Learner-centered Method of Teaching and Learning in Vocational Education in Naledi Brigade in Gaborone, Southern Africa

Abstract

Vocational education is critical to any country’s economy to produce well-equipped skilled personnel who can add value to the economic growth. It is therefore imperative that learner-centered method is used in teaching and learning to promote the self-development and confidence of learners as well as to produce well-grounded people with lifelong skills which can help them tackle any situation in their lifetime. This study explored learner-centered method of teaching and learning in vocational education. A survey was carried out at Naledi Brigade in Gaborone and the data collected was presented qualitatively in a descriptive way. The population 
for this study was the ten Bricklaying & Plastering students and their two lecturers and thirty-two Certificate in Accounting and Business Studies (CABS) and their five lecturers making a total population of forty-nine people. The sample frame was done purposively and represented fifty-one per cent (twenty-eight people) of the total population. Thus, the records for ten Bricklaying & Plastering and fifteen CABS students were used to evaluate academic performance when using learner-centered method. 
Two students from each department were interviewed to identify methods of learning used in vocational education and as well as evaluate academic performance when using learner- centered method. Three lecturers were also interviewed; two from Bricklaying and Plastering and one from CABS to examine the challenges they face when using learner-centered method as well as determine strategies that can be used to improve the use of learner-centered method. The data collected was analysed in a descriptive 
manner. The findings established that learner-centered method influences teaching and learning if both teachers and students are motivated to teach and learn. Therefore, it is recommended that learner-centered method should be used for all subjects in vocational institutions. The resources including teacher training, libraries and internet should also be provided to enhance the use of the learner-centered method.