Stakeholders urged not to interfere in nursing and midwifery education – Dr YakongState Is In Collaboration With Stakeholders To Implement TVET Reforms

Dr Vida Nyagre Yakong, Dean of the School of Nursing and Midwifery at the University for Development Studies (UDS) in Tamale, says Ghana's dream for quality nursing and midwifery education may remain a dream if stakeholders continue to serve as barriers. 'Our dream to ensuring quality education for Nursing and Midwifery in Ghana may remain at the level of a dream if some stakeholders continue to serve as barriers to quality education instead of facilitators,' she said. She said many training institutions witnessed an upsurge in unprofessional and academic misconduct during examinations. 'Students' engagement in examination malpractices has become so common and normalized among students. 'They enter examination halls with phones containing content for examination and wrapped in papers used as menstrual pads. Some download artificial intelligence Apps on their phones that find answers online for their questions. Some write content under their dresses and on their thighs to copy,' she said. Dr Yakong said this when she delivered a keynote address at the maiden graduation and matriculation ceremony of the Nursing and Midwifery Training College (NMTC) - Zuarungu, on the theme: 'Quality nursing and midwifery education: The role of stakeholders.' She said students who engaged in examination malpractices risked cancellation of their papers, rustication or even dismissals, and described such acts as embarrassment to the nursing and midwifery professions that valued truth, hard work and academic excellence. The Keynote Speaker said some stakeholders including politicians and community leaders, who should have known better, interfered in disciplinary actions against students involved in examination malpractices. 'Instead of these unprofessional and unethical behaviours to be condemned, we rather have some politicians, some members of management of the institutions and community leaders, including Chiefs, stand in the way of ensuring quality education by asking that such students remain unpunished. 'Heads of school s receive countless calls from some people who should have known better, asking for favours to free such students and labelling them as wicked when they stand their grounds to ensure the right thing is done,' the Dean said. Dr Yakong further expressed concern that such students who should have been ashamed of their misconducts, issued death threats to examiners and invigilators. She said the calibre of students selected for admission into programmes was equally a threat to the quality of nursing and midwifery education and noted that 'Most students are admitted based on protocols and political pressure.' The Dean said such students came with some perceived entitlement due to their affiliation with politicians. 'It is a source of worry when quality education in nursing and midwifery is politicized. As stakeholders, we need to rethink the implications of our role in this journey.' She called for review of the different programmes that existed and the need to upgrade them to a level that was consistent with international standards, 'In most countries, the entry point for nursing and midwifery is first degree. 'It is time for government and the Regulatory Bodies to revisit the processes that were started to make this move, but short-lived for political reasons. We need to end the certificate training and move on to first degree level,' Dr Yakong said. Mr Michael Yidana Mantamia, the Principal of the NMTC - Zuarungu, on behalf of the Advisory Board, Management, and staff of the College, congratulated the 202 graduates of various nursing programmes for their performance and dedication to the tenets of the College which resulted in their successful completion. 'We have no doubt that we have equipped you with the needed knowledge, attitude and skill to fit in the contemporary era. I admonish all graduates to be guided by the stanza seven of the nurse's pledge; 'I promise that my personal life shall at all times bring credit to my profession.' To the 513 fresh students admitted to various programmes in the nursing profession, the Principal advised them to take their academic work seriously and make judicious use of their time so that they could achieve the goal of their stay in the College. Source: Ghana News Agency The Government in collaboration with stakeholders is aggressively involved in implementing transformative reforms to revitalise the Technical and Vocational Education and Training (TVET) sector in order to make it responsive to the emerging demands in the labour market. State Department of Technical and Vocational Education and Training (TVET) Principal Secretary Esther Muoria said these reforms, as contained in the Presidential Working Party on Education Reforms, emphasises the periodic review of the TVET curriculum to ensure relevance to the evolving needs of the job market. The PS said the ongoing reforms are not merely policy actions but are the foundation for a brighter future for our TVET sector and our nation as a whole, adding that by embracing these reforms, we instill dynamism, relevance, and inclusivity in the TVET subsector thus creating a skilled and versatile workforce ready to tackle the ever-changing technological present and future challenges. Dr. Muoria was speaking in Naivasha on Wednes day during a workshop to sensitize the officials of 13 newly established national polytechnics in the country on The Kenya National Qualifications Framework (KNQF) for new National Polytechnics. The workshop also provides a valuable opportunity for the newly established polytechnics to collaborate, exchange ideas, and collectively strategise on various issues including; curriculum development, training, assessment, and certification in alignment with the National Qualifications Framework. All this is in a bid to enhance skills and competencies to meet industry requirements, ultimately enhancing the employability of our youth. 'The importance of robust linkages between TVET institutions and the industry cannot be overemphasized as it is a cornerstone to these reforms, fostering a responsive and effective education and training system, which will benefit both the individual trainee and the broader economy,' Dr. Muoria observed. She stated that the shared goal between the Government and the stakeholders is to shape the path towards creating opportunities for our youth and to give them a chance to contribute to the growth and development of our nation and the world. To this end, the PS noted that the reforms being implemented are in line with the latest skills needs survey report released by the Federation of Kenya Employers (FKE) which underscores a significant demand for TVET skills within the workforce. The survey revealed that the top TVET skills sought by employers include transport and logistics at 21.3 percent, electrical expertise at 21.1 percent, and competencies in building and construction at 18.2 percent. Remarkably to the survey, the most demanded engineering skills identified by enterprises include computer and software engineering at 30.7 percent, followed closely by electrical and electronics engineering at 27.4 percent and mechanical and production engineering at 25 percent. Dr. Muoria stated that the Ministry of Education is diligently implemented these reforms, including the recruitment and r etooling of trainers and a shift from theory-based to practical-based training, popularly known as Competency Based Education Training (CBET) programs. The Kenya National Qualifications Authority (KNQA) Acting Chief Executive Officer (CEO) Alice Kande on her part said her organisation had made remarkable progress in harmonizing and coordinating National Qualifications in the Country and urged all TVET institutions to embrace the process of registration of their National Qualifications in the Kenya National Qualifications Framework as required by law. 'We are committed to building your capacity in curriculum development, implementation of Competence-Based Education and Training, and the intricacies of assessment and certification in accordance with KNQF requirements,' Dr Kande told the participants. It's worth noting that the KNQA plays an important role in coordinating and harmonizing education, training, assessment, and quality assurance of all qualifications awarded in the country, with the goal of impro ving quality and international comparability and realise lifelong learning. The process involves the development of the Occupational Standards (OS) by the industry, describing specific job requirements. The OS then serves as a benchmark to assess and measure the performance and qualifications of individuals in specific professions or industries. Consequently, Kande said regulators play a pivotal role in setting standards, ensuring training aligns with industry needs, and adapting to the evolving demands of the job market. She said key among the components of the Framework is accreditation and registration of Qualifications Awarding Institutions (QAI's) and their respective qualifications. The KNQA Acting CEO explained that the harmonious relationship between the National Qualification Framework and Competence-Based Education and Training is apparent in their shared objective of enhancing the quality and relevance of qualifications. Dr. Kande further emphasised that curriculum development is a nuanced and multifaceted process that requires coordination, collaboration, and cooperation among various stakeholders in order to ensure the development of competitive qualifications that are intricately linked to industry needs through a comprehensive needs assessment analysis that is informed by Labour Market Information. Qualifications Awarding Institutions with the legal mandate, such as polytechnics were advised to utilize these Occupational Standards to formulate curricula for specific qualifications, developing training and learning materials along with assessment tools. Dr Kande noted that the resulting documents are then taken through rigorous stakeholder engagement and validation, involving multiple entities such as Ministries, Departments, and Agencies (MDAs), Regulatory Bodies, Training Institutions, Employers, Associations/Unions, NGOs among others. Hence the need for collaboration among all stakeholders in order to create globally competitive, quality, and relevant qualifications that contribute to socio -economic development. Source: Kenya News Agency