and east Hararghe Zone, Ethiopia. Middle Eastern & African Journal of Educational
Research, Issue 11, pp. 59-71.
[2] Agodzo, S. K. (2005). Competency-Based Learning: The case
of Wa Polytechnic of Ghana, CAPA Seminar, Erata Hotel, Accra. http://www.ijern.com/journal/May-2014/43.pdf. Acce
[3] Aina, O. (2011). Business education, technology and national
development. Business Education Journal, 5(2), 70-71.
[4] Akhihiero, E. J. (2011). Effect of inadequate infrastructural
facilities on academic performance of students of Oredo local government of Edo
State. The Nigerian Academic Forum, Volume 20, No. 1.
[5] Amaniampong, K. (2014). Importance of Polytechnic education
and the challenges it faces. http://www.graphic.com.gh/news/education/importance-of-polytechnic-education-and-the-challenges-it-faces.html. Accessed June 27, 2016.
[6] Amedorme, S. K., Agbezudor, K. & Sakyiama, F. K. (2014).
Converting Polytechnics into technical universities in Ghana issues to address.
International Journal of Education and Research, Vol. 2, No. 5.
[7] Anane, A.C. (2013). Competency-Based Training: Quality Delivery
for Technical and Vocational Education and Training (TVET) Institutions in Ghana.
Educational Research International Educational Research International, 2(2) 117-127
[8] Ankoma-Sey, V. R. & Maina, B. (2016). The role of effective
supervision on the academic performance of senior high schools in Ghana. Journal
of Arts & Humanities, Vol. 05, No. 04, pp. 73-83.
[9] Anyagre, J. T. Z. (2016). Examining the views of teachers
and headteachers on supervision and collective school management in contemporary
Ghana. International Journal of Innovative Research & Development, Vol. 5, Issue
10, pp. 99-108.
[10] Baffour-Awuah (2011) Supervision of Instruction in public
primary schools in Ghana: Teachers and Headteachers' perspectives. https://core.ac.uk/download/
pdf/11238964.pdf.
[11] Blasé, J. & Blasé J. (2013). Empowering teachers: what
successful principals’ thousand oaks. USA: Corwin Press.
[12] Boakye, A. E. (2012). Meeting NCTE and NABPTEX standards by
Polytechnic in Ghana: Exploring the realities. A thesis submitted to the school
of graduate studies Kwame Nkrumah University of Science and Technology, Kumasi.
[13] Cobbold, C., Eshun, I., Bordoh, A. & Kofie, S. (2015).
Perception of curriculum leaders and teachers on feedback and conditions essential
for effective supervision in senior high schools. International Journal of Educational
Research and Information Science, 2(2), pp. 21-26.
[14] De Grauwe, A. (2001). Supervision in four African countries:
Challenges and reforms Vol. I. Paris: IIEP/UNESCO.
[15] Ezegbe, C.C. (2002). Towards effective supervision in Nigerian
educational system: Educational, administration for colleges and universities. Owerri:
Tony Ben Publishers.
[16] The Federal Republic of Nigeria. (2013). National policy on
education (Revised). Lagos: NERDC Press, Yaba.
[17] Glickman, D. C. (2012). Supervision of instruction: A developmental
approach. Boston: Ellyn and Bacon.
[18] Njoku, U.C. (2008). Business education and value orientation
for national economic empowerment and development. Business Education Journal, 6(1),
102-108.
[19] Ogbu, J. E. (2015). Influence of inadequate instructional
material and facilities in teaching and learning of electrical/electronic technology
education courses. International Journal of Vocational and Technical Education,
Vol. 7 (3), pp. 20-27.
[20] Okumephuna, C. (2008). The state of polytechnic education
in Nigeria. Guardian Editorial. Accessed June 21, 2016.
[21] Omega, E, M. M. (2010). Repositioning Polytechnic Education
in Nigeria.
[22]
Pacific Policy Research Center (2010). 21st-century
skills
for students and teachers. http://webcache.googleusercontent.com/search?q=cache:k-apioOYL2AJ:
www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf+&cd=3&hl=en&ct=clnk&gl=gh.
Accessed June 23, 2016.
[23] Seidu, A. (2007). Modern Approaches to Research in Educational
[24] Administration: Revised Edition. Kumasi: Payless Publication
Limited.
[25] Sergiovanni, T. J. & Starratt, R. (1993). Supervision:
A redefinition. New York: McGraw-Hill.
[26] Sergiovanni, T. J. & Starratt, R. (2002). Supervision:
A redefinition (7th ed.). New York: MacGraw-Hill.
[27] Sergiovanni, T. J. (2009). The principalship: A reflective
practice perspective. Boston: Pearson Educational Inc.
