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Capacity Building Needs of Lecturers in Modern Automotive Technologies for Teaching Automobile Technology in Colleges of Education (Tech) in Nigeria
Mohammed Abdullahi Shehu,
Saidu Isa Mohammed,
Musa Usman Iliya
Issue:
Volume 8, Issue 2, December 2022
Pages:
43-49
Received:
18 August 2022
Accepted:
8 September 2022
Published:
29 September 2022
DOI:
10.11648/j.ijvetr.20220802.11
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Abstract: The survey research design method was adopted for the study. The population for the study was 45, which comprises 25 lecturers of Automotive Technologies in Colleges of Education and 20 Industrial Workers of Automobile in Northern, Nigeria. There was no sampling because the population was of manageable size. A questionnaire consisting 71 items was developed and used for data collection. The questionnaire was face validated by two lecturers from Department of Automobile Technology, Federal College of Education (Tech) Bichi, Kano State and one from Department of Automobile Technology, Federal College of Education (Tech) Gombe State. Cronbach alpha reliability method was used in determining the internal consistency of the instrument. A reliability coefficient of 0.81 was obtained. Forty five copies of questionnaire were administered to the respondent with help of two research assistants. 40 copies of the questionnaire were retrieved and analyzed using the mean and improvement needed index to answer research questions. T-test statistic was employed to test the null hypotheses at 0.05 level of significant. Based on the findings of the study, the following recommendations are made: Workshop and seminars should be organized for lecturers of automotive technology on modern automotive engine system, transmission system, automotive electrical system (Autotronics) and use of modern diagnostic equipment in order to build their capacity and Lecturers of automotive technology in Colleges of Education (Technical) should be also sent for further training in the Universities in order to acquire more knowledge in their area of specialization.
Abstract: The survey research design method was adopted for the study. The population for the study was 45, which comprises 25 lecturers of Automotive Technologies in Colleges of Education and 20 Industrial Workers of Automobile in Northern, Nigeria. There was no sampling because the population was of manageable size. A questionnaire consisting 71 items was ...
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Present Situation and Development Countermeasures Vocational Education for Refractory Industry
Issue:
Volume 8, Issue 2, December 2022
Pages:
50-54
Received:
7 February 2022
Accepted:
7 March 2022
Published:
11 October 2022
DOI:
10.11648/j.ijvetr.20220802.12
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Abstract: With the rapid development of high-temperature industry, China has become the largest country in the world in the production, consumption and export of refractory products. However, the technical quality of front-line employees in refractory enterprises is generally low. Especially with the continuous upgrading of refractory production equipment, process and quality control, the problem of lack of technical and skilled personnel is becoming more and more serious. From the perspective of vocational education, and in-depth investigation on the development of refractory industry and its personnel status, the main problems existing in refractory industry vocational education are analyzed. It is found that there are few vocational colleges offering refractory material specialty (direction), there are few teachers with refractory major background, refractory material specialty is difficult to recruit students, and the training conditions are poor, the content of teaching materials for refractory material specialty course is outdated, and so on. Based on the above problems, some countermeasures are put forward, such as increasing the cooperation between factory and school, government support, letting students and their parents know that refractory material major does not belong to high energy consumption industry, but green manufacturing industry in the field of new material technology, raising the salary and welfare of skilled workers in refractory enterprises, and developing refractory vocational education undergraduate course.
Abstract: With the rapid development of high-temperature industry, China has become the largest country in the world in the production, consumption and export of refractory products. However, the technical quality of front-line employees in refractory enterprises is generally low. Especially with the continuous upgrading of refractory production equipment, p...
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Vocational Education: Pathway to Sustainable Economic Empowerment in Nigeria
Issue:
Volume 8, Issue 2, December 2022
Pages:
55-59
Received:
13 September 2022
Accepted:
8 October 2022
Published:
21 October 2022
DOI:
10.11648/j.ijvetr.20220802.13
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Abstract: It has long been believed that vocational education will eventually replace all other forms of education as the key to economic growth. The acquisition of applicable skills has been a source of sustenance at the individual level and is contributing to the broader national economic progress, according to several studies in the social and management sciences and education. The purpose of this qualitative study on vocational education as a route to national integration and economic empowerment is to ascertain how it can pave the way for economic growth. Therefore, the exact sectors, dimensions, features, or routes via which vocational education can enable such economic empowerment will be the focus of this study. As a result, the study concentrated on small and medium-sized firms as well as entrepreneurship as means by which vocational education promotes economic empowerment. Secondary sources were used as the method of data collecting. According to data, entrepreneurship activities help people become more economically empowered by ingeniously and intuitively creating business prospects that lead to job opportunities. It was also established that small and medium scale enterprises are the bedrock of any nation and the absence of these is capable of crumbling an economy. Accordingly, it was advised that vocational business education be reformulated to reflect current practices and events in the country based on the study's findings. This is done to make that the program achieves its intended goals.
Abstract: It has long been believed that vocational education will eventually replace all other forms of education as the key to economic growth. The acquisition of applicable skills has been a source of sustenance at the individual level and is contributing to the broader national economic progress, according to several studies in the social and management ...
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The Invisible Contribution of TVET to SDGs - Palestine Case
Issue:
Volume 8, Issue 2, December 2022
Pages:
60-68
Received:
26 August 2022
Accepted:
26 September 2022
Published:
28 October 2022
DOI:
10.11648/j.ijvetr.20220802.14
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Abstract: The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.
Abstract: The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing mar...
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Thinking on the Development of Vocational Core Competence in Higher Vocational Education - Taking Material Engineering Technology as an Example
Issue:
Volume 8, Issue 2, December 2022
Pages:
69-72
Received:
17 October 2022
Accepted:
7 November 2022
Published:
29 November 2022
DOI:
10.11648/j.ijvetr.20220802.15
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Abstract: Vocational education is employment education, the cultivation of the core competence of vocational education through the whole process of higher vocational education is conducive to improving the adaptability of vocational education and jobs, so as to meet the needs of "directed training". At the same time, students are also used as media to promote the common development of schools, students and enterprises. In the process of vocational education, the division of knowledge, ability and quality is relatively clear. Only when knowledge is correctly understood and absorbed can knowledge form qualities, and only when knowledge and qualities are applied can abilities be formed. Quality and ability interact with each other and improve each other, forming a progressive circular upward trend. The formation of this trend must go through three stages: learning, practice (work) and innovation. Therefore, the core competence of higher vocational students includes learning ability, practice (work) ability and innovation ability.
Abstract: Vocational education is employment education, the cultivation of the core competence of vocational education through the whole process of higher vocational education is conducive to improving the adaptability of vocational education and jobs, so as to meet the needs of "directed training". At the same time, students are also used as media to promot...
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