Facilities Availability to Support Teaching and Learning Process and Public Reactions Toward Technical Education

Oparinde Olayiwola Raheef 1 Nigeria
1 Department of Educational Management, Faculty of Education, Obafemi Awolowo University Ile-Ife
Link Copied!
Published 2024-06-27
Vol. 3 No. 3 (2024) PAGES 71-83
DOI 10.51574/ijrer.v3i3.1528
Views / Downloads 661 1310

This study adopted a descriptive survey research design. The population for this study comprised members of the top management team, all teachers, non-teaching staff, and students (hereby referred to as stakeholders) in the 12 technical schools across the three federal constituencies in Osun State. We used a multi-stage sampling procedure to group the schools in the three senatorial districts of Osun State. For the study, we purposefully selected one local government area (LGA) with a technical college from each state senatorial district. We selected one technical college in each LGA for the study using a simple random sampling technique. We used the total enumeration sampling technique in each school to select all the top management teams, resulting in a total of 15 teams, each consisting of five members. We also used the convenience sampling technique to select 150 stakeholders from technical schools, with each senatorial district hosting 50 participants. The study employed two self-designed research instruments, the Facilities Availability Questionnaire (FA-Q) and the Stakeholders’ Perception Questionnaire (SP-Q). We used the mean and standard deviation of descriptive statistics for data analysis. Findings from the study revealed that there were facilities available to support teaching and learning processes in technical schools in Osun State; however, facilities such as internet access and functioning air conditioning were not available. The study concluded that the availability of facilities to support the teaching and learning process is essential for the effective delivery of technical education in Osun State.

Raheef , O. O. . (2024). Facilities Availability to Support Teaching and Learning Process and Public Reactions Toward Technical Education. ETDC: Indonesian Journal of Research and Educational Review , 3(3), 71–83. https://doi.org/10.51574/ijrer.v3i3.1528
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Abrassart, A., & Wolter, S. C. (2020). Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations. Journal of European Social Policy, 30(2), 225-240.
  2. Achieng, R. N. (2012). Factors affecting acquisition of vocational skills among youth learners in Maranda division Siaya county (Doctoral dissertation, University of Nairobi).
  3. Ahlström, G. (2022). Engineers and industrial growth: Higher technical education and the engineering profession during the nineteenth and early twentieth centuries: France, Germany, Sweden and England. Routledge.
  4. Alam, G. M. (2021). Do urbanized socioeconomic background or education programs support engineers for further advancement?. International Journal of Educational Reform, 30(4), 344-360.
  5. Akpotohwo, C. F., & Ehimen, T. E. (2014). Gender Disparity in the Acquisition of Technical-Vocational Skills in Delta and Edo State Senior Secondary Schools Systems. JORIND, 12(2), 12-22.
  6. Amoor, S. S. (2009). The challenges of vocational and technical education programme in Nigerian Universities. Retrieved from from: www. abu. edu. ng/publications.
  7. Ayonmike, C. S. (2014). Challenges in implementing the TVET curriculum in Technical Colleges in Southern Nigeria. Makerere Journal of Higher Education, 6(1), 87-97.
  8. Azubuike, O. C. (2011). Influential factors affecting the attitude of students towards vocational/technical subjects in secondary schools in Southeastern Nigeria. Journal of educational and social research, 1(2), 49-56.
  9. Bhute, V. J., Inguva, P., Shah, U., & Brechtelsbauer, C. (2021). Transforming traditional teaching laboratories for effective remote delivery—A review. Education for Chemical Engineers, 35, 96-104.
  10. Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018). The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University. International Journal of Educational Technology in Higher Education, 15(1), 1-20.
  11. Haviland, S., & Robbins, S. (2021). Career and technical education as a conduit for skilled technical careers: A targeted research review and framework for future research. ETS Research Report Series, 2021(1), 1-42.
  12. Kennedy, O. O. (2011). Reappraising the work skill requirements for building technology education in senior secondary school for optimum performance in Nigeria. In 1st International Technology, Education and Environment Conference.
  13. Khatete, I., & Chepkoech, S. (2018). Technical, Vocational Education and Training Institutions’ Capacities Impact on Manpower Development for The Realization of Economic Pillar of the Kenya Vision 2030.
  14. López, F., Contreras, M., Nussbaum, M., Paredes, R., Gelerstein, D., Alvares, D., & Chiuminatto, P. (2023). Developing critical thinking in technical and vocational education and training. Education Sciences, 13(6), 590.
  15. Momoh, O. A. (2012). Revitalization of technical education in Nigeria as a vehicle for transformation. Proceedings of COREN 21st Engineering Assembly, 53, 81.
  16. Nelson, O. A. (2013). A viable vocational technical education curriculum: A tool for economic and technology development in Nigeria. Scholarly Journal of Education, 2(2).
  17. Ojimba, D. P. (2011). Vocational and technical education in Nigeria: Issues, problems and prospects’ dimensions (IPP). Guest Editors, 2(9).
  18. Onoselease, A. G., & Ejodamen, M. I. F. (2018). Factors Militating Against The Teaching And Learning of Technical Drawing In Technical Education In Public Nigerian Universities. International Journal of New Technology and Research, 4(2), 263135.
  19. Ozoemena, S. A. (2013). Vocational and technical education: A tool for sustainable development in Nigeria. Journal of Education and Practice, 4(25), 127-130.
  20. Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115, 105092.
  21. Piwowar-Sulej, K. (2021). Human resources development as an element of sustainable HRM–with the focus on production engineers. Journal of cleaner production, 278, 124008.
  22. Puyate, S. T. (2011). Inadequate implementation of technology and vocational education curriculum at the secondary school education level for youth empowerment, self and national development in Nigeria. Journal of Research in Science and Technology Education, 4(1), 48-53.
  23. Tūtlys, V., & Spöttl, G. (2022). Disruption of qualifications in manufacturing: challenges and prospects. European Journal of Training and Development, 46(5/6), 390-412.
  24. Uwaifo, V. O. (2010). Technical education and its challenges in Nigeria in the 21st century. International NGO journal, 5(2), 40-44.
  25. Zhang, J., & Chen, Z. (2024). Exploring human resource management digital transformation in the digital age. Journal of the Knowledge Economy, 15(1), 1482-1498.

Similar Articles

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Educational Facilities Facility Planning Facility Provision Management Technical School