The Relationship Between Wbl and Certificated Learning Within Higher Education Institutions: the Ghanaian Experience

Abstract

Abstract Purpose The study examined the relationship between WBL models and certificated learning within Higher (fashion) Education institutions in the Ghanaian context. Design/methodology/approach The study employed the quantitative data collection and analysis technique. Thus, questionnaires were administered. The population included postgraduate and undergraduate students of the HE institutions in Ghana offering the fashion design and textiles studies option and some fashion houses. A purposive sampling technique was used to select forty-eight (48) fashion houses and some graduates practising their acquired skills. Again, out of ten (10) technical universities, eight (8) were selected for data collection. The sampled institutions selected represent a fair distribution of the overall population of HE institutions that offer vocational education, especially higher fashion education programs. A Pearson moment correlation was run to determine the relationship between the core variables. Findings This study draws on the various WBL literature to inform the development of a framework to illustrate the interaction of HE, WBL and the industry. The data collected and analyzed displayed no violation of normality, linearity or homoscedasticity by visual inspection. However, HE had a weak and negative correlation against all the WBL models except for YAP and CA, which were positive, but these also had weak correlations., this is the WBL program that benefits students. Originality This study exhibited a sufficient comprehension of the relationship between WBL and certificated learning within higher education institutions.