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Revisiting Instructional and Supervisory Practices for Vocational Short Courses Training
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Abstract
This study explores instructional and supervisory practices within VSCs drawing insights from field research to understand how effective supervision can optimise vocational training programmes. The study employed a qualitative approach informed by a phenomenological design using observation, document review and interviews with 33 purposively and conveniently sampled participants from Kihonda Regional Vocational Training Centre, Dakawa VTC, and Mikumi VTC. Thematic and content data analysis revealed five key supervisory practices: classroom management with 20% theory and 80% practical content distribution, document- based supervision, supervision by walking about, supervision informed by students’ feedback, and supervision through the provision of guidance and counselling service. A notable challenge was identified in the over-reliance on document-based supervision, coupled with infrequent visits to training workshops. These findings underscore the need for Vocational Education and Training leaders to prioritise visiting training workshops rather than relying solely on submitted documents.
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References
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