Research consultancy

IMPROVING STUDENT PRACTICAL TRAINING AND SKILLS ACQUISITION IN PRODUCTION TECHNOLOGY

At the Department of Mechanical & Production Engineering, Kyambogo University

ABSTRACT

This report is based on Action research on improvement of practical training and skills acquisition in production technology at the department of Mechanical & Production Engineering, Kyambogo University.  It aimed at improving practical training of learners in production technology.  The participants used future workshop consultative meetings in the department. The meetings involved teaching staff in the department and students including the head of department. We also had collaborative institutions which included world of work John Lugendo LTD in Ndeeba, Nakawa Vocational Training Institute (NVTI), Higher Diploma Students in Mechanical Engineering year two and gathered information about the competences required of a foundry technician in those collaborative stakeholders. With the use of various methods we collected data on practical training methods that enhance skills acquisition in practical training. It is important that the activities that the students engage on are relevant, meaningful and built from student’s perspectives.  Quality education can be achieved if the needs of the students and the society are put at the centre of the learning process.  The stakeholders’ involvement made it possible during future workshops gathering to collate information on training methods being used and the gaps in knowledge were identified and means to improve them were also devised.  Teaching and training is only effective if it promotes learning.  As instructors we are expected not only be skilled in our areas of speciality but also to have the knowledge about how learning takes place in the learners. It is the only way to shift away from traditional teaching that provides subject knowledge to facilitator of learning whereby we improve student learning using a variety of instructional methods and resources to ensure that sustainable learning is achieved.  In this study the researcher looked at the literature review of other scholars so as to provide the rationale for this research topic. The researcher aimed at giving an overview of the current student practical training in production technology in the DMPE. The literature review also analysed relevant methodologies, which showed how this research was done.  This action research contends that good methods teaching alone cannot improve training that this study is advocating for, but; rather note that good methods will be effective when training facilities are in place and in good working condition including the instructors themselves amongst others. The reports concluded that for the large number of students in the department to benefit from the recommended methods the university must have enough space and more staff.

CHAPTER ONE

INTRODUCTION

1.1       Background

This study deals with the skills and knowledge required to effectively undertake interactive practical work at the training place and applies to all individuals participating in practical learning or working in the foundry, metal workshop and any type of engineering industry.  Kyambogo University has been in existence for over a decade and many young people have and are still being trained as technicians and engineers in different fields of specialisation. Consequently, the university department of Mechanical & Production Engineering (DMPE) has been chosen as a case study for this project.  Graduates of this department to a large extent do not have the required competencies to demonstrate what they learnt when they were students at the department.  The need to develop a future workshop was evident by the fact that some areas of weaknesses were identified during Future Workshop consultative meeting held at the department.  In order to reach conclusions regarding these critical issues, a future workshop was conducted in the DMPE of Kyambogo University using visual in participation (VIP) cards. Participants included students, lecturers, technicians and head of DMPE who contributed towards the challenges in practical training exercise in the DMPE to ensure students professional abilities meet world of work. In order to achieve these critical issues, action research was used. Foundry technology is a course unit under Production Technology in the DMPE.  The researcher sampled Foundry competences from world of work using a job process analysis from two companies’ perspectives about the required graduate employability skills.

1.1.1   Personal and Professional Background

I am a holder of Bachelor of Education in Technological studies. (Mechanical option); I also hold a Post Graduate Diploma in Vocational Pedagogy. My other qualifications are:-Diploma in Education Secondary (DES) and Mechanical Engineering Crafts Part II (MECP II) and blacksmith & welding. My present job title is a Senior Technician in DMPE and I am currently pursuing a Master’s Degree in Vocational Pedagogy (MVP) at Kyambogo University.

I am a senior technician in the Department of Mechanical and Production Engineering where I have served for over 27 years.  I perform my tasks at work diligently with the purpose of acquiring up to date competences and improving the training of students. The students I teach include; first and second year under graduates and higher Diploma students offering course units in welding and fabrication skills, metal forming techniques, sheet metal technology and foundry technology I also supervise group projects.  During the same period I have had an opportunity to work with skilling Uganda Training of Trainers, during the course of execution of my duties I have noticed that learning depends a lot on how the teacher executes his/her teaching/demonstration processes. When I tested the vocational didactical approach of teaching/learning, I found out that it gave the learners more chances to learn than the traditional methods of teaching.

1.1.2   The Genesis of Manufacturing Technology

            Manufacturing technology is a comprehensive program of instruction designed to develop knowledge of scientific principles, mathematical concepts, and technical skills in order to acquire job entry skills.  It includes workshop and laboratory experience found in machining, welding, and casting technologies. These experiences enable the student to enter industry with problem solving skills in design production, planning, material handling, quality control, inspection and programming with computer-aided controls. The student, upon the successful completion of program, will have a job-entry skill.

From the predisposing activities I carried out in the DMPE I looked at the job work process analysis of a Foundry technician from two companies namely; John Lugendo LTD  in Ndeeba and Kamukama small scale foundry at Kitintale and gathered information about the competences required of a foundry technician in those companies.

1.1.3                   Conceptual Background

Production Technology is a practical course. According to Rosa and Feisel (2005) applying skills to everyday life requires both theory and hands on work experience. While theory is classroom learning, hands on is practiced in the workshop. Production technology is the foundation of engineering materials and joining processes. If skills training in the DMPE is not improved, graduates will not be ready for employment and may not be able to create their own jobs and hence unable to contribute to the national development of the country and sustain themselves. In the DMPE Production Technology include the following course units: Welding and Fabrication, Machine shop practice and Foundry Technology.

The knowledge I gained through the MVP empowered me to be creative in thinking and I have the desire for possible intervention in practical training.  It is my desire to see that graduates of production technology in the Department of Mechanical and Production Engineering (DMPE) are able to create their own jobs and reduce the dogma of unemployment of graduates from KYU. This is in line with the University’s motto: “Knowledge and skills for service”.

1.1.4    Contextual Background

This action research was conducted from Kyambogo University at the Department of Mechanical and Production Engineering and it targeted lecturers, fourth year students offering production technology, technicians and the HOD. This action research was carried out using a future workshop to collect data.

1.2       Work Process Analysis

Through interaction with foundry Technicians in labour market, I noted that the foundry technician should be hospitable to clients, carry out job planning and costing, prepare moulding sand, grade sand, mix the moulding sand, develop allowance on the pattern to be used, mould, have knowledge in mould baking process, sort scrap material to be melted, melt and pour, break the casted mould, clean the casting, finish the product, improve on the metal property, and repair the furnace.

The work process analysis for Kyambogo University includes: Advertisement, Admission, Orientation, Delivery of content assessing the learner and graduating the learner. Nonetheless as a technician, I will concentrate on delivery of content and assessment of hands on work by students.  Content delivery begins with introduction of the task and student expectations to be integrated with the purpose of study. Demonstration is carried out to all the students and then students are given work to do in groups. On completion of content delivery, assessment is done for the whole class in terms of course work, tests and examinations. Chance is given for remedial activities where need arises.

1.2.1    Motivation for the study

Having acquired a post graduate diploma in vocational pedagogy and having applied its methodology of approach to teach, I have seen a lot of improvement in students’ work due to their high interest and motivation as a result of their participation in learning process.  Masters’ programme introduced me to vocational training pedagogy and vocational didactics (training by participation at place of work or workshops). According to Brunette (2006) technology subjects must include practical attachment. I as a technician I concur with him because translating theory to practice provide the practical experience necessary in the world of work it is more motivating and interesting hence learning outcome is improved. When I completed my post graduate diploma there was a missing gap of research methodologies which made my work expectation and execution incomplete as a vocationalist warranting me to go for research. In vocational education and training (VET) holistic learning is emphasised. My area of interest is to improve practical training in Production Technology through work process analysis. I looked at one area of a foundry technician world of work job analysis as case study which is among the courses I teach under production technology.

1.3       Problem Statement

Kyambogo University has trained many students in production technology at the DMPE for over 10 years. Many graduates have gone through the program and yet some are still unemployed. In addition, the graduates cannot even create their own jobs in their field of specialisation. It is therefore necessary to improve the student practical training and skills acquisition in production technology in DMPE of Kyambogo University.

1.4       Purpose of the Study

To improve student practical training and skills acquisition in production technology in the department of mechanical and production engineering Kyambogo University

1.5       Objectives of the Study

1. To study the practical training methods that are used to teach production technology at the DMPE at Kyambogo university
2. To identify the gaps of the above mentioned methods on the level of skill acquisition of the students
3. To improve the practical training methods at DMPE so as to enhance skills acquisition of the students

1.5.1    Research Questions of the Study

1. What are the practical methods being used in the teaching of production technology at the DMPE Kyambogo University?
2. What are the gaps in the training methods in production technology at the DMPE Kyambogo University?
3. What should be done to improve practical training methods so as to enhance skills acquisition in DMPE Kyambogo University?

1.6       Justification of Study

From the expeditions we carried out in the world of work, most employers were complaining about the graduates they receive who must be retrained to meet their needs.

1.7       Significance of the Study

The findings will enhance student practical training and skills acquisition to the extent that graduates in DMPE will be employable and create their own employment. Thereby being self-sustaining and also contribute to the national development of the country.

Secondly the outcomes of this study will be used in other courses in the DMPE and later the faculty of Engineering. It is expected that the recommendations arising from this study will also be used to solve medium and long term challenges in the department.

1.8       Scope of the Study

The study targets students who are offering production technology at the Department of Mechanical and Production Engineering in Kyambogo University. It will investigate employable requirements that students should have in order to meet the market demands. This study will also look into the appropriate strategies to ensure that practical acquisition is achieved.

1.8.1    Geographical Scope

The research will be carried out at Kyambogo University 8km from Nakawa Division, Kampala District. Kyambogo University is along Kampala-Jinja road. It is accessible through Banda trading centre and Kyambogo “T” junction. There is also an access route through Ntinda–Kiwatule Road.

1.8.2    Content Scope

To establish appropriate student practical training models that enhance skills acquisition in production technology for students and also establish appropriate Strategies for adopting the models as a training method for both lecturers and technicians in order to improve practical are training in the DMPE according to Future workshop findings Kyambogo University.

1.9       Definition of Terms

Foundry Technology: Foundry Technology is a process that brings together basic metal casting phenomena, production technology techniques and product characteristics in a single work reference.

Welding Technology:  Welding Technology is a process of permanent joining two materials (usually metals) through localized coalescence resulting from a suitable combination of temperature, pressure and metallurgical conditions.

Machine Shop Practice:  This is a process through which a student is well equipped with safe working environment in which he/she can design and manufacture his/her project for engineering activities, research and manage machine operations to produce desired products.

Vocational: Relating to the special skills, training, that you need for a particular job or occupation

Pedagogy: The art or science of teaching; education; instructional methods.          

Competencies: The ability to do something well to accepted quality.

Experiential Learning Theory: This is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”

Skills:  Skill is the level of competency to carry out a task with pre-determined results often within a given amount of time, energy, or both

Participatory Action Research (PAR) is an approach to research in communities that emphasizes participation and action. It seeks to understand the world by trying to change it, collaboratively and following reflection.

Future Workshop is a futures technique developed by Robert Jungk, Ruediger Lutz and Norbert R. Muellert in the 1970s.  It enables a group of people to develop new ideas or solutions of social problems.  A future workshop is particularly suitable for participants who have little experience with processes of creative decision making, for example children or youth.

The World of Work describes paid work and the pursuit of a career, in all its social aspects, to distinguish it from home life and academic study.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses works of other scholars on the subject matters to be used in future work within the research as prescribed conditions or ideas for successive chapters.  Teaching and training is only effective if it promotes learning.  As instructors we are expected not only be skilled in our areas of speciality but also to have knowledge about how learning takes place in learners.  It is the only way to shift away from traditional teaching that provides subject knowledge to facilitator of learning whereby we improve student learning using a variety of instructional methods and resources to ensure that sustainable learning is achieved.

In this study the researcher looked at the literature review of other scholars so as to provide the rationale for this research topic.  The researcher aimed at giving an overview of the current student practical training in production technology in the DMPE.  It was to identify gaps in training that research should solve and this was important because it showed why this action research topic was important. The literature review also reviewed relevant methodologies, which showed how this research was done.  This literature review was based on three objectives as follows;

1. Study practical training methods being used in teaching production technology at the DMPE.
2. Identify gaps in those training methods.

• Improve those practical training methods used in teaching production technology at the DMPE.

2.1       Theoretical Background

The theories of learning that I have been exposed to in this Master’s Degree programme have made me understand that students learn better when they are actively involved in their own learning for they know better what and why they should learn. I have come to understand that teaching is not about helping learners to accumulate knowledge that is passed onto them by the teacher but rather about helping them to make sense of the new information (no matter its source), integrating it with the existing ideas and applying their new understanding in meaningful and relevant ways (Killen, 2007). I have learnt that as a teacher, my role is to guide, counsel and mentor students so that they can learn but not to act as a pool of knowledge. Inspired by the constructivist theory of learning, I have come to appreciate the idea that learners can construct their own knowledge from their own experiences and thus should be given a chance to do inorder to derive meaning from whatever experience they undergo. As noted by Mjelde (1993, p. 19), learning should not be seen as anything that happens inside a student‘s head when he/she listens to a teacher or reads a book but should be known to be fundamentally interactive process where both the learner and the teacher are playing active roles but with more emphasis put on the learner since it is whom the learning is intended. Felder and Brent (2003) point out that the only way a skill is developed is through critical thinking, writing, technical skill is through practice. Trying out something, seeing how well or poorly it works, reflecting on how to do it differently, and then try it again to see whether it works better.

The theoretical framework for the study is based on Kolb’s learning Styles such as Inventory (KLSI) model and Experiential Learning Theory (ELT) as defined by Kolb (1984).Kolb (1984) states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations provides a holistic model of the learning process and a multi-linear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop (ibid). Though Kolb’s proponents view his model as too mechanistic and lacking in strong empirical validation, this study, however, views it as relevant since it aims at capturing the nature of learning through action. Hence, the theoretical framework chosen for this study is relevant because the study is based on the integration of theory to practical knowledge in the Production Technology course.

Kolb’s learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle (that might also be interpreted as a ‘training cycle’). The four-stage learning cycle consisting of; concrete experience (CE); reflective observation (RO); abstract conceptualization (AC), and active experimentation (AE). Concrete Experience occurs when learners experience active participation in the Production Technology practical workshop, i.e. learners first see the project they are supposed to do in the workshop. Reflective Observation is the stage when learners produce their own explanations from the drawing

Figure 2.1: Kolb’s Experiential Cycle

Action Conceptualisation is when learners conceptualize the principle relating to how the final product would look from the drawing.  Active Experimental is a doing or performance stage, where learners are expected to manipulate equipment, materials and tools while taking safety issues into consideration.  In relation to this study, Kolb’s four learning styles involve the process which leads learners to understand, design and make the final practical model in the workshop.  To be able to do this, learners are expected to conceptualize and put the project to be made in drawing form or, most importantly, to be able to interpret the project drawn on paper.

In this study the researcher views learning as an integrated process with each stage being mutually supportive of and feeding into the next.  It is possible to enter the cycle at any stage and follow it through its logical sequence.

Figure 2.2:  model for Testing Hypothesis in Future Situations.

Adopted from Kolb’s experiential learning curve (Kolb, 1984)

However, effective learning only occurs when a learner is able to execute all four stages of the model.  Therefore, no one stage of the cycle is effective as a learning procedure on its own.

Like a chapter in a good textbook, a lecture is an efficient way to deliver course content. However, delivering course content is not always the same thing as fostering actual learning. According to Eric Mazur’s book published in 1997on the subject called Peer Instruction: A User’s Manual, Studies have shown that during a typical lecture, students usually capture only a small portion of the content that an instructor conveys verbally, and as Harvard’s Eric Mazur has often pointed out  they remember even less of it. Yet despite these limitations, lectures continue to be a dominant pedagogical mode in many universities, probably for three reasons.

First, instructors tend to teach the way that they themselves were taught. If the courses you took as an undergraduate were lecture-based, then that’s probably how you began teaching your undergraduates. We tend to re-enact what is familiar. Moreover, lectures have a venerable history. For centuries prior to about 1850 when textbooks came to be mass produced lectures were the only feasible way for scholars to share content with students.

Second, it’s easy for an instructor  especially one who is teaching a course that is prerequisite to another course  to become focused on covering “content” rather than on ensuring that students are actually learning. Third, many instructors point out that large

class sizes makes it difficult to do anything other than lecture during class. This is a genuine challenge, though there are also some ways to mitigate it like forming smaller groups.

2.1.1   Application of Future Workshop to Identify Challenges in the DMPE

Future workshop is a method that enables a group of people to develop new ideas or solutions when working together for instance with social problems. A future workshop is a method which is participatory and democratic process to reach decisions for problem solving.

2.1.4    Outcomes of Future Workshop-

The critical areas of concern in the department of mechanical and production engineering Kyambogo University. How the problem was identified and objectives generated from the situational analysis in 2.3 Competencies of a Foundry Technician.

Figure 2.3:  Stakeholders Consultative Meeting

At the Future workshop meeting see figure 2.3 above, members identified the following as being the causes of inadequate skills acquisition. These included: loss of interest by both students and lecturers, lecture method of delivery need improvement, inadequate coverage of content, poor emphasis of practical training, inadequate training materials, lack of technicians interacting with students leaving them to do lectures theory, part time lecturers don’t get regular payments, most lecturers are part timers, different training equipment in university compared to those in industry, change from theory to practical,  research on changing technologies and environment, wild animals, blocked sewages and over grown

trees, little time for practical, linkages between theory and practical, lecturer s participation in practical is poor and lack of chairs, toilets and class rooms.

2.1.5   Participants Visualised Challenges

Participants fantasised and reached the realisation phase form the above challenges and came up with the following tasks to be handled in the DMPE. These included: setting standard assessment for practical exercises, using relevant methods of content delivery, preparing applicable practical exercises, performing continuous research and going for refresher courses and integrate theory with practical.

2.1.6    Action Plan

Lectures and technicians were assigned to carry out the following;

1. set standard assessment for practical exercises,
2. use relevant methods of content delivery,
3. prepare applicable practical exercises,
4. perform continuous research and go for refresher courses,
5. integrate theory with practical,
6. conduct practical exercises as a team and students were required to attend practical training and
7. the HOD was to procure training materials
8. The researcher was to supervise to ensure change in practical training is achieved in the DMPE.

Teaching methods affect retention and if you cannot remember what you learned, the time you spent learning is wasted according to Dr. Eric Mazur. He goes further to indicate the learning pyramid as below.

The first four (lecture, reading, audio visual and demonstration) are passive learning methods. In contrast, the bottom three (discussion group, practice by doing and teach others are participatory (active) learning methods. Arguably, the difference in retention between passive and participatory (active) methods is due to the extent of reflection and deep cognitive processing. Learning in small groups increase chances to participate in working together and increase retention in learners.

In 1997 Dr.Mazur published a book on the subject called Peer Instruction: A User’s Manual. Others later supported the seemingly commonsensical idea that student engagement worked, such as Richard Hake in his 1998 report entitled Interactive-engagement versus traditional methods: Research which concluded: “the conceptual and problem-solving test results strongly suggest that the classroom use of Interactive-Engagement methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice.” To many people, the approach Dr. Mazur advocates may hardly seem new or controversial. After all, many instructors work hard today to make their classes more interactive. However, the main challenge is trainers not to un learn from the traditional habits they were brought up and adapt new changes to match new situations for quality education in learners today. “Dr Mazur thought he was a good teacher” not until he discovered his students were just memorizing information rather than learning to understand the material,” said Mazur. “Who was to blame? The student or the material”. In this presentation below from 2009 entitled “Confessions of a Converted Lecturer,” Mazur explains how he came to the conclusion that “It was his teaching that caused students to fail! Which I also conquer with because many times during our job execution we improvise a lot to bridge the inadequate training materials

In summary

Dr. Mazur’s approach: (1) Students read the notes and appropriate section of books, etc. before coming to class. “I am not going to lecture on the notes anymore,” Mazur says. (2) In the classroom what matters is going deeper. “What’s important is depth not coverage.” The pre-assigned readings take care of the coverage, but class time offers the chance to go deeper and spend time on those parts that were most difficult for students. This depth, says Mazur, is not obtained through telling but by giving chance students to carry out collaborative.

The two main features of the peer instruction approach is that (1) there is active engagement in the classroom. “It’s impossible to sleep in class because every few minutes your neighbor will start talking to you.” And (2) there is continuous information flow back and forth with the student and teacher and also between students. What about solving the physics problems in class? Mazur says that he realized students watching a professor solve problems at the blackboard had little lasting benefit. The benefit of watching a physicist solve problems at the board says Mazur, is something like training to run a marathon by sitting on the sofa eating chips all day and watching videos of great marathon runners. If you want to be a better runner, you have to run. If you want to be a better problem solver, you have to solve problems. In the end what Mazur found is that when students better understand the material (by going deep, discussing with peers, teaching to peers, etc.), they become better problem solvers. Interestingly, however, Mazur discovered that being a good problem solver (and doing well on tests) did not always indicate understanding.

There are two basic and important points that Dr. Mazur made in this presentation: (1) “Traditional indicators of success are misleading.” That is, teacher evaluations and examination results do not reflect whether students really understand the content, even if they do well on the tests. (2) “Education is no longer about information.” Mazur says the key is not memorizing recipes and formulas to do well on a test, but rather to develop and demonstrate the ability to use the information to solve problems.

2.1.7    To study practical training methods being used in teaching production technology

In order to address this objective of the study some related literature to support practical training methods were considered by the help of these major teaching approaches;

1. Experiential learning approach and
2. Student centred approach.

2.1.8    Experiential Learning approach: students learn best through interaction with the environment, Peer groups or from experts according to (Vygotsky, 1962).  This study will try to build learning from the known knowledge so that learners are given chance to participate actively.

Experiential learning

Experiential learning is man’s natural learning environment that challenges our limits while producing a feeling of achievement (Bob Webb 2005)12. It is based on discovery and experience and this inspires students to learn more about the world they live in because discovery is a highly motivating force. Experiential learning does not consider students as gifted or as learning disability due to the fact that each person experience things differently. Experiential learning reflects the perspective of learning as a person’s knowledge development rather than knowledge acquisition and therefore focuses a learner as an active subject and learning as a process (Bjerknes, 2002). The basic values underpinning experiential learning are that both the teacher and the learner are subjects in the learning situation and their relationship is characterized by equality and dialogue. Their roles are both symmetrical and asymmetrical as noted by Bjerknes. Although we can simulate the real world in the classroom and laboratory, authentic experiential learning creates an invaluable opportunity to prepare students for a profession or career, learn the craft of a fine artist, or discover how the discipline creates evidence to contribute to its body of knowledge. Thus, Sullivan and Rosin (2008) argue that the mission for higher education should be to bridge the gap between theory and practice and Bass (2012) suggests that to do this, the educational environment needs to intentionally create rich connections between the formal and experiential curriculums.  Particularly at a research university, we have a responsibility to create situations where students benefit from the abundance of research that is taking place.  Experiential learning provides one approach to ameliorating this criticism and mining the richness of the research taking place at the university.

Experiential learning motivates students and provides the conditions for optimally supporting student learning. When students are engaged in learning experiences that they see the relevance of; they have increased motivation to learn. Students are also motivated when they are provided opportunities for practice and feedback. Experiential learning meets these criteria (Ambrose, etal, 2010).  Through experiential learning, students are confronted with unfamiliar situations and tasks in a real-world context which creates self-directed learning. To complete these tasks;

• students need to figure out what they know
• what they do not know and
• How to learn it.

This requires students to: reflect on their prior knowledge and deepen it through reflection; transfer their previous learning to new contexts; master new concepts, principles, and skills; and be able to articulate how they developed this mastery (Linn, et al., 2004). Ultimately, these skills create students who become self-directed, life-long learners.

Through expeditions the following were noted; the instructor gave instructions and the students are considered taught.  This is based on the premise that the instructor knew everything and the student’s know nothing. In effect the instructor did the thinking and the students were thought about.  Similarly, in Kyambogo University, in the mechanical department, the lecturers and technicians talk and the students listen -meekly.  The lecturers and technicians discipline and the students are disciplined.  The lecturers and technicians choose and enforce their choices and the students comply.  The lecturers and technicians act and the students have the illusion of acting through their actions.  The lecturers and technicians choose the programme content, and the students who were not consulted adapt to it.  The lecturers and technicians confuse the authority of knowledge with their own professional authority, which they set in opposition to the freedom of the students.  The lecturers and technicians are the subject of the learning processes, while the students are mere objects. Today, the student-centered learning models are advocated for in Vocational Education and Training (VET). This is because the model is ideal and supports a range of didactics in the different course units in an academic program. Also, the student-centered models enable the learners document their learning by compiling and presenting their work throughout their academic careers in the form of portfolios.

2.1.9    Learners Centred approach:

Learner centred instruction is when the planning, teaching and assessment revolve around the needs and abilities of the learner(brown 2008 pg1).This model is ideal for acquisition of long life practical skills and abilities.

Learner-centred approaches to teaching have emerged from changes in understanding of learning and knowledge creation and more particularly their origin is deeply rooted in the body of learning theory known as constructivism (both cognitive and social constructivism). In broadest terms, constructivist learning is based on the understanding that learners construct knowledge for themselves. The cognitive constructivism is based on Piaget’s model  which emphasize the interaction of an individual with his environment in the construction of meaningful knowledge. The social constructivism is based on the works of Vigotsky who emphasizes the importance of students learning through interactions with the teacher and other students. The principal implication of constructivist understanding of how knowledge is created is that students are the key initiators and architects of their own learning and knowledge creation rather than being passive vessels who receive the transmission of knowledge from expert teachers (Barraket, 2005). Therefore learner-centred teaching strategies emphasize that knowledge is constructed and that teaching should focus on the learners’ understanding rather than memorization of information in form of facts (Killen, 2007).

Gibbs (1995) defines learner-centred learning as a process by which students are given greater autonomy and control over the choice of the subject matter, the pace of learning and the methods used whereas Nanny cited in (Barraket, 2005) defines it as a broad approach that ultimately holds the student responsible for their own educational advances. From these two definitions it can be seen that the focus of teaching in learner centred approaches is on the learner, the relationship between the student and the teacher and the learning process rather than the teacher and the content.

I also draw some of my understanding of learner-centred approaches to teaching on Weimer’s thinking who is concerned with learner-centred teaching as an exercise in changing teaching practice(Weimer, 2002). Weimer identifies learner-centred teaching as comprising five changes in teaching practice which are:

• Balance of class power between the teacher and the student
• Designing content as a means to building knowledge rather than a knowledge end itself
• Positioning a teacher as a facilitator and contributor other than a director and source of knowledge
• Shifting responsibility for learning from teacher to learners and
• Promoting learning through effective assessment.

As seen from Weimer’s five changes, making a shift towards learner-centred learning and teaching requires changes in the learning environment, changes in the nature and communication of the learning content and changes in the assessment of learning outcomes. This puts a teacher on a task or in a position of a researcher to find out the best possible ways of bringing about the necessary changes for effective implementation of learner-centred approaches.

Hativa (2000) identifies that learner-centred instructional methods include among others discussion, group work/learning, experiential learning, role playing; problem- based learning and case-method teaching. This implies that there are a variety of options or methods that are learner-centred from which a teacher can choose whenever it is deemed necessary to employ them in her/his teaching. Roy Killen also observes that learner-centred approaches (sometimes called discovery learning, inductive learning or inquiry learning) place a stronger emphasis on learners’ role in the learning process. However, this does not mean that all the learning responsibility and power is rendered to the learner. The teacher still has a professional responsibility of guiding the students in their learning process and has to set the learning agenda but of course with much less direct control on what and how learners learn (Killen, 2007). It only means that the teacher is no longer a filter through which all the information to the learner must pass- some of the things that students will learn will come from their individual and group investigations.

Learner-centred approaches and teacher-centred approaches differ in many ways which include; what the teachers does, the way the lessons are organized, how much the learners are engaged actively in the learning activities and how much learners control their learning process, however, in either approach the teacher has a central role as both the planner and a facilitator of learning.

The teacher has to establish the outcomes the learners are to achieve in the learning process and help students to learn. The real difference is on how the teacher structures and mediates the learning (Killen, 2006, p. 73). This kind of learning is supported by Thomas and Noel (2003) where they argue that the reason why teachers teach is to enable learners to learn. Thus, teachers should by all means possible try to facilitate, guide, counsel and to mentor their learners so that they can learn and understand what they learn through methods that will encourage their active learning to take place.

Student engagement through learner centred approaches leads to desirable learning outcomes in a sense that it increases motivation for learning and greater satisfaction with school (Blumberg, 2009). Blumberg (2009) asserts that students in learner centred programmes differ from those in

2.1.10 Practical Training Methods Currently Used at the DMPE.

Practical training methods currently used at the DMPE and mode of delivery at Kyambogo University is mainly teacher centred and is not participatory and work targeted. The public is clamouring for an education that teaches students the competencies they need for real-world success. Below are the current practical training methods being used at the department, well explained in details.

Demonstration Method

The demonstration method is a technique of teaching usually associated with demonstrating a practical skill. It often introduces the skill; its point of application and importance. The skill is demonstrated after which the students practice that skill.

The demonstration method of teaching is used in the practical situations to:

• introduce a new skill to a group of students
• To rectify faults with individual students.

E.g. Filing square; grooving to fit; cutting square.

Guidelines on how to carry out a Demonstration:

Q        What must one bear in mind when preparing a demonstration lesson?

1. Identify key points.
2. Relate theoretical underpinning to key points.
3. Rehearse to ensure all equipment is working and that you can use it.
4. Ensure that all students can see even small equipment and process.
5. Time your demonstration. If it is more than say 10 minutes, consider sub-dividing into a series of demonstrations.
6. Consider how to make the students active (e.g. helping completing a handout, answering questions, predicting the next step, noting results.)
7. Consider how to emphasize safe working practices.

Q         What must one bear in mind when going to Present a lesson involving a demonstration?

• There must be a clear introduction of what is to be demonstrated.
• The presenter must be familiar with the names of tools/equipment.
• One must check the entry / gathering behaviour of students for the demonstration.
• The presenter should not show how not to complete the skill.
• The presenter should stress key points and show links between them
• The presenter must stress safety aspects.
• The presenter must check learner understanding.

Q         List down the advantages of demonstration Method of teaching.

• When carried out well the demonstration method of teaching can be highly motivating to students – better than verbal description.
• Theory and practice can be linked in the demonstration teaching approach.
• The pace of conducting a demonstration can be varied.
• Students usually enjoy actively doing things the demonstration approach of teaching offers them this.
• Expert demonstrations may be available via the video and teacher’s activity becomes to clarify at some points.
• Key points can be stressed and repeated.
• Demonstration method is three dimensional i.e. the person sees what is taking place as it is supposed to be. On top of that he can use the sense of smell and even hear what is taking place.
• Students see the sequence of conducting the demonstration and build it to the level of them internalizing it.
• Demonstration method may allow students to ask questions.

Q         Give the disadvantages of the demonstration method of teaching.

The demonstration method of teaching may have the following disadvantages:

• A poor demonstration can be frustrating for the students.
• The method can be too fast or too slow for the learners.
• The method leaves no permanent record.
• The demonstration may be too difficult to see.
• May be too long leading to loss of concentration.
• Students may learn bad habits / techniques.
• Can be very expensive in terms of material costs.
• The teacher needs to rehearse to be sure of what he is to do.

BRAINSTORMING METHOD OF TEACHING

Q         What is meant by the brainstorming method of teaching?

A brain storming method of teaching is a problem solving technique used to generate a number of ideas (solutions) in a short time e.g. 5 to 15 minutes.

Q         When should the teacher use the brain storming method of teaching?

The brain storming method of teaching is normally used when a problem, real or manufactured, exists and students are invited to generate possible solutions.

This method of teaching is often used in management courses or with problem solving.

Q         What are the guidelines that must be followed if a teacher is to use a brainstorming method of teaching?

1. The ‘problem’ should be stated as “In how many ways can we … .” Restatements can be suggested by students to ensure that they understand the problem.
2. The students are encouraged to shout out key words.
3. All the shouted words are written down without criticism or censure.
4. If the participants dry up, there can be an enforced two minutes silence. Then the brainstorm continues.
5. The key words are then categorized and discussed.
6. Possible solutions are then identified.

Q         Give the gains of using the Brainstorming method in teaching.

1. Unusual solutions may be identified.
2. All can participate
3. Needs few resources
4. Seems to be part of the creative process.
5. Uses students experiences
6. Encourages teamwork.
7. No – one looks foolish.

Q         What disadvantages are there if any, does one suffer if he/she chooses to use the brainstorming method of teaching?

• Group needs to learn and obey rules.
• Warm-up sessions may be needed
• Can be demanding and can only be used for short periods.
• Some students can opt out

How can one summarize the Brainstorming method of learning? – It is a challenging and active learning situation.

Explanation
The most common form of teaching in engineering classes in the Kyambogo University is undoubtedly lecturing, and for many lecturers lecturing is synonymous with teaching. Lecturing can be an effective, efficient, and satisfying method for both lecturers and students. Yet many lectures do not satisfy learning principles and are not conducive to student learning.

One of the fundamental principles of engineering is to attack the critical problem which can make the most difference. In engineering education, improving lecturing is arguably the critical problem; and the first focus on improving engineering education at all schools should be on improving lecturing.

Lecturing is a two-sided coin. An aspect of lecturing which is advantageous for an excellent lecturer can be a disadvantage for a poor lecturer. However, practically every disadvantage can be overcome if the lecturers make an effort to overcome the problems. The following advantages and disadvantages are gleaned from experiences of Wankat & Oreovicz and from Alexander and Davis (1977), Cashin (1985), Eble (1988), and Johnson (1988).
Group work method

It is a method which helps an individual to learn about a subject through interpersonal exchange of information and ideas in a group situation, whereby ten or twelve persons participate. The method involves the group in active thinking process, which stimulates critical thinking amongst the members of the group.

Advantages of group work:

1. Different members come up with different ideas and methods of learning hence quality work
2. It spreads responsibility, encourages creativity, deepens friendships among students
3. Work burden is reduced

Disadvantages of group work:

1. Most active learners tend to dominate the learning process and others do little participation.
2. Lack of attitude to learn to learn new knowledge
3. Lack of students training materials

These limitations can, however, be overcome by reducing the size of the group or conducting the group discussion through buzz session. In any case the usefulness of group discussion is only when it is conducted in a guided manner and when the group leader ensures that the discussions do not deviate from the major theme.

2.2.0    Gaps in Practical Training methods.

The researcher employed knowledge from related literatures to illustrate how practical training methods are applied by both Lecturers and Technicians.

2.2.1    The Traditional Approach in Practical Training

Broadly speaking training as a concept is generally perceived as a learning process. However, traditionally the process refers to the transfer of knowledge from trainer to the trainee. The trainer in the traditional system generally decides on such issues as:

1. Who are the persons to be trained?
2. On what aspects is the training to be imparted?

• What methodology has to be followed for the training?

1. What is the expected benefit of the training?

According to the traditional view the trainer was the dominant actor and the trainee the silent receiver of the message. The trainer-trainee relationship under the system was characterized by unquestionable ‘instructor’ and obedient learner. In this process no consideration was made for the training needs and the whole training activity was dominated by the sole decision making role of the trainer.

This approach was quite similar to the one adopted for formal schooling. Traditional approach of training methodology was based on certain preconceived notions like automatic transfer of knowledge from its ‘owner’ – the trainer, to the ‘receiver’ – the trainee. The effectiveness of any training activity largely depends on the capacity of the trainer to ‘instruct’ or ‘teach’, while the corresponding capacity of the learner depends on how to ‘learn’ or to ‘perceive

2.2.2    Thrust on User Need Basis on Participatory Approach

The difference between the traditional approaches, in the process of training, to participatory approach is that in participatory, the thrust is on the transfer of knowledge/expertise from trainer to learner; this forms the modern approach to training and is characterized by a thrust on change and growth. The emphasis of training in the new approach is not so much on transfer of knowledge but as on the process of growth, which aims at the desirable change of knowledge, attitude and practices.

Here the process is characterized by promoting trainees’ critical consciousness and value judgment.  The process starts with ‘in freezing’ the set notions, and the process of ‘de-learning to re-learning’. There is more realism in this type of training as this is a user need based learning process, whereby the structure and strategies of the training are designed in the light of a Training Needs Assessment (TNA).

The rationale of this guiding principle enables trainees to be more responsive and receptive to such training. The undercurrent is an ongoing process of learning, where by both the trainer and the trainees participate as learners. This training generates a sense of self-confidence.

The concept of participatory training has been evolved in the light of the new approach of training, where the trainees participate actively in the learning process. It has been found to be an effective instrument in economic progress and ecological development programmes.Table 2.1 below, illustrates some of the characteristics that go with the above approaches.

Table 2.1:Training  Approaches

Learning occurs through interactive teamwork and is influenced by a shared, practical environment.  Peer-assisted learning and team building were positive in the learning process.

1. Discovery Learning Approach, where the instructor provides instructional materials for a student to try on his own according to Ajewole (1990) I intend to list all necessary procedures to achieve results of the given task on paper and allow students to work on   their own.
2. Work Based Learning, at constructional sites according to Sannerude (2002) the more the learner participates directly with the real materials the faster the learner acquires the skill
3. Site based also suggest that training can be most effective when delivered “in The tendency in site-based training is to support the establishment of teacher communities as communities of practice in order to foster the development of the new learning culture desired (Wenger, 2000 cited in ibid.). The focus is on aiding the project participants to not only implement new approaches but to “unlearn the beliefs, values, assumptions and culture underlying their practice”(Dede, 1999:1 cited in Butler and Leahy, 2003). Butler and Leahy point to value of incremental learning associated with site-based communities of practice – where every participant has their own perspective and values.

2.3.0    Improve Practical Training methods

Related Literature to support improving practical training according to future workshop in DMPE will adopt a Student’s centred training which increases motivation in learning and cultivates greater satisfaction with learning process. These outcomes lead to greater achievement of knowledge and skills, higher rates of student retention and have better-prepared graduates for world of work.

However, there are disadvantages like; more time is required and ready materials for interaction. But the Head of Department who is also the participant, promised to do whatever it takes to see improvement in students training at DMPE.

2.4.0    Production Technology

By definition, production technology is a system for scheduling the manufacture of products and managing stock inventory that aims to optimize costs, minimize inventory and maintain a steady work flow. The modern production technology that might be used by a manufacturing business can identify production blockages and sense capacity constraints, and it does not usually operate at full capacity if sufficient inventory to meet demand already exist.

In Kyambogo University department of Mechanical and Production Engineering, Production Technology as a course include course units like; Foundry Technology, Welding and Fabrication and Machine shop practice.

2.5.0    Path of Growth

Kyambogo University is one of the new Public Universities, but has a history that dates as far back as 1928. In 1928 Kyambogo started as Technical School on Makerere Hill and was transferred to Kyambogo Hill in 1958 as Kampala Technical Institute. It was renamed Uganda Technical College and finally UPK.

ITEK started as Government Teacher Training College in 1948 in Nyakasura, Fort Portal and transferred to Ruharo and then Ntare Hill all in Mbarara western Uganda it transformed into a National Teachers’ College and later ITEK as per the status of Parliament of 1989.

UNISE on the other hand started as a department of Special Education at ITEK in 1988, and later became an autonomous institution by Act of Parliament in 1998.

A researcher reviews work written by researchers and authors related to his/her topic of research with the purpose of familiarizing him/herself with the current knowledge and thinking on the topic. The work may constitute textbooks, journals, magazines, newspapers, newsletters, documents, pamphlets. In reviewing candidates are supposed to paraphrase what they read.

A good review of related literature:

• begins with an introduction
• is related to the objectives or variables of the study
• should have a conclusion
• Provides background knowledge and information on the current state of knowledge
• based on literatures
• should show the limitation, delimitation and validity of previous research as well as the necessity for the current research
• Should review studies to establish the general area and then move towards studies that more specifically define or are more specifically related to the research you are conducting. It is important to note that your literature review MUST NOT be a series of quotations; instead it needs to provide a critical analysis of previous work.