Abstract
Nigeria and Malaysia have almost similar historical background; both had sultan as spiritual and government leader in their major areas, colonized by British and got independence in 1960 and 1957 respectively. Presently, Malaysia has recorded human development increments from 1980 to date and aspire to be a developed country in 2020. While Nigeria has recorded poverty increments from 1980 to date and it may likely be among underdeveloped countries in 2020. The purpose of this study was to make judgments about Technical and Vocational Education and training (TVET) systems of Malaysia and Nigeria. The idea was to see what makes Malaysian system successful and how Nigeria addressed its TVET problems. The methodology employed in this paper was analytical method of study that involved evaluation based on critical reading and review of materials which include Nigeria and Malaysia education philosophies, policies, TVET curriculums, employability skills, Malaysian Human Development Index and Nigeria’s Poverty Incidence. Findings revealed that education philosophy and education policy of Malaysia is intellectually, spiritually, emotionally and physically balanced based on firm belief and devotion to God while Nigerian education philosophy and policy are limited to intellectual and physical development. Malaysia TVET curriculum is equipped with employability skills including core skills, generic skills and personal attributes which are likely contributed to Malaysian human development and full employment of TVET graduates. Malaysia has recorded increments in human and economic developments from 1980 to date while Nigeria TVET curriculum has not been integrated with employability skills which are likely contributed to Nigeria’s poverty incidence and high Nigerian unemployment rate across all educational levels including TVET graduates at both secondary and tertiary levels. Nigeria has recorded steady increase of poverty incidence from 1980 to date.
Highlights
Comparative studies on educational matters, problems and achievements are essential and important for the development of all countries in the world because the studies enable the researcher to conduct cross national analysis and evaluation; makes the researcher more global; provide worldwide interconnectedness in contemporary educational issues, problems and developments; enable all researchers in all countries to have equal access of study and make countries to learn the experiences of others thereby making the world to be borderless [1]
It is essential for underdeveloped countries to learn from the developed countries when the underdeveloped countries want to establish their own Technical and Vocational Education and training (TVET) system, because of their mature experiences and long historical development in technology for over 100 years ago
The researchers choose to analyze Nigeria philosophy and policy of education, the employability skills in the Nigeria TVET curriculum and economic developments in relations with Malaysia philosophy and policy of education, the employability skills in the Malaysia TVET curriculum and and economic developments because both Malaysia and Nigeria were colonized by Britain and received similar liberal education
Summary
Comparative studies on educational matters, problems and achievements are essential and important for the development of all countries in the world because the studies enable the researcher to conduct cross national analysis and evaluation; makes the researcher more global; provide worldwide interconnectedness in contemporary educational issues, problems and developments; enable all researchers in all countries to have equal access of study and make countries to learn the experiences of others thereby making the world to be borderless [1]. The researchers choose to analyze Nigeria philosophy and policy of education, the employability skills in the Nigeria TVET curriculum and economic developments in relations with Malaysia philosophy and policy of education, the employability skills in the Malaysia TVET curriculum and and economic developments because both Malaysia and Nigeria were colonized by Britain and received similar liberal education. They had similar Islamic education system in pandok and Allo (Quranic Slate) School prior to British Education System. More than 60% of their populations are Muslims and both Malaysia and Nigeria major areas were administered by sultans who were the spiritual and government leaders [3, 4]
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