scholarly journals Strategies for funding technical vocational education and training for achieving sustainable national development in Nigeria in a post-oil boom economy

2020 ◽  
Vol 4 (2) ◽  
pp. 1-10
Author(s):  
Jane Itohan Oviawe
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
National Development ◽  
Education And Training ◽  
Foreign Assistance ◽  
Vocational Education And Training ◽  
Oil Boom ◽  
Alumni Associations ◽  
Technical Vocational Education ◽  
And Training

The study investigated the strategies for effective funding of Technical Vocational Education and Training (TVET) programmes for sustainable development in post-oil boom era using descriptive survey research design. The population for this study consisted of 210 respondents comprising of 82 TVET lecturers in tertiary institutions and TVET teachers 128 in six technical colleges in Edo State offering TVET programmes. The sample for the study consisted of 137 respondents randomly sampled. A 62-item questionnaire developed from literature review was the instrument used for data collection. Three experts validated the instrument. Cronbach Alpha method was used to determine the internal consistency of the instrument and an index of .88 was obtained. Factor analysis was used to answer the research questions while the hypotheses were tested at .05 level using Analysis of variance (ANOVA). The findings of the study revealed among others that donations of tools, equipment and other learning materials from alumni associations, foreign assistance, public private partnership; skill development levy; currency transaction levy; air ticket solidarity levy; academic facility fee; ring-fenced TVET were some of the sources of funding TVET. Based on the findings of this study, it was recommended among others that government and all other stakeholders should urgently adopt the funding strategies identified in this study for TVET programmes for sustainable development in the post-oil boom economy.

scholarly journals Developing the Youth through Technical Vocational Education and Training for Sustainable Development in Nigeria

2019 ◽  
pp. 1-9
Author(s):  
Deebom, MtormaBari TamBari
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
National Development ◽  
Well Being ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Positive Contribution ◽  
Poverty Level ◽  
Technical Vocational Education ◽  
And Training

Nigeria is a country characterized with natural resources in its abundance which can cater for the well-being of the citizens, yet the citizens especially the youths are living below poverty level as many are victims of unemployment and cannot offer meaningful and positive contribution to the development of the nation. The unemployment rate is as a result of the abandonment of Technical Vocational Education and Training (TVET) that can offer skills to the youths for self-reliance and employment. In this vein, this paper seeks to address how a developed TVET programme can develop the youths in order to build the nation for sustainable national development in Nigeria. The following outlines provide a guide to the content of this paper; the concept of sustainable development, the meaning of TVET and its role in sustainable development, how to develop TVET for sustainable development in Nigeria. Others were the definition of youth and the concept of TVET for youth development. The researcher suggests that TVET can be developed for sustainable development in Nigeria through making a flexible TVET policies, establishment of TVET special training centres on local basis, improvement of the linkages between training institutions and the industries, provision of adequate training facilities, giving of grants to individual who successfully complete TVET training, granting of soft loans to established business, establishment and effective management of financial institutions such as Micro-Finance Banks, Bank of Industries (BOI), employment in both public. The implementation of these strategies will enhance the development and sustainability of TVET programmes in Nigeria. Based on the discussion made in this paper, the study recommends that the period of National Youth Service Corps (NYSC) should be converted to be a compulsory training period for all graduates on different types and kinds of TVET skills, For non-graduates youths, there should be a skill training organized and supervised through government agencies such as Niger Delta Development Commission (NDDC), National Directorate of Employment (NDE) and other commissions, Government should grant soft loan to those venturing into TVET as this will enable the establishment of the acquire skills. Also, loan should be given to graduates who have completed a training programme for easy establishment.

scholarly journals Reinventing Appropriate Strategies for Curriculum Development and Implementation in Technical Vocational Education and Training in Nigeria for Global Competitiveness

2020 ◽  
Vol 10 (2(V)) ◽  
pp. 31-40
Author(s):  
JANE ITOHAN OVIAWE ◽  
Agnes Omokhekpe Anetekhai
Keyword(s):  
Sustainable Development ◽  
Curriculum Development ◽  
Vocational Education ◽  
National Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Global Competitiveness ◽  
Global Partnership ◽  
Technical Vocational Education ◽  
And Training

Technical Vocational education and Training (TVET) has been accepted the world over as a vital tool for achieving sustainable development and global competitiveness. However, TVET in Nigeria are faced with enormous issues such as inadequate funding, inadequate human resources, poor infrastructural facilities, among others which are militating against TVET as a means of achieving sustainable development and global competitiveness. Towards addressing these issues, there is need to embrace global partnership for quality TVET. Hence, this paper examines the concept of  TVET, the teaching structure of TVET under the Nigerian Education system with a view to reinventing appropriate strategies for development and implementation of an effective curriculum that will bring about qualified and well trained professionals of for sustainable national development and global competitiveness. Keywords: TVET, Curriculum Development, Public-Private Partnership, Global                                                     Competitiveness

scholarly journals Female Students Participation in Technical Vocational Education and Training in West Pokot County, Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 61-69
Author(s):  
Nelly Andiema ◽  
Echaune Manasi
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
Role Models ◽  
Vocational Training ◽  
Education And Training ◽  
Female Students ◽  
Vocational Education And Training ◽  
West Pokot ◽  
Technical Vocational Education ◽  
And Training

Quality and affordable technical vocational education and training are one of the United Nations Sustainable Development agenda items for ensuring equal access to education for all women and men by the year 2030. This means that all women in the country need to have relevant skills for employment, job creation and entrepreneurship. Data from West Pokot County, Kenya department of technical and vocational education show the number of female students being admitted in vocational training centres for the past five years has remained low. Whereas the government of Kenya has viewed TVET as a critical element of attaining Sustainable Development Goal and Kenya’s Vision 2030 goals, the number of female students graduating from vocational training and being absorbed in the job market remains low. This study looks at enrolment trends for female students in vocational training centres and further examines factors discouraging female students from joining vocational training institutions (VTCs). To collect data, interviews and documentary evidence were used. The respondents for the study involve managers of selected VTCs in West Pokot County. Analysis of data was done through qualitative and quantitative methods. The study found out that the distribution of students in all public VTCs in West Pokot County favoured the male gender over female students. For women enrolled in various programmes, only 45.0% fully completed their programme. It was found out that courses offered in VTCs tend to attract more male students compared to female ones. The distribution of the teaching workforce in VTCs was found to be male-dominated and therefore, female students did not have role models to look up to. The research also found out that majority of girls who were unable to proceed to secondary and tertiary education were not aware of the opportunities available in VTCs in the county. The paper concludes that social-cultural factors, lack of role models and poverty were some of the barriers affecting female students’ participation in vocational education and training. The paper suggests more work needs to be done by all stakeholders to ensure that courses offered in VTCs are attractive to female students, remove social, cultural and physical barriers which prevent female students from enrolling and completing vocational training in West Pokot County, Kenya.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

scholarly journals The benefits of exposing post-secondary students to entrepreneurship training in Trinidad and Tobago

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abede Jawara Mack ◽  
Daniel White ◽  
Osiris Senghor
Keyword(s):  
Trinidad And Tobago ◽  
Vocational Education ◽  
Secondary Students ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Post Secondary ◽  
Technical Vocational Education ◽  
Entrepreneurial Training ◽  
And Training

AbstractTechnical Vocational Education and Training (TVET) serves as a pillar for economic stability globally. Entrepreneurship education provides young people with essential skills that can be used in a positive manner, thus enabling them to be employers rather than employees. Marrying TVET and entrepreneurship education can help Trinidad and Tobago (T&T) in tremendous ways. These two subjects TVET and entrepreneurship can lift T&T to global prestige. Given this context, the study explored the benefits of exposing Post-Secondary TVET students to entrepreneurial training. An investigation was carried out using a mix-methods approach. The use of regression analysis and Spearman’s Correlation Analysis were used that determine the relationship between exposing Post-Secondary Technical Vocational Education and Training Students (PSTVETS) to entrepreneurship education and their interest in entrepreneurial training. Additionally, qualitative data was incorporated by utilising content analysis, focus groups and semi-structured interviews. The data revealed there was an absence of entrepreneurship education. Upon further investigation there was no real entrepreneurship culture or framework implemented within the PS schools. The results also showed the more students are exposed to entrepreneurship education more they are inclined to pursue entrepreneurship endeavours. Data also allowed the reader to grasped copious challenges experienced within TVET in T&T, that impacts on entrepreneurial training within post-secondary institutions in T&T. The researchers put forward an entrepreneurship education model that can be incorporated in the training of post-secondary schools. Additionally a strategy was articulated as to how entrepreneurship education can be adopted within the training of post-secondary institutions. Providing an adequate framework for entrepreneurial training within entrepreneurship education, and TVET provides originality and contribution to the field of TVET and entrepreneurship education.

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