Revamping Technical Vocational Education and Training through Public-Private Partnerships for Skill Development

Technical Vocational Education and Training (TVET) faces huge demands globally due to the high level of unemployment and the quest for technological development, industrialization and economic growth. For TVET to achieve its objectives of enabling leaners to catch up with the ever-changing living standard in a fast growing technological world and creating jobs for sustainable living, it must be strengthened through public-private partnerships (PPP) because government cannot singlehandedly shoulder this enormous task. It is with this understanding that this paper examined the need for PPP in TVET, strategic issues for TVET in Africa, reforms in TVET, PPP models for skill development and ways of revamping TVET through PPP. The paper suggests that PPPs should be encouraged. Sharing of tools and equipment between TVET institutions and industries—aimed at ensuring that learners are abreast with developments in the world of work—is also recommended

Enhancing Development of Soft Skills among Technical Vocational Education and Training Students towards Achieving the Sustainable Development Goals

Soft skills are fundamental set of skills for preparing students for life long and work in today’s global world. Knowledge, innovation and creativity play key functions in developing human capital, which is a core driver of economic progress and sustainable development globally. It is in line with this background that this paper examined the development of soft skills in Technical Vocational Education and Training (TVET) students towards achieving Sustainable Development Goals. The paper looked at the concept of TVET, reasons for promoting soft skills in TVET and discussed soft skills for sustainable development. These soft skills include innovation skills, critical thinking skills, creativity skills, problem-solving skills, communication skills, collaboration skills, among others. The paper also highlighted who today’s teachers and students are; and discussed the roles of TVET teachers in developing soft skills in students. Also examined in the paper are instructional methods for developing soft skills in TVET. The paper suggested that TVET teachers should balance direct instruction with project-oriented instructional delivery, among others

ERGONOMICS PRINCIPLES AS STRATEGY FOR PROMOTING STUDENTS’ ACQUISITION OF PSYCHO-PRODUCTIVE SKILLS IN BUILDING CONSTRUCTION TRADE IN TECHNICAL COLLEGES IN EDO STATE, NIGERIA

This study examined the effect of Ergonomic principles on students’ acquisition of psycho-productive skills in Building Construction Trade in Technical Colleges using non-equivalent control group quasi experimental research design. The sample for the study comprised of 80 (60 males and 20 females) randomly selected from the six technical colleges in Edo State, Nigeria. The instruments for data collection were Psycho-productive Skills Performance Test (PSPT) in Building Construction operations, Building Construction Interest Inventory (BCII) and lesson plans. Three experts validated the instrument. The reliability of the instrument was determined using Kuder Richardson 21 (KR-21) formulae and a reliability coefficient of .89 was obtained. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed among others that Ergonomic principles were effective in enhancing technical college students’ acquisition of psycho-productive skills in Building Construction Trade. Based on the findings of this study, it was recommended among others that Ergonomics principles should be incorporated as an instructional technique into the technical college Building Construction Trade curriculum for effective instructional process.  Article visualizations

Effect of student-interaction patterns on students' academic performance in basic technology in EDO state secondary schools

This study investigated the effect of student-interaction patterns on students academic performance in Basic Technology in Edo State junior secondary schools using non-equivalent control group quasi experimental research design. Two research questions and two null hypotheses guided the study. The study was conducted in Edo State. A sample size of 138 vocational II students was drawn using purposive sampling technique and used for the study. Three groups were used for this study; they are student-student interaction, student-teachers interaction and student material interaction patterns. The instrument for data collection was Basic Technology Achievement Test (BTAT). The research questions were answered using Mean and standard deviation while Analysis of Covariance (ANOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed that there was significant mean effect of instructional strategies on students mean performance score in Basic Technology; there was no significant mean effect of gender on students’ Mean performance score in Basic Technology. In line with the findings of the study, the educational implication of the findings were highlighted and it was recommended among others that Basic Technology teachers should be trained on how best to involve students in student-student interaction patterns during instructions to facilitate students’ academic performance in the subject. This could be achieved through in-service training such as conferences, seminars and workshops for technical teachers

Approaches for Developing Generic Skills in Building Technology Graduates for Global Competitiveness

The need to inculcate generic skills into graduates to meet the demands of the ever dynamic workplace has been of concern to stakeholders in education and the world of work. This concept of a global competitiveness, and generic skills were reviewed and discussed. This paper also examined the importance of generic skills; and factors influencing generic skills development among graduates were highlighted. This factors calls for different approaches and shift in pedagogy in developing generic skills for global competitiveness which include: change in instructional delivery, from the traditional method of instruction to cooperative learning model. It also involves integration and contextualized learning, creating world class spaces for learning, enhanced utilization of technology and inclusive learning and teaching environment for producing global workers in building technology

Effect of Loci-Kit Models on Students Academic Performance in Technical Drawing in Edo State Technical Colleges, Nigeria

The study investigated the effect of loci-kit models on students academic performance in technical drawing in Edo State technical colleges using non-equivalent control group quasi-experimental research design. Two research questions and two null hypotheses guided the study. The population for this study consisted of 864 vocational II students from the six technical colleges in Edo State. The sample for the study comprised of 110 (60 males and 50 females) randomly selected from all the technical colleges in Edo State. The instrument for data collection was Technical Drawing Achievement Test (TDAT). Three experts validated the instrument. The reliability of the instrument was determined using Kuder Richardson 21 (KR-21) formulae and a reliability coefficient of .85 was obtained. The research questions were answered using Mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed that Loci-kit model was effective in enhancing technical college students performance in technical drawing topic loci; there was no significant mean effect of gender on students Mean performance score in Technical Drawing. In line with the findings of the study, it was recommended among others that Technical Drawing teachers should employ innovative approaches such as loci-kit models during instructions of loci concepts in technical drawing to facilitate students academic performance in the subject

Reinventing Appropriate Strategies for Curriculum Development and Implementation in Technical Vocational Education and Training in Nigeria for Global Competitiveness

Technical Vocational education and Training (TVET) has been accepted the world over as a vital tool for achieving sustainable development and global competitiveness. However, TVET in Nigeria are faced with enormous issues such as inadequate funding, inadequate human resources, poor infrastructural facilities, among others which are militating against TVET as a means of achieving sustainable development and global competitiveness. Towards addressing these issues, there is need to embrace global partnership for quality TVET. Hence, this paper examines the concept of  TVET, the teaching structure of TVET under the Nigerian Education system with a view to reinventing appropriate strategies for development and implementation of an effective curriculum that will bring about qualified and well trained professionals of for sustainable national development and global competitiveness. Keywords: TVET, Curriculum Development, Public-Private Partnership, Global                                                     Competitivenes

School Plant Facility and Maintenance: A Necessity Effective Teaching and Learning in Technical Vocational Education and Training

Since Technical Vocational Education and Training (TVET) is all about skill acquisition in order toprepare learners to fit into the world of work and become self- reliant, the curriculum for such training has toinvolve the use of adequate provision of necessary fa c il ities c all ed s chool plant in order to ac hieveeffective teaching and learning. The purpose of this paper is to affirm the need for adequate facilities in aTechnical and Vocational Institution, and the necessity to have a good maintenance structure in place inorder to achieve the desired objectives and enhance the life span of the facilities. This paper also looked atissue of challenges facing the maintenance of these facilities in Technical and Vocational Educationalinstitutions in Nigeria. Conclusions were made looking at suggestions in order to achieve adequacy in theprovisions of facilities such as machines, workshops, equipment and tools in Technical and Vocational schoolswhich can effectively enhance teaching and learning and by extension provide economic growth in anynation

SPROUTING SUSTAINABLE INDUSTRIAL AND TECHNOLOGICAL WORKFORCE THROUGH TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN SOUTH-SOUTH, NIGERIA

The call for continuous creation of industrial and technological workforce cannot be overlooked, in view of the fact that it will boost the sustainable industrial and technological development of any nation. A vital programme that can bring into being requisite workforce for sustainable industrial and technological development is Technical Vocational Education and Training (TVET). To this end, this study investigated the strategies for sprouting sustainable industrial and technological workforce through TVET in Nigeria using the descriptive survey research design. The study was guided with two research questions and two hypotheses. The sample was made up of 300 respondents comprising of 154 TVET Lecturers from Universities and 146 TVET industry-based workers in South-South Geopolitical Zone of Nigeria, who were selected using simple random and convenience sampling techniques respectively. The instrument used for data collection was a 69-item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha and a reliability coefficient of .86 was obtained. Mean and standard deviations statistics were used to answer the research questions, whereas t-test statistic was used to test the null hypotheses at .05 level of significance. The findings of this study revealed that TVET programmes had some policy-related challenges; and TVET institutions-workplace collaboration is a possible strategy for sprouting sustainable industrial and technological workforce in Nigeria. Thus, among others, it was recommended that firm TVET policy document be set-up by government and all stakeholders to appropriately synchronize TVET programmes towards sprouting sustainable industrial and technological workforce in Nigeria

COMPARATIVE EFFECTS OF THREE INSTRUCTIONAL METHODS ON STUDENTS’ PERFORMANCE IN BUILDING TECHNOLOGY IN NIGERIAN POLYTECHNICS

This study investigated the effects of reciprocal peer tutoring, peer tutoring and conventional teaching method on students’ performance in Building Technology using the quasi-experimental research design. The population consisted of all the 232 ND II Building Technology students’ in the four public Polytechnics in Edo, Delta and Ondo States of Nigeria, while the sample comprised of 193 ND II students purposively selected from three out of the three Polytechnics. The instrument used for data collection was the Building Technology Achievement Test (BTAT) which consisted 80 multiple choice items. Three hypotheses guided this study. Data collected were analyzed using Mean and t-test and ANOVA. The findings revealed among others: a significant difference between the Mean post-test score of students RPT and those exposed to CTM, in favour of RPT; Gender had no significant effects on students’ performance; and there was no significant interaction effect of gender and teaching methods on students’ performance. It was recommended among others that: Building Technology teachers should be encouraged to employ RPT more in their teaching in order to increase the level of students’ performance in Building Technology