Interview Conducted by Paul Tartisio at Don Bosco VTC, Wau

Masonry and Brick Laying

This section has 13 first years, 14 second years and 3 instructors, one from Kenya and two Sudanese. The two Sudanese instructors got their training at Don Bosco V.T.C, Khartoum and the Kenyan got his training at Kenyatta Polytechnic, Kenya. All the 3 have a collaborative understanding despite the language barriers of English and Arabic. The Sudanese instructors finished their vocational studies all in Arabic; meanwhile the Kenyan was trained in English.

Interviewing the instructor, Mr. Joseph Mwaniki, Class: First and Second Year students, Section: Masonry and Brick laying
Date: 8th-11-2008
Time: 11:00 – 11:45am

Question: Explain briefly, the relationship between you as an instructor and students, your method of teaching and how you ensure learning takes place among the students?

Relationship

I am Joseph Mwaniki, head of the department, masonry and brick laying.
As an instructor, I am a father, a brother, a friend, a leader and above all a servant to all the students. Students should not see an instructor as a bodyguard that follows every mistake that he or she does. As a father, I advice student as my son or daughter, as a brother and friend to them I create a point of trust, being a leader I guide them through the destitute of darkness to light and as a servant, I dedicate myself to impart a sound knowledge and make them responsible of their own learning process.

Method of teaching

I usually have theory class every Monday, Tuesday and Wednesday in the morning hours and practical from 11:00 am to 3:30 pm), everyday.
I used English to write the notes but explanation take place in Arabic.
Before we start a new topic, I revise with students the previous topics, asked them questions in Arabic. The students get bore during the theory class due to the language (English) use but when I use Arabic to explain they become active in asking questions and clarifications. The time allocated for theory also is too long, about 2 hours and half, there is a need to break it. Actually, language is the biggest problem for many students giving up their studies both in the V.T.Cs and even general education. They are used to Arabic and many received their basic education in Arabic. Since, English has become the national language in Southern Sudan; it is like a paradigm shift for many students.
In short, the crucial point that needs to be taken into consideration is language both for instructors and students, because using a familiar language involve learning.

Learning process

The first year training begins with two months of basic courses i.e. preparatory courses such as
• Workshop safety is explaining to the students the importance of putting on some safety materials during the workshop practice. The safety materials are like, helmet, gloves, shoes and overall dress.
• Languages such as English which is compulsory and official language to be use in Southern Sudan, Arabic as second language, which is also important and prefer by many students than English. Books are still in Arabic not yet translated into English, some in Italian.
• Technical education is informing the students the importance of having vocational skills in the local market or industry today. They have to be responsible for their learning in the vocational training. They are also taught the crucial points when they will be distributed in the local industries for entrepreneurship.

Practical

The syllabus taught in the first year had the general introduction to building and construction, where the students are shown the different types of bricks use in construction, type clay/mud, cements, and gravel for concreting in the workshop practice.
They are taught drafting walls (designing the building), ground preparation, foundation, concreting (floor and plastering), scaffolding, boundary walls, technical designs and working drawing.
The students are given opportunities individually during the workshop practice to manifest his or her talents and skills by constructing a concrete wall and floor. To ensure that learning is taking place the instructor will divide students in groups (4 in each group) to construct a scaffolding for one month. They have to work as a group, learn and enrich each other’s knowledge. Constructing this building is of important because then an instructor will know where to improve his method of teaching and guiding.

Observation

The student demonstrate learning process when they are in group because they learn from each other in terms of punctuality, cleanliness and asking clarifications and questions from each other when something is not clear.
The students work as a team, some mixing clay/mud, others putting bricks along the foundation, others make sure there is enough water both for mixing the clay/mud and drinking, first aid personnel, to mention few.
The presentation of the work was in group and one person or leader presenting the difficulties and challenges they face during construction. For instance, the materials they lack such as gloves, mesterina, and spat. The cooperation among them was not up to date but despite the pros and cons, they have learned working together as a team, taking care of each other in terms of first aid.
Finally the instructor gives the general observation and remarks for improvement.

Reflection

In my mind, the common reason for drop out is the school fees which the students cannot afford to pay. The amount to be paid is 120 Sudanese pounds which is equivalent to $ 60.
The major reason however, for leaving the school is language. The majority leaving the school are IDPs (Internally Displace People) because the education they received mostly in Khartoum was in Arabic.
As far as I understand the learning process will not take place at all with students if the language use is not familiar to them.
To me, the note given in English and explanation in Arabic is not the best way to ensure learning process.
In short, the students may acquire skills but the knowledge of this skill may be difficult to impart to others.