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Title:
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Curriculum Fundamentals Evaluation Report |
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Author:
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Kamdima, Harry Gerson; Gomani, Modesto
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Abstract:
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The curriculum evaluation for fundamentals was an exercise that aimed at establishing
the status of the current curriculum fundamentals in responding to changes in the labor market.
The target was all the trades that use the fundamentals namely; general fitting, automobile, motor vehicle mechanics, electrical installation, brick laying, plumbing, carpentry, painting and decoration, printing, welding and fabrication, and refrigeration and air conditioning.
The survey was done between February and March 2009 in Chitipa, Karonga, Mzuzu, Nkhatabay, Nkhotakota, Lilongwe, Salima, Mangochi, Liwonde, Zomba, Blantyre, Thyolo, Mulanje, and Chikwawa districts.
The exercise was being coordinated by the Research and Development Office within
Planning and Monitoring Division in TEVETA, but the Curriculum Development Office
within the Quality Assurance Division will proceed in coordinating the review process. |
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Description:
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The Technical Entrepreneurial and Vocational Education and Training Authority
(TEVETA) was established in 1999 following the Act of Parliament dated 14th February
1999. The establishment was a result of the realization that the technical and vocation
training received low priority compared to other sectors. The sector was characterized by;
lack of a national coherent, demand-driven policy, minimal involvement of the private
sector, inappropriate legislation, guidelines and by laws, non-responsive, non-flexible
institutional structures, limited national technical qualifications system based on outdated
curricula and recognized standards, and insufficient, unsustainable financial base and
ineffective financing mechanism. The objectives of establishing the system was to;
promote an integrated, demand driven competency based modular technical education
and training system, monitor gaps between supply and demand for the skills, promote
managerial and business skills, and spirit of entrepreneurial culture with regard to both
wage and self-employment, facilitate sound and sustainable financing and funding
mechanisms for technical education and training, and to facilitate and bring together the
expertise and moderate the different interests of stakeholders of technical education and
training (GOM, 1999, p 3).
The system is based on six principles which are linked to the realized deficiencies stated above. The principles are; TEVET will be an integrated system, demand driven, based on Private-Public Partnership, comprehensive in its nature, Accessible and flexible, equitable; and independent and autonomous (MLVT, 1998 p 6).
Broadly the system’s vision is to have “an adequate and sustainable generation of internationally competitive skilled workforce capable of spearheading the country’s production and export-led socio-economic growth in a socially responsible manner” (TEVET 2007, P.5), and is built on the mission statement of directing sustainable acquisition of internationally competitive and recognizable technical, entrepreneurial and vocational skills by the Malawian workforce, (ibid).
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The mission statement is in line with the National Vision 2020 which enshrined people’s aspirations and hopes, and a perception of how to achieve them by some future date (GOM, Vision 2020 Initial Concept). |
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URI:
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http://www.ndr.mw:8080/xmlui/handle/123456789/556
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Date:
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2009 |