Validity and Reliability of Green Competencies Instrument for Automobile Technology Programme Using Rasch Model

This article aims to determine the validity of developed constructs and check the reliability of the newly developed instrument named as Questionnaire on Green Competencies for Automobile Engineering Technology (QGCAET) for the Automobile Technology Programme in Nigerian Universities. The instrument consists of 170 elements measuring four constructs namely Technical Green Competencies; Managerial Green Competencies; Personal Green Competencies and Social Green Competencies and was administered to 299 respondents made of Lecturers, Technologists and Final- Year Students of Automobile Engineering and Technology programme in Nigeria universities. The Rasch model was used to examine the validity and reliability of the items. From the analysis point of view, the polarity of the elements indicates that the correlation of the point measure (PTMEA CORR) of 170 elements of green competencies is between 0.00 and 0.55. The summary statistics show that the reliability of the items and the separation of the items of the green competencies instrument are 0.98 and 6.46, respectively. Similarly, the item reliability of each construct is between 0.96 and 0.99, and the reliability of the person is between 0.79 and 1.97, respectively. In terms of item fit statistics, a total of 157 items are found to be fit to achieve the objectives of the study. The result also indicates that the range of fit for the four (4) identified green competencies constructs is between 0.61 and 1.49 signifying that all the constructs are in harmony in measuring the items in the constructs, so suitable in achieving the objectives of the research.

Transition from master craftsman to engineering degree

There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

EFFECTIVENESS OF TRANSFORMATIVE LEARNING EXPERIENCES ON EMPLOYABILITY OF BACHELOR OF TECHNOLOGY PROGRAMME GRADUATES OF TECHNICAL UNIVERSITY OF KENYA

Purpose: This study sought to examine the effectiveness of transformative learning experiences on the employability of Bachelor of Technology Programme graduates of Technical University of Kenya. Methodology: The study used sequential explanatory design of the mixed method approach. Target population was 231 B. Tech graduates of the 2011, 2012 and 2013 cohorts all of which were included in the sample since they had limited numbers. Data were collected using a questionnaire and an interview guide. Reliability and validity index was calculated at between 0.8 and 0.9, an indication that the instruments were valid and reliable. The quantitative instrument was administered first and analysed, and the results used to construct the interview guide that was later conducted for explanatory purposes to validate the outcomes of the quantitative phase. The Perspective Transformation Index (PT-Index) on a scale of 1-3 was used. Responses were coded using Statistical Package for Social Sciences (SPSS) software for windows version 21.0 and presented using tables and figures. Findings: The majority (67.3%) of the B. Tech graduates experienced transformative learning. 71% of these attributed the transformation to the learning activities in the B.Tech programme (PT3) and16.3% to factors outside the B.Teh programme (PT2). Mentoring 85%, group project 58%, class presentation 46%, industry-based learning and trips 47%, class discussion and dialogue 47%, term papers and essays, self-evaluation, class activities and exercises, laboratory experiences and assigned readings all scored above 20%. Critical and creative thinking, and personal-self-reflection scored below 20%. New computers 37%, new technology support in the office 46%, new leadership13%, new professional requirements 43%, emerging unfamiliar work dimensions 16%, rapid transformation in Technology 45%, transformation in social life 27% and a feeling of incompetence 12%. Unique contribution: Theory: Transformative Learning can enhance employability of B.Tech graduates. Practice: The findings will inform design, implementation and improvement of academic curricula and training processes in institutions of higher learning. Policy: The findings can inform policy on transformative learning for greater employability.

Managing embryonic and calves losses after twin pregnancies induced by transfer of in vitro-produced Nellore embryos

SummaryTwo farms applying reproductive technology for the Nellore beef cattle were selected. Both farms had the same technology programme of oestrous synchronization and embryo transfer, but management was different, especially regarding twins pregnancies. In the present study, we followed the farms from the moment of oestrous synchronization, embryo transfer (two per cow), until delivery and first care of the calves. In farm A, cows presenting twin pregnancies (5 from 13) were submitted to delivery induction, as well as calves and cows were monitored after birth. In farm B, such management was not followed with the twin pregnant cows (31 from 49). In both farms, freemartinism was detected, but this was not a problem as none of the animals would be selected for breeding. No dystocia was observed in farm A, while 48% of the twin pregnancies in farm B ended up in dystocia. Furthermore, the mortality rate of new-born calves in farm A was 10%, while in farm B it reached 32%. Although twin pregnancies remain a concern, we showed here that proper management during and after delivery minimizes animal and economic losses.

TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE

There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.