Browsing by Author "Jekayinfa, Oyeyemi Jumoke"

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    Analysis of Curriculum Content of Technical and Vocational Education in Nigeria and the United Kingdom: Lessons for Nigeria
    (JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION, 2019-12) Jekayinfa, Oyeyemi Jumoke
    Technical and Vocational Education (TVE) has been recognised as a great instrument for national development in both developed and developing countries. However it appears that it has functioned better in the UK rather than in Nigeria. Therefore, the study investigated comparative analysis of the administration and funding of TVE at the senior secondary school level in Nigeria and the UK. The study employed a descriptive survey type of the adapted field study method and integrated with other methods which include the historical, scientific and comparative approaches. The population comprised all technical, vocational education stakeholders in the two countries. The target population comprised educational administrators from the Federal Ministry of Education in Abuja, Nigeria and Department of Education in the UK, as well as teachers of Technical Colleges in Nigeria and the UK. Out of 179 Technical Colleges in both countries, 16 Technical Colleges were purposively sampled and a total of 106 education stakeholders. Two instruments were used in the study, a questionnaire and a Structured Open- ended Interview Schedule (SOIS) with psychometric properties of content value of 0.72 reliability. The result of the study revealed that the curriculum content of TVE in Nigeria is robust in theory but not robust in practical terms (45.0%) while it is very robust in theory and in practical terms in the UK (80.4%). The study concluded that the administration and funding of TVE at the senior secondary school level is better administered and funded in the UK than in Nigeria. This implies that TVE needs more attention in Nigeria. The study recommended that Technical and Vocational Education should be well funded and better implemented in Nigeria.
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    Analysis of the Administration and Funding of Technical and Vocational Education in Nigeria and the United Kingdom: Lessons for Nigeria
    (International Journal of Educational Management, 2019) Jekayinfa, Oyeyemi Jumoke; Oyelade, Ayotunde Francis; Lawal, Raheem Adebayo
    Technical and Vocational Education (TVE) has been recognised as a great instrument for national development in both developed and developing countries. However it appears that it has functioned better in the UK rather than in Nigeria. Therefore, the study investigated comparative analysis of the administration and funding of TVE at the senior secondary school level in Nigeria and the UK. The study employed a descriptive survey type of the adapted field study method and integrated with other methods which include the historical, scientific and comparative approaches. The population comprised all technical, vocational education stakeholders in the two countries. The target population comprised educational administrators from the Federal Ministry of Education in Abuja, Nigeria and Department of Education in the UK, as well as teachers of Technical Colleges in Nigeria and the UK. Out of 179 Technical Colleges in both countries, 16 Technical Colleges were purposively sampled and a total of 106 education stakeholders. Two instruments were used in the study, a questionnaire and a Structured Open-ended Interview Schedule (SOIS) with psychometric properties of content value of 0.72 reliability. The result of the study revealed that the administration and funding of TVE in Nigeria is not adequate (23.6% & 24.5% respectively); while that of the UK is adequate (84.3% & 81.4% respectively) The study concluded that the administration and funding of TVE at the senior secondary school level is better administered and funded in the UK than in Nigeria. This implies that TVE needs more attention in Nigeria. The study recommended that Technical and Vocational Education should be well funded and better implemented in Nigeria.