TOWARDS QUALITY TECHNICAL VOCATIONAL EDUCATION AND
TRAINING (TVET) PROGRAMMES IN NIGERIA: CHALLENGES AND
IMPROVEMENT STRATEGIES
BY
AYONMIKE, Chinyere Shirley (Mrs.)
Department of Technical and Business Education,
Delta State University, PMB1 Abraka,
Delta State, Nigeria
Email: [email protected]
Mobile: +2348033772087
AND
OKWELLE, P. Chijioke, Ph.D
Department of Science and Technical Education
Rivers State University of Science and Technology, Port Harcourt, Nigeria
Email: [email protected]
Mobile: +2348023311193
AND
OKEKE, Benjamin Chukwumaijem
(Professor of Technical Education)
President /Vice Chancellor,
Federal University, Gausau,
Zamfara State, Nigeria
Email: [email protected]
Mobile: +2348066393167
Being a Paper Presented at International Vocational Education and Training Association
(IVETA) 2013 Conference on Quality Assurance in Technical-Vocational Education and
Training (TVET) on December 3rd and 4th in Las Vegas, Nevada, Georgia USA.
1
ABSTRACT
Technical Vocational Education and Training (TVET) is widely recognized as a vital driving
force for the socio-economic growth and technological development of nations. This is
because one of the most important features of TVET is its orientation towards world of work
and the emphasis of its curriculum on the acquisition of employable skills. In achieving the
goals and objectives of TVET in Nigeria, the quality of the programme needs to be improved
and sustained. The purpose of this study is to ascertain the challenges and improvement
strategies of attaining quality TVET programmes in Nigerian tertiary institutions. Four (4)
research questions were raised to guide the study and four (4) null hypotheses were tested at
0.05 level of significance using z-test statistics. A total of one hundred and sixty (160)
registered NVA members participated in the study. The findings revealed that various factors
(students’, school, and government) have been identified as the challenges of attaining quality
TVET programmes in Nigeria tertiary institutions. Some of these factors are lack of required
TVET facilities, poor funding of TVET programmes; poor training and retraining of TVET
teachers and instructors; poor teaching methods employed by teachers and instructors; and
poor assessment of TVET students’ competency. Also, the study revealed that adequate
funding; training and retraining of TVET teachers; provision of required TVET
infrastructures and facilities; adequate internal and external supervision; and public private
partnership are improvement strategies for quality TVET programmes in Nigeria. Thus, it
was recommended that the government, stakeholders, policy makers and TVET providers in
Nigeria should focus on TVET quality assurance best practices that have worked in countries
around the world. Also, government should adequately fund, plan, implement, and manage
TVET programmes in tertiary institutions in Nigeria.
Keywords: TVET, Quality, Quality Assurance, Challenges & Strategies
2
INTRODUCTION
Skills and knowledge are the engines of economic growth and social development of
any nation (Goel, 2010), and Technical Vocational Education and Training (TVET) holds the
key to training the skilled and entrepreneurial workforce needed for the changing
technological workforce (Afeti, 2010). Technical Vocational Education and Training (TVET)
is used as a comprehensive term referring to those aspects of the educational process
involving in addition to general education, the study of technologies and related sciences,
and the acquisition of practical skill, attitudes, understanding and knowledge relating to
occupations in various sectors of economic and social life (UNESCO, 2002). According to
Mclean and David (2009) TVET is concerned with the acquisition of knowledge and skills
for the world of work to increase opportunities for productive empowerment and socioeconomic development in knowledge economics and rapidly changing work environment.
Uwaifo (2010) refers to TVET as the training of technically oriented personnel who are to
be the initiators, facilitators and implementers of technological development of a nation by
adequately training its citizenry on the need to be technologically literate, leading to selfreliance and sustainability. TVET thus equips people not only with technical and vocational
skills, but with a broad range of knowledge, skills and attitudes that are now recognized as
indispensable for meaningful participation in work and life.
The conceptual definition of TVET cuts across formal or school-based, non-formal or
enterprise-based, and informal or traditional apprenticeship. Also, TVET has numerous goals
which vary from countries to countries. In Nigeria, TVET is part of the formal education system
incorporated in the three levels of education (primary, secondary and tertiary) with a view to
meet the nation’s need for skilled manpower and support the economic state of individual and
the nation in general. The goals of technical and vocational education according to the
Federal Republic of Nigeria in her National Policy on Education (2004:30) are to:
(a)
Provide trained manpower in the applied sciences, technology and business
particularly at craft, advanced craft and technical levels;
(b)
Provide the technical knowledge and vocational skills necessary for agricultural,
commercial and economic development;
(c)
Give training and impart the necessary skills to individual who shall be self reliant
economically.
To achieve these goals, quality enhancement should be one of the objectives of TVET
system.
Since qualitative TVET is increasingly recognized as the bedrock of every
development, quality assurance therefore is an indispensable process for achieving the
3
national goals in TVET which will in turn lead to the production of qualitative human capital
for sustainable national development.
Recent Global TVET Reforms for Quality Assurance
There is currently a strong move in many countries towards having rigorous,
internationally recognized TVET quality assurance process. Many countries have initiated
steps for establishment of quality assurance mechanisms keeping in view the provision of
TVET. This initiative is tied to the reforms in TVET sweeping round the globe. Existing
TVET policies are often fragmented and limited in scope; so far the formal training subsector attracts the largest proportion of government support (Kingombe, 2011). This supplydriven system is exclusive, inefficient and unresponsive to labour-market needs. According to
Ahadzie (2009) as cited by Kingombe (2011) a national training policy should be all –
embracing. However, the future of TVET is generating heated debate nearly everywhere in
the world. Atchoarena and Grootings (2009) in Kingombe (2011) posited that globalization
and the failure of development policies in the fight against poverty have put TVET back at
the centre of national and international policy debates; as a result TVET reform constitutes a
vibrant area of public policy. Various national government and international organization like
the UNESCO has being clamouring for overall change in the system of TVET. According to
Kingombe (2011), the purpose of a TVET Reform Project is to support change within the
TVET system, the TVET reform consist of a broad range of programme of TVET activities
that focus on;
i.
Development of new national TVET policy
ii.
Implementation of competency based training.
iii.
New TVET teacher training arrangement (e.g. development of National Technical and
Vocational Education Qualification Framework and development of teachers training
Qualification).
iv.
A greater role for the private sector and
v.
More decentralized management of the formal TVET institutions.
These TVET reforms differ in various countries due to their various levels of
technological needs and aspirations. On the other hand, when examined TVET across the
globe , it is clear that the global reforms is directing focus and interest to address social,
environmental, political, agriculture, business, sciences and technological needs amongst
others. This is so because the world is gradually transforming from knowledge base to
competency base. Nonetheless, many countries based their TVET reform strategies on sector
4
strategy plans which are derived from national development plans, such as the improvement
of productivity through skills development in industrial sectors. Consequently, these
transformations have made many nations to establish their TVET model based on their
technological needs.
Quality Assurance in Technical and Vocational Education and Training (TVET)
The concept of quality has been one of the most important concepts in contemporary
educational terminology (Zelvys, 2004). In terms of general concept, quality is defined by
Adebayo, Oyenike and Adesoji (n.d.) as the ability or degree with which a product, service,
or phenomenon conforms, to an established standard, and which make it to be relatively
superior to other. Idialu (2007) described quality as standards of something as compared to
other things that is the degree of goodness or excellence. According to Adegbesan, (2010)
quality is not just a feature of a finished product or services but involves a focus on internal
processes and outputs which includes; the reduction of waste and the improvement of
productivity. In the same vein, Saba and Ibrahim (2011) refers to quality as the totality of
features and characteristic of product or service that bear on its ability to satisfy stated or
implied needs.
With respect to education, African Union ( 2007) stated that quality is a
multidimensional concept, embracing all functions and activities of education system,
including teaching and academic programmes, research and scholarship, staffing, students,
buildings, facilities, equipment, services to the community, academic environment; taking
into account national cultural values and circumstances and international dimensions such as
exchange of knowledge, interactive networking, mobility of teachers and students, and
international research projects. According to Olusola (2008) quality in education has to do
with excellence, standard, appropriateness and real value. Similarly, Oyebade, Oladpo and
Adetoro (2012) opined that quality in education may be considered on the basis of how good
and efficient the teachers are; how adequate and accessible the facilities and materials needed
for effective teaching and learning are; and how prepared the graduates are for meeting the
challenges of life and for solving the social problems.
In TVET, quality is directly related to the achievement of the learning outcomes
(knowledge, skills and competence achieved at the end of the learning process) that fulfils the
key stakeholders’ expectations: - students, parents, employers and community in general
(Romanian Ministry of Education, Research, and Youth, n.d.). Continuous enhancement of
the quality of TVET system is a key priority to any nation that desires to reap the benefits of
5
this all important aspect of education system. In fact, quality enhancement is viewed as one
of the main objectives of TVET system.
In order to ensure quality in TVET, it is essential to establish quality assurance (QA)
frameworks applying to all aspect
of TVET. Globally, the focus today is on strengthening
quality assurance at all levels. Quality Assurance (QA) is a generic term that can mean
different things in different national and regional contexts. In a broad sense, Onocha (2002)
sees quality assurance as the management of goods, services and activities from the input
stage, through processes to the output stage of production. According to Adebayo, Oyenike
and Adesoji (n.d.) quality assurance is about consistently meeting product specification or
getting things for the first time and every time. It involves series of operational techniques
and activities which includes all actions taken when requirement for quality are met.
Similarly, Maajumdar, Khambayat, Tsesoro-Gayondato and Solla (2010) described quality
assurance as the process of verifying or determining whether products or services meet or
exceed customer expectations. They maintained that QA is a process-driven approach with
specific steps to help define and attain goals. Majumdar et al further stressed that QA helps
determine whether the steps used to provide the product or service is appropriate for the time
and conditions. Quality assurance is about what people at different levels or units of an
organization contribute to accepted standard of product quality. This involves a coordinated
quality assurance system, which should be systematic; provide fundamentals of practice; be
manageable so that its people will use it; be integrated; and allow scope for individual
initiative and professional judgment (Kirkpatrick, 2005). QA therefore when applied in
general concept, is seen as any systematic process of checking to see whether a product or
service being developed is meeting specific requirements.
Quality assurance in education is the consistent and adequate provision and utilization
of good and high standard resources to foster effective teaching and learning in every stage
and aspect of the educational system (Fasasi, 2006). Quality assurance is the systematic
review of educational programmes to ensure that acceptable standards of education,
scholarship and infrastructure are being maintained (Unesco, n.d). According to Tuck (2007)
quality assurance in education is the process and procedures for ensuring that qualifications,
assessment and programme delivery meet certain standards. Oderinde (2004) enumerated two
aspects of quality in education, which are both internal and external. The internal aspect is the
implementations of the school objectives while the external aspect deals with the
implementation of national objectives, which are pre-requisites to the achievement of quality
in any educational institution. Quality Assurance can refer to all forms of internal and
6
external quality monitoring, evaluation or review or the systematic review of educational
programmes to ensure that acceptable standards of education, scholarship and infrastructure
are being maintained (African Union, 2007).
Quality assurance in TVET is the systematic management and assessment procedures
adopted by an educational institution or system to monitor performance and to ensure
achievement of quality outputs or improved quality (Majumdar et al, 2010). The main actors
to quality assurance in TVET are; teachers, the commission for quality assurance and
evaluation, school management, school inspectorate, and community (Romanian Ministry of
Education, Research, and Youth, n.d.). It can be simply put that quality assurance in TVET
programme is the adequate provision and utilization of resources in all aspects of the
programme activities to produce competent and effective graduates. So, any activity that is
concerned with assessing and improving the merit or the worth of an intervention in the field
of TVET or its compliance with given standards constitutes quality assurance.
Indicators and Indices of Quality Assurance in Technical and Vocational Education and
Training (TVET) Programme.
Ogbodo and Nwaoku (2009) and Ehindero (2004) opined that there are indicators and
indices that are associated with quality assurance in education, TVET inclusive. Some of
these indicators and indices are students, teachers, supervision of instruction and teaching
effectiveness, teaching and learning environment, student admission policy, recruitment and
selection of academic staff, measurement and evaluation as well as the flow of operational
fund. Similarly, UNICEF (2000) explained quality education by enumerating the components
of quality education which are:
1.
Learners who are healthy, well nourished and ready to participate, learn, and
supported in learning by families and communities.
2.
Environments that are healthy, safe, protective, gender sensitive, and have adequate
resources and facilities.
3.
Content that is reflected in relevant curricula and materials for acquisition of basic
skills, skills for life, and knowledge in such areas as gender, and health.
4.
Process through which trained teachers use appropriate teaching approaches in well
managed classrooms and schools; and skillful assessment to facilitate learning and
reduce disparities.
5.
Outcomes that encompass knowledge, skills, attitudes, and are linked to national goals
for education and positive participation in society.
7
According to Nonye, Bakare, Virgy, and Ngozi (2011) education quality is measured
using already established standards or quality indicators that can be low or above a given
benchmark. The quality is said to be low or poor where standards are not met, or where
stakeholders query or doubt any area of the process or the competencies of graduates of the
educational system/programmes.
Technical and Vocational Education and Training (TVET) Quality Assurance Agencies
in Nigeria
In Nigeria, accreditation is based on individual programmes. The issue of
establishment of an institution is a different matter. The Nigerian Constitution has placed
education under the concurrent legislative list, which means that both the Federal and state
governments can legislate and establish schools and enable them with laws or edicts as the
case may be ( Muhammad,2007). More so, educational standards/quality fall under the
exclusive power of the Federal government, hence the establishment of quality assurance
agencies such as National University Commission (NUC), and National Board for Technical
Education (NBTE), National Business and Technical Examination Board (NABTEB). The
NUC’s roles include the accreditation, monitoring, and evaluation of Universities
programmes, infrastructural facilities, teaching and non teaching staff, and instructional
materials. On the other hand, the NBTE performed similar task as that of NUC to
polytechnics, technical colleges, and other certificate awarding TVET providers. NABTEB is
the examination body that is responsible for the external examination for technical and
business education trades in technical colleges.
Challenges of Quality Assurance in Technical and Vocational Education and Training
(TVET) Programme in Nigeria
Quality Assurance is a key component of successful internalization, mechanism for
building institutional reputation in a competitive local and global arena and necessary
foundation for consumer protection (National University Commission, 2007). The concept of
quality with regards to education is considered as the worth of education in the area of input,
teaching/learning process, and output as well as the entire gamut involved in the education
delivery system (Onojetah & Amiaya, 2012). However, various challenges have been
identified to affect the achievement of the goals and objectives of quality assurance in TVET.
Evidence from research studies (Alfred & Kayoma, 2012; Idialu, 2012; Money, 2012;
Olagboye, 2004; Onoshakpokaiye, 2012; Onwuegbu, 2012; Singer, 2012 ; Uwaifo & U.I
8
Uwaifo, 2009) indicated that the factors militating against quality assurance in vocational
education programmes are numerous. Some of these factors as highlighted by these authors
include the following: inadequate funding; inadequate staff quality and quantity; inadequate
provision of facilities; insufficient provision of instructional materials; poor retraining
scheme for vocational teachers and poor societal attitude. Other factors include poor
remuneration of vocational teachers; poor administration and supervision; examination
malpractice; poor assessment methods; absenteeism of teachers and students; poor teacher
student relationship, counseling services are not provided in the schools, administrative flaws
in terms of appointment of teaching staffs; politicization of teachers’ appointment; and total
disregard of accreditation report.
According to Anachuna and Nwachukwu (2012) the factors militating against quality
assurance in TVET in universities include: population explosion in our universities;
overcrowded classrooms; inadequate funding; inadequate infrastructural facilities; inadequate
academic staff; poor remuneration of lecturers; mirage office accommodation; poor school
management; unstable academic calendar due to incessant strikes by staff, students unrest,
examination malpractice; dearth of research grants; cultism, ill equipped libraries; and too
much emphasis on paper qualification. Furthermore, Babalola (2001) posited that universities
in Nigeria are in crisis. He stated that, there is less money to spend on teaching, research, and
community services. Also, he maintained that libraries in Nigerian universities lack adequate
and relevant books; laboratories do not have essential apparatus; classrooms are without
adequate seats for students and even office accommodation to university staff is a mirage.
The Educational Sector Analysis shows that equipments for science and technical vocational
education among others were lacking in majority of the schools in Nigeria. Many school
buildings in every state of the country were in a terrible state of disrepair; teaching materials,
workshops, staff offices, and school furniture were also lacking, although there was wide
variation from state to state (FME & UNESCO, 2003).
Folashade (2005) observed that many school teachers are unhappy, lack the zeal and
enthusiasm in their jobs because their welfare is not taken into consideration by their
employers. They go on strikes before being paid their salaries and retirement benefits are not
guaranteed at retirement. Under these conditions, quality in teaching may be affected.
However, Anyanwu (2009) stated that students can make or mar quality in teaching. Indeed
when the students are not interested in a subject and do not possess learning materials such as
text and exercise books, quality teaching is jeopardized especially for technical and
vocational education which contribute significantly to economic and self reliance. Based on
9
the foregoing, it is evident that the quality and functionality of technical and vocational
education programmes in has been marred by several factors, this situation is worrisome to
TVET stakeholders and need to be addressed.
Quality Assurance Strategies in Technical and Vocational Education and Training
(TVET) Programme in Nigeria
Various strategies have been put in place to tackle the challenges of quality assurance
in education in general and TVET in particular in different countries in the World. However,
some of these strategies include: planning; internal and external evaluation of TVET
programmes; improved funding; public private partnership; training and retraining of TVET
teachers/ instructors; adequate provision of required infrastructures; organizing seminars and
workshop for TVET teachers/ instructors; provision of research grants to TVET teachers/
instructors; accreditation; and
provision of scholarship to TVET teachers and students.
Anyakwo (2012) posited that factors such as adequate and functional facilities, appropriate
class size, the right number of qualified and competent TVET educators, appropriate teaching
maethods/ strategies; and funding promote the quality of TVET programmes.
Similarly, Aworanti (2012) stated that to promote the quality of TVET, there should
be adequate and functional facilities; good students’ teacher relationship; conducive
teaching/learning environment; and sufficiently learner-centred environment. According to
the Romanian Ministry of Education, Research, and Youth (n.d) the main actors (teachers,
quality assurance agencies, school management, employers, school inspectors, and
community) in quality assurance plays vital roles in achieving the goals of quality assurance.
The following are some roles of the various actors of quality assurance for quality outcomes:
Teachers: the roles of the teachers include: use of student- centred teaching methods;
improvement of the quality of teaching process after regular evaluation (at least annually) of
students’ satisfaction; team planning (at least at curriculum level) of teaching and assessment
activities; offering individual support at student request; and applying the quality assurance
measures established at school level.
Quality Assurance Agencies: Their roles include: internal monitoring of TVET quality; and
coordination of TVET quality assurance and evaluation processes.
School Management: the roles of the school management include: development of school
action plan, following consultation processes with all stakeholders and taking into account
regional and local priorities; promoting a quality culture at school level; permanent
10
communication with students, parents, and employers; and efficient and effective
maintenance of teaching and learning resources.
Employers of Labour: The roles of the employers include: involvement and identification of
training needs, and the planning of vocational education and training offer; involvement in
the design of locally developed curricula; participation in the certification of vocational
competences acquired by students; and formulating proposal for the improvement of
vocational education and training.
School Inspectorate: The roles of the school inspectorates include: give guidance and
support the schools in quality assurance process; quality control and formulation of quality
improvement proposals; support for professional development of teachers; and dissemination
of good practice in quality assurance.
Community: The roles of the community include: support the school’s institutional
development; pro active participation in the school’s administration council; and assurance of
the necessary resources for the teaching and learning process.
Similarly, Onyesom and Ashibogwu (2013) posited that control measures of quality
assurance in vocational education include: proper evaluation and monitoring; adequate
funding; improved supervision; retraining of teachers; research improvement; and attitudinal
change on the part of government, school administrators and management, TVET teachers,
parents, and students.
STATEMENT OF PROBLEM
Technical vocational education and training (TVET) programmes are designed for
people who can profit and progress by it. In order to accomplish these outcomes, quality must
be the watchword. However, over the years Nigerian TVET programmes are bedeviled with
numerous challenges that have been affecting the quality of TVET programmes both in
output and input. These challenges include inadequate funding of TVET; inadequate
infrastructures; poor power supply; poor inservice training scheme for TVET teachers /
instructors; shortage of qualified TVET teachers/ instructors; poor supervision of TVET
programmes; inadequate curriculum planning and implementation (Afred & Kayom, 2012;
Okoye & Okwelle, 2013; Uwaifo & U.I Uwaifo, 2012; Odiba, 2004; Isayaku, 2012; &
Oganwu, 2011). Quality Assurance is aimed at remedying all aspects of educational
programme which include; facilities, instructional materials, teaching and learning processes,
examination, school environment and human resources. A situation where indicators and
11
indices of quality assurance may pose as obstacles, need to be addressed. This has therefore
informed this study.
PURPOSE OF THE STUDY
The purpose of this study is to examine the challenges and strategies of attaining
quality TVET programmes in Nigeria. Specifically, the study seeks to examine the following:
1.
The challenges of attaining quality in TVET programmes in Nigeria as a result of
students’ factors.
2.
The challenges of attaining quality in TVET programmes in Nigeria as a result of
school factors.
3.
The challenges of attaining quality in TVET programmes in Nigeria as a result of
goverment factors.
4.
The strategies for addressing the quality problems in TVET programmes in Nigeria
SCOPE OF THE STUDY
The study is on the challenges and strategies of attaining quality in TVET
programmes in Nigeria. However, the study is delimited in scope to TVET programmes in
Nigerian tertiary institutions. Tertiary institutions in this paper refer to institutions offering
courses after secondary education in Universities, Colleges of Education, Polytechnics and
Monotechnics.
RESEARCH QUESTIONS
The following research questions were raised to guide the study:
1.
What are the students’ factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
2.
What are the schools’ factors that posed as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
3.
What are the government’s factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
4.
What strategies can be use to address the challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
12
RESEARCH HYPOTHESES
The following research hypotheses were tested at 0.05 level of significance:
1.
There is no significant difference in the mean response of male and female NVA
members on students’ factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
2.
There is no significant difference in the mean response of male and female NVA
members on schools’ factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
3.
There is no significant difference in the mean response of male and female NVA
members on government factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
4.
There is no significant difference in the mean response of male and female NVA
members on improvement strategies for addressing the challenges of attaining quality
TVET programmes in Nigerian tertiary institutions.
METHODS AND PROCEDURES
The survey research design was used in this study. The researchers considered this
design appropriate since no variable was manipulated in this study. The population comprised
one hundred and sixty (160) registered members of Nigerian Vocational Association (NVA);
130 males and 30 females NVA is a body of professional vocational educators in Nigerian
tertiary institutions. No sampling was done, rather all the 160 registered members of NVA
were used as sample for the study since the population size was considered manageable.
Data were collected using a structured questionnaire titled “Challenges and Strategies for
Quality Technical Vocational Education and Training Questionnaire” (CSQTVETQ)
developed by the researchers. The CSQTVETQ was divided into two parts. The first part
sought information on selected personal data of the respondents. The second part had sections
A, B C and D consisting of 47- items relevant for answering research questions posed in the
study. The response format of CSQTVETQ sections were based on a four-point Likert scale
pattern of Strongly Agree (SA=4), Agree (A=3), Disagree (D-2) and Strongly Disagree (SD1).
The instrument was content and face validated by two experts from the Department of
Technical and Vocational Education, Nnamdi Azikiwe University, Awka, Anambra State and
Delta State University, Abraka, Delta State of Nigeria. The experts agreed that the instrument
was relevant and appropriate. As a result of their comments, some items were restricted to
13
produce the final instrument. To determine the reliability of the instrument, twenty (20) copies
of the questionnaire were administered twice with an interval of three weeks to vocational
educators who were not part of the sample of this study. The test retest method was used to
ascertain the reliability of the instrument using Pearson Product Moment Correlation
Technique. The correlation coefficient obtained was 0.87 which was high and above the
recommended acceptable value of 0.7 for good reliability (Nunnally, 1978). Therefore, the
instrument was regarded as reliable enough for use in data collection for the study.
The researchers during the NVA 2012 International Conference administered the
questionnaires to one hundred and sixty (160) registered members of NVA and one hundred
and fifty (150) questionnaires were returned (male = 120 and female= 30) which recorded
94% return rate. The mean was used to analyze the research questions, while the z-test was
used to test the hypotheses at 0.05 level of significance. Mean values of 2.50 and above were
accepted while mean values below 2.50 were rejected. Also, it was decided that where the Zcalculated value was equal or greater than the table Z-value, it indicates significant difference; the null
hypothesis is rejected but if otherwise, the null hypothesis is
accepted. All statistical analyses
were performed with statistical package for social sciences (SPSS) software
RESULTS/ FINDINGS
Research Question 1
What are the students’ factors that act as challenges of attaining quality TVET programmes in
Nigerian tertiary institutions?
14
Table 1: Mean Response of NVA Members on Students’ Factors as Challenges of Attaining Quality
in TVET Programme in Nigeria
S/N
1
2
3
4
5
6
7
8
9
10
Students Factors as Challenges of
Attaining Quality in Vocational
Technical Education Programme in
Nigeria
Poor interest to learn
Poor entry qualification for TVET
programmes
Poor reading culture
Lack of required learning material such
as textbooks
Poor parental background
Peer group influence
Lack of self confidence
Examination malpractice
Disobedience to school regulation and
rules such as lateness to school
Irregular attendance
Grand Mean and S.D
Male NVA Member
Female NVA Member
Mean
3.72
S.D
0.69
Remarks
Agree
Mean
3.50
S.D
0.86
Remarks
Agree
3.63
3.13
0.80
0.42
Agree
Agree
3.33
3.33
1.06
0.84
Agree
Agree
3.40
2.53
3.66
3.50
3.48
1.04
1.49
0.64
0.81
0.85
Agree
Agree
Agree
Agree
Agree
3.03
2.83
3.40
3.33
3.30
1.10
1.09
0.86
0.99
0.70
Agree
Agree
Agree
Agree
Agree
2.43
3.10
3.28
1.41
1.05
0.48
Disagree
Agree
2.33
3.03
3.15
1.47
1.10
0.37
Disagree
Agree
The result shown in Table 1 revealed that the male and female teachers accepted nine items
but rejected one item (9) as students’ factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
Research Question 2
What are the schools’ factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
15
Table 2: Mean Response of NVA Members on School Factors as Challenges of Attaining Quality
in Vocational Technical Education Programme in Nigeria
S/N
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
School Factors as Challenges of
Attaining Quality in Vocational Male NVA Member
Technical Education Programme
in Nigeria
Mean S.D
Remarks
Poor teaching methods employed by
teachers
3.51
1.00 Agree
Teachers lack interest to teach
3.39
0.82 Agree
Poor research attitude of teachers
3.55
0.70 Agree
Negligence to duties
3.17
1.01 Agree
Poor preparation of lesson by
teachers
3.23
0.63 Agree
Poor use of teaching aids by teachers 3.18
0.75 Agree
Poor students’ teacher relationship
3.47
1.01 Agree
Poor evaluation of students’
academic performance
3.04
0.94 Agree
Inadequate classroom blocks
2.46
1.16 Disagree
Lack of conducive staff offices
3.72
0.70 Agree
Inadequate electricity supply
3.29
0.99 Agree
Lack of water supply
3.07
1.52 Agree
Inadequate workshop spaces
3.51
0.76 Agree
Lack of TVET machines and tools
3.35
0.97 Agree
Lack of school furniture’s
2.38
1.44 Disagree
Lack of TVET textbooks
3.90
0.47 Agree
Lack of consumable materials
3.51
1.00 Agree
Inadequate instructional materials
3.39
0.82 Agree
Grand Mean and S.D
3.26
0.40
Female NVA Member
Mean
S.D
Remarks
3.13
2.60
3.47
2.03
1.04
1.16
0.51
1.27
Agree
Agree
Agree
Disagree
2.77
2.83
3.17
1.10
1.09
1.09
Agree
Agree
Agree
3.00
3.03
3.27
3.37
3.00
3.27
3.50
2.30
3.57
3.13
2.60
3.02
1.08
0.93
1.08
1.00
1.23
1.08
0.97
1.78
0.68
1.04
1.16
0.43
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Disagree
Agree
Agree
Agree
The result of the analysis presented in Table2 showed that the male respondents rated
high 16 items but rated two items (19, 25) low, while the female respondents rated high 16
items but two items (14, 25) rated below cut off point as school factors that act as challenges
of attaining quality TVET programmes in Nigerian tertiary institutions.
Research Question 3
What are the government factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions?
16
Table 3: Mean Response of NVA Members on Government Factors as Challenges of Attaining
Quality in Vocational Technical Education Programme in Nigeria
S/N
29
30
31
32
33
34
35
36
37
38
39
Government Factors as Challenges of
Attaining Quality in Vocational Male NVA Member
Technical Education Programme in
Nigeria
Mean S.D
Remarks
Poor supervision of vocational technical
education programmes
3.84
0.58 Agree
Poor provision of instructional materials
3.73
0.70 Agree
to TVET institutions
3.67
Poor provision of facilities in TVET
institutions
0.80 Agree
Poor funding vocational technical
education programme
3.68
0.70 Agree
Poor curriculum planning of vocational
technical education
3.73
0.67 Agree
Poor implementation of vocational
technical education curriculum
3.40
0.94 Agree
Poor welfare packages for vocational
technical education educators
2.82
1.21 Agree
Poor training and retraining programme
for vocational technical education
teachers and instructors
2.50
1.36 Agree
Poor scholarship scheme for TVET
teachers, instructors, and students
3.37
1.05 Agree
Poor curriculum planning and review
process by federal/ state ministry of
education
3.42
0.82 Agree
Politisation of employment of staffs in
TVET institutions
3.71
0.76 Agree
Grand Mean and S.D
3.44
0.40
Female NVA Member
Mean
S.D
Remarks
3.50
0.90
Agree
3.57
0.82
Agree
2.90
0.99
Agree
3.33
0.99
Agree
3.43
0.97
Agree
3.53
0.73
Agree
2.97
1.27
Agree
3.50
0.94
Agree
3.40
0.97
Agree
3.57
0.86
Agree
3.73
3.37
0.69
0.26
Agree
Table 3 revealed that both male and female respondents agreed with all the items as
government factors that act as challenges of attaining quality TVET programmes in Nigerian
tertiary institutions.
Research Question 4
What improvement strategies can be use to address the challenges of attaining quality
TVET programmes in Nigerian Tertiary Institutions?
17
Table 4: Response of NVA Members on Improvement Strategies for Addressing the
Challenges of Attaining Quality TVET Programmes in Nigerian Tertiary Institutions.
S/N
40
41
42
43
44
45
46
47
Improvement Strategies for Addressing the
Challenges of Attaining Quality TVET
Male NVA Member
Programmes
in
Nigerian
Tertiary
Institutions
Mean S.D
Remarks
Adequate funding of TVET programmes
3.63
0.80 Agree
Training and retraining of TVET teachers
and instructors.
3.40
1.04 Agree
Adequate provision of required TVET
infrastructures and facilities.
3.50
0.81 Agree
Adequate internal and external supervision 3.23
0.63 Agree
Public private partnership
3.04
0.94 Agree
Adequate planning and implementation of
TVET programmes by government
3.29
0.99 Agree
Adequate provision of instructional
materials.
3.35
0.97 Agree
Adequate provision of scholarship/grants
for TVET teachers/instructors
3.72
0.70 Agree
Grand Mean and S.D
3.40
0.22
Female NVA Member
Mean
3.47
S.D
0.51
Remarks
Agree
3.27
1.08
Agree
3.57
3.50
2.90
0.68
0.90
0.99
Agree
Agree
Agree
3.43
0.97
Agree
3.00
1.23
Agree
3.57
3.31
0.68
0.26
Agree
Table 4 indicate that both male and female NVA respondents rated all the items high
as improvement strategies that can be use to address the challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
18
Hypothesis 1
There is no significant difference in the mean response of male and female NVA
members on students’ factors that act as challenges of attaining quality TVET programmes in
Nigerian tertiary institutions.
Table 5: Analysis of mean response of male and female NVA members on students’
factors challenges of attaining quality TVET programmes
in Nigerian tertiary
institutions.
Group
N
Mean
Std
Male NVA Members
120
3.28
0.48
Female NVA Members
30
3.15
0.37
Df
Zcal
Zcrit
Decision
148
0.689
1.645
Accept
N =150, df=148, p<0.05, * Accept
The results in Table 5 show that the calculated z-value (0.689) is less than the critical
value (1.645) at 0.05 percent level of significance. The null hypothesis was therefore
accepted. This implies that there is no significant difference between the mean response of
male and female NVA members on students’ factors that act as challenges of attaining quality
TVET programmes in Nigerian tertiary institutions.
Hypothesis 2
There is no significant difference in the mean response of male and female NVA
members on schools’ factors that act as challenges of attaining quality TVET programmes in
Nigerian tertiary institutions.
Table 6: Analysis of mean response of male and female NVA members on school factors
challenges of attaining quality TVET programmes in Nigerian tertiary institutions.
Group
N
Mean
Std
Male NVA Members
120
3.26
0.40
Female NVA Members
30
3.02
0.26
Df
Zcal
Zcrit
Decision
148
0.545
1.959
Accept
N =150, df=148, p<0.05, *Accept
Table 6 shows that the calculated z-value (0.545) is less than the critical value (1.959)
at 0.05 percent level of significance, indicating that there is no significant difference between
19
the mean response of male and female NVA members on school factors that act as challenges
of attaining quality TVET programmes in Nigerian tertiary institutions. The second null
hypothesis was therefore accepted.
Hypothesis 3
There is no significant difference in the mean response of male and female NVA
members on government’s factors that act as challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
Table 7: Analysis of mean response of female and male NVA members on government
factors challenges of attaining quality TVET Programmes
in Nigerian tertiary
institutions.
Group
N
Mean
Std
Male NVA Members
120
3.26
0.40
Female NVA Members
30
3.02
0.43
Df
Zcal
Zcrit
Decision
148
0.545
1.959
Accept
N =150, df=148, p<0.05, *Accept
Table 7 indicated that the calculated z-value (0.545) is lower than the critical value
(1.959) at 0.05 percent level of significance. The null hypothesis was therefore accepted. The
implication of the result is that there is no significant difference between the mean response
of male and female NVA members on government factors that act as challenges of attaining
quality TVET programmes in Nigerian tertiary institutions.
Hypothesis 4
There is no significant difference in the mean response of male and female NVA
members on improvement strategies for addressing the challenges of attaining quality TVET
programmes in Nigerian tertiary institutions.
20
Table 8: Analysis of response of female and male NVA members on improvement
strategies for addressing the challenges of attaining quality TVET programmes
in
Nigerian tertiary institutions.
Group
N
Mean
Std
Male NVA Members
120
3.39
0.22
Female NVA Members
30
3.31
0.26
Df
Zcal
Zcrit
Decision
148
1.552
1.645
Accept
N =150, df=148, p<0.05, *Accept
The results in Table 8 show that the calculated z-value (1.552) is less than the critical
value (1.645) at 0.05 percent level of significance. The null hypothesis was therefore
accepted. This implies that there is no significant difference between the mean response of
female and male NVA members on improvement strategies for addressing the challenges of
attaining quality TVET programmes in Nigerian tertiary institutions.
DISCUSSION OF RESULTS
The data presented in Table 1 revealed that the students’ factors that act as challenges
of attaining quality TVET programmes in tertiary institutions in Nigeria include poor interest
to learn; poor entry qualification for TVET programmes; poor reading culture; lack of
required learning materials such as textbooks; peer group influence; lack of self confidence;
and examination malpractice. This is in line with the view of Anyanwu (2009) who stated
that students can make or mar quality in teaching. This is true because when the students are
not interested in a subject and do not possess learning materials such as text and exercise
books, quality teaching is jeopardize especially for technical and vocational education
progrmmes which contribute significantly to economic growth and self reliance. Also, the
report of Anachuna and Nwachukwu (2012) agrees with the findings of this study when they
reported that the militating factors to quality assurance include: examination malpractice; and
cultism.
Result from Table 2 showed that the school factors that posed as challenges of
attaining quality TVET programmes in tertiary institutions in Nigeria include poor teaching
methods employed by teachers; teachers lack interest to teach; poor research attitude of
teachers; poor preparation of lesson by teachers; poor use of teaching aids by teachers; poor
students’ teacher relationship; poor evaluation of students’ academic performance; lack of
conducive staff offices; inadequate electricity supply; lack of water supply; inadequate
21
workshop spaces; lack of TVET machines and tools; lack of TVET textbooks; lack of
consumable materials; and inadequate instructional materials. This finding is in agreement
with the findings of Alfred and Kayoma (2012), Idialu (2012), Olagboye (2004),
Onoshakpokaiye (2012), Onwuegbu (2012), Singer (2012). They reported that the quality and
functionality of vocational education programme has been marred by several school related
factors; notably among these factors include inadequate teaching/learning facilities; paucity
of qualified vocational education teachers; evaluation process is not properly done; and
counseling services are not provided in the schools. The Educational Sector Analysis shows
that equipments for science and technical vocational education among others were lacking in
majority of the schools in Nigeria. Many school buildings in every state of the country were
in a terrible state of disrepair; teaching materials, workshops, staff offices, and school
furnitures were also lacking, although there was wide variation from state to state (FME &
UNESCO, 2003).
Table 3 revealed that there are government factors that posed as challenges of
attaining quality TVET programmes in tertiary institutions in Nigeria. They include poor
supervision of vocational technical education programmes; poor provision of instructional
materials to TVET institutions; poor provision of facilities in TVET institutions; poor funding
of vocational technical education programme; poor curriculum planning of vocational
technical education; poor welfare packages for vocational technical education educators ;
poor implementation of vocational technical education curriculum; poor welfare packages for
vocational technical education teachers; poor training and retraining programme for
vocational technical education teachers and instructors ; poor scholarship scheme for TVET
teachers, instructors, and students ; poor curriculum planning and review process by federal/
state ministry of education; and politization of employment of staffs in TVET institutions.
This finding is consistent with those of Anachuna and Nwachukwu (2012), Okoye and
Okwelle, (2013), Singer (2012), Uwaifo and U.I Uwaifo (2009). They reported that several
challenges tend to hinder quality assurance in the teaching and learning of vocational
education in schools and these government related factors include: poor provision of facilities
and equipments; inadequate personnel; poor incentives; poor funding; infrequent retraining of
teachers; less qualified teachers are employed to teach in schools; inadequate infrastructural
facilities; poor remuneration of lecturers; mirage office accommodation; poor school
management; dearth of research grants; defect in curriculum content selection, organization,
and delivery system; nonchalant attitude of government/ poor implementation of government
22
policy;
poor condition of services and poor training and retraining scheme for TVET
teachers.
The result in Table 4 indicate that in the opinion of the respondents there are various
improvement strategies that can be use to address the challenges of attaining quality TVET
programmes in Nigerian tertiary institutions. They include adequate funding of TVET
programmes, adequate provision of required TVET infrastructures/facilities, adequate
internal and external supervision, adequate provision of scholarship/grants for TVET
teachers/instructors, adequate planning and implementation of TVET programmes by
government and Public private partnership. This is in harmony with the views of Anyakwo
(2012) and Aworanti (2012) who posited that factors such as adequate and functional
facilities, appropriate class size, the right number of qualified and competent TVET
educators, appropriate teaching methods/ strategies; and adequate funding will promote the
quality of TVET programmes.
The result of the analysis in Table 5 indicated that there was no significant difference
between male and female vocational teachers on their opinions on students’ factors that act as
challenges of attaining quality TVET programmes in Nigerian tertiary institutions.
Furthermore, both male and female teachers did not differ in their opinions on school and
government factors that act as challenges of attaining quality TVET programmes in Nigerian
tertiary institutions as shown in Tables 6 and 7.
From the analysis on Table 8, it was revealed that there was no significant difference
between the mean response of male and female NVA members on improvement strategies for
addressing the challenges of attaining quality TVET programmes in Nigerian tertiary
institutions. This signifies that gender did not divide the opinion of the respondents on the
best strategies for enhancing quality TVET system in Nigeria in effort to develop knowledge
based workers for the knowledge driven economy.
CONCLUSION
In order to provide TVET programmes that can create an impact in the development
of human resources who can be the driving force for technological and economic growth of
the nation, quality and standard will have to be created. Various factors (students’; school;
and government) have been identified as the challenges of attaining quality TVET
programmes in Nigeria tertiary institutions. Also strategies for addressing the challenges of
attaining quality TVET were identified in this study. In addressing these factors both
23
government and nongovernmental organizations need to work collectively to curtail these
crises of knowledge which has led to the fall in standard and quality of education (TVET
programmes inclusive) in Nigeria. These can be achieved through a workable quality
assurance mechanism and system that will help to foster quality and standard in every aspect
(such as input, process, and output) of TVET programmes in Nigeria tertiary institutions.
RECOMMENDATIONS
Based on the findings of the study, it was recommended that
1.
The government, stakeholders, policy makers and TVET providers in Nigeria should
focus on TVET quality assurance best practices that have worked in countries around
the world.
2.
The government should adequately fund, plan, implement, and manage TVET
programmes in tertiary institutions in Nigeria.
3.
However, the quality of input TVET programmes must be considered. These can be
achieved through the provision of adequate facilities, equipments, consumable
materials, and hand tools; provision of qualified TVET personnel; adequate provision
of instructional materials; provision of in service training for TVET personnels.
4.
Provision of scholarship/grants for TVET teachers/ instructors; proper supervision
and monitoring of the implementation of TVET programmes by government.
5.
The introduction of competency based TVET programmesI in Ngerian tertiary
institutions.
24
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