Development of Conceptual Framework for Integration of Work-Based Learning into Technology Education in Nigeria

Dahiru Sale Mohammed, Auwalu Bello Ibrahim

Abstract


The research was conducted to develop a conceptual framework for integrating work-based learning into the ETE programme at the Nigerian tertiary education level. Four (4) research objectives guided this study's development of the WBL conceptual framework. Methodology: A mixed-method approach with a planned data collection using exploratory sequential design was adopted. The study was implemented in two phases; phase 1 was qualitative using interview and document analysis. This was followed by a quantitative phase where data was collected using a developed and validated questionnaire. The participants were the representative sample of full-time TVET teacher trainers, students and industry-based supervisors in the service industries in Nigeria selected using purposive sampling for the qualitative phase and cluster sampling procedure for the quantitative. The instrument of data collection was developed and a validated questionnaire on WBL using the Rasch Measurement Model Procedure through a pilot study. The data collected was analysed using thematic analysis, SPSS 25 and SmartPLS 3 by conducting the Structural Equation Modeling (SEM) analyses; assessing the measurement, and structural models and finally developing the framework. The findings of this study provide reliable evidence of the relevance of WBL in the ETE programme from the stakeholders' perspectives. Similarly, relevant WBL components suitable for integration into ETE in Nigeria were highlighted. Furthermore, the findings revealed that the challenges of implementing WBL include policy factors, attitudinal factors, funding and linkage. Finally, the results of the structural model provide the structural relationship to express a strong connection between challenges, components and WBL perception which may signify a significant alignment with the proposed model. The findings of the research based on the discussion and the current reality would provide a strong connection that highlighted multiple implications to practice and policy for improvement in the delivery of the ETE curriculum in Nigeria.


Full Text:

PDF

References


Akor, R., Agashi, P., Ekuje, F., Akoh, J., & Ebenehi, E. (2016). Technical And Vocational Education: A Solution To Precarious Youth Unemployment In Nigeria. European Journal of Education Studies.

Alhasan, N. U., & Tyabo, A. (2013). Revitalizing technical and vocational education (TVET) for youth empowerment and sustainable development. Journal of Educational and Social Research, 3(4), 149.

Alvi, M. (2016). A manual for selecting sampling techniques in research.

Amadi, U. P. (2013). Appraising Work-Based Learning Experiences of Technical and Vocational (Teacher) Educationand Training (TVTET) Programmes In Nigeria. Mediterranean Journal of Social Sciences, 4(5), 137.

Anohina-Naumeca, A., & Sitikovs, V. (2012). Legal and academic issues of higher education institutions in the context of work-based learning: Latvian case. Procedia-Social and Behavioral Sciences, 69, 526-534.

Anyakoha, E. (2009). Developing research skills: Concepts and conceptual framework. Nsukka: Great AP Express Publishers Ltd.

Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn (Expanded ed.). Washington, DC: National Academy.

Bright Hub. (2016). The Difference between an Electrical Engineer and an Electronic Engineer. Retrieved from https://www.brighthubengineering.com/

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.

Bryman, A. (2006). Integrating quantitative and qualitative research: how is it done? Qualitative research, 6(1), 97-113.

Bubou, G. M., Offor, I. T., & Gumus, S. (2015). An argument for the practice of evidence-based teaching in engineering education for developing countries with focus on Nigerian universities. QScience Proceedings, 26.

Chukwu, B., & Igwe, A. (2012). Reducing graduate unemployment through entrepreneurship: development: the Nigerian experience. African Journal of Social Sciences, 2(4), 139-152.

Clark, V. L. P., & Ivankova, N. V. (2015). Mixed methods research: A guide to the field (Vol. 3): Sage Publications.

Commission, E. (2012). Rethinking Education: investing in skills for better socio-economic outcomes. In: European Commission Strasbourg.

Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice: Routledge.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches: Sage publications.

Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209, 240.

Dabalen, A., Oni, B., & Adekola, O. A. (2001). Labor market prospects for university graduates in Nigeria. Higher Education Policy, 14(2), 141-159.

Deba, A. A. (2015). Conceptual Framework of Service Learning in Technical and Vocational Education at the Nigerian Tertiary Education. Universiti Teknologi Malaysia,

Deba, A. A., Jabor, M. K., Buntat, Y., & Musta'mal, A. H. (2014). Potential of service-learning on students' interpersonal skills development in technical and vocational education. Asian Social Science, 10(21), 1.

Deba, A. A., Jabor, M. K., & Inti, M. M. (2013). The role of technical and vocational education in meeting the challenges of youth unemployment in Nigeria. International Journal of Research in Social Sciences, 3(1), 671-680.

Deebom, M. T., & Dokubo, I. N. (2017). Building a strong technical vocational education and training (tvet) graduates as entrepreneurs for sustainable economy recovery in the 21st century, nigeria. International Journal of Research in Management & Social Science, 8.

Dike, V. E. (2009). Addressing youth unemployment and poverty in Nigeria: A call for action, not rhetoric. Journal of sustainable Development in Africa, 11(3), 129-151.

Eboh, E. (2009). Developing conceptual framework for empirical research. Developing research skills: Concepts and conceptual frameworks. Nsukka: Great AP Express publishers Ltd.

Eke, F. C. (2011). Preparing today’s youth for the changing world of technology: the role of technical education teachers. Mediterranean Journal of Social Sciences, 71.

Eneji, M. A., Mai-Lafia, D., & Weiping, S. (2013). Socio-economic impact of graduate unemployment on Nigeria and the vision 20: 2020.

Eraut, M. (2002). Developing professional knowledge and competence: Routledge.

Ezeji, H. A., Edeh, N. I., & Etonyeaku, E. A. (2016). Effective Implementation of TVET—Industry Partnership for Employability of Graduates through Work Integrated Learning in Nigerian Universities. Review of European Studies, 8(3), 307.

Federal Republic of Nigeria (FRN). (2013). National Policy on Education. Lagos: Nigerian Educational Research and Development Council (NERDC).

Fjellström, M. (2014). Vocational education in practice: a study of work-based learning in a construction programme at a Swedish upper secondary school. Empirical Research in Vocational Education and Training, 6(1), 2.

Gibbs, P., & Garnett, J. (2007). Work‐based learning as a field of study. Research in Post‐Compulsory Education, 12(3), 409-421.

Healey, M. (2014). Students as partners in learning and teaching in higher education. Paper presented at the Workshop Presented at University College Cork.

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher Education, 51(2), 287-314.

Lerman, R. I., & Rauner, F. (2012). Apprenticeship in the United States. In Work and Education in America (pp. 175-193): Springer.

Lester, S., & Costley, C. (2010). Work‐based learning at higher education level: Value, practice and critique. Studies in Higher Education, 35(5), 561-575.

Lev, E. L., Kolassa, J., & Bakken, L. L. (2010). Faculty mentors’ and students’ perceptions of students’ research self-efficacy. Nurse education today, 30(2), 169-174.

Linacre, J. (2016). Sample size and item calibration stability. Rasch Meas Trans. 1994; 7: 328. In.

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.

Longe, O. (2017). Graduate Unemployment in Nigeria: Causes, Consequences and Remediable Approaches. American International Journal of Contemporary Research, 7(4), 63-73.

Lynne, B. (2003). Arizona Work-Based Learning Resource Guide. A Guide for Connecting Career and Technical Education to the Workplace. Arizona Department of Education.

Macfarlane, B., & Gourlay, L. (2009). The reflection game: Enacting the penitent self. Teaching in Higher Education, 14(4), 455-459.

Maigari, S. A. (2016). Problem-based learning Conceptual Teaching Model for Technical Colleges in the North-western Nigeria. (PhD Thesis), Universiti Teknologi Malaysia,

Marope, P. T. M., Chakroun, B., & Holmes, K. (2015). Unleashing the potential: Transforming technical and vocational education and training: UNESCO Publishing.

Martin, P. Y. (2006). Practising gender at work: Further thoughts on reflexivity. Gender, Work & Organization, 13(3), 254-276.

Matthews, B., & Ross, L. (2010). Research methods: Longman/Pearson Education.

Mcconnel, F. M., Logemann, J. A., Rademaker, A. W., Pauloski, B. R., Baker, S. R., Lewin, J., . . . Collins, S. (1994). Surgical variables affecting postoperative swallowing efficiency in oral cancer patients: a pilot study. The Laryngoscope, 104(1), 87-90.

McDermott, K. J., Nedic, Z., Nafalski, A., & Machotka, J. F. (2007). Experiential learning for first year engineering students.

McEwen, L., O’Connor, K. M., Williams, C., & Higson, H. (2010). Integrating employers in effective support for student work-based learning (wbl) an evidence base to inform innovative policy and practice. The Higher Education Academy. http://www. heacademy. ac. uk/assets/York/documents/resources/publications/McEwen_Final_Re port. pdf.

Mohammed, D. S., & Ismail, S. (2018a). A Framework for Goal Setting Skills Integration in Curriculum. Advanced Science Letters, 24(5), 3693-3696.

Mohammed, D. S., & Ismail, S. (2018b). A Framework for the Integration of Goal Setting Skills in Electrical Technology Education Programme Curriculum. Advanced

Nunnally, J. (1978). Psychometric methods. In: New York: McGraw-Hill.

Nwogu, P. O., & Nwannoruo, C. (2011). Vocational technical education and training for self-reliance: towards national development. Mediterranean Journal of Social Sciences, 5(5), 55-59.

Nwosu, J. C., & Micah, E. M. (2017). Technical and Vocational Education and Training as a Tool for National Sustainable Development in Nigeria. The International Journal of Social Sciences and Humanities Invention, 4(9), 3983-3988.

Ojimba, D. P. (2012). Vocational and technical education in Nigeria: issues, problems and prospects’ dimensions (IPP). Journal of Educational and Social Research, 2(9), 23-30.

Okon, U. (2011). Work-Based Learning initiatives. Paper presented at the Step-B/World Bank-assisted TVET Teachers Upskilling workshop held at the University of Nigeria, Nsukka from 23rdOctober–4th November.

Okoro, M. O. (2006). Principles and Methods in Vocational and Teaching Education. Nsukka: University trust publishers.

Okoye, R., & Arimonu, M. O. (2016). Technical and Vocational Education in Nigeria: Issues, Challenges and a Way Forward. Journal of Education and Practice, 7(3), 113-118.

Okwori, R. O. (2012). Mechanisms for improving the provision of facilities for wood workshops in colleges of education in the north central zone of Nigeria. Journal of Emerging Trends in Engineering and Applied Sciences, 3(3), 455-460.

Olusegun Ajayi, J. (2015). Graduates Unemployment and Criminality in Ado-Ekiti. International Journal of Management and Business Research, 5(1), 61-77.

Onu, A. (2013). Stimulating Entrepreneurship in Educational Institutions in Nigeria. European Scientific Journal, 9(25).

Oranu, R. (2003). Strategies for teachers coping with the new curriculum. Paper presented at the final report of the seminar/workshop held in lagos, nigeria, 12–16 november 2001 rapport final du séminaire/atelier tenu à lagos, nigéria, 12–16 novembre 2001.

Orji, L. O. (1996). Apprenticeship Practices for Skill Aquisition in Arts and Crafts. In Eze, T. I. & Esomonu NPM. (Ed) Implications of vocational and Technical Education for Technological Development Umunze Research and Publication Unit, Umunze, Anambra

Patton, M. Q. (2005). Qualitative research. Encyclopedia of statistics in behavioral science.

Schrenko, L. C. (2010). Standards and Guidelines for Work-Based Learning Programmes in Georgia. State of Georgia Department of Education.

Seyi, D. (2014). An overview of vocational and technical education in Nigeria under secondary school education system. International journal of technology enhancements and emerging engineering research, 2(6), 119-122.

Shedrach, S. (2014). Assessing the Status of Fine and Applied Arts Curriculum in Human Capacity Building in North Eastern Nigeria. International Letters of Social and Humanistic Sciences (ILSHS), 21, 214-223.

Sitikovs, V., Anohina-Naumeca, A., & Petrovica, S. (2013). Tripartite view on Work-based Learning in Latvia. Procedia-Social and Behavioral Sciences, 93, 1552-1561. teaching & research, 3(1).

Techanamurthy, U., Alias, N., & Dewitt, D. (2018). Problem-solving strategies among culinary arts students in community colleges. Journal of Technical Education and Training, 10(1).

Terrell, S. R. (2015). Writing a proposal for your dissertation: guidelines and examples:

Virginia Department of Education. (2015). Career and Technical Education Work-Based Learning. . Retrieved from http://www.doe.virginia.gov/instruction/career_technical/work-based_learning.

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in Education: a survey of schools in E urope. European Journal of Education, 48(1), 11-27.


Refbacks

  • There are currently no refbacks.