Perceived Benefits of TVET by Youth-Trainees in Selected Veta Institutions in Arusha Region, Tanzania (Published)
This study investigated the youth trainees’ perceived benefits of technical and vocational education and training (TVET) in VETA institutions in Arusha City, Tanzania. The study was guided by three research questions: 1) What are the benefits of TVET to trainees? 2) What are the challenges facing TVET in the studied institutions? and 3) What should be the remedies? The study employed a cross-sectional survey research design. The sample had 130 trainees, 15 trainers, and three programme coordinators, making 148 total participants. Data collection integrated questionnaires, interviews, and document analysis guides. The researcher analysed the data statistically and thematically. Results also show that the youth-trainees perceive the TVET courses were very beneficial to them, especially through the acquisition of employability skills. However, TVET is facing challenges such as inadequate training facilities and materials, inadequate trainers, and insufficient infrastructure. The study concludes that the TVET opportunity was well received by the trainees, because it is beneficial to them. This study recommends four ways of addressing the challenges facing TVET in the studied institutions.
Keywords: Arusha, Benefits, Challenges, TVET, Tanzania, VETA, youth-trainees
Social Media: A Platform for Effective Instructional Delivery of Technical and Vocational Education and Training (TVET) Programmes (Published)
Social media is significantly paving its way in the classroom and it could be useful for effective instructional delivery of Technical and vocational education and training (TVET) programmes. This study was carried out in Enugu State , Nigeria to determine Social media as a platform for effective instructional delivery of TVET programmes in Public Universities in Enugu State. Survey research design was employed for the study. The population consisted of 97 TVET lecturers teaching in the two public universities offering TVET programmes in Enugu State. The entire population was used. Therefore, no sample was drawn because of the manageable size of the population. Two research questions were answered by the study and two null hypotheses tested at .05 level of significance. The result of the study revealed that social media is a useful platform for effective TVET delivery but TVET lecturers utilize social media to a low extent. From the findings of the study, the researchers recommended among others that TVET lecturers should update their skills in the use of social media and also, TVET institutions should upgrade social media facilities in their various institutions for effective utilization in TVET delivery.
Keywords: Social media, TVET, effective instructional delivery, platform
THE NIGERIAN LOCAL CONTENT ACT AND ITS IMPLICATION ON TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) AND THE NATION’S ECONOMY (Published)
The Nigerian state has been faced with various economic, social, political, educational, and development problems in all sectors of the Nigerian economy. These problems have eventually led to poverty, corruption, kidnapping, unemployment, stealing, terrorism, militancy, and armed robbery amongst others. In other to tackle theses challenges facing the nation, the Federal Government of Nigeria, under the leadership of President Goodluck Ebele Jonathan (GCFR), in March 2010 signed into law the Nigerian Local Content Act which aimed at promoting industrialization of the nation’s oil and gas industries and thereby improving the economic and social well being of citizens engaged in the industries. Using secondary data, this paper examines the Nigerian local content act, technical vocational education training (TVET) and the implication of Local Content Act on TVET and the Nigerian economy. Therefore, it was concluded that the Nigerian local Content Act adds value to Technical and Vocational Education and Training (TVET) in Nigeria. In addition, for Nigeria to achieved the intended goals and objectives of the Local Content Act, the government, stakeholders, and the board in charge of implementation and monitoring of the Local Content Act must first of all revitalize TVET institutions, train and retrain TVET professionals, and establish more TVET institutions that will help produced the skilled work force needed to implement the Nigerian Local Content Act.
Keywords: Economy, Local Content Act, Nigeria, TVET