Technical and Vocational Education and Training (TVET) is envisioned to prepare a workforce which has knowledge of behaviour and skills that could enable them in securing and maintaining their job effectively. Thus, in carrying out the task, two main elements are involved; institution and workplaces. Students receive training in the theory aspect from school and practice in industry. Therefore, relationship between these two elements is essential for the attainment of goals TVET. This study aims to provide a systematic review of published researches on the current practice of Work-based Learning in TVET and to assess the major challenges that affect the relationship between school and workplace with a view to make recommendations for the best practice in future application of WBL in TVET. To achieve this aims, papers were selected in April 2018 with search terms "Work-Based Learning" "Conceptual Model of WBL" "WBL in TVET" and "Implementation of WBL in TVET" from five databases: Scopus, PsycINFO, Springer, Google Scholar, and ScienceDirect.16 research based article were evaluated published from 2000 to 2018. Findings revealed the extent of the implementation of WBL in TVET in tertiary institutions including universities is low. Emphasis was given to some aspects such as Student Industrial Work Experience Scheme (SIWES) leaving other aspects unexploited. These unexploited aspects include cooperative work experience, job shadowing, youth apprenticeship programme, internships among others etc. Factors affecting the implementation of WBL in TVET identified in the reviewed researchers were curriculum defects, poor policy framework, inadequate trained manpower to supervise the proper implementation and lack of WBL learning implementation framework in institution of learning. The findings add to the growing empirical evidence regarding the positive impact of WBL in TVET. Policy makers, educators, and the public can contribute to development of TVET by supporting the incorporation of WBL into standard TVET practices.

No abstract

Face recognition (FR) is an important and challenging task in pattern recognition and has many important practical applications. This paper presents an improved technique for Face Recognition, which consists of two phases where in each phase; a technique is employed effectively that is used extensively in computer vision and pattern recognition. Initially, the Robust Principal Component Analysis (RPCA) is used specifically in the first phase, which is employed to reduce dimensionality and to extract abstract features of faces. The framework of the second phase is sparse representation based classification (SRC) and introduced metaface learning (MFL) of face images. Experiments for face recognition have been performed on ORL and AR face database. It is shown that the proposed method can perform much best than other methods. And with the proposed method, we can obtain a best understanding of data.

Abstract This paper proposes an improved modelling approach for tessellating regular polygons in such a way that it is environmentally sustainable. In this paper, tessellation of polygons that have been innovated through the formed motifs, is an innovation from the traditional tessellations of objects and animals. The main contribution of this work is the simplification and innovating new patterns from the existing regular polygons, in which only three polygons (triangle, square and hexagon) that can free be tessellated are used, compared to using irregular polygons or other objects.  This is achieved by reducing the size of each polygon to smallest value and tessellating each of the reduced figure to the right or to left to obtain a two different designs of one unit called motif. These motifs are then combined together to form a pattern. In this innovation it is found that the proposed model is superior than tessellating ordinary regular polygon, because more designs are obtained, more colours may be obtained or introduced to give meaningful tiles or patterns. In particular Tessellations can be found in many areas of life. Art, architecture, hobbies, clothing design, including traditional wears and many other areas hold examples of tessellations found in our everyday surroundings.

This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach