Partnerships for Knowledge Production: A Panacea for Skills Acquisition for Sustainable Development through Vocational Education in Nigeria (Published)
This paper focused on partnerships for knowledge production as a panacea for skills acquisition for sustainable development through Vocational Education in Nigeria. Although the government of Nigeria is emphasizing Entrepreneurial Education to promote skills acquisition for economic growth, the government has failed to match it plans with concrete actions by way of financial support and provision of facilities to enhance proper preparation of the learners for skills acquisition at graduation. Skill acquisition is the sole aim of Vocational Education. A survey of some programmes in the Universities has shown that this programme (Vocational Education) is organized without practicals due to lack of facilities such as workshops and laboratories with modern equipments. Students who offer computer education in most cases are not exposed to practical experience. This is applicable to other areas of Vocational Education as well. This paper highlighted other challenges such as lack of implementation of research results in Technical Vocational Education and Training (TVET), lack of students exchange and linkage programmes in some Universities. Finally, among other recommendations, the paper raised the need for Federal and State governments to allocate a substantial amount of funds in their yearly budgets for proper implementation of Vocational Education programme in Nigeria.
Assessment of Instructional Methods Adopted By Teachers of Agricultural Science in Secondary Schools for Enhanced Skill Acquisition for Self-Reliance in Enugu State, Nigeria (Published)
This paper assessed the instructional methods adopted by teachers of agricultural science in secondary schools for enhanced skill acquisition for self-reliance in Enugu State. Two research questions and two null hypotheses guided the study. A structured questionnaire made up of 28 items was used to elicit responses from 122 respondents comprising of 90 teachers of agricultural science teaching in schools located in urban and 32 teachers, teaching in schools in rural areas. The instrument was face validated by three experts. The reliability of the instrument was determined using Cronbach alpha reliability coefficient. A reliability index of 0.91 was obtained. Mean with standard deviation was used to answer the research questions, whilet-test was used to test the null hypotheses at 0.05 level of significance. The results of the study showed that teachers used demonstration, action research method, individual teaching method, field experience (farm) teaching, field trip methods of teacher, etc to a great extent, for enhanced skills acquisition for self-reliance in Enugu State. It was found that teachers do not integrate modern technologies in teaching agricultural science in secondary schools in Enugu State of Nigeria. Based on the findings, it was recommended among others that; teachers should be retrained in the use of modern technologies in agricultural instructional delivery.