Exploring skills acquisition differences in leather work among technical university students in Ghana: The case of Tamale Technical University
DOI:
https://doi.org/10.22219/raden.v4i2.36727Keywords:
gender, leatherwork, pedagogy, skills acquisition, technical universityAbstract
This research examines gender-based differences in skills acquisition among students, with a particular emphasis on Creativity. Utilizing an independent sample t-test, the study evaluated the development of creative skills among male and female students in Leatherwork, specifically focusing on Decorative Techniques and Thonging Techniques. The data were derived from a cohort of students enrolled in Leatherwork training from level 100 to level 300 of the Higher National Diploma (HND) program at the Tamale Technical University. The analysis aimed to determine whether significant differences exist in the way male and female students acquire Creative Skills in Leatherwork. Factors such as instructional methods and gender-specific learning preferences were explored. The results of the independent sampled t-test indicated that there were no notable disparities in creativity scores between male and female students within the pedagogical framework adopted. The findings further suggested that there were no significant differences in skill acquisition in Leatherwork between males and females. The study demonstrates that the pedagogical framework accommodates the skills development and acquisition of both genders, highlighting the need for educational strategies that address these differences and promote the development of creativity equally among all students, irrespective of gender. Implications for curriculum design and gender-sensitive pedagogy were discussed to foster more equitable learning outcomes.
Downloads
References
Acheampong, A. B. (2014). Inequality of Gender Participation of Females in STEM Disciplines in Higher Education A case study of KNUST: Ghana.
Ackerman, P. L., Bowen, K. R., Beier, M. E., & Kanfer, R. (2001). Determinants of individual differences and gender differences in knowledge. Journal of Educational Psychology, 93(4), 797–825. https://doi.org/10.1037/0022-0663.93.4.797
Akala, W. J., & Changilwa, P. K. (2018). Status of Technical and Vocational Education and Training TVET) in Post-secondary Education in Kenya. In Journal of Popular Education in Africa (Vol. 2, Issue 7). http://www.jopea.org/index.php/current-issue
Andiema, N., & Manasi, E. (2021). Female Students Participation in Technical Vocational Education and Training in West Pokot County, Kenya. East African Journal of Education Studies, 3(1), 61–69. https://doi.org/10.37284/eajes.3.1.314
Arfo, E. B. (2015). A Comparative Analysis of Technical and Vocational Education and Training Policy in Selected African Countries.
Barinua, V., Olarewaju, o., & Olatokunbo, V.-J. (2022). The Impact of Skill Acquisition on Entrepreneur Development. Saudi Journal of Business and Management Studies, 7(5), 137–146. https://doi.org/10.36348/sjbms.2022.v07i05.004
Brewer, Laura. (2013). Enhancing youth employability : What? Why? and How? Guide to core work skills. ILO.
Chukwuedo, S. O., & Omofonmwan, G. O. (2015). Developing Industrial and Technological Manpower via Technical Vocational Education and Training (TVET) in Nigeria. In University Of Mauritius Research Journal (Vol. 21).
Dasmani, A. (2011). Challenges facing technical institute graduates in practical skills acquisition in the Upper East Region of Ghana. In Asia-Pacific Journal of Cooperative Education (Vol. 12, Issue 2).
Diwakar, N., & Ahamad, T. (2015). Skills development of women through vocational training. IJAR, 1(6), 79–83. www.allresearchjournal.com
Emmanuel, I. M., Adekunle, A., Uneke, O., & Ahmed, S.A.. (2014). Human Empowerment through Skills Acquisition:Issues, Impacts and Consequences-A Non-Parametric View. In Journal of Poverty, Investment and Development-An Open Access International Journal (Vol. 5).
Esquivel, V., & Sweetman, C. (2016). Gender and the Sustainable Development Goals. In Gender and Development (Vol. 24, Issue 1, pp. 1–8). Routledge. https://doi.org/10.1080/13552074.2016.1153318
Giri Scholar, P. (2021). Skill Development and Socio-Economic Empowerment of Women. IJRAR21B1414 International Journal of Research and Analytical Reviews. www.ijrar.org
Hiebert, Bryan, Borgen, & William. (2003). Division of Secondary, Technical and Vocational Education Training in The Twenty-First Century- New Roles and Challenges for Guidance and Counselling UNESCO 2002.
Kusi-Mensah, A. (n.d.). A Gendered Analysis of Formal Vocational Education, Skills Development, and Self-employment in Accra, Ghana: Exploring enterprise development and outcomes of women’s self-employment in the feminized trades Item Type Thesis. http://hdl.handle.net/10454/17344
Kwauk, C. T., & Casey, O. M. (2022). A green skills framework for climate action, gender empowerment, and climate justice. Development Policy Review, 40(S2). https://doi.org/10.1111/dpr.12624
Leal Filho, W., Kovaleva, M., Tsani, S., Țîrcă, D. M., Shiel, C., Dinis, M. A. P., Nicolau, M., Sima, M., Fritzen, B., Lange Salvia, A., Minhas, A., Kozlova, V., Doni, F., Spiteri, J., Gupta, T., Wakunuma, K., Sharma, M., Barbir, J., Shulla, K., … Tripathi, S. (2023). Promoting gender equality across the sustainable development goals. Environment, Development and Sustainability, 25(12), 14177–14198. https://doi.org/10.1007/s10668-022-02656-1
Leedy, P. D., Ormrod, J. E., Columbus, B., New, I., San, Y., Upper, F., River, S., Cape, A., Dubai, T., Madrid, L., Munich, M., Montreal, P., Delhi, T., São, M. C., Sydney, P., Kong, H., Taipei, S. S., & Pearson, T. (2010). Practical Research Planning and Design ninth edition. www.myeducationlab.
Lyngdoh, B. W. B. (2005). Orientating TVET for Sustainable Development Skills for Work in The Future: A Youth Perspective. In Prospects: Vol. XXXV (Issue 3).
Markowitsch, J., & Hefler, G. (2019). Future developments in Vocational Education and Training in Europe. https://ec.europa.eu/jrc
Marope, P. T. M. ., Holmes, K. P. ., & Chakroun, B. . (2015). Unleashing the potential : transforming technical and vocational education and training. UNESCO Publishing.
Mvunabandi, J. D., Mkhize, M., Marimuthu, F., Nomlala, B. C., & Gadzikwa, L. (2023). Can Training in Employability Skills Help Adolescent Girls and Young Women in South Africa Increase Their Employment Opportunities? Jurnal Maksipreneur: Manajemen, Koperasi, Dan Entrepreneurship, 12(2), 430. https://doi.org/10.30588/jmp.v12i2.1229
Nilsson, A. (2010). Vocational education and training - an engine for economic growth and a vehicle for social inclusion? International Journal of Training and Development, 14(4), 251–272. https://doi.org/10.1111/j.1468-2419.2010.00357.x
Nwakanma, S., & Uchechukwu, A. V. (2019). Acquisition of Vocational and Technical Skills for Sustainable Development in Technical Colleges in Rivers State: Determinants of Gender Disparity. International Journal of Scientific and Research Publications (IJSRP), 9(8), p9289. https://doi.org/10.29322/ijsrp.9.08.2019.p9289
Obadara, O. E., & Oyebolu, S. O. (2013). Impact of technical and vocational education on manpower development in South-West Nigeria. Mediterranean Journal of Social Sciences, 4(3), 409–414. https://doi.org/10.5901/mjss.2013.v4n3p409
Onyenwe, B. O. (2012). The Relevance and Contribution of Technical Vocational Education and Training (TVET) to National Development and Self-Reliance: The Need for Educational Regeneration. In Journal of Resourcefulness and Distinction (Vol. 4, Issue 1).
Pankratova, E., Ihsan, M., Dana, A., Alrayess, J., Loots, S., Duell, N., & Fostier De Moraes, G. (2024). Empowering Women in Technical and Vocational Education and Training in the Kingdom of Saudi Arabia 1 | Policy Note Unlocking Opportunities: Empowering Women in Technical and Vocational Education and Training in Saudi Arabia. www.worldbank.org
Seremba, C. L. (2022). Women’s Empowerment in Technical Vocational Education and Training Exploring The Unique Perspectives of Females from Vocational Institutes: A Case Study of Nakawa Vocational Training Institute (NVTI).
Wang, M. Te, Ye, F., & Degol, J. L. (2017). Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics. Journal of Youth and Adolescence, 46(8), 1805–1820. https://doi.org/10.1007/s10964-016-0618-8
Wynn, A. T., & Correll, S. J. (2017). Gendered perceptions of cultural and skill alignment in technology companies. Social Sciences, 6(2). https://doi.org/10.3390/socsci602004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mohammed Seini Issah, Essel Harry Barton, Akosua Tachie-Menson
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Research and Development in Education agree to the following terms:
- For all articles published in the Research and Development in Education, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to the automatic transfer of non-exclusive publishing rights to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
