INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREE

INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREE
According to my experience as a vocational trainer in food processing and life skills, the use of participatory action research (PAR) based on non-expert equality concept will be suitable for empowering the people at the VTCs in South Sudan through a democratic learning process. The use of these participatory principles will boast the development of South Sudan since the curriculum will be familiarized to both the leaders as well as commoners with the language of participation. This will also create space for people’s own initiatives in the struggle of their own rights and development according to their needs.
Further more, this participation should not only focus on the people at the VTCs and vocational industry but also the non-informed citizens so that their needs may as well be fulfilled basing on their participation. This is because villagers use participation as a tool for resistance against indifferent or corrupt authorities.
This will provide an environment for continuity in the local context. I would therefore suggest that the approaches and methods used by the researchers or facilitators should not conflict with participatory action research to some extent for example neglecting any issue raised by the VTC community and rather dictate what the curriculum should constitute of.