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Background study
Like other countries in the Sub-Saharan region, concerns about TVET quality in Malawi is high, especially since TVET enrolments are increasing at an unprecedented rate (MOEST, 2009). Since 1994, when the Malawi government introduced its free primary education program, an increasing number of children had the opportunity to complete secondary school education and, by implication, qualified for enrolment in apprenticeship programs at TVET institutions. Although this is a positive development, the unexpected increase has raised concerns amongst stakeholder and the Malawi government about the capacity of TVET institutions to provide quality training to all their students (World Bank, 2010).
In Malawi, TVET training is aimed at the development of students’ entrepreneurial skills and capacities, hence the reference to it as Technical, Entrepreneurial, Vocational Education and raining. The primary objective of the TEVET Act (Act No. 6 of 1999) is, therefore, to nsure that TEVET training is aligned to the requirements of industry, equipping studentswith the skills they need in this sector. The Act effectively verbalizes the Malawi government’s vision of a country in which skilled young people would drive development towards the achievement of its development goals, and that it is up to institutions and/or industries which provide formal and informal vocational training to ensure that the youth acquires the skills needed to do so (World Bank, 2010).
The provision and management of TVET in Malawi is the responsibility of TEVETA, an autonomous body, which was established through this Act in 1999. TEVETA’s mandate is to regulate TVET education by determining strategic goals, providing funding and access to the TEVET system, and using labour market records as basis for the formulation and evaluation of TEVET policies
The TVET system currently comprises three parallel qualification sub-systems, with qualifications being awarded following students’ performance in Trade Tests, “Malawi (Advanced) Craft” examinations, and/or “Competency Based Education and Training (CBET) examinations all of which are run under the auspices of TEVETA” (World Bank 2010, p.119). These qualifications can be obtained either by (a) enrolling for a formal fouryear TEVETA-regulated and quality-assured apprenticeship program which includes theoretical training at a college as well as practical experience and training in an industrial setting, or (b) enrolling for a series of short courses, offered solely by technical colleges but not regulated or quality assured by TEVETA (World Bank, 2010).
CHAPTER 1 INTRODUCTION, PROBLEM STATEMENT AND METHODS .
1.1 Introduction .
1.2 Background study
1.3 Statement of the problem
1.4 Research questions
1.5 Research purpose and objectives
1.6 Significance and rationale of the study
1.7 Research classification .
1.8 Research design
1.9 Research method .
1.10 Thesis structure
CHAPTER 2 THEORETICAL CONSIDERATIONS: IMPLEMENTING QUALITY
MANAGEMENT SYSTEMS .
2.1 Introduction
2.2 Conceptualizing Quality Management
2.3 Quality Management Systems in Malawi .
2.4 Quality Assurance Mechanisms.
2.5 The impact of quality assurance processes on Higher Education
2.6 Academic understanding of quality assurance Challenges in implementing
successful quality assurance mechanisms
2.7 Management of quality systems in HEIs .
2.8 Theoretical TVET frameworks …
2.9 Conceptual framework .
2.10 Conclusion .
CHAPTER 3 CONTEXT OF TECHNICAL AND VOCATIONAL TRAINING IN MALAWI
3.1 Introduction .
3.3 TVET in Malawi .
3.5 Conclusion .
CHAPTER 4 RESEARCH METHODOLOGY AND DESIGN
4.1 Introduction .
4.2 Research methodology .
4.3 Empirical research investigation .
4.4 Research methods .
4.5 Data gathering techniques .
4.6 Data analysis .
4.7 Issues of trustworthiness and quality .
4.8 Ethical procedures used in protecting participants
4.9 Conclusion
CHAPTER 5 DISCUSSION OF DATA .
5.1 Introduction ..
5.2 Profile of organizations .
5.3 State of training in TVET Institutions
5.4 Quality and internal efficiency in tvet institutions.
5.5 Quality assurance mechanisms at TVET institutions: past and present .
5.6 Adequacy of internal quality assurance processes at TVET institutions .
5.7 Efficacy of Quality Assurance processes in TVET institutions
5.8 Factors that hinder/facilitate implementation of QA in public TVET institutions .
5.9 Interpretation of data / Research findings .
5.10 Conclusion
CHAPTER 6 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
7.0 REFERENCES .
ANNEXURES
ANNEXURE A: Permission to conduct study in TVET institutions .
ANNEXURE B: Permission to conduct research at TEVETA
ANNEXURE C: Consent form
ANNEXURE D: Interview questions for TEVETA staff .
ANNEXURE E: Focus group discussion questions for academic staff .
ANNEXURE F: Focus group discussion questions for management:
ANNEXURE G:Questionnaire for teachers
ANNEXURE H:Training opportunities in TVET institutions
ANNEXURE I:Entry requirements in TVET institutions
ANNEXURE J:HEST project to support higher education (2012) .
ANNEXURE K: PROOFREADING AND LANGUAGE CERTIFICATE
ANNEXURE L: Copy of administered questionnaire by academic staff
