EFFECTIVENESS OF COMPETENCY-BASED TRAINING ON THE ACQUISITION OF INDUSTRY DESIRED COMPETENCIES OF AGRICULTURAL ENGINEERING STUDENTS IN TAMALE POLYTECHNIC, GHANA

Abstract

The Competency-based training model was piloted from 2005-2008 in selected polytechnics in Ghana. The experimented curriculum has been adopted for the training of Agricultural Engineering students on the Higher National Diploma (HND) programme. Despite its adoption, little academic research exist to ascertain its effectiveness or otherwise. This study employed descriptive survey to establish the effectiveness of CBT on agricultural engineering students’ acquisition of competencies needed for the world of work.A multi-stage sampling technique was used to select a total of 190 respondents which comprised of students, lecturers and industry supervisors. The findings indicate positive significant effect of CBT on students’ acquisition of industry desired competencies as assessed by students, lecturers and industry supervisors. Students’ competencies improved significantly in all the 19 industry desired competencies ‘before’ and ‘after’ their industrial attachment training. Moreover, lecturers also assessed students to be competent in 18 out of the 19 industry desired competencies that were investigated. Equally, industry supervisors assessed students to be competent in 15 out of the 19 competencies investigated. All the six assessment components employed in the assessment of students were deemed suitable as assessed by students and lecturers. The study also revealed that, majority of the students favour variation in the grading system because their competencies defer. Lecturers and students assessed all learning facilities to be inadequate. The study revealed insufficient places for industrial attachment, inadequate financial support, accommodation constraints, lack of a well-resourced workshop and absence of demonstration farm for practicals as the five top most constraints that bedevil the programme.The survey showed a statistically significant relationship between students ‘ages’ and their ‘problem solving skills’. Besides, the survey also showed that, there is a statistically significant relationship between ‘profession of parents of students’ and their ‘ability to transfer skills learnt to practical situations’. In the same vain, there were statistically significant relationship between ‘ages’ of students and the ‘educational background of their parents; on one hand, and their ‘self-confidence’ on the other hand. From the survey,it was found that,there was a statistically significant relationship between ‘lecturers’ length of service’ and ‘CBT’ on one hand, and their ‘problem solving skills’ on the other hand. Besides, there was a statistically significant relationship between lecturers’ ‘ages’ and ‘academic qualifications’ on one hand, and students’ acquisition of ‘critical thinking skills’ on the other hand. Moreover, the results showed a statistically significant relationship between lecturers ‘length of service’ and students ‘ability to transfer skills learnt to practical situations’. Statistically significant differences were found in competencies as assessed by industry and polytechnic supervisors in students’ ability to network in a variety of situations, ability to self-reflect actions, knowledge of ICT skills needed for work place, awareness of leadership skills needed to lead others, and group decision making through dialogue. Interviews and Observations were also undertaken to corroborate these findings.To this end,the study recommends for the provision of relevant learning facilities to help students acquire these hands-on skills. The study also recommends for variation in the grading system that would recognise differences in students’ competencies. Equally, both lecturers and industry supervisors should be trained to enable them assess students properly.