THE MANAGEMENT ASPECT OF VOCATIONAL SKILL TRAINING OUTCOMES: THE MEDIUM OF INSTRUCTIUON AND LEARNING IN TANZANIA VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS
DOI:
https://doi.org/10.61538/jipe.v8i2.298Abstract
Hindrances or barriers to learning faced by learners with poor English background in Tanzania Vocational Training Centres (VETs) can lead to increased feelings of desperation, frustration, helplessness and inadequacy. In some cases these outcomes lead to course withdrawal and lowered chances of breaking through the boundaries and achieving job attainment and satisfaction. This research aims to investigate whether the needs of these learners who did not master the medium of instruction were being met by the Information Technology (IT) training they received and whether their difficulties and major hindrances were primarily institutionally (related to the IT training process) or non-institutionally grounded. A questionnaire was used to collect both quantitative and qualitative information and to identify learners who do not master the medium of training (VTCs). The results indicate that both institutional (e.g. poor quality instructions) and non-institutional factors are implicated as hindrances to learning. Code switching was preferred by many learners from a group of those who attended primary education in Non English medium schools (NEMS) Some suggested ways within the training institution of breaking through the barriers are discussed.References
Bujoge, P. (2004). Language of Instruction in Skill Learning Process in Koinge, S. (2011). The Dynamics of Learning and Teaching in Classes: the Jungle of language of instruction: Hoiri: The Premaho Press.
Block-Utne, B. (2001). The Growth of English for Academic Communication in the Nordic Countries, Paper Presented at the annual Conference of the Comparative and International Education and Society, Washington DC, March, 2001.
Falcon, A. (2011). Difficulties in Learning Core Skills: The Content Coverage Issue, A paper Presented to the International Conference, ICC: Arusha.
George, P. (2011). Learning Process and Skill Assessments, in Watson, G. (2013). The Importance of Mastering Language in Schools, Post-Graduate Diploma in Education, Nairobi.
Jongile, K. (2013). Promoting Female in Learning Vocational Education, Master Degree thesis, Baringo, Kenya.
Njoroge, P. (2009). The Importance of Medium of Instruction in students, Impala: The Fogic Press.
Kaduma, I. (2005). Language of Instruction in Tanzania, In Brock-Utne, Brigit, Z. and Qorro, M. (2005). Language of Instruction in Tanzania ans South Africa (LOITASA). Dar es Salaam: KAAD Associates
MoEVT (2004). The Provision of Education in Tanzania: Practical Policy Issues, Dar es salaam: Government press.
MoEVT (2014). The Policy of Education and Training: The Abstractg, Dar es Salaam: Government Printers
Kankila , N. (2010).The Influence of English on Teaching Science subjects in Tanzania, Empirical Study, Dar Es salaam.
Koinge, S. (2011). The Dynamics of Learning and Teaching in Classes: the Jungle of language of instruction: Hoiri: The Premaho Press.
Kocheko, F. (2012). Language Proficiency in Learning, in Watson, G. (2013). The Importance of mastering language in Schools, Post-Graduate Diploma in Education, Nairobi.
Malekela, G. (2003). English as a Medium of Instruction in Post Primary Education in Tanzania: Is it a Fault Policy to Leaerners? In Brock-Utne, Brigit, Z. and Qorro, M. (2005). Language of Instruction in Tanzania ans South Africa (LOITASA). Dar es Salaam: KAAD Associates
Mkwizu, M. A. (2003). The Pedagogical Implications of Using English in Teaching Civics in Tanzania Secondary schools, Master Thesis, OSLO: Institute of Educational Research , p.120-132.
MoEVT (2014). Education and Training Policy, Dar es Salaam: Government Press
Mutarubukwa, B. (2006). Instructional Techniques in Teaching Vocational subjects, A paper Presented to VET other Providers Stakeholders, Morogoro, Tanzania.
Obanya, P. (1980). Research on Alternative Learning in Africa, in E.A. Yoloye and Fleshing and Karl, E. (eds). Educational Research for Development, International Entwickiung , p7-11.
Osaki, M. (2005). Reflections on the Medium of Instruction and instruction
Schwan, K. (2014). Promoting Terminally Education, The language issue, Education and Research Journal, Vol. 3, 2014, pp.12-34.
Putton, M. (1990). Qualitative Evaluation and Research Methods, Newbury: Park Stage
Roy, C. Qorro, M. and Makini, Z. (1997). Language Crisis in Tanzania: the Myth of English versus Education, Dar es Salaam: Mkuki and Nyota Publishers.
Scott, E (2000). English Language and literacy, in Falcon, A. (2011). Difficulties in Learning Core Skills: The Content Coverage Issue, A paper Presented to the Internal conference, ICC: Arusha.
URT (2014). Education and Training Policy, Dar es Salaam: Government
Printers.
VETA (2006, 2012). Annual Report, Dar es Salaam Tanzania.
Wagner, M. (1985). Bilingual Education in TAPE: Present Provision and Future Directions. Sydney: NSW TAPE, Multicultural Education Unit.
