Abstract
Polytechnics produce technical manpower in various technical and professional disciplines to make nations self-sufficient through efficient man power planning, and optimum utilization and management of resources (Awere, Edu-Buandoh, Dadzie, and Aboagye, 2016). Building construction programme in polytechnics supplies manpower to the various sectors of the economy, notably the construction industries. But documented evidences show that the Nigerian graduates of this programme do not meet up to the requirements of the construction industries regarding the attainment of effective occupational competences (Onwuka,2009). Consequently, this study analyzed the performance objectives of the HND Building Technology curriculum to establish the sufficiency of the occupational competencies. We generated the data from the curriculum using content analysis and analyzed it with the help of descriptive statistics. Results show that the performance objectives tilted towards cognitive domain with 88.87%. Psychomotor and affective domains were rarely represented in the curriculum with 9.68% and 6.45% respectively. The findings provide curriculum developers with information regarding the inadequacy of basic occupational competences in the Building Technology curriculum for consideration in the event of curriculum review. This study opens the stage of analyzing the content of curriculum of various courses at HND level in Nigerian polytechnic, with a view to identifying the satisfactoriness of the occupational competence therein.
Highlights
This study used content analysis to evaluate the performance objectives contained in the Nigerian Higher National Diploma Building Technology curriculum, to entrench whether or not the incidences of knowledge, skills and attitudes (KSA) in the professional courses are sufficient to support effective acquisition of occupational competencies needed in Nigerian construction industries
The curriculum provided details of the various courses to be taken by the students, and is made up of 3 components most importantly, is the component that described the professional courses that consists of Construction Technology, Building Services and
Cognitive Content: ‘Knowledge’ is the least complex level in the domain, and recorded the highest incidences at BSM and BCT with 45 and 41 occurrences respectively, much higher than the expected occurrences. It recorded a significant appearances in SDD with 12 incidences and fairly low appearances with 2 occurrences
Summary
This study used content analysis to evaluate the performance objectives contained in the Nigerian Higher National Diploma Building Technology curriculum, to entrench whether or not the incidences of knowledge, skills and attitudes (KSA) in the professional courses are sufficient to support effective acquisition of occupational competencies needed in Nigerian construction industries. This study is fundamental considering the importance of occupational competences in the functional growth and development of construction industries They are developed based on the job requirements of industries and are the bedrock of any technology curriculum
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