ENHANCING JOB SATISFACTION THROUGH VESTIBULE TRAINING IN CONSTRUCTION INDUSTRIES IN LAGOS STATE

Training of workforce for skill development, productivity enhancement, and improved quality of work is crucial to the attainment of industrial goals and objectives. Such objectives become possible when workers are regularly trained and satisfied with their job. Training is undergoing continuous change, and this change poses challenges to construction industries. Despite the laudable role of training in job performance and satisfaction, construction industries are still having different perspectives on the training of craftsmen. Therefore, this paper aimed at investigating the perception of craftsmen on enhancing job satisfaction through vestibule training in construction industries in Lagos State using an exploratory survey research type of the ex-post facto design. The sample consisted of 108 craftsmen. A validated and piloted questionnaire based on a 4-point rating scale was used for data collection in the study. Data were analyzed using descriptive and inferential statistics including frequency, percentage, means, standard deviation, and ANOVA. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that craftsmen were satisfied with the use of vestibule training as it increases job performance and increases efficiency. It was recommended that construction industries should be given more attention to use vestibule training as a technique of showing trainees how to do a job and then allowing them to get on with the job

Perception of Employers' in Transforming Technical and Vocational Education and Training vis-a-vis Emerging Technology Tools for Sustainable Workforce Development in Nigeria

Economic competitiveness of a country depends to a large extent on the skills of its workforce. The skills and the competencies of the workforce, in turn, are dependent upon the quality of the country’s education and training. Education and training are undergoing continuous change, and this change poses more challenges to the 21st-century workforce, and to training institutions. Despite the importance of TVET in transforming economic development, of any nation, Nigeria still has different perspectives about the competency of its TVET graduates. Therefore, the paper aims at determining the perceptions of Organized Private Sector (OPS) employers’ regarding the competency of TVET graduates and the role of emerging technology tools in transforming TVET for a sustainable workforce development. Using a descriptive survey research design and a sample of 80 OPS employers. A validated and piloted questionnaire based on a 5-point Likert scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means, standard deviation and ANOVA. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that employers were not satisfied with the competency level of TVET graduates as it is showed that they are not well prepared to enter the competitive workforce and to be self-reliant. Given the nature and complexity of the field of TVET for a sustainable workforce, it was recommended that the utilization of adequate planning and management of emerging technology tools and resources in teaching TVET programs could contribute enormously to the quality and sustainability of the Nigerian workforce

Efficacy of Open Learning System on College of Education Students’ Achievement in Woodwork Technology

The study explored the effectiveness of open learning as one of the educational approaches to equip youths for job market/self-employment, thereby increasing their self-reliance and combating the ever-increasing poverty problem. The efficacy of open learning for teaching woodwork design and construction in Nigerian colleges of education was determined using a pre-test, post-test non-equivalent control quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group was taught woodwork design and construction using an open learning system while the control group received instruction with the conventional teaching method for ten weeks. Wood Design and Construction Achievement Test (WDCAT) comprised of drawing and practical tests with a KR-21 reliability coefficient of 0.88 employed for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork design and construction than students in the control group. Although no significant difference existed between genders taught wood design and construction using an open learning system. Based on the findings, it was recommended that an open learning system should be encouraged in teaching woodwork design and construction in Nigerian educational institutions

Empowering Nigerian Youths through Technical Vocational Education and Training for Enhancing National Security

The Nigerian government had initiated several youth empowerment programmes through TVET, but a lot of these programmes lack structure and their impact not felt by the nation’s youths. This is evident in the substantial number of youth that still lack work skills-which often results to unemployment, insecurity, loss of lives and properties and chaos. The study therefore, sought to investigate, TVET empowerment skills required by youths as a means for enhancing national security. Descriptive survey research design was used and data was obtained using a structured questionnaire known as the Empowerment Skill Inventory Checklist (ESIC). Eighty five TVET lecturers in post-secondary vocational institutions took part in the study. Findings revealed that youths require vocational skills in areas such as horticulture, business, engineering and construction works. Also recommended techniques and strategies for career development that include specific skills such as business skills, financial management skills, basic computation skills, communication skills and adaptation skills

Strategies for Improving Higher Order Thinking Skills in Teaching and Learning of Design and Technology Education

Higher order thinking skills (HOTS) should be an integral part of teaching and learning especially at the higher education level. Thinking skills lessons should be part of the curriculum if students are to solve problems individually, cooperatively and creatively. Teachers on the other hand must be conversant with relevant techniques needed for teaching higher order thinking. An in-depth review of literature reveals that teachers are faced with the problem of how to prepare and teach higher order thinking skills in design and technology education. This paper is a library based work; and data were collected from textbooks, journal articles and internet search. The paper critically examined existing practices in the teaching of higher order thinking skills in design and technology education. Some of the key features mentioned were the use of concept, inferences, visualization, and schemas, among others. Recommendations for practice change were made regarding the development of HOTS. &nbsp

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

The study investigated attitudes towards computer and computer anxiety as determinants of computer self-efficacy among 2100 pre-service science, technology and mathematics (STM) teachers from the University of Lagos of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed significant correlations between computer attitudes, computer anxiety and computer self-efficacy. Gender differences in attitude toward computer, computer self-efficacy and computer anxiety among pre-service STM teachers were significant. Affective component, perceived control component, and perceived usefulness component, behavioural intention component, gender, and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers’ computer self-efficacy. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety, so that positive e-learning experiences can be created for pre-service STM teachers

Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria

Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom

ECONOMIC REVATALISATION THROUGH TECHNICAL VOCATIONAL (TVET) EDUCATION AND TRAINING FOR NATIONAL DEVELOPMENT

Technical vocational education and training (TVET) should be strengthened as an integral school programme especially at the higher education level. Effective implementation of technical vocational education and training as part of the school curriculum should be enhanced as a means of revitalizing the economy for national development. Teachers, on the other hand, must be conversant with relevant techniques and facilities needed for transforming and empowering youths with skills to solve problems and be creative as members of society. An in-depth review of the literature reveals that teachers are faced with the problem of how to teach and prepare students with skills, knowledge, and attitudes to enable them to become productive members of society. This paper is a library-based work, and data were collected from textbooks, journal articles, and internet searches. The paper critically examined existing practices in economic revitalization through TVET for the national economy. Some of the key features mentioned were the use of concepts, inferences, and visualization, among others. Recommendations for practice change were made regarding revitalizing the economy through TVET for national development

Perception of Employers' in Transforming Technical and Vocational Education and Training vis-a-vis Emerging Technology Tools for Sustainable Workforce Development in Nigeria

Economic competitiveness of a country depends to a large extent on the skills of its workforce. The skills and the competencies of the workforce, in turn, are dependent upon the quality of the country’s education and training. Education and training are undergoing continuous change, and this change poses more challenges to the 21st-century workforce, and to training institutions. Despite the importance of TVET in transforming economic development, of any nation, Nigeria still has different perspectives about the competency of its TVET graduates. Therefore, the paper aims at determining the perceptions of Organized Private Sector (OPS) employers’ regarding the competency of TVET graduates and the role of emerging technology tools in transforming TVET for a sustainable workforce development. Using a descriptive survey research design and a sample of 80 OPS employers. A validated and piloted questionnaire based on a 5-point Likert scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means, standard deviation and ANOVA. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that employers were not satisfied with the competency level of TVET graduates as it is showed that they are not well prepared to enter the competitive workforce and to be self-reliant. Given the nature and complexity of the field of TVET for a sustainable workforce, it was recommended that the utilization of adequate planning and management of emerging technology tools and resources in teaching TVET programs could contribute enormously to the quality and sustainability of the Nigerian workforce