Technical Education Programs Research Articles

Bridging the Missing Links in The Implementation of Technical Vocational Education and Training Curriculum in Nigeria

The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programmes that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programmes implementation in Nigeria for better outcome.

Upskilling and Reskilling the Workforce via Industry Driven Technical and Vocational Education and Training: Strategies to Initiate Industry/Institution Partnership in Malaysia

The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape. This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia. 

The peacebuilding potential of technical and vocational education and training programmes in post-conflict Sierra Leone

ABSTRACT In peacebuilding contexts unemployed youth are frequently perceived as a high risk for the stability of a country while employed youth are seen as carrying an enormous potential for economic growth. This paper applies a social justice framework (4Rs) in analysing a Business Development (BD) programme that was implemented as part of Sierra Leone’s Technical and Vocational Education and Training (TVET) strategy to promote entrepreneurship development and reduce unemployment among youth. Despite the BD programme’s initial strengths, to recognize youth's heterogeneity with the aim to address some of the root causes of the war, we show how the programme struggled to counter social inequality, unemployment and neopatrimonialism. Sudden decreases in donor funding led to severe modifications of redistribution processes, thereby hampering youth's representation. This raises questions about the design of TVET strategies and BD programmes in post-conflict settings in general. Our paper further showcases how the resurfacing of the root causes of a conflict in the scope of small-scheme development programmes, can have far-reaching effects on young people’s various relationships of trust, if not reconciliation process as a whole.

The Extent of Implementing the Educational Policies That Are Based on Modern Trends for Improving Technical Education in Jordanian Public Universities from the Perspective of Academic Leaders

The present study aimed to explore the extent of implementing the educational policies that are based on modern trends for improving technical education in Jordanian public universities from the perspective of academic leaders. A descriptive developmental approach was adopted. The researchers used a questionnaire for collecting data. This questionnaire sheds a light on two areas. The researchers measured the reliability and validity of the questionnaire. The population involves all the academic leaders who were working in Jordanian public universities during the academic year (2019/2020). The stratified random sampling method was used to select a sample. The sample consists of 709 academic leaders. It was found that the extent of implementing the educational policies that are based on modern trends for improving technical education in Jordanian public universities is moderate from the perspective of academic leaders in two areas. These areas are: (educational policies and technical education). It was found that there isn’t any statistically significant difference –at the statistical significance level of (a=0.05)- between the respondents’ attitudes which can be attributed to job title or year of experience. It was found that there is a statistically significant difference –at the statistical significance level of (a=0.05)- between the respondents’ attitudes which can be attributed to university. The latter difference is for the favor of the ones who work in the universities located in the Central Province. The researchers recommend promoting awareness among managers of the top management levels in public universities about the need for developing the educational policies that aim at improving technical education Keywords: Educational policies, technical educational programs, modern trends related to technical education, Jordanian public universities. DOI: 10.7176/JEP/11-19-11 Publication date: July 31 st 2020

Technical Education Lecturers’ Knowledge of Students’ Engagement in Application of Interactive Instructional Strategies

This study investigated technical education lecturers’ knowledge of students’ engagement application of interactive instructional strategies using descriptive survey research design. Four research questions and four null hypotheses guided the study. The study aimed to determine technical education lecturers’ knowledge of the: meaning and levels of students’ engagement in instruction; indicators of students’ engagement in instruction; factors that influence students’ engagement in instruction; and active learning strategies that promote students’ engagement in instruction. The population for the study consisted of all (92) technical education lecturers in both universities and colleges of education (technical) in South-South Nigeria. Since the population was not large, there was no sampling. The instrument used for data collection was a 20-item questionnaire derived from literature reviewed. Five experts validated the instrument. Cronbach Alpha method was used to determine the reliability of the instrument and a reliability coefficient of 0.83 was obtained. The research questions were answered using Mean statistic, while the null hypotheses were tested using t-test at .05 level of significance. The findings revealed that technical education lecturers were not adequately knowledgeable of the interactive instructional strategies that foster students’ engagement in instructions. Based on the findings of this study, it was recommended among others that students’ engagement in instruction should be emphasized in capacity building through mentoring and peer collaboration that offer technical teacher education programmes organized within tertiary institutions, by government and other stakeholders.

Educational outcomes for homeless young adults with and without a history in foster care

Homeless young adults (HYA) with and without a history in foster care in the United States experience lower high school graduation rates than young adults in the general population. Few studies examine the risk and resilience factors that promote positive educational outcomes for these subpopulations. This study explores the factors that are associated with positive educational outcomes for HYA with and without a foster care history. This study uses data from a 3-city cross-sectional study of HYA, which included quantitative interviews of HYA between the ages of 18 and 24 (N = 601) in Austin, TX (n = 200), Los Angeles, CA (n = 200), and Denver, CO (n = 201). Positive educational outcomes consisted of HYAs being currently enrolled in or previously attaining a degree from a secondary, postsecondary or technical education program. This study uses two logistic regression models to identify the risk and resilience factors associated with positive educational outcomes for HYA with and without a history in foster care. For HYA with a history in foster care, city was a significant predictor of positive educational outcomes as well as being an older age, formal employment, not having an arrest record, having a lower score of emotional neglect, and having a higher score of physical abuse. For HYA without a history in foster care, significant predictors included not having an arrest record and having a higher score of emotional abuse. Findings highlight the need for an expansion of federal and state postsecondary education financial aid programs for HYA with and without a history in foster care.

Long‐Run Labor Market Effects of the Job Corps Program: Evidence from a Nationally Representative Experiment

AbstractJob Corps is the nation's largest and most comprehensive career technical training and education program for at‐risk youth ages 16 to 24. Using the sample from a large‐scale experiment of the program from the mid‐1990s, this article uses tax data through 2015 (20 years later) to examine long‐term labor market impacts. The study finds some long‐term beneficial effects for the older students, with employment gains of 4 percentage points, 40 percent reductions in disability benefit receipt, and 10 percent increases in tax filing rates in 2015. For these students, program benefits exceeded program costs from the social perspective. This study is the first to establish that a national program for disconnected youth can produce long‐term labor market gains, and can be a positive investment made for society. The results suggest that intensive, comprehensive services that focus on developing both cognitive and noncognitive skills are important for improving labor market prospects for this population.

Virtual welding: A didactic perspective

This research was conducted as part of a Technical and Vocational Education and Training (TVET) programme in Technical and Industrial Production and is a collaboration between Aas upper secondary school in Akershus and the Department of Vocational Teacher Education at Oslo Metropolitan University (OsloMet). Starting in autumn 2017, simulated welding has been the first step in the use of simulation teaching in order to produce qualified professionals. In TVET education, Virtual Reality technology is a new training tool for welding, and little is known about the pedagogical approaches and didactic challenges.
 This article is based on interviews that were conducted with teachers and their immediate supervisors to gain insight into their prior knowledge, the approaches they intended to use, and their initial experiences of the introduction of simulation-based teaching. The research consists primarily of qualitative analyses, based on a phenomenological approach. The focus for the article is the possibilities and limitations of a virtual welding machine, as well as how it might be introduced as an educational and didactic tool in upper secondary school.
 The article provides useful knowledge for those who will be using some form of simulation in teaching in general and for simulated welding in particular. This applies to both current TVET teachers and those undergoing Technical and Vocational Teacher Education.

Learning from experience – a probe into the off-campus internships under the five-year cosmetology technical and vocational education program

PurposeThis paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.Design/methodology/approachThis paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.FindingsThe study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.Practical implicationsTo minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.Social implicationsThrough on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.Originality/valueIt is hoped that the analysis can serve as reference for internship courses planning in the future.

Exploring Employer Perspectives of Community College Career and Technical Programs

This qualitative study explores the efficacy of community college career and technical education programs through employer perspectives. Participants for this study were cultivated from a variety of industries and disciplines. Predominant themes that emerged from this study include education, authentic experience, the value of career and technical education, workplace social structure, apprenticeship, and aptitude. Employers appear to be ambivalent regarding their perspective of community college career and technical programs. Employers are looking for employees who can be integrated into the workplace social structure easily, and they articulate competencies generally gained after completing a two-year degree program. Participants reported that new employees lack employability skills, a higher order of thinking, metacognition, mature nature of competency, social mobility, motivation, and positive self-efficacy. Therefore, this study concludes that the hiring of community college career and technical graduates is contingent on the applicants' job-related skills and social competency.

A National Survey of Health and Safety Knowledge and Beliefs Among Technical Vocational Faculty in Autobody Collision Repair Technology.

Career technical education (CTE) programs prepare new generations of technicians in a variety of trades. Even though occupational safety and health (OSH) ought to be included as an essential part of CTE curricula it is frequently absent or inadequately taught. OSH knowledge and beliefs were assessed in a national sample of 125 secondary and post-secondary faculty in autobody collision repair technology. Over 50% of faculty thought at least 75% of OSH knowledge was learned at school, and 9% felt that safety was primarily learned on the job. Knowledge scores ranged from 22% to 78%. Overall knowledge scores were significantly lower high school than post-secondary instructors (42% vs 50%, P ≤ 0.001) and in two categories: hazard recognition (44% vs 54%, P ≤ 0.05) and hazard control and shop equipment (30% vs 37%, P ≤ 0.05). There are substantial gaps in OSH knowledge among secondary and post-secondary CTE instructors. CTE programs should address these gaps by providing trade-specific safety and health education to their instructors upon hiring.

BRIDGING THE MISSING LINKS IN THE IMPLEMENTATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING CURRICULUM IN NIGERIA

The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programs that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programs implementation in Nigeria for better outcome

PENGARUH PENGAWASAN INTERNAL, KEMAMPUAN TEKNIK PERSONAL, PROGRAM PENDIDIKAN DAN PELATIHAN TERHADAP KINERJA SISTEM INFORMASI AKUNTANSI (Studi Kasus Pada kantor Kementerian Agama Kab/Kota di Propinsi Banten)

This study aims to examine the influence of internal control, personal technical skills, education programs and training on the performance of accounting information systems. The population in this study is the sub-section of administration in the Office of the Ministry of Religious Affairs in the Regency / City in Banten province with the research sample is the Head of Sub division of administration and application operator employees. The sampling method used is purposive sampling. The data in this study was obtained by distributing questionnaires directly to the respondents. Data in this research is analyzed by strcutural equation modeling (SEM) method, with Partial Least Square (PLS) approach. The results of this study indicate that internal control has a significant positive effect on the performance of accounting information systems, the ability of personal techniques has no significant effect on the performance of accounting information systems. While education and training programs have a significant positive effect on the performance of accounting information system.

Articulación entre la educación media técnica profesional (EMTP) y la educación superior técnico profesional (ESTP): un análisis de regresiones logísticas estereotípicas

El presente estudio tiene por objetivo determinar si la edu-cación media técnica —EMTP— tiene un impacto en la probabilidad de selección de programas de educación técnica superior que requieren diferentes niveles de habilidades duras (razonamiento abstracto, razonamiento cuantitativo, pensamiento inferencial y crítico) y blandas (relaciones interpersonales, lenguaje y comunicación, creatividad). Se emplearon regresiones estereotípicas para predecir las probabilidades de matricularse en una escuela de educación superior en comparación con otra, para nueve escuelas (Ingeniería, Turismo, Salud, Construcción, Informática y Telecomunicaciones, Recursos Naturales, Administración, Diseño, Comunicaciones) cuando el estudiante proviene de la media técnica. Los resultados del modelo completo indican que los estudiantes de EMTP tienen mayor proba-bilidad de elegir programas que exigen un mayor nivel de competencias duras como las Ingenierías de nivel técnico superior.

Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants

The need for post-graduate students to complete their programmes within the stipulated time necessitated this study. Thus, the study examined students’ related determinants of post-graduate studies completion time in vocational and technical education programmes in South-South Nigerian Universities. A research question guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was employed for the study. The population consisted of 204 post graduates of vocational and technical education programmes in South-South Nigerian Universities. The population constituted the sample size since it was not too large. The instrument for data collection was a structured questionnaire titled Determinants of Post-Graduate Studies Completion Time Questionnaire (DPGSCTQ). The instrument was validated by three experts. To determine the reliability of the instrument, Cronbach Alphawas used to check the internal consistency and thus, the reliability coefficient of 0.78 was obtained. The data collected for the study were analyzed using descriptive statistics of mean and standard deviation to answer the research questions. The t-test and ANOVA were used to test the null hypotheses. Findings of the study revealed that students’ related factors such as demography, research orientation, study habit, among others, contribute to a great extent to the completion time of the students in the post-graduate programmes. It was recommended among others that post-graduate students should show commitment in their studies; avoid procrastination and poor study habits in order to make their time count in the programmes.

Entrepreneurship Education and Sustainability Economic in Nigeria

Entrepreneurial education as the blood that running sustainable development in Nigeria economy. The problem facing Nigeria right from independence are high rate of poverty, graduate unemployment, overdependence in foreign goods and poor technological for growth and development. This paper argued that, Entrepreneurship education will equip industrial with skill to be self-reliance. Some theories of entrepreneurial education and development are highly considered, while challenge of entrepreneurial education and their way out are highlighted. It was recommended that effective technical education and youth empowerment programme should put in place in every knock and crannies of the country for proper development. It was also recommend that educational programme at all level should be made relevant and if necessary should be compulsory and free to all youths so that the attention will be shifted away from white collar job. The government should give adequate attention to entrepreneurial development in the country through the provision of goods economic environment. If done, it will enhance job creative, vocational skill, employment opportunities and reduce poverty in society. Keywords: Entrepreneurship, Education, Sustainable, Economy Development, Training, Government. DOI : 10.7176/RHSS/10-2-02 Publication date: January 31 st 2020

The Impact of Youth Apprenticeship and Employability Skills Programs on Career & Technical Education Concentrator-Completer Post Graduation Outcomes

Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes.<br/> This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.

Challenges for rotational grazing practice: Views from non-adopters across the Great Plains, USA

Many ranchers who practice rotational grazing have experienced economic and ecological benefits. However, the adoption rate of rotational grazing has stagnated. To identify major challenges faced by non-adopters of rotational grazing as well as factors that affect the perceptions about different challenges, we conducted a mail survey of 4250 eligible ranchers in North Dakota, South Dakota and Texas, USA. Key categories of information obtained included basic ranch information, rotational grazing adoption status, and related information. Among 875 respondents, 40.4% identified themselves as non-adopters and perceived labor and water source constraints as the two major challenges, followed by high initial investment costs. This indicates the need for technical support and educational programs to address producers’ concerns in addition to the monetary support from government subsidy programs. Findings from logistic regression analyses further indicate that landowners with higher quality soil, relatively more grassland (in both acres and percentage) and more owned land, generally perceive lower barriers to choosing rotational grazing practices and, therefore, may be a suitable target group for more effective outreach efforts and public fund investments to enhance the adoption of beneficial rotational grazing practices.

An Examination of Instructional Approaches in Online Technical Education in Community Colleges

Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs’ graduates.

Study of the Factors Generating Students’ Interest to TVET Programme

Technical and vocational education is one of the branches of education offered today. It is offered to furnish opportunities for students with a tendency towards practical skills in relation to science and engineering education to fit the needs of skilled manpower in the industry, both inside and outside the land. In Malaysian society, to understand this technical education program, many related programs have been produced and provided. This breeding scheme was also inserted from Secondary School level till University level. This research will be conducted based on the set of questionnaires that will be distributed to the respondents, a randomly selected person in numerous age levels through an electronic/manual survey forms. The questions will be categorized into specific elements, the demographic, and later try to look into several factors derived from previous studies. The number of respondents will be taken100 in number to whom a set of questionnaires will be distributed to them. The method used to collect the data is systematic sampling technique because the main target for audience are youngsters between the age of 16 to 22 and the other part of populations are people who are already completed their cycle of educations, either they are employed, or conduction their own business. This aims to understand the public perception at all level with more focus on exposure of TVET Education to public.