TVET Graduates Employability for Construction Industry: A Mixed-Method Study

Auta, Mohammed; Onwusuru, Ijeoma Madonna

doi:10.30880/ojtp.2022.07.01.009

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…This finding was corroborated by Oviawe (2017) whose study on "Fostering Students' Enrollment in Technical Education Programmes through Career Guidance and Occupational Awareness" discovered that technical education has remained detested to a greater extent by the majority of Nigerian parents and even students as detected in the low students' enrollment. Other factors such as demand for technical education, availability of faculty and infrastructure (Bowen, 2022), changes in program offerings (Smith, 2021), equipment for practical training (Oluwatayo, 2019), limited industry-academia collaboration (Auta & Onwusuru, 2022), and outdated curricula (Auta, 2022) that do not align with current industry demands may have influenced these trends.…”

Section: Enrollment Trend Into Technical Education Programme In Relat...mentioning

confidence: 99%

Evaluation of Enrollment Trends into Technical Education Programmes (2013-2023) In A Nigerian University Via Documentation Analysis

A. Auta,

Anih,

Martin

2023

JTS

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This study is aimed at evaluating the enrolment trends into technical education programmes in a Nigerian University via Documentation Analysis. The study was conducted at Nnamdi Azikiwe University Awka, and it covered a period 2013-2023. A checklist titled “Technical Education Student Enrolment Trends Framework (TESET-F)” developed by the researcher was used to tabulate the data for ease of interpretation. Frequency counts and simple percentage were used as a tool for data analysis. Findings from the study indicated that that the enrolment trends into technical education programmes has witness an intermitted negative fluctuations in the last ten years to the extent that only 6% enrolment quota was filled in a particular academic year (2019/2020). The enrolment trends into technical education programme based on the three broad options favours electrical/electronic technology, building/woodwork technology and automobile/mechanical technology respectively. The enrolment of female gender into technical education is very low when compared with their male counterparts. The authors advocate on the need for concerted efforts to address the challenges and capitalize on the opportunities to improve the quality and relevance of technical education. Through this, universities in Nigeria can play a pivotal role in producing a highly skilled technical workforce that can contribute to the economic development and prosperity of the country.

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Section: Enrollment Trend Into Technical Education Programme In Relat...mentioning

confidence: 99%

Evaluation of Enrollment Trends into Technical Education Programmes (2013-2023) In A Nigerian University Via Documentation Analysis

A. Auta,

Anih,

Martin

2023

JTS

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“…Juhari et al (2023) highlight that Malaysia's technical-vocational colleges have not fully acknowledged the importance of EE. According to a study by the Institute of Labour Market Information and Analysis (an independent, national center of excellence under the direct purview of the Ministry of Human Resources, Malaysia) in 2018, TVET graduates had reported low adaptability and critical thinking skills (Halik Bassah & Mohd Noor, 2023), the two essential employability skills that highly connected to entrepreneurship. These shed grave concerns about the successful embedding of EE within a TVET program in Malaysia, thus warranting more evidence of research to clarify the issues.…”

Section: Entrepreneurship Education and Tvetmentioning

confidence: 99%

Instructional Elements Assessments of Entrepreneurship Education in a Technical University in Malaysia

Abas Azmi,

Zakaria

2023

IMBR

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The technical and vocational education and training (TVET) program occupies the national education system to allow the students to learn practical, hands-on skills aligned with the industries' needs, ultimately preparing the students for the inexorable integration of technology brought about by the Fourth Industrial Revolution (IR 4.0). The rapid pace of change and broad impacts featuring IR 4.0 demand specific critical thinking skills, creativity, and readiness for risks, the qualities that are connected to entrepreneurship. Thus, it clarifies offering entrepreneurship education (EE) alongside a TVET program. There are arguments that EE is poorly embedded into the TVET program in Malaysia. The instructional elements concerned with the content, techniques, and activities through which students engage in creating entrepreneurial knowledge and value are considered essential for EE's success in a TVET program. This study assesses the state of instructional elements (i.e. content, teaching methods, infrastructure facilities, and learning assessments) of EE offered within a TVET program in Malaysia. Data were obtained from 37 students of a private technical university in Malaysia who enrolled for their entrepreneurship course through a series of group interviews. The study enlightens a few meaningful findings to propagate the entrepreneurial culture within a TVET program: (1) the content should be tailored to the readiness of the students, (2) action-based teaching methods should be engaged, (3) prior entrepreneurship experience should be specified for the entrepreneurship lecturer; (4) presence of ideal infrastructure facilities, and (5) learning assessments must be focusing in developing attributes of entrepreneurs.

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“…In order to prepare SEN students with learning disabilities for the transfer to secondary school and to succeed in technical and vocational education, it is necessary to foster their creativity in primary schools (Norfarahi et al, 2020). As a result, the instruction of creative abilities aids students in developing their technical and vocational skills in order to prepare for the workplace and to fulfil future needs (Anizam et al, 2020). Through the marketing of creative ideas, creativity skills can produce creative ideas to create alternate career routes for SEN students with learning disabilities (Widoyoko et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Employing Modified Design and Development Research (DDR) Approach to Develop Creativity Clay Module to Teach Special Educational Needs (SEN) Students with Learning Disabilities

Govindasamy¹,

Abdullah²,

Ibrahim³

2023

IJARBSS

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Design and Development Research (DDR) is a systematic study of design, development, and assessment process for production of instructional and non-instructional tools. The purpose of this study is to discuss the Modified DDR approach to develop the Creativity Clay Module to teach Special Educational Needs (SEN) students with learning disabilities in primary schools. Studies indicate that SEN students with learning disabilities are weak when presenting creative skills in the classroom. Students are not sufficiently taught creativity skills in schools as teachers' creativity is low, and they possess suboptimal skills in adopting teaching strategies of a creative in nature. Therefore, there is a need to develop a specific teaching module to foster creativity skills among students. This study employs the Modified DDR approach. There are three phases in DDR namely; phase one: needs analysis; phase two: design and development; and phase three: evaluation. During phase one, a survey method will utilize using purposive sampling by adopting questionnaire instruments for 110 teachers to ascertain the necessity of module development. Subsequently, the Fuzzy Delphi Method (FDM) utilized to obtain 15 experts' consensus to design and develop the module prototype. In phase three, the usability of module measured by conducting a survey study using a questionnaire instrument with 120 samples of special education teachers. Then, organize the findings systematically under the DDR phases and analyze the data using descriptive analysis in phases one and three. In what follows, the researcher derives the threshold, d value, and experts' consensus value in designing, developing, and evaluating constructs and items of the phase two module. The conclusion of this article presents a conceptual framework for this research. Hence, the findings provide potential information and guidance to design and develop the Creativity Clay Module to teach SEN students with learning disabilities.

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TVET Graduates Employability for Construction Industry: A Mixed-Method Study

Cited by 4 publications

References 14 publications

Evaluation of Enrollment Trends into Technical Education Programmes (2013-2023) In A Nigerian University Via Documentation Analysis

Evaluation of Enrollment Trends into Technical Education Programmes (2013-2023) In A Nigerian University Via Documentation Analysis

Instructional Elements Assessments of Entrepreneurship Education in a Technical University in Malaysia

Employing Modified Design and Development Research (DDR) Approach to Develop Creativity Clay Module to Teach Special Educational Needs (SEN) Students with Learning Disabilities

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