Competency-based instruction significantly increases the likelihood of adequately preparing students for the world of work. This is a major objective of TVET. Thus, the goal of this inquiry was to examine competency models and the teaching of apparel patternmaking in Ghana. It identifies the origins and introduction of competency-based training models in Ghana and examines the gaps that exist between the desired competencies needed for teaching the subject successfully and the challenges that are affecting instructors’ competencies. This study employs a descriptive survey design approach; thus, questionnaires were developed and utilised to collect data from the respondents. In order to enable the researchers to use their judgment to select cases that will best facilitate the answering of research questions and meet the objectives of the study, the most common type of non-probability sampling - purposive sampling was used. The sample comprised a total of 119 Participants - eight (8) instructors and one hundred and one (111) students from each of the four Polytechnics. The major empirical findings of the study demonstrate that in CBT, instructors focus their attention on what students have to do and not how they do it. The results also imply that regarding adoption of the different approaches to competency models, the Polytechnics implement competency-based models that are closely aligned with the vision, values and mission which provide broad, quick and consistent impacts. Concerning approaches to teaching apparel pattern making, the results indicate that Polytechnic students are able to transform three-dimensional (3D) fashion designs into two-dimensional (2D) constituent pattern pieces. On strategies to improve competencies, it was discovered that only a few Polytechnics surveyed have sufficient teaching and learning resources for effective academic work.
Ninette Afi Pong,
Competency Training Models and the Teaching of Apparel Patternmaking in Ghana, International Journal of Vocational Education and Training Research.
Vol. 4, No. 2,
2018, pp. 48-57.
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