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dc.contributor.authorAkuffo, Buckman
dc.contributor.authorOkae-Adjei, Samuel
dc.contributor.authorDzisi, Smile A
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-12-09T12:34:47Z
dc.date.available2016-12-09T12:34:47Z
dc.date.issued2016-11
dc.identifier.urihttp://hdl.handle.net/11599/2557
dc.description.abstractFeedback in modeling is very crucial and educational institutions are not exempted. With the dynamic nature of businesses today, the development of technical and vocational education and training can greatly improve when periodic feedback is given to help shape the development and implementation of curriculum. After five (5) years of offering training and technical support to artisans in the informal sector in deprived communities, in Ghana, by Koforidua Polytechnic through the Institute of Open and Distance Learning, (IODL) with support from Commonwealth of Learning (COL), this paper traced graduates of the Artisan Programmes from 2010 to 2015. This was to help in generating relevant information that could be fed into curricula review to ensure that programmes offered meet expectations. Five hundred (500) graduates were randomly sampled from eight (8) deprived communities in the Eastern Region of Ghana of which 422 responded representing 84.4% response rate. Comfort of living, extent of material acquisition, available necessities of life, and increased self-confidence were some livelihood indicators used in the study. Results from the study revealed that 83% of graduates find the programmes highly beneficial because their skills have improved and seek to continue to the advance certificate. Again, the study showed that more than 70% of auto-mechanics, electricians, seamstresses, hairdressers and mobile phone repairers indicated that they urgently need further and modern training. Furthermore, over 80% of women and girls involved in the study indicated that their livelihood has improved tremendously after graduation and they were supporting their children education. The gaps identified by the study included the small component information communication technology in the curriculum of the Artisan programme. The study recommends, among others, that information communication technology component should be increased in the curriculum and the period of refresher training should be reduced from six months to three months. // Paper ID 119en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL) and Open University Malaysia (OUM)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectTechnical/Vocational Education and Training (TVET)en_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.subjectSkills Developmenten_US
dc.titleA Tracer Study of Koforidua Polytechnic Artisans Graduatesen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameGhanaen_US


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