Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Educational Administration and Planning Department

Includes References (sheets 63-67)

ABSTRACT
There is not much doubt that a country's level of industrial and technological
advancement is closely related to the personal growth of its people. Through technical
vocational education and training (TVET), highly industrialized nations have been
able to provide their citizens with industrial and technical abilities. In many countries,
technical vocational education and training (TVET) is incorporated into national
development strategies owing to its positive effects on economic growth and
efficiency. A country cannot advance without fully prepared technical and vocational
schools, or centers, that can educate women and young people in transferable skills
that will advance the country. For Nigeria to meet its development objectives, TVET,
is considered essential. This thesis thus examines how much the TVET policy is
being implemented in Nigerian secondary schools. Specifically, it investigates the
stakeholders’ perceptions towards vocational education in the secondary schools of
Nigerian. The investigation is carried out in qualitative terms with a particular focus
on the benefits, barriers and way-forward solutions to the problems of technical
vocational education in Nigerian schools.
To accomplish this, qualitative research methods specifically interviews was
conducted with thirty-two (32) stakeholders in the South western part of Nigeria. The
thirty-two stakeholders include eight school administrators, eight teachers, eight
students and eight representative of business sectors. The researcher will ascertain
the benefits, barriers as well as solutions to the problems of TVET in Nigerian schools
by conducting interviews with the TVET stakeholders.
In conclusion, the research findings revealed that vocational and technical education
are beneficial to its recipients and the larger society. In this regards, three major
themes emerged from the data which indicate that vocational and technical education
programme provide training of man-power in applied sciences, technology and
business; provide technical knowledge and vocational skills for economic
development and lastly provide training for self-reliance. Also, it was discovered that
inadequate funding among other variables constitutes a major hindrance to effective
implementation of TVET policy in Nigeria and this affects virtually every aspect of
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TVET such as teaching and learning environment, facilities and equipment for
teaching and learning, proper staff remuneration leading to brain drain among others.
Keywords: Education, Stakeholders of Vocational Education, Technical Education,
Vocational Education.