EDUCATING THE DEAF IN VOCATIONAL SKILLS: SELECTED

SCHOOLS FOR THE DEAF IN FOCUS

By
KYERE, KWAME
Kwame Nkrumah University of Science and Technology

EDUCATING THE DEAF IN VOCATIONAL SKILLS: SELECTED

SCHOOLS FOR THE DEAF IN FOCUS

By
KYERE, KWAME
(B. A. Art, Integrated Rural Art and Industry)

A Dissertation submitted to the School of Graduate Studies,

Kwame Nkrumah University of Science and Technology, in partial fulfillment
of the requirements for the degree of

DOCTOR OF PHILOSOPHY
(ART EDUCATION)
Faculty of Fine Art, College of Art and Social Sciences,
August, 2009

2009 Department of General Art Studies.

ii

DECLARATION

I hereby declare that this submission is my own work towards the PhD and that,
to the best of my knowledge it contains no material previously published by
another person nor material which has been accepted for the award of any other
degree of the University, except where due acknowledgment has been made in
the text .

Kyere, Kwame (20047937)

Students Name & ID

..
Signature

..
Date

Certified by:
Dr. E. C. Nyarkoh

..

Supervisors name

Signature

..
Date

Certified by:
Dr. Joe Adu-Agyem
Head of Departments Name

........................
Signature

iii

..................................
Date

ABSTRACT

Unemployment is a major problem facing Ghanaian school leavers. This problem

is sometimes more severe among school leavers who are deaf. This alarming
trend is seen in the growing number of deaf persons turning into begging and
other antisocial activities that degrade them and create negative reaction towards
them by people who are not deaf. Information from Bechem Technical Institute
for the Deaf in 2005 indicated that, eight out of ten students who graduate from
the vocational centre in the school do not work with the vocational skills they
have acquired in any gainful employment. This was linked to difficulties in the
vocational education of the deaf and some social factors outside the school
environment which limit the employment chances of the deaf. It was based on
these that the study commenced to find out the underlining difficulties in
vocational education of the deaf in Ghana and also to find out the reasons why
those who undergo vocational education in schools for the deaf are not able to
work with their skills either in self-employment or working in an existing
venture. Books and other documents were read for information on the theoretical
framework of school curriculum in Ghana, vocational education, attitudes
towards the disabled with emphases on the deaf as well as empirical study
relating to the topic. The study made use of qualitative research methodology in
data collection, analysis and discussion. With three schools for the deaf in three
regions of Ghana selected as a case study, the researcher employed observation,
questionnaire and interview as data collection instruments. Data gathered were
described with illustration. Photographic camera was also used to take pictures of
selected artefacts made by students during the study. The main findings are that,
vocational education faces multiple problems such as financing, unavailable upto-date tools and materials and unsuitable syllabi and teaching/learning materials.
Again, parental neglect, superstition and communication barriers were identified
as the main problems that limit the employment chances of the deaf who have
graduated with vocational skills. It is recommended that selection of teachers for
vocational education in schools for the deaf should be based on adequate
qualification in special need educational strategies. Moreover, stake holders in
education should help in providing funds, infrastructure, suitable teaching and
iv

learning materials and tools. There should be a vigorous public education through
the mass media aimed at eliminating all forms of negative attitudes, beliefs,
superstitions and discriminations that hinder the employment chances of the deaf
after leaving their schools environment.

ACKNOWLEDGEMENTS

I have been privileged to have found favour with some people either
directly or indirectly toward this dissertation. I am so grateful to them and would
like to take this chance to show them how much I appreciate their contributions
to shaping my life. First of all, I thank the Almighty God for his care, protection
and blessing.
I wish to express my sincere gratitude to my parents, Rev. and Mrs.
Bosea-Gyinantwi for their love and attention to my needs even at this level. I
appreciate their physical, spiritual, financial and parental care which has been
abundant and readily available at all times. To Mr. Charles Agyapong and Miss.
Lydia Agyemang, and my siblings, Kwabena, Ben, Lois and Stephen, I thank
them for their prayers and numerous ways through which they have assisted me
whiles pursuing this course. God richly bless them all.
I owe a special debt of gratitude to all lecturers of the Department of
General Art studies; particularly to my supervisor, Dr. E. C. Nyarkoh for the
pains taking effort and time he spent on reading and offering several comments
and suggestions on this research, Dr. Joe Adu-Agyem whom have been a father,
motivator, counselor and disciplinarian to me and Dr S. K. Amenuke for his
advice and directions. I thank them for the inspiration and all that they have done
for me. Also, my thanks go to Dr. Rudolf Steiner of the Department of Integrated
Rural Art and Industry for taking me as a son, a brother and a friend and for all
the moral support which he granted me.
Also, I am full of appreciation to Mr. Asare Thompson, Mr. Charles
Abraham-Boachie, and Mr. Abraham Fordwor (headmasters) and Mr. Dankwah,
Mr. Danquah and Mr. Samuel Hatto (all teachers) of the School for the Deaf at
Bechem, Jamasi and Akuapem-Mampong respectively as well as all vocational
education teachers and students of these schools. My appreciation also goes to the
officials of the district directorate of education in Tano South, Sekyere South and
Akuapem North respectively, for the kind assistance they rendered to me. Again,
my gratitude goes to Mr. J. K. Brobbey former English tutor at Prempeh College
who edited this thesis for me.
To my friends, Ebenezer Amoako, Evangel Adu-Boadu, Berko
Acheampong, Benard Adjei-Bosompem, and all who through one way or the
vi

other, have helped me to complete this work. My deepest thanks go to the late
Mr. Dua-Gyamfi former school counselor of Prempeh College who helped me to
rediscover my life. Lastly, to all those who take matters of the deaf at heart, your
efforts will be rewarded. God richly bless you all.

August 2009.
K. K.

vii

TABLE OF CONTENTS

Content

Page

DECLARATION

iii

ABSTRACT

iv

ACKNOWLEDGEMENTS

vi

TABLE OF CONTENTS

viii

LIST OF TABLES

xii

LIST OF FIGURES

xiv

LIST OF PLATES

xv

CHAPTER ONE

INTRODUCTION

1.1

Background to the Study

1.2

Statement of the Problem

1.3

Objectives

1.4

Hypotheses

1.5

Delimitation

1.6

Limitations

1.7

Definition of Terms

1.8

Abbreviations

1.9

Assumptions

11

1.10

Importance of the Study.

11

1.11

Organization of the Rest of the Text.

12

viii

CHAPTER TWO

13

REVIEW OF RELATED LITERATURE

13

2.1

Overview

13

2.2

Theoretical review

13

2.2.1

Pragmatism and Reconstructivism

13

2.2.2

The Pragmatists/Reconstructionists curriculum

14

2.3

Education

15

2.3.1

Concepts of Special Education.

18

2.3.2

Special Schools in Ghana

20

2.3.3

School for the Deaf/Hearing Impaired

21

2.3.4

Teaching Personnel for the Disabled.

22

2.4

Negative Attitudes towards the Disabled.

24

2.5

Vocational Education (Concepts and Definitions).

25

2.5.1

Vocational and Technical Education.

28

2.5.2

Views on Technical and Vocational Education and Training.

28

2.5.3

History of Vocational and Technical Education in Ghana.

30

2.5.4

Vocationalization of Education in Ghana (1987 and 2007

Education Reforms)

2.5.5

32

Vocational Education Curriculum for Second Cycle Schools in

Ghana

2.5.6

34

Visual Art as vocational Skills training in Ghanaian School

Curriculum

36

2.6

Empirical Study

40

2.6.1

Vocational Training for the Hearing Impaired in Ghana

40

2.6.2

Vocational Training for the Hearing Impaired in Kenya

41

2.6.3

Vocational Training for the Hearing Impaired in Britain

42

2.6.4

Vocational Training for the Hearing Impaired in America

43

2.6.5

The lives of Selected Hearing Impaired Individuals.

44

2.6.6

Problems of Hearing Impaired Persons in finding jobs

45

ix

CHAPTER THREE

46

METHODOLOGY

46

3.1

Overview

46

3.2

Research Design

46

3.2.1

Descriptive Research

47

3.2.2

Case Study

48

3.3

Library Research Conducted

49

3.4

Population and Sampling

49

3.4.1

Population for the Study

50

3.4.2

Sampling

51

3.4.3

Purposive Sampling

51

3.4.4

Characteristics of the Population Studied

53

3.5

Data Collecting Instruments.

55

3.5.1

Observations

55

3.5.2

Interviews Conducted

56

3.5.3

Questionnaire Designed

57

3.5.4

Validation of instruments

57

3.5.5. Administration of Instruments

58

3.6

Primary and Secondary Sources of Data.

59

3.7

Data Collection Procedures

59

CHAPTER FOUR

62

PRESENTATION AND DISCUSSION OF FINDINGS

62

4.1 Overview

62

4.1.1

Observations made

62

4.2.1

Teaching and Learning Effectiveness

62

4.2.2

Quality of Skills/Articles made by Students

64

4.2.3. Carpentry/Joinery

65

4.2.4. Metalwork/Welding

66

4.2.5. Leatherwork

68

4.2.6. Textile and Fashion

71

4.3

74

Analysis of Questionnaire (Categories C and D)

x

4.3.1

Responses from Category C (Teachers)

74

4.3.2

Responses from Category D (Students)

93

4.4

Response from Interviews

108

4.4.1

(a) Financing Vocational education

108

4.4.1

(b) Administration of Vocational Education

109

4.5

Main findings (Weaknesses and Strengths identified)

110

4.5.1

Objective one: To examine the Inherent Difficulties in the

Vocational Education of the Deaf

4.5.2

Primary Data: Responds from observation, Interviews and

Questionnaire

1.5.3

110

110

Difficulties in Teaching and Learning Identified

110

4.5.4

Teaching staff

113

4.5.5

Students

114

4.5.6

Secondary data: Information from Literary Sources

115

4.6

Objective 2

116

4.6.1

Primary Data: Responds from Questionnaire and Interviews

116

4.6.2

Secondary Data (Information from Literary sources)

118

4.7

Strength Identified

119

4.8

Test of Hypotheses

120

4.8.1

Declarative Hypothesis

120

4.8.2

Null Hypothesis

120

CHAPTER FIVE

123

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

123

5.1

Summary

123

5.2

Conclusions

125

5.3

Recommendations

127

REFERENCES

131

APPENDICES

137

xi

LIST OF TABLES

Table

Page

Table 2.1

Schools for the Deaf in Ghana

21

Table 3.1

Number of Pupils in Special Schools

50

Table 3.2

Population Distribution Table (Categories A, B, C and D) 51

Table 3.3

Subjects Studied in Selected Schools for the Study

55

Table 3.4

Distribution of Interview Guide (Category A and B)

58

Table 3.5

Distributed and Recovered copies of Questionnaire

61

Table 4.1

Gender of Respondent

74

Table 4.2

Academic Background of Respondents

75

Table 4.3

Number of years taught

76

Table 4.4

SHS or N.V.T.I. Institute

78

Table 4.5

Workshop, Seminar and Conferences attended.

78

Table 4.6

Suitability of Vocational Education Syllabi and

Textbooks if any

81

Table 4.7

Availability of Tools and Materials

84

Table 4.8

Financial assistance from the School Administration

85

Table 4.9

Practical Skills and Entrepreneurship Development in

Vocational Education

86

Table 4.10

Starting a trade after School

88

Table 4.11

Gender of Respondent

93

Table 4.12

Type of Certificate awarded

94

Table 4.13

Choices of Visual Art Vocations

95

Table 4.14

Adequacy of Skills acquired

96

Table 4.15

Availability of Tools and Materials for Practical

xii

Skills training

101

Table 4.16

Establishing an Enterprise

102

Table 4.17

Sources of Funding to set-up Enterprise

103

Table 4.18

Problems of the Deaf in their Communities

107

xiii

LIST OF FIGURES

Figure
Fig. 2.1

Page
Structure of the Senior High School Vocational education
Programme

39

Fig.3. 1

Layout of sampling design

54

Fig. 3.2

Map of Ghana showing Regional capitals and Towns where

the Study was Conducted

60

Fig.4.1

Subject Distribution Chart

80

Fig 4.2

Problems associated with Syllabi and Textbooks

83

Fig 4.3

Careers graduates engage in

89

Fig. 4.4

Possible factors accounting for inability of the deaf

to generate employment for themselves

91

Fig. 4.5

Some identified students problems

98

Fig. 4.6

How students get tools and materials for practical training 100

Fig. 4.7

Students assessment of their teachers performances

101

Fig 4.8

How students will raise fund to set up their workshops

103

Fig. 4.9

Alternative career opportunities for the deaf

105

Fig. 4.10

Some identified problems the deaf face in their

Communities

107

xiv

LIST OF PLATES

Plate

Page

Plate 4.1

Students working with full concentration

63

Plate 4.2

Carpentry products at B.T.I.D.

65

Plate 4.3

Metal products produced by students during the

Study at B.T.I.D.

Plate 4.4

67

Visual Arts Students working in a congested classroom at

SH/TSD

69

Plate 4.5

Some of the Products of Leatherwork

70

Plate 4.6

Some Textiles and Fashion articles made by Students

72

xv

CHAPTER ONE
INTRODUCTION

1.1

Background to the Study

The future of a nation partly depends on educated and skilled citizens who

are aware of their individual and collective responsibilities to contribute

meaningfully to the social, economic, political, cultural and spiritual etc
development of their nation and the world at large. As society changes with time, so
is its educational system. These changes are sometimes triggered by factors such as
the socio-politico-economic situation within which the society finds itself at a period
of its development. The changes moreover also affect either a unit or the whole
system of the education, including education of the disabled. Reforming the
educational system in Ghana has taken place even before independence whenever it
was deemed necessary to meet technological, sociological, economical, political and
cultural development needs of Ghana. Vocationalizing education in Ghana dates
back to pre-colonial days (castle school days), through colonial era, to present day.
However, the making of vocational and technical skills subjects as an integral
part of the school curriculum especially at the secondary level started in the mid1960s with the release of the Dzobo Committee of Education reform report. But it
was not until 1987 that a comprehensive plan was launched to make vocational and
technical subjects as part of both basic and secondary school curricula. This was to
reverse the decline in education of the 1960s and 1970s and to make
vocationalization widely accepted by the youth as a means of economic
empowerment (Baiden, 1996). The point therefore was to prepare the youth for work
1

and that, through vocational and technical education, students will be equipped with
skills for paid and self-employment.
Other policies (both national and international) have helped shape the
reforms of 1987 and 2007 from its beginning till now. Among these are the United
Nations Millennium Development Goals (MDGs) and UNESCOs Education For
All (EFA) policies. The EFA policy for example explain among other aims that
every child should be educated to develop his or her capabilities whether he or she
been normal or infirmed (UNESCO 1994, cited in Baiden, 1996).
So, as Ghana aimed at attaining fully the goals of education as stated by both
1987 reform of education and the 1990 policy on technical and vocational education
and training, the need to create chances for the disabled to acquire vocational
education was considered in the Draft Report on Disability Policy (DRDP, 1996).
Furthermore, for the country to achieve the MDGs and EFA objectives by 2015 as
well as Ghanas own goals of education in this century, the Anamoah Committee
report on education stated that, education should now focus on inculcating students
with the skills and appreciation of the use of the hand as well as the mind to make
students creative and production oriented (Meeting the Challenges of Education in
the Twenty First Century, 2002). From this vocational education continued to play
an important role as a component of general education in the education reform of
2007.
This was based on national developmental and educational philosophies and
increasing knowledge that vocational education is an effective means of achieving
economic growth as well as the expected outcomes of education as expressed in
national educational goals. This concept, including the vocationalization of Visual
2

Arts for example has been strengthened to make vocational education more
responsive to the employment needs of school leavers including deaf students.
It should be noted that education of the disabled in Ghana commenced with
the blind in 1936 at Akuapem-Akropong in the eastern region. In 1957 a school was
started for the deaf at Osu in Accra. From 1965 onwards, there was expansion in
basic education for the deaf all over the country. Some of these schools started
vocational education for their students, having realized their limitation in acquiring
further education at the main stream secondary school after basic school.
However, problems like unemployment and begging on the part of some deaf
people after schooling makes it fair to infer that the type of vocational education
which some of the deaf students receive leaves more fertile grounds untouched.
Vocational and technical skills education has two main thematic areas (theoretical
and practical) that when effectively integrated, result in students who have creative
perception, insight and creative action. These development of the individual manifest
in his or her social, emotional, perceptual, physical and psychological knowledge
such that the individual becomes a well-adjusted member of society, as reiterated by
Lowenfeld and Brittain (1970). The education of special needs children of which the
deaf is categorized in Ghana seeks to:
1. Make handicapped people self-supporting and not to become a liability to the
state or his family;
2. Make the handicapped lead a normal life and to compare favourably to the
normal human being. Thus to make him an individual;
3. Make the handicapped contribute economically, academically and socially to
3

the community in which he is born (Ayisu, 1980).

Among special schools in Ghana, schools for the deaf are more populated but
provided with less resource in terms of infrastructure, finance, and personnel. To
help achieve the equilibrium between normal students in the main stream school
system and special needs educational for those with a form of handicap in Ghana
and their contribution to national development, it is expressed in the goals stated
above by (Ayisu, 1980). Therefore, establishing special schools such as Schools for
the Deaf and further training of these Deaf Students in Vocational and Technical
skills, at the post-basic level was to utilize the potentials and aptitudes of the deaf
towards their individual and national development.
The application of the knowledge and skills gained through vocational
education by the deaf student is to help them become more independent through self
employment or employment in an existing industry even after secondary education;
thereby reducing poverty and dependency among the deaf which leads to begging,
frustration and mockery.

1.2

Statement of the Problem

Education of the Deaf in Ghana falls under Special Education. Special

education is defined as, a set of instructions that is individually tailored to meet the
unique needs of a child with exceptionality, taking into account the childs individual
learning strength and weakness rather than following one set of curriculum as
regular education does (Smith 1993, as cited in Avoke, 2004, p.2). Special
education also involves procedures and arrangement by which physically disabled,

mentally retarded, gifted and talented children are educated either in a segregated or
mainstream school system to meet their developmental and educational needs.
Despite efforts of the government, religious bodies, NGOs and individuals,
towards the education of deaf children, there are problems such as unemployment
and begging. Vocational and technical skills education and training have been used
in special schools in Ghana and around the world and found to be an effective means
of empowering individuals with disabilities in the areas of career training and
employment opportunities. Vocational education in Ghanaian schools for the deaf
face several problems. Preliminary survey conducted in 2006 at Bechem Technical
Institute for the Deaf coupled with interaction with the then headmaster of the school
revealed that eight out of ten graduands who completes vocational education in the
schools vocational department will not work with their skills either on their own or
in someones industry. This was traced to some difficulties in the vocational
education of the deaf and some social factors outside the schools environment. It
again came out that:
1. There are multiple problems associated with vocational education of the deaf;
2. Recruiting teaching staff for vocational education was problematic; and
3. Students who graduate are not able to utilize their skills for employment
purposes.
It should be noted also that the deaf is aware of his social and personal
values. With the exception of their impairment that limits them in verbal
communication, they function very well in the other senses and therefore capable of
carrying out responsibilities as normal people do. Nkrumah, (The Mirror, December
5

2, 2006) reported of some deaf students who assaulted another deaf lady who was
allegedly begging for alms in Accra. This indicates that hearing impaired people are
becoming more aware of their dignity as individuals and the shame that some of
them put them through, with begging as an example. It is also a known fact that most
deaf learners are exceptionally good in creativity, serviceable and work diligently.
They do not exhibit divided attention when they are executing their work. They are
highly sensitive with their senses and exhibit potentials that can be effectively
utilized in vocational and technical training and education for the acquisition of
skills and knowledge necessary for economic empowerment as well as social well
being.
But notwithstanding the above good qualities of the deaf, research has also
shown that few of deaf students who completed vocational education in Ghanaian
schools for the deaf and are make use of the skills they acquire from school in
productive ventures, are making positive gains in their lives by contributing to the
growth and well being of their families and society.
There was, therefore, the need for a comprehensive study into the training of
the deaf (with selected schools for the deaf in focus), to unearth its strengths and
weaknesses and find out why a greater number of deaf students who undergo
vocational education in Ghanaian schools for the deaf are not able to work
productively with the skills they acquire from school. And also help find some
remedies to these problems such as unemployment, dropout, begging, poverty,
frustrations and mockery.

1.3

Objectives
1. To examine the inherent difficulties in the vocational education of the deaf.
2. To find out the problems militating against the employment needs of the deaf
vocational skills graduate.
3. To provide recommendations for the improvement of vocational/Technical
education in Ghanaian Schools for the deaf.

1.4

Hypotheses
1. An effective vocational skills education for the deaf can help make them
employable.
2. The inabilities of the deaf to utilize skills they have acquired from school are
caused by inherent problems in their education and negative attitudes towards
them.

1.5

Delimitation
1. The study is limited to investigating the problems associated with vocational
education of deaf students in selected Schools for the Deaf in Brong-Ahafo,
Ashanti and Eastern Regions of Ghana.
2. Only factors that account for ineffective vocational education were looked at.
3. Only district vocational education officers, Headmasters, vocational skills
teachers and students undergoing vocational skills training were selected for
the study.

1.6

Limitations
1. The researchers inability to communicate effectively in sign language with
the students delayed data collecting procedures.
2. Very scanty literature on the subject was available in the libraries, which the
researcher visited. Particularly, information on vocational education of the
deaf was rare. As such, data gathered were compared and contrasted with few
information from literary sources.
3. Inability to interview vocational and technical officer at the district education
directorate of Akuapem North District did not help in fully getting the needed
information.

1.7

Definition of Terms

Deaf-blind-

Individuals who have both hearing and vision impairments

that cause severe problems in communication, development
and education.

Deafness-

A degree of hearing impairment sufficient to preclude the

learning of language through the auditory channel.

Disability-

Generally referring to all individuals with some form of

handicap, whether sensory, mental, physical, emotional, or
whether their difficulty is as a result of social, cultural
circumstances.

Exceptionality-

A physical, health, sensory, mental, psychological, or

proficiency characteristic by which an individual differs
from others in their age group.

Handicap-

A physical health, sensory, mental or psychological

condition that adversely affect the performance of an
individual.

Impairment-

A total or partial malfunction or weakness in one or more of

the sense organs or part of the body.

Special Education-

Procedure and arrangements by which physically disabled,

mentally retarded, gifted and talented children are educated
in a segregated or mainstream school systems.

Vocational education For the purpose of this study, vocational education is define
as a course in educational institutions with curriculum
designed to prepare the students with skills for employment
in an occupation of his or her choice.

1.8

Abbreviations
1. B.E.C.E.-

Basic Education Certificate Examination

2. B.T.I.D.-

Bechem Technical Institute for the Deaf

3. CRDD -

Curriculum Research and Development Division

4. DRDP-

Draft Report on Disabilities Policy

9

5. EFA

Education For All

6. GES

Ghana Education Service

7. MDGs -

Millennium Development Goals

8. MOE-

Ministry of Education

9. N.V.T.I.-

National Vocational Training Institute

10. NERC-

Nigerian Education Research Council

11. NGOs -

Non Governmental Organizations

12. P.T.A.

Parent Teachers Association

13. SED

Special Education Division

14. SH/TSD-

Senior High/Technical School for the Deaf

15. SNE

Special Needs Education

16. SpED-

Special Education Division

17. SPSS-

Statistical Package for Social Sciences

18. TVET-

Technical and Vocational Education and Training

19. UNESCO-

United

Nations

Educational

Organization
20. VET-

Vocational Education and Training

21. WAEC-

West Africa Examination Council

10

Scientific

and

Cultural

1.9

Assumptions
1. It was assumed that skill training in vocational education was facing
difficulties in its teaching and learning in Ghanaian Schools for the Deaf.
2. It was assumed that provision of adequate funding will help achieve quality
vocational skills for the deaf.
3. It was assumed that, vocational education in Ghanaian Schools for the Deaf
does not meet the occupational needs of deaf students after their training.
4. It was assumed that national priorities have not been fully focused on in the
education of the handicapped in vocational skills as income generating
activity, especially the deaf who are categorized among this group of people.
5. It was assumed that proper parental care will help the deaf vocational
education graduates find work to do after school.

1.10

Importance of the Study.

1. The study will help to further explore the role and contributions vocational
education make to the deaf after leaving school.
2. This research will help diversify teaching and learning approaches of
teachers and students in schools for the deaf through exposure to the use of
integrated material and technique; approaches and also equip deaf students
with employable skills in various forms of skills vocational subjects.
3. The study will help policy makers such as the GES and N.V.T.I. to be abreast
with teaching and learning problems affecting deaf students.
4. The study can be used as reference material and body of knowledge for
11

researchers in vocational and technical skills and Special educators who may
embark on a similar research.
5. The study seeks to roll back the frontiers of negative social attitudes towards
the deaf.
6. It will also help the deaf to increase their contribution to national
development.
7. The study can help the deaf student increase his creative abilities through the
use of integrated materials, techniques and methods in vocational skills
training.

1.11

Organization of the Rest of the Text.

This study is presented in five chapters. The introductory chapter gives a

background to the study; it discusses the statement of the problem and objectives of
the study, hypothesis, the scope and limitations of the study, definition of terms,
abbreviations, importance of the study and organization of chapters. Chapter two
deals with the review of literature related to the topic. It makes use of secondary
information such as newspapers, encyclopedia, journals, books and internet
resources related to the topic.
The third chapter examines the methodology used in gathering the data. Chapter
four takes a look at the analysis of the field work where major findings from the
study are presented and discussed. Chapter five concludes the research by
summarizing, concluding, and making recommendations based on the findings.

12

CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1

Overview
This chapter covers review of theories and empirical studies that are related

to vocational and technical education. The researcher selected and reviewed

documents that consider education as social agency involved in initiating the learner
into his society. Therefore, definitions and concepts of education, and related studies
reviewed are those that explain education as social ameliorative agent. Two main
theories and how they influence the educational system in Ghana are reviewed. Also
reviewed are some empirical studies that relate to this research.

2.2

Theoretical review
Two theories of education namely: pragmatism and reconstructivism and

how they affect on the school curriculum in Ghanas educational system are
examined. Again, other educational policies such as Inclusive Education and special
need education are also examined.

2.2.1

Pragmatism and Reconstructivism

Quansah (2000, p. 2) opines that the choice of theories considered

appropriate for Ghanas education by the CRDD of the GES are the Pragmatist and
Reconstructionist theories. To the pragmatist, the meaning of an idea is best
discovered when it is put into practice and the result observed (Abosi and
Brookman-Amissah 1992). Quansah (2000) further emphasizes that, the pragmatists

13

emphasizes on discovery learning, project approach to learning, application of

knowledge and the importance of technical and vocational education. On the theory
of the Reconstructionist, Quansah (2000) and Manzoor-Ul-Hauqe (2000) explain
further that society changes rapidly; as such the learner must be nurtured to be a
problem solver. Both theories together emphasize that learning should be towards
critical and independent thinking; such that the learner becomes capable of solving
societys pressing problems. In their view, the school should help in developing the
experiences that will enable the learner to lead a good life. These theories affect the
development of curriculum for school education in Ghana.

2.2.2

The Pragmatists/Reconstructionists Curriculum

The curriculum of the pragmatists and Reconstructionists takes into account

integration of subjects. They believe that the child should draw freely from all
knowledge that is relevant to what he is studying instead of separated subjects. They
advocate further for the school to be an ameliorative agent for transforming the
society. Therefore, the school and its activities should not be isolated from the
society whose life the child learns in order to fully participate (Agyeman, 1986).
Manzoor-ul-Haque (2000) and Edusei (2005) categorize three thematic areas
considered by the pragmatist when developing the school curriculum; these are as
follows:
The psychological dimension relate to the interest, the problems as well as
the needs of the child as the source of what should be offered to him or her.
The childs needs should be what will help him or her to participate as a
responsible social member.
The sociological dimension covers what will promote harmony and welfare
14

of the society. The subject matter of education therefore, is the tool for
solving individual and collective problems and through this the individual
and his or her society are reconstructed. Therefore, the problems of the
society become the basis of the curriculum; and the means of solving these
problems must also be included in the curriculum.
The logical dimension consists of the sequence of learning and arrangement
of learning task. It also covers the learners present knowledge and how best
to help him find solutions to his own problems through practical approaches.
Quansah (2000) moreover asserts that linked to the theories (Pragmatism and
Reconstructionism) is psychological approach to teaching and learning namely the
behaviourist psychology. He further reiterates that it is a combination of
philosophies and psychological approaches that determine the worth and quality of
present day curricula (Quansah, 2000, p. 2)

2.3

Education
The reason for reviewing education from the sociological point of view

(instead of any other), for this study is to reiterate Agyeman (1986) idea that
education is a means of reducing societys problems. Problems facing the deaf who
have undergone vocational education such as unemployment, begging, over
dependency etc. are social issues which vocational education in Ghanaian schools
for the deaf is supposes to help solve. Failure of this therefore should be seen as a
crack within the framework of the social institution called education which includes
vocational education of the deaf.
According to Curzon (1996, p.2), education is a human activity involving
the process of teaching and learning directed towards societal adaptation and

15

survival. The writer is of the view that education is the handing-on of beliefs and
moral standards, accumulated knowledge and skills. Farrant (1980, p. 19) examines
education as an initiative agent, when he explained that by education, society
reproduces its self, passing on its main characteristics to the next generation.
Through this, education keeps society alive. Moreover, Farrant (1980) adds that,
education leads out into new knowledge and experiences. The second idea is that of
feeding and thereby growing and development. Akyeampong (2002) is of the view
that education has two broad purposes. The first is preparing individuals for life
(education about life) and the second, preparing individuals to earn a living
(vocational education). The two purposes are inter-relating and sum up in producing
social responsible individuals who functions well in his society.
It is a common notion by some people that the slow pace of development in
Ghana can partly be blamed on the school educational system (Emmanuel M. Daily
Graphic, Wednesday, August 23, 2006. P. 17). Such people and reports fail to see
the problem of education as the problem of society. This is because quality education
also depends on the socio-politico-cultural as well as the economic environment and
other social development factors that prevail at that point in time of the societys life.
These social factors have influences on the educational system and therefore affect
the products of the system including the deaf. The problems of society are what its
education seeks to solve (Agyeman, 1986). One major problem of school leavers in
sub-Sahara Africa (including Ghana) is unemployment (Ndala, 2006). It is
imperative that the educational system becomes more responsive to solving this
particular problem.
Again, education as a social initiation process is influenced by some negative
social believes and behaviour such as negative attitudes towards some group of
16

people, and towards some kind of work. Such negative attitudes sometimes make it
difficult for the school system to push back the frontiers of these beliefs, negative
attitudes and behaviour of some members of the society. In most African countries
including Ghana, Gambo (1980) as cited in Uwaifo (2009, p. 4), is of the view that
vocational skills training have been regarded as discipline for the academically
weak. The author further reiterates that:
There is still a strong tendency towards white-collar job as
a result of low status associated with most kind of
vocational and technical education. Despite government
efforts to establish a sound vocational programme, less
impact has been made in terms of improving the status. It
was because of this cold attitude towards vocational and
technical education that a matter relating to its good
implementation is often ill treated, (Uwaifo, 2009, p.4).

Visual arts which is also classified as vocational skills training in Ghanaian

secondary schools, for example have suffered a negative attitude towards it and
sometimes towards those who engage in it. In view of this, it is stated in the
vocational education syllabus for Senior High school that, Ghanas cultural front is
faced with crises as to the arts as a means of education and national development,
(Visual Art Syllabus for Secondary school, 1987). This makes the task of visual arts
fighting against unemployment and at the same time advancing the arts as a means
of national development clearly stated; nevertheless more difficult and complex.

17

2.3.1

Concepts of Special Education

Special education is organized for disabled and other people with special

needs such as the partially sighted, the blind, physically challenged, the gifted and
the talented as well as the deaf and dumb etc. Disability is a major concern for
stakeholders in the fields of education, medicine and society as a whole.
Interestingly, what is deemed as disability is also taking another form- from
impairment, retardation, physical challenges and orthopedic malfunctioning that
prevents the body from functioning as normal, to include others like obesity.
Oppong (2003, p.9), citing Adima, Abang, Awandor, Ladipo, and Ogubue
(1988), defined special needs education as an area within the framework of general
education that provides appropriate facilities, specialized materials and teachers with
adequate training for all types of children within the nations education system who
have unusual needs. The writer further explained special education as the
Education of people who have learning difficulty because of
different sort of handicaps; blindness, partial sightedness,
deafness, hard of hearing, mental retardation, social
maladjustment, physical handicap, etc, due to circumstances of
birth, inheritance, social position, mental and physical health
pattern or accident in later life Adima, et al., (1988).
Indeed the second definition embraces all categories of people with various
handicaps even outside the normal school system. Smith (1993) as cited in Avoke
(2004, p.2) also is of the view that, special education is a set of instructions that is
individually tailored to meet the unique needs of a child with exceptionality taking
into account the childs individual learning strength and weakness rather than

18

following one set of curriculum as regular education does. Furthermore citing

Hallahan and Kaufman (1987) he explains special education as:
Specially designed education which meets the unique needs of an
exceptional child. Meeting the unique needs of children involves
the use of special materials, teaching techniques, equipment and
other facilities which are vital to their survival. Specific
requirements include materials in large print or Braille for those
with visual impairment or blindness, hearing aids or manual
communication for those with hearing impairment and
wheelchair for those with physical disability (Avoke, 2004, p.2).
Smith (1993) and Hallahan and Kaufman (1987) concepts make mention of
unique needs of an exceptional child or a child with exceptionality. Avoke
(1997, p.7) makes these semantic clearer when he stated that:
Exceptional children are any group of children who
differ extensively from what is considered normal in
other children in a number of ways such as mental
retardation, learning disability, emotional disorders or
problems, speech impairment, hearing impairment or
visual impairment or being very talented and
intelligent.
Avoke (2004, p. 3) again, cited the 1981 Educational Act of Britain States
among other things that;
a child has special educational needs if he or she has a
learning difficulty which calls for special educational
provision to be made for him or her. He or she has a
learning difficulty if he or she has a significant greater
difficulty than majority of children of his or her age or
has a disability which prevents or hinders her from
making use of educational facilities generally provided
in schools within his area.

19

Special education is defined as the direct instructional activities or special

learning experiences designed primarily for students identified as having certain
disabling exceptionalities in one or more aspects of the cognitive process or as being
under achievers in relation to general or model of their overall abilities, (http// www.
usoe.k12.ut.Us ). To sum up, special education deals with making provisions for or
adapting to the distinct needs of children or learners who have either disabilities or
extreme intelligence.

2.3.2

Special Schools in Ghana

Special education and the setting up of special schools date back to the

colonial days. Special schools are institutions that are organised to provide for the
unique educational needs of special or exceptional children or learners. In Ghana,
there are three categories of such schools; those for the blind, those for learners with
hearing impairments, and those for the mentally retarded. It has been recorded that
the education of the disabled in a school system started with the blind. Mention is
made of Rev. Hunter who started some form of education for two blind boys in
1936. However, this school was officially opened in 1946 at Akropong Akuapem, in
the Eastern Region.
There are laudable objectives set for educating the disabled in Ghana. Ocloo,
et al., (2002) assert that schools for the disabled are set up primarily to educate in
order to enable them live as normal as possible. Their education is therefore meant to
socialise and integrate them into the world of the able-bodied persons in order to
foster mutual understanding between the non-disabled and the disabled individuals.
They further reiterate that the schools strive to inculcate in these children both

20

cognitive and vocational skills which can be marketable for their independent
livelihood and sustenance (Ocloo, et al., 2002).

2.3.3

School for the Deaf/Hearing Impaired

In 1957, the Presbyterian Church started a school at Osu (Accra) through the

initiative of an American evangelist, Andrew Foster. Within a period of twenty-three

years (1965-1988), a number of schools for the deaf had sprung up all over Ghana
(Ayisi, 1981). Presently, the following (as shown in table 2.1 below) are schools for
the deaf and other hearing impaired persons are cited in (Ocloo, et al., 2002, pp. 9
and 10).
Table 2.1: Schools for the Deaf in Ghana.
School
Nchaban school for the Deaf

Year of
Location
Establishment
1971
Nchaban (Western Region)

Cape coast School for the Deaf

1970

Koforidua Unit School for the Deaf

1975

Demonstrational School for the

Deaf

1964

Kibi Unit School for the Deaf

1975

Kibi (Eastern Region)

Mampong Senior High/Technical

School for the Deaf

1975

Akwuapem-Manpong
(Eastern Region)

State School for the Deaf

1965

Ashanti School for the Deaf

1977

Accra (Greater Accra

Region)
Jamasi (Ashanti Region)

Volta School for the Deaf

1971

Hohoe (Volta Region)

Savelugu School for Deaf

1978

Savelugu (Northern
Region)
Wa (Upper West Region)

1969

Bechem (Brong-Ahafo
Region)
Abeogo (Upper East
Region)

School for the Deaf

Bechem Technical Institute for the
Deaf
School for the Deaf

1996

Cape Coast(Central
Region)
Koforidua (Eastern
Region)
Manpong-Akuapem
(Eastern Region)

Highlighted schools are where this research took place.

21

Meanwhile, opponents against institutionalization of people with disabilities

argue that to exclude people with disabilities from society is to compound the
disadvantages

that

the

individuals

already

have.

To

the

sociologist,

institutionalization of the disabled adversely stunts and distorts their development,

(Avoke, 2005). The practice of placing the deaf into segregated schools in Ghana is
opposite the sociologists view on institutionalization of the disabled and also against
international policy on inclusive education.

2.3.4

Teaching Personnel for the Disabled.

Teachers play an important role in any educational system. The quality of the

teaching staff also goes a long way to help achieve quality education. Teacher
education in Ghana is a type of education and training given to and acquired by an
individual to make him or her academically proficient and competent as a teacher,
(Meeting the Challenges of Education in the Twenty First Century, 2002 p. 92).
Teacher education is set up to carry out the preparation of committed, competent,
dedicated and service-oriented teachers. The aims for training the teacher also
ensure that at the end, the teacher possesses the following qualities:
1. Apply, extend and synthesize various forms of knowledge;
2. Develop attitudes, values and dispositions that create a conducive
environment for quality teaching and learning in school;
3. Facilitate learning and motivate individual learners to fully realize their
potentials; and
4. Adequately prepare learners to participate fully in the development of the
country.

22

But like other sectors of Ghanas educational system, there are several
challenges that hinder effective preparation of adequate quantity of teachers for the
education delivery process. One unit that is normally affected most in the form of
inadequate teaching staff is the special education unit. According to Casely-Hayford
and Lynch (2003, p.14), majority of graduate special needs teachers pursuing
diploma and degree courses in special education in U.E.W., go back to the
mainstream schools or find their way to the Senior High level pursuing their second
area of concentration or leave the teaching profession all together. Casely-Hayford
and Lynch (2003, p. 15) are of the view that most disaffected teachers do not want
to teach children with SEN but simply wish to obtain a degree or diploma when they
enter UEW. This situation couples with:

Poor remuneration;
New career choices;
Pressure from the family;
Lack of job satisfaction; and
Frustration by administrators.

These account for the reason why most teachers feel reluctant to accept posting to
special schools. As identified by Dery (1995) as cited in Casely-Hayford and Lynch
(2003), these factors account for scarce teaching staff in special schools in general
and schools for the deaf in particular. Also relating to the problem of scarce teaching
staff is qualification of those who are in active service in the schools for the deaf.
Ndala (2006) assert that in sub-Sahara Africa only slightly more than 50 percent of
secondary school teachers have the proper qualifications, which is insufficient for
the achievement of quality.
23

2.4

Negative Attitudes towards the Disabled.

Throughout history, people with disabilities have been subjected to several

forms of cruel acts. In Ghana, some communities which have mostly strong religious
beliefs attribute disability or exceptionality to punishment from the gods of the
people as a result of the sins or evil deeds of the individual. Such people with
disability are banished or if lucky, put into an institution or worse, killed during early
years of their life. Avoke (2005) examines models of disability (magical/religious,
psychological, medical and social models) that adversely affect the severity of
disability. Explaining the social model of disability, Avoke (2005, p. 4) indicates
that, It is the society that largely create barriers for the disabled; and that the
difficulties of living as a disabled person are due to discrimination and prejudices,
rather than impairment. This model simply explains that, it is social restrictions,
attitudes, superstitions, beliefs and stereotypes that compound the severity of a
disable person but not necessarily his or her impairment or retardation. He is of the
view that the social system creates a barrier to the disables participation as social
member. This view is also expressed by Nuemann (1989, p. 2) when he said that:
Based on the fact that prejudices and negative attitudes
towards the disabled are not only common to our culture,
but a worldwide problem. Dispositions of the mind
transmitted by society can only be considered as one
causative factor amongst many for these undesirable
prejudices and attitude.
Sandow (1994) as cited in Avoke (2005) explained that under the
religious/magical model for example, attitudes towards persons with disabilities turn
to be influenced by stereotype and superstition caused by unsophisticated view or
fatalistic about events of life. He further reiterated that though many Ghanaian
communities may turn to attribute disability to punishment from the gods, not all the
24

people may have such beliefs because of sufficient scientific explanation of

disability. These factors sometimes directly or indirectly affect vocational education
of the deaf in Ghana, placing them at a disadvantage in employment and social life.

2.5

Vocational Education (Concepts and Definitions)

Vocational education as a concept has mostly been discussed concurrently

with other concepts such as career and technical education. This is due to the
relationship between the three concepts. However, career education unlike
vocational education, deals with preparation of individual for diverse roles they will
play throughout life (Sarpong, 2000). Vocational education, therefore, forms an
integral part of career education. Vocational education is the training given to
individuals (students) to prepare them for particular careers or jobs. In this context,
career has been applied in its narrow sense to mean a job. Wood (1993) then defines
vocational education as organized educational programs which are directly related to
the preparation of individuals for paid or unpaid employment.
Clark and Kolstoe (1990) refer to career education as a concept parallel
vocational and special needs education. Career education and vocational education
are inseparable. However, to Sarpong (2000), these two are often confused whereas
vocational education focuses exclusively on preparation for employment, career
education attempts to prepare students for all potential roles they may fulfill in life.
Vocational training is defined by UNESCO (1974, p. 4) as the type of education
designed to prepare skilled personnel at the lower levels of qualification for groups
of occupations, trades or jobs.
The World Book Encyclopedia (2001, p. 434) emphasizes that vocational
education,

25

Prepares people for an occupation that does not require a

bachelors degree. It is mostly designed to meet the social needs
for works and to give students more options in education. This
type of education forms part of career education, which helps
students choose and prepare for career.
Theorists in vocational training have explained that its aim is to improve the
workers general culture as well as to further his or her technical training. Vocational
education or Vocational Education and Training (VET), prepares learners for careers
that are based on manual or practical activities, traditionally non-academic and
directly related to a specific trade, occupation or vocation, hence the term, in which
the learner participates. It is sometimes referred to as technical education, as the
learner directly develops expertise in a particular group of techniques or technology.
Generally, vocation and career are used interchangeably. Vocational education might
be contrasted with education in a usually broader scientific field, which might
concentrate on theory and abstract conceptual knowledge, characteristic of tertiary
education. Vocational education can be at the secondary or post-secondary level and
can interact with an apprenticeship system or internship.
Vocational education as defined by the ministries of employment and social
welfare and Education in Ghana and cited in Crentsil (2004, p. 19), stipulates that:
Vocational education is the type of education designed to
prepare skilled personnel at lower levels of qualification
for one or a group of occupations, grades or jobsvocational education includes general education, practical
training for the development of skills, required by chosen
occupations and related theory.

26

He further argues that, vocational training as referring to those aspects of the

educational process involved in addition to general education and the acquisition of
practical skills, attitudes and understanding in various sectors of economic and social
life. He is of the view that the definition contains two basic ideas. These are:
1. Acquisition of knowledge through practical experience;
2. Acquisition of knowledge through theory and description (Crentsil, 2004, p.
19).
In view of the current concept of vocational education, and the fact that self
initiative is desirable, there is the entrepreneurial skill development factor of
vocational education that combines theory and practice and also plays a major role in
the individuals employability, self development and societal growth as a whole. But
this only becomes evident when the learner is able to utilize theory and practice in
the world of work. He however ascertains that, there should be a balance between
theory and practice. This implies that theory and practice should be an integral
component in an effective vocational education. A lack of the interplay of the two
produces trainees who cannot fit into industries because of their inadequate practical
training on one hand, and those who are vested in practical knowledge but lack
competency development and looks forward to others for innovative ideas.
This is also supported by Kenneth (1971, p. 44) when he said that special
education as connotes trade education comprise a wide field than vocationalism;
correspondingly general education extends beyond the limits of merely literary
preoccupation. This comparison clearly shows that both practice and theory are
interwoven in vocational education and very important in educating the individual,
being normal or infrared.

27

Perkins (1998) as cited in Asante-kyei (2006) offers another explanation of

the concept of vocational education. To him vocational education affords learners
the chance to acquire academic and technical knowledge and skills that prepare them
for further education or career. This definition explains that vocational education
serves as a means to an end but may not be the end itself. This means that, learners
acquire a fundamental knowledge and skills necessary for higher education and
training in post secondary institutions or workplace itself, by focusing on their
present or future employment needs. He further reiterates that, the implication of the
above for Visual Arts for example is to lay good foundation for student to pursue
further knowledge and skills acquisition in higher educational levels.

2.5.1

Vocational and Technical Education

Human resource development in the fields of related sciences and technology

is very essential for national development. A country that has expertise in these
disciplines and applies them in the productive sectors of its economy can achieve a
great deal of economic and social prosperity for her citizens. The system of
education that has the potential of making the country achieve middle income status
is vocational and technical education (Kyeampong, 2002). There are two main
factors implied in this area of education (Vocational education and Technical
education). For this study, the concept of vocationalization is used to include all
instructional areas which are labeled as vocational or technical in the curriculum
of GES and N.V.T.I.

28

2.5.2

Views on Technical and Vocational Education and Training

Baiden (1996) defines the term technical as the practical use of machine

methods etc in use of science and industry; the skills needed for a particular job,
sports, art etc. On vocational education, Baiden (1996. p. 82) further explains that
it is the skills and knowledge that one needs to have to do a particular job.
UNESCO (1974) distinguishes technical education as type of education designed at
upper secondary and lower tertiary levels to prepare middle level personnel such as
technical and middle management staff, and at the university level, to prepare
engineers and technologists for higher management positions. Technical education,
therefore, includes secondary education, theoretical, science and technical studies
and related skills training.
Vocational training on the other hand is basically that type of education
designed to prepare skilled personnel at the lower levels, for groups of occupations,
trades or jobs. Vocational education includes general education, practical training for
the development of skills required by chosen occupation in related theory. It puts
premium on practical training and is designed to prepare skilled manpower of the
lower levels as against Technical manpower which involves theoretical and practical
education (Baiden, 1996). Moreover, for the purpose of this thesis, the concept and
definition of vocational education have been looked at below.
On his part, Akyeampong (2002, p.2) believes that, Vocational and
technical education are fraught with definitional and conceptual inconsistencies that
have resulted in what Strong (1990) aptly describes as an identity crisis. He is of
the view that the term vocational and technical take on different meaning not only
across countries but also within the same country. Using Ghana education system as
an example, Akyeampong (2002, p.2) explains that:

29

Vocational is a label for those instructional areas that

consist of visual arts (mainly the handicrafts) and home
economics subjects. The specific subjects so labeled
include leatherwork, textiles, sculpture, graphic design,
basketry, food and nutrition, and management in living.
The label technical is used for trade, industrial,
engineering-related subjects such as technical drawing,
applied electricity, auto mechanics metalwork, and
woodwork.
These above mentioned subjects are all part of the subjects offered in the selected
schools for the deaf for this study with the exception of applied electricity and auto
mechanics.

3.5.3. History of Vocational and Technical Education in Ghana.

In dealing with the discussion of related literature on vocational and technical
skill education for this research, it was necessary to begin with a brief account of
how vocational education and technical skills training started in the country. In 1844,
the Basel Missionaries introduced craft and simple farming techniques in their
elementary schools at the Christianburg Castle, Osu and Abokobi respectively
(McWilliam and Kwamena Poh 1978; and Edusei 1991). Boys were taught book
binding, lock and blacksmithing, bricklaying and carpentry so that they could
undertake repair works for the missionaries since there were no masons and
carpenters who met the taste of the missionaries. On the other hand, the girls were
taught cookery, needle work and home management skills by the wives of the
missionaries. The Wesleyan did the same in Cape Coast and its environs around the
same period.
No significant improvement came in this field of education after the
establishment of the Accra Technical School until the early 1920s when Governor
30

Gordon Guggisberg established Trade (technical) Schools at Asuansi, Kibi, Yendi

and Mampong- Ashanti, to offer courses in masonry, carpentry, metalwork and
woodwork. The Yendi School was later moved to Tamale while that at Kibi could
not survive the trade slump of the 1930s. This followed the release of the British
governments reassessing of the status of education in its colonial territories in 1925
(Fafunwa, 1971).
The Accelerated Development Plan for Education in 1951 led to the
establishment of the Kumasi College of Technology (now Kwame Nkrumah
University of Science and Technology- KNUST) in 1952 to provide courses in
technological and vocational training to students. More institutions for vocation
skills training were opened in Accra, Kumasi, Takoradi, Takwa and Kpando during
this era.
This attempt to teach vocational skills to school children included children
with disabilities. Vocational skills training were however de-emphasized at the
elementary levels since those schools were set up purposely to offer basic education.
With the introduction of the 1987 Educational Reform, Pre-vocational training
programs were introduced. Subjects such as technical drawing, vocational skills and
basic agricultural science were taught in schools (Asante-Kyei, 2006).
Furthermore, the first step to offer vocational education to the disabled in
Ghana was in 1951 at Akropong School for the blind where typing was taught to the
blind students (Ocloo, et al., 2000). In 1954, vocational and craft courses were fully
integrated into the schools program. In the case of the deaf and hearing impaired,
there is Senior High Technical Schools for the deaf established then at MampongAkuapem and a vocational centre at Bechem School for the Deaf to cater for the deaf
graduates from the basic level. Other schools such as the Ashanti School for the Deaf

31

at Jamasi and Wa School for the Deaf provide vocational skills training for their
students.
In Ghana, the 1992 constitution and 1990 policy on technical and vocational
education and training took into account the need to create avenues for the disabled
to acquire vocational and technical skills (DRDP, 1996). This is further strengthened
by the Act 715 of 2006. The DRDP (1996) specifically states that the disabled
individual should have access to vocational guidance and vocational training
programmes provided for all Ghanaian citizens. The following recommendations in
the (DRDP, 1996) are worth mentioned here:
a) Since it is not economically possible to establish special technical/vocational
schools for each of the categories of children with disabilities, efforts should
be made to integrate suitable disabled persons into the existing regular
vocational/technical institutions.
b) Special programs to suit each category of disability should be designed.
c) Technical/Vocational Teacher Training Institutions should incorporate
special education in their curricula.
d) In order to extend vocational training to as many individuals with disabilities
as possible, it should be organized as a collaborative responsibility of the
several government agencies implementing similar programs (Draft Report
on Disabilities Policy, 1996, p. 22).
Not until the full implementation of the Act 715 of the Republic of Ghana (2006),
the education of the disabled in general and vocational skills training for people with
disabilities in particular would continue in the present ad-hoc nature.

32

2.5.4

Vocationalization of Education in Ghana (1987 and 2007 Education

Reforms)
Akyeampong (2002, p. 2) opines that the universally accepted purpose of

vocational education in general has been the provision of occupational skills for
employment. He also continue to emphasize that vocational education can offer to
learners educational options corresponding to their needs including employment
training and preparation for higher education. These are done at the secondary levels
of education where preparation for employment is not the focus of vocational
education under GES curriculum but rather preparation for higher vocational skills
training at the tertiary level (Akyeampong, 2002).
On his part, Baiden (1996, p. 81) states that in Ghana,
The purpose of technical and vocational education at the
non-degree level is to provide young men and women with
skills training (in addition to general education) in order to
enable them fulfill the countrys technical manpower needs
including self-employment up to middle level in the field of
industry, business, and agriculture.
He further outlined nine main objectives of vocational studies. To him, the
vocationalization of curriculum in education seeks to:
1. Expose pupils at the Basic Education level to a range of practical activities in
the vocational field in order to make them familiar with, and stimulate their
interest in, vocational subjects and so give them equal opportunity to choose
their future careers in either the technical or general field;
2. Equip students who have completed Basic Education with those occupational
skills that will enable them enter into gainful employment in industry and
commerce;
3. Equip students with the relevant productive and entrepreneurial skills that
33

will prepare them for self-employment;

4. To provide trained human resources in science, technology and commerce,
matching supply of skilled labour with demand;
5. Provide personnel with the technical knowledge and vocational skills
necessary for agricultural, industrial, commercial and economic development
while at the same time paying attention to environmental issues;
6. Give training and impart the necessary knowledge and skills to trained
manpower leading to the provision of operatives, artisans, craftsmen,
technicians, and other middle level technical personnel;
7. Enable the youth have an intelligent understanding of the increasing
complexity of science and technology through systematic exposure to
modern technology;
8. To encourage the increased participation of women in education, training,
and employment in the technical field; and
9. Provide a sound foundation for further education for those students who may
wish to continue their education later in the context of life long education.
Baiden (1996) continues to explain that, vocational studies in Ghanas mainstream
education comprise Visual Arts and Home Economics subjects. The Visual Arts
consist of the handicrafts, (specifically sculpture, leatherwork, graphic design and
basketry).

2.5.5

Vocational Education Curriculum for Second Cycle Schools in Ghana.

Under the 1987 and 2007 Education Reforms, the government of Ghana

emphasized on vocationalization of education in Ghana. That is, the introduction of

vocational skills into the curriculum of schools. Although there are clearly stated

34

aims for vocational education in Ghana under various educational reforms, the
education review report released in 2002 by the Anamuah Committee provides the
stringboard on which current aims of vocational education could be examined. These
aims as stated in Anamuah Committees Report (2002), are not much different from
that stated by Fafunwa (1971, p. 51), as listed among the following thematic areas:
1. Think effectively;
2. Make relevant judgment;
3. Develop economic efficiency both as consumer and producer of goods;
4. Acquire some vocational skills;
5. Develop scientific attitude towards problems solving;
6. Function effectively as a social member.
Accordingly, the main goal of the programme is to produce graduates who are
able to stand on their own feet after completing their secondary school, be it through
existing jobs or by starting up their own small-scale business that can sustain them
(Ndala, 2006). However, these purposes as stated above can be achieved if only the
right implementations are done. In doing so, the curriculum in which the process of
education is explained should be looked at. This is because the quality of any
educational system intended for national and individual development

as far as

school education is concerned, is achieved through the quality of the curriculum

(both written and Unwritten) as well as other educational inputs such as the relevant
teaching and learning materials, quality teaching personnel, quality supervision and
evaluation.
Through it, the curriculum becomes the blueprint for achieving the goals set
for education. Curriculum as defined by Taba (1962, p. 2), states that, it contains a
statement of aims and specific objectives; it either implies or manifests certain

35

patterns of learning and teaching whether because the activities demand them or
because the content of organization requires them. Finally, it includes a programme
of evaluation of the outcome. Moreover, Bregman and Bryner (2003, p.3) opine that
a good curriculum for secondary education should be able to provide for the
learner, all the necessary educational services regardless of their geographical
location, gender, learning abilities, or socio-economic status.
Comparing Bregman and Bryner (2003) definition to that of Taba (1962), it
becomes clearer that, the curriculum does not only state what should be taught in the
school alone but also, it directs how education authority and should make available
to the learner the necessary services required to fully achieve the set goals,
irrespective of their location, inabilities or socio-economic status. Furthermore, the
curriculum is translated into subject syllabi that show how these subjects should be
taught including its content, method of instruction and evaluation.
Moreover, it is envisaged that the vocational education subjects will among
other aims, provide the learner with the opportunity to acquire vocational skills that
will serve as foundation for employment or for advance training in a tertiary
institution. The syllabuses seek to help students acquire the following qualities:
1. Skills and attitude associated with their chosen vocation;
2. Develop entrepreneurial skills that will be useful for establishing small-scale
industries;
3. Develop the capacity for handling and using tools and material for production;
4. Develop creative way for producing and judging the quality of products
(Asante-Kyei, 2006).

36

2.5.6

Visual Art as Vocational Skill training in Ghanaian School Curriculum.

Attempts to define Art have always in many cases landed in confusion about

what the subject truly means. Whiles some definitions have succeeded in making the
meaning of Art more understandable and in some cases more concise depending on
the aspect of the subject under discussion, others on the other hand turn to give more
ambiguity about the concept of Art. The role of Art and Art related activities form an
integral part of Ghanaian societal life. The services of artists are needed in industries,
trade, education, agriculture, politics, sciences and technology, entertainment etc.
Education in both performing and Visual Arts prepares learners with skills,
knowledge and attitudes in their development as persons to generate employment
through Art related activities. The concept of Art and its implication for vocational
education is discussed at this point.
As stated above, Visual Arts became a major component in the 1987 and
2007 Education Reforms. As a component of school curriculum, Visual Arts can be
grouped into two main categories namely education through art and education in
art. While education through art connotes the use of art as a means of carrying out
the activities involved in education, education in art implies the acquisition of skills
in art related disciplines for employment purpose. In Ghana, Baffoe (2001) argues
that,
It is important for the country to rapidly open up opportunities for
work. It has become equally important for individuals to learn
trades and vocations so that they can seek employment as trained
persons, or can otherwise set up their own businesses, earn an
income, employ other persons and pay them wages and salaries, it
is the emphasis put on the "spirit of enterprise" and the acquisition
of vocational skills in the educational reforms as measures for
providing

trained

human

resource
37

for

socio-economic

development that underscore the importance of the subject of'

Vocational skills.
It is envisaged that Visual Art subjects will among other things provide
students the opportunity to acquire vocational skills that will serve as a foundation for
advanced training in technical/vocational institutes or a pay job as in the case of those
who do not get the chance to pursue further skills training in a tertiary institution.
The rationale for Visual Arts education can be looked at in the context of
objectives for general education which include the follows:
1. To foster the personal development of each individual;
2. To transmit the cultural heritage; and
3. To improve society (http://www.DBAE.com).
The document explains further that, the existence of Visual Arts subjects in the
curriculum of schools is to help realize the aims of general education. For instance,
when teachers help students to develop their creative abilities, they are helping them
to achieve their personal development. Through the study of Art History, the cultural
heritage of the society is being transmitted. When students acquire artistic skills, it
helps to improve the society in which they live.
A review of various General Knowledge in Art textbook for Senior High
Schools for instance shows that, the aims of Visual Arts are consistent with general
education. Boamah (2000) found out that Visual Arts at the secondary level can
serve as the creative base for small-scale industry creation in Ghana. In view of the
current trend of Ghanas educational system which is towards economic
empowerment through skills, competencies and innovation qualities, Visual Art
subjects which are also essential component of vocational education programme
expose students to art related careers or vocations such as graphic/textile designers,

38

sculpture, pottery and ceramics, basketry, leatherwork, picture making etc. The
rationale for Visual Arts in Ghana includes the following:
To foster creativity in students;
To equip students with problem solving skills for national development;
To reflect the cultural practices of the people;
To make use of available local raw materials; and
To obtain a holistic development of students.
A structure of the Senior High School Vocational education programme is in fig. 2.1

SENIOR HIGH SCHOOL

PROGRAMME

VOCATIONAL SKILLS
SUBJECTS

HOME
ECONOMICS

General Arts
Economics
French
Management in
Living
Food and Nutrition

TECHNICAL SKILLS
SUBJECTS

VISUAL ARTS

Basketry
Ceramics
Leather work
Sculpture
Jewelry
Graphic Design
Picture making

Textiles
Clothing/fashion
General knowledge in Art
39

Applied Electricity
Auto Mechanics
Metal work
Building construction
Woodwork
Technical Drawing
Physics
Mathematics
French

Fig. 2.1: Structure of the Senior High School Vocational and Technical Skills
Programmes in Ghana.
2.6

Empirical Study

2.6.1

Vocational Training for the Hearing Impaired in Ghana.

The Draft Policy on Disabled in Ghana also mentioned technical and

vocational education and argued that vocational education alone generally limits
and restricts ones opportunities for employment while technical training offers
opportunities to their beneficiaries (DRDP 1996, p.21).
According to Sarpong (2000), if there are no institutions of vocational
training and guidance in a country or area, it is to be recommended that, schools for
the hearing impaired individuals take up this important task. Earlier, the John Wilson
committee report on 16th October, 1959 gave the government of Ghana the charge as
soon as possible to assume complete responsibility for training and rehabilitation for
the blind, deaf and orthopedically impaired and other handicapped persons.
Sarpong (2000, p. 4) further said that vocational training must be an integral
part of the total delivery services to the special need of girls and boys who are
hearing impaired. He further states that without education and right guidance, the
talents and personalities possessed by the disabled would be locked up and the
society would have been poorer for it. Kaffman (1986) on his part says that, in
vocational training it is important to give each child an opportunity to try as many
different kinds of stronger aptitudes and interests and to encourage him or her to
develop these in adulthood. He further stated that, the major educational
consideration is to help each child to become as independent as possible in basic
academic proficiency and to prepare the child for the educational or occupational

40

skills that will enable him or her enjoy basic human rights and also contribute
functionally as a member of the society.
According to Ayensu (1989), generally hearing impaired individuals can lead
perfect normal lives with their families if communication is not a difficulty.
Moreover, he further indicates that evidence shows that the hearing impaired
individuals inability to communicate freely with others limits their choices of
profession. However, countries that give early education and vocational skills
training to their hearing impaired individuals their communication problems have
made some increases in their employment opportunities. As a result, the deaf should
be given the opportunity to learn to cope with practical work such as gardening,
cooking, handicraft, and other craft relating activities.
Moreover, in Ghana, there are some institutions that run vocational training
courses for deaf students who have completed the Junior High School. They are
Akuapem-Mampong Senior High/Technical School for the Deaf and Bechem
Technical Institute for the Deaf. Also, some special schools including Ashanti
School for the Deaf embark on vocational training along side other academic
subjects.

2.6.2

Vocational Training for the Hearing Impaired in Kenya.

According to Ondicho (1988) as cited in Puakyiene (1996), there are four

schools in Kenya that offer one year pre-vocational subject to boys and girls who
have gone through eight year education programme. At the secondary level, there are
three Vocational/Technical institutes for the hearing impaired. That is, one for girls
and two for boys. For example in the vocational school at Munias in western Kenya,
the training programme for the hearing impaired has multiple purposes, mainly some

41

theory and practical skills, with the students taking recognized government trade
examinations.
Students are taken from various parts of the country. These vocational
institutes offer a range of courses in dress making, machine knitting, copy typing,
house wifery and art and craft for girls. The boys are taught woodwork, shoe
making, metalwork, manual art and tailoring. All these courses last for three years
after which they take the trade test.
Students who become successful are awarded certificates and some of the
trainees are employed into the government and private sectors while others establish
their own workshops.

2.6.3

Vocational Training for the Hearing Impaired in Britain

Hearing impaired individuals between the ages of sixteen and eighteen years

are given training in trades such as carpentry, woodwork, metalwork for boys and
baking cake decorations, home management, needlework and child care for girls by
the nation (Watson, 1967).
Under the National Assistance Act, Local government authorities have both
the power and the responsibility to provide welfare services for the hearing impaired
either directly through the Local Voluntary Mission or institutions for the hearing
impaired. Employment problems in either cases are usually dealt with in consultation
with the Local Disablement Rehabilitation Officer and any hearing impaired person
can be registered as disabled under the Disabled Persons (Employment) Act and then
becomes eligible for inclusion in the quota of disabled people which employers are
obliged to take on their staff (Philip and Van Italies, 1963).

42

The practice in Britain is in a way similar to what takes place in Ghana,

where the institutions train the hearing impaired youth and leave the placement of
jobs to the Social Welfare Department, an institution which has no relationship with
the trainers. Vocational planning and training for the hearing impaired should take
into consideration the individuals aptitude, since a successful vocational adjustment
is a vital integrative factor in the lives of most people.

2.6.4

Vocational Training for the Hearing Impaired in America.

There are three main types of educational provision for hearing impaired

children in America. These are state institutions, day schools or classes and
denominational and private schools. There are well equipped workshops in all these
schools where printing, carpentry, baking, metalwork, art, beauty culture for boys,
hair dressing and needle work for girls are taught. Though the education of the
hearing impaired differs from state to state in America in general term, it may be
stated that, the aim of the state institution is vocational in nature (Watson, 1967).
Developing vocational training at the higher education level, the Federal
Government founded the National Technical Institute for the Deaf in Rochester,
New York in 1967, for the purpose of providing opportunities to hearing impaired
adolescents and adults for training in technical and vocational pursuits.
Again, a federal support project was started in 1968/69 to establish three
post-secondary programmes for hearing handicapped students in community
colleges at Delgado Vocational Technical Junior College, New Orleans, Louisiana,
Seattle Community College Seattle, Washington, and St. Paul Technical Vocation
Institute, St. Paul Minnesota. Career objectives in these community colleges selected
for the hearing impaired students included: Graphic Art, Sheet metal working,

43

welding and body repair, food services, machine-tool processing, production arts and
electronics. These post secondary developments occurred because the hearing
impaired young adults were more generally unemployed than were the general
population and obtained inferior jobs (Watson, 1967, pp.223-227).

2.6.5

The lives of Selected Hearing Impaired Individuals.

Through established institutions for the deaf, there have been some

achievements made by producing some personalities whose lives can be a motivation

to others who have some impairment. It is therefore right to take a brief look at some
of these individuals as a motivation for disabled students in general and deaf students
in particular.
Through proper education and guidance, some personalities such as Franklin
D. Roosevelt, Steve Wonder, Beethoven and Helen Keller have been able to
contribute immensely to the development of their various countries and the world at
large. According to Ayensu (1989) in Ghana, through school education, personalities
such as Mr, Abrokwah Brown, the head of the Rehabilitation section at the
Department of Social Welfare, a visually impaired person, Mr. Okyere a former tutor
of Akwapem-Mampong Senior/Technical School for the Deaf and Mr. Tetteh Ocloo,
who are also hearing impaired persons have been able to attain high status in their
society. Mr. Osei Akoto also a hearing impaired who was partially trained as a tailor
at Bechem Technical Institute for the Deaf, from 1989-1996 regarded as the best
tailors in Sunyani. He had about thirty (30) boys and girls as his apprentices.
Another student of Bechem School for the Deaf, Mr. Paul Baafi who proceeded to
take an O level course at the Presbyterian Secondary School Bechem is now
gainfully employed at the Komfo Anokye Teaching Hospital in Kumasi. Several

44

others have made their marks in the field of education, health, industry, commence,
science, sports and entertainment etc.

2.6.6

Problems of Hearing Impaired Persons in finding jobs

The hearing impaired individuals lack information on job seeking as they do

not have any knowledge of the various public, private concerns and establishments
to which individuals could apply for jobs. The communication handicap of the
hearing impaired has generally placed limits to their choice of occupation or jobs
which do not depend mainly on spoken language skills (Ayensu, 1989). He further
reiterates that another impediment to the acquisition of gainful employment arises
out of the scarcity and mal-distribution of job opportunities as well as the lack of
adequate skills in the commercial and technical fields. It is also worthy to note, that
there is discriminatory and other inefficient forms of employment practices which
make it difficult for the hearing impaired to compete favourably in the world of work
though they may have the necessary skills required for that job.
The effect of unemployment as a result of inadequate or no skills training in
particular is that, the deaf are mostly found on the streets of our cities and towns
begging for alms while others are mainly engaged in menial jobs like carrying load
of goods, cleaning and washing of utensils. Rhodes (1970, p. 14) had this to say
about unemployment, there is high unemployment for the deaf, and I believe
sincerely that, we will either prepare these deaf for work, and provide them with
jobs or we will continue to fight them on the streets. Rhodes (1970) continues to
say that, work is a means of earning a living, earning self respect for others, and self
discipline necessary for effective citizenship in our society. Vocational guidance and
training should be early in the elementary school curriculum in order to develop in

45

all the disabled youth respect for all work and motivating them to take their place in
the world of work.

46

CHAPTER THREE
METHODOLOGY

3.1

Overview
This chapter deals with how the total study was conducted. It covers the

research methodology used, the size of the population for the study and sampling
techniques employed in selecting the participants of the study. In conducting the
study, a vivid explanation of the population and sample sizes, and the use of
instruments for collecting data are made with reasons for the choice of questions in
copies of questionnaire. Tables, maps and mathematical equations are also used to
illustrate important aspects of the study where necessary.

3.2

Research Design
This study made use of qualitative methodology of research. With qualitative

research method, Kulbir (1984, p.245) is of the opinion that, qualitative inquiry is
the type of methodology in which the description of observation is not ordinarily
expressed in quantitative terms. He does not refute the fact that qualitative research
makes use of numerical methods; but that, other methods of description such as
narration of observable facts are emphasized. Qualitative research considers on
holistic description of whatever is been observed, rather than comparing the effects
of a particular treatment as quantitative research does. Moreover, qualitative
researchers employ vivid description of observed phenomenon to its minimum level
that it becomes clearer to the ordinary man.

47

Qualitative research also seeks insight into issues rather than statistical
analysis. It studies phenomena in its natural settings. Moreover, data gathered are
sometimes expressed in quantitative terms such as graphs, tables and charts. There
are several methods of conducting qualitative research including case study.

3.2.1

Descriptive Research
Descriptive research is a type of qualitative research method that simply

seeks to describe particular phenomena as they are. Best (1981, p.4) explains that
descriptive research is concerned with hypothesis formulation and testing, the
analysis of the relationships between non-manipulated variables that exist, or have
already occurred are selected and observed. Gay (1992, p. 217) reiterates that
descriptive research involves collecting data in order to test hypothesis or to answer
questions concerning the current states of subject of the study. The author further
opines that a descriptive study determines and reports the way things are (Gay,
1992, p.217).
Lisa (2008), in her view believes that in both quantitative and qualitative
analysis, the reduction of a large amount of data to an easily digestible summary is
an important function in reporting the state of the variables under studied. In
qualitative research, descriptive statistics are typically observed in mixed method for
example, action research, or other qualitative designs. More important, description of
data for example lays the foundation for later analyses and interpretation of that
collected data (Gay, 1992). This method of conducting research is employed in
various types of qualitative research approaches such as reporting a case study.

48

3.2.2

Case Study

McBride (2008, p.2) states that under,

Qualitative case study researchers argue that cases must be seen
as configurational context- and/or path-dependent entities. They
advocate in-depth strategies such as thick description and
process tracing, and they opt for a case-centered approach
rather than the variable-centered one that dominates in
quantitative/positivist research.
The period for a case study varies with the research objectives and
characteristics of the variables. Gay (1992) is of the view that though this method
covers a short period of time, in some cases it can last for considerable time. With
case study, the researcher focuses on the problem in its deepest complexity. Leedy
(2005) further explains that, case study data collection tools include observation,
questionnaire and interviews. Since this study focused on problems that the deaf
faces with vocational education and their inability to work with acquired skills, case
study was found appropriate for conducting the study for the following reasons:
1. To get ample time to study the subject in their natural setting;
2. To understand fully, the problems associated with teaching and learning in
schools for the deaf; and
3. To have a first hand information on the problems under study.
The case study period moreover covered the period between November 2007 and
August 2008. Within this period, the necessary data was collected for analysis and
interpretation.

49

3.3

Library Research Conducted

Library research formed a major part of this study. The libraries visited

include KNUST libraries, the Ashanti Library Kumasi, University of Education

Library (College of Technology Education, Kumasi and Wenniba, campuses), and
Faculty of Education library, University of Cape Coast. Secondary information in the
form of documents on visual arts, vocational education, technical education, special
education, educational research methodologies and curriculum were consulted for
information. In all, a total of forty six (46) books, journals, reports, articles, and
newspapers were read. Some important information were also read or retrieved from
the internet.

3.4

Population and Sampling

Sampling refers to the process of selecting a number of individuals for a

study in such a way that the individual selected fairly represent the larger group from
which the individual was selected. The first step in sampling is to define the
population. The population is the group of interest to the researcher and to whom
the results of the study can be generally applied to (Gay, 1992; Sharon and
Zimmerman, (1997) and Fraenkel and Wallen, 2000). Moreover, the population to
which the researcher would want to generalizes his finding to is referred to as the
target population; the accessible population are those members of the population
which can easily be reached for information by the researcher (Gay1992, pp. 124
and 125). The key issue in selecting the sample she further reiterates is a detailed
definition of the population so that others may determine how applicable your
findings might be to their situation.

50

3.4.1

Population for the Study

There are thirteen schools for the deaf in Ghana. These include both basic

and a second cycle schools. These special schools are located strategically across the
country to provide education and skills training opportunities for the deaf. Out of the
thirteen schools, only one is Senior High School, three of them including Ashanti
school for the Deaf and Bechem Technical Institute for the Deaf also run vocational
education programmes for its students. Data from the Special Education Unit of the
GES as at January 2005 indicated the statistics shown in Table 3.1 below:

Table 3.1: Number of Pupils in Special Schools

Type of institution

Number of

Male

Female

schools
Schools for the Deaf

Total number
of students

13

1348

839

2,187

Source of data: Special Education Division GES Accra, January 2005.

The population for this research comprised personnel of District Education

Directorate, Headmasters, Teachers and students in selected schools for the deaf in
the Akuapem North, Sekyere South and Tano South Districts in the Eastern, Ashanti
and Brong-Ahafo Regions of Ghana respectively. However, the accessible
population is made up of district coordinators in charge of vocational/Technical,
special education, head of schools, Visual Art and vocational skills teachers, and
students offering Visual Arts and vocational/Technical programmes. Table3.2 on the
next page shows the population distribution in the selected schools that were studied,
categories A, B, C and D.

51

Table 3.2: Population Distribution Table (Categories A, B, C and D)

Name of school

S.H.T.S. D.
(AkuapemMampong)
A.S. D.
(Jamasi)
T.I.D.
(Bechem)
Total

Voc./Tech
Coordinator
&
Headmaster

Population
of
Teachers

Population
of students

Voc/Tech
Teachers

Voc/Tech
Students

27

171

64

24

271

17

40

317

12

62

91

759

27

143

S.H.T.S.D. (Senior High/Technical School for the Deaf), A.S. D (Ashanti school for the Deaf), T.I.D
(Technical Vocational School for the Deaf)

3.4.2

Sampling
Fraenkel and Wallen (2000) and Gay (1992) agree that the sample is a group

in a research study from which information is obtained. One of the most important
steps in the research process is to select the sample of individuals who will
participate as a part of the study.

3.4.3

Purposive Sampling
By this, the researcher purposely selects the sample for the study based on his

expert judgment of the population taking into account the objectives of the research.
Furthermore, due to the homogenous nature of some of the selected variables,
stratification was done to categorize them into various strata. Lisa (2008) is of the
view that in qualitative research, stratification sampling is a specific strategy for
implementing the broader goal of purposive sampling. She further reiterates that, the

52

main reason for stratification in purposive sampling is to compare various strata that
define the basis for stratification.
By this, the researcher selected the samples for the study based on his
judgment of the population taking into account the objectives of the research. It must
be stated here that, stratification of the samples were done after the researcher has
purposively selected the variables and identified their characteristics. Therefore,
purposive sampling technique was considered appropriate for the study for the
following reasons:
1. As a case study, an in-depth study of sample is important to the researcher;
2. The sampled variables of 170 (comprising members in categories C and D)
that represent 22% the population from which the sampling was done, was in
the researchers view not so large such that randomization becomes
necessary;
3. Each member of the accessible population held vital information which were
needed to prove the research objectives;
4. Each stratum is made up of members with similar (homogenous
characteristics;
5. The selected schools which were studied though are of the similar
(homogenous) characteristics, each of them has unique problems and
potentials that is wealth studying;
6. Out of thirteen schools for the deaf in Ghana, the teachers and students
population in the selected schools represent a fair distribution of the over all
population of schools for the deaf in terms of accessibility and vocational
skills training programme run in these schools.

53

These sampling techniques were used to select and categorize the total sample of
176. The total sample was distributed among four strata (categories A, B, C and D)
to achieve a representational sample size. The strata were heterogeneous in nature.

3.4.4

Characteristics of the Population Studied.

The population was divided into four main categories comprising the following:
Category A: District education officers in charge of special/vocational education in
the three districts where the study was conducted.
Category B: The headmasters of the schools where the study took place, (Bechem
Technical Institute for the Deaf, Ashanti School for the deaf and Senior
High School for the deaf) at Bechem, Jamasi and Akuapem-Mampong
respectively.
Category C: All visual art and vocational skills teachers of the selected schools.
Category D: All students of the selected schools offering Vocational/Technical
subjects other vocational skills studies under the Senior High School
and N.V.T.I syllabi.
2. Category A- 3
3. Category B- 3
4. Category C- 27
5. Category D- 143
The total accessible population after sampling was 176.
Source of data: selected schools for the deaf and district education directorate of
Tano South, Bechem in Brong Ahafo; Sekyere South, Agona in Ashanti and Akuapem
North, Akuapem-Akropong in the Eastern Regions of Ghana.
A sampling design is presented in fig.3.1

54

Sampling Design
Population Level
1.Stratum 1 = District Voc/Tech Officer;
2.Stratum 2 = Headmasters;
3.Stratum 3 = Voc/Tech Teachers;
4.Stratum 4 = Students.

Equalization Level
1. Category A = 100%
2. Category B = 100%
3. Category C = 100%
4. Category D = 100%

Selection Level

Samples from
Category A = 3

Samples from
Category B = 3

Samples from
Category C = 27

Samples
from
Category D = 143

Sampling Level

Total sample comprising all strata, 3+3+27+143 = 176

Results gathered from the sampling process indicatedb176 samples.

Fig. 3.1 Layout of sampling design

55

Table 3.3 Subjects Studied in Selected Schools for the Study

School
Senior High/Technical
School for the Deaf
(Mampong-Akuapem)

Technical Institute for the

Deaf (Bechem)

Ashanti School for the

Deaf (Jamasi)

3.5

Subjects offered
Woodwork, Metalwork, Dressmaking and
Tailoring, Building construction, Textiles,
General Knowledge in Art, Graphic Design,
Leatherwork and ICT studies.
Woodwork, Metalwork, Dressmaking and
Tailoring, Building construction, Batik/Tie and
dye, Embroidery, Millinery and Needlework,
and ICT studies.
Woodwork, Dressmaking and Tailoring,
Weaving, Batik/Tie and dye, catering, Hair
dressing.

Data Collecting Instruments.

The researcher employed triangulation as an appropriate method in collecting

necessary data for the study. Therefore, the data collecting instruments employed
were observation, interview and questionnaire. These instruments were carefully
structured to obtain the right information from respondents concerning the
vocational skills subjects in the syllabi of the selected schools.

3.5.1

Observation
As a primary data collecting tool, observation is a skilled activity which

extensive background knowledge, understanding, capacity for original thinking and

the ability to spot significant events, is required (Lisa, 2008). There are types of
observing behaviour; however, participant and structured observation techniques
were adopted for the study since the techniques are usually integrated. These
techniques were considered appropriate for the study because, they give a researcher
the chance of gathering primary data and also recording precisely what he needs.
56

The researcher visited the selected schools each term during the study. On
each occasion initial two weeks were spent on acquaintance with the teachers and
students. Afterwards, series of observations were carried out with teachers and
students of the selected schools. These exercises took place during both theoretical
as well as practical lessons to observe teaching and learning of Vocational Skills
subjects in general in the selected schools with observation checklist. (See appendix
D for Observation Checklist).

3.5.2

Interviews Conducted
Interview is a means of gathering information from an individual or a group

in regard to the person or persons experience or knowledge, opinions, beliefs and

feelings. Interview has the advantage of allowing the interviewer to solicit
information from a respondent and seek clarifications on the spot if necessary.
Formal direct interviews were conducted with the District Education Officers in
charge of Vocational Education and the Headmasters (categories A and B in Fig. 3.1
above) of the selected schools to seek their views on Vocational Education. This was
after copies of prepared interview guide had been submitted to the respondents in
advance for their prior study and interview dates have been booked. Copies of
correspondence to this effect are on the appendices. In all, two sets of interview
guides were made with each, made up of three pages.
It came out of the interviews that, workshop, tools and materials, textbooks
for Visual Arts and other Vocational Education subjects have not been provided for
in the schools. Also, some parents do not support the training of their wards in
school and after school. They also do not help them to find work to do after
completing school. Again, what came into light was that, the District Education

57

Directorate does not pay the desired attention to Special Schools in their districts
such as those in which the study took place. Some teachers were found not having
the required academic background to the subjects they are teaching, more
particularly they were not trained in teaching students with Special Needs.
Electronic instruments such as tape recorder, computer and a microphone
were used in recording the interviews. The interviews were helpful in the sense that
the respondents were willing to talk more than to write. They also gave in-depth
information to the questions that were asked. (See appendix C for interview guide).

3.5.3

Questionnaire Designed
Two sets of close-ended questionnaire were designed for categories C and D

(subject teachers and students). For category C, the questionnaire was subdivided
into three sections with section A seeking Bio-data, section B, how lessons on skills
acquisition are taught and section C employment opportunities in vocational skills
and employment avenues after school. It also required comments and suggestions
from the respondents to improve vocational skills training for the deaf. Moreover,
from observation, it was found that most of the respondents in this category D
(students) were much interested in answering multiple choice questions. Therefore
most of the questions asked demanded that the respondent make a choice from listed
answers. (See appendix A and B for copies of questionnaire)

3.5.4

Validation of Instruments
All the instruments used were drafted and pre-tested with students and

lecturers before final copies were made. In the case of questionnaire, series of pretesting were done to eliminate errors with selected students of KNUST Senior High

58

School and Bechem Technical Institute for the Deaf. Because of the communication
barriers of samples in category C face and the fact that communication with them
was a limitation, close-ended type of questions were considered appropriate for
them. Also, they were found to have problems in expressing themselves well in
writing. After the necessary corrections were made, final questions were arrived at
and copies were submitted to the supervisor for his perusal.

3.5.5. Administration of instruments

The researcher personally travelled to the selected schools and individuals to
administer the research instruments. The following is the break down of the various
research instruments as distributed to the respondents.
Table 3.4 Distribution of Interview Guide (Category A and B)
Place

Number Interview
Guide distributed

Bechem (Tano South District)

Agona and Jamasi (Sekyere South District)

Akuapem-Mampong and Akuapem-Akropong

(Akuapem South District)

Total

The respondents in categories A and B were District Education officers in charge of

Vocational Education and Headmasters of selected schools. The distribution was
done after consulting the respondents and interview dates scheduled with them to
enable them have a prior study of the questions. Respondents in categories C and D
were teachers and students of the selected schools for the deaf. However, only
teachers and students who were involved in vocational education in the selected
schools were allowed to answer the questionnaire.
59

3.6

Primary and Secondary Sources of Data

Information collected through observations, interviews and questionnaire

have been treated as primary data whiles information curbed from books, journals
and the internet have also been categorized as secondary data.

3.7

Data Collection Procedures

The researcher personally travelled to the selected schools to collect the

needed data for analysis. Though, this process was difficult in terms of travelling
hours, adequate time, preparation and material resources were put into it to collect
the data within reasonable time. With the help of some teachers in the selected
schools, the process was quite smooth as communication with the students was fairly
interpreted to the researcher. However, the researcher travelled on a number of
occasions to the selected schools before the respondents in categories C and D
answered the questionnaire given to them. Out of the targeted population of 27
respondents in category C, all 27 (100%) copies of the distributed questionnaire were
received. Again, out of targeted population of 143 in category D, 138 (96.5%) of the
copies of distributed questionnaire were received.
Members in categories A and B were met individually on scheduled dates
where interviews were carried out. With the exception of Sekyere South District
Education Directorate, where three officers volunteered to respond to questions, all
other interviews were carried out with an individual who was classified under these
categories.. Table 3.5 on page 61 indicates the number of questionnaire distributed
and the number which was recovered. After the needed data were collected, it was
computed with Statistical Package for Social Sciences (a computer software), for
analytical purposes.

60

Fig. 3.2: Map of Ghana showing Regional Capitals and Towns where the study
was conducted.

61

Table 3.5 Distributed and Recovered copies of Questionnaire

Distributed
Number

Target
Number

Received

15

A.S. D.
(Jamasi)

15

B.T.I.D.
(Bechem)

15

TOTAL

SCHOOL

SH/TD

Distributed
Number

Target
Number

Received

70

64

60

22

17

16

12

12

66

62

45

27

27

158

143

138

100%

100%

100%

96.5%

(AkuapemMampong)

60

RATE
(%)

62

CHAPTER FOUR
PRESENTATION AND DISCUSSION OF FINDINGS

4.1

Overview
This chapter covers analysis and interpretations of data gathered through

observation, interviews and questionnaire. Also, secondary information obtained

from literary sources have been analyzed and synthesized with information from
primary sources. Tables, charts and graphs have been used to illustrate and analyze
some of the responses to questions that were asked through questionnaire. It also
discusses the research findings. Out of 170 copies of questionnaire administered,
165, representing 95.8% was recovered from respondents. Again, of the total of 165
recovered copies of questionnaire from both categories C and D, (Teachers and
Students) respectively. 163 were used in the analysis. The rest were discarded
because they contained missing values.

Also, out of 6 respondents to be

interviewed, 5 of them representing 83% were available for the exercise.

1.2.1

Observation made

4.2.1

Teaching and Learning Effectiveness

The following observations were made with observation checklist during the study
period with the teachers and students of the selected schools for the deaf.
It was found that the deaf students are very good in the grasp of practical
lessons as demonstrated by their teachers, whiles the teachers spent more time before
students understood theoretical lessons. As such, there were high concentrations on
practical lessons. This trend creates a situation where lessons become more practical
63

oriented without corresponding theoretical knowledge in the aspect of skill

understudy. This situation may also be the reason why some of the students perform
better in the practical aspects of examination than theoretical ones. Moreover,
Crentsil (2004) is of the view that vocational education must have interplay of
practical skills acquisition, attitudes and underlining theoretical knowledge for
economic and social functions. Furthermore, the link between the students hearing
impairment and their inability to grasp theoretical lesson easily was found to be a
result of the use of sign language as means of communication between the teachers
and students (Asare, 4th June, 2008; personal interaction). It was again observed that
the students were very attentive in class and usually works with little or no interest in
what happens around them when they are on their own.

Plate 4.1 Students working with full concentration.

The teachers were much patient with their students, using persuasive methods
and motivation to attract and retain the students attention in class. The attitude of
some students towards a lesson, sometimes led to a situation where their teachers
listened to what the students were interested in learning instead of what the teachers
had planned to teach. This coupled with unavailable access to alternative teacher
support material such as pictures, make lesson delivery more time consuming. As
such most of the lessons observed were practical based as opposed to interplay of
both practical and theoretical aspects as asserted by (Crentsil, 2004). Because of this,
64

some a teacher (Samuel Hatto, 11th February, 2008; personal interaction) said that
he is not able to complete his subject syllabus before the end of the term and
subsequently before the end of the academic year.
In other cases, though teachers and students expressed satisfaction at the end
of lesson delivery, there were lack of assessment by teachers such as question time
or class test apart from the end of term test. Therefore, students understandings of
lessons delivered were largely not properly evaluated. Again tools and materials for
practical demonstration were limited during the observation period. Also, a greater
number of the students did not have the chance of trying their hands on skills
oriented lessons in the presence of their teachers. These situations indicate that most
lesson delivery taking place in Ghanaian schools for the deaf lack two major
approaches of the pragmatist theory of education, which are considered and
expressed in the syllabi of schools namely: evaluation and learner-centered
approaches to education as reiterated by (Quansah, 2000).

1.2.2. Quality of Skills Exhibited and Articles made by Students.

During observation, the students showed high level of skills and masters of
techniques. They were much interested in learning new techniques and methods.
Some of the subject areas where there are difficulties identified through interactions
with some teachers and through observations is discussed below. Also necessary
suggestions to reinvigorate teaching and learning activities were made by the
researcher. Through demonstrations both students and teachers learnt lot of new
techniques and skills. The nature of articles that were executed by the students was
of high quality. These were made up of carpentry, metal and welding products,
leatherwear, textiles and fashion products.

65

4.2.3. Carpentry/Joinery
Some of the techniques which were focused on in practical lessons were preexecution drawings and measurements, accuracy of units, assembling methods,
finishing techniques etc. Moreover, these techniques as well as products made were
found to be fairly good in form, aesthetically appealing, and marketable in the
researchers view. Apart from Bechem Technical Institute for the Deaf where there
are well equipped, standard and spacious workshops, the rest of the selected schools
have workshops that do not match up to that of BTID. As such, some practical works
are done manually in the other schools resulting in lengthy time consumption.
Moreover, because of this problem manual process such as sawing, the use of hand
plane, hand sanding, bending, reverting and finishing would have been shorter.
Although, tools and materials needed by teachers and students were
inadequate, what was available were in the researchers view judiciously utilized.
Some of the products made were tables, chair, prototype staircase, students bed,
shoe rack, room divider, bedside cabinet etc.

Plate 4.2 Carpentry products at B.T.I.D.

66

1.2.3. Metalwork/Welding
Based on N.V.T.I syllabus, the focus of this subject is to train students to
acquire skills which can be used to produce simple tools and implements for
domestic and occupational uses. It is envisaged that skills in metalwork and metal
welding can provide adequate means of employment for students who opt for this
subject. Some of the items mostly produced by students of this subject include
trowel for masonry, farming implements such as rake and hand fork and domestic
articles such as charcoal pot and dust pan. However, due to high cost of tools,
materials and machines, teachers and students are not able to undertake some basic
practical exercises in which the students can learn more useful skills and also
produce more market value products such as furniture, storage tank, constructional
items etc. Because of this, it was observed that there seem to be a one-direction trend
in learning skills in this subject in the selected schools.
In view of this, the researcher suggested to the teachers in charge of
metalwork/welding and leatherwork at SH/TSD at Akuapem-Mampong to come
together in making a metal and leather chair with students of these subjects. Both
students and teachers of the two subjects showed a lot of enthusiasm in working
together and more particularly, the students were appreciative of having the chance
to work together with their colleagues offering other subjects.
Considering the potential in an integrated visual/vocational skills training, it
will be appropriate if there is an integrated course structure where students can
combine various skills, materials and ideas into making a product. Such an approach
to vocational education will not only broaden the students scope and skills but also
diversify their choices of materials, resulting in high employment opportunities. This
will also ensure Kaffman (1986) arguments that in vocational skills training, children

67

must be given the chance to try different kinds of their aptitude and interest. Some of
the items made are in plate 4.3 below.

Plate 4.3 Metal products produced by students during the study at SH/TSD,
Akuapem-Mampong.

68

1.2.4. Leatherwork
Leatherwork provides broad employment opportunities through decoration,
clothing, containers and upholstery. Often, skills training in three of these subject
areas (decoration, clothing and containers) are focused on in schools leaving
upholstery either untouched or inadequately taught. Enquiry into why this area is
almost neglected revealed that, it is costly to undertake practical lessons in
upholstery because it demands lot of materials and industrial machines that are
unavailable in the school. However, theoretical lessons are conducted in this area of
the subject. Nevertheless, theoretical lesson alone cannot provide the necessary
skills, knowledge and technical know-how for employment purpose after school.
Also, any neglect of a component of a subject will make skills training in that subject
incomplete because all the areas are interrelated.
There is a problem with working space for both teacher and students at
SH/TSD at Akuapem-Mampong where this subject is offered. There is no workshop
for a Visual Art subjects in the school. As such, the same classroom use for other
subjects including core subjects also serves as workshop for leatherwork. This
situation makes the classroom always dirty and congested with materials, tools, and
also smelling of strong odour from skins, hides and adhesive. Such a situation may
be a hazard to students with respiratory diseases such as asthma.
Furthermore, as a result of conjunctions in the classrooms, there is inadequate
furniture for students because many of the furniture were broken down due to
constant pressure on them through vigorous practical work. These were mostly with
Visual Arts classroom where writing desk serves as working tables too.

69

Plate 4.4 Visual Arts Students working in a congested classroom at

SH/TSD at Akuapem-Mampong.
Again, a major problem identified in the teaching and learning of leatherwork
was availability of leather (both natural and artificial) which is the main material
needed for practical lessons. Though the schools do not have adequate funds to
purchase enough materials for studies, they also have difficulty in accessing these
materials easily when funds are available because of the location of the school.
Asante-Kyei (2006) reiterates GES policy which state that the choice of a vocational
subject in a school should be based on the materials resources available within the
locality of the school. The location of the school (SH/TSD, Akuapem-Mampong) on
the Akuapem hills in the Eastern region, is quite a distant from Koforidua and Accra
where urban market centres are, and materials for leatherwork can be easily procured
for use. Whenever practical assignments were to be done, the students worked in
groups instead of individual centered approach which may be an effective means of
assessing progress of skills development.
Unfortunately, most of the articles made under this subject during the study
period at the Senior High/Technical School for the Deaf at Akuapem-Mampong

70

were highly admired by visitors, but poorly patronized in an exhibition which

mounted as part of the schools maiden Speech and Prize Giving day. At this
ceremony, it was observed also, that while some of the visitors to the exhibition
devalued the works of the students, others wanted them to be offered for free. This
observation indicates that there exist even within educational authorities, teachers
and some parents negative attitudes towards the deaf students and their handiwork.
Again, it might have been that these individual visitors to the exhibition do not attach
value for works of art. It could also be that, the visitors genuinely did not have
interest in articles made from natural leather. These articles included key holders,
ladies bags, traditional slippers, wall dcor etc. photograph of some of these
Leatherworks are shown below in plate 4.5.

Plate 4.5 Some of the Products of leatherwork at SH/TSD

71

4.2.6. Textile and Fashion

Textiles and fashion are the main subjects been studied by majority of the
students in all the selected schools for the deaf. Again, material and tools for
practical studies were rare. There was also problem with working space. It was
observed that some techniques such as weaving on the loom were not taught because
teachers did not have expertise in this subject area. However, off loom weaving
techniques such as needle work, crocheting and macram are been taught in all the
selected schools. Moreover, some of the students did not have money to purchase
materials for practice even though the schools administrators have provided sewing
machines. Also, apart from the syllabus and few teaching and learning materials,
textbooks for students were unavailable. Therefore, most students depend on
teachers notes, handouts and pamphlets. It was also found that, N.V.T.I.s syllabus
for this subject was not followed; but rather the teachers taught what they considered
appropriate. This was generally observed at Bechem Technical Institute for the Deaf
and Ashanti School for the Deaf at where N.V.T.I. syllabi are used in teaching
students. The schools do not any internal teacher assessment mechanisms. Therefore,
teaching and learning effectiveness is not monitored enough to ensure full adherence
to accepted teaching standards.
Batik, Tie and dye, Sewing/Tailoring are the dominating subject areas. The
products made by students during the study were of high quality and comparable to
others made by professionals in the open market. Moreover, in sewing and tailoring
for example, there was more attention paid to the study of patterns by first and
second year students for examination purposes. This result in a situation where
students make cloths based on past examination questions instead of new trends in
the fashion industry. Therefore, variety and style were deficiency in their works. The

72

researcher made the attempt to introduce other forms of textile artefacts such as bed
sheets, apron, napkins and pictorial batik to the teacher and students. Samples of
these articles made during the study period are presented in fig 4.6 below.

Plate 4.6 Some Textiles and Fashion articles made by Students

The above observations made reveal difficulties confronting teachers and students in
vocational education in Ghanaian schools for the deaf. These imply that:
1. Though relevant skills are acquired by students before graduating, these skills
are not effective enough for income generating activity. This is because there

73

exist within practical skills training in these schools a trend of preparing

students for examinations purposes as it was noticed in their products.
2. Again, the products made though are perfectly executed, they are not much
different from what is made and sold in the open market where the students
will compete with other market forces for good prices for their products. It is
therefore necessary to diversify the teaching and learning approaches of
vocational education to follow changing trends in industries through
interaction between the schools and industries. This will also serves as
motivation and sources of information for the students. Also students should
be allowed to explore and initiate their own innovative designs. When you
consider some negative attitudes towards the deaf and the artefacts they
produced particularly as observed during the exhibition held at SHT/SD at
Akuapem-Mampong; and when you compare similar artefacts made by other
people without any impairment available in the open market, then one can
conclude that the current vocational education in Ghanaian schools for the
deaf though succeed in giving students some basic vocational/technical skills,
yet the graduates are placed at a disadvantage on the job market. Therefore,
skills training must not only be diversified but also integrated with other
subject areas to help the students develop skills in other subject areas. This
will make them more versatile. Again, integrating subject areas should be
backed by provision of enough tools, machines, constant monitoring and
evaluation, as well as focus on mass production techniques and
entrepreneurship by authorities concerned.

74

4.3

Analysis of Questionnaire (Categories C and D).

This exercise was carried out to ascertain some of the observations made, to seek
further answers to why some problems exist in Ghanaian schools for the deaf and
also seek the views of teachers and students on unanswered questions.

4.3.1

Responses from Category C (Teachers).

Table 4.1 Gender of respondent

Gender

Frequency

(%)

Valid (%)

Male

10

37.0

37.0

Female

17

63.0

63.0

Total

27

100.0

100.0

Out of 27 respondents, 17 of them representing 63% were females as

compared to ten (37%) male teachers. This indicates that more female teachers take
up roles in teaching the deaf than males. This is because female teachers are
considered more sympathetic to disabled children because of their motherly nature.
However, it was also found that some of these female teachers were on internship,
whiles their male counterparts were at permanent post. This situation occasionally
creates a vacuum in the teacherstudent ratio whenever teachers on internship leave
the schools, affecting teaching and learning activities. Observation and interaction
with some of the teachers revealed that the most affected group of students in this
regard are mostly female students who find it difficult to approach their male
teachers especially after contact hours. It may also account for a high dropout rate of
female students from the schools.

75

Table 4.2 Academic Background of Respondents

Qualification

Frequency

(%)

Valid (%)

Degree

26

26

Diploma

18

18

Specialist certificate

11

11

Teachers Certificate

15

15

Others

30

30

Total

27

100.0

100.0

Undoubtedly, teachers are the pivot of quality education delivery. Therefore,

quality education can be achieved with quality teachers. However, the table above
shows the inverse. Out of total respondents of 27, only 7 of them (26.7%) were
degree holders as against 3 (11%) who hold specialist certificate. Those who hold
other certificates 8 (30%) such as N.V.T.I. and City and Guilds were found to be
well skilled in teaching methodologies employed in teaching practical aspects
vocational education. However, with the exception of specialist teachers and those
with diploma in special education, the rest including degree holders were not trained
in sign language and other pedagogical strategies which make them competent to
carry out their duties as teachers of the deaf prior to teaching in the selected school
though their competencies in the subjects they teach are undoubted. These teachers
learnt the necessary skills on the job. When summed up, these teachers make up
about 70% of the total respondents to question two, as shown in the table 4.2 above.
In his study, Ndala (2006) found that only slightly more than fifty percent of
secondary school teachers in sub-Sahara African have the proper qualifications
which are insufficient for the achievement of quality education. As a policy, GES the
minimum qualification for teaching in Ghanaian second cycle schools should be a
degree, diploma or equivalent certificate in the subject a person teaches. The
76

N.V.T.I. has a policy that allows people with its certificate as well as City and Guilds
to students pursuing trade subjects under their system of vocation education. The
departments in which the study was conducted in the selected schools are post-basic
departments with the SH/TSD at Akuapem-Mampong operating under GES
curriculum for Senior High Schools. The rest are also classified as secondary trade
schools by the N.V.T.I. Therefore, the teachers qualification situation as it exist
attest to Ndala (2006) finding. Also, considering the special needs of the deaf
students in the selected schools, it is necessary for an effective teacher preparation
for these schools.

Table 4.3 Number of years taught.

Number of years

Frequency

(%)

Valid (%)

1-5 years

10

37.0

37

6-10 years

25.9

30

11-15 years

22.2

22

20 and above

14.8

15

Total

27

100

100

The highest percentage of respondents to this question was 10 people,

representing 37%. These were teachers who have taught for between one to five
years. The lowest was 15% representing those who have taught for twenty and above
years. The difference between the two groups of teachers (highest and lowers
percentages) is undesirable because it is said that experience comes with practice and
therefore, teaching the deaf vocational education may be enhanced with long
experience, particularly for those who did not have a prior knowledge in sign
77

language which is the main medium of instruction for teaching the deaf. In this vain,
the teachers skills in both sign language and other pedagogical approaches to
teaching the deaf in particular and special needs children in general as far as
vocational education is concerned, may become sharpen with long service. This also
indicates that teachers who teach in the selected schools do not keep long in the
schools.
This situation may be either as a result of factors listed by Casely-Hayford
and Lynch (2003) such as long working hours, new career choices, pressure from
family etc in general and other social factors such as negative attitudes towards those
with disabilities and the stigma attached to vocational education. This is because the
opinion is still widely held that vocational skills subjects are for people whose
academic performance is insufficient to cope with a more intellectual course of study
(Fafunwa, 1971). This attitude may also be a factor behind the poor remuneration
attached to skill related jobs in government and the private sectors. Also relating to
this is new career choices, frustration from administration, and long working hours.
Although there has been a shift in attitude relating to the status of technical jobs,
technical education is still ultimately regarded as a poor-even degrading-substitute
for purely academic pursuits (Ansell, 2002).
Again, this confirm Avoke (2005, p. 5) explanation that it is social attitude
that largely create barriers for disables; and that the difficulties of living as a
disabled person are due to discrimination and prejudices, rather than impairment.
These are some of the reason why many teachers in Ghanaian schools for deaf do not
serve in these schools for long.

78

Table 4.4 SHS or N.V.T.I. Institute

S.H.S/N.V.T.I.

Frequency

(%)

Valid (%)

Senior High School

10

37.0

37.0

Vocational/Technical

17

63.0

63.0

Total

27

100.0

100.0

Though the study was carried out at the post-basic departments of the
selected schools, it must be noted that only the SHT/SD at Akuapem-Mampong runs
the Senior High School curriculum of the GES. The rest of the selected schools
namely: Bechem Technical Institute for the Deaf and Ashanti School for the Deaf,
Jamasi respectively run the N.V.T.I curriculum of the Ministry Employment and
Social Welfare. The difference between the two systems apart from the curriculum is
also in the mode and structure of examination. In interviews with officers of G.E.S.
and the N.V.T.I. (Mr. Isaac Owusu and Madam Agnes) respectively revealed that,
there are differences in supervision of the various skills training under each body.

Table 4.5 Workshops, Seminars and Conferences attended

(i)

Frequency

(%)

Valid (%)

Yes

22.2

22

No

21

77.8

78

Total

27

100

100

(ii) If yes have the Workshops, Seminars and Conferences

helped you in teaching?
Yes

22.2

22

No

21

77.8

78

Total

27

100.0

100.0

79

It emerged out of the interviews conducted with officials of the G.E.S. and
the N.V.T.I. that, workshops seminar or conferences serve as refresher courses for
teachers of special schools. But these are rarely organized for teachers in schools for
the deaf. Therefore this question was to ascertain from the respondents whether they
have attended any of such workshops, seminars or conferences before. The answers
provided by respondents as shown above confirms what was said during interviews.
Only 6 respondents (22%) answered Yes as against 21 representing 78% who
answered No. This is a sharp contrast to the responses generated through the
interviews especially with members of category A. This also shows that classroom
teachers do not undergo refresher programmes which are essential to effective
teaching and learning as far as special needs students are concern. Furthermore, it
was found through interviews that though workshops, seminar and conferences are
rarely organized for teachers, when it takes place, only few of the teachers benefit
from them. This also may account for the high percentage gap between those who
said No and those who answered Yes above.
Moreover, for those who responded No to that question as shown in table
4.5(i) above again answered No to sub-question (ii) representing 77.8%. But the
responses of those who answered No shows that if conferences, seminars or
workshops are frequently organized for teachers, it will help not only the teachers
alone but also help in achieving an effective teaching and learning in schools for the
deaf.

80

Which vocational education subjects are offered in the school?

Fig.4.1 Subject distribution chart

Out of the subjects listed under vocational education in the Senior High
School curriculum, those indicated in fig.4.1 above are offered in the selected
schools. It must be noted that carpentry/woodwork, metalwork/welding and other
textiles related subjects as shown above are the subjects which are examinable by the
N.V.T.I curriculum and therefore are considered as trade subjects. From the fig.4.2
the dominating subject of study by students in the schools is textiles which constitute
37% of the respondents. This shows that textiles and its related subjects may be
providing more employment opportunities for both students and teachers.
Considering the diverse material base of this subject, it also shows that with right
input this area may be helpful in reducing redundancy, frustration and negative
attitudes that are normally associated with unemployment. It should be noted that,
with the exception of Graphic Design (11.1%), Leatherwork (7.4%) and General

81

Knowledge in Art (G.K.A, 11.1%) the other subjects such as Metalwork/welding

(7.4%) Woodwork (18.5%), are more manual and as such they are not the preference
of female students.
From observation, a subject like block Laying/Concreting which is also
offered in two of the selected schools is mostly studied by male students. This may
be as a result of the physical strength involved in this subject. Or, it also may be as a
result of societal regard to some vocations such as block laying/concreting and
metalwork as trade for men.

Table 4.6 Suitability of Vocational Education Syllabi and Textbooks if any

Response

Frequency

(%)

Valid (%)

Yes

18.5

18.5

No

22

81.5

81.5

Total

27

100.0

100.0

This question was asked to find out from the special need teachers whether
the various vocational education syllabi including Visual Arts and its relating
textbooks are best suitable for teaching the deaf. 22 of the respondents answered No
representing 81.5% as against 5 (18.5%) teachers who thinks that there are no
problems with the syllabi and textbooks. This disparity may be an indication that,
vocational education of the deaf with the existing teaching and learning materials
places the deaf at a disadvantage. This is because vocational education of the deaf is
carried out with the same syllabi and textbooks used by normal students. In this vain,
it also came out through observation, that adopting the syllabi and textbooks to suite
the deaf was not easy in most cases, for several reasons for some teachers.

82

First of all, some the teachers complained in personal interaction with them
that, interpretations of some technical processes with sign language were
problematic for them especially for those who were not trained in sign language
before they assumed their teaching role in the selected schools. It also came out that,
these teachers have problem with using sign language to interpret terminologies and
innovative processes in some subjects to their students. This situation leads to time
wasting on some lessons.
Secondly and relating to the problems associated with syllabi and textbooks
is examination. Institutions such as W.A.E.C. and N.T.V.I. that organizes external
examinations for students in schools for the deaf base their questions and assessment
on the approved syllabi and textbooks for schools including schools for the deaf.
This creates an unfair premise on which the deaf are examined, resulting in their
inabilities to perform creditably in external examinations. As a result, some of the
graduates are not able to get employed in an institution where academic certificate is
required.
Also, most of the deaf students are not able to progress beyond basic
education and if they do, majority of them enroll on the vocational education
programme in their schools or in the only Senior High Technical School for the Deaf
at Akuapem-Mampong. This leads to high dropout of students between basic
education level and the post-basic vocational education of the deaf. Those that
dropout at this stage of their education do so without any vocational skill or
knowledge about the world of work. These people therefore become burden on their
families who may hold some form of negative ideas about the deaf.

83

To further probe the problems with existing teaching and learning materials
used in vocational education of the deaf, the following fig. 4.2 indicate responses
about these materials.

Fig 4.2 Problems associated with Syllabi and Textbooks.

Some identified problems through observation and interviews were provided

for the respondents to choose from. This set of problems related to both theoretical
and practical components of the curriculum. To this, 10 respondents making up 37%
answered that the curriculum does not suit the deaf. The second highest percentage
of 9 respondents representing 33.3% of the total respondents answered that they are
more theory than practical. As to whether the syllabi and textbooks are adequately
available for teaching, 6 (22.2%) respondents answered affirmatively that textbooks
and syllabi are always unavailable. Only 2 (7.4%) of the respondents said that they
do not have any problem with the teaching and learning materials for vocational
education of the deaf.
However, when a question was put to them to find out specifically their
individual problem(s) in teaching their students, 12 respondents (44%) answered No,
which indicated that they dont have any problem in what they are teaching. This is
84

contrary to the total of 25 of the same respondents representing approximately 92%

who have earlier above chosen various problems that they have with regards to the
various syllabi and textbooks. These contradictions may be as a result of
misunderstanding of what really the problems are with teaching and learning
materials in schools for the deaf. It also shows that the teachers are not much vested
in problem identification and as a result, unable to find solutions to these problems
posed by the existing syllabi and textbooks.

Table 4.7 Availability of Tools and Materials

Response

Frequency

(%)

Valid (%)

Yes

10

37.0

37.0

No

17

63.0

63.0

Total

27

100.0

100.0

The aim of this question was to solicit from the teachers, the availability of
tools and materials for teaching and learning activities. 17 said no (63%) whiles 10
(37%) said yes. This shows that some teachers in these schools do not have access to
the right tools and materials needed for academic work. This also confirmed some
observations made to this effect. It was further supported by some district education
officers in an interview. Moreover, this situation also indicates that the absence of
tools and materials contribute to ineffective teaching and learning activities in
vocational education which may result in low skills acquisition.
Furthermore, through interviews it was found out that the schools
administrators in most cases provide funds for the purchase of materials for practical
skills training. However, two headmasters (Mr. Asare Thompson and Abraham
85

Boachie) of Bechem Technical Institute for the deaf and Ashanti School for the Deaf
respectively said through interview that, these funds are normally unaccounted for
by those who signed for them. Also, some of the materials provided for teaching and
learning activities by the school authorities were used privately by some subject
teachers in producing items for sale or themselves. Again, most movable tools were
personal properties of some individual subject teachers at Ashanti School for the
Deaf at Jamasi. For this reason, some students did not get the chance of actively
getting involved in the use of these tools during demonstration lessons. Besides,
there are a number of broken down equipment and worn out tools; limiting the
remaining few for the use of many students. On his part, Ndala (2006) explains that
most of the teaching and learning materials in Sub-Sahara African countries are
outdated and in many cases unavailable.

Table 4.8 Financial assistance from the School Administration

Response

Frequency

(%)

Valid (%)

Yes

22

81.5

81.5

No

18.5

18.5

Total

27

100.0

100.0

Financial input into vocational education is essential to achieving the

necessary goals set for vocational education. Therefore this question was asked to
find out from the respondents whether the school authorities provide the needed
funds for them to carry out their duties as vocational education teachers. To this
question, 22 (81.5%) respondents said Yes whiles 5 (18.5%) said No. This is an
indication that left to the teachers alone, necessary financial assistance to the
86

vocational/Technical education departments of the school where the study was

carried is sufficient. But in the researchers view, vocational education departments
in the selected schools departments are ill-resourced financially, though all the
school headmasters explain that they pay the right attention to their needs where
necessary. The researchers view is based on observation made to the effect that,
with the exception of fashion students who have access to sewing machines and the
Bechem Technical Institute for the Deaf where there are some workshop machines,
the rest of the selected schools lack simple machines and equipment for technical
subjects such as carpentry, metal works and welding, leatherwork and block
laying/concreting.

Table 4.9 Practical Skills and Entrepreneurship Development in Vocational

Education.
Response

Frequency

(%)

Valid (%)

Yes

22

81.5

81.5

No

18.5

18.5

Total

27

100.0

100

(ii) Do you teach your students entrepreneurship?

Yes

25.9

26

No

20

74.1

74

Total

27

100.0

100

Table 4.9 shows respondents view on whether practical skill acquisition in

vocational education is enough to empower their students economically. It further
asked whether entrepreneurship skills development is part of their education. To this,
87

22 respondents said Yes in the first instance, which represent 81.5%, as against 5
who said No, representing 18.5%. It can be seen here that, teachers are optimistic
about the way they train their students in practical skills and the economic relevance
of the skills for employment purposes. This also shows that the quality of skilled
personnel being turned out in schools for the deaf is not in doubt in the teachers
view. This is notwithstanding the multiple problems involved in skills acquisition in
the selected schools such as, unavailable tools and scarce materials, financing
absolute equipment and unsuitable teaching curricula.
Moreover, in the second instance, employment is one of the expected ends of
any good vocational education system. It is also considered as the key route out of
poverty of which vocational education is supposed to achieve. It is therefore
important for those who are undergoing vocational education for employment
purpose after secondary school or further training in a tertiary level to understand the
job market and its dynamics. One way of achieving this is to prepare the students to
acquire entrepreneurial initiative skills.
The subsequent question in table 4.9(ii) therefore was to find out from the
respondents whether they teach entrepreneurship as part of vocational education. 7
respondents (26%) of said Yes whiles 20 of them said No, representing 74%. These
figures show that an essential element (entrepreneurial skills development) in
vocational education is not been effectively taught in the classroom. It also confirms
the observation made that, the academic background of vocational education
teachers in teaching business development skills which is more theoretical is
insufficient. Again, it contradicts Crentsil (2004) idea that vocational education
should have a balance between theory and practice on one hand and entrepreneurial
skill development on the other.

88

Table 4.10 Starting a trade after School

Response

Frequency

(%)

Valid (%)

Yes

29.6

29.6

No

19

70.4

70.4

Total

27

100

100

This question was posed to find out from the teachers whether they know
their students are able to start a trade with the skills that they learnt in vocational
education in their school. 8 respondents (30%) said Yes whiles 19 (70%) said No.
This may be explained that, though majority of the respondents agree that adequate
skills are acquired by students before they leave the school, most of the students are
not able to work with the acquired skills. This also shows that the relevance of skills
training in the selected school is not sufficient for employment purposes as stated by
the teachers in table 4.9 above. It also confirms the notion that lack of
entrepreneurship skill development as part of vocational education in schools for the
deaf also contribute to the inability of the graduates to start a trade with the
vocational education they underwent in school.
Also, this problem can be linked to the absence of the sociological dimension
of the pragmatic theory as explained by (Manzoor-ul-Haque, 2000 and Edusei,
2005). This dimension covers the needs of the student in the school education
process as he is been trained to be able to live and work harmoniously with others
and also seek the welfare of his society. This is missing in their training. From these
responses and observation, it appears to the researcher that the segregated schools for
the deaf have turned to make the student more fit for the schools environment.
Therefore, vocational education in school for the deaf does not prepare them for life
89

outside their schools environment.

Besides the above, a follow up question was asked to find out which trade the
graduates mostly engage in. Lists of careers were provided for them to choose from
as shown in fig 4.3 below:

Fig 4.3 Careers graduates engage in.

From fig. 4.3, 10 respondents answered Textiles (37%), 8 said

Carpentry/Woodwork representing 30%, 3 choose Metalwork making up 11% and 6
answered leatherwork representing 22%. From these figures, it is clear that most of
the graduates engage in Textiles/Fashion industry. This further show that the
Textile/Fashion industry is more preferred and more lucrative in the students view
than the other vocational careers, also accounting for the high number of students
(mostly females) involved in studying its relating subjects. It again indicates that,
one does not need much capital to set up a small scale textile industry as compared
to other trade areas.

90

The second preferred trade (Carpentry/Woodwork) in the teachers view is

also common in the society. However, setting a Carpentry workshop may be more
capital intensive than textiles, but lesser than Leatherwork. Leatherwork was the
third as shown in the fig. 4.3 above. The least was Metalwork. The Metalwork
industry may be demand driven besides the high cost of machines and material
resources. Moreover, it may be a more income earning venture as compared to the
rest. Nevertheless, it attracts low interest by graduates because of the above
mentioned factors involved in this industry.
Also, interviews conducted with the headmasters suggested that, students do
not fully engage in the jobs they are trained for. The major reason is that, they lack
the ability to take initiative or appear not to have the confidence to compete in the
job market. The few who are working with the skills they learnt in their school in the
headmasters view are being sponsored by their church or N.G.Os. They were also of
the view that some employers doubt the technical ability of the deaf to work
effectively and therefore refuse to employ them in their industry. This also indicates
that employers unwillingness to employ the deaf is not due to communication
barriers, scarcity and mal-distribution of job opportunities as stated by (Ayensu,
1989).
Subsequently, for those who answered No to the question above, further
question was asked to find out what kind of problem or problems in their view their
students face after school. In doing so, some identified problems were listed for them
to choose from. These were problems that were identified through literature review,
interviews and interaction with some parents of the students. These were summed up
and coded as follows:
1.

Fam. P. = Their families do not help them to start a trade.

91

2.

Com. B. = Communication barriers.

3.

Comp. SK = Students do not have competent skills to start a trade.

4.

F.W/T = There are no funds to start a trade.

5.

Gov./NGOs = Government agencies, NGOs, traditional authorities,

Religious bodies etc do not help students to start a trade.

6.

All = All the above.

If no, what problem(s) do your graduates face after school?

Fig. 4.4 Possible factors accounting for the inability of the deaf to work
after school.
From fig. 4.4 above, 37% of the respondents think all the listed problems
account for the reason why the deaf graduates fail to work with the skills they have
acquired. This is an indication that the graduates are not prepared adequately for
work after school. It again shows that all the factors that accounts for the inability of
the deaf graduate with vocational skills to find job outside the school environment
arise from multiple problem including those listed by (Ayensu, 1989). 18% of
respondents also think that there are no funds for the deaf to set up a small-scale

92

industry after completing school. This shows that the deaf students do not know the
existence of financial assistance like the District Assembly Common Fund. 11%
respondents are of the view that families of the graduates do not assist them to settle
down with the skills they have acquired whiles in school. Another 11% are also of
the view that Government Agencies, NGOs, Traditional authorities and Religious
bodies do not help the graduates to start their trade after school.
It again indicates that clause 13 of Persons With Disability Act, 2006 (Act
715 of the Parliament of Ghana) is not adhered to especially government agencies.
Particularly section (1), sub-section (b) and (c) that mandates an appropriate
government agency to help provide to a person with disability, necessary working
tools and materials and also assist such a person to access loan capital for that person
to start a business.
The least suggestion (4%) was that, students do not acquire the right competencies
and skills necessary to start a small scale industry. This can be linked to the absent
of entrepreneurship skills training which should be an integral part of vocational
education of the deaf. 19% think that communication barriers in the community in
which the deaf lives do not allow the deaf graduate to live and work when they finish
school.
From the above breakdown, it can be seen that most of the problems
identified were social based. Thus, confirming Avoke (2005) arguments that is
society that disables a person but not necessary his or her handicap. This is in the
sense that they these factors occur as a result of social barriers such as negative
attitudes, discrimination, stigmatization and prejudices against persons with
disability in Ghanaian societies. These social barriers do not only prevent the deaf
from participating fully in the socio-economic life of the society but also deny them

93

a fair platform on which they may succeed in exploring their talents and also succeed
in working with their vocational/technical skills for themselves, family and society.

4.3.2

Responses from Category D (Students).

Through interactions with some teachers and from the researchers own
observation, it was found that most of the respondents in category D (students)
were more interested in answering multiple choice questions. Therefore a closeended type of questionnaire in which the questions asked demanded that the
respondents makes a choice from listed answer, was considered appropriate for
them.

Table 4.11 Gender of Respondent

Gender

Frequency

Valid (%)

Male

73

54

Female

63

46

Total

136

100

Out of the total number of respondents who answered the questions, 73

representing 54% were males and 63 representing 46% females. Unlike table 4.1
above, there are more male students than female students in the selected schools.
This means that there is a high rate of female drop out of school from the basic level
to the secondary level of education. It may indicate that less female deaf students
acquire the necessary skills needed for employment purposes. Perhaps this is the
reason why more females hearing impaired individuals are seen begging for alms in
Ghanaian communities than their male counterparts. The lesser number of male

94

teachers in the schools may also show that male students will not have role models to
emulate.

Table 4.12 Type of Certificate awarded

Certificate

Frequency

(%)

Valid (%)

WASSCE

60

44.1

44

N.V.T.I.

76

55.9

56

Total

136

100

100

Out of the three selected schools, the examining body of one of them is the
West Africa Examination Council (WAEC). The rest, though under the G.E.S. their
vocational skills students are examined by the National Vocational Technical
Institute (N.V.T.I.). From the table 4.12 above, 60 respondents (44%) are studying
various vocational education subjects in the Senior High/ Technical school for the
Deaf at Akuapem-Mampong in the Eastern region. In the other schools, 16
respondents were at Ashanti school for the Deaf at Jamasi in the Ashanti region and
60 at the Bechem Technical Institute for the Deaf in the Brong-Ahafo region.
Together 76 representing 56% respondents were undergoing vocational skills
training with the N.V.T.I. syllabi.
Here, some of the students who sit for the WASSCE at the end of their
school period do not leave school with a work oriented certificate as compared to
those who took Trade Test administered by the National Vocational Training
Institute (N.V.T.I.). Under GES senior High School system vocational education is
meant to prepare the student for advance skills training a tertiary institution. Visual
Arts and Home economics which are offered in the SH/TSD at Akuapem-Mampong,

95

in the researchers view is not effective enough to provide adequate means of

employment for the students. So, because these students are not adequately prepared
for work outside the school environment through vocational education and also
because they have limited chances of seeking further training at a tertiary institution
or apprenticeship because of lack of access or communication barriers, then the end
result becomes the inability of the deaf to work for other people or on their own
making them a burden on their families and communities.
It was also noticed that majority of Visual Arts and Home Economics
students do not take these subjects as vocational skills training which can serve as an
income making venture for them after completing school. It therefore became
necessary to find out how the students understand Visual Arts.

Table 4.13 Choices of Visual Art vocations

Responds

Frequency

(%)

Valid (%)

Yes

71

52.2

52

No

65

47.8

48

Total

136

100.0

100

Frequency

(%)

Valid (%)

Visual art is part of

vocational skills training.
A visual art is for hobby.

64

47.1

47

72

52.9

53

Total

136

100

100

Students understanding of Visual Art?

Response

Lists of Visual Art subjects which are being offered in the selected schools
were provided for the students to choose whether they are vocational skills training
subject. 71 respondents said Yes, representing 52% as against 65 who said No

96

representing 48%. The responses show that nearly half of the students do not
consider visual arts as vocational skills training. Therefore, their own attitudes
toward it could affect the seriousness they attach to it as job oriented skills training.
It again shows that the students were not been well oriented in the beginning about
the rationale of the Senior High School Visual Arts programme.
Furthermore, in (ii) of table 4.13 above, 64 respondents said Visual Arts is
part of vocational skills training subjects whiles 72 (47%) were of the opinion that
visual art is for a hobby. This can be attributed to the fact that respondents from two
schools that run the N.V.T.I. system vocational education do not have subjects
labeled as Visual Arts in their syllabi. It also shows that, the students
misunderstanding of Visual Arts as vocational skills training may be as a result of
their negative attitude towards art and vocational education. Again, it shows that
teachers do not orient students well on the importance of Visual Arts as a major
entity in vocational skill empowerment and as a means of generating job
opportunities for them after completing school.

Table 4.14 Adequacy of skills acquired

Response
Frequency
(%)
61
44.9
Yes
75
55.1
No
Total
136
100.0
(ii) Do you have any problem(s) in your studies?

Valid (%)
45
55
100.0

Frequency

(%)

Valid (%)

Yes

78

57.4

57.4

No

58

42.6

42.6

Total

136

100.0

100.0

Response

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This question was asked to ascertain the students view on skills training they
are undergoing; whether these are effective enough for employment purposes after
school. 61 of them answered Yes, representing 45%; whiles 75 said No (55%).
Comparing these data to a similar question put to the teachers, the result suggest that,
whiles most of the teachers who answered the questions believe that their students
are given the necessary and competent skills for employment after school, majority
of the students are of the view that, they are not well trained with the necessary skills
for employment before they leave the schools environment. These students included
final year students who were preparing for their final examinations.
This reveals that, the students do not have self confidence and the urge to
initiate their own work or even work for other people. Contrary to the sociological
dimension of the pragmatic theory point of view, this situation indicates that skills
training that the students are undergoing only prepare them to fit into the school
environment. Because the students are not able to utilize the skills after school to
generate employment for them and others. Subsequently, a follow up question was
asked to ascertain the problem these students have with their studies.
57% of students representing 78 respondents are aware of the difficulties that
are inherent in their education. 58 students representing 43% of the 136 respondents
said No. It can be assumed that in every educational system, there are problems
associated with it. These may include: staffing, instructional difficulties, financial,
administration to mention but a few. Those problems which are directly common to
educating the deaf students in vocational education in Ghana include lack of
teachers, instructional difficulties, unavailable teaching and learning materials,
workshop, finance and ineffective assessment (Casely-Hayford and Lynch, 2003).

98

To probe further from those who responded Yes, a list of identified problems
were given to them to choose from those which they are identified with. The answers
were coded as shown below.

1. T.B = Lack of textbooks

2. T.M.= Inadequate materials and tools
3. UW= Unavailable well equipped/spacious workshop
4. L. M = Lack of money to purchase tools and materials
5. All = All the above

Fig. 4.5 Some identified students problems.

From fig. 4.5 above, 17% of the answer provided indicates that, the
respondents face all the listed problems. 31% respondents face financial difficulties
in their studies. This confirms their teachers view on instructional difficulties that
are inherited in their education. 18% are of the view that their main problem is with
textbooks which are not adequate and available to them. A well equipped workshop
creates a good environment for teaching and learning to take place. 10 students (7%)
were of the view that their main problem is well equipped workshop. It should be
99

noted here that, through observation, it was found that workshops and equipment for
practical demonstration were not available in the selected schools. With the
exception of Bechem Technical Institute for the Deaf where some machinery and
equipment were available for use in teaching and learning activities, the rest of the
selected schools had limited space and machines for many students. This may
account for the lowest percentage of respondents who choose this option.
Moreover, 36 (27%) respondents said tools and materials are their main
problems facing them in their studies. Closely relating to each other are the two
highest percentages to this question; (27% and 31%) representing those who think
their problems are tools and materials and money to buy them when they are not
provided for by their school authority. This was found to be an obstacle to the
students skills training because some of them were found to be absent from class
during various stages of observation. However, two headmasters (Mr. AbrahamBoachie and Mr. Abraham Fordwor) of the Ashanti School for the Deaf and
SH/TSD, Akuapem-Mampong respectively affirmed through interviews that they do
not levy or compel any student to purchase tools and materials for studying, because
it is against G.E.S. regulations. The above response further confirms Ndala (2006)
arguments that quality and availability of teaching and learning materials is evidently
problematic in most sub-Sahara African countries.
Because of the headmasters response on tool and materials and from the
researchers observation on practical lesson delivery in the selected schools, there
was the need to find out from the students how they get tools and materials for their
practical works. The following fig. 4.6 indicates how the students get these resources
for the studies.

100

Fig. 4.6 How students get tools and materials for practical training.

Fig.4.6 shows how students get the necessary learning materials for practical
training. Despite school authorities responses that the students are not compelled to
pay towards their training, 30% of the students said they buy all the tools and
materials that they use in their practical studies. 34% said they buy part of the tools
and materials themselves for practical training. Majority of respondents (36)
answered that their school provides all the tools and materials that are used in their
skill acquisition.
It is worth noting that quality and availability of the requisite teaching and
learning materials are mostly problematic in many Ghanaian schools; with schools
for the deaf no exception. Ndala (2006) suggested that many African countries have
limited resources for education. He reiterates that this phenomenon does not only
account for unavailable tools, but also in many cases what may be available are

101

outdated. Moreover, material resources for studies are essential to quality vocational
education.
Table 4.15 Availability of Tools and Materials for Practical skills training
Response

Frequency

(%)

Valid (%)

Yes

51

37.5

37.5

No

85

62.5

62.5

Total

136

100.0

100.0

Asante-Kyei (2006) opines that the choice of specific vocations offered in

Ghanaian schools depend on the available human and materials resources in the
schools community. From table4.15, 51 respondents (37.5%) agree that the
necessary tools and materials they need for their training are readily available to
them when they need them. 85 of students representing 62.5% are of the view that
the tools and materials are not readily available to them when they need them. This
further confirms Ndala (2006) finding that most schools in Africa do not have the
necessary learning and teaching materials.

Effectiveness of Teaching

102

Fig. 4.7 Students assessment of their teachers performances

103

To assess the teachers performances in teaching, the students were asked to

rank their teachers in three areas (High, Average and Below average) as shown in
fig. 4.7 above. 47 respondents scored their teachers as High, representing 34.5% of
the total sample in of students. 51 respondents scored the teachers teaching
effectiveness as average. This is approximately 37.5% of the students sample size.
The lowest score was 38 students (28%) representing those who think their teachers
teaching effectiveness is below average.

Table 4.16 Establishing an Enterprise

Response

Frequency

(%)

Yes

105

77

Valid
(%)
77.2

No

31

23

22.8

Total

136

100.0

100.0

As shown in the table above, most of the respondents representing 77% have
the interest of utilizing their skills through self-employment. 31 students (23%) do
not have the interest of setting up a workshop after they have left school. These
students may be part of those who are of the view that they do not acquire the
necessary skills for employment after school as show in table 4.15 above. However,
for those who said Yes or No, further questions were asked as shown below:

Despite the high interest of most students who responded to the questionnaire
to embark on creating self employment themselves or work for others to earn money,
there are some problems that may hinder such ambitions. Therefore, to those who
responded Yes to the question above they were asked to indicate a possible sources
of raising funds to start a trade. These were coded as follows:
104

1.

Ch. Dtn. = Church donation;

2.

P & R = Parents and Relatives;

3.

NGOs = Non-Governmental Organizations;

4.

P.S. = Personal Savings;

5.

D.A.C.F = District Assembly Common Fund;

Table 4.17 Sources of Funding to set-up Enterprise

Response

Frequency

(%)

Valid (%)

Ch. Dtn.
P. & R
NGOs

20
34
33

15
25
24

14.7
25.0
24.3

Per. Sav.
D.A.C.F

31
18

23
13

22.8
13.2

Total

136

100.0

100.0

Fig 4.8 How students will raise fund to start their trade
From fig. 4.9 above, 20 students making up 14.71% of the respondents look
forward to their religious denomination to help them raise funds to set up their
workshops. These students may be members of religious bodies or churches that are
105

into providing social services to the disabled such as the Catholic Church Relief
Service. 34 respondents (25%) believe their parents and relatives will help them to
start working with the skills they are acquiring. Moreover, this group of students
constitutes the largest number of respondents to this question. Therefore, most of
those who answered Yes to the main question consider the family as the main social
agency responsible for helping them to make a living after school with the vocational
education they underwent in school.
There are Non-Governmental Organizations that help the deaf during and
after their studies. Those who consider these NGOs to be of help to them after school
were 33 resenting 24% of the respondents. 18 respondents said they will seek
funding from the District Assembly Common Fund. These respondents represent
students who are aware of governments financial assistance to the disabled through
the district assemblies. This means that some of the students are aware of various
sources of funds and would want to take advantage of them. 31 students representing
23% said they will set up their workshop with their personal savings. These
respondents represent students who actually want to make good use of vocational
education they are undergoing in school.
On the other hand, for the respondents who answered No to the question
above, it was important to find out how they will be able to live a meaningful life
after school. Therefore some identified trades which the deaf normally engage in
were listed for them to state whether they would also prefer to engage in such trades.
These were coded as follow:
(i)

W/P = I will work for other people;

(ii)

W/M-C Tn.= I will join a craftsman for further training;

(iii)

WS/M = I will sell to earn money;

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(iv)

W/F = I will take to farming;

(v)

NYEP = I will join the Youth Employment Programme.

Fig. 4.9 Alternative career opportunities for the deaf

From fig. 4.9, 20 of the students (15%) said they will work for other people
to make money for a living. It can be seen here that these students do not have any
interest in working with the skills they have acquired. It also means that these
students do not take skill training as an important means of making themselves
dependent, thereby been useful to their family and society as a whole.
32 respondents representing 23% prefer to join a craftsman for further
training. This shows that, the respondents may not see their vocational education in
school as effective training enough to be self-employed with. Considering the size of
this figure, it means that fairly greater number of the students undergoing vocational
education do not have interest in the various skills they are been trained in. This
confirms that the vocational education subjects being taught in the selected schools
as bookish. This also shows that the students are not given vocational counseling in
the selected schools.
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30 respondents, making up 22% of the total, prefer to sell to make money.

These respondents may be prone to begging and other unfair treatment which are
mostly meted to the deaf when they engage in buying and selling; because of their
inability to communicate effectively with the hearing. The largest percentage in this
category was 25% students representing 34 students. These students are interested in
farming instead of the trade they are learning.
Moreover, considering the economic importance of agriculture to the
country, agriculture education as vocational skills training can be strengthened as a
means of initiating the deaf into farming and other agricultural activities. This will
not only be useful to the deaf farmer and his family alone, but also further ensure
food and economic security for the entire nation.
The National Youth Employment Programme (NYEP) aims at employing the
vast unemployed youth population in Ghana for economic growth and poverty
reduction. The deaf is aware of the opportunities that have been created through the
programme and want to take advantage of it. 20 respondents representing 15% of
them indicated to be part of the youth Employment Programme. This indicates that,
some of the problems militating against the deaf as far as employment is concerned
can be remedied with a special programme aimed at providing employment
opportunities for the deaf in particular and the disabled in general.

Question: Seeks to find out from the respondents the problems they face when they
are outside the school environment.
Personal interactions with some parents and students revealed a number of problems
they face when they are on vacation. The most common of these problems were
listed for them to choose one or more as shown in fig. 4.10 below.

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1. I/Rej. = I feel rejected by my family;

2. P/d = People look down on me;
3. I/Com. = I am not able to communicate well with other people;
4. P/W = People dont pay me for the work I do for them;
5. All = All the above.
Table 4.18 Problems of the deaf in their Communities
Response

Frequency

(%)

Valid (%)

I feel rejected by my family;

20

15

14.7

I am not able to communicate

well with other people;

32

23

23.5

People dont pay me for the

work I do for them;
All the above

30

22

22.1

34

25

25.0

People look down on me.

20

15

14.7

Total

136

100.0

100.0

Fig. 4.10 Some identified problems the deaf face in their communities.

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From table 4.18 above, 20 students (15%) feel rejected when they are with
their families. Also, 20 respondents feel discriminated against when they are in their
communities. This may be as a result of negative socio-religious belief such as the
belief that disability is coursed by ones past deeds (Ocloo et al., 2002). 32
respondents, representing 23% said they cannot communicate effectively with other
people outside the school environment. This reiterates the teachers view that
communication handicap of the deaf is main reason why they are not able to work
for the skills they learnt in school. It again confirms Ayensu (1989) idea that
communication barrier is a major hindrance to the deaf in seeking job placement.
25% representing 34 respondents said that they face the entire problems listed.
From the data discussed above, it appears that negative attitude towards the
deaf as well as their inability to communicate effectively with other hearing people
are the main problems facing the deaf when they are outside their protected school
environment.

4.4

Response from Interviews

4.4.1

(a) Financing Vocational Education.

Response from officers interviewed attest to the fact that financial resources

adversely affect the total running of vocational education in schools for the deaf.
One of these cases is the inability of the district education directorate and school
authorities to maintain and repair basic vocational and technical education tools,
equipment and machines.
At times the government gives grants to schools for
administrative purposes. However, these monies come in bulk
and are not specified whether to be used for this purpose or that,
so as the headmaster, I am solely responsible for distributing it.
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And we pay attention to their feeding first before anything else,

(Mr. Asare Thompson, June 2008, in an interview).
Among the main challenges facing the Special Education Unit of the GES is
the limited financial resources available for the development and improvement of
special education in Ghana which include providing vocational and technical
education for the disabled. Financial resources have been inadequate and funding
for vocational and technical skills training too inadequate. According CaselyHayford and Lynch (2003, pp. 16 and 17),
out of the total budget estimates for Ministry of Education, the
Special Education Unit receives less than 0.4% to run its entire
programme. The bulk of this funding is used to provide
institutional care in the form of food for children in special
schools.
There has been very little funding available for creating and supporting vocational
and technical skills training and education programmes for the deaf.
Other sources of funding are been explored by schools administrator to
augment what they receive from the government.

These include support from

NGOs, religious organizations and financial institutions such the Catholic Relief
Service, The Rotary Club of Accra East, the Tema Oil Refinery, and international
NGOs.

4.4.1

(b) Administration of Vocational Education

Administration of vocational education directly affects the quality of teaching and

learning and the final outcome, (the students who undergo this type of education).
Responses from interviews show that heads of vocational departments are directly
responsible for the day-to-day running of vocational skills training. According to
(Mr. Abraham Fordwor, 4th June 2008), in an interview;
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Apart from the general administration of the school in terms of

playing supervisory role on all the staff in the school including
teaching and non-teaching, I also make sure that materials are
available to teachers, classrooms and classroom furniture also
available; the right and well qualified teachers are also employed
to teach in the school, and ensuring that training materials are
provided for the effective teaching of the technical/vocational
students.
From this responds, it can be seen that majority of the responsibilities of the
headmaster have been delegated to the head of department to ensure the smooth
running of the activities of his or her department. Information gathered from
vocational education coordinators reviewed that supervisory role over vocational
education activities in schools for the deaf are not effective enough to ensure
judicious use of funds that are give to the schools.

4.5

Main findings (weaknesses and strengths identified)

4.5.1

Objective one: To examine the inherent difficulties in the vocational

education of the deaf.

4.5.2

Primary Data: Responds from observation, interviews and questionnaire

5.5.3

Difficulties in Teaching and Learning Identified

Data gathered indicate that with the exception of General Knowledge in Art,

textbooks for vocational education subjects under the GES Senior High School
system as well as Vocational/Technical Skills Training under the N.V.T.I. are
unavailable. What are being used are books, pamphlets and teaching notes prepared
by the teachers and other publishers. With the available subject books and syllabi,

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both teachers and students indicated that they do not meet the peculiar needs of the
deaf students. In other words, these materials are not prepared with the deaf in mind.
Teachers and students are of the view that vocational education syllabi of the
G.E.S. and N.V.T.I. are more theoretical than practical. Therefore, these materials
are not working oriented type and as such, do not help much in equipping students
with work oriented skills by the time they graduate. Because of these difficulties,
some teachers do not follow the prescribed syllabi simply because they consider
them as unsuitable for teaching the deaf. Rather, they rely mostly on pamphlets and
their own prepared notes. This was more common among teachers who teach
N.V.T.I. Vocational/Technical Skills Training subjects.
Response gathered from the teachers further shows that they are not able to
communicate effectively in sign language with the students on some technical terms
in vocational education. Also, alternative teaching and learning support materials
such as illustrated charts, still and motion pictures which may aid in skills
acquisition are also unavailable. Because of this, it takes them much time for the
teachers to explain to their students, simple processes which shouldnt take much
time to explain. This was found to be one of the reasons why some teachers are not
able to cover fully what the syllabi dictate. But at the end of a lesson, teachers do not
evaluate properly the lessons delivered.
Workshops in the selected schools are not spacious enough to accommodate
large number of students for a lesson. Also, these workshops are not adequately
equipped with modern tools and machines. With the exception of B.T.I.D., the rest
of the schools selected for the study do not have basic electronic machines such as
planing machines for carpentry, few sewing machines for dress making and tailoring,

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welding, grinding and bending machines for metal work working tables and basic
tools and materials for Visual Arts subjects. Also, classrooms serve as workshop for
Visual Art subjects at the SH/TSD at Akuapem-Mampong.
In addition, materials for practical works (such as fabrics, wooden board,
metal rods and sheets, leather and paints) were purchase in urban towns and cities
which are far away from the location of the schools. This shows that the choice of
vocational education subjects offered in these schools are not based on the materials
resource found in the locality of the school, as asserted by (Asante-Kyei, 2006).
Also missing in the vocational education of the deaf are vocational
orientation and counseling. These are major component of any meaningful
vocational education which should not be ignored in anyway. More importantly, due
to the hearing impairment and psychological make up of the deaf students,
orientation into vocational education at the early stages and orientation into the job
market after skills training as well as counseling in the school should be a constant
services provided for the deaf students. This will not only motivate the students in
school but also ensure that the students are well prepared for work outside the school
environment. Again, entrepreneurial skills training as part of vocational education is
not effectively taught in the selected schools. As such, students graduate with little
marketing skills. This also affects the ability of the students to start a trade with their
skills or find market for their products.

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5.5.4

Teaching Staff
For teaching and learning to be effective, one of the important elements to

consider are quality teachers around whom effective education revolves and can be
achieved. Data gathered through observation, interviews and questionnaire revealed
that majority of teachers posted to teach in schools for the deaf do not work for long
in these schools. Most teachers posted to school for the deaf do not undergo any inservice training, in the form of workshops, seminars, and symposia on pedagogical
strategies. Again, few of the teachers have the requisite academic qualification
coupled with training in pedagogical strategies involved in special need education
prior to their appointment as teachers of the deaf. A greater number of them for
example learnt sign language on the job. This situation creates a lot of
inconveniences for such teachers before they are able to build competencies in
teaching strategies through the use of sign language.
Also, some teachers are teaching subjects they were either not trained in or
did not have enough background knowledge in. For example, in the Ashanti School
for the Deaf and Technical Institute for the Deaf in Jamasi and Bechem respective,
teachers who were trained to handle basic education children were assigned by the
headmasters to teacher in the post-basic vocational departments of the schools.
These teachers were not trained in practical skills subjects such as those under GES
and N.V.I.T. the vocational education syllabi. As such, some of them lack technical
competencies in some subject areas of the subjects they are teaching. A typical case
is weaving under textiles, which teachers do not teach at all because they do not have
the technical know-how to demonstrate the techniques involved in it.

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5.5.5

Students
The deaf students enroll on the vocational education programme for skills

training from basic school. This programme was started to provide basic vocational
skills for the deaf who did not get the chance to enter a main stream secondary or
Vocational/Technical school. Those who got good grades in the B. E. C.E. but did
not have access to the only Senior High School for the deaf at Akuapem-Mampong
but enroll on the vocational skills training programme available in their school, they
do not have good right attitudes towards vocational skills training offered in their
schools. This leads to student dropout from school without any skills. This
contributes to the inability of such people to work on their own or for other people.
This coupled with parental neglect and negative attitudes by some members
of his or her community force such deaf dropout into begging and other anti social
activities. Example of such negative attitude towards vocational education is students
offering Visual Arts. Most of these students do not consider Visual Arts subjects as
part of vocational education. This is as a result of ineffective vocational orientation
and counseling. Besides, some of the students have spent more time on skills training
than necessary in the selected schools. This situation creates pressure on existing
facilities which are not maintained well or expanded. Moreover, vocational skills
students, particularly the deaf have limited chance to pursue further skills training in
their chosen area at the tertiary level.
Though students are hopeful of starting a trade or find employment with
skills training they are undergoing, majority of them do not know how they will get
the necessary financial resource to start up their small-scale business. Again, some
students lack self-confidence or confidence in the vocational skills training they are
undergoing. Data gathered as shown above indicates that greater number of students
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who took part of the study do not see the skills training they are undergoing as
effective enough to help them live an independent life through gainful employment.

4.5.6

Secondary Data: Information from Literary Sources

Quality teachers are enabling factors in improving the quality of vocational

skills training for the hearing impaired. Ndala (2006, p. 9) asserted that only
slightly more than fifty percent of secondary school teachers in sub-Sahara Africa
have the proper qualification which are insufficient for achievement of quality
education. Furthermore, Casely-Hayford and Lynch (2003) reiterate that teachers
trained to teach special needs students do not want to teach in special schools in
Ghana. Available data collected from teachers who responded to questionnaire,
interviews and private conversation confirmed Ndala (2006) assertion.
Both Pragmatist and Re-constructionist theories of education place premium
on the needs of the learner. Edusei (2005) and Quansah (2000) have stressed that
education should be practical oriented and towards problem solving. Furthermore,
Edusei (2005) and Manzoor-Ul-Haque (2000) categorize three main components of
the pragmatic theory of education, (the psychological, sociological and logical
dimensions). Information collected indicates that vocational skills training in schools
for the deaf lack the requisite tools, materials and the right environment in which
quality teaching and learning can take place. On the psychological dimension, it
appears that the psychological make up of the deaf is not considered in what is
prescribed for them to learn.
Again, the necessary resources and facilities such as workshop, equipment,
tools and materials they need to aid their learning are either limited or unavailable to

117

them. On the logical dimension, data gathered indicate that various vocational
education syllabi and it relating textbooks are unfriendly to the needs of the deaf.
Teachers and students alike are of the view that these resources are not designed to
suit the peculiar needs of the deaf.
Unavailable or limited materials for practical lessons may be as a result of
limited funding and the location of the schools and the material resources available
within the community in which the school is located. This does not reflect Asantekyei (2006) statement that the choice of vocational skills subject should be based on
the personnel and material resources available in the locality of the school. Both
teachers and students have indicated that syllabi and textbooks are theoretically
oriented and therefore do not support preparing students for the job market.

4.6

Objective 2: To find out the problems militating against the employment

needs of the hearing impaired vocational skills graduate.

4.6.1

Primary Data: Response from Questionnaire and Interviews

Data provided by both teachers and students indicate the following.

Some students said that they feel rejected by their families. Response from
interviews also confirms this. Some headmasters said some of the parents of students
do not give their hearing impaired children the necessary parental care. They also
said that some parents do not visit their children in school and do not care whether
they come home or not even when their schools are on vacation. Because of this,
such parents do not pay attention to helping their children in either starting a trade or
find employment in an existing one after school. Apart from the family, other social
and government agencies such as the church, District Assemblies, Department of
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Social Welfare, Education and Employment Ministries, NGOs and individuals do

not provide help to the deaf beyond the school environment.
Again, only few of the students are determined to start a trade with their
personal savings. This is an indication that majority of the deaf students have little or
no self-initiating attitude towards working with the skills they are learning. It also
shows that vocational counseling for the disabled is also not effective enough in
Ghanaian schools for the deaf.
Communication between the deaf and the hearing also contributes to the
inability of the deaf to get employed with the skills they have acquired after leaving
school. In view of this particular problem, the students have become more
acquainted to the school environment than their own communities. This is also as a
result of the segregated nature of schools for the deaf. The schools with special
facilities and protection are far removed from the larger society that cannot be found
in the students communities. This very good environment does not help integrating
them well into their communities when they finally complete school, more especially
when these facilities are not present in their communities.
There are limited sources of funds for the deaf to apply for financial
assistance to help them start up their trade with the vocational skills they acquire
from school. Where there are financial assistance available such as the District
Assembly Common Fund, most the students are either unaware or do not know how
to apply for such funds.

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4.6.2

Secondary Data (Information from Literary Sources)

Information gathered from literary sources show that, the main problems that

hinder the employment needs of the deaf are negative attitudes, superstition,
stigmatization, communication barriers, segregated schools, ineffective skill
acquisition, financial resources and lack of parental/family care.
First of all, theories reviewed emphasized on preparing learners to be
problem solvers. Authors have also reiterated that education should be directed
towards developing the learner to acquire vocational skills and to work well
individually and harmoniously with others. Definitions of education as cited from
Agyeman (1986), Curzon (1996), Farrant (1980) and Abosi and Brookman-Amissah
(1992) explain education as social initiating process. Through its initiative
processes, the final result of education, they explained should also include producing
a fully fledged social member capable of adapting to societal change. This comprise
of people who have both theoretical and practical knowledge necessary for survival
of their society and in sustenance of their chosen field of skills.
Some social behaviour shown towards the deaf such as scorn also contribute
to the reason why they are not able to live and work in their communities. Again,
because of this, when some of them succeed in getting employed with the skills they
have learnt, people do not buy from them and those who do, normally do not pay
them well or at all for the goods bought or service provided.
Ayensu (1989) is of the view that the problem of the deaf to get employed
arises out of scarcity and mal-distribution of job opportunities as well as lack of
adequate skills. He further states that communication handicap of the hearing
impaired have generally placed limits to their choice of occupation that depend on
mainly spoken language skills. He reiterates that segregated schools for the deaf turn
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to make the students acquainted more to the school environment than the home.
Therefore, it takes a long difficult time for them to settle down in their community. It
was found that the deaf find it difficult to get employed in occupations where they
are likely to work with hearing individuals. Also the choices of subjects they can
study in school are limited by their impairment.

4.7

Strength Identified
Though very little have been achieved through vocational education of the

deaf, there are identified strengths in the programme which can be improved on
further to help find lasting solutions to the inherent problems found and listed above.
1. Segregated schools for deaf such as those in which this study was conducted
though have contributed to social exclusion for its students; it has also helped
to create an environment in which inclusion education can be fostered. This
can be done by extending the vocational education programme in these
schools to the vast number of J.H.S. leavers who did not get the chance of
entering Senior High Schools and would want to pursue skills training.
2. There is a growing awareness of the abilities and potentials of the deaf within
the community in which the schools are situated. This is reversing some of
the notions some people have about the deaf in particular and the disabled in
general.
3. Quality of products made by students of the vocational and technical
departments is good if not better and comparable to those made by other
professionals found in the open market. This shows that with the right
financial input, materials provision and administrative supervision, the

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programme will not only help solve unemployment problems faced by the
deaf, but also make them contribute economically to national development
through sustainable work culture and job creation.
Since the weaknesses of vocational education of the deaf overweigh the strengths
identified, it can be concluded that the programme has not achieved in full the
purpose for setting it up.

4.8

Test of Hypotheses
It is generally accepted that effective vocational education for students can

help to make them useful members of society (Akyeampong, 2002). In setting the
hypothesis for the study, two things were considered. These were the alternative
hypothesis (used in collecting and analyzing) and a null hypothesis that permits
statistical testing. Lisa (2008) argues that to avoid the disadvantage of a null
hypothesis that rarely expresses the researchers expected results based on insight
and logic, a researcher can set two hypotheses. One is a declarative hypothesis that
express the researchers expectation and a statistical null hypothesis.

4.8.1

Declarative Hypothesis

An effective vocational skills education for the deaf can help make them
employable.

3.8.2

Null Hypothesis

The inabilities of the deaf to utilize skills they have acquired from school are
caused by inherent problems in their education and negative social attitudes
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towards them. Therefore, in testing the null hypotheses, the following questions
were asked.
1) Why are the graduates not able to work with the skills they acquired from
school?
a) Is it from teaching and learning, finance and administrative problem?
(objective one); or
b) From social factors such as negative attitudes and neglect towards the deaf?
(Objective two).
Findings made so far from research instruments and literary sources indicate that, the
inability of the deaf student who completed vocational skills training to work with
his or her acquired skills include the following.
1. Available syllabi and text books are not suitable for teaching the deaf;
2. Absence of subject orientation and vocational counseling;
3. Lack of financial and material support;
4. Communication is a major problem facing the deaf when they are outside the
school environment;
5. Parents, government, NGOs, religious bodies do not support the deaf
graduates to set-up their workshop or find work in an established one;
6. Segregated nature of schools for the schools does not help social integration
as such, the deaf are not able to fully function in their communities even after
completing school;
7. There is scarcity and mal-distribution of job opportunities for the deaf as well
as the lack of adequate skills in the commercial and technical fields (Ayensu
1989).
From the above, it has been confirmed that the inabilities of the deaf to utilize skills

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they have acquired from school are caused by inherent problems in their education as
well as negative attitudes, superstition, financial problems stigmatization, prejudice,
discrimination, communication barriers etc towards the deaf.

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CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1

Summary

This research sought to:

1. To examine the inherent difficulties in the vocational education of the deaf;
2. To find out the problems militating against the employment needs of the deaf
vocational skills graduate.
The first chapter describes the background to the study and the statement of
the problem that necessitated the research work. Generally, the Ghanaian societies
have witnessed an increasing phenomenon of unemployed deaf people turning into
begging and other anti-social vices such as stealing. Despite decades of providing
school based vocational education for people with deaf to help them develop and
contribute meaningfully to their families, community and the nation, there is still the
problem of huge unemployment among the deaf in general, and in particular those
who went through vocational education in schools for the deaf.
Therefore, this research commenced to find out the problems that are
associated with vocational education in Ghanaian schools for the deaf, which is
widely seen as part of the causatives of unemployment of the deaf who have been
trained in vocational skills. Three schools for the deaf namely Bechem Technical
Institute for the Deaf, Ashanti School for the Deaf, Jamasi, and Senior
High/Technical School for the Deaf at Akuapem-Mampong in the Brong-Ahafo,
Ashanti and Eastern regions of Ghana respectively, were selected as case study
centres.

125

Chapter two covers review of related literature on the study. It includes

review of theories of education that are considered when the planning curriculum
school education in Ghana. It also includes definitions and concepts of education,
special education, attitudes towards the disabled and vocational education. Empirical
studies were also reviewed.
Chapter three deals with research methodology; qualitative method of
research was used in conducting the study. Library visits were made to collect
information on related issues on the study. The population and sampling techniques
are stated. Tables, maps and figures have been used to explain further various areas
on the study. The data collecting tools used were interviews, questionnaire and
observation. In all, five (5) out of six (6) people were interviewed. Out of hundred
and forty three (143) copies of questionnaire recovered from students, one hundred
and thirty eight (136) were considered as accurate. Also, out of forty five (45) copies
of questionnaire administered to a target of twenty seven teachers, all twenty seven
copies were recovered. Together, a total of one hundred and seventy copies of
questionnaire and interviews were used for analysis and discussion. Observation
checklist was made to observe teaching and learning of vocational and technical
activities. During this period, the researcher introduced students and teachers to new
forms of skills and products. Photographs of students at work and products made
were also taken.
Chapter four is made up of presentation and discussion of findings. Data
gathered through data collecting instruments were assembled in the form of tables,
graphs, charts and figures. This was done to ascertain the inherent information in
them. Chapter five presents the summary, conclusions and recommendations.

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5.2

Conclusions

Based on the findings of the study, the following conclusions are made:
1. Vocational education syllabi and textbooks are made without considering the
learning needs of the deaf students. Therefore, they are unsuitable for
teaching the deaf.
2. Teachers are not to prepare their students adequately for work outside the
schools environment because they are not able to complete their subject
syllabi on time because of communication difficulties, unavailable textbooks
and absence of teaching and learning materials.
3. Teachers do not follow prescribed syllabi because of poor monitoring and
supervision by educational authorities.
4. Workshops for practical skills training in schools for the deaf are not well
resourced to ensure effective skills development for work after school.
5. Scarce material resources for vocational education in schools for deaf in
Ghana lead to ineffective vocational education.
6. Most deaf students who complete vocational education in Ghanaian schools
for the deaf will not work with the skills they learnt in school because of
inexistence vocational counseling, orientation job and lack of self confidence
on the part of the students.
7. Majority of teaching staff for vocational education in Ghanaian schools for
the deaf do not have the right academic qualification in either teaching the
deaf or the subjects they are handling.
8. Negative attitudes such as scorn, discrimination, superstition and fatalistic
belief shown towards the deaf by some members of their family and
communities hinder the chances of the deaf to self employment or finding

127

jobs.
9. Difficulties in communication between the deaf vocational skills graduate
and hearing individuals lead to isolation and therefore limit their chances of
working with hearing individuals.
10. Funds for vocational education in schools for the deaf in Ghana are
inadequate to ensure effective education especially in practical skills training.
11. There is growing awareness of the abilities and potential of the deaf within
the communities in which the selected schools for the deaf are located.

In addition, this study attempted to find out the problems that contribute to
unemployment among people with hearing impairment particularly those who have
undergone vocational education in schools for the deaf. It is observed that,
vocational education in schools for the deaf will prepare the deaf student for self
employment or paid job and thus enhance his or her personal, community and
national development. Educational policies such as UNESCOs EFA have been
strengthened through educational reform of 2007 and Persons with Disability Act
2006 (Act 715) of the Republic of Ghana.
Notwithstanding these the study noticed that, regardless of policies
implemented, and the efforts of government, educational authorities, religious
bodies, NGOs and individuals who are concerned with general and vocational
education for the deaf persons, there exist some challenges in teaching and learning,
which directly or indirectly affect the effectiveness of vocational education in
schools for the deaf. The effects also extend to the lives of those who undergo
vocational education in these schools after graduation.
Finally, considering the quality of practical skills exhibited by the deaf

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students during the study, the researcher is of the view that with adequate provision
of suitable teaching and learning materials funding and entrepreneurial skills
development, the aid of vocational education of the deaf will be achieved.

5.3

Recommendations
In view of the conclusions drawn above, the following recommendations are

being put forward by the researcher for the attention of educational authorities,
parents, and all who are concerned with the education and development of the deaf.
The current syllabi and textbooks for vocational education of the deaf should
be remodeled to suit the peculiar needs of the deaf students. The GES and N.V.T.I.
should join up and write subject textbooks for vocational education or remodel the
current vocational and technical skill subjects syllabi to suit the needs of the deaf.
This will ensure that the peculiar needs of the deaf are catered for by the syllabi such
that, there will be equilibrium between their disability and the content of the syllabi.
It is recommended for the government to become concerned with the quality
of teachers for vocational education in Ghanaian schools for the deaf. The Ministry
of Education through should embark on series of training programmes where more
qualified specialist teachers in special education would be trained in vocational
education subjects to teach in schools for the deaf. Also, the ministry should ensure
the provision of in-service training for existing teachers to update the knowledge on
special education strategies. Such teacher-training programmes should include
training in sign language to enhance effective communication with the deaf. Again,
incentives for teachers of the deaf should be looked at to attract, retain and
encourage teachers to give their best to the deaf students.

129

Monitoring, supervision and evaluation of vocational education of the deaf

should be strengthened by the GES and N.T.V.I. to ensure that the right syllabi are
used by subject teachers. Also, there should be an effective monitoring mechanism
as well as proper accounting procedure to ensure judicious use of funds meant for
vocational education activities. Again, workshop facilities for vocational education
in schools for the deaf should be expanded and resourced to accommodate more
students and also provide the right environment in which effective skills training can
be ensured. The Ministry of Education can do this by sourcing funds from private
institutions and NGOs.
To ensure effective vocational education, the choice of vocational skills
subjects offered in schools for the deaf should be based on materials resources in the
schools location. There should be Guidance and Counseling officer in schools for
the deaf. This officer should be trained to offer counseling to the deaf students on
vocational choices. He or she should also be tasked to ensure that the students are
well oriented into vocational education when they enroll on the programme and on
the job market before they leave the school. Again, this officer should be able to
assist the students to acquire practical knowledge through attachment in established
industries. He should also assist the teachers to bring to the school, resource persons
who will serve as motivation and a source of information to the deaf students on the
world of work.
Furthermore, to help eliminate negative attitudes towards the deaf, there
should be a vigorous public education through the mass media on the abilities and
potential of the deaf. This education should also include creating awareness on the
potentials and aptitudes of the hearing impaired for national development. The
government, educational authorities, teachers, parents, traditional authorities,
130

religious leaders and students alike should join in this effort. Particularly, parents
who have hearing impaired children should be educated on causes of their childrens
impairment and how to avoid hearing impairment. They should be made to
understand that their deaf children are equally good as their hearing children if they
give them the right care and support.
It will be appropriate if 10% of Special Education Budget be channelled into
providing vocational education in schools for the deaf. This would make a
tremendous difference in vocational education of the deaf and also ensure that the
skills acquired by the deaf students become more useful to them, their society and
the nation at large. The school authorities can also collaborate with NGOs to source
funding towards purchasing modern machines, tools, and equipments and also put up
more spacious workshop for vocational education activities.
The policy of Inclusive Education by UNESCO should be implemented
speedily to help integrated the deaf well into their community schools. Also, in the
immediate term, hearing students who do not have access to main stream secondary
schools in the communities in which schools for the deaf are located, could be
integrated into these schools for the deaf to pursue vocational and technical skills
training. This will close the perception gap between the deaf and the hearing.
Agriculture education should be focused on as vocational skills training in
Ghanaian schools for the deaf. In the researchers view, crop and animal farming
hold an effective remedy to unemployment faced by the deaf after schooling.
Therefore, refocusing agriculture as vocational education will help diversify
vocational education opportunities for the deaf. This can be done by establishing
school based farms in schools for the deaf where the deaf students would be trained

131

in practical crop and animal farming, farm management, decease and pest control in
their schools. And upon completion, the deaf students should also be assisted in land
acquisition, and financial assistance in the form of loans with flexible terms of
payment under an instituted Deaf in Agric Programme by the Ministry of Food and
Agriculture. The ministry can set-up an agency to oversee this programme.
Alternatively, there can be a Ghana Disables Empowerment Fund from which soft
loans can be given to people on the Deaf in Agric Programme. Contribution to this
fund can be sourced from both public and private funds as well as development
partners.
In the researchers view, if the above recommendations are fully considered
and implemented, vocational education of the deaf in schools for the deaf, and the
lives of the deaf graduates after school can be improved. Also, problems which are
associated with the deaf and live of the deaf after school such as unemployment that
leads to over dependency, begging and mockery can be remedied.

132

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138

APPENDICES
Appendix A
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
COLLEGE OF ART AND SOCIAL SCIENCES
DEPARTMENT OF GENERAL ART STUDIES
QUESTIONNAIRE FOR TEACHERS
Dear Sir/Madam,
These questions seek from you the problem(s) associated with vocational and
technical skills training and the reason(s) why in your view some of your graduates
are not able to work with the skills they learnt whiles in school. Your responds will
be kept confidentially. Thank you very much.
Name of school.
SECTION A (BIODATA)
Please tick the appropriate responds below.
1.
Gender: Male [ ]
Female [ ]
2.
(i) Qualification: Degree [ ], Diploma [ ], Specialist certificate [ ],
Teachers certificate [ ], others (please
state).
(ii) Number of years taught: 1-5 [ ], 6-10 [ ], 11-15 [ ], 20 and above [ ].
3. Name of subject(s) you teach (i)
(ii)..
(iii).
4. In which system do you teach? (i) S. H. S. [ ], (ii) N.V.T.I. [ ]
5. Do you often attend workshop, seminar, and conferences on teaching the deaf
vocational skills? Yes [ ], No [ ].
6. If yes, have the workshop, seminar and conference helped you in your lesson
delivery? Yes [ ], No [ ].

139

SECTION B
7. Which of the following subjects are offered in your school? Woodwork [ ], Metal
work [ ], Graphic Design [ ], Leather work [ ], General Knowledge in Art [ ],
Textiles [ ], Building construction [ ], Carpentry [ ].
8. Does the vocational skills syllabi and text books suitable for teaching the deaf
students? Yes [ ], No [ ].
9. To you, what is the problem(s) with the syllabus/text book you use in teaching the
deaf?
a) It does not suit the peculiar needs of the deaf [ ];
b) It is more theory than practical [ ];
c) They are not adequate [ ];
d) There is no problem with it [ ].
10. Do you have problem(s) with what you are teaching? Yes [ ], No [ ]
If yes, what are the problem(s)?
(i) Lack of text books [ ]
(ii) Inadequate of tools and materials [ ]
(iii)Lack of well equipped workshop [ ]
(iv) Students are uncooperative in class [ ]
(v) Students dont have money to buy needed tools and materials [ ]
11. In the case of tools and materials are they readily available? Yes [ ], No [ ]
If yes, list SIX or more of them in the table below:
TOOLS
MATERIALS
1.
2.
3.
4.
5.
6.

12. Do you get financial assistance from your school administration for practice
demonstration? Yes [ ], No [ ].
a) If yes, please rate the finance assistance to your subject(s). High [ ], Average
[ ], Low [ ].
b) If no, how do you buy tools and materials for practical demonstrations in
class?
1) ..
2) ..
3) ..
SECTION C
13. Does vocational skills training offered in your school enough to provide
employment for your students after school? Yes [ ], No [ ]
14. Do you teach your students entrepreneurship? Yes [ ], No [ ]
15. Are your graduates able to setup their workshops after school? Yes [ ], No [ ]
If yes, which of the following careers do your graduates engage in?

140

Batik/tie and dye [ ], Woodwork [ ], Ceramic [ ], Metal works [ ], Leather work

[ ], Graphic design [ ], Picture making [ ], Carpentry [ ], Masonry [ ], Metal
work [ ],
16. Are you graduates able to set up their workshops after school? Yes [ ], No [ ]
If no, what problem(s) do you know your graduates face after school?
7. Their families do not help them to set up their workshop [ ];
8. Students are not well accepted into their community only [ ];
9. Students do not acquire competent skills to start a small-scale industry only [ ];
10. There are no founds to start a workshop trade only [ ];
11. Government agencies, NGOs, traditional authorities, Religious bodies etc do
not help students to start their workshops only [ ];
12. All the above [ ].
OTHER COMMENTS/SUGGESTIONS (please give four recommendations to
improve vocational skills training in your school).
(i)
(ii) ...
(iii)
Note: SHS, Voc/Tech, WASSCE, N.V.T.I. = Senior High School and
Vocational/Technical West Africa Secondary School Certificate respectively.
THANK YOU VERY MUCH!!!!!

141

Appendix B
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
COLLEGE OF ART AND SOCIAL SCIENCES
DEPARTMENT OF GENERAL ART STUDIES
QUESTIONNAIRE FOR STUDENTS
Dear student,
These questions seek to find out from you any problem(s) you are having with your
studies in vocational or technical skills. Please you are requested to respond to the
following questions. Your answers will be kept secretly. Thank you.
Name of school..
SECTION A (BIODATA)
Please tick the appropriate responds below.
1. (a) Gender: Male [ ], Female [ ]
2. (b) Age : 10-15 [ ], 16-20 [ ], 20 and above [ ]
3. (a) Which certificate are you pursuing? (i) WASSCE [ ] (ii) N.V.T.I. [ ]
(b) Class/form: (i) SHS 1 [ ], 2 [ ], 3 [ ]. (iii) Voc/Tech 1 [ ], 2 [ ], 3 [ ]
SECTION B
4. Which of the following subjects is offered in your school? Woodwork [ ],
Metal work [ ], Graphic Design [ ], Leather work [ ], General Knowledge
in Art [ ], Textiles [ ], Building construction [ ], Carpentry [ ].
5. Do you consider the following subjects as vocational in nature? Basketry,
Ceramic, Graphic Design, Leatherwork, Textiles, sculpture, Picture
making. Yes [ ], No [ ].
6. How do you understand visual arts?
a) Visual art is vocational skills training. Yes [ ], No [ ].
b) Visual art is for hobby. Yes [ ], No [ ].
7. Would you be able to work with the skills you are learning? Yes [ ], No [
].
8. Do you have problem(s) in what you are studying? Yes [ ], No [ ]
(a) If yes, what are they?
a) Lack of text books [ ]
b) Inadequate of tools and materials for practical [ ]
c) Lack of well equipped/spacious workshop [ ]
d) I dont have money to buy needed tools and materials [ ]
9. How do you get tools and materials for your work?
a) I buy them myself [ ]
b) My school provides them [ ]
c) I do not buy anything [ ]
d) My school provides all [ ]
10. Are your teachers providing effective teaching? Please mark them below:
High [ ], Average [ ], Low [ ].
142

11. Is it difficult to get tools and materials for your practical work? Yes [ ], No
[ ]
a) Are they readily available? Yes [ ], No [ ].
b) If yes, list SIX or more of them in the table below:
TOOLS
MATERIALS
1.
2.
3.
4.
5.
6.

12. Do you sell your practical works? Yes [ ], No [ ].

If yes, how do you sell them?
a)
b)
c)
d)
SECTION C
13. Would you set up your own workshop or you will work for someone for pay
after school? Yes [ ], No [ ].
If yes, how will you get money to set up your workshop?
a) Through church donation [ ].
b) Through my parents and relatives [ ].
c) Through NGOs [ ].
d) Through my personal savings [ ].
e) Through my district assembly [ ].
If no, how will you take care of yourself?
a) I will work for other people [ ]
b) I will join a master craftsman for further training [ ]
c) I will sell to earn money [ ]
d) I will take to farming [ ]
e) I will join Youth Employment Programme [ ]
14. How will you sell your finish works?
a) people will come to me to buy [ ]
b) people will ask me to produce for them [ ]
c) I will take them to the market to sell [ ].
15. How do you feel when you are at home with your family?
a) I feel rejected by my family [ ];
b) I am not able to communicate well with other people [ ];
c) People dont pay me for the work I do for them [ ];
143

d) People look down on me [ ];

e) All the above [ ]
f) Note: SHS, Voc/Tech, WASSCE, N.V.T.I. = Senior High School and
Vocational/Technical West Africa Secondary School Certificate respectively.
THANK YOU VERY MUCH!!!!!

144

Appendix C
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
COLLEGE OF ART AND SOCIAL SCIENCES
DEPARTMENT OF GENERAL ART STUDIES
INTERVIEW GUIDE FOR G.E.S. OFFICERS/HEAD MASTERS
Introduction
Training in vocational and technical education is geared towards equipping students
with employable skills for job creation. Vocational and technical skills education in
Ghanaian schools for the deaf face several problems. As a result, a high number of
deaf students who complete vocational skills training in schools for the deaf art not
able to work with the skills they trained in. These questions seek from you, your
views on vocational education as it is administered in your district/school
respectively and the reasons why students are not able to find work after school. You
are kindly requested to study these questions carefully and be adequately prepared to
answer them on the scheduled date. Thank you very much.
QUESTIONS
1. Can you please give brief background information on your duties in relation
to vocational education?
2. Please tell me, what is your role in administering vocational and technical
skills training in this district/school?
3. How many vocational and secondary school(s)/departments are under your
jurisdiction?
4. Do you have logistic problems with supervising vocational and technical
skills
training in the district/school?
5. Please, do you organize workshops, seminars etc for teachers in your district?
6. Please in your view, is vocational skills currently been run in school(s) in this
district effective enough to offer employment for students after completing
school?
. If yes, are the students able to start a trade after leaving school?
. If no, what are the problems militating against students after school?
7. What are the problems facing your school(s) in terms of vocational
education?
8. How are you helping find solutions to these problems? .
9. Is the provision of text books and other materials such as syllabus and
Teaching and Learning Materials regular to schools in this district?
10. Have you ever have complain on the syllabus use by vocational skills
teachers such as not suitable for the teaching the deaf?
11. In your view, does the current syllabus on various subjects meet the specific
needs of the deaf?
If no, would you agree if separate syllabi are designed for the deaf students?
12. To what extent does the vocational skills curriculum place the deaf students
at a disadvantage?
145

13. Would you agree that an effective theoretical and practical knowledge in
vocational and technical skills training can help provide employment
opportunities for the deaf student after school?
14. What are the major problems that the school(s) under you faces with
vocational studies?
15. How do you help finance vocational skills training in your schools?
16. Do you have inter-organizational relationship with NGOs, and other
institutions and agencies outside the GES in connection with vocational
education?
17. Does the GES provide funds for administering vocational skills training in
this school?
If yes, is it enough and regular?
18. To what extent do they help in training students?
19. Does the district directorate assist in acquiring tools and materials for
teaching and learning?
20. How do you help graduating students in starting their trades?
21. Do you have a problem with students enrolling into the vocational section
after completing JHS?
22. Do you pay particular attention to the schools for the deaf under your
supervision?
23. How would you compare the performance of the deaf student to the hearing
student?
24. What are some of the social problems facing the deaf after school, do you
know any?
25. What do you consider as the most singular achievement or failure of the
schools for the deaf pertaining to its strategic function of proving quality
education to the deaf?
26. Is there any comment-or suggestion you want to add, please?

THANK YOU VERY MUCH!!!!!!!!

146

Appendix D
OBSERVATION CHECKLIST
ANGLES OF OBSERVATION
Is Vocation
organized?

Education

well

ATTRIBUTES
1) Does the school have workshops? (if yes, are they well
equipped
2) Do all students participate during lesson time?
3) Do teachers have access to teaching support materials?
4) Is funding enough for vocational education?
1) Are there enough teachers for vocational education?

Do the input (teachers, learning

materials) generate maximum
students participation in class?

2) Are there enough text books for all vocational skills

subjects?
3) If yes, are they readily available?
4) Do teachers have access to tools and materials?
5) Do teacher have adequate teaching support materials?
6) Are students allowed to have a hand-on practice whiles
lesson are on-going?
7) Do students have equal access to tools and materials?
8) Do teachers and students show positive attitudes towards
vocational skills?

147

REMARKS

9) Is practical skills effective enough to enable the students

generate employment from it?
10) Is adequate time allocated to both theory and practice of
vocational skills subjects?
11) Do teachers show competencies in both subject areas and
sign language?
12) Is there any chance of introducing new techniques and
products to teachers and students?
1) Are articles made well executed in form and ergonomically?
Can articles made by students
generate interest and patronage
in the market?

Effects of students disability on

their studies.

2) Are articles made aesthetically pleasing?

3) Do you consider works by students to be durable enough?
1) Do students show any sign of disinterest in vocational
education?
2) How do students respond to theoretical lessons?
3) Does segregation have any impact on the students?
4) How friendly are the students?
5) Are there identifiable problem with individual students?

148

Appendix E

AN INTERVIEW TRANSCRIPT
(Abraham K. Fodwor, Headmaster Senior High/Technical School for the Deaf,
Mampong-Akuapim)
Kwame: Good afternoon sir!
Abraham K. Fodwor: Good afternoon; you are welcomed
Kwame: Thank you sir!
Introduction
Please sir, as we scheduled earlier, the information I am collecting is to find out
the problem associated with vocational skills training for the deaf in this school
and why some of the graduates are not working with their skills. Thank you very
much for making time for me and allowing me to carry out this research in this
school. We will go straight ahead to the main issues at hand.
Question:

Please, first of all give me a brief background of yourself.

Response: I am Abraham J.K. Fordwor. I joined special education, specializing in

Education of the deaf in 1996. I was posted to Sekondi School for the
deaf and after that I was transferred to Somanya to be the district special
education Officer in the district education office. Then from there, I was
appointed and transferred to this place as the head master in October
2006.
Question: Before assuming your current position where you teaching?
Response: I taught at the Sekondi School for the deaf from 1996 to 2004 before
going to Somanya as the district officer for special education.
Question: Currently, what role do you play as the head of the school in connection
with the Technical/Vocational education?
Response: I coordinate the activities of the department. I find out their needs and try
as much as possible to satisfy them. That is all that I do.
Question: When it comes to your administrative role, how often do you attend
workshops, seminars or conferences of administration?
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Response: That one there is no specific time. When they find it necessary, then they
invite us for a workshop. In my two year stay, I have gone for not less
than six to eight workshops.
Question: Have they been helpful to you in your work?
Response:: very, very much!
Question: This place being the only public Senior High school for the deaf, is the
vocational/Technical skills training here enough to offer employment for
your students after they leave this school?
Response: No, l am saying no because they dont pay fees here. So we depend solely
on governments funding. And funds needed for the purchase of items
for the practical training are not available. Also the parents normally do
not give much attention to their children because they think they are deaf
and so they cannot be of any use to them. But they are very, very good.
The little works we do here, we see that they are very good in practical
work. Because we dont have enough materials, the training taking place
here cannot offer them any meaningful job.
Question:

What are the major problems facing vocational training here?

Response: It is the acquisition of necessary materials and tools like industrial sewing
machines, natural and synthetic leather, boards and adhesives and
fasteners. These ones are mainly for visual arts, but when you talk of
vocational training in general, it is the acquisition of the necessary tools
and materials for practical skills training; because I believe that the
theoretical work can not give them any meaningful employment.
Question:

How are you solving these problems?

Response: The government sometimes comes to our aid. Sometimes too we appeal
to Non-Governmental Organizations for financial assistance to purchase
few items for practical training. Sometimes parents also come in but the
money they offer is always not sufficient. So, we do the practical works
whenever we have the money.
Question: When we talk about text books and syllabi do you have enough of them in
this school?
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Response: For the syllabus, there are enough. But for text books, I am afraid they
are not enough.
Question: Does the current syllabus meet the needs of the deaf?
Response:: Well, for the syllabus, education in Ghana is geared to particular goals
and the syllabi are designed to meet those goals. So, if we get the
materials and tools for the practical, I think the syllabi will not be too
difficult for them. Because when it comes to hand work, I think they
will over excel the hearing if they catch up with the practical training.
Question: Would you agree that an effective theoretical and practical training will
offer employment for the deaf?
Response: That one is true. Especially the practical aspect, when it is very effective
it will help in their employment.
Question: How do you finance vocational education?
Response: Sometime we go to the banks for financial assistance. And also people
come from outside the school and abroad and we appeal to them to help
us which sometimes some of them respond to our call.
Question: What about NGOs?
Response: Actually they dont come in so much with help for vocational skills
training but they sometimes do other things.
Question: How do you acquire tools and materials for practical training?
Response: As I said before, we sometime fall on the banks and also the little help we
get from the government.
Question: Does that mean that you dont levy the students in any way?
Response: No, not so much. Here it is difficult to levy a student because it is purely
a non- fee paying institution. So if you the administrator wants to levy
the students, it will be contrary to the regulation. So if something comes
in at all, it is the parents who decide on that. That is the P.T.A. levy
themselves towards specific projects.
Question: Does the G.E.S. provide funds for administrative activities?

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Response: Yes, They give us a monthly F.E. and also money for lodging and
feeding. In fact every burden is on the government that is why the
government is sometimes found wanting in certain aspects.
Question: A part from the banks do you get help from any other NGOs such as the
C.R.S., World Vision or Rotary?
Response: The C.R.S. especially has been very helpful to us. Actually their
supplementary feed they give us is of great help to us. For Rotary,
recently we had a letter from one of their clubs that they want to come
and help us.
Question: When student finishes, does the N.G.O or the school help them with tools
and other things to help them start up something?
Response: No, this is a secondary school so when they finishes, they just leave here.
Question: When you receive G.E.S. funding to your school, what percentage is put
into practical training?
Response: That one, sometimes they give some fund for teaching and learning
materials. So that money goes into teaching and learning and tools and
materials for the department.
Question: Enrolment from the Junior High school to the Senior High school how is
it like?
Response: It has improved greatly, because this school started with twenty students
and now they are over two hundred. So there is an improvement. Last
year admission sent by the computerized system was about one hundred
and twenty. It has never been so.
Question: After leaving this school, how are your students accepted into their
communities?
Response: I cannot answer this question very well because normally I dont follow
them to their communities. But in general you can see that they feel
more lively when they come back to the school.
Question: In your view how would you compare the deaf to the hearing on the job
market?

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Response: I have met some few of them who did visual art and what they produce is
very nice. As to how much they get from what they do, I cannot tell. They
cannot organize themselves very well so they are not able to market
themselves well.
Question: What about academics?
Response: Practically they are comparable to the hearing but in theory, sometime
they find things difficult.
Question: Is it because of their disability?
Response: Yes; according to literature the immediately you loose your sense of
hearing, you loose about 80% of the ability to learn especially in
academic and that is a big problem for them some of them.
Question: Please what do you consider as the most significant achievement of this
school?
Response: The school has been able to produce some university graduates, teacher
training graduates, and we are working had to help them live a
meaningful life. So in general, they are able to achieve something in life
but for employment, it is not easy for them at all.
Question: And is there any failure?
Response: We are not 100% so there are some few cases of like that. We dont have
a Ghanaian sign language. It is now coming into the system. What is
there is the English and American sigh languages. In that particular area
we have not done well because deaf education has been over fifty years
in Ghana but we have not been able to developed a standardized
language for them.
Question: Please is there any other thing you want to add to what we have discussed
so far?
Response: Yes; if NGOs or individual philanthropist can come to the aid of these
children, they will be beneficial to them. The parents also have to be
educated. Finally what I am advocating for is for the parents to form a
national association to fight for the rights of their children.

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Please sir that will be enough for now. Thank you very much for your time and
attention.
Response: You are always welcomed.

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