Research consultancy

IMPROVING STUDENT PRACTICAL TRAINING AND SKILLS ACQUISITION IN PRODUCTION TECHNOLOGY.

Abstract

Skills and knowledge required from students to effectively undertake lifelong practical work from Kyambogo university department of mechanical does not meet market demand of world of work. Preliminary investigations through action research expeditions, employers of Kyambogo University graduates have noted that the level of competence of the present graduates are not like those of Uganda polytechnic Kyambogo. Consequently, department of Mechanical and Production Engineering has been chosen as a case study for this project. A Future Workshop as a methodology of data collection was used because it is participatory, flexible and democratic to use. Future workshop consultative meetings were held at the department in order to identify challenges to the expected practical training that we require and also reach possible solutions regarding these challenges. Participants included all stakeholders who contributed towards the challenges in training using action research looking at Foundry technology which is a course unit under Production Technology in the Department. I sampled Foundry competences from world of work using a job process analysis about the required graduate employable skills. Findings established many challenges including training methods which needed improvement for better content delivery. The researcher took on the task to establish the current training methods applied and also identify gaps and suggest ways of improving them. Demonstration and group work methods among others were considered the most appropriate in training. Training resources and competent instructors must be considered. Therefore the university must ensure that the report be given the attention it deserves for a positive change in training.

Key words: practical training, skills acquisition.

I hold of Bachelor of Education in Technological studies (Mechanical) and a Post Graduate Diploma in Vocational Pedagogy. I am a senior technician in the department of mechanical and production engineering where I have served for 28 years. The students I teach 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.

Motivation for the study

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 Vocation Education Training because the future of this country lies in hands on and therefore it must be attended to with somebody like me who have made it from lower certificate to Master degree in vocational education and training.

Introduction.

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 will 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.

I looked at a job work process analysis of a Foundry technician from John Lugendo and company foundry workshop in Ndeeba who is a long serving casting process in Uganda and gathered information about the competences required of a foundry technician in that company as below 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.

Literature that inspired me was 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 practice in order to derive meaning from whatever experience they undergo. As noted by Mjelde (1993, p. 19), learning is not seen as anything that happens inside a student’s head by listening or reading but should be known as fundamentally interactive process where both the learner and the teacher are playing active roles with more emphasis put on the learner since is the beneficiary of the learning process.

The theoretical framework for the study is based on Kolb (1984) learning Styles such as Experiential Learning Theory which states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations and provides a holistic model of the learning process. However, effective learning only occurs when a learner is able to execute all the four stages of this model. Also from Weimar ( 2002) changing from teacher centered learning which is too traditional approach in teaching to make 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) identified that learner-centred instructional methods include among others discussion, group work/learning and experiential learning. Outcomes of this approach increases motivation for learning and greater satisfaction with school (Blumberg, 2009). The traditional process refers to the transfer of knowledge from trainer to the trainee. The trainer in the traditional system generally decides on what to teach.

I looked at the current training methods and identified gaps and gave suggestions on Demonstration and Group Work as the most effective method to apply in practical teaching. There are various methods of teaching Practicals and the choice of teaching methods to use is affected by many components such as content, time, ability of pupils, group size as well as the teacher, s personal preference (Andrusyzyn 1990). Mutasa and Wills (1995) propound that the demonstration method involves the teacher showing pupils how to do something while they observe. Pupils practice will follow the teacher’s demonstrations. According to Chamberlain and Kelly (1981) demonstrations are used to show procedures and explain techniques. Thus, demonstration is a direct means of explaining how things are done to learners. Chikuni (2003) also states that demonstration is where the teacher shows how something is done by actually doing it. According to Child (1988), a student learns better through coping correctly.

Application of Future Workshop to Identify Challenges in the Department Mechanical and Production Engineering (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. It is participatory and democratic process to reach decisions for problem solving.

During the Future workshop consultative meeting, members identified the causes of inadequate skills acquisition in production technology and they included the following: loss of interest by both students and lecturers, content method of delivery need improvement, inadequate coverage of content, poor emphasis of practical training, Technicians conduct practicals alone without Lecturers, 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. These challenges passed through future workshop phases and came up with the following tasks to be handled in the DMPE as follows: setting standard assessment for practical exercises, using relevant methods of content delivery, teach practicals as a team, prepare applicable practical exercises, perform continuous research and go for refresher courses and integrate theory with practicals.

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.

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

Objectives of the Study

To establish the practical training methods that are used to teach production technology at the DMPE at Kyambogo university
To identify the gaps of the above mentioned methods on the level of skill acquisition of the students
To provide suggestions to improve the practical training methods at DMPE so as to enhance skills acquisition of the students

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 and contribute to the national development of the country.

Action implemented.

standard practical exercises were to be set by both lecturers and technicians
Demonstration and group work among other methods are to be used to deliver content.
Applicable practical exercises were being set.
Integration of theory with practical was being practiced.
Practical exercises are conducted as a team.
Students are attending practical training regularly.
Head of department procured some training materials.
I established current practical training methods and identified gaps and gave suggestions for improvement.

Conclusion and recommendation.

Demonstrations and Group Work has been identified as the most effective methods for learners to copy the correct ways of doing things. For Gwarinda (1993), demonstration method enhances translation of theory into practice. Soroka, Hoagland and Mohale (1977) propound that the demonstration method should be used to impart skills. That is why this method is often opted in the teaching and learning of practical subjects.

Gwarinda (1993) concurs with Soroka, Hoagland and Mohale (1977) who affirm that demonstration involves teaching pupils how a specific skill is executed. This method is recommended for teaching a skill because it enables covering of all the necessary steps in a process (Petty 200). Thus, the demonstration method gives learners the opportunity to see, hear and put hands on. These details include the necessary background knowledge, steps or procedures precautions (McKeachie 1986).

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