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The technical and vocational teacher education program of the University of Education, Winneba in Ghana, includes a compulsory supervised industrial attachment. This gives student teachers the opportunity to relate theory to practice and to enable them go out to prepare their students for success in further education and the workplace. This paper which is part of a larger study that assessed the supervised industrial attachment focuses on organisational issues and the program's challenges. Data were collected from 13 lecturers, 90 students and 22 workplace supervisors through a self-completion questionnaire. The reported findings were based on four-point Likert-type items relating to organisational issues and challenges. Data were analysed using descriptive statistics, t-test, ANOVA and Scheffe's post hoc test. The findings revealed dissatisfaction of stakeholders with weightings of assessment components, the practice of students finding their own placements, program duration, and lack of liaison officer. Among the 10 items on organisational issues, only three produced statistically significant differences in respondents' ratings. The perceived challenges were lack of free access to machines and equipment, amount of money spent travelling to and from the workplace, and time spent on finding placement. Among the five items on challenges, only one produced statistically significant differences in respondents' ratings.

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The Technical and Vocational Teacher Education Program of the University of Education, Winneba in Ghana, includes a compulsory supervised industrial attachment (SIA). This gives student teachers the opportunity to relate theory to practice and to be well prepared upon completion to prepare their students for success in further education and the workplace. This paper which is part of a larger study that assessed the SIA program focuses on the attainment of program objectives and program usefulness. Data were collected from 13 lecturers, 90 students and 22 workplace supervisors through a self-completion questionnaire. The reported findings were based on four-point Likert-type items relating to the attainment of program objectives (five items) and program usefulness (five items). Descriptive statistics, one way analysis of variance at 0.05 level of significance and Scheffe's post hoc test were used to analyse the data. The results showed that lecturers, students and workplace supervisors rated highly elements of program usefulness and the attainment of program objectives. Additionally, there was uniform agreement in the responses of respondents as there were no statistically significant differences in their ratings of all the items relating to attainment of program objectives and program usefulness except for their ratings regarding the opportunity for host organisations to reduce recruitment and training costs of workplace staff during attachment.

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