Industrial Training Programmes of Polytechnics in Ghana: The Pertinent Issues

Nduro, Kwabena; Anderson, Isaac Kofi; Peprah, James Adu; Twenefour, Frank B. K.

doi:10.5430/wje.v5n1p102

Cited by 13 publications

(40 citation statements)

References 10 publications

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“…To empower industrial training programs, vocational institutions need some ideas for continuous quality improvement, such as providing appropriate training content (Jalani et al, 2016). According to (Nduro et al, 2015), to improve the quality of industrial training programs, a stakeholder's meeting could be organized rapidly to know what industries expect from interns.…”

Section: Improvement Of Collaborationmentioning

confidence: 99%

Industries and Vocational Training Centres Partnership: Issues and Improvement Plan

Mustafa¹,

Hussain²,

Zulkifli³

2022

IJARPED

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Several challenges have been found to develop and sustain collaboration between industries and vocational institutions, including funds, misunderstanding of objectives, policy limitation, and bureaucracy. This paper systematically reviewed five journals regarding the issues in collaboration between industries and vocational institutions, then identified a possible solution to improve that collaboration. A meta-analysis reviewed conducted on five related journals and research papers concerning cooperative relations vocational institutions with industries published within five years of this paper being produced from Emerald, EBSCOhost, ProQuest, and Sage Publication database sources. This study also found that collaboration between industries and vocational training centers can be improved if the government provides a clear policy to enhance mutual understanding between both parties. This approach can be used as a reference for Vocational institutions to strengthen the quality of vocational graduates by turning them into job-ready workers.

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Section: Improvement Of Collaborationmentioning

confidence: 99%

Industries and Vocational Training Centres Partnership: Issues and Improvement Plan

Mustafa¹,

Hussain²,

Zulkifli³

2022

IJARPED

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“…This is in line with Kokt and Strydom (2014), who agree that industry practitioners expect hospitality graduates to be qualified and be able to cope with challenges that they encounter. Nduro et al (2015) also divulged that a more significant part of the skill set required for the hospitality industry could be gained through hands-on training. Hence, it is fundamental for hospitality education to create more opportunities to allow students pursuing programs in hospitality management to undertake regular industrial attachments to equip them with competencies expected by the industry.…”

Section: Discussionmentioning

confidence: 99%

Innovative human resources management: key competencies expected from hospitality graduates in Ghana

Commey

Kokt

Hattingh

2020

JoSTE

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Purpose: The study aimed to determine the key competencies required from hospitality graduates from the hospitality industry perspective. Research Methodology: The study adopted a qualitative research approach. Overall, 43 hotel managers in the Ghanaian hospitality industry were conveniently sampled. Data were collected using a structured survey questionnaire. The study used Statistical Package for Social Sciences (IBM SPSS) version 23 to analysed data collected. Results: Results from the study indicate that the “key competencies” required from hospitality graduates from the industry perspective include good inter-personal skills, innovation and ability to think of new ways of doing things, ability to maintain professional standards, customer-oriented, critical thinking ability, self-motivation, friendly and approachable, good communication skills. Limitation: The study focused only on hospitality employers in Ghana; therefore, findings from the study cannot be generalised to other hospitality employers in different country. Contribution: The study emphasises the need for hospitality educational institutions in Ghana to assess the tourism and hospitality industry's competencies to produce graduates who will fit in the job market. Keywords: Attributes, Employers, Knowledge, Skills

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“…However, with an increase in students' enrolment, Industrial Attachment became a big problem (Imoro & Acortsu 2015). Before the year 2006, the Institution engaged students in industrial tours and students were asked to write reports which were marked (Nduro, 2015;Imoro & Acortsu 2015;Tamale Technical University, 2018;Adjei et al, 2014). Imoro & Acortsu (2015) indicated that on the 30th November 2004, there was a meeting for all Liaison Officers at the Civil Servants Association auditorium in Accra.…”

Section: Historical Precedencementioning

confidence: 99%

“…We were informed that, the National Board for Professional and Technical Examination (NABPTEX) had taken an oversight responsibility of Industrial Attachment (Imoro & Acortsu, 2015;Adjei et al, 2014). The then Executive Secretary, promised to organize a special training programme for all Liaison Officers but that promise never materialized (Imoro & Acortsu, 2015;Nduro, 2015;Tamale Technical University, 2018).…”

Section: Historical Precedencementioning

confidence: 99%

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The Trends and Management of the Industrial Attachment at the Tamale Technical University, Ghana

Bashiru¹,

Hussein²

2021

ijird

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institution after satisfying the requirements specified in the Act, was upgraded to a Technical University in 2016. The University currently trains students up to Bachelor of Technology level with provisions to mount higher degree Programmes in the future (Tamale Technical University, 2018).One of the main objectives of the technical university under Act 745 of 2007 is to provide opportunities for skills development (Amankwa, 2011). To achieve this objective, the institutions of Technical and Vocational education adopted experiential learning technique which according to Adjei et al ( 2014) is the most efficient learning approaches employed in delivering effective technical and vocational education and training. Thus, Industrial Attachment (IA) became a compulsory 4-credit hour programme for all Level 100 Student of Diploma in Technology, Level 100and 200 HND students and all the Level 100 to 300 BTEC students. Skills development is best attained when the student is given an opportunity for a hands-on training through Industrial Attachment (Tamale Technical University, 2018). Thus, it is important for the University to pay serious attention to this component of the curriculum in order to produce graduates acceptable to industry in the name of maintaining standards as a Technical University.Industrial attachment at the polytechnics and the Technical Universities is generally coordinated and supervised under the mandate of the Liaison department. It involves the systematic placement of trainees in industry where they can be helped to acquire specific skills and competences relating to their area of study. It requires proper planning and effective supervision to achieve targeted results. The students are expected to sharpen their skills in the use of modern facilities and processes for work readiness. The attachment programme is categorized in several forms -Viz; General attachment for all students and members of staff; Internship for Bachelor of Technology (B. Tech.) students; Competency -

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Industrial Training Programmes of Polytechnics in Ghana: The Pertinent Issues

Cited by 13 publications

References 10 publications

Industries and Vocational Training Centres Partnership: Issues and Improvement Plan

Industries and Vocational Training Centres Partnership: Issues and Improvement Plan

Innovative human resources management: key competencies expected from hospitality graduates in Ghana

The Trends and Management of the Industrial Attachment at the Tamale Technical University, Ghana

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