A Review of the Quality of Technical Teacher Training in Uganda: Implication for Global Competitiveness
##article.subject##:
Technical Teacher Training, Global Competitiveness
##article.abstract##
Competent Technical and Vocational education Teachers are critical in the training of a technologically able and skilled workforce that is globally competitive and can effectively contribute to sustainable economic growth and development. For technical teachers to be globally competitive, their training has to be based on a standard curriculum, the training has to be done by well qualified instructors, in modern
- well equipped training facilities. In addition, globally competitive technical teachers need to have comprehensive technical and pedagogical training. Based on the theory-practice interaction and the Parallel technical and teacher training models, this paper explores what globally competitive technical teacher training should be and the extent to which technical teachers in Uganda are globally competitive. This paper advocates for a complete recast of Technical teacher training in Uganda in order to meet international standards. There is need to use new teaching and learning approaches. TVE teacher training should develop in trainees‟ extensive knowledge in modern technology. Training should provide a high degree of functionality in ICT and technological processes. Teacher trainees should be inculcated with skills of imparting generic learning skills to students through their instruction and organization of learning processes. Government needs to get fully involved in the making, standardisation and monitoring of technical teacher training in Uganda. Kyambogo and Makerere University should re-launch BTTE and subsequently masters and doctorate programs in TVE teacher training, in order to further concretise Technical teacher training in Uganda. These universities should also develop fully fledged departments of Technical Teacher Education so that they can place more emphasis on its development.
References
Akim, O. (1998). Trends and issues in technical and vocational education policies and practice in Africa: Developments in Uganda
and Zimbabwe. Harare: ZED Publications 171.
Altbach, G. P. (1991). Patterns in higher education development: Towards the year 2000. Review of Higher Education, (14), 190-203.
Birmingham, C. (2004) Phronesis: A model for pedagogical reflection. Journal of Teacher Education, 55 (4), 313–324.
Burkhart, S. (1996).Vocational training in Europe: Towards a modular form? (Discussion paper).Thessaloniki, Greece: European Center for the Development of Vocational Training.
Daugherty, M.K. (1997). The future of technology teacher education: A faculty vision. Journal of Technology Studies, 23(1), 47-53. Crooks, D.L. (2001). The importance of symbolic interaction in grounded theory research on women‘s health. Health Care for
Women International 22, 11-27
Delannoy, F. (2000). Teacher Training or Lifelong Professional Development TechKnowLogia, November/December 2000.
Egau O, J. (2001). Meeting the Challenges of Technical/Vocational Education: The Ugandan Experience. New York: Penn State University Press.
International Technology Education Association (ITEA) 1997: Standards for Technology Education, Blacksburg, VA: Virginia Tech.
Kadocsa, L. & Koppony, I. (2004). Quality-Based Cooperative Technical Teacher Training. The Journal of Technology Studies. KAL institute of technical teacher education (2008). DTTE and BTTE programmes
Khan, M.I. (2005c, May 15) Are All Teacher Training Programmes A Complete Waste Of Time? DAWN, p.25.
Kilemi, M. (2002). A Paper on Vocationalisation of Secondary Education. Kenya. By Regional Vocational Skills Development Review Human Development Africa Region-World Bank.
Kessels, J. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28(4), 4-17.
Kerre, B.W (2010). Technical and Vocation Education and Training (TVET): A strategy for National Sustainable Development.
Lawlor, S. (1990).Teachers Mistaught: Training in Theories or Education in Subjects? London: Centre for Policy Studies.
McIntyre, D. (1993). Theory, Theorizing and Reflection in Initial Teacher Education. In Calderhead, J. & Gates, P. (Eds.), Conceptualizing Reflection in Teacher Development (pp.39-52), London: Falmer.
O‘Hear, A. (1988) Who Teaches the Teachers? London: Social Affairs Unit.
Okello, B. (2005). History of Technical Education in Uganda. Kampala: Mukono Publishers.
Pearson, A.T. (1989).The Teacher: Theory and Practice in Teacher Education, London: Routledge
Rwendeire, A. J. J. (1993). Technical and vocational education in Uganda: A search for liberation education. Paper presented at UNESCO regional workshop, Nairobi, Kenya.
China Vocational Education (1999). Vocational industrial teacher education. Program brochure. Beijing:
Schneider, U. H., Bernadette. T &Schober, K. (2010).Germany VET in Europe – Country Report (2010).
Strauss, A. & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory Second edition Thousand Oaks: Sage Publications
Ssekamwa, J. C . (2000). History and Development of Education in Uganda.Kampala: Uganda BookShop. UNESCO / ILOs (2002).Technical and Vocational Education and Training in the 21st Century. Paris, France. UNESCO (2005). Learning for work, Citizenship and sustainability. Final Report. Bonn: UNESCO-UNEVOC
UNESCO-UNEVOC (2006).Orienting technical and vocational; education and training (TVET) for sustainable development. Bonn:
UNESCO-UNEVOC.
Van den Berg, M. (1996). Working on a new learning environment. Eindhoven, The Netherlands: Pedagogisch Technische Hogeschool Nederland.
Vernon, A. C & Reynold, J. (2011).Technical Vocational Instructor/Teacher Training (TVITT) Challenges.
Wadi, H. (2000). Teacher Training and Technology. TechKnowLogia, November/December 2000
and Zimbabwe. Harare: ZED Publications 171.
Altbach, G. P. (1991). Patterns in higher education development: Towards the year 2000. Review of Higher Education, (14), 190-203.
Birmingham, C. (2004) Phronesis: A model for pedagogical reflection. Journal of Teacher Education, 55 (4), 313–324.
Burkhart, S. (1996).Vocational training in Europe: Towards a modular form? (Discussion paper).Thessaloniki, Greece: European Center for the Development of Vocational Training.
Daugherty, M.K. (1997). The future of technology teacher education: A faculty vision. Journal of Technology Studies, 23(1), 47-53. Crooks, D.L. (2001). The importance of symbolic interaction in grounded theory research on women‘s health. Health Care for
Women International 22, 11-27
Delannoy, F. (2000). Teacher Training or Lifelong Professional Development TechKnowLogia, November/December 2000.
Egau O, J. (2001). Meeting the Challenges of Technical/Vocational Education: The Ugandan Experience. New York: Penn State University Press.
International Technology Education Association (ITEA) 1997: Standards for Technology Education, Blacksburg, VA: Virginia Tech.
Kadocsa, L. & Koppony, I. (2004). Quality-Based Cooperative Technical Teacher Training. The Journal of Technology Studies. KAL institute of technical teacher education (2008). DTTE and BTTE programmes
Khan, M.I. (2005c, May 15) Are All Teacher Training Programmes A Complete Waste Of Time? DAWN, p.25.
Kilemi, M. (2002). A Paper on Vocationalisation of Secondary Education. Kenya. By Regional Vocational Skills Development Review Human Development Africa Region-World Bank.
Kessels, J. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28(4), 4-17.
Kerre, B.W (2010). Technical and Vocation Education and Training (TVET): A strategy for National Sustainable Development.
Lawlor, S. (1990).Teachers Mistaught: Training in Theories or Education in Subjects? London: Centre for Policy Studies.
McIntyre, D. (1993). Theory, Theorizing and Reflection in Initial Teacher Education. In Calderhead, J. & Gates, P. (Eds.), Conceptualizing Reflection in Teacher Development (pp.39-52), London: Falmer.
O‘Hear, A. (1988) Who Teaches the Teachers? London: Social Affairs Unit.
Okello, B. (2005). History of Technical Education in Uganda. Kampala: Mukono Publishers.
Pearson, A.T. (1989).The Teacher: Theory and Practice in Teacher Education, London: Routledge
Rwendeire, A. J. J. (1993). Technical and vocational education in Uganda: A search for liberation education. Paper presented at UNESCO regional workshop, Nairobi, Kenya.
China Vocational Education (1999). Vocational industrial teacher education. Program brochure. Beijing:
Schneider, U. H., Bernadette. T &Schober, K. (2010).Germany VET in Europe – Country Report (2010).
Strauss, A. & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory Second edition Thousand Oaks: Sage Publications
Ssekamwa, J. C . (2000). History and Development of Education in Uganda.Kampala: Uganda BookShop. UNESCO / ILOs (2002).Technical and Vocational Education and Training in the 21st Century. Paris, France. UNESCO (2005). Learning for work, Citizenship and sustainability. Final Report. Bonn: UNESCO-UNEVOC
UNESCO-UNEVOC (2006).Orienting technical and vocational; education and training (TVET) for sustainable development. Bonn:
UNESCO-UNEVOC.
Van den Berg, M. (1996). Working on a new learning environment. Eindhoven, The Netherlands: Pedagogisch Technische Hogeschool Nederland.
Vernon, A. C & Reynold, J. (2011).Technical Vocational Instructor/Teacher Training (TVITT) Challenges.
Wadi, H. (2000). Teacher Training and Technology. TechKnowLogia, November/December 2000
##submissions.published##
2018-09-13
##issue.issue##
##section.section##
Articles
