(10) Articles available http://hdl.handle.net/123456789/876 2026-04-13T17:07:28Z 2026-04-13T17:07:28Z Nothale-Liwambano, Ptricia http://hdl.handle.net/123456789/952 2022-06-07T09:34:30Z 2017-03-01T00:00:00Z

Students’ perception towards the introduction of Open and Distance learning in technical Colleges in Malawi Nothale-Liwambano, Ptricia The study was conducted to assess students’ perceptions towards the introduction of Open and Distance Learning (ODL) as a mode of teaching and learning in technical colleges. Using questionnaires which were administered at Soche, Nasawa and Lilongwe technical colleges. Data were collected from three random selected technical colleges. A total of 90 questionnaires were sent and 71 were returned. Students were selected through simple and systematic random sampling techniques. Data gathered from closed ended questions were tabulated into Statistical Package for Social Scientist (SPSS). Data gathered from open ended survey questions were categorised and brought up themes and sub themes. The key findings revealed that students perceive ODL as an alternative educational mode in technical colleges. Students perceived face-to-face contact as an important element in the teaching and learning process. However, they showed a positive perception towards ODL because of its flexibility in terms of time, space, pace and geographical location of students. These findings give insight to TEVETA and other open and distance learning institutions to take into consideration the possibility of offering technical courses through ODL or including ODL as a mode of delivery in technical colleges in order to increase access to technical and vocational education. In addition, scholars in the field of technical and vocational education may carry out further research in technical colleges to establish whether other colleges have the similar perception about ODL if introduced in technical colleges. A Thesis submitted to the Department of Technical Education, Faculty of Education and Media studies, in partial fulfilment of the requirements for the degree of Master of Technical and Vocational Education

2017-03-01T00:00:00Z Nyirenda, Lusungu, E http://hdl.handle.net/123456789/951 2022-06-07T09:30:46Z 2017-03-01T00:00:00Z

Assessing the influence of Entrepreneurship Education on Entrepreneurial intentions if Undergraduate Students: A Case Study of The Malawi Polytechnic Nyirenda, Lusungu, E Entrepreneurship has become one of the fastest growing disciplines in the last two decades. Subsequently, entrepreneurship courses have been mushrooming in most universities all over the world. The Malawi Polytechnic, a constituent college of the University of Malawi, offers entrepreneurship courses to Bachelor of Business Administration and Bachelor of Education (Business Studies) students. The courses run for one semester during which students are subjected to teaching and learning whose main objective is to transform their minds from just being job seekers to job creators. This study was aimed at assessing the influence of entrepreneurship education on entrepreneurial intentions of undergraduate students at the Malawi Polytechnic. The Theory of Planned Behavior and gender formed a part of the conceptual framework. Employing a survey design and using purposive sampling, a total of 160 students participated in the study sampled from four programs namely Bachelor of Business Administration, Bachelor of Education (Business Studies), Bachelor of Science (Technical Education) and Bachelor of Science in Engineering. Data was obtained through a questionnaire and analyzed using IBM SPSS statistics version 20.0 employing Spearman’s rank correlation, Z-test for comparing column proportions and independent sample T-test. The findings of the study show that students’ entrepreneurial intentions are high and that entrepreneurship education does influence students’ entrepreneurial intentions. All the three antecedents from the theory of planned behaviour were found to be related to entrepreneurial intentions. However, it was also found that students who participated in entrepreneurship courses intend to establish their businesses later than five years after graduation unlike those who did not participate in any entrepreneurship course who intend to establish their businesses in the first five years after graduation although the difference in proportions was not statistically significant. The study, therefore, recommends that entrepreneurship education should be offered to all students regardless of their program of study, with teaching and learning of it being experiential. Further, content of entrepreneurship courses should incorporate those topics that are going to strengthen students’ attitudes and perceptions of their ability to take on an entrepreneurship career with equal focus on both males and females. A Dissertation submitted to the Department of Technical Education, Faculty of Education and Media Studies, in partial fulfillment of the requirements for the degree of Master in Technical and Vocational Education

2017-03-01T00:00:00Z Phiri, Kenneth Scott http://hdl.handle.net/123456789/950 2022-06-07T09:25:04Z 2017-04-01T00:00:00Z

Investigating the practices of inclusive education in public Technical Colleges in Malawi: a case of Soche Technical College Phiri, Kenneth Scott This study investigated the practices of inclusive education in public technical colleges in Malawi. The study was undertaken at Soche Technical College as a case study. This study was conducted in order to evaluate how inclusive education has been practiced in public technical colleges. This study intends to extend our understanding of the practices and effectiveness of inclusive education in Malawi’s public technical colleges. This study was based on feminist disability theory of universal design as a framework. The research design, methodology and the data collection instruments were structured according to this theoretical framework. A qualitative case study design was used. The research philosophy that informed this study was phenomenology. The target population was 71 which included both teachers and students with special needs. Purposive method of sampling was used to draw the sample. Data collection was through interviews, observations and focus group discussions. The meaning of the data was achieved by using thematic analysis. The findings of the study were examined and interpreted guided by the feminist disability theory of universal design framework. The study revealed that successful implementation of inclusive education at Soche Technical College is challenged by lack of adequate resources and facilities. This situation posed significant barriers to the effective practices of inclusive education at the college. Therefore the study suggests that before enrolling students with special needs in regular colleges; it is vital to ensure that they acquire all the necessary resources, support and services. Teachers also need to be provided with enough resources and support, as well as being equipped with relevant skills and knowledge for implementing inclusive education. A dissertation submitted to the Faculty of Education and Media Studies, The Malawi Polytechnic, University of Malawi, in partial fulfilment of the requirements for the degree of Master of Technical and Vocational Education

2017-04-01T00:00:00Z Mbewe, Rose Jane http://hdl.handle.net/123456789/949 2022-06-07T09:21:49Z 2017-08-01T00:00:00Z

Perception of Technical College Teachers on integrating indigenous knowledge in Malawi’s formal Technical, Entrepreneurial and Vocational Education and Training (TEVET) sector: the case of Lilongwe Technical College Mbewe, Rose Jane The study investigated teachers’ perception on the integration of Indigenous knowledge (IK) in Malawi’s formal TEVET sector as a way of achieving sustainable development. The need for IK is currently viewed as a valued resource that can alleviate poverty and create wealth. Malawi’s TEVET sector advocates the integration of IK in formal TEVET to enable individuals acquire relevant skills towards enhancing local production processes (TEVET, 2013). Even though Malawi’s TEVET sector embraces IK, it appears that integrating it in the formal TEVET sector has not yet been achieved. This paper presents an exploration of how IK can be integrated in the formal TEVET curriculum as one way of developing TEVET training programs and improving its relevance to learners’ development needs. The study also examined IK and its relevance in formal TEVET and in harnessing sustainable development. The repositioning of IK could help balance off knowledge acquisition in formal TEVET and improves learner’s knowledge and skill retention towards enhancement of their socio-economic opportunities. The study adopted a qualitative paradigm in order to generate a holistic understanding of the integration processes and its merits. Data were generated through open-ended questionnaire and workshop discussion with eight teachers working for Lilongwe Technical College. The respondents of the study were purposefully selected and given the guide questions in order to gain their insights on how they understand IK, its relevance and strategies of integrating it in the curriculum. The study revealed that the majority of the respondents had a common interpretation of IK which was inspired by their social cultural upbringing as well as practical aspects of technological subjects. The study also exposed the need for IK in enhancing knowledge and skills acquisition of learners, creativity and innovations in achieving socio-economic and environmental sustainability. In addition, the need for research, documentation and infusing of IK in the curriculum coupled with the use of learner centered methodologies were viewed to be vital for successful integration of IK and the delivery of formal TEVET curriculum. The study recommends the incorporation of IK in the curriculum, capacity building of teachers, raising awareness and furthering an action based research where IK’s are explored and integrated in a specific subject matter. A Thesis submitted to the Department of Technical Education, Faculty of Education and Media Studies, in partial fulfillment of the requirements for the degree of Master of Technical and Vocational Education

2017-08-01T00:00:00Z