Bridging the Gap: Linking School and the World of Work in Ghana

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Autor/inn/en	Anamuah-Mensah, Jophus; Asabere-Ameyaw, Akwasi; Dennis, Stephen
Titel	Bridging the Gap: Linking School and the World of Work in Ghana
Quelle	In: Journal of Career and Technical Education, 23 (2007) 1, S.133-152 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	Curriculum Development; Focus Groups; Foreign Countries; Career Guidance; Ethics; Education Work Relationship; Job Skills; Teacher Attitudes; Parent Attitudes; Student Attitudes; Questionnaires; Rural Areas; Urban Areas; Suburbs; Empowerment; Economic Impact; English Instruction; Mathematics Instruction; Science Instruction; Athletics; Games; Music Education; Dance Education; Vocational Education; Language Arts; African Languages; Relevance (Education); Thinking Skills; Interpersonal Competence; Ghana + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Berufsorientierung; Ethik; Produktive Fertigkeit; Lehrerverhalten; Elternverhalten; Schülerverhalten; Fragebogen; Rural area; Ländlicher Raum; Urban area; Stadtregion; Einzugsbereich; Ökonomische Determinanten; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leichtathletik; Game; Spiel; Spiele; Musikerziehung; Dance; Education; Tanzerziehung; Ausbildung; Berufsbildung; Sprachkultur; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Relevance; Relevanz; Denkfähigkeit; Interpersonale Kompetenz
Abstract	The study sought to find out the views of pupils, teachers and parents on the usefulness of the educational curriculum (i.e. organization, content and methodology) and co-curricular activities in the preparation of pupils for future employment. Questionnaires and focus group discussions were used in collecting data for the study across the length and breadth of Ghana from rural, semi-urban and urban areas. Parents believed educating their children could lead to their economic empowerment by getting them well-paid jobs in the future. Teachers and parents as well as pupils themselves considered English, mathematics and science as the most useful subjects to prepare pupils for future work. Similarly, parents, pupils and teachers were in agreement on sports, games, quizzes, debates and music and dance as the most preferred activities of pupils. On the other hand, subjects least preferred by pupils were named by teachers, pupils and parents as pre-technical kills, re-vocational skills and Ghanaian Languages, probably because they were considered difficult, uninteresting and lacking job relevance. Respondents--teachers, parents and pupils--felt that the ability to carry out instructions correctly, punctuality, honesty and ability to work effectively as a member of a group are attributes learners will need to be equipped with in preparation for future work. It was also proposed that such attributes as respect of authority, tolerance and regular attendance should be imbued in learners at school in preparation for work. The other attributes proposed include computational skills, problem solving skills, initiative, logical thinking, creativity, adaptability, moral integrity, self-confidence, practical skills and job-centred skills. There was total agreement among pupils, teachers and parents over the relative emphasis schools placed on the preparation for further education with its focus on academic knowledge and the pursuit of success in national examinations than life in the community with its emphasis on citizenship and development of responsible attitude to life in the community. It is recommended that much needs to be done to raise the standard of all forms of career guidance and counseling in schools. For effective linkage of the school curriculum and future workplace ethics and skills and positive attitudes at workplace, it is strongly recommended that all stakeholders of education including industry and employers should be involved in the process of curriculum development. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10