The Second Phase of Teacher's Capacity Building Program at the Malakal Vocational Training Centre October 2010 to January 2011

Personal background:

I am a researcher and facilitator holding a Master’s Degree in Vocational Pedagogy graduated June 2010 from Akershus University College (HiAk) in Norway. And a graduate of mechanical engineering from Sudan University for Science and Technology (Sudan) 2004. I have been an instructor in Vocational Training Centers for the last ten years. My practice was from September 2000 to June 2005 in the North of Sudan at St. Joseph’s Vocational Training Centre Khartoum and from October 2005 to up to date in Southern Sudan at Malakal Vocational Training Centre (MVTC).
My Master’s studies from 2008 to 2010 was made possible through the UNCOOP – TVET project. This project is a partnership of three Universities namely; Akershus University College in Norway, Upper Nile University in Sudan and Kyambogo University in Uganda. The partnership is funded by SIU, Norway, and is about developing a Bachelor Program in Vocational Education at Upper Nile University (UNU) in Malakal.
As a researcher and facilitator who’s committed to continue working in improve his practice. I can influence my learning and other learning too. In the Teacher’s Capacity Building Project (TCBP) I would like me and the instructors at the MVTC to influence each other’s learning. Doing so will possibly contribute in increasing the learning outcomes of the students at the MVTC.

Project background:

The Teacher Capacity Building Project (TCBP) is an action research oriented project that focus in improving one’s own practice as teacher/facilitator in vocational education. It is base on experiential learning circle of action, experience, reflection and conceptualisation. This program is also intended to build the capacity of the instructors in vocational pedagogy in their various field of expertise. It is expected also to improve English and computer skills of the instructors at the Malakal Vocational Training Centre (MVTC). Several capacity building training programs that are relevant to the instructors experiences and needs will develop and organize in form of workshops and seminars.

In the period between October 2009 to January 2010, an action research project was conducted by Daniel Ruben Ateng addressing the research question; how can I improve my practice as a facilitator in technical and vocational education, focusing on facilitating participants participation and learning groups. The objectives of this research was to build the capacity of the researcher as well as 22 research participants (instructors of the Malakal Vocational Training Centre) in facilitating learners participation in the learning process and facilitating learning in the learning groups. The instructors who participated have chosen to work together in 5 learning groups each consist of 4 to 5 members. They worked together and learnt, discuss and know about what is student centred learning.

The participants (instructors of the Malakal Vocational Training Centre) expressed that the exercise was good, it helped them to learn to reflect on their own practice, evaluate what they are doing and works in improving it. It helped them to work together in various learning groups and be committed to their work. It helped them to share their experiences with each others. It helped them enhance their use of computer and the internet in searching for the information related to the subjects under discussions. It help them to improve their English skills since must of them were from Arabic background. It helped them to enable their students participate and take responsibility of their own learning.

On the other hand there were some challenges faced during this learning process. Some of these are; the English language as a medium of instruction since most of them were from Arabic background. Access to the internet was difficult since the VSAT is down up to now. Meeting time was also challenge because since most of the instructors were busy with their daily working schedule.

The second phase of the project, that has started on the 11th of October 2010, and expected to continue up to the end of January 2011. A total number of 25 instructors including two Sudanese Master’s students from Akershus University College in Norway are expected to take part in this development project.

In the second phase I like to carry in depth capacity building training on vocational pedagogy. With the instructors of the MVTC we together will carry an in depth analysis to our teaching practices, identify the areas of weakness and strength and work in improvement. I will work in developing and organise several capacity building training programs that are relevant to the instructors experiences and needs in from of workshops meetings and seminars.

Methodological approach:

The Teacher Capacity Building Project (TCBP) as instructors we will be studying our own practice and each will ask the questions; How can I improve my practice as instructor at the Malakal Vocational Training Centre (MVTC). This implies testing one’s actions against its consequences, and then do action, experience, reflection and conceptualisation and so on. The reason of choosing the living theory methodology, because it enabled researcher/practitioner to investigate their own practice, observe, describe and explain what they are doing in company with other participants, and produce their explanations for what they are doing and why they are doing it (Whitehead & McNiff, 2006).

Greenwood D. and Levin M (1998) stated that, action research is a democratic research process through the inclusion of local stakeholders as core researchers. They further said that “they believe that action research (AR) can produce better research results than the arising from the professional expert social research models and they see AR as central of enactment of commitment to democratic social transformation through social research” (Greenwood D.& Levin M, 1998, p3)

Action research methodology as stated by Greenwood D. and Levin M. AR methodology is different from other social research methodologies because Action research methodology contributes actively and directly to the process of democratic social change and the simultaneous creation of valid social knowledge.

The epistemological foundation of action research is based on practice, the researcher investigate a situation or action then create knowledge and explanation based on what he has experienced. The other forms of social research draw explanation based of theories and textbook. This distinguishing feature of action research made it scientifically accepted and capable to make social change. (Greenwood D. & Levin M, 1998, pp 67-69)

Choosing living theory methodology is based on our willingness; firstly to live in accordance to our values, love for freedom, democracy and respect of others opinions. Secondly, to make our knowledge public. Thirdly to contribute to knowledge creation as instructors at the MVTC. Fourthly, in the process to improve our practice as a facilitators/instructors in Vocational Education.

The action research living theory approach methodology is probably different from other research methodologies because it addresses the question I whereby I became living contradiction when my values are denied in my practice I use the living theory research methodology as means to overcome this contradiction (Whitehead, 1989).
The difference between living theory methodology and other research methodologies is that living theory methodology addresses the question “I”. It shows individual influences to his learning and others learning. The other forms of research intended to study and interpret the things, ephemeron, people to make meaning, knowledge and theories out of it.
In action research approach the researchers may tend to be spectators to maintain outsider perspective, to observe what other people are doing, and describe and explain people’s actions. Or they can be an insider taking the role of the participants in the research process and such observing their actions and describe and explain their action (Jack Whitehead & Jean McNiff, 2006).

Method:

Working as an action researcher means that I “accept no a priori limits on the kinds of social research techniques” which I can use. “Formal quantitative, qualitative, and mixed methods all are appropriate to differing situations.” (Greenwood & Levin, 1998, p.7)

Research method refers to any techniques and tools used to collect data or information about a situation, phenomena, people etc. Some of these methods are, observations, structured and unstructured interviews, text analysis, minutes, notes, logs, dairy, audio and video recordings etc. (McNiff & Whitehead, 2005).

Action Plan:

Proposed schedule for TCBP activities from October 2010 to January 2011

From 5/10/2010 to 20/10/2010

1- Interview the instructors to evaluate the first phase of TCBP.
2- Identify the willing participants among instructors for the second phase.
3- Get some suggestions and remarks on how we can work together.
4- Identify the needs of the instructors.

From 21/10/2010 to 25/10/2010

1. meeting with the prospective participants and work together on setting up work plan.

From 26/10/2010 to 15/01/2011

1. TCBP activities, data collection and analysis.
2. Evaluation of the TCBP.

From 18/01/2011 to 18/02/2011

1. Report writing.
2. Preparation for the third phase of TCBP


Daniel Ruben Ateng Kwang
Southern Sudan – Malakal
October 2010

HOW CAN I IMPROVE MY PRACTICE AS A FACILITATOR IN TEACHINCAL AND VOCATION EDUCATION?

Focusing on Facilitating Participants' Participation and Learning Groups?    Abstract   This dissertation documents a self-study of my own practice as a facilitator in technical vocational education which is committed to practice improvement. I have adapted action research living theory methodology whereby I asked myself the question: How can I improve my practice?  It is through adoption of this methodology I have been able to reflect over my practice and how I live in accordance with my values.   The aim of this dissertation is to present an account of my inquiry, in which I explore what it means to live my values in practice. Through descriptions and explanations of my practice, this dissertation unveils a process of action and reflection, punctuated by moments when I deny or fail to live my values fully in practice, prompting the iterative question how can I improve my practice; the reflective process enabling me better to understand my practice and test out that understanding with others in the public domain.   It is through the research method and tools e.g. audio and video recordings, minutes and log writing, photographing, I became able to document the sequences of my actions during the meetings and group discussion with the instructors at the Malakal Vocational Training Centre (MVTC).

Vocational Practice at Training Centre and Local Industries - Upper Nile State - Malakal

Abstract:

My experience as an instructor in Vocational Training Centers in North and South Sudan for the last eight years, involved in the teaching activities preparing the young men and women for their future careers, made me aware of the importance of offering a training program that matches and is in accordance with the needs of the trainees, workplaces, industries, and local community.

I found the need of studying and documenting the existing vocational practices, in Vocational Training Center and the local workplaces, industries and community in Upper Nile State - Malakal. This was to enable me to know if the programs in the existing Training Center are in accordance with the needs of the trainees, workplaces, industries, and the local community, the beneficiaries of these services.

The collaboration between Upper Nile University (UNU) in Malakal, Akershus University College (HiAk) in Norway and Kyambogo University (KyU) in Uganda, forming a Bachelor program in Vocational Teacher Education at Upper Nile University in Malakal, makes it possible to me to be among the master’s degree students in vocational pedagogy in Norway.

I found it is also important to study and document the vocational practices at the Training Center and local industries in Upper Nile State – Malakal, to contribute to that the Bachelor program curriculum is designed in accordance with the local needs of the community, vocational training centers and local industries in South Sudan.
I planned to carry out the study into two phases. The first phase was to study and document the practices at the Malakal Vocational Training Center (MVTC), and the second phase was to study the practice at the local market places, workshops, and industries.
The study was conducted using qualitative research method that mainly utilized observations, interviews, photographs and questionnaires.
The research question, what are the Vocational practices at the Vocational Training centre and workplace was posted.
Qualitative research was used and several research tools were involved including structured, unstructured interview, photos, observation and filed notes.

Daniel Ruben Ateng Kwang
September 2009