International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IV, April 2019 | ISSN 2454–6186

Arousing and Sustaining Interest in the Study of TVET

Ruby Jecty, Dennis Annan
Foso College Of Education, Ghana

Abstract:-The Ghana Government’s initiative of formulating a free and double track senior high school education policy, which saw its maiden admissions made in 2017, with about 80% of JHS graduates accessing it, covered only the mainstream senior high schools at the unfathomable neglect of the TVET as if to say it has no prospects for its graduates. The prospective results of this policy therefore can be emphatically asserted to produce a bookish education system with little or no prospects of guaranteeing 50%of its graduates ready entry either to the tertiary institutions or the job market.On the other hand, considering sewing, a notable branch of TVET for example, Wallani (2000) says there are numerous importance that sewing offers to the individual, society and nation at large which include
It serves as a source of income: The acquisition of skills and knowledge in sewing can serve as a source of income. These basic skills acquired will give pupils the ability to construct garment and make articles like tablecloth, hat, handkerchief, etc. made by crocheting which they will sell to generate some money. The generated income by the pupils will help them finance their education or support the family when the need arises.
It serves as a leisure and hobby: Pupils acquiring skills and knowledge in sewing will make pupils busy during their leisure time as well as their hobby. As the popular saying goes “an idle man is the workshop of the devil”. Pupils can engage themselves with construction of garments, articles made by crocheting and paper pattern during their leisure time. It also increases the interest in sewing and further pursue the course at higher educational level.
Pupils can be an alterationist: Pupils with the ability to use the sewing machine and the hand needle can be alterationists. They will be able to renovate and remodel garment. Remodelling of a garment takes pupils with creative and mind and skills through skills and knowledge acquired from sewing. Pupils with skills and knowledge in sewing can be renovating and remodelling relatives garments or people in the community, which will generate them income and raise their standard of living. These and many other benefits of TVET may have been so great of a concern to the stakeholders involved in the formulation of the new 4 year B.Ed curriculum for initial teacher education institutions in Ghana that the discipline has attracted a specialism with specific colleges assigned to (PDS Handbook for Tutors Theme 9 pg 6)
There should, hence, be a need to place emphasis on vocational and technical training for learners in all basic schools in Ghana so that learners with creative minds can with the basic skills acquired, start making artefacts or products to be sold especially during the waiting time for either an entry into a tertiary institution or the job market to help in their personal advancement in pursuit of higher educational level. The inclusion of Basic Design and Technology in the Junior High School curriculum, if intended to provide the pupils with basic skills in Design and Technology should be given precedence as a practical examinable subject.
Apart from its potency of being pursued at higher levels of the educational ladder, it can also be recognized that the advancement of the country can only be accelerated if a large number of persons are trained in Design and Technology. It is expected that if the subject is taken seriously in schools, a new breed of pupils with Basic Design and Technology skills will be developed as the human resource for the growth of the individual and at large the country.
Disinterest in garment construction is a major problem facing many pupils in most basic schools in Ghana because many teachers and parents have associated mastery in this technique with learners who are academically weak. In this case little or no attention is given to the study of this subject. However if the pattern cutting methods taught in Ghanaian schools including draping, drafting, copying and direct cutting on fabric called freehand cutting are given some push, the menace of learners staying home after their secondary education for more than three years because of ‘the no money syndrome’ would be curtailed as their ability to measure accurately and cut patterns for garment construction will reduce the dependency on the little income parents generate from their professions and occupation.
In a survey taken in AssinAmponsie JHS in the Assin North Municipality in the Central Region, it was observed that Learners’ showed disinterest in measuring and cutting of patterns. This made the researcher embark on this study to identify the causes of their disinterest in garment construction and to systematically take them through the techniques of garment construction
This article catalogues the outline of contemporary basic fashion design expectations for pupils in our basic schools to select appropriate tools and materials to learn the processes of design techniques such as drawing, freehand sketching and colour work to make a product or artefact that satisfies a need. It examines to what extent measurement and cutting fabrics can be used in training pre-tertiary learners to develop creativity and practicality which are vital to promoting individual effectiveness.

Key Words: Critical thinking, education, teacher education, pathways to teacher education, basic design and technology, free and double track education system