IIARD International Institute of Academic Research and Development

International Journal of Engineering and Modern Technology (IJEMT )

E-ISSN 2504-8848
P-ISSN 2695-2149
VOL. 9 NO. 2 2023

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Assessment Methodologies to Enhance Qualitative TVET Programme in Nigerian Universities: Challenges and Way Forward

Edidiong Isonguyo Silas, PhD & Williams Kennedy George, Rosemary Collins Piate, Ph.D

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Abstract

Technical and Vocational Education and Training (TVET) is an educational approach aimed at imparting knowledge, skills, and competencies essential for specific occupations to meet the demands of today's dynamic labor market. The study synthesized scholarly research works addressing issues facing assessment of TVET in Nigerian Universities. The study examined the historical context of TVET in Nigerian universities, highlighting the challenges and opportunities that exist. Noteworthy efforts have been initiated by the National Universities Commission (NUC), in the development of curricula for TVET institutions. Through an in- depth assessment of TVET measurement and evaluation in Nigerian University, the research highlighted multifaceted challenges such as corruption, ineffective planning and administration. The researchers emphasized the need for a paradigm shift from conventional assessment methods incorporating innovative assessment methodologies tailored to the unique requirements of TVET programs in Nigerian universities involving competency-based assessments, workplace simulations, industry partnerships, and technology-enhanced assessment tools. Furthermore, it was recommended that Nigerian government, industry stakeholders, employers, and regulatory bodies should regularly update program curricula to align with the evolving demands of industries in Nigeria. By prioritizing effective assessment methodologies, Nigerian universities can bolster their contributions to workforce development, economic growth, and sustainable development in the nation.

keywords:

Measurement, Evaluation, TVET, Nigerian Universities, Quality Improvement

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References:

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Ajuonuma, J.O., & Oguguo, C.E. (2015). Teachers’ perception of the impact of continuous
assessment strategies on students’ learning in secondary schools. Nigerian Journal of
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Akanbi, G.O. (2012) Incorporating traditional Vocational Education into Nigeria Education
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