Changes in the assessment of work-integrated learning in Botswana for vocational education and training students as a result of the COVID-19 pandemic

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. © 2022 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

work-based learning Competence Assessment Workplace assessor

Index Keywords

Author Affiliations

New Era College, Gaborone, Botswana

University of Pretoria, Pretoria, Gauteng, South Africa

Gaborone University, Gaborone, Botswana

Funding & Acknowledgements

No funding information

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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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