Browsing by Author "Habib, Kato"

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    The potential of vocational pedagogy in vocational education and training education
    (International Journal of Vocational Education and Training, 2014) Habib, Kato; Constance, A. N. Nsibambi
    Fifteen masters in Vocational Pedagogy thesis abstracts of researches done were analyzed by collating their purposes and findings. The findings indicated that training methods used in many institutions lacked vocational didactics. Training institutions had established frameworks, but needed to be flexible, adaptable and interact more with diverse skills needed in workplaces. Although, vocational programs for people with special needs equipped learners with survival skills but the attitude and empathy of tutors were essential. Training that required exertion necessitated female trainers as role models for female trainees. The hall marks of indigenous knowledge of doing, interaction with others, actual demonstration and verbal instruction with skills masters were found to be similar to components of vocational didactics and could therefore complement vocational training.
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    The potential of vocational pedagogy in vocational education and training education part ii.
    (International Journal of Vocational Education & Training, 2017) Habib, Kato; Constance, A. N. Nsibambi
    This paper is the second in the intended series depicting the vocational pedagogy research carried out by the students of the Masters in Vocational Pedagogy program at Kyambogo University, Uganda. Twenty-one thesis abstracts in vocational pedagogy research were analyzed according to their purposes and findings and collated into themes. The results emphasize the importance of Information and Communication Technology (ICT) in the contemporary world of work and ICT is highly relevant as a qualification for employment. Well facilitated and efficient ICT training could make VET graduates better adapted to the world of work. Competence based education and training (CBET) as a policy has a place has an important role in the formal Business, Technical and Vocational Education and Training (BTVET). Such policy is practical and useful in courses that emphasise technical tasks. However, CBET may introduce rigidity in thinking based on the acquired ability of specific procedure while the aims of BTVET, especially in institutions of higher learning, requires graduates to acquire functional knowledge based on analytic inquiry.