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In the Nigerian situation, Technical Vocational Education and Training facilities are haphazardly distributed and made available as a result of different challenges varying from unavailable funds to uneven distribution of resources to technical institutions across the country.
Facilities Management Varies from a Different Perspective
The thought about facilities and facilities management varies from a different perspective of various researchers. Many have the mindset that physical facilities such as buildings and machinery are the facilities to be managed in the Technical Vocation Education and Training (TVET). Facilities in TVET is not limited to physical facilities but includes TVET curriculum, instructional content, instructional-aid, tools and equipment (Ezeji, 2004).
In the Nigerian situation, TVET facilities are haphazardly distributed and made available as a result of different challenges varying from unavailable funds to uneven distribution of resources to technical institutions across the country. It is also worthy to note that the available facilities are sometimes not installed or improperly installed. In some institutions, the available facilities are rarely used, since they are financially incapacitated to pay experts who will operate such. The Nigerian Federal Government though allocates money to education development in the country but it is rare to see adequate allocation to the improvement of Technical and Vocational Education rather, a huge amount of money is allocated to general education.
The implication of these is that students’ performance is seriously affected as a result of the ratio of students to available facilities. The graduates of TVET have been paraded with haphazard knowledge of the required skills needed to compete in the world of work. Arowolo (2003) stated that poor performance of TVET students is an indication that students were poorly taught as a result of inadequate workshop floor area to accommodate students during practical, inadequate training facilities and materials which causes the dearth of practical skills among TVET students.
Functions of facilities in TVET
Despite the challenges encountered with the provision and usage of facilities in Technical Vocational Education and Training in the country, the available ones still play important role in equipping students with the required skills needed to meet the market demand. Olabiyi et al (2008) opined that many educators are of the view that learning occurs best through participation. In doing these, the objectives and goals of TVET to make individuals self-reliant are achieved.
Umar and Ma’aji (2001) warned that in a situation of inadequate facilities for use by TVET students, acquisition of skills in technical programmes will be fruitless. To overcome this assertion, TVET institutions are advised to admit students based on the available resources (machines, physical facilities, tools etc) to balance the problem of a higher ratio of students to available facilities.
Overcoming paucity of TVET facilities
There are several steps to be taken to overcome the challenges of paucity of TVET facilities. These include:
- A partnership between TVET institutions and private organizations.
- Maintain a separate budget for TVET in the national budgetary appropriation.
- Adequate involvement of the stakeholders from industries during curriculum and facilities planning for Technical Vocational Education and Training.
- The TVET administrators should seek for intervention programmes beyond the government scheme.
- The TVET teachers/workshop personnel should be trained on adequate maintenance of available facilities to avoid sudden breakdown.
Arowolo, K. M (2003). Strategies for effective Skill acquisition in Technology Education. A Paper Presented at the Technology Panel Workshop 8th-9th April 2003. At GovernmentSecondary School Umuahia.
Ezeji, S.C.O.A (2004) A Guide to Preparing Educational Specification for Secondary Industrial Arts Facilities. Cheston Agency Ltd.
Olabiyi, O.S., Adigun, E.O. & Adenle, S.O. (2008).Assessment of the Adequacy of Training Facilities Used for Vocational and Technical Education in Colleges of Education in South West Nigeria. African Journal for the Study of Educational Issues: 4 (3), 44-52.
Umar, I.Y & Ma’aji, A.S (2001). Repositioning Facilities in Technical College Workshops for Efficiency: A Case Study of North Central Nigeria.
Lucubrate Magazine Issue 57, May 3rd 2019
The picture on the top: SUNchese
The pictures in the article: Ifeanyi B. Ohanu
Categories: Technology, Education, World, Magazine