Changes in the assessment of work-integrated learning in Botswana for vocational education and training students as a result of the COVID-19 pandemic
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Date
Authors
Hondonga, Jerald
Chinengundu, Tawanda
Maphosa, Phyllis Kudzai
Journal Title
Journal ISSN
Volume Title
Publisher
Work-Integrated Learning NZ
Abstract
The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET)
activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies
for many learners. Several institutions revisited their assessment methods and tools for WIL during such
pandemics. This study investigated the assessment methods adopted by private TVET institutions in Botswana to
assess WIL during the pandemic. This was a quantitative study which used online questionnaires to gather data.
Purposive sampling was used to select research participants, amongst TVET lecturers and WIL coordinators in
two private TVET colleges. Findings indicated that assessment of WIL practical skills online remains a challenge
and most of the institutions attempted to continue with usual assessment practices.
Description
Keywords
COVID-19 pandemic, Coronavirus disease 2019 (COVID-19), Technical vocational education and training (TVET), Work-integrated learning (WIL), Competence, Work-based learning, Assessment, Assessor, Workplace
Sustainable Development Goals
Citation
Hondonga, J., Chinengundu, T. & Maphosa, P.K. 2022, 'Changes in the assessment of work-integrated learning in Botswana for vocational education and training students as a result of the COVID-19 pandemic', International Journal of Work-Integrated Learning, vol. 23, no. 4, pp. 565-578.