Abstract:
The research looked at the impact of the AMATROL Training Programme on teaching
and Learning of Engineering in Polytechnics in Ghana (with Takoradi Polytechnic as a
case study) since its introduction from 2012. The objectives were to examine the
perception of students and lecturers towards the AMATROL Training Programme; to
identify the challenges, associated with the use of the AMATROL Training
Programme, to the students and the lecturers and to identify the benefits AMATROL
Training Programme brings to the students and lecturers in their learning and teaching
respectively. Random sampling and stratified sampling techniques was employed to
select the students and lecturers. A structured questionnaire was developed, pretested
and administered to a sample of 280 and 25 in respect of students and lecturers
respectively. Descriptive statistics was used to analyse the data. The study showed that
both students and lecturers accept the Training Programme as good for engineering
training. The study also found out that there was inadequate time allocated for the
AMATROL Training Programme. More Technicians are needed to be engaged to
support the lecturers, since most lecturers find it difficult without the help of technicians
in using the laboratories for teaching. The study further showed that the laboratories
were not fully utilized in training programmes for students and could therefore be used
for training those in the industries as well. Based on the findings from the study, it is
recommended that for the AMATROL Training Programme to be more effective there
is the need to increase the contact hours’ students spend on the programme. Technicians
and Lecturers who are engaged in teaching using the AMATROL should be encouraged
with better attractive motivational packages. Furthermore, Government must enact a
policy to involve all the Polytechnics involved in technical training to adopt
AMATROL Training Programme for training engineering students.
Description:
A Dissertation in the Department of Mechanical Technology, Faculty of Technical
and Vocational Education, submitted to the School of Graduate Studies,
University of Education, Winneba in partial fulfilment of the requirements for
award of the Master of Technology Education (Mechanical) degree.
