Abstract
This paper focuses on school production unit/consultancy services with special reference to its many-sided beneficial requirement that is overly neglected in TVET institutions. The study adopted survey research design. Questionnaires were used to seek opinions of TVET technical college teachers and lecturers in tertiary TVET institutions on functional TVET school production units/consultancy services and the challenges hindering the establishment. The functional production units/consultancy services in TVET institutions in the study include poultry farms, fishery, clothing and textile, catering craft practices, data processing, among others. Contrarily, feed production, salesmanship, cosmetology, leather goods manufacturing and repair, GSM maintenance and repair were not functional at all in all the institutions surveyed. Challenges found to hinder school production/consultancy services of TVET institutions were: lack of organizational vision for productivity (3.39±0.63), poor perception of school production units/consultancy services (3.36±0.65), lack of manpower to drive the establishment (3.24±0.66) and perceived problems of integrating industries in TVET programmes (2.96±0.94). The study concludes therefore, that the benefits of school production units/consultancy services in TVET institutions are enormous, making it a fundamental requirement that should not be neglected. Thus, overcoming the challenges hindering the establishment of school production units/consultancy services will reflect in the quality of graduates turned out into the society and would eventually minimize to the barest minimum the need to retrain TVET graduates by employers.
Highlights
Technical Vocational Education and Training (TVET) has been highly accepted as a form of education with the ability to inculcate work ready knowledge, skills and attitude
Dual TVET system, according to Remington [3], refers to the practice of dividing vocational education and training between school-based and workplace-based sites where 70% of the time spent by trainees is devoted to practical training and 30% in institutions of learning
There is a wide coverage and inclusion of TVET personnel across different areas of TVET in the study which helps in getting a clearer picture of the functionalities of school production units/consultancy services across skill areas
Summary
Technical Vocational Education and Training (TVET) has been highly accepted as a form of education with the ability to inculcate work ready knowledge, skills and attitude. TVET has been adopted and practiced as a skill development system upon which industrialization of countries depend [1]. Dual TVET system, according to Remington [3], refers to the practice of dividing vocational education and training between school-based and workplace-based sites where 70% of the time spent by trainees is devoted to practical training (both on the job and in dedicated training facilities) and 30% in institutions of learning. This practice has positioned Germany to have
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