A cursory study indicated that there were challenges in the acquisition of practical skills in the Basic Design and Technology (BDT) programme offered in the Junior High Schools. No study was found to have been done regarding the actual challenges in skills acquisition in the programme. This case study therefore fills the gap and purposefully focuses on the teaching strategies employed by the BDT teachers and the learning outcomes of pupils, among other related issues. The study examines the teaching strategies of teachers, considering the limited facilities available, and how they affect pupils’ acquisition of practical skills and competence. The qualitative research method was used for the study which sought to find out criteria used for the selection of BDT Options, the state of logistics for running the programme and the processes for teaching and learning. The purposive and simple random sampling techniques were used to sample 322 pupils and 13 teachers from four Junior High Schools (JHS) selected from the Ashanti Region. Using interview and observation to solicit data, the analysis revealed that due to inadequacy of human and material resources, teaching and learning of the BDT subjects were not effective. Moreover, little or no practicals were done. Thus, majority of the pupils in the study area graduate from the Junior High School with no practical skills and experience. Implications of the findings are discussed highlighting the importance of using proper teaching and learning approaches, providing qualified teachers, funds, studio/workshop facilities and teaching and learning materials for effective delivery and learning of BDT.
Keywords: Assessment, Basic Design and Technology, Junior High Schools, effective teaching.
