Understanding Work-Based Learning in Technical and Vocational Education and Training in Nigeria
Rabiu Haruna1, Yusri Bin Kamin2, Yahya Bin Buntat3
1Yahya Bin Buntat, Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, University Technology Malaysia, Johor Bahru, Malaysia.
2Yusri Bin Kamin, Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, University Technology Malaysia, Johor Bahru, Malaysia.
3Rabiu Haruna, Department of Electrical and Electronic Technology, SOSE (Technical), Federal College of Education (Technical) Bichi, Kano State, Nigeria.
Manuscript received on 12 April 2019 | Revised Manuscript received on 17 May 2019 | Manuscript published on 30 May 2019 | PP: 1726-1733 | Volume-8 Issue-1, May 2019 | Retrieval Number: A1830058119/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training and requires students to maintain balance in being a student and a trainee. While the concept of work- based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
Key Words: Work-Based Learning, Technical and Vocational Education, Nigerian Education
Scope of the Article: Program Understanding and System Maintenance