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On Tevet, teachers training
By
D.D. Phiri - 09-10-2002 |
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There is a close relationship between quality of the teacher and the Technical, Entrepreneurial, Vocational Education and Training (Tevet) programmes. This is why it is necessary to strengthen the capacity of teachers in Tevet.
The effective implementation of Tevet policy requires dynamic, motivated and well-trained staff. The need for qualified Tevet teachers and managers to support the sector outpaces the available trained manpower. The majority of technical teachers are ill-qualified.
A mainstay of creating such an institution is employment of qualified instructors being able to teach the required techniques according to internationally recognised standards. These instructors will learn technical skills and know-how through modern educational methods at advanced and well-equipped workshops to later assume the task of providing training for manpower at other training institutions.
The justification of establishing a technical teacher system in Malawi cannot be over emphasised. Rapid changes in technology, shifts in the organisation of the modern day workplace, and the demands of a global marketplace have fostered growing discussions about the preparation of youth and adults for work.
There are seven public technical colleges under the Ministry of Labour and Vocational Training and well over 170 private technical and vocational institutions in Malawi. With the continued expansion of the public technical and vocational training institutions, the fast and uncontrolled growth of private training institutions and the emphasis on a technical and vocational training which is geared more appropriately to the needs of industry and employers, the gap between supply of appropriately skilled technical and vocational trainers and currently and future demand is substantial. This gap is both quantitative and qualitative.
On the other hand, instead of expanding facilities for vocational education, government should focus on consolidating Tevet training and enhancing quality. To achieve high standards in training, it is essential to recruit the best possible instructors. This means that the conditions of employment and the reward structure have to be attractive enough to compete with the private sector and reduce the temptation of migrating to more developed countries.
Providing an effective system and high quality provision for the professional training and development of Tevet teachers can be problematic unless the distinct nature of those teachers, trainers and managers, and their professional working context, is understood and recognised.
The entrants, as well as the experienced practitioners of vocational teaching, are mature, already qualified with a national certificate (minimum) in some vocational area, and have relevant vocational work experience and attitudes that are generally positive towards professional learning.
It is vital for technical and vocational education to succeed in Malawi. Plans need to be taken so that changes can be made which prepare future technical teachers for the needs of the industry and related fields in Malawi. Students must be prepared both in the latest technology, subject matter and educational reforms as they relate to both the process of instruction as well as the technical information which is taught.
The external pressure to increase enrolment, it must be pointed out, represents the national philosophy of the government to provide access to technical and vocational education to all segments of society, irrespective of religion, social class, race or gender.
However, a major concern in the expansion of student enrolment is that this is being done without corresponding improvements in teacher recruitment and teacher training, and this is putting severe strains on the delivery of the curriculum and hence quality training to the students. The hard reality, however, is that the demand for access to technical colleges will increase with each passing year, and political pressure particularly from parents will intensify.
Therefore, maintaining the balance between the provision of greater access to technical and vocational education and using the limited and untrained available teachers without affecting the quality of learning, in view of serious financial constraints, becomes one of the challenging tasks for the technical colleges and the government in particular.
This programme should draw its strength from the fact that vocational and technical teachers need a solid preparation in core academic subjects. This is crucial if they are to continue in their efforts to integrate successfully academic and vocational education for all students, position themselves as crucial colleagues within the education profession, and acquire the literacy and critical thinking skills associated with effective teaching.
The ideals for vocational teacher training is that if Malawi is to ensure the development of qualified technical teachers for this century, it is necessary for it to develop a vocational teacher education programme, which will draw its strength from the technological, demographic, socio-economic, and work force changes.
In summary, the primary discourse of this paper is to bring concern, reasons for establishing a technical teacher training system and some directional thought about vocational and technical teacher education as we continue to set direction for the future of vocational and technical education, especially at college level. The major conclusions are that vocational and technical teacher education must change substantially and that it is colleges which must assume major leadership and responsibility for that change.
What is relatively clear in all of reform processes is that there are major changes in society, in the economy, in the workplace, and as a result major adjustments are needed by the workforce to adjust to all the changes. Individuals who do not learn to succeed at college level cannot survive in this changing, global economy. |
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