The Impact of Competency Models on TVET Instructors in Apparel Pattern Making Processes in Ghana: A Qualitative Study

Abstract

Competency-based pedagogy significantly increases the likelihood of adequately preparing students for the world of work. This is a major objective of TVET. Thus, the goal of this inquiry was to examine competency models and the teaching of apparel patternmaking in Ghana. It identifies the origins and introduction of competency-based training models in Ghana and examines the gaps that exist between the desired competencies needed for teaching the subject successfully and the challenges that are affecting instructors’ competencies. This study employed the qualitative approach. The target study population was the instructors of technical universities in Ghana. Consequently, the purposive sampling technique was used to select 23 samples from four technical universities. The major empirical findings of the study demonstrate that instructor’s approach to pattern making has duly changed to accommodate the unique competency requirements necessary for effective teaching and learning of pattern making in the various technical universities. To enhance training, it is recommended that real industry working environment be replicated in a school setting or by affording more opportunities to collaborate and utilize the workplace as a learning station.