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| Autor/in | Rudhumbu, Norman |
|---|---|
| Titel | Implementation of the Technical and Vocational Education and Training Curriculum in Colleges in Botswana: Challenges, Strategies and Opportunities |
| Quelle | In: International Journal of Training Research, 20 (2022) 2, S.160-177 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rudhumbu, Norman) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1448-0220 |
| DOI | 10.1080/14480220.2021.1990106 |
| Schlagwörter | Foreign Countries; Vocational Education; Barriers; Public Colleges; Private Colleges; Curriculum Implementation; College Faculty; Influences; Teaching Methods; College Environment; College Administration; Engineering; Botswana |
| Abstract | The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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