Research consultancy
IMPROVING STUDENT PRACTICAL TRAINING AND SKILLS ACQUISITION IN PRODUCTION TECHNOLOGY
At the Department of Mechanical & Production Engineering, Kyambogo University
ACRONYMS
DIT Directorate of Industrial Training.
DMPE Department of Mechanical and Production Engineering
HDM Higher Diploma in Mechanical
HoD Head of Department.
ITEK Institute of Teacher Education Kyambogo.
MVP Master of Vocational Pedagogy
TVET Technical Vocational Education and Training
UNISE Uganda National Institute of Special Education.
UPK Uganda Polytechnic Kyambogo
VET Vocation Education and Training
VIP Visual In participation
WOW World of Work
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.
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
- To study 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 improve the practical training methods at DMPE so as to enhance skills acquisition of the students
1.5.1 Research Questions of the Study
- What are the practical methods being used in the teaching of production technology at the DMPE Kyambogo University?
- What are the gaps in the training methods in production technology at the DMPE Kyambogo University?
- 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.
