|
Title:
Technical and vocational education and training in the Samoan secondary school curriculum : a case study
Untitled
Author:
Wright, Ioana J. Ah Hoy.
Institution:
University of the South Pacific.
Award:
M.A.
Subject:
Date:
2006.
Call No.:
Pac T 65 .W75 2006
BRN:
998154
Copyright:
Under 10% of this thesis may be copied without the authors written permission
Abstract:
This research project seeks to examine the management and implementation of Technical and Vocational Education and Training (TVET) courses in the secondary school curriculum in Samoa. Adopting the phenomenological perspective, the study attempts to understand the management and implementation of TVET curriculum from the viewpoints of its relevant stakeholders that included the principals, teachers, students and the parents of the five case study schools and the senior officials of the Ministry of Education, Sports and Culture (MESC). The qualitative case study approach that finds support in this perspective was employed to gather and analyze data and report the findings to its interested audiences. In particular, the data gathering strategies included in-depth interviews, participant observation and documentary analysis. These multiple approaches facilitated triangulation that strengthened the validity and reliability of the research findings. As argued in Chapter 4, the intention in this study is not to generalize findings but they may apply to similar settings. The theoretical and conceptual underpinnings of the study were informed by the literature on change management, TVET and the fieldwork data. While the conceptual framework of the study took shape as the study unfolded, Fullan (1991) three-stage change process – initiation; implementation; and institutionalization - were retained for this study paying particular attention to the implementation phase of TVET. As regards the theoretical understanding, the study found that the mainstream body on change literature was useful in studying the Samoan TVET. However, the study sheds light on some issues that were necessary to consider while studying such innovations in the small island state such as Samoa. These include issues such as ‘self-interest’, nepotism’, the impact of aid driven projects, smallness and migration of skills. The important findings of the study are: • The absence of well-defined TVET policy at the MESC contributes to the ineffective managing and implementing of TVET courses at the national and school levels. • TVET courses are necessary for the total learning system of an individual because they provide basic skills for lifelong education as well as wage and self employment. • TVET is still regarded by many of its stakeholders as ‘second class’ rather than a ‘second chance’ education option. • The lack of parental and community participation in the management of TVET courses at the school level made it difficult for teachers to implement it more realistically. • Indigenous knowledge and skills were not adequately catered for in the TVET courses and thus the graduates were not sufficiently prepared for relevant employment opportunities in Samoan rural setting. • There is a need for on-going professional staff development programmes in TVET at the national and school levels. There was the shortage of appropriately qualified and experienced people to implement TVET courses successfully. • The three TVET courses offered in schools are relevant to the needs of the Samoan people but they were not sufficiently empowered about TVET. Moreover, unavailability of suitable resources hindered its successful implementation. • TVET courses are not offered at the primary level and hence there is not any smooth transition of its knowledge and skills from primary to secondary schools. • The backbone of Samoa’s economy is in agriculture, fishery and tourism. Therefore, there is a need for more TVET courses in these subjects in the secondary school curriculum. • The lack of job opportunities encourages many young Samoan graduates to migrate to overseas countries for better employment opportunities. • The teaching and learning process in the classroom is teacher-centered and is largely examination-driven. Consequently, TVET does receive the attention it deserves in the school curriculum. Based on these findings, the study concludes with important implications for policy and practice as well as for further research.
|
|
|
