Social Media: A Platform for Effective Instructional Delivery of Technical and Vocational Education and Training (TVET) Programmes (Published)
Social media is significantly paving its way in the classroom and it could be useful for effective instructional delivery of Technical and vocational education and training (TVET) programmes. This study was carried out in Enugu State , Nigeria to determine Social media as a platform for effective instructional delivery of TVET programmes in Public Universities in Enugu State. Survey research design was employed for the study. The population consisted of 97 TVET lecturers teaching in the two public universities offering TVET programmes in Enugu State. The entire population was used. Therefore, no sample was drawn because of the manageable size of the population. Two research questions were answered by the study and two null hypotheses tested at .05 level of significance. The result of the study revealed that social media is a useful platform for effective TVET delivery but TVET lecturers utilize social media to a low extent. From the findings of the study, the researchers recommended among others that TVET lecturers should update their skills in the use of social media and also, TVET institutions should upgrade social media facilities in their various institutions for effective utilization in TVET delivery.
Technical and Vocational Education and Training (TVET) As a Panacea for Poverty Reduction in Enugu State (Published)
This paper examined Technical and vocational education (TVET) as a panacea for poverty reduction in Enugu State. Three research questions and three null hypotheses guided the study. The study adopted survey research design. The population for the study comprised 364 respondents made up of 330 registered entrepreneurs and 34 TVET teachers teaching in TVET institutions in Enugu State. A sample size of 150 respondents made up of 116 registered entrepreneurs and 34 TVET teachers was utilized for the study. Researchers’ developed and validated questionnaire was used as an instrument for data collection. Data analysis was done using mean, standard deviation and t.test statistics. The findings of the study revealed that TVET has a well-structured and packaged programme that can equip the recipients’ with the employability skills for world of work and poverty reduction. However, there are lots of challenges hindering TVET for achieving its potentials in poverty reduction. Arising from the findings of the study, the researchers concluded that TVET is a panacea for poverty reduction in Enugu State. The recommendations among others were that TVET institutions should provide training materials for TVET students in all the programmes for poverty reduction in Enugu State and also, there should be adequate funding of TVET by the government for provision and maintenance of equipment.
An Appraisal of the Development and Functioning Of Vocational Education and Training in Nigeria (Published)
Technical Vocational Education and Training (TVET) programmes in Nigeria is yet to be understood by the members of the society and that accounts for their negative attitude of relegating it to the background despite its potentials and undeniable evidence of its’ products and services. The programmes are in different categories and levels but are characterized by the practical components which cut across all the different levels. The historical research method was adopted for the study using primary and secondary data. The study reveals that technical vocational education and training programmes have been in vogue from the pre-colonial era to date. It was the main training programmes available before the advent of colonialism and introduction of western education in Nigeria. TVET programmes in Nigeria is not meeting the needs of the society and the paper advanced what should be done to bridge the need gap as the way forward.
Soft Skills Preparation as Panacea for Self-Employment for Tvet Technician Graduates in Kenya (Published)
The main aim of the paper was to assess how effect of soft skills on self-employment among Technical and Vocational Education and Training technician graduates in Kenya. The specific soft skills investigated in this study were practice time management, solve problems, work independently, interpersonal skills, communication skills, decision making skill, creativity/innovations and adaptability on self-employment among TVET graduates. This study was based on pragmatic research paradigm using embedded research design. The study targeted 527 technician graduate from TVET institutions in Uasin Gishu county Kenya. Simple random was used to select 320 sample size. Quantitative data analysis was done using descriptive statistics and inferential statistics. The interview transcripts were analysed using thematic analysis. Multiple Regression analysis was done to test hypothesis. Findings showed that TVET institutions did not inculcate soft skills content required for survival in self-employment. The generic skills tested were ranked from highly perceived as good to the least good: time management, ability to solve problems, ability to work autonomously, interpersonal skills, communication skills, decision making, creativity and innovative skills, and adaptability. However, despite time management being ranked the highest it had no effect on self-employment. Regression results revealed that ability to solve problems, ability to work independently, interpersonal skills, adaptability and creativity and innovations have a positive and significant effect on self-employment.
THE NIGERIAN LOCAL CONTENT ACT AND ITS IMPLICATION ON TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) AND THE NATION’S ECONOMY (Published)
The Nigerian state has been faced with various economic, social, political, educational, and development problems in all sectors of the Nigerian economy. These problems have eventually led to poverty, corruption, kidnapping, unemployment, stealing, terrorism, militancy, and armed robbery amongst others. In other to tackle theses challenges facing the nation, the Federal Government of Nigeria, under the leadership of President Goodluck Ebele Jonathan (GCFR), in March 2010 signed into law the Nigerian Local Content Act which aimed at promoting industrialization of the nation’s oil and gas industries and thereby improving the economic and social well being of citizens engaged in the industries. Using secondary data, this paper examines the Nigerian local content act, technical vocational education training (TVET) and the implication of Local Content Act on TVET and the Nigerian economy. Therefore, it was concluded that the Nigerian local Content Act adds value to Technical and Vocational Education and Training (TVET) in Nigeria. In addition, for Nigeria to achieved the intended goals and objectives of the Local Content Act, the government, stakeholders, and the board in charge of implementation and monitoring of the Local Content Act must first of all revitalize TVET institutions, train and retrain TVET professionals, and establish more TVET institutions that will help produced the skilled work force needed to implement the Nigerian Local Content Act.