TVET and Empowerment of Persons with Disabilities: Opportunities and Challenges (Published)
Independent living and access to decent means of living for persons with disabilities has the concerns of many governments and disabled people organizations for years. With science and technology taking the center stage in global approaches to development, new widow of opportunities is open for TVET education. The principal rationale for the systematic literature review was to examine the opportunities and challenges of inclusive TVET, share knowledge to spark and inspire processes that will usher rapid growth from all directions.A systematic review of the literatures using information collected from different sources was actuated. Different search engines were used and only peer-reviewed articles published after 2000 were selected except extracts perceived to be of fundamental mileage to the study. Inclusive TVET presents lot of opportunities that include self-reliance, acquisition of social and survival skills, improved job prospect, promotion at workplaces, wining employers’ trust and confident, national economic growth and reduction in governments’ spending on persons with disabilities, better health conditions, empowerment, competitiveness and self-employment, effectiveness and efficiency at workplaces. Notwithstanding, there are challenges which can be catalogued into attitudinal barriers, institutional barriers, environmental barriers, economic barriers, social barriers, political barriers, and cultural barriers. To conclude, the findings indicate great opportunities and more if the major constraints are addressed urgently.
Keywords: Challenges, Empowerment, Persons With Disabilities, TVET, opportunities
Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria (Published)
The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.
Citation: Abdullahi Muhammad Teke (2022) Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria, International Journal of Vocational and Technical Education Research, Vol.8, No.1 pp.39-54,
Keywords: Ahmadu Bello University, Challenges, Teacher Education, delivery, faculty of education, vocational education vocational
Teachers and Learners in Vocational Agricultural High Schools Face Challenges: The News from Cameroon, (Published)
Challenges in teaching and learning agriculture remain an important and unresolved problem across sub-Saharan Africa. The purpose of this study was to explore the challenges in teaching and learning agriculture in Vocational Agricultural High schools in Cameroon. Using a mixed method descriptive survey research design, data was collected with separate questionnaires for students and teachers. A total of 98 respondents, 18 teachers and 80 students from the 3 existing agricultural high schools were involved. Purposive, proportional and convenience sampling techniques were used to select the respondents. Data collected was analysed using descriptive statistical techniques. Several challenges were identified: inadequate teaching and learning resources, frequent use of teacher-centred teaching methods and the need to improve on training of teachers. Gaining vital insights into the current capacity and capability of the Technical and Vocational Education and Training (TVET) system in Cameroon especially related to the teaching and learning of agriculture and generating evidence needed to inform policy on possible ways of improving TVET delivery in high schools can contribute to the development of a skilled workforce and Cameroons sustainable development. We recommend the putting in place of a comprehensive TVET development policy that will make sure the available resources are well coordinated and distributed while those that are completely absent are purchased and all stakeholders participate in defining the training of teachers and students to ensure quality. This, could result in properly trained youths with directly employable skills, reduce unemployment and poverty, and in consequence, foster sustainable development.
Keywords: Challenges, Educational Policy, Skills Development, Teaching and Learning, agricultural education
Challenges to the Development of Instructional Packages for Business Education Programme in Universities in South-East Nigeria (Published)
Challenges to the development of instructional packages for business education programme in universities in South-East Nigeria, formed the basic objective for this research. The study adopted a descriptive survey research design. Two research questions and two null hypotheses guided the study. The population was 57 Federal and State university lecturers in business education. No sampling was adopted because of the manageable size of the population. The instrument used for data collection was a questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient of 0.79. Mean with standard deviation was used for data analysis and the t-test statistics was used to test the null hypotheses at .05 level of significance. The findings include: inadequate funding of our universities for curriculum development, use of obsolete instructional facilities in our universities, among others. Recommendations made include: adequate fund should be provided by the federal and state government on the development of instructional packages and proper regulation of universities instructional packages should be carried out on regular basis.
Keywords: Business Education, Challenges, Curriculum Development, Instructional packages, National Universities Commission