This document discusses quality assurance in technical vocational education (TVE) for sustainable national development in the 21st century. It defines TVE and outlines its importance for providing skilled workers and empowering youth. The status of TVE in Nigeria is examined, noting issues like inadequate funding, resources, and the perception of TVE. Quality assurance is defined as measures to ensure TVE achieves its goals. Sustainable development and the role of TVE in enabling it are also discussed. The document concludes with recommendations like increasing government funding for TVE to improve its quality and contribution to Nigeria's sustainable development.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Technical Education is one of the more significant components of Human Resource Development spectrum with great potential for adding value to products and services and for contributing to the national economy and improving quality of life of the people. Technician education has made steady progress in meeting the demand of middle level technical personnel for various sectors of national development. Quality issues in technical education are very important aspect since it bears a direct impact on the improvement of the education process.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Mechanism of the Reaction of Plasma Albumin with Formaldehyde in Ethanol - Wa...IOSR Journals
The Spectrophotometric determination of the acid dissociation/ionisation constant (pKa) of plasma albumin-formaldehyde adduct in both water solution and Ethanol solutions was carried out in this study. The pKa values obtained in both media were used to establish the Bronsted-linear type constants from plots of pKa against logarithm of second order rate constants obtained at varying pHs in the study. The result of the pKa values obtained in both water solution and ethanol-water mixtures were found to be in the range of 5.0 - 8.0. This pointed to the fact that only lysine residue with pKa value 8.3 that might have possibly reacted with formaldehyde in this reaction of all the known amino acid residues in plasma albumin. The corresponding Brønsted-type plots proportionality constants (β) for the reaction in water and ethanol-water mixtures were found to be β = 0.059 and 0.0057 respectively. The reaction mechanisms that have low values for proportionality constants α or β are considered to have a transition state closely resembling the reactant with little proton transfer (Cox et al, 1988). Thus, one would suggest that the cross-linking of formaldehyde with plasma albumin in water and ethanol-water mixtures proceeds through little proton transfer
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Technical Education is one of the more significant components of Human Resource Development spectrum with great potential for adding value to products and services and for contributing to the national economy and improving quality of life of the people. Technician education has made steady progress in meeting the demand of middle level technical personnel for various sectors of national development. Quality issues in technical education are very important aspect since it bears a direct impact on the improvement of the education process.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Mechanism of the Reaction of Plasma Albumin with Formaldehyde in Ethanol - Wa...IOSR Journals
The Spectrophotometric determination of the acid dissociation/ionisation constant (pKa) of plasma albumin-formaldehyde adduct in both water solution and Ethanol solutions was carried out in this study. The pKa values obtained in both media were used to establish the Bronsted-linear type constants from plots of pKa against logarithm of second order rate constants obtained at varying pHs in the study. The result of the pKa values obtained in both water solution and ethanol-water mixtures were found to be in the range of 5.0 - 8.0. This pointed to the fact that only lysine residue with pKa value 8.3 that might have possibly reacted with formaldehyde in this reaction of all the known amino acid residues in plasma albumin. The corresponding Brønsted-type plots proportionality constants (β) for the reaction in water and ethanol-water mixtures were found to be β = 0.059 and 0.0057 respectively. The reaction mechanisms that have low values for proportionality constants α or β are considered to have a transition state closely resembling the reactant with little proton transfer (Cox et al, 1988). Thus, one would suggest that the cross-linking of formaldehyde with plasma albumin in water and ethanol-water mixtures proceeds through little proton transfer
Physiological, Biochemical and Modern Biotechnological Approach to Improvemen...IOSR Journals
Rauwolfia serpentina also known as Sarpagandha (Apocynaceae) is an integral part of Ayurvedic medical system in India for over centuries for the treatment of various ailments. The leaves and roots ofRauwolfiaserpentina contain alkaloids which are secondary metabolites. Major alkaloids identified are Reserpine, Rauwolfine, Serpentine, Sarpagine, Ajmaline, Yohimbine and Ajmalicine.The present paper is an overview of the studies concerning with physiological, biochemical and modern biotechnological approach to improvement of Rauwolfiaserpentina.
A Comparison between Natural and Synthetic Food Flavoring Extracts Using Infr...IOSR Journals
Food is the basic necessity of life. One works hard and earns to satisfy our hunger .But at the end of the day, many of us are not sure of what we eat. We may be eating a dangerous flavors and dyes. Often, we invite diseases rather than good health. The purpose of this article is to detect the presence of food adulterants in some common foods and to create awareness about the artificial tests and dyes. A study of the IR spectra and the optical activitiy of two natural and artificial most common used flavor and colors (Vanilla and Strawberry) were detected. IR spectra of synthetic Vanilla were dominated by specific peaks that attributed to corresponding synthetic pigments (specific spectral band of stretching C=0 ester of aldehydic and ketonic groups in synthetic flavor at1744.87cm-1 with a weak shoulder at1700 cm-1 .And stretching CO of sucrose at (990.49 and 923,70) cm-1.The synthetic Strawberry characterized with specific spectral bands of (C=O stretching at 1634.96 cm-1 in ester and CO stretching of sucrose at 925 cm-1), while these functional groups disappeared in natural. Vanilla and Strawberry extracts. The natural Flavoring extracts posse's levorotatory property; they are optically active, while the synthetic extracts not rotates the plane of polarization of the light which passes through the material, they are said to be; not active optically. The obtained results indicated that, Infrared spectrum and Optical activity could be adapted to detect adulterants added products, and to differentiate between natural and artificial food flavoring extracts.
Capacity Spectrum Method for RC Building with Cracked and Uncracked SectionIOSR Journals
one of the most widespread procedures for the assessment of building behavior, due to earthquake, is the Capacity Spectrum Method (CSM). In the scope of this procedure, capacity of the structure compares with the demands of earthquake ground motion on the structure. The capacity of the structure is represented by a nonlinear force-displacement curve, referred to as a pushover curve. The base shear forces and roof displacements are converted to equivalent spectral accelerations and spectral displacements, respectively, by means of coefficients that represent effective modal masses and modal participation factors. These spectral values define the capacity spectrum. The demands of the earthquake ground motion are represented by response spectra. A graphical construction that includes both capacity and demand spectra, results in an intersection of the two curves that estimates the performance of the structure to the earthquake. In this study, for determination of the performance levels, G+10 R.C.C. Building with cracked and uncracked section were taken. The structural Capacity of cracked and uncracked section compared with performance point value, which shows the structural capacity of building having cracked section is lesser than the uncracked section. Different modeling issues were analyzed to study the effect on Capacity of the structure with cracked and uncracked section for different position of Shear wall.
The Paper Entitle “Aisha Email System” deals with identifying the clients to send and receive mail
with the same login. This utility will allow multiple clients to login under the same login name and still have
personalized mail information, enabling them to send and receive mails. Each user willing to avail the services
offered by the mail server application should exist as a user before he can send or receive mails. This is made
possible by prompting each user to enter his user-id and password before he can send or view his mails. This
Paper has Inbox, compose and address list. E-mail is one of the most common and reliable methods of
communication for both personal and business purposes. It also plays an important role in each and every Web
site. This role will be in the type of automated e-mails from the server after posting information from a form.
The Paper has been planned to be having the view of distributed architecture, with centralized storage
of the database. The application for the storage of the data has been planned. Using the constructs of MS-SQL
Server and all the user interfaces have been designed using the ASP.Net technologies. The database connectivity
is planned using the “SQL Connection” methodology. The standards of security and data protective mechanism
have been given a big choice for proper usage. The application takes care of different modules and their
associated reports, which are produced as per the applicable strategies and standards that are put forwarded
by the administrative staff.
The entire Paper has been developed keeping in view of the distributed client server computing
technology, in mind. The specification has been normalized up to 3NF to eliminate all the anomalies that may
arise due to the database transaction that are executed by the general users and the organizational
administration. The user interfaces are browser specific to give distributed accessibility for the overall system.
The internal database has been selected as MS-SQL server 200.The basic constructs of table spaces, clusters
and indexes have been exploited to provide higher consistency and reliability for the data storage.
The MS-SQL server 200 was a choice as it provides the constructs of high-level reliability and
security. The total front end was dominated using the ASP.Net technologies. At all proper levels high care was
taken to check that the system manages the data consistency with proper business rules or validations. The
database connectivity was planned using the latest “SQL Connection” technology provided by Microsoft
Corporation. The authentication and authorization was crosschecked at all the relevant stages. The user level
accessibility has been restricted into two zones namely.
Numerical solution of heat equation through double interpolationIOSR Journals
In this article an attempt is made to find the solution of one-dimensional Heat equation with initial and boundary conditions using the techniques of numerical methods, and the finite differences. Applying Bender-Schmidt recurrence relation formula we found u(x ,t) values at lattice points. Further using the double interpolation we found the solution of Heat equation as double interpolating polynomial
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean (𝑋) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.
The development of science education should be accorded a primal place in the overall framework of stabilizing the Nigerian economy. The paper examines the contributions of science education in the development of Nigerian economy, the paper observes that effective science education help control menaces bedeviling our education system. and practical policies are crucial in advancing Nigeria economically, given the huge challenges facing the giant of Africa. An alternate use of technical or innovative science education from oil which is about to go extinct. Corruption and examination malpractice are identified to be rubbishing every efforts made towards attainment of improved science education that could guarantee sustained national development in Nigeria. This paper attempts to assess the contributions of science education in order to make significant progress in terms of national development and job creation.
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
management of education and entrepreneurial skills in Nigeria. Highlighted in the paper were some means
through which economic security, employment generation and entrepreneurial skills could be enhanced for
students in tertiary institutions. The definition of some terms was outlined. Further discussed in the paper were:
the importance of developing entrepreneurial skills curriculum in education; managing education through
effective utilization of entrepreneurship education for promotion of economic security and employment
generation; and the challenges affecting effective utilization of entrepreneurship education for promotion of
economic security and employment generation. Some recommendations were proffered towards managing
education through effective utilization of entrepreneurship education as means for promoting economic and
employment generation. Among such recommendations included: education stakeholders and government
should ensure adequate funding of education; and effective propagation and utilization of entrepreneurship
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
This is an advocacy to sensitize the Public on Technical Vocational Education and Training (TVET), as the key to unlock the quagmire of Education and Economy..!
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
he paper evaluated the accessibility of Information and Communication
Technology (ICT) tools to business education lecturers and students.
Descriptive survey research design was adopted for the study. A total of 110
students and 20 lecturers were randomly selected from the department of
business education for the study. Two research questions guided the study
and one null hypothesis tested at 0.05 level of significance. The co-efficient
of 0.86 was obtained for the research instrument. Research questions were
reported as means and standard deviation values while T-test was used to test
the null hypothesis. The results showed that ICT supportive tools were
available for teaching and learning Business Education in Kwara State
College of Education Ilorin. Hence, there was no difference in perception of
lecturers and students accessibility of ICT tools. Respondents recommended
provision of adequate ICT tools by the government for teaching and learning
of business education. Trainings like seminars with workshop is of immense
importance for ICT support staff.
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Applying Educational Technology to Higher Education in Vietnam Opportunities ...ijtsrd
Industry 4.0 is happening at a very fast pace, with many impacts on Vietnamese education, both advantages and disadvantages. Therefore, big programs such as investing in modern infrastructure, information technology and communication training people who are dynamic, independent, creative, capable of integrating well to start their businesses are becoming urgent requirements to develop countries. In particular, training labor force to meet the requirements of development and integration of the society is at the heart of development strategies that every country must pay attention to. Therefore, higher education is more and more focused and improved in Vietnam these days. This paper discusses educational technology that has been applied in Dong Nai Technology University DNTU , which is known as one of prestigious universities in the south of Vietnam. It is expected that innovations in educational technology would facilitate students to develop themselves and make a great contribution of human resources to the society although those innovations have brought opportunities and challenges to Vietnamese universities in general and to DNTU in particular. The authors also propose recommendations to Vietnamese policy makers in terms of higher education. Huynh Nhu Yen Nhi "Applying Educational Technology to Higher Education in Vietnam: Opportunities and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38387.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38387/applying-educational-technology-to-higher-education-in-vietnam-opportunities-and-challenges/huynh-nhu-yen-nhi
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Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
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Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
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• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
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• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
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• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
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Quality Assurancein Technical Vocational Education (TVE)for Sustainable National Development in the21st Century.
1. IOSR Journal of Mechanical and Civil Engineering (IOSR-JMCE)
e-ISSN: 2278-1684,p-ISSN: 2320-334X, Volume 9, Issue 1 (Sep. - Oct. 2013), PP 42-48
www.iosrjournals.org
www.iosrjournals.org 42 | Page
Quality Assurancein Technical Vocational Education (TVE)for
Sustainable National Development in the21st
Century.
1, 2, *
Audu, Rufai,2
Abdullahi S. Ma’aji,3
Ali Idris
1
(Department of Technical & Engineering Education, UniversitiofTeknologi Malaysia)
2
(Industrial &Technology Education Dept, Federal University of Technology Minna, Niger State, Nigeria)
3
(Department of Science and Technology Education, Bayero University Kano, Kano State-Nigeria)
Abstract: The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st
century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st
century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st
century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
Keywords: Quality Assurance; TechnicalVocationalEducation;Sustainable Development; 21s
Century.
I. Introduction
Technical Vocational Education (TVE) has been recognized the world over as an instrument for
empowering people, especially the youth, for sustainable livelihood, social-economic and industrial
development. The United Nations Educational Scientific and Cultural Organization (UNESCO, 2008)
recommendations on TVE for the 21st
century, termed TVE as those aspects of education process involving in
addition to general education, the study of technologies and related sciences, and the acquisition of practical
skills, attitudes, understanding and knowledge relating to occupations in various sectors of the economic and
social life. TVE is further understood to be:
An integral part of general education;
A means of preparing for occupational fields and for effective participation in the world of work;
An aspect of lifelong learning and a preparation for responsible citizenship;
An instrument for promoting environmentally sound suitable development
A method of alleviating poverty
The overriding aims of TVE in Nigeria according Federal Republic of Nigeria (FRN) in the National Policy on
Education (NPE) (FRN, 2004:29) are to:
i. Provide trained manpower in the applied sciences, technology and business particularly at craft,
advanced craft and technical levels;
ii. Provide the technical knowledge and vocational skills necessary for agricultural, commercial and
economic development;
iii. Give training and impart necessary skills to individual who shall be self-reliant economically.
The development of TVE is vital to economic development for two important reasons. First, TVEis
needed for enterprise productivity and profitability, as well as for national productivity and wealth creation.
Without the necessary technical skills, enterprise and national growth can be seriously affected. Technological
innovation and economic growth increases the demand for skilled workers. The need for TVE is increasing as a
result of so many factors: technological advancement, globalization process, knowledge economy, changes in
modes of production in the work place, growing economic openness and competitiveness. The second reason for
the development of TVE isbecause it is essential for individual prosperity. Acquisition of skills in TVE enables
the individual to increase productivity and income. This is especially important for those who are seeking out a
living in the informal sector of the economy. Today in Nigeria, population growth, urbanization; poverty and
lack of income generating capacity and failure of graduates from schools system to secure employment clearly
2. Quality Assurancein Technical Vocational Education (TVE) for Sustainable National Development in
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highlights the importance of career development which is achievable through TVE. To enable those still in post-
secondary schools to be relevant to the world of work as well as to draw the majority of jobless people out of the
unemployment market, there is need to reposition TVE as the best means to improve economic opportunities for
the teaming youths which will eventually enhance economic and sustainable national development of
Nigeria(Yusuff&Soyemi, 2012).
II. Conceptual Definition of Technical Vocational Education
Technical vocational education is defined according to Akerele (2007) as that aspect of education that
exposes the learner to the acquisition of demonstrable skills that could be transformed into economic benefits.
Oni (2007) is of the view that TVE is that type of education which fits the individual for gainful employment in
recognized career as semi-skilled workers or technicians or sub-professionals. According to Maclean & Wilson
(2009) TVE is concerned with the acquisition of skills and knowledge for employment and sustainable
livelihood. It is a planned program of courses and learning experiences that begins with exploration of career
options, supports basic academic and life skills, and enables achievement of high academic standards,
leadership, preparation for industry-defined work, and advanced and continuing education. TVE is very vital to
the sustenance of technological development of every nation. TVE is described as the academic and vocational
preparation of students for jobs involving applied science and modern technology
The primary objective of all TVE programs is the acquisition of skills and attitudes for gainful
employment in a specific occupation or professional area. The need to link training in TVE to employment
either self or paid employment is at the base of all the best practices and approaches observed throughout the
world especially in the 21st
century. One of the most significant aspects of TVE is its inclination towards the
world of work and the emphasis of the curriculum on the acquisition of employable skills. TVE delivery
systems are therefore; well placed to train the skilled workforces that the nation needs to create employment for
the youth in order for them to become productive and contribute to the development of their society and the
nation at large.
2.1 Status of Technical Vocational Education in Nigeria
In Nigeria, TVE is a type of education or training designed for preparing the individual to earn a living
(employed, self-employed or an employer of labor).A cursory look at the FRN in NPE (FRN, 2004) aims of
TVE amongst others show the rationale for government attention and assistance to the skill-oriented education.
In addition to TVE providing skilled manpower for sustainable national development, TVE has contributed
greatly to economic development through access to diverse income areas and improving the standard of living
of the generality of the people, supporting foreign investment and generally changing attitudes of people
(Adebambo, 2007). Before independence, the system of TVE in Nigeria was the continuation of the colonial
system. Much of what goes into TVE was structured after the apprenticeship system. TVE was first brought into
the mainstream of Nigerian education through the establishment of the Yaba Higher College in 1932 and some
other trade centers. After independence, the number of technical schools and student enrollment increased, but
unfortunately it was not followed by the provision of facilities for workshop practice. At this time, TVE was
developed based on creating a balance between manpower needs for supplying industrial expansion and
educational aspiration of the Nigerian nation. Review of the recommendation of the Ashby commission of 1960
shows that TVE was further degraded by putting it below university education, awarding city and guilds
certificate as oppose to university certificate and by not providing training for TVE teachers (Onyene,
eta’l.,2007).
However, the 6-3-3-4 system of education was launched to correct all the anomalies and emphasize
more on skill-oriented education. The NPE recommended that at the end of the three years in junior secondary
education, some students will proceed to senior secondary schools and some to technical schools based on their
performance. The objective of this is to integrate TVE with the general education. Also the National Board for
Technical Education (NBTE) was approved in 1987 to examine and certify the students in technical schools and
award certificate that is equivalent to the Senior Secondary School Certificate (SSSC). In spite of all these, TVE
is still lagging behind (Onyene, eta’l., 2007).
Adebambo (2007) observed that in the past, the effort to promote TVE have neglected the provision of
trained instructors or teachers. He recalled that the National Teachers Training Certification (NTTC) was
necessitated to meet the demand for technology teachers in various technological institutions and training
schools. The focus then was on how to teach and what not to teach. This led to the introduction of the Nigerian
Certificate in Education Technical (NCET) program. This has more content on what to teach and a little about
how to teach. Similarly, in the past, TVE teachers were sent abroad for training because of the high cost it was
stopped. In recent times, they are trained through the Technical Teachers Training Program (TTTP) the resultant
effect has been a shortage of teaching personnel in the technological institutions. To compound the problem, the
NPE just like the Ashby commission recommendation ignored the issue of production of TVE
3. Quality Assurancein Technical Vocational Education (TVE) for Sustainable National Development in
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teachers.Awakuna (2006) affirms that the problem of production of TVE teachers has resulted in their scarcity
which is one of the problems in TVE in Nigeria.
It was also observed by Aina(Agbolade, 2007) that low government support in terms of insufficient funding of
the training program has not helped the TVE teachers, hence their inadequacy in the technology institutions.
Whilst the problem of insufficient TVE teachers exists in the country generally, a study carried out in one of the
Federal Colleges of Education (Technical) by Onyeneeta’l (2007) revealed that the TVE teachers are qualified
but fairly sufficient in the quantity needed. Another study by Kalejaye (2007) indicated that the present day
TVE teachers are good in theory but poor in practice. In the same vain, Ashaye (2007) countered this in his own
study which revealed that technical teachers have practical knowledge but are impeded by lack of appropriate
instructional resources.
TVE in Nigeria has encountered a lot of problems during its developmental stage and up-till the present
21st
century. Amongst these is the problem of inadequate provision of instructional materials, tools and
equipment. Specialists in the field of TVE have expressed the need for adequate physical, human and financial
resources to effectively implement a TVE based curriculum. Akaninwor (2001) in his study traced the
technological backwardness in the country to insufficient infrastructure and equipment for technology
institutions. Puyate (2001) is of the view that instructional facilities should be looked at vis-à-vis the curriculum
in order to make TVE effective. He emphasized a TVE curriculum that will meet the present needs and the
demands of the society in the present 21st
century. Supporting his view, Aghenta (Onyene, eta’l, 2007) affirms
that the TVE curriculum should be based on occupation and manpower needs of the country in order to avoid
irrelevant courses and time wastage. There is the need for government to place greater emphasis on TVE for
individuals to acquire skills and be gainfully employed in industries or other related organizations or become
self-employed, so that they become productive and contribute to the socio-economic development of the nation.
Another problem of TVE in Nigeria is that of public perception as education for the low status and the
unintelligent (Nwokomah, 2005). This stems from the low image of 'blue-collar' jobs which TVE offers. Prior
and after independence, the Nigerian education system prepared students for basic "white collar' jobs. Over
time, the scarcity of jobs led to high unemployment rate and also a high level of poverty in the country that
proved to be expensive for the nation (Moja, 2000; Ebong & Leigha, 2006). The Nigerian society erroneously
believes that those who are not academically inclined study TVE courses. It is for this reason that most parents
are not willing to encourage their wards to study TVE courses. The fact remains that most parents are apt to
want an academic education for their children, whether or not graduates increasingly finds it difficult to get jobs
or not. They do not want their children to go to schools for the purpose of becoming bricklayers, carpenters,
mechanics to mention but a few (Nwokomah, 2005).
It is the aspiration of every parent that his ward makes it to the university. That does not mean that they
have anything against bricklayers and mechanics. Far from that, but the intention is that their own children get
the higher certificates and degrees first, so that they too can be something when the opportunity arise
(Nwokomah, 2005). The urge for certificates and degrees in preference to TVE stems from the fact that when it
comes to political appointments, leadership positions and decision making, degree holders in different fields are
favored most than their counterparts with technical vocational skills acquired through TVE.
III. Concept of Quality Assurance (QA)
Quality Assurance (QA)more like academic terms has varying meaning. QA is a mechanism that lays
down exactly how the process in the system should be followed and the standards to be achieved (Juran, 2002).
QA can also be defined as an in-built mechanism to ensure the quality of the end-product while being
processed(Baso, 2011). Harvey (Wokocha&Nwokeocha, 2011) identified five different approaches to defining
quality, which are as follows:
in terms of exceptional (exceeding high standards and passing a required standard);
in terms of consistency (exhibited through “zero defects”and “getting it right the first time”, making
quality a culture);
as fitness for purpose (meaning the product or service meets the stated purpose, customer specifications
and satisfaction);
as value for money (through efficiency and effectiveness); and
as transformative (in terms of qualitative change).
Consequently, quality could be seen as absolute, relative, a process and as a culture. Quality is therefore, a
relative term. It ranges from meaning “standard” to “excellence”. Both are rooted in their respective values
operationalized in individual, institutional, and national practice”.
Cloete (Onocha (2002:62) recalls that the definition of Quality Assurance is classified into three different
concepts namely:
Quality as something exceptional – This is the traditional conception, which regards quality as
4. Quality Assurancein Technical Vocational Education (TVE) for Sustainable National Development in
www.iosrjournals.org 45 | Page
exclusive, distinctive and intuitively recognizable. It refers to excellence, a high standard of attainment
by exceptional students and staff.
Quality as efficient production – This is based on practice in industry, disregards absolute standards
but settles for relative „specifications‟. Thus quality products are one with “zero defects”. A relative
conception is quality as „fitness for purpose, that is, the extent to which a product or service meets the
designer and customer specifications.
Quality as transformation – This is an approach that adds value to the abilities of students, regardless
of initial levels.
Onocha however chose to see Quality Assurance as “the level of excellence in performance on the strength of
the quality of the context, inputs, processes/transactions and outputs/outcomes of education. After considering
the plethora of definitions of Quality Assurance, this paper adopts the view that QA in relation to TVE as
discussed in this paper is about “fitness for purpose”. That is, QA refers to all measures that are necessary to
ensure that TVE accomplishes the goals expected of it by the Nigerian society.
IV. Issues on Sustainable Development
The development of any nation is usually based on the degree and the extent of sociocultural,
socioeconomic, political and industrial development that are brought to bear through the enterprises of science
and technology. According to UNESCO (2004) sustainable development is not a fixed concept; rather it is a
culturallydirectedsearch for a dynamic balance in the relationships between social,economic and natural
systems, a balance that seeks to promote equity betweenthe present and the future, and equity between countries,
races, social classes andgenders. The interdependence of people and the environment requires that nosingle
development or environmental objective be pursued to the detriment ofothers. The environment cannot be
protected in a way that leaves half of humanityin poverty. Likewise there can be no long-term development on a
depleted planet.Appropriate sustainable strategies must be developed for both rich and poornations. TVE is a
major factor in ensuring that there is sustainable development in a developing country like Nigeria.
However, efforts to define exactly what sustainable development is must reflectthe varyingconditions
in different parts of the world and their impact uponnational and cultural priorities and values. For example, “to
an individual living inrural poverty in the developing world, "sustainable development", if it is to makeany
sense, must mean increased consumption and a higher living standard. Bycontrast, to an individual in a wealthy
country, with a closet full of clothes, apantry full of food and a garage full of cars, "sustainable development"
couldmean more modest and carefully considered consumption (UNESCO, 2006).
Bajah&Fariwantan (Olorundare,2007)stated that sustainable development leads to fulfilment of societal
ideals considered relevant to the needs and aspirations of the society. Factors, which influence such
developments, are based on human ability to explore, invent, and utilize. Satisfaction of spiritual, physical and
material needs and the mastery of the environment are parameters of development when applied to the human
society. It has been stated by several authors and scholars that the development of any nation depends very
much on the advancement and application of science and technology. The role of science in the development of
modern societies is not in dispute more so now that the influence of modern technological innovations is far
reaching in every sphere of man’s life. If Nigeria is to build an organized, self-reliant, and technologically
compliant society, much emphasis has to be continually made on science and technologyof which TVE is part of
(Nwabueze&Ozioko, 2011).
V. Rationale for Enhancing the Quality ofTVE in the 21st
Century in Nigeria
The basic concern of TVE is the acquisition skills for individuals to be productive to be able to provide
the goods and services required by the people in the society. Calhoun & Finch (Chikaire, eta’l., 2011) stated
that TVE should satisfy the needs of society to fill the required positions necessary for the efficient operation of
the economic system as well as the needs of individuals to find personally satisfying positions in the
occupational structure.Nigeria as a nation presently has many social and economic problems to handle in the 21st
century. Most Nigerians are just recovering from chronic case of negative attitude towards TVE. Nigeria is
similarly just awakening from her long sleep of negligence of these aspects of education in her educational
system (Apagu and Andural, 2007). The nation and her citizens are in the 21st
century questioning the quantity
and quality of these aspects of education in the nations system of education and among Nigerians.Another
problem necessitating the enhancement of the quality of Nigeria’s TVE in this 21st
century is youth
unemployment which appears tobe accelerating every year. According to Adefaye (2004:30):
The neglect TVE in the country has increasedyouth unemployment.
That in2003, primary school leavers accounted for 14%unemployment,
Secondaryschoolleaversaccountedfor 53.6% whiletertiary
educationgraduatesshared 12.4%. From thisdata onunemployment
situationamongschool graduates,there is a clear indicationthat the
5. Quality Assurancein Technical Vocational Education (TVE) for Sustainable National Development in
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primaryandsecondary schoolleavers have total unemployment
of 67.76%. Presently,about 75per-cent of secondaryschool
leavers in Nigeriadonotgofurther inhigheracademic pursuit.
It istherefore, disturbing to have a situation wheremany youths who are most physically able torender services
towards national development arehighly unemployed.Rhodes (Chikaire, eta’l., 2011) expressed that public
education does not have the right tothrow its rejects into the ranks of the unemployedin the community”.
Rhodes’ statement implies that,public education system should find a way ofmaking all citizens capable of
contributing to theeconomy of the nation. If public educationthat ismeant for everybody cannot prepare citizens
forwork, who else can do it? It is worth mentioninghere that the problem of Nigerian youths’unemployment and
lack of technological development can be reduced to a very large extent through relevant TVE programs.
Unfortunately, it appears the Nigerian system ofeducation is more interested in sieving theacademically talented
youths from the non-academically-talented, and then allowing the non-academicallytalented human resources to
wasteaway (Apagu and Andural, 2007).
According to Tommy (Adefaye, 2005:5):
Despite the country’s abundantresources, Nigeria hadcontinued to manifest
Abysmal industrial performance record over theyears because of the country’s
inability to synergiesits resources tospawn an organic productive sector
capable of engendering sustainable developmentand alleviate wide spread
poverty.
Ndomi (1998) in his comment on Nigeria’s state of un-industrialization stated that the nation’s
predicament is heavily dependent on her ability to come up with a competent and dedicated workforce. The lack
of dedicated and competent workforce is Nigeria’s headache and the most militating force against the nations
technological, industrial and any type of national development. TVE in the 21st
century will help the nation get
out of the problem of lack of appropriate manpower and low level of technological development. Obasanjo
(Mamah, 2007), explains that Nigeria’s current efforts at educational reforms and restructuring are aimed at
emphasizing on issues such as: redesigning the curriculum, increasing funding, refocusing on monitoring and
evaluation process, accountability and transparency. Nigeria’s present predicament was similarly experienced
long ago by USA and the country’s Advisory Council on T (1968:v), explains:
TVE faces a unique challenge in the years ahead-a challenge rooted in the
social and economicwelfare of people. In the contemporarysocial
scene with its large city problems, the ghettos, school dropouts, and
variety of disadvantaged groups, the need for TVEstands out clearly.
Calhoun & Finch (Chikaire, eta’l., 2011), in same vein emphasized that TVE through the years has been
responsive to the needs of society. When geographic and occupational mobility ofworkers, accelerated and
improved technologyrequired a higher degree of trained skills, societyturned to the schools to supply its need for
trained workers. Calhoun & Finch further explain thatbecause society currently insists that everyoneleaving the
public school system should have sometype of occupational skill appropriate to earn aliving, new importance
has been attached to TVE. Nigeria therefore, stands togain from the longstanding experience of USA.There is
therefore, no doubt that the quality of Nigerian TVE needs to be enhanced and improve on by all stake holders
involve in TVE foreffectiveness and sustainable national development.
VI. Conclusion
In order to achieve sustainable national social and economic development through TVE there must be
collective, serious and concerted efforts and strong commitments on the part of parents/guardians, educational
institutions/training providers, employers and government. Parents should support children to choose TVE track
and reject the perception that TVE is for less academically endowed. Government need to increase funding to
support the sector, while educational institutions need to deliver flexible and demand – driven training and
employers need to contribute to the development of national skill standards. However, it must be stressed that
acquisition of skills is not sufficient to bring economic national development. It is a prerequisite, but a lot more
needs to be executed. Poor governance, poor economic policy, corruption have to be eradicated and adequate
infrastructural facilities put in place before the much needed sustainable and economic national development
can be realized.
6. Quality Assurancein Technical Vocational Education (TVE) for Sustainable National Development in
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Recommendations
Inorder achieve sustainable national development through TVE the following recommendations were made:
Government should introduce sustainable financing scheme for TVE and increase the percentage of total
expenditure on education to TVE and also grant financial aids to trainees who are interested in pursuing
TVE programs at whatever level. The aids could be in terms of grants, sponsorships and loans. This will in
turn attract people, enhance interest and shift considerable attention to the relevance of TVE
The general populace should be sensitive on the importance of TVE in order to enhance the
statusTVE.This involves changing perception and attitudes of the public to TVE. In order to achieve this,
the use of role models in TVE, the involvement of successful entrepreneurs in motivation campaigns,
especially in schools and upgrading the standard of technology institutions. TVE should be seen as a valid
gateway to a good job and not as a second best choice or only educational route for the less academically
endowed.
Establishing strong linkage and collaboration between training institutions and the industry. This will
provide opportunities in industry for TVE teachers to regularly update their workplace experience and will
also help to develop appropriate curricular that is relevant to employers’ needs.
Establishing link between formal TVE programs and non-formal technical training centres.In order to
achieve this, there is need to establish a registration body that will keep a comprehensive register of
practitioners and training points in the non-formal sectors, design standard programs/syllabus of training
for them, work out appropriate codes of practice that will guide their activities and, as well, monitor them
closely to ensure that they adhere strictly to the codes of practice.
The task of providing TVE cannot be tackled by government alone. The involvement of major Nigerian
stakeholders, complemented by partnerships with international agencies, communities, industries, religious
organizations, labor unions Non-Governmental Organizations (NGOs), wealthy individuals in the
societyshould be encouraged to funding of TVE for the smooth running of TVE in terms provision of
infrastructural and workshop facilities such as tools, equipment and machines for the graduates of the
programs to acquire skills that will enable them contribute effective to the development of their society for
sustainable national economic development.
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