Abstract:
Professional development is the key to curriculum-based
reform, yet there is little empirical evidence upon which to base
decisions of design or implementation of training and development
programmes. This study examined the training and development
needs of Ghana’s polytechnic teachers in an existing
curriculum reform scenario as they became involved in curriculum
design. Forty-four teachers and four heads of mechanical
engineering departments and representatives of the leadership
of four polytechnics granted comprehensive interviews and
responded to questionnaires. Findings revealed that updating
subject knowledge through industrial attachments was a major
training and development need for teachers. Teachers indicated
that they were keen to get more involved in curriculum design
and argued for their subject knowledge to be improved to give
them the confidence to do so. The results of the study suggest
higher education teachers have training and development needs
in relation to effective curriculum design and implementation.
It is proposed that polytechnic–industry links are strengthened
and that teachers should draw on teamwork to plan and undertake
industrial attachments.
