Evaluating the higher national diploma industrial art programme of tamale technical university in Ghana: Curriculum versus implementation

Abstract

In Ghana’s Polytechnics/Technical Universities, the Higher National Diploma (HND) programmes are ran to provide the country with its middle-skilled manpower base in science, engineering, technology, commerce and art for socio-economic development. However, the HND Industrial Art Programme of Tamale Technical University begun in 2008/2009 academic year and has since run up-to-date with options in Painting and Decorating (P/D), Leatherwork, Textiles and Ceramics without any form of evaluation to ascertain its impact in the country despite the numerous calls from stakeholders. Therefore, the study sought to examine the impact of the HND Industrial Art Programme of Tamale Technical University on the Art Industry in Ghana. To conduct the study, the main objective was to evaluate the scope and content of the curriculum of the HND Industrial Art Programme with reference to its implementation in the University. The Concurrent Triangulation Mixed-Method research design involving both qualitative (case study, document and descriptive analysis) and quantitative research were adopted to undertake the research. Questionnaire, interview and observation guides were relied as tools to collect data for the study. A sample population of 223 (present students: 57, graduates: 137, lecturers/technicians: 13 and industrial attachment supervisors: 16) was selected using purposive, random and snowball sampling techniques. From the study, the major finding is that, the curricula of the programme’s options provided students with knowledge and skills required in their respective industries as conceived by the Department. Nonetheless, with time and advancement in technology as being noted in the industry, some of the courses require review to catch up with industry standards. The findings from the study have implication on the training of students in the Country. It is therefore recommended that appropriate steps should be taken in conjunction with relevant stakeholders to have a holistic review of the curriculum to make it relevant.

Keywords:

• HND Industrial Art Programme
• Curriculum
• Implementation
• Painting and Decorating
• Ceramics
• Textiles
• Leatherwork
• Tamale Technical University

1. Introduction

Technical and Vocational Education and Training (TVET) programmes in our technical/vocational institutions and the informal sector, without a doubt, have a direct effect on productivity in Ghana. As a result, Ghana has defined and prioritised TVET as the sector that will provide the Country’s middle-skilled manpower base for rapid growth after independence.

In a bid to have at least one TVET institution in each region of Ghana to provide the needed middle level workforce for accelerated growth in the country, six (6) polytechnics in Accra, Kumasi, Takoradi, Ho, Cape Coast, and Tamale were upgraded to tertiary institutions in the 1993/94 academic year (Tamale Technical University, 2020). In the 1996/97 academic year, two Technical Institutes, one in Sunyani and the other in Koforidua, were elevated to tertiary institutions. Both Wa Polytechnic in the Upper West Region and Bolgatanga Polytechnic in the Upper East Region were founded during the 1999/2000 academic year, when administrative structures were in place (Tamale Technical University, 2020).

Polytechnics (now Technical Universities) in Ghana are charged with providing tertiary education in the fields of manufacturing, commerce, research, technology, applied social science, and applied arts as stipulated by the Polytechnic Act 745 of 2007 (Dagyenga, 2013). It is also to explore other areas as decided by the polytechnic authorities in charge of higher education at the time, as well as to promote tertiary research in technical subjects. Polytechnics were also developed to resolve Ghana’s job and human resource capacity challenges by producing hands-on entrepreneurs and professional middle-level staff to improve the Ghanaian economic competitiveness and growth, as well as conducting applied research and publishing research findings (Ministry of Education, 2014).

The Higher National Diploma (HND) is a three-year diploma programme in manufacturing, commerce, research, technology, applied social science, and applied arts. The curriculum is a combination of vocational, technical, and theoretical training, with a focus on practical and technical implementation of theory. The National Board for Professional and Technician Examinations (NABPTEX) is a constitutionally mandated testing body, backed by an Act of Parliament (Act 492 of 1994) responsible for validating HND curricula, updating syllabuses, conducting examinations, and awarding diplomas.

Furthermore, the HND Industrial Art Programmes ran in the polytechnics are integrated programme with broad variety of art forms, each having its complete different methods of creativity and production. The programmes integrate the use of various raw materials to design alternative and quality artefacts for the market using modern technologies for functional and instructional purposes. The programmes offered at the various polytechnics are competency-based in tune with Ghana’s philosophy of self-reliance (Tamale Polytechnic, 2008). These include: Graphic Design, Painting, Ceramic, Textiles, Sculpture, Fashion and Design, Leatherwork, Cane and Rattan Work, Woodwork and Basketry, Metal Design and Fabrication, and Painting and Decoration.

The HND Industrial Art Programme for Tamale Technical University (Formerly Tamale Polytechnic) begun in 2008/2009 academic year and has since run up-to-date with options in Painting and Decorating (P/D), Leatherwork, Textiles and Ceramics. The curricula developed by the Department and approved by the National Accreditation Board (NAB), the National Council for Tertiary Education (NCTE) and the National Board for Professional and Technician Examinations (NABPTEX) for the training of the HND students has been fully adopted. The deficiencies with the present curricula are that some courses have no clearly stated objectives and learning outcomes. These are evident in the moderated questions report by NABPTEX on a semester basis (NABPTEX 2016).

In Professor Anamuah-Mensah’s educational review report in 2002, one of the challenges we face as a nation is the relevance or responsiveness of our national curricula to the changing needs of society and other external factors. The development of curricula for all the HND programmes appears to be lagging behind and requires immediate attention to make them relevant and industry-friendly (Nyarko, 2011). This aligns with modern thought and the founding fathers’ vision that, Technical and Vocational Education and Training (TVET) should be career-oriented, with a stronger focus on the practical content of the various courses.

Again, the personal experiences of the researcher’s eight-years of teaching and researching in the institution shows that enrolment to the programme has dropped significantly. This is partly due to the department’s inability to implement the curriculum of the programme with strong focus on practical training, but rather implemented the practical-oriented curriculum of the programme towards the traditional university systems, which places emphasis on search for new knowledge rather than the application of knowledge needed for the world of work by polytechnic/technical university graduates. Graduates of the programme are, however, unable to practice fully as professional artist in the various options and these, raise the question whether the HND Industrial Art Programme lacks the requisite skills and competencies to transform students into skillful and employable graduates. It is in the light of the above observation that this study seeks to evaluate the scope and content of the curriculum of the HND Industrial Art Programme (P/D, Ceramics, Textiles and Leatherwork) with reference to its implementation in the University.

2. Literature review

2.1. Polytechnic/Technical university education in Ghana

In Ghana’s quest to develop socio-economically, the Convention Peoples’ Party (CPP) government pursued two key goals; one goal was to increase literacy among as many people as possible so that each person could live a satisfying life in the modern society and two, to train a large number of people to provide the manpower needed for industry and the new nation’s economic and social services (Buah, 1980). To realise this vision, the government adopted the Accelerated Development Plan of 1951, which aimed to boost the Gold Coast’s socioeconomic development by speeding up the entire educational system. Hence, Accra, Kumasi, and Takoradi Technical Institutes, which were founded in the mid-fifties, were converted to a polytechnic status to give sense to this vision of training qualified manpower to enhance socioeconomic growth (MoE, 1987).

Moving on, Ghana felt the need to restructure its education in the seventies to represent the country’s culture, socioeconomic growth, and manpower development. Unfortunately, while conventional universities were busy producing graduates in masses, the country was unable to take bold measures to restructure the polytechnics (Honyenuga, 2001). Because of the polytechnics’ failure to restructure, there is a national shortage of middle-level professional and technical manpower (Nsiah-Gyabaah, 2005). Since the early 1980s, there have been concerns about the need to upgrade polytechnics so that they can train the required middle-level manpower to improve socioeconomic development in fields, such as engineering, accounting, and applied arts, among others. The Provisional National Defense Council (PNDC) Government upgraded the Ho, Tamale, and Cape-Coast Technical Institutes to Polytechnic status in the 1986/1987 academic year, perhaps in response to issues expressed by people who had polytechnic education at heart, or in accordance with its own policy to enhance socio-economic growth.

2.2. The role of polytechnics/technical universities in national development in Ghana

From pre-independence to present, governments have all emphasised formal education as a means of accelerating national growth, especially technical education (Iddrisu et al., 2014a). Study of educational reforms and the role of polytechnics in Ghana’s economic development found that polytechnics were responsible for training middle manpower for the country’s socio-economic development as well as raising citizens’ political and social awareness. According to the report, some Ghanaian polytechnics have experienced significant development, and graduates who have gone on to become entrepreneurs have employed other Ghanaians. In addition, polytechnics provided an alternative tertiary education for students who were unable to obtain admission to conventional universities, as well as community service and academic excellence.

In the area of competency-based training to support the industrial sector of Ghana as a role of polytechnics Amankwah (2011) after investigating the importance of Competency-Based Training (CBT) in the polytechnics for nation building found that the introduction of CBT has provided graduates with employable skills to efficiently carry out tasks in industries, commerce, management and administration, as against the theoretical knowledge that were offered with very little hands-on training for students needed in the industry, thereby leaving the industries with no alternative but to provide in-service training to newly recruited staff.

As a result, the polytechnics have largely achieved the goals for which they were founded. According to Omanie - Antwi’s (n.d.) study on the importance of polytechnic education in the nation’s growth, polytechnics have been able to produce the middle-level manpower requirement of the country, and this has bridged the gap between lower and higher-level manpower categories in our industries, commerce, public and civil service for calculated development agenda. The polytechnics have also absorbed students who could not go through the normal traditional education so as to reduce dropout rate after Senior High school. Moreover, polytechnic graduates have formulated, implemented, and evaluated policies in national, regional and the district levels for accelerated decentralization.

2.3. Challenges and prospects of polytechnic/technical university education in Ghana

The delivery of quality education in the polytechnics is hinged on the availability of well-motivated and qualified teaching staff, relevant programmes, and teaching and learning facilities among others. However, the polytechnics are rather faced with numerous challenges. In the studies of (Iddrisu et al. (2014b)) and (Nyarko (2011)) both revealed that polytechnics in Ghana have been confronted with a countless number of problems in the last decade. These include: poor funding, lack of qualified staff, inadequate staff/student enrolment, lack of accommodation for staff, outdated curricula, unclear career progression by the polytechnic students, poor remuneration, autonomy of the polytechnics and industry/polytechnic linkages. Despite the awareness of the critical role of TVET in developing a nation, polytechnics are still ranked second in our tertiary education landscape (Ansah & Ernest, 2013).

Again (Iddrisu (2013)) found that polytechnics over the years have faced human resource (HR) challenges since their inception after a study on the role of polytechnics in Ghana’s economic development and challenges to their long-term viability, with a focus on staff turnover. The inability of the polytechnics to recruit and retain highly qualified teaching staff has been their greatest challenge. In corroboration of the findings above, Effah 2003, as cited in (Iddrisu, 2013) found that polytechnics had a 60% staff vacancy rate. Implicitly, the polytechnics are running below their HRs capacity. Though this situation is being remedied by part-time lecturers, their commitment level is questionable as they have their core duties elsewhere before the polytechnics. According to (Afeti (2005)) long before the polytechnics were upgraded from technical institutes, less than 3% of the teaching staff were qualified to teach, while the rest were first-degree holders or below and required further training through the staff development programmes of the polytechnics.

One of the fundamental shortcomings of the conversion process was the lack of a clear transition plan for upgrading technical institutes to polytechnics (MoE, 2014), and the consequences can still be seen in the polytechnic system today. The polytechnics upgrade was just a mere elevation by government pronouncement without concrete strategy in place. Before the upgrading to the polytechnic status, the process did not define any requirements or qualifying benchmarks in terms of physical, human, or academic capital. No provision was made for well-experienced higher institutions to mentor the upgraded polytechnics for a period of time, as is being done in the developed countries.

In spite of all these challenges, graduates of the polytechnics have found employment in public and private institutions where they have been engaged as manager/technicians (Boakye - Agyeman, 2006). The issue of academic progression has been resolved with the introduction of Bachelor of Technology (B-Tech) programmes in the polytechnics. Again, recent developments in polytechnic education in Ghana have raised hopes of a positive direction. The Government of Ghana Educational Review Committee Report (2004) suggested several recommendations meant to improve tertiary education as a whole and research in particular. Some of the issues include: improved funding, staff development, increased access to tertiary education, introduction of competency-based training, strengthened linkages with industry and inter-institutional exchange programmes.

3. Methodology

3.1. Research method

With this study, the Concurrent Triangulation Mixed-Method research design involving both qualitative (case study, document analysis and descriptive analysis) and quantitative research was adopted to help in the collection of detailed data regarding the scope and content of the curriculum of the HND Industrial Art Programme (P/D, Ceramics, Textiles and Leatherwork) with reference to its implementation in the University.

3.2. Data collection instruments

In order to properly address the research questions qualitatively and quantitatively, questionnaire, interviews and observation were employed to elicit information for the study. These instruments were appropriate because the study sought in-depth information on respondents’ opinions, experiences and acquisitions regarding the impact of the programme.

3.2.1. Questionnaire

Due to its efficiency, quick-to-use and cost-effectiveness in collecting data from respondents (Chun-Fu, 2009), a set of four (4) structured questionnaires were set up to gather data from students and lecturers/technicians who are stakeholders in the running of the programme. Most of the questions, on the other hand, allowed respondents to freely express their thoughts and opinions on the subject, as well as make suggestions. Basically, the questionnaires bordered on respondents’ views on scope and content of the curriculums, approaches to teaching and learning, teaching and learning facilities, and industries desired competencies. On a whole, the questionnaires best served the research purposes given the large number of participants, the distance covered, areas covered, the time available to do it and an in-depth analysis done thereafter.

3.2.2. Interviews

(Alshenqeeti (2014)) noted that interviews in qualitative research tend to provide detailed descriptions of individuals and events in their natural settings. In the same vein (Saunders et al. (2007)) described interviews as a purposeful discussion between two or more people. Saunders et al., further explain that the instrument provides valid and reliable data, which are relevant to the research purposes. In this study, the formal interview type was adopted to provide one-on-one interview with selected stakeholders of the programme as a follow-up or filter to the questionnaires. The interviews were based on carefully worded questions that the interviewer personally conducted. Respondents were prepared ahead of time, and interviews were conducted at their leisure to ensure that each of them had enough time to answer all of the questions.

3.2.3. Observations

Unstructured, non-participant observation was employed in the research to cross-check data gathered through questionnaire and interviews. The observed evidence was recorded, assembled, analysed and inference made. In support of Observation as a tool for data collection instrument (Kawulich (2005)) opined that people perform better when they know they are being observed. However, observations allow the researcher to see what people do rather than relying on what they claim to do. Observation as a data collection instrument for the study was used because it provided the researcher the opportunity to study various activities involved in training students. The observation took the form of observatory excursions where the researcher visited the studios, workshops, offices, lecture rooms, partners, supervisory bodies and industries relevant to the study. In this regard, layout, operations, assessments, relationships were noted for the successful running of the programme.

3.3. Validation and reliability of instruments

For validity and reliability of the instruments (questionnaire, interview and observation schedules), copies were made available to colleagues and lecturers in the related area for corrections and inputs. Changes and necessary corrections were made to ensure that the instruments were adequate and reliable. The researcher went on to administer a selected few to ascertain their reliability and adequacy for the given purpose. Further changes were made as some of the questions were difficult to understand due to the test-retest on similar respondents at an interval of two weeks at a location outside the study area. Some lecturers’ views were sought. They were finally vetted and certified by the dissertation supervisors.

3.4. Population, sample size and sampling procedure

On sample size (Best and Kahn (2003) described the sample as a small portion of a bigger population that is selected for a study. Therefore, the sample size (n) for the study as shown in Table 1 was selected based on Krejcie and Morgan (1970) Table (see Supplementary Appendix A) for determining sample sizes. In all, a sample population of 223 (students: 57, graduates: 137, lecturers/technicians: 13 and industrial attachment supervisors: 16) was selected for the study. For students, second and third year classes (P/D, Ceramics, Textiles and Leatherwork) were purposively selected for the study. Again, within the various classes, a simple random sampling technique was employed to select respondents due to the fact that a minimum of a semester on the programme will be sufficient to establish the scope and content of the curricula adopted. On the other hand, Graduates of the HND Industrial Art (P/D, Ceramics, Textiles and Leatherwork) programme who completed their studies in the last five (5) years (2012–2016) are scattered; hence, the snowball sampling technique was used to trace graduates of the programme for the study. Lecturers/Technicians were also purposively selected for the study, because they teach, supervise and assess students both within the university and at the industry level. Varied industries in relation to the programme’s options have partnered with the department. Therefore, were purposively selected for the study due to their uniqueness.

Table 1. Summary of Population, Sampling and Data Collection Instruments

Category	Population		Target Population			Sampling Technique (s)	Accessible Population	Instruments
One	Present second and third year students of the HND Industrial Art (P/D, Ceramics, Textiles and Leatherwork) programme of the university in the 2016/2017 academic year.	63	P/D	Year 2	14	Purposive and Random Sampling	13	Questionnaire and Observation
				Year 3	10		9
			Ceramics	Year 2	3		2
				Year 3	2		2
			Textiles	Year 2	7		7
				Year 3	8		8
			Leatherwork	Year 2	9		6
				Year 3	10		10
	Total	63			63		57
Two	Graduates of the HND Industrial Art (P/D, Ceramics, Textiles and Leatherwork) programme of the university who completed their studies in the last five (5) years (2012–2016).	152	P/D		53	Purposive and Snowball Sampling	44	Interview and Observation
			Ceramics		23		22
			Textiles		44		37
			Leatherwork		32		34
	Total	152			152		137
Three	Present Lecturers/Technicians teaching in the HND Industrial Art (P/D, Ceramics, Textiles and Leatherwork) programme of the university.	14	P/D		8	Purposive Sampling	7	Questionnaire and Observation
			Ceramics		2		2
			Textiles		2		2
			Leatherwork		2		2
	Total	14			14		13
Four	Present Industrial Attachment Supervisors handling students of the HND Industrial Art (P/D, Ceramics, Textiles and Leatherwork) programme of the university at the time of visit.	18	P/D		11	Purposive Sampling	9	Interview and Observation
			Ceramics		1		1
			Textiles		2		2
			Leatherwork		4		4
	Total	18			18		16

4. Results and discussions

This section presents the analyses of the data collected for the study. The discussion has been organised into sections to reflect the key issues identified.

4.1. Scope, content and curriculum implementation under the P/D option

The data presented and analysed are based on information gathered from self-administered copies of questionnaire with Students (2014/2015–2016/2017), Graduates (2012–2016 cohorts), Lecturers/Technicians and Industrial Attachment Supervisor. Findings of the study as revealed in Table 4.1 indicate that majority of the students, graduates, lecturers/technicians and industry attachment supervisors (77.3%, 88.6%, 100.0% and 77.8%, respectively) said “yes” as against less than half of the respondents (22.7%, 11.4%, 0.0% and 22.2%) who said “no” when they were asked whether the curriculum of the programme provides students with knowledge and skills required for the world of work. The implication is that, the implementation of the curriculum is in line with the objectives of the programme, which seeks to develop the skills and competencies of students in Painting and Decorating (Tamale Polytechnic, 2008) as confirmed by the majority of the students. According to Omanie - Antwi’s (n.d.)polytechnics have positioned themselves as vocational and technical oriented institutions for producing middle-level manpower to meet the industrial needs of the country. However, the few respondents who pointed to “no” gave reasons such as; more theory than practical work, no proper monitoring system for practical works and lack of qualified lecturers/technicians to teach the courses in that manner. This lack of qualified lecturers/technicians to teach courses in the polytechnics was noted by Nyarko (2011) and Iddrisu et al. (2014b) who indicated that the polytechnics have faced a countless number of challenges in the last decade and these include lack of qualified staff.

In terms of courses pursued under the programme that have the greatest impact regarding students’ knowledge and skills acquisition, findings show that majority of the students (72.7%), graduates (86.4%) and lecturers/technicians (100.0%) identified 2 and 3-Dimensional Designs, Computer Aided Design (CAD), Drawing & Illustration, Art Fundamental and Industrial Attachment as courses with the highest impact on their competencies. Based on the list of courses identified as being impactful, document analyses of the courses revealed are largely practically centred. This revelation is similar to the study of Bhebhe and Nxumalo (2017) who found that practical subjects improve learners’ academic work by producing self-reliant learners, critical thinkers, and they also embrace reality and experimentation, which teach the learners to solve problems in the world of work. Less than one-third also listed 2 and 3 Dimensional Designs, CAD, Lining/Sign & Design, Glazing, Industrial Attachment, Spray Painting, History of Ancient Art, Setting Up P/D Enterprise and Technical Drawing as course that impacted high on students’ knowledge and skills attainment. After the indication of the courses, more than half of the students, graduates and lecturers/technicians (59.1%, 63.6% and 85.7% respectively) said “of immense value” to what value has the practical courses been to students with respect to knowledge and skills fulfillment.

On the flip side, respondents were also requested to identify courses under the programme that requires review to meet students’ desired competencies. Responses from students, graduates and lecturers/technicians revealed that, only few of the respondents, representing 22.7% (students), 2.3% (graduates) and 28.9% (lecturers/technicians) listed 2 and 3 Dimensional Designs, CAD, Drawing & Illustration, Art Fundamental, Industrial Attachment as courses that required less review. However, majority of the students, graduates and lecturers/technicians (77.3%, 97.7%, and 71.4% in that manner) specifically mentioned Spray Painting, Industrial Attachment, History of Ancient Art, Setting Up P/D Enterprise and Technical Drawing as courses that require immediate review to provide students with knowledge and skills needed in the industries as polytechnic/technical university graduate. Critically examining the courses enumerated by the majority of the respondents, it is evidently clear that most students in art-related programmes do not have interest in courses that are theory-based. It is also an indication that, developers of art-based curricular do not consider the inherent nature of art students’ dislike towards reading subjects. This position was not different from Opoku-Asare et al. (2015) who found out that art students show more interest in their practical elective subjects in the senior high schools of Ghana compared to the core subjects, such as Social Studies and English Language that requires extensive reading.

In knowing the condition of the department towards the running of the HND Painting and Decorating programme effectively Table 2. and efficiently, respondents were asked as to whether the department was conducive for the study of the programme. Thirty-one out of 44 graduates, representing 70.5% claimed the department was conductive for the study of the programme, whilst 14 out of 22 students, representing 63.6% and lecturers/technicians, 57.1% indicated otherwise. Students, graduates and lecturers/technicians who indicated otherwise, a whopping majority (78.6%, 100% and 100.0%) mentioned lack of well-equipped lecture rooms and studios; and lack of tools and materials for practical as reasons for describing the department as not conducive for the study of the programme.

Table 2. Scope, Content and Curriculum Implementation by Students, Graduates, Lecturers/Technicians and Industrial Attachment Supervisors under P/D Option

	Students		Graduates		Lecturers/Tech		Industry Sup.
Variables	Freq.	%	Freq.	%	Freq.	%	Freq.	%
Does the curriculum provide students with knowledge and skills:
Yes	17	77.3	39	88.6	7	100.0	7	77.8
No	5	22.7	5	11.4	0	0.0	2	22.2
Total	22	100.0	44	100.0	7	100.0	9	100.0
If No, Give reason(s):
More theory than practical work	3	60.0	4	80.0	0	0.0	2	100.0
No proper monitoring system for practical works	1	20.0	0	0.0	0	0.0	0	0.0
Lack of qualified lecturers/technicians to teach the courses	1	20.0	1	20.0	0	0.0	0	0.0
Total	5	100.0	5	100.0	0	0.0	2	100.0
Courses with the greatest impact regarding students’ knowledge and skills:
2 & 3D Designs, CAD, Drawing & Illustration, Art Fundamental and Industrial Attachment	16	72.7	38	86.4	7	100.0
2 & 3D Designs, CAD, Lining/Sign & Design, Glazing and Industrial Attachment	4	18.2	4	9.1	0	0.0
Spray Painting, Industrial Attachment, History of Ancient Art, Setting Up P/D Enterprise and Technical Drawing	2	9.1	2	4.5	0	0.0
Total	22	100.0	44	100.0	7	100.0
Of what value has the practical courses been to students:
Of Immense Value	13	59.1	28	63.6	6	85.7
Some Value	4	18.2	8	18.2	0	0.0
Value	3	13.6	5	11.4	1	14.3
Little Value	2	9.1	3	6.8	0	0.0
No Value	0	0.0	0	0.0	0	0.0
Total	22	100.0	44	100.0	7	100.0
Courses requiring review to provide students knowledge and skills:
2 & 3D Designs, CAD, Drawing & Illustration, Art Fundamental and Industrial Attachment	2	9.1	0	0.0	0	00.0
2 & 3D Designs, CAD, Lining/Sign & Design, Glazing and Industrial Attachment	3	13.6	1	2.3	2	28.6
Spray Painting, Industrial Attachment, History of Ancient Art, Setting Up P/D Enterprise and Technical Drawing	17	77.3	43	97.7	5	71.4
Total	22	100.0	44	100.0	7	100.0
Are the conditions in the Department conducive for the study of the programme:
Yes	8	36.4	31	70.5	3	42.9
No	14	63.6	13	29.5	4	57.1
Total	22	100.0	44	100.0	7	100.0
If No, give reason(s):
Lack of well-equipped lecture rooms and studios	11	78.6	13	100.0	0	0.0
Lack of tools and materials for practical	3	21.4	0	0.0	4	100.0
Total	14	100.0	13	100.0	4	100.0
How will you rate the HND Painting and Decorating Programme:
Excellent	3	13.6	4	9.1	1	14.3	1	11.1
Very Good	6	27.3	25	56.8	3	42.9	4	44.4
Good	7	31.8	11	25.0	3	42.9	4	44.4
Average	5	22.7	1	2.3	0	0.0	0	0.0
Poor	1	4.5	3	6.8	0	0.0	0	0.0
Total	22	100.0	44	100.0	7	100.0	9	100.0
Will you recommend the programme to a prospective applicant:
Yes	17	77.3	39	88.6	7	100.0	9	100.0
No	5	22.7	5	11.4	0	0.0	0	0.0
Total	22	100.0	44	100.0	7	100.0	9	100.0
If No, give reason(s)
No ready job opportunities	0	0.0	1	20.0	0	0.0	0	0.0
Lack of well-equipped studios for effective teaching and learning	4	80.0	2	40.0	0	0.0	0	0.0
Others (Division among staff)	1	20.0	2	40.0	0	0.0	0	0.0
Total	5	100.0	5	100.0	0	0.0	0	0.0
Will you recommend a review of the curriculum to provide students with knowledge and skills:
Yes							7	77.8
No							2	22.2
Total							9	100.0
If YES, give reason:
To make the curriculum industry responsive							6	85.7
To make the curriculum more practical than theory (CBT)							1	14.3
Total							7	100.0

Note: Source: Field Survey 2017

The scenario painted quite depicts the findings of TEP 1 (1993, cited in (Boakye, 2012)). For Boakye, facilities such as workshop tools and laboratory equipment, library books, projectors, internet facilities were inadequate after an assessment of NCTE and NABPTEX standards, vis-à-vis the realities on the ground of some selected polytechnics. That, most workshop tools and laboratory equipment need replacement.

Besides the conditions pertaining to the department, rating of the programme was also carried out by respondents. Findings show that 31.8% of the students rated the programme as “good.” Graduates (56.8%), lecturers/technicians (42.9% and industrial attachment supervisors (44.4%) rated the programme as “very good.” Establishing average ratings from the respondents, starting from “excellent to good,” it can be concluded that the programme has been rated “very good” by the respective respondents. The findings tailed with (Budu- Smith (2005) who highlighted that technical and vocational education is a major propeller for industrial development and economic and social progress of any country. Without the skilled technical manpower trained by the polytechnics, technical and vocational institutions for industry, commerce and agriculture, national development would virtually grind to a standstill. In fact, it is common knowledge that people with the requisite scientific and technological education and technical skills are those who can create wealth and help a country to attain economic prosperity for the betterment of its people. Again, the import of the finding is that, the aims and objectives of the programme have been achieved regardless of the challenges confronting the implementation.

Nonetheless, respondents were also asked as to whether they will recommend the programme to prospective applicants. Results showed that, an overwhelming majority of the students, graduates, lecturers/technicians and industrial attachment supervisors (77.3%, 88.6%, 100.0% and 100.0%) said they will recommend the programme to prospective applicants. Yet, the few respondents (students: 22.7% and graduates: 11.4%) who said they will not recommend the programme to potential applicants cited lack of well-equipped studios for effective teaching and learning. The finding is supported by Druyeh (2008) after studying the Integrated Rural Art and Industry Programme in KNUST and its impact on the Art/Craft Industry in Ghana. The study revealed that all the IRAI graduates in Ghana’s education sector felt there is the need for the conditions in the department of IRAI, for example, tools and equipment, teaching strategies, relevant teaching and learning materials improved to fully equip graduates to meet the challenges of this growing and technological world. Other reasons beside the lack of well-equipped studios for effective teaching and learning in the department included: no ready job opportunities for graduates and others (division among staff).

Apart from the general questions posed to all the respondents, industrial attachment supervisors as partners in the training of students were required to give further, opinions regarding a review of the curriculum to provide students with knowledge and skills needed for the world of work. Findings reveal that, only 22.2% of the supervisors said “no” to a review of the P/D curriculum. On the other hand, 77.8% of the supervisors rather called for a review of the curriculum of the programme and gave reasons such as: to make the curriculum industry responsive, constituting 85.7% and to make the curriculum more practical than theory (CBT), also representing 14.3%, which is consistent with Dsane-Nsor et al. (2019) assertion that the employability skills of the computer science curriculum of the polytechnics in Ghana are tilted more towards theoretical and technical skills with very little hands-on industry training due to lack of infrastructure, human resource, lack of collaboration between lecturers and industry, among others, hence requiring review to make the curriculum industry responsive.

4.2. Scope, content and curriculum implementation under the ceramics option

In seeking to understand the perception of respondents relating to the scope, content and the implementation of the curriculum of the Ceramics programme in the university, self-administered copies of questionnaire with Students (2014/2015–2016/2017), Graduates (2012–2016), Lecturers/Technicians and Industrial Attachment Supervisor were also considered, and the results are shown in Table 3. Respondents were asked whether the curriculum of the programme provided students with knowledge and skills as prerequisite for employment or job creation after graduation. Majority of the students (75.0%), graduates (90.9%), lecturers/technicians (100.0%) and industrial attachment supervisors (100.0%) said yes. This is in tandem with one of the core objectives of the programme, which seeks to offer students with theoretical knowledge and practical competences in ceramics, for example, studio pottery, history and appreciation of ceramics products (Tamale Polytechnic, 2008). In the same vein Okonkwo (2014) after investigating Students’ Perception of Ceramics Education in Nigerian tertiary institutions found Ceramics education as an instrument per excellence and that a nation can rely upon to bring about self-reliance in terms of job opportunities. The study further revealed that ceramics as a programme in a tertiary institution is one of the few disciplines that provide students the opportunity to acquire practical skills, abilities both mental and physical as equipment for the individual to live and contribute to the development of the society.

Table 3. Scope, Content and Curriculum Implementation by Students, Graduates, Lecturers/Technicians and Industrial Attachment Supervisors under Ceramics Option

	Students		Graduates		Lecturers/Tech		Industry Sup.
Variables	Freq.	%	Freq.	%	Freq.	%	Freq.	%
Does the curriculum provide students with knowledge and skills:
Yes	3	75.0	20	90.9	2	100.0	1	100.0
No	1	25.0	2	9.1	0	0.0	0	0.0
Total	4	100.0	22	100.0	2	100.0	1	100.0
If No, Give reason(s):
More theory than practical work	0	0.0	2	100.0	0	0.0	0	0.0
No proper monitoring system for practical works	1	100.0	0	0.0	0	0.0	0	0.0
Lack of qualified lecturers/technicians to teach the courses	0	0.0	0	0.0	0	0.0	0	0.0
Total	1	100.0	2	100.0	0	0.0	0	0.0
Courses with the greatest impact regarding students’ knowledge and skills:
CAD, Hand Forming Techniques, Wheel Forming Techniques, Industrial Attachment and Ceramic Design	2	50.0	17	77.3	2	100.0
Art Fundamentals, CAD, Kiln Design & Construction, Firing Techniques and Ceramic Mould & Casting	1	25.0	3	13.6	0	0.0
Ceramic Science, Ceramic Raw Materials, Glaze Manufacture, Exhibitions and Setting Up Ceramic Enterprise	1	25.0	2	9.1	0	0.0
Total	4	100.0	22	100.0	2	100.0
Of what value has the practical courses been to students:
Of Immense Value	3	75.0	12	54.5	2	100.0
Some Value	0	0.0	5	22.7	0	0.0
Value	1	25.0	2	9.1	0	0.0
Little Value	0	0.0	3	13.6	0	0.0
No Value	0	0.0	0	0.0	0	0.0
Total	4	100.0	22	100.0	2	100.0
Courses requiring review to provide students knowledge and skills:
CAD, Hand Forming Techniques, Wheel Forming Techniques, Industrial Attachment and Ceramic Design	0	0.0	2	9.1	0	0.0
Art Fundamentals, CAD, Kiln Design & Construction, Firing Techniques and Ceramic Mould & Casting	1	25.0	1	4.5	1	50.0
Ceramic Science, Ceramic Raw Materials, Glaze Manufacture, Exhibitions and Setting Up Ceramic Enterprise	3	75.0	19	86.4	1	50.0
Total	4	100.0	22	100.0	2	100.0
Are the conditions in the Department conducive for the study of the programme:
Yes	2	50.0	15	68.2	0	0.0
No	2	50.0	7	31.8	2	100.0
Total	4	100.0	22	100.0	2	100.0
If No, give reason(s):
Lack of well-equipped lecture rooms and studios	1	50.0	6	85.7	2	100.0
Lack of tools and materials for practical	1	50.0	1	14.3	0	0.0
Total	2	100.0	7	100.0	2	100.0
How will you rate the HND Ceramics Programme:
Excellent	0	0.0	6	27.3	0	0.0	1	100.0
Very Good	0	0.0	5	22.7	2	100.0	0	0.0
Good	1	25.0	6	27.3	0	0.0	0	0.0
Average	1	25.0	4	18.2	0	0.0	0	0.0
Poor	2	50.0	1	4.5	0	0.0	0	0.0
Total	4	100.0	22	100.0	2	100.0	1	100.0
Will you recommend the programme to a prospective applicant:
Yes	3	75.0	17	77.3	2	100.0	1	100.0
No	1	25.0	5	22.7	0	0.0	0	0.0
Total	4	100.0	22	100.0	2	100.0	1	100.0
If No, give reason(s)
No ready job opportunities	1	100.0	0	0.0	0	0.0	0	0.0
Lack of well-equipped studios for effective teaching and learning	0	0.0	5	100.0	0	0.0	0	0.0
Others (Division among staff)	0	0.0	0	0.0	0	0.0	0	0.0
Total	1	100.0	5	100.0	0	0.0	0	0.0
Will you recommend a review of the curriculum to provide students with knowledge and skills:
Yes							1	100.0
No							0	0.0
Total							1	100.0
If YES, give reason:
To make the curriculum industry responsive							1	100.0
To make the curriculum more practical than theory (CBT)							0	0.0
Total							1	100.0

Note: Source: Field Survey 2017

Notwithstanding the assertion made by the majority of the respondents, less than half of the respondents (students: 25.0%, graduates: 9.1%, lecturers/technicians: 0.0% and industrial attachment supervisors: 0.0%) indicated that, the curriculum of the programme offered no transformation in terms of knowledge and skills acquisition, hence, their objective for pursuing the programme was not met and went further to list reasons, which comprised of: more theory than practical work (graduates: 100.0%) and no proper monitoring system for practical works (students: 100.0%). These challenges were also recorded by Opoku-Asare et al. (2014) after a study on Instructional Strategies, Institutional Support and Student Achievement in General Knowledge in Art: Implications for Visual Arts Education in Ghana. The study revealed that Home Economics students who opt for General Knowledge in Art as the sole subject to acquire practical skills in art were denied the privilege due to lack of proper monitoring and supervision of teaching and learning processes by the Heads of Visual Art departments, thereby rendering the subject as being theoretical.

On courses that have the greatest impact on students with respect to knowledge and skills desirable for the world of work, findings revealed that, majority of the students, graduates and lecturers/technicians (50.0%, 77.3% and 100.0%) listed CAD, Hand Forming Techniques, Wheel Forming Techniques, Industrial Attachment and Ceramic Design as courses impacting high on students. The rest of the respondents also enumerated Art Fundamentals, CAD, Kiln Design and Construction, Firing Techniques, Ceramic Mould and Casting, Ceramic Science, Ceramic Raw Materials, Glaze Manufacture, Exhibitions and Setting Up Ceramic Enterprise as courses offering more knowledge and skills to students. These courses enumerated by the respondents per their content are largely practical in nature, hence their high impact on students’ knowledge and skills essential for the world of work. However, in a study by Chiweshe et al. (2013) on the Gloomy Outlook of Practical Subjects in Zimbabwe: A Case of History Perpetuated found that parents or guardians of students in Zimbabwe’s secondary schools view practical subjects inferior in status, which has affected students’ choice of subjects in schools. Yet, the very practical subjects that students disregard are the same subjects they fall back on when they fail to secure employment after school life to earn a living. Again, respondents were assessed on the value the practical courses of the programme have on students’ acquisition of practical skills. Results showed that, majority of the students (75.0%), graduates (54.5%) and lecturers/technicians (100.0%) revealed “of immense value”.

In terms of courses requiring review to provide students knowledge and skills, findings revealed that Ceramic Science, Ceramic Raw Materials, Glaze Manufacture, Exhibitions and Setting Up Ceramic Enterprise were the courses identified by majority of respondents (students: 75.0%, graduates: 86.4% and lecturers/technicians: 50.0%). Others courses requiring review by less than half of the respondents included: CAD, Hand Forming Techniques, Wheel Forming Techniques, Industrial Attachment, Ceramic Design, Art Fundamentals, Kiln Design and Construction, Firing Techniques and Ceramic Mould and Casting. Issues of review of curriculums by the polytechnics to be industry-relevant and as well be up-to-date in respect to current trends have long been echoed by the regulatory bodies on timely bases. Therefore, the respondents’ view was in line with that of the regulators, especially, the overwhelming views by graduates of the programme. According to (Afeti (2003), the curriculums of the polytechnics were wholly lifted without localizing its contents to reflect the needs of the country. Again, the sources of the polytechnics’ curriculum have reviewed their curriculum contents severally, whilst the curriculums of the Ghanaian polytechnics have not. Curriculums of Ghanaian Polytechnics are supposed to be practical-oriented instead of the theoretical form it takes now, with teacher-centered and virtually no input from the industry. Moreover, in the findings of Effah (2006) pointed out that the current curricula by the polytechnics have deviated from the established norms of both the UNESCO and ILO in impacting knowledge and skills required for career development by the polytechnic graduate.

In running a practical academic programme of this nature, it requires that a certain minimum condition is attained for smooth implementation of its curriculum. It is against this backdrop that stakeholders of the programme were contacted for their views regarding the condition of the department. Results from respondents revealed that students (50.0%) were divided over the conditions in the department; whereas a majority of graduates (68.2%) felt the conditions in the department were conducive for the study of the programme. However, lecturers/technicians (100.0%) of the department revealed that the conditions in the department were not conducive and supported their claim by mentioning lack of well-equipped lecture rooms and studios required for proper running of the programme. This claim was also held by both students (50.0%) and graduates (85.7%). In a related study Amedorme and Fiagbe (2013), established that almost all the technical institutes in the country lacks tools, materials and even the studios to train students in the practical aspect of the programme besides the theory being taught. The study further revealed that the inability of the institutions to provide the needed training tools and materials may render the products inefficient in their area of specialisation to deliver in the job market.

Besides the conditions pertaining to the department, rating of the programme was also carried out by respondents. Findings showed that 100.0% of lecturers/technicians and industrial attachment supervisors rated the programme as being “very good” and “excellent”, respectively, whilst only 27.3% of graduates rating the programme “excellent.” But, a half of the students (50.0%) rated the programme “poor” due to the fact that the polytechnics’ role in producing the needed middle level manpower needs of the country is becoming illusive because it appears to be no distinctive practical traits shown by the polytechnic graduates that differentiate them from graduates of the traditional universities (Amaniampong, 2014)

Moreover, respondents were enquired whether they will genuinely recommend the programme to prospective applicants. Findings revealed that a whopping majority of the students (75.0%), graduates (77.3%), lecturers/technicians (100.0%) and industrial attachment supervisors (100.0%) will recommend the programme to potential applicants when the need arise. This is an indication that the aims and the objectives of the curriculum have been implemented well and stakeholders of the programme are happy to be associated with the programme. This revelation is in consonance with the findings of (Boakye - Agyeman (2006) who reiterated that polytechnic education has played a major role in the development process of the country after an assessment was carried out on the HND Estate Management Programme at Kumasi Polytechnic. That, in the surveying field, which requires technicians to collect and analyse field data for effective decision-making, the polytechnics have contributed immensely through the training of technicians in building technology and estate management, which is crucial to the success of land administration, especially at a time when Ghana is implementing its Land Administration Project. Yet, some students (25.0%) and graduates (22.7%) said they will not recommend the programme to prospective applicants citing “No ready job opportunities” representing 100.0% and “Lack of well-equipped studios for effective teaching and learning” representing another 100.0% in that order. This is normal in any programme as you may not have met every student’s expectation.

Finally, industrial attachment supervisors were required to either recommend or not, a review of the curriculum to provide students with knowledge and skills. Findings showed that 100.0% of the respondents called for a complete review of the curriculum to make it industry responsive (Adjei et al., 2014). On polytechnic industrial attachment with the industry found that the existing policy on polytechnic-industry linkages for the development of the middle manpower needs of the country is weak, and were limited to the sharpening of lecturer’s skills, practical training for students and the drafting and review of polytechnic curriculum. This weak linkage is shown in joint research, provision of teaching and learning materials, funds for research and the use of industry executives as guest lecturers and instructors in the polytechnics.

4.3. Scope, content and curriculum implementation under the textiles option

To begin with, the stakeholders of the programme were engaged through self-administered copies of questionnaire for their views regarding the curriculum and its implementation in the university. Varied opinions were espoused as presented in Table 4. On the curriculum’s ability to provide students with knowledge and skills, majority or almost all students (86.7%), graduates (78.4%), lecturers/technicians (100.0%) and industrial attachment supervisors (100.0%) agreed that the curriculum was able to deliver the set objectives. This confirms the finding of Forster et al. (2017) after a similar study on Views of Teacher-Trainees on Clothing and Textiles Education in two Teacher Education Universities in Ghana found that Clothing and Textiles Education have both theory and practical components embedded in the sewing aspect of the programme; hence, the ability to provides work-related skills and foundation for career development. However, some few students (13.3%) and graduates (21.6%) think the curriculum of the Textiles option could not and provided reasons such as “more theory than practical work and lack of qualified lecturers/technicians to teach the courses” to buttressed their stand point.

Table 4. Scope, Content and Curriculum Implementation by Students, Graduates, Lecturers/Technicians and Industrial Attachment Supervisors under Textiles Option

	Students		Graduates		Lecturers/Tech		Industry Sup.
Variables	Freq.	%	Freq.	%	Freq.	%	Freq.	%
Does the curriculum provide students with knowledge and skills:
Yes	13	86.7	29	78.4	2	100.0	2	100.0
No	2	13.3	8	21.6	0	0.0	0	0.0
Total	15	100.0	37	100.0	2	100.0	2	100.0
If No, Give reason(s):
More theory than practical work	1	50.0	7	87.5	0	0.0	0	0.0
No proper monitoring system for practical works	0	0.0	0	0.0	0	0.0	0	0.0
Lack of qualified lecturers/technicians to teach the courses	1	50.0	1	12.5	0	0.0	0	0.0
Total	2	100.0	8	100.0	0	0.0	0	0.0
Courses with the greatest impact regarding students’ knowledge and skills:
CAD, Weaving, Screen & Roller Printing, Crocheting & Knotting and Resist Dyeing	11	73.3	30	81.1	1	50.0
Weaving, Dye Stuffs, Textile Design (Manual), Purification Processes and Setting Up Textiles Enterprise	3	20.0	5	13.5	1	50.0
Technical Drawing, Textiles Calculations & Mechanics, Classifications & Properties of Textile Fibres, Chemical Processing and Exhibitions	1	6.7	2	5.4	0	0.0
Total	15	100.0	37	100.0	2	100.0
Of what value has the practical courses been to students:
Of Immense Value	6	40.0	23	62.2	2	100.0
Some Value	1	6.7	7	18.9	0	0.0
Value	8	53.3	4	10.8	0	0.0
Little Value	0	0.0	2	5.4	0	0.0
No Value	0	0.0	1	2.7	0	0.0
Total	15	100.0	37	100.0	2	100.0
Courses requiring review to provide students knowledge and skills:
CAD, Weaving, Screen & Roller Printing, Crocheting & Knotting and Resist Dyeing	2	13.3	1	2.7	0	0.0
Weaving, Dye Stuffs, Textile Design (Manual), Purification Processes and Setting Up Textiles Enterprise	2	13.3	3	8.1	0	0.0
Technical Drawing, Textiles Calculations & Mechanics, Classifications & Properties of Textile Fibres, Chemical Processing and Exhibitions	11	73.4	33	89.2	2	100.0
Total	15	100.0	37	100.0	2	100.0
Are the conditions in the Department conducive for the study of the programme:
Yes	8	53.3	24	64.9	1	50.0
No	7	46.7	13	35.1	1	50.0
Total	15	100.0	37	100.0	2	100.0
If No, give reason(s):
Lack of well-equipped lecture rooms and studios	6	85.7	12	92.3	10	100.0
Lack of tools and materials for practical	1	14.3	1	7.7	0	0.0
Total	7	100.0	13	100.0	1	100.0
How will you rate the HND Textiles Programme:
Excellent	0	0.0	3	8.1	1	50.0	0	0.0
Very Good	4	26.7	16	43.2	0	0.0	2	100.0
Good	8	53.3	9	24.3	1	50.0	0	0.0
Average	3	20.0	6	16.2	0	0.0	0	0.0
Poor	0	0.0	3	8.1	0	0.0	0	0.0
Total	15	100.0	37	100.0	2	100.0	2	100.0
Will you recommend the programme to a prospective applicant:
Yes	12	80.0	32	86.5	2	100.0	2	100.0
No	3	20.0	5	13.5	0	0.0	0	0.0
Total	15	100.0	37	100.0	2	100.0	2	100.0
If No, give reason(s)
No ready job opportunities	0	0.0	2	40.0	0	0.0	0	0.0
Lack of well-equipped studios for effective teaching and learning	2	66.7	3	60.0	0	0.0	0	0.0
Others (Division among staff)	1	33.3	0	0.0	0	0.0	0	0.0
Total	3	100.0	5	100.0	0	0.0	0	0.0
Will you recommend a review of the curriculum to provide students with knowledge and skills:
Yes							1	50.0
No							1	50.0
Total							2	100.0
If YES, give reason:
To make the curriculum industry responsive							0	0.0
To make the curriculum more practical than theory (CBT)							1	100.0
Total							1	100.0

Note: Source: Field Survey 2017

On courses with the greatest impact regarding students’ knowledge and skills attainment, findings showed that majority of the students, graduates and lecturers/technicians (73.3%, 81.1% and 50.0%) had some courses identified. The courses included CAD, Weaving, Screen and Roller Printing, Crocheting and Knotting and Resist Dyeing. Others courses that were listed by the rest of the respondents included: Weaving, Dye Stuffs, Textile Design (Manual), Purification Processes, Setting Up Textiles Enterprise, Technical Drawing, Textiles Calculations & Mechanics, Classifications and Properties of Textile Fibres, Chemical Processing and Exhibitions. Also, of what value has the practical courses been to students? Again, more than half of the students (53.3%) said the practical courses have been of “value” whilst majority of graduates (62.2%) and lecturers/technicians (100.0%) rather said the practical courses have been “of immense value” in the transfer of knowledge and skills which agrees with findings of (Osei-Poku & Sackey, 2015). In their study, it was revealed that the HND Commercial Art (Textiles) curriculum of the Takoradi Polytechnic, now Takoradi Technical University have several employable skills that are delivered through the under listed courses such as drawing, textile designing, entrepreneurship, weaving, dyeing and printing apart from the ethical skills that are related to team work, discipline, punctuality, supervision and hard work needed in the industry.

Apart from respondents identifying courses that have the highest impact on students’ knowledge and skills acquisition, courses requiring review to provide students with the same knowledge and skills were requested. Results showed that, respondents (students: 73.4%, graduates: 89.2% and lecturers/technicians: 100.0%) mentioned Technical Drawing, Textiles Calculations and Mechanics, Classifications and Properties of Textile Fibres, Chemical Processing and Exhibitions as top courses that need to be reviewed to meet students’ expectations in terms of competencies required for the world of work.

The assertion is supported by Adikorley (2013) who found that the textile curriculum from the Kwame Nkrumah University of Science and Technology though meets industry standards, but requires some review to adequately meet the present and future needs of the textile industry. That, courses such as Marketing, Management and Internship were identified for incorporation into the revised curriculum as they are seen as pointers in securing employment in textiles companies which agrees with the finding. CAD, Weaving, Screen and Roller Printing, Crocheting, Knotting and Resist Dyeing, Weaving, Dye Stuffs, Textile Design (Manual), Purification Processes and Setting Up Textiles Enterprise were also identified by respondents as courses that require review to enhance knowledge and skills.

Conditions in the department for the smooth implementation of the programme’ curriculum was sought. Findings revealed that, more than half of the students (53.3%) and graduates (64.9%) indicated a conducive environment for the running of the programme, whilst lecturers/technicians (50.0%) were divided over the same issue. The revelations suggest that the department actually faces some challenges in delivering it proposed mandate of equipping students with in-depth skills in the field of textile to enable them work in various sectors of the economy after graduation. For those respondents (students: 46.7%, graduates: 35.1% and lecturers/technicians: 50.0%) who said “no” to the conditions in the department, 53.3%, 92.3% and 100.0% of the students, graduates and lecturers/technicians respectfully pointed out lack of well-equipped lecture rooms and studios for teaching and learning in the department. To corroborate the findings made, this is what TL1 had to say;

Since the start of the programme, basic facilities in Textiles required to train students have been nonexistent, hence, improvisation has being the norm which is detrimental to the student who has enrolled on the programme to be imparted with knowledge and skills in textiles for the world of work (Personal Communication, June 2017).

In addition to seeking to know the conditions in the department relative to curriculum deployment, rating of the textiles programme was conducted. 100.0% of industrial attachment supervisors rated the programme as being “very good.” 53.3% of the students also rated the programme as “good,” whilst 43.2% of graduates of the programme rating “very good”. Yet, lecturers/technicians, the implementers of the textiles curriculum were divided as 50.0% of them rating the programme as “excellent” and the other 50.0% rating the programme “good”. Relative to the findings, on the average, the textiles programme can contribute immensely by providing employment to graduates which is in line with the findings of (Howard, 2013). The study revealed that the textile industry has the capacity to provide employment opportunities to people considering the fact that it is one of the largest industries worldwide when it is developed fully in the county.

Again, respondents were asked whether they will recommend the programme to prospective applicants. Findings showed that, majority of the respondents (students: 80.0%, graduates: 86.5%, lecturers/technicians: 100.0% and industrial attachment supervisors: 100.0%) said they will recommend the programme to prospective applicants. The 20.0% of the students and 13.5% of the graduates who said they will not recommend the programme to potential students, gave reasons which included: lack of well-equipped studios for effective teaching and learning as the topmost (students: 66.7% and graduates: 60.0%), no ready job opportunities and others (division among staff). In developing a programme’s curriculum in tertiary institutions globally, one cardinal point is its ability to offer graduates key competencies for employment or self-employment in the area which was noted by (Howard, 2013). However, in the study of (Crentsil (2015),found that the HND Fashion and Textiles programmes ran in our Ghanaian Polytechnics are unrelated to work-based competencies, therefore, graduates are unable to fit well in the world of work.

For a total review of the Textiles curriculum to respond to industry needs, industrial attachment supervisors’ views were solicited. Findings showed that, 50.0% of the supervisors did not recommend for a review of the curriculum, whilst the remaining 50.0% of the supervisor recommended for a review of the curriculum with the intention of making the curriculum more practical than theory (CBT), constituting 100.0% of the supervisors who said “yes” to the recommendation for a review. This request by 50.0% of the respondents calling for a review of the Textiles curriculum to reflect industry needs is quite a huge percentage, which cannot be ignored. The assertion therefore ignites the work of (Baidoo, 2018). Baidoo compared School-Based and Apprenticeship Jewellery Education in Ghana and revealed that, the curriculum of the School-Based programme is over loaded with theoretical content, with little practical whilst the Apprenticeship system is fully practical, offering trainees more practical content for the world of work and proposed a balanced content for both the School-Based and Apprenticeship system in the country.

4.4. Scope, content and curriculum implementation under the leatherwork option

A survey of the views of students, graduates, lecturers/technicians and industrial attachment supervisors were conducted through self-administered copies of questionnaire concerning the implementation of the HND Leatherwork curriculum. Results as shown in Table 5. revealed that, 81.2% of the students, 88.2% of graduates, 100.0% each of lecturers/technicians and industrial attachment supervisors responded positive when they were asked whether the curriculum of the Leatherwork provided students with knowledge and skills. This assertion is in line with one of the core objectives of the programme offering students education in leatherwork will provide students with skills and competences in preparing and using tools and materials in leatherwork for bags and footwear making, decorative leather articles, leather upholstery making and leather clothing (Tamale Polytechnic, 2008) which is fundamental in the Leatherwork sub-sector of the economy, especially the northern part of the country. In a similar study (Mokhothu-Ogolla and Wanjau (2013) indicated that, the leatherwork industry in Kenya’s agricultural sub-sector commands a significant part, and therefore has the capacity to produce high-quality standard leatherwork products to support the economy by way of creating jobs. Besides the majority views, there were those (students: 18.8% and graduates: 11.8%) who believed that the curriculum did not provide students knowledge and skills. 66.7% and 100.0% of those students and graduates said the curriculum was more of theory than practical, leaving only 33.3% of the students citing “no proper monitoring system for practical works given them. None of the respondents mentioned “lack of qualified lecturers/technicians to teach the courses, which would have been a recipe for the programme losing it credibility from the general public.

Table 5. Scope, Content and Curriculum Implementation by Students, Graduates, Lecturers/Technicians and Industrial Attachment Supervisors under Leatherwork Option

	Students		Graduates		Lecturers/Tech		Industry Sup.
Variables	Freq.	%	Freq.	%	Freq.	%	Freq.	%
Does the curriculum provide students with knowledge and skills:
Yes	13	81.2	30	88.2	2	100.0	4	100.0
No	3	18.8	4	11.8	0	0.0	0	0.0
Total	16	100.0	34	100.0	2	100.0	4	100.0
If No, Give reason(s):
More theory than practical work	2	66.7	4	100.0	0	0.0	0	0.0
No proper monitoring system for practical works	1	33.3	0	0.0	0	0.0	0	0.0
Lack of qualified lecturers/technicians to teach the courses	0	0.0	0	0.0	0	0.0	0	0.0
Total	3	100.0	4	100.0	0	0.0	0	0.0
Courses with the greatest impact regarding students’ knowledge and skills:
Leather Upholstery, Leather for Interior Decoration, Footwear Making, CAD and Indigenous Technologies in Leatherwork	11	68.8	28	82.4	1	50.0
Leather Clothing, Decorative Techniques in Leatherwork, Clothing Accessories, Finishing in Leatherwork and Footwear Making	3	18.7	4	11.8	1	50.0
Technical Drawing, Setting Up Leatherwork Enterprise, 2 & 3D Designs, History of Ancient Art and Preparation of Leather	2	12.5	2	5.8	0	0.0
Total	16	100.0	34	100.0	2	100.0
Of what value has the practical courses been to students:
Of Immense Value	2	12.5	19	55.9	2	100.0
Some Value	4	25.0	7	20.6	0	0.0
Value	7	43.8	6	17.6	0	0.0
Little Value	2	12.5	1	2.9	0	0.0
No Value	1	6.2	1	2.9	0	0.0
Total	16	100.0	34	100.0	2	100.0
Courses requiring review to provide students knowledge and skills:
Leather Upholstery, Leather for Interior Decoration, Footwear Making, CAD and Indigenous Technologies in Leatherwork	2	12.5	4	11.8	0	0.0
Leather Clothing, Decorative Techniques in Leatherwork, Clothing Accessories, Finishing in Leatherwork and Footwear Making	2	12.5	6	17.6	1	50.0
Technical Drawing, Setting Up Leatherwork Enterprise, 2 & 3D Designs, History of Ancient Art and Preparation of Leather	12	75.0	24	70.6	1	50.0
Total	16	100.0	34	100.0	2	100.0
Are the conditions in the Department conducive for the study of the programme:
Yes	5	31.2	21	61.8	0	0.0
No	11	68.8	13	38.2	2	100.0
Total	16	100.0	34	100.0	2	100.0
If No, give reason(s):
Lack of well-equipped lecture rooms and studios	5	45.5	12	92.3	2	100.0
Lack of tools and materials for practical	6	54.5	1	7.7	0	0.0
Total	11	100.0	13	100.0	2	100.0
How will you rate the HND Leatherwork Programme
Excellent	0	0.0	2	5.9	0	0.0	2	50.0
Very Good	9	56.3	20	58.8	1	50.0	0	0.0
Good	6	37.5	10	29.4	1	50.0	1	25.0
Average	1	6.2	2	5.9	0	0.0	1	25.0
Poor	0	0.0	0	0.0	0	0.0	0	0.0
Total	16	100.0	34	100.0	2	100.0	4	100.0
Will you recommend the programme to a prospective applicant:
Yes	14	87.5	31	91.2	2	100.0	4	100.0
No	2	12.5	3	8.8	0	0.0	0	0.0
Total	16	100.0	34	100.0	2	100.0	4	100.0
If No, give reason(s)
No ready job opportunities	0	0.0	0	0.0	0	0.0	0	0.0
Lack of well-equipped studios for effective teaching and learning	2	100.0	1	33.3	0	0.0	0	0.0
Others (Division among staff)	0	0.0	2	66.7	0	0.0	0	0.0
Total	2	100.0	3	100.0	0	0.0	0	0.0
Will you recommend a review of the curriculum to provide students with knowledge and skills:
Yes							4	100.0
No							0	0.0
Total							4	100.0
If YES, give reason:
To make the curriculum industry responsive							4	100.0
To make the curriculum more practical than theory (CBT)							0	0.0
Total							4	100.0

Note: Source: Field Survey 2017

On semester bases, a set of courses are offered to students to prepare them practically and theoretically for the world of work in leatherwork as shown in Tables 4.15–4.18. In reference to the set of courses, respondents were asked to identify courses within the set that have the greatest impact regarding students’ knowledge and skills acquisition. Findings revealed that, majority of the students (68.8%) and graduates (82.4%) listed Leather Upholstery, Leather for Interior Decoration, Footwear Making, CAD and Indigenous Technologies in Leatherwork as courses impacting high on students’ knowledge and skills attainment. Lecturers/technicians (50.0%) were divided over the choice of courses. Half of the lecturers/technicians went for Leather Upholstery, Leather for Interior Decoration, Footwear Making, CAD and Indigenous Technologies in Leatherwork, whilst the remaining also went for Leather Clothing, Decorative Techniques in Leatherwork, Clothing Accessories, Finishing in Leatherwork and Footwear Making. The rest of the courses that received less attention and seen as not impacting high enough were Technical Drawing, Setting Up Leatherwork Enterprise, 2 & 3D Designs, History of Ancient Art and Preparation of Leather. Findings also revealed that, 43.8% of the students said “value”, whereas 55.9% of graduates and 100.0% of all lecturers/technicians saying “of immense value” when they were asked “of what value has the practical courses in the leatherwork curriculum been to students”. As reported by (Millar (2004) that practical components in science-based subjects have been pivotal in the teaching and learning of science practically, and that the components build the scientific knowledge base of students which agrees with the findings.

Again, respondents were also asked to identify a set of courses that needed to be reviewed to provide students with knowledge and skills in leatherwork. Findings showed that, 75.0% of the students and 70.6% of graduates listed Technical Drawing, Setting Up Leatherwork Enterprise, 2 & 3D Designs, History of Ancient Art and Preparation of Leather as set of courses requiring urgent review to meet their needs of acquiring knowledge and skills in leatherwork for the world of work. With lecturers/technicians, 50.0% each went for a set of courses. Leather Clothing, Decorative Techniques in Leatherwork, Clothing Accessories, Finishing in Leatherwork and Footwear Making; and Leather Upholstery, Leather for Interior Decoration, Footwear Making, CAD and Indigenous Technologies in Leatherwork respectfully were both selected for review. On the contrary (Kwasi (2014), examined the Challenges Facing Visual Arts Education in the Colleges of Education in the Western Region of Ghana. The study found that, the curriculum of the Visual Arts Related Subjects’ content was standard, offering trainees relevant knowledge and skills required, but the time allotted for its delivery in the classroom was not enough, creating discontent towards the subject by trainees in the colleges.

In providing skills training in leatherwork, optimum conditions are required to enable instructors deliver the desired skills and competencies to participants. Hence, respondents were enquired to provide information on the conditions in the Industrial Art department. Findings revealed that, 61.8% of the graduates said the department was conducive for the study of the programme. However, majority of the students (68.8%) and lecturers/technicians (100.0%) said, the department was not conducive for the study of leatherwork and requested that lecture rooms and studios should be well equipped, and as well provide more tools and materials required for teaching and learning in leatherwork. Worthy of interest was the 100.0% opinion expressed by the lecturers/technicians towards the department not being conducive for the study of Leatherwork. To buttress the views made, this is what LL1 said when interviewed;

The section lacks a modern studio with well-equipped tools and materials required to carry out practical works that would help students to design and produce high quality leatherwork products suitable for all categories of clients. What is available is a temporary structure converted to a studio for leatherwork, with only improvised tools and equipment which can best be described as “out of fashion” for the training of students in the leatherwork section (Personal Communication, June 2017).

Rating of the HND Leatherwork programme was carried out by respondents in a manner of it being “excellent, very good, good, average and poor”.

Results showed that, 56.3% of the students and 58.8% of the graduates rated the programme “very good,” followed by 50.0% of the industrial attachment supervisors who also rated the programme as being “excellent.” A Lecturer/technician, constituting 50.0% each as well, rated the programme “very good’ and “good” in that order. Taking into account the generality of the views espoused by most respondents, it can be deducted that the programme is well equipped with a broad standard-based curriculum, providing trainees competencies desirable in Leatherwork. This finding goes to support the assertion made by Alam (2007), on the role of technical and vocational education in the national development of Bangladesh. For Alam, a curriculum that provides training in technical and vocational education offers double benefits to both the individual and the society at large. The study further noted that, the society will benefit from the skilled labour in the global competitive market, whilst the individual’s return will be a clear career path, good earning and an improved quality of life.

On recommendation of the Leatherwork programme to prospective applicants, findings showed that, majority of the respondents (students: 87.5%, graduates: 91.2%, lecturers/technicians: 100.0% and industrial attachment supervisors: 100.0%) said they will recommend the programme to prospective students who wish to enrol onto the programme. This general acceptance from the respondents means that the Leatherwork curriculum has been broadly designed to provide trainees with skills and competences for socio-economic development. The finding is in line with the Curriculum Research and Development Division’s Teaching Syllabus for Visual Arts (2008). To the Curriculum Research and Development Division’s Teaching Syllabus for Visual Arts noted that, even at the pre-tertiary level in Ghana, the Visual Art Curriculum has been crafted to offers students basic knowledge and skills required for future development in all the visual art elective subjects alongside self-employment or apprenticeship. However, the views of the majority respondents could not overshadow the 12.5% of the students and 8.8% of graduates who said they will not recommend the programme to prospective applicants, with reasons including lack of well-equipped studios for effective teaching and learning, constituting 100.0% of students; and others (division among staff), also constituting 66.7% from graduates.

Finally, on recommendation by industrial attachment supervisors for a review of the Leatherwork curriculum to provide students with knowledge and skills needed in the Leatherwork industries, findings revealed that all the respondents (100.0% of the industrial attachment supervisors) called for a review of the curriculum to make it industry responsive. This revelation was confirmed by Yusof et al. (2013), who expressed that Students’ Industrial Attachment training increases graduates’ employability, yet, the duration for industrial attachment to provide industry-related competencies such as behavioural and technical skills is short, denying trainees the most relevant skills needed for the world of work. Yusof concluded by requesting for a review of technical education curricular to include interpersonal skills training and a longer duration for industrial training as well.

5. Conclusions

Based on the findings from the programme’s options (P/D, Ceramics, Textiles and Leatherwork), the following conclusions have been drawn:

• Under the P/D Option, it is evident that, the intention of the curriculum to provide students with knowledge and skills required in the P/D industry was well conceived. However, with time and advancement in technology as being noted in the industry, some of the courses require review to match up with industry standards.

• On the scope and content of the curriculum of the Ceramics programme and its implementation in the university, it can be concluded that, the curriculum of the ceramics programme was well implemented and accepted by all to have possessed knowledge and skills required in the industry for employment or self-employment by graduates. However, most of the courses were found to be outmoded and will require immediate review to reflect the current needs of the industry. The section was also found not to be conducive for the study of ceramics by some key actors of the programme.

• The curriculum as it is presently under the Textiles Option, still has the capacity to offer students knowledge and skills in textiles for the world of work. However, some of the courses require reviews to make the content industry responsive.

• Based on the findings under the Leatherwork Option, it can be concluded that, the leatherwork curriculum was developed appropriately, taking into considerations the needs of the industry. Though, the curriculum was properly developed at the time of implementation, due to time and technological advancements, some of the courses, as well as their contents need to be reviewed to match up with current trends in the leatherwork industry.

6. Recommendation

The following recommendations have been reached based on the findings and the conclusions made:

1. From the study, it has been established that, since the start of the HND Industrial Art programme (P/D, Ceramics, Textiles and Leatherwork) in the 2008/2009 academic year, no review of the curricula has taken place, even though, it has been stated explicitly by the regulatory bodies (GTEC and COTVET) of the programme that, every five (5) years, there should be a review of the curricula to reflect current trends and needs of the industry; hence, there is a need for a holistic review of the curricula of the programmes to make it relevant for the benefit of this dynamic society.

2. The study noted that training a TVET graduate in the polytechnic/technical university is a shared responsibility between the institutions and industry. However, industry found aspect of the curricula to be industry non-responsive, which suggest that there were no consultations in developing the curricula of the programme’s options (P/D, Ceramics, Textiles and Leatherwork). To this end, there should be collaborations between the polytechnics/technical universities and industry in curriculum formulation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2199107.