Analysis of Curriculum Content of Technical and Vocational Education in Nigeria and the United Kingdom: Lessons for Nigeria
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Date
2019-12
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JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION
Abstract
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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Keywords
Curriculum Content, Technical, Vocational Education