Tag Archives: Vocational education

Syrian refugee apprentices at Lebanese vocational schools: integration challenges (Published)

The conflict in Syria has been going on for eight years, and this led, according to UNHCR, to around 488 thousand school refugee children in Lebanon, nearly 2,000 of them are enrolled at Lebanese vocational schools. This paper shows the effect of enrollment of Syrian refugee trainees Lebanese vocational education’s public schools in term of access, and reveal the factors that hinder or encourage children refugees’ registration in vocational schools. This study evaluates the reasons behind successes and failures to register or dropout and tests further hypotheses related to links between vocational education and child labour, gender equality and early marriage.Data were collected among 200 refugees aged 15-20 enrolled at VET schools in Lebanon. Findings reveal that vocational education helps to control early marriage, child labour, and lack of social cohesion.The Lebanese Ministry of Education’s needs to create a refugee training policy to be ready to host more refugee trainees at the Public VET schools. An occupational, vocational training enrolment campaign and a national strategy for vocational education must include other initiatives related to child marriage and child labour.

Keywords: Child Labour, Refugee integration, Vocational education, early marriage

Vocational Education Needs of Cucumber Farmers for enhancing Productivity in Ikwerre Local Government Areas of Rivers State (Published)

This study examined the vocational education needs of cucumber farmers for enhancing productivity in Ikwerre local government areas of Rivers State. The population of the study comprised of 108 registered cucumber farmers in the study area. The study adopted a census study as the entire population was used. Three research questions were formulated to guide the study. Data were collected using well validated and structured questionnaire and interview. The reliability coefficient (r) of 0.81 was established using test-retest method. Data were analyzed descriptively using Mean and Standard Deviation with criterion mean value of 2.50 and above, while z-test was used to test the hypotheses at 0.05 level of significance. The findings showed that farmers need vocational education for good knowledge in selection of site, mulching techniques, identify good seed variety and determine the need for soil treatment among others. The study also showed that cucumber farmers need vocational education to be skillful on the removal of old and diseased cucumber plants from the field, apply foliar herbicides to control disease infections. Based on the findings the study recommended that Rivers State government should direct the vocational education centers to integrate the identified skills in commercial cucumber production enterprises into skill acquisition centers for training youths for employment and retraining farmers for competency on the job. Cucumber farmers in Ikwerre Local Government Area of Rivers State should also be encouraged and motivated to enroll into Vocational Education centers in the state to learn the skills needed in commercial cucumber production for sustainable living.

 

Keywords: Cucumber, Needs, Productivity, Vocational education, farming

Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) In Revamping Nigeria Depressed Economy (Published)

Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011).  Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.

Keywords: Development, Economic Depression, Technical, Vocational education

The Impact of the Teaching Strategy Based On Learning through Activities in the Development of the Students’ Attitudes toward Vocational Education in Jordan (Published)

This study aimed at teaching the household mechanical installations unit by means of the teaching strategy based on learning through activities as well as identifying the teaching strategy based on learning through activities, and highlighting the applied importance of the vocational education subject in the students’ daily life. The study produced a cluster of results and recommendations most prominently: There is an impact of the teaching strategy based on learning through activities in the development of students’ attitudes toward vocational education in Jordan. The researcher also recommends the necessity of encouraging the students to enroll in vocational training centers in order to learn a profession that enables them to join the Jordanian labour market and fulfill its needs.

Keywords: Household Mechanical Installations., Learning Through Activities, Vocational education

Relevance of Entrepreneurial Studies as Perceived by Vocational Education Undergraduate Students in Nigeria (Published)

This study investigated the perception of undergraduate vocational education students on the relevancy of entrepreneurial Studies in Ekiti state. In order to elicit information required for this study, three research questions were developed and answered while two null hypotheses were formulated and tested at 0.05 level of significance. A 17 item structured questionnaire titled vocational education students’ entrepreneurial studies perception (VESESP) was developed for data collection. Survey research design was adopted for the study. The sample for the study was 84 respondents made up of 97 male and 49 female vocational educational students in the two institutions running vocational education programs in Ekiti state. Face and content validity were carried out on the structured questionnaire by two experts in vocational and technical and education. The Cronbach alpha method was used to compute the reliability of the questionnaire to obtain a co-efficient of 0.79. Mean and standard deviation were used to analyse the research questions while t-test statistics and ANOVA were used to test the hypothesis. Based on the data collected and analysed, it was discovered that majority of respondent view entrepreneurship education as desirable and that entrepreneurship education prepares students very well for future entrepreneurial careers, there were also no significant differences among students running various degree programmes among other findings. However, it was also observed that there are various challenges facing entrepreneurship education as perceived by the students, this includes; students not having the opportunity to interact with high level entrepreneurs, inability of students to be able to prepare business plan after attending entrepreneurship education classes among others. Recommendations were thereafter made on ways to improve on entrepreneurship education courses in order to achieve the desired objectives of making vocational and technical education graduates to be job creator rather than job seekers.

Keywords: Entrepreneurship education, Perception, Undergraduate Students, Vocational education

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.

Keywords: Nigeria, Skills Acquisition, Sustainable Development, Vocational education, knowledge production, partnerships

The Education Reform in Morocco through the Emergency Plan (2009-2012) And Its Impact on Schooling (Published)

The study analyzes the situation of education since the implementation of the educational reforms in 1999, by focusing on the National Chart for Education and on different programs undertaken to activate the reform process for better schooling and social equity among all. The study aims to see how far these goals were achieved, the reasons behind the reform’s fall (2000-2009), in addition to the general overview of the education system in Morocco after the Emergency Plan. The following study focuses on analyzing the educational system in Morocco during and after the Emergency Plan period, especially at first through monitoring schooling ratios in Primary, Elementary and secondary cycles, secondly, identifying some schooling quality indicators and thirdly analyzing the profitability ratios on one hand and school drop out on the other hand, in order to evaluate the effectiveness of the educational system and the approved reforms. Summary of results is improved both quantitative indicators during the years of the completion of the emergency plan and after the implementation of the program, especially in primary and secondary wire and to a lesser degree in secondary qualifying wire, have reached enrollment rates in primary education, 99% and above in the total urban and rural areas and 98% in rural areas the two mediums reached 100% in urban areas, and exceeded enrollment ratios Balaaadada 85% total of the two mediums urban and village did this ratio exceeds 66% in rural areas, and approached alerted schooling Baltohela than 60%, as recorded 58.5% total of the two mediums, but the rest of schooling in this corps world rates Karoui very low with an 27% e. but despite this national effort to the day the qualitative indicators are all, or almost, in a recession or collapse.

Keywords: Emergency Plan, School Drop Out., Schooling Indicators, Schooling Ratios, Vocational education

REPOSITIONING TECHNOLOGY AND VOCATIONAL EDUCATION AND TRAINING (TVET) FOR POVERTY REDUCTION IN NIGERIA (Published)

The paper acknowledges that Technology and vocational education and training (TVET) is an integral component of lifelong learning that provides functional education for individuals’ survival and socio-economic wellbeing of the society. This realization informs the global acceptance of TVET, as an effective tool for nation building and transformation. Taking cognizance of skill enhancement or empowerment capability of TVET for job creation, the paper upholds, this could engender poverty reduction which in turn orchestrates the culture of peace, environmentally sustainable development, social cohesion and international citizenship. The paper also emphasizes the potency of TVET in meeting the gap for new forms of skill development to meet the technological, economic and social needs of many developed countries. Furthermore, the author describes poverty as a serious menace to national growth and highlights some causes and destructive effects of poverty to nation building and maintains that unless appropriate attention is accorded to TVET the ripple effects of poverty would continue to defile every well informed policy/approaches of the government to nib poverty in the bud. Consequently, amidst other recommendations, the paper affirms that the government should through its agencies sufficiently empower graduates of TVET at all levels and also diligently mentor and monitor their activities to ensure their sustenance and active contribution to nation building as well as poverty reduction.

Keywords: Nigeria, Poverty Reduction, Repositioning Technology, Training (Tvet), Vocational education

REPOSITIONING TECHNOLOGY AND VOCATIONAL EDUCATION AND TRAINING (TVET) FOR POVERTY REDUCTION IN NIGERIA. (Published)

The paper acknowledges that Technology and vocational education and training (TVET) is an integral component of lifelong learning that provides functional education for individuals’ survival and socio-economic wellbeing of the society. This realization informs the global acceptance of TVET, as an effective tool for nation building and transformation. Taking cognizance of skill enhancement or empowerment capability of TVET for job creation, the paper upholds, this could engender poverty reduction which in turn orchestrates the culture of peace, environmentally sustainable development, social cohesion and international citizenship. The paper also emphasizes the potency of TVET in meeting the gap for new forms of skill development to meet the technological, economic and social needs of many developed countries. Furthermore, the author describes poverty as a serious menace to national growth and highlights some causes and destructive effects of poverty to nation building and maintains that unless appropriate attention is accorded to TVET the ripple effects of poverty would continue to defile every well informed policy/approaches of the government to nib poverty in the bud. Consequently, amidst other recommendations, the paper affirms that the government should through its agencies sufficiently empower graduates of TVET at all levels and also diligently mentor and monitor their activities to ensure their sustenance and active contribution to nation building as well as poverty reduction.

Keywords: Nigeria, Poverty Reduction, Repositioning Technology, Training (Tvet), Vocational education

STRATEGIC FOCUS ON ENTREPRENEURSHIP IN VOCATIONAL EDUCATION (Published)

The aim of vocational education is oriented toward sustainable performance that can contribute to the country development. A mission is of great importance to the organizations as well as for vocational high schools since it promotes vision, values and its goals. It communicates not only to the employees but to the stakeholders and provides the basis for the priorities, strategic plans and work tasks of the organization. The paper focuses on the mission statements of Macedonian vocational high schools posted on their web sites. By content analysis, the research has the aim to evident the presence of mission statement and its elements – words that support entrepreneurial spirit, like: entrepreneurship, innovation, creativity, self-employment. Aside from determining the focus of interest of vocational high schools and their readiness to develop entrepreneurial skills, the research results can contribute to promoting the quality of the mission statements of the vocational high schools.

Keywords: Entrepreneurship, Mission statements content analysis, Strategic Management, Vocational education