A Situation Analysis of the Additional TEVETA Content in Home Economics Hospitality in teacher training and secondary school Syllabi: A case study of the Copperbelt province, Zambia.
- June 21, 2022
- Posted by: rsispostadmin
- Categories: Economics, Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186
Pansho, M.1, Kayumba, R.2, Nkhoma, P.3, and Mukuka, J.4
1Copperbelt University
2Chalimbana University
3Kitwe College of Education
4Mukuba University
Abstract: The study sought to investigate the implementation of the vocational career pathway through a situational of the additional TEVETA content in the curriculum. This was a descriptive study based on the data collected from teachers of Home Economics and Hospitality in selected secondary schools and colleges in Kitwe District. The study suggested that teachers have limited knowledge about the additional content. While content is perceived to be relevant to the learners’ skills, they are not adequately taught to the learners because of the challenges relating to the training of teachers, limited funding, and limited materials for the learners and the teachers. As such, the additional content cannot effectively enhance employable skills for the learners.
Keywords: TEVETA Additional Content, Home Economics and Hospitality, and Syllabus
I. BACKGROUND
In 2013, the Zambian education system began to revise its curriculum from a knowledge-based one to a competency-based one or outcome-based curriculum. The move was meant to make the curriculum more relevant, effective and responsive to societal needs by providing relevant knowledge, skills and real-life competencies for the learners (Zulu, 2015). The content-based curriculum proved to be deficient because it produced learners who were only academic and had no skills, appropriate attitudes and applicable knowledge which could influence economic development (Nkanza, 2015). Thus, two career pathways were created; namely, the academic and vocational. Whereas the academic pathway was meant for learners with a passion for academic subjects, the vocational path was meant for learners with interests in technology and other hands-on subjects (MoGE, 2013). This curriculum (i.e., revised) was aimed at providing practical skills to learners in schools, from grade eight to grade twelve.
To enhance the provision of the vocational pathway, certain secondary schools and colleges have been identified as specialists in the different vocational subjects. However, these institutions are supposed to schools were to closely collaborate with the Technical Vocational and
