A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA

Usman Ndagi Alhassan,Hatib Musta’Amal Aede

doi:10.31580/apss.v6i1.1230

Usman Ndagi Alhassan, Hatib Musta’Amal Aede

Open Access

https://doi.org/10.31580/apss.v6i1.1230

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Abstract

A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.

Highlights

These teachers are professionally prepared to instruct the prevocational initial innovation at junior optional schools in the different professional technical education organizations including technical colleges
Demonstrated that technical school teachers were not empowered or helped in the treatment of explicit direction by universal or nearby specialists and this negates FRN (2004) that prepared professionals utilized outside of education ought to be permitted to instruct in schools
Findings in this paper revealed that it is very well concluded that this carelessness can be because of the disappointment and lacking treatment of the implementers of technical colleges educational programs for the technical vocational Education training (TVET)

Summary

Introduction

These teachers are professionally prepared to instruct the prevocational initial innovation at junior optional schools in the different professional technical education organizations including technical colleges. This review plans to examine the technical and professional education teachers ' professional skills: a factor examination of the training needs of technical school teachers in technical colleges in Niger State. Find out the professional skills training needs of qualified teachers at technical colleges in Niger State and find methodologies and techniques that can be embraced to help the professional skills training required by technical school teachers that will improve or impact students' presentation

Results

Conclusion