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JI Ezenwafor

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.2 (7), pp. 88-97 September, 2015
Available online at https://www.journalissues.org/IJEPRR/
DOI:http://dx.doi.org/10.15739/IJEPRR.017
Article ID:/15/EPRR/027/010 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Rating of strategies for transforming technical vocational education and training for the 21st century by tertiary institution lecturers in South East Nigeria

Justina I. Ezenwafor

Department of Vocational Education,Faculty of Education, Nnamdi Azikiwe University P.M.B. 5025, Awka, Anambra State, Nigeria.

Author E-mail: ji.ezenwafor(at)unizik.edu.ng
Tel.:+ 2348037132200



date Received: August 18, 2015     date Accepted: September 7, 2015     date Published: September 9, 2015


 Abstract

Nigeria like most nations of the world has embraced technical vocational education and training (TVET) as a veritable tool for technological transformation and sustainable development but the nation is yet to reap the benefits as unemployment and poverty levels are still high. The paper determined the rating of school-industry partnership and retraining of lecturers as strategies for transforming TVET in Nigeria for the 21st Century to address the perennial problems by 79 TVET lecturers from tertiary institutions in the south east zone.  Two research questions and two null hypotheses were used for the study. A 5-point validated rating scale questionnaire with reliability coefficients of 0.72 and 0.80 for the two sections was used for data collection.  Mean and standard deviation were used to analyze data in respect of the research questions while the analysis of variance (ANOVA) and z-test were used to test the hypotheses at 0.05 level of  significance. Findings revealed that the two strategies were rated as effective strategies for transforming TVET in the 21st Century. The researcher concludes that the two strategies are suitable for addressing the problems besetting TVET and transform the programmes to adequately prepare the products for effective performance in the 21st Century.  Consequently, she recommends among others that management of TVET institutions in Nigeria and other countries of the world should adopt and ensure effective implementation of the two strategies and that TVET lecturers and teachers at all levels of the education system should search for suitable retraining programmes to upgrade and update their technological competencies to remain relevant in the 21st Century.


Key words: Rating, strategy, transformation


Ezenwafor