Retraining Needs of Technical Educators for the Implementation of the Junior Secondary School Basic Technology Programme In Nigeria

N, Atsumbe B.; Raymond, Emily; M, Idris A.; F, Mele E.

doi:10.9790/1684-0140713

Cited by 2 publications

(3 citation statements)

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“…Despite recommendations for graduate-level educators, Nigeria Certificate in Education (NCE) holders still dominate the teaching staff in secondary schools, with some graduate teachers lacking the necessary qualifications and skills required for effective teaching (Garba, 2012). Atsumbe et al (2012) emphasize that the quality of teachers is a primary factor affecting the full implementation of basic technology programs.…”

Section: Role Of Vocational Teachers For Tvet Survival In Nigeriamentioning

confidence: 99%

“…Given these observations, it becomes evident that, for the proper implementation and realization of the benefits of TVET, teachers must excel in their respective fields and complete teacher-training programs that equip them with the skills to effectively impart knowledge and practical skills to students (Mohammed, 2013). TVET teachers should possess comprehensive knowledge, encompassing pedagogical skills and various aspects of TVET, particularly skill acquisition and practical application (Atsumbe et al, 2012).…”

Section: Role Of Vocational Teachers For Tvet Survival In Nigeriamentioning

confidence: 99%

“…Neglecting career education in technical programs is seen as a deficiency necessitating review. Presently, many basic technologies and TVET instructors seem ill-equipped to impart the knowledge expected due to gaps in their own training (Atsumbe et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective

Ladan

2023

CUPER

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Technical and vocational education (TVET) plays a crucial role in societal and national development. In Nigeria, it spans across various educational levels, from secondary schools to higher institutions. However, over time, TVET in Nigeria has faced significant challenges, particularly related to the shortage of qualified teachers and skilled personnel. This paper focuses on the issues affecting TVET, specifically those tied to human resource provision within educational institutions. The paper commences with a comprehensive literature review to enhance our understanding of TVET. It delves into the benefits of having competent TVET instructors and their responsibilities in fostering the growth of TVET. Furthermore, it explores the factors essential for ensuring the presence of qualified TVET teachers in our schools and examines the declining quality of TVET within educational institutions. Ultimately, the paper investigates the underlying causes of the gap that restricts teachers' ability and competence in effectively imparting the necessary skills to their students. It identifies teacher shortcomings as the primary reason for students' failure to acquire the requisite knowledge and skills both before and after graduation.

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Section: Role Of Vocational Teachers For Tvet Survival In Nigeriamentioning

confidence: 99%

Section: Role Of Vocational Teachers For Tvet Survival In Nigeriamentioning

confidence: 99%

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Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective

Ladan

2023

CUPER

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Barriers to Effective Prevocational education implementation in Jordanian Schools as Perceived by Teachers

Jawarneh

2013

JEVR

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The main goal of this qualitative study was to explore perceptions and opinions of a group of in-service Prevocational Education (PVE) teachers to derive barriers to effective PVE implementation at the middle basic stage in Jordanian schools. The population and sample (n=35 of the study consisted of all teachers responsible for the delivery of PVE at the middle basic stage of the "North Mazar" educational directorate in the northern region in Jordan. The population and sample of the study were conveniently selected. The instrument used in this study was an interview schedule and technique used in analyzing data obtained from open-ended face-to-face interviews was that suggested by Merriam (2009) regarding qualitative data. Frequencies, percentages in addition to examples of sample quotes representing teachers' responses were provided. The results revealed that PVE lack attractiveness for pupils, parents, teachers, and principals and consequently they hold negative attitudes towards this practical provision. The results revealed four categories of barriers: (1), Barriers pertaining to perceptions and attitudes (2) barriers pertaining to economic factors, (3) barriers pertaining to administrative factors, (4) Barriers pertaining to human factors. Discussions of such barriers were provided, and concluding reflections and recommendations were presented.

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Retraining Needs of Technical Educators for the Implementation of the Junior Secondary School Basic Technology Programme In Nigeria

Cited by 2 publications

References 3 publications

Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective

Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective

Barriers to Effective Prevocational education implementation in Jordanian Schools as Perceived by Teachers

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