Appraising Work-Based Learning Experiences of Technical and Vocational (Teacher) Educationand Training (TVTET) Programmes In Nigeria

Ugochukwu P.N. Amadi


The skill emphasis in the implementation of technical and vocational education and training (TVET) programmes demands that conscious and concerted effort are made to put in place strategies that would guarantee hand – on learning experiences. Basically, a sure way of realizing these critical objectives is by the instrument of work – based learning (WBL) which implies the establishment of a synergistic relationship between TVET institution, business and industry as well as community – based resources inventory. This study has attempted to appraise the extent to which this synergy has worked in the Nigeria TVET system, using the seven (7) Federal Colleges of Education (Technical) in the South-Eastern geo-political zone of the country as study area. A total of 200 TVET instructors served as study sample while a structured questionnaire was used in generating data relevant to the study. Data analysis was based on the statistical tools of frequency, mean and percentage. Findings indicated among other things that, all emphasis so far is on the Student Industrial Work Experience Scheme (SIWES) leaving other avenues or strategies almost unexploited. Such other strategies identified by the study included: cooperative work experience Programme, job shadowing, clinical work experience, youth apprenticeship programme, school-based enterprises, internships, to list a few. Factors responsible for this anomalous situation were indicated to include poor policy frame-work, curricular defects, and inexperience on the part of administrators of TVET programmes. Recommended important strategies emphasized awareness creation through government-industry forum, curriculum restructuring and regular retraining of TVET instructors and teacher -trainers.

DOI: 10.5901/mjss.2013.v4n5p137

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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