Technical Education Programs Research Articles

Digital Empowerment: Unveiling Motivations and Overcoming Challenges in Content Creation for Women Entrepreneurs

In the rapidly evolving digital landscape, where brand visibility is paramount for business success, women entrepreneurs find themselves navigating the intersection of content creation and branding. Despite the increasing significance of digital content, a critical gap exists in understanding how women entrepreneurs leverage this realm, exacerbated by the limited availability of structured training and technical barriers, notably in video shooting and editing. This study, encompassing forty participants from a Women Entrepreneurship Technical and Vocational Education and Training (TVET) program, aims to unveil the motivations propelling women entrepreneurs into content creation and the challenges they face, with a specific focus on technical aspects. By scrutinizing these nuances, the research seeks to provide tailored solutions and recommendations, addressing the dearth of targeted support hindering effective content creation for personal branding and product/service visibility. The study aligns with the broader literature emphasizing the transformative role of women entrepreneurs, the strategic importance of social media content creation, and the challenges and motivations elucidated in previous research. Recommendations encompass tailored training programs, leveraging government-prepared initiatives, mentorship, strategic integration of social media trends, flexible learning formats, collaborative content creation, and continuous evaluation and adaptation. These suggestions, rooted in the study's findings and aligned with broader trends, serve as a catalyst for empowering women entrepreneurs in the competitive digital landscape, addressing their unique needs and aspirations. As women continue to play a vital role in shaping the entrepreneurial landscape, this research endeavours to bridge knowledge gaps and foster a more inclusive and innovative business ecosystem.

Enhancing Performance of Health Assistants through Technical and Vocational Education and Training for Better Healthcare Access

This is a review article exploring critical role of Technical and Vocational Education and Training (TVET) programs in advancing capacities of health assistants and consequently strengthening healthcare access to the rural population in Nepal. The review was planned in the wake of the existing literatures on the study area that lacks a comprehensive examination to explores the role of health assistants in Nepal's healthcare delivery and assess the importance of TVET on their performance. A methodical literature search was conducted using various electronic databases like Google scholar and PubMed applying specific keywords, such as “Health Assistant", "Health Care Access", "Technical Education", "Vocational Education and Training”. It encompassed the studies published in the English language without limiting publication date, while the involved two authors independently evaluated the published articles' eligibility. These authors also carried out data extraction, culminating in a narrative summary of the findings. Of the total 37 literatures, most of them reported health assistant trained through TVET, play a vital role in improvement of healthcare access, thereby addressing the challenges. They bridge gaps in medical access, provide essential care, and promote community well-being, particularly in the underserved areas. TVET programs enhance skills through practical experiences and comprehensive training, resulting into significant improvement in healthcare access, especially in rural regions. Integrating innovative teaching methods and collaborations further enhances health assistant preparedness. Challenges, such as funding limitations and rural-urban divides persist, but opportunities exist in e-learning initiatives, partnerships, and professional development to improve health assistant education. Improving healthcare in Nepal by inculcating better skills to health assistants can address many healthcare problems.

Evaluation of Technical and Vocational Education Programme of Nigerian Correctional Service Reformatory Institutions in Cross River State

The evaluation of the programmes in the institutions dealing with juvenile offenders in Cross River State is long overdue. This study was patterned on the discrepancy evaluation model aimed at evaluating the technical and vocational Education Training (TVET) programmes for inmates of Nigerian Correctional Service Reformatory Centres in Cross River State. The main thrust of this study is to evaluate the extent to which practices on technical and vocational education and training programme have adhere to; The objectives of the study are to consider the criteria for assigning inmates to different trades, adequacy of curriculum content and facilities. A survey research design was adopted, the total respondents of the study consisted of 394 persons. The total population of 394 was studied, hence no sampling procedure was used. A structured questionnaire with three sections, (A - C) was used as instrument for data collection comprising forty-four items. The items in section A and C were structured on a five-point Likert scale, while section B adopted a check list response type questions of ‘YES or NO’. the instrument was pilot tested on 236 respondents who were not part of the population for the study after being subjected to face validation by three experts. The reliability coefficient of the instrument was calculated to be 0.83 using Cronbach Alpha formula. Three research questions and three hypotheses tested at 0.05 level of significance guided the study. Frequencies, percentages, mean and standard deviation were used to answer the research questions, while t-test statistics were employed to test the hypotheses. Among other findings, on the criteria for assigning inmates into technical and vocational areas in the reformatory institutions, the identified four useful criteria usually adopted as interest of the inmates, sex of the inmates, educational background and societal needs. The study equally showed gross inadequacies in the training facilities used for the skill acquisition needs of the inmates (representing 33.33%). Findings of the study showed quite a number of instructional techniques are used for instruction in the reformatory institutions to include among others individualized instruction, demonstrations and questions techniques. Based on these findings’ recommendations were made among others that interest of the inmates should be considered seriously in assigning them into technical and vocational areas, the idea is to ensure that the inmates do not abandon training due to disgust and boredom. Previous technical and vocational experience or job was equally recommended, this was to tailor training to the needs, aptitudes and abilities of the inmates.

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

PurposeThe issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.Design/methodology/approachSurvey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.FindingsThe conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.Originality/valueThe framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes for Sustainable Local Content Policy in The Oil and Gas Sector in Bayelsa State Nigeria

The study assessed economic opportunities available to vocational and technical education programmes for sustainable local content policy in the oil and gas sector in Bayelsa State, Nigeria. A descriptive survey design was adopted for the study. Two (2) research objectives were formulated to guide the study. The population of the study comprised of all stakeholders in vocational and technical education and oil and gas sector in Bayelsa State. A sample of 230 respondents (180 lecturers from the vocational and technical education in the three tertiary institutions in Bayelsa State and 50 staff of Nigerian Content Monitoring and Development Board from the corporate headquarters). The instrument for data collection was an “Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes Questionnaire” which was developed by researchers and validated by experts. The reliability of the instrument was established using Cronbach Alpha Formula and a coefficient of 0.87 was obtained. The research questions were answered using mean and standard deviation via Statistical Package for Social Science (SPSS) version 26. The findings revealed that lack of adequate local skills and expertise, Limited access to financing for local businesses, insufficient support and incentives for local businesses, limited infrastructure (power, transportation, etc.), poor enforcement of the policy regulations, insufficient efforts to provide training and capacity building programs to enhance local skills and capabilities, lack of information about available opportunities, limited access to networks or partnerships with larger corporations, stringent qualification criteria and regulatory and bureaucratic hurdles are major the challenges inhibiting the implementation of Local content policy in Bayelsa State. It was recommended that The Nigeria Content Monitoring and Development Board should continue to sponsor vocational and technical based programmes that will create the required awareness on the need for indigenous domination of the Oil and Gas Industry.

Parental and Learner Factors Affecting Teaching of Technical and Vocational Education and Training (TVET) Programmes in Tertiary Institutions in Nigeria

This research work examined the Parental and Learner Factors Affecting Teaching of Technical and Vocational Education and Training Programmes in Tertiary Institutions. TVET is an education that gives individuals the skills to live, learn and work as a productive citizen in a global society. The study was guided by two research questions and two null hypotheses. The study adopted a descriptive research design. The population of the study is 589 which comprised all the TVET lecturers from the thirteen colleges of education in North-west, Nigeria. Purposive sampling technique was used to select the two technical colleges of education from the thirteen colleges of education. 161 TVET lecturers from the two colleges of education selected, participated in the study. A questionnaire was used as the instrument for data collection. The findings revealed that poor attitudes of parents and low Interest of the learner to learn TVET with mean score of 3.4 and 3.7 respectively are key factors affecting teaching of TVET programmes in Tertiary Institutions. It was concluded that students’ interest need to be sustained in vocational technical subjects. The study recommended that successful entrepreneurs in all areas of technical and vocational education should be invited to give career-talks and serve as role models to create awareness to students.

Model for Multimodal Assessments (Action-Based Assessment) in Vocational Education with Examples

The Activity-Based Assessment (ABA) model in technical vocational education focuses on assessing available practical skills, skills for flexible integration of technology, and the promotion of active research and application of knowledge in real-world settings. Using this model, technical vocational education programs can effectively assess students for the workforce by emphasizing on practical skills and the acquisition of adaptive transferable skills applicable to a greater number of occupations within a given sector. Not only teaching and learning should have an active character, but also the evaluation itself, in which the student participates through self-reflection and self-evaluation in his personal evaluation, active research and application of knowledge.

Assessment of National Board for Technical Education on Skill Acquisition among Technical School Leavers in Osun State

The study examined the contributions of National Board for Technical Education (NBTE) programmes towards enhancing acquisition of skills among youth in Osun State. The study adopted a descriptive survey research design. The population for this study comprised 12 technical schools across the three Federal Constituencies in Osun State. Multi-stage sampling procedure was used to group the schools. From each senatorial district, one Local Government Area (LGA) with Technical College was purposively selected. In each LGA, one Technical College was selected using simple random sampling technique. In each school, total enumeration sampling technique was used to select all top management in the chosen school to make a total of 15 top management team members. Also 150 stakeholders in Technical schools were selected using convenience sampling technique at 50 participants per senatorial district. Two self-designed research instruments titled: ‘’Technical Education and Skill Acquisition Questionnaire (TESA-Q) and Stakeholders’ Perception Questionnaire (SP-Q)”. Mean and standard deviation of descriptive statistics were used for data analysis. Findings from the study revealed that NBTE had contributed towards enhancing acquisition of skills among school leavers in Osun State through the introduction, implementation and evaluation of relevant policies in technical education schools.

Empowerment of Women's Leadership Through Various Technical and Vocational Education and Training (TVET) Programmes

This systematic literature review identifies women's leadership empowerment through various Technical and Vocational Education and Training (TVET) programmes. Women in leadership positions offer numerous advantages and play a crucial role in achieving gender equality and fostering a more inclusive and prosperous society. 20 articles based on qualitative and quantitative research from prominent research platforms such as Scopus, Directory of Open Access Journal (DOAJ), and Google Scholar were analysed using PRISMA guidelines. The review determines nine training programme domains and their impact on the development of women's leadership, such as Change Management, Coaching and Mentoring, Conflict Resolution, Communication Skills, Gender Equality, Inspiring workers, LeadingInnovation, Problem-solving, and Project Management. The findings reveal the significance of implementing and expanding specialised TVET programmes to ensure women's active participation and leadership in various sectors. This study highlights the transformative potential of TVET in empowering women and calls for further research and policy development in this field.

Evaluation of Enrollment Trends into Technical Education Programmes (2013-2023) In A Nigerian University Via Documentation Analysis

This study is aimed at evaluating the enrolment trends into technical education programmes in a Nigerian University via Documentation Analysis. The study was conducted at Nnamdi Azikiwe University Awka, and it covered a period 2013-2023. A checklist titled “Technical Education Student Enrolment Trends Framework (TESET-F)” developed by the researcher was used to tabulate the data for ease of interpretation. Frequency counts and simple percentage were used as a tool for data analysis. Findings from the study indicated that that the enrolment trends into technical education programmes has witness an intermitted negative fluctuations in the last ten years to the extent that only 6% enrolment quota was filled in a particular academic year (2019/2020). The enrolment trends into technical education programme based on the three broad options favours electrical/electronic technology, building/woodwork technology and automobile/mechanical technology respectively. The enrolment of female gender into technical education is very low when compared with their male counterparts. The authors advocate on the need for concerted efforts to address the challenges and capitalize on the opportunities to improve the quality and relevance of technical education. Through this, universities in Nigeria can play a pivotal role in producing a highly skilled technical workforce that can contribute to the economic development and prosperity of the country.

ASSESSMENT AND VALIDATION OF FACILITIES FOR IMPLEMENTING EMPLOYABILITY SKILLS MODULE IN ALUMINIUM FABRICATION: A STUDY IN NIGERIAN TECHNICAL COLLEGES

Technical and Vocational Education and Training (TVET) programs rely heavily on well-equipped facilities to effectively impart skill-based education. This study focuses on identifying and validating the necessary facilities for implementing an employability skills module in aluminium fabrication within Nigerian technical colleges. The research encompasses a population of 1181 individuals, including technical teachers, technologists, and industrial-based supervisors. Employing a multi-stage sampling procedure, a sample size of 318 participants was selected. Data was collected using the Implementing Employability Skills Module Questionnaire (IESMQ), validated by experts and assessed for reliability using Cronbach's alpha (α = 0.92). Additionally, constructs were examined through Average Variance Extracted (AVE) and Composite Reliability (CR) values of 0.54 and 0.89, respectively. Confirmatory Factor Analysis (CFA) was employed to validate the appropriateness of identified facilities for implementing the employability skills module in aluminium fabrication. The results demonstrate convergent, construct, and discriminant validity. Based on these findings, it is recommended that the identified facilities receive prioritization and procurement to ensure the successful implementation of the employability skills module in aluminium fabrication and glazing work within the context of Nigerian technical colleges.

Utilization of School Facilities: Implications for Effective Instructional Delivery in Technical Education Programmes in South-East Nigerian Colleges of Education

The study examined the implications of utilization of school facilities for instructional delivery in technical education programmes in Colleges of Education in South-East Nigeria. One research question guided the study and two null hypothesis was tested at 0.05 alpha level. It adopted survey research design. The population of the study comprised 204 lecturers in college of education in South-East of Nigeria. The entire population was used for the study since it was not too large and was manageable. Hence, the study did not adopt any sampling technique. A 17 – item structured questionnaire was used as instrument for data collection for the study. Three experts validated the instrument. Cronbach’s Alpha method was used to establish the reliability of the instrument in a pilot test; which yielded a reliability coefficient of 0.82. The instrument for data collection was sent to respondents through research assistants. Data related to the research questions were analyzed using mean and standard deviation. The t-test statistics was used to test the hypothesis at 0.05 level of significance. Findings from the study revealed that utilization of school facilities enhances effective instructional delivery in technical education programmes in Colleges of Education to a great extent. The study recommended among others that, government through National Commission for Colleges of Education should help to ensure that school facilities are in good condition to serve the purposes they are meant for.

Instructional Elements Assessments of Entrepreneurship Education in a Technical University in Malaysia

The technical and vocational education and training (TVET) program occupies the national education system to allow the students to learn practical, hands-on skills aligned with the industries' needs, ultimately preparing the students for the inexorable integration of technology brought about by the Fourth Industrial Revolution (IR 4.0). The rapid pace of change and broad impacts featuring IR 4.0 demand specific critical thinking skills, creativity, and readiness for risks, the qualities that are connected to entrepreneurship. Thus, it clarifies offering entrepreneurship education (EE) alongside a TVET program. There are arguments that EE is poorly embedded into the TVET program in Malaysia. The instructional elements concerned with the content, techniques, and activities through which students engage in creating entrepreneurial knowledge and value are considered essential for EE's success in a TVET program. This study assesses the state of instructional elements (i.e. content, teaching methods, infrastructure facilities, and learning assessments) of EE offered within a TVET program in Malaysia. Data were obtained from 37 students of a private technical university in Malaysia who enrolled for their entrepreneurship course through a series of group interviews. The study enlightens a few meaningful findings to propagate the entrepreneurial culture within a TVET program: (1) the content should be tailored to the readiness of the students, (2) action-based teaching methods should be engaged, (3) prior entrepreneurship experience should be specified for the entrepreneurship lecturer; (4) presence of ideal infrastructure facilities, and (5) learning assessments must be focusing in developing attributes of entrepreneurs.

Employability Skills and Career Development Self-Efficacy as Indicators for Workforce Success

The development of graduates’ employability skills has become one of crucial agenda in today’s educational milieu. One if the strategies is my adding the soft skills components in teaching and learning delivery across curriculum. This agenda includes Technical and Vocational and Education and Training (TVET) academic program which now has become the forefront agenda to spearhead the local skilled workforce for the nation. The research employed a quantitative descriptive and cross-sectional study among vocational college students from diploma programs across field of studies to combat numerous issues related to graduates’ preparedness on entering workforce, particularly on lack of employability skills. The employability skills section of the instrument was adapted from Grant, Malloy, and Murphy (2009) and Sarigoz (2012). The CD-SEI (Career Development Self-Efficacy Inventory) was replicated from Yuen et al. (2005) as dependent variable. Findings related to employability skills were indicated at a moderate level. The self-efficacy for career development was moderately high. Students' self-efficacy for career development was not significantly influenced by the demographic variables of gender or academic success. Additionally, the results indicated that vocational college students have higher cognitive skills which significantly predicted the career development self-efficacy. The results of this study can be capitalized as guidelines to carry out a curriculum that is more industrially driven, contributing the exposure to industrial experiences as self-efficacy and employability skills values before venturing job market.

The Role of Technical Education Programme in Creating Job Opportunities for Technical Education Graduates in Rivers State

The study determined the role of technical education programme in creating job opportunities for technical education graduates in Rivers State. A sample size of 100 male postgraduate students out of a population 250 male postgraduate technical education students through purposive sampling technique was used for the study while 32 female postgraduate t echnical education students were used without sampling. The instrument used for data collection was a - 28 items questionnaire structured in a – 4 points rating scale which was validated by three experts in technical education and its reliability coefficient of 0.80 was obtained using Cronbach’s Alpha co-efficient method. Men and standard deviation were used to answer the research questions while z-test was used to test the three hypotheses at 0.05 level of significance. The major findings revealed that electrical/electronics technology skills such as ability to design and interpret drawings, ability to use modern equipment to detect electrical faults are skills that can create job opportunities for technical education graduates, building technology skills such as ability to design building plan, ability to interpret building plan are skills that can create job opportunities as supervisor or technician for technical education graduates upon graduation in Rivers State. Based on the findings, it was recommended among others, that modern equipment, tools and machines should be supplied to all the technical training institutions workshops for effective teaching and learning process. In addition, institutions of higher learning in Nigeria should ensure that they liaise with industries around them to form partnership to ease the impartation of necessary effective skills that graduates of technical education needed for employment upon graduation.

Assessment of Enrolment Factors in Technical Education: Implication on Graduate Employability

The concern generated by the high rate of unemployment among graduates of tertiary institutions has reached a grievous level. This is borne out of the societal disdain for technical education programmes aimed at boosting the competency level of its recipients in both teaching, handling of tools and machines for gainful employment. Considering the dismal level of response to technical education programmes, this study assesses some factors related to enrolment in technical education programmes of Colleges of Education in southwestern Nigeria. Two research questions were drawn to guide the study. A total of 402 academic staff and students were used for the study. The students were randomly selected. A structured questionnaire was used for the data collection with a reliability coefficient of 0.97 using correlational analysis. Findings revealed that poor awareness, incentives, and inadequate facilities discourage and prevent people from enrolling in technical education. Thus, the place of both print and electronic media was stressed in sensitizing the general public about the importance of Technical Education in solving the problems confronting the Nigerian public.

The contribution of Technical and Vocational Education and Training formal programmes to inclusive company growth and transformation: a case study of the automotive manufacturing sector in South Africa

ABSTRACT This article investigates the contribution of formal Technical and Vocational Education and Training (TVET) programmes to inclusive industrial growth and transformation in the automotive manufacturing sector. Drawing from the mixed method approach, it argues that skills play is an addition role, not central one in industrial growth and transformation. Industrial growth is driven by exposure to domestic and export markets, increase in clients, healthy relations in the workplace, and changes in technology and industrial policy. Similarly, industrial transformation is not driven by skills but rather by factors such as the clients’ product demands and specifications; the national industrial/sectoral policy; research and innovation expertise from company headquarters often outside South Africa; global market forces and price volatility; new regulations on emission(s) demanded by the government; and competition amongst components. It is through these factors that skills begin to play a role. There is a need to recognise industrial dynamics and factors that are critical in shaping the skills system if we are to understand the extent to which skills enhance growth and transformation. Moreover, the findings challenge the current formal TVET provision policy in South Africa which does not seem to recognise or incorporate other forms of provision in which skills can be acquired, i.e. informal on-the-job training, non-formal company-based training, in addition to formal institutional-based training.

The Status of CTE Administrative Leadership Requirements and Programs: An Ongoing Examination

The Status of CTE Administrative Leadership Requirements and Programs: An Ongoing Examination

Developing a Model of Women's Empowerment for Environmental Adaptation and Disaster Mitigation in Malang Regency

The damaged condition of the coastal forests in Malang Regency prompted the community to carry out conservation activities called the Green Belt Movement. This movement was initiated by the people around Sendang Biru, who are members of the Bhakti Alam Sendang Biru (BASB). The conservation movement has supported global efforts in climate change adaptation and disaster mitigation. Unfortunately, the movement is still lack of women involvement, but it is still dominated by men. This paper aims to reformulate the BASB green belt movement model by integrating gender mainstreaming in order to empowering local women in environmental adaptation and mitigation through conservation. The method used in this study is a qualitative approach with data collection techniques through interview, observation and literature study. As a form of empowering women through the Green Belt Movement by involving local women as the main actors, it is necessary to carry out intensive and massive counseling to construct awareness, provide positive affirmations and women's confidence. Furthermore, women communities’ institutionalization, increasing human resources through technical education and training programs and having economic benefits without ignoring ecological values are also considered to be necessary. Additionally, it is essential to encourage participation among stakeholders, especially government, to ensure the movement sustainability.

Does a vocational education program prepare competent graduates for further academic programs?

PurposeThis study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.Design/methodology/approachThis study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.FindingsDespite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).Social implicationsFindings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.Originality/valueThis is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.