An evaluation of how Civil Technology teachers vocationalise practical skills curriculum in metropolitan schools

Abstract The vocationalisation of school curricula is increasingly important for preparing learners with practical knowledge and skills that are relevant to further education, employment and changing workplace demands. This study evaluated how Civil Technology teachers vocationalise the practical skills curriculum in metropolitan schools. The study adopted a qualitative research approach, framed within a case study design to capture variations in practices across selected technical schools. Furthermore, Cognitive Apprenticeship Theory was employed as a theoretical framework to guide this study. Eleven Civil Technology teachers were purposively selected based on their vast experience in teaching practical skills curriculum. Data were collected through non-participant classroom observations and were analysed using inductive content analysis. The findings revealed that Civil Technology teachers vocationalised the curriculum primarily through instructional processing skills and demonstration phase. However, the extent of vocationalisation varied across classrooms. Practical teaching was frequently teacher-centred, with limited opportunities for learners to actively participate, receive sufficient explanation of procedures and develop 21st century skills that are required in the built environment industry. The findings further revealed inconsistencies in the modelling of the selection and use of appropriate tools, limited emphasis on achieving high-quality workmanship and technical practices. From the perspective of Cognitive Apprenticeship Theory, the six stages of the framework were not comprehensively enacted during the observed lessons, as teachers primarily focused on direct instruction and demonstrating practical procedures and techniques to learners. The study concludes that Civil Technology teachers are partially vocationalising the practical skills curriculum, but vocationalisation remains uneven and inconsistent aligned with real-world occupational practices.