Modelling the Integration of Core Competencies among Students of Technical Colleges through Work-Based Learning in North- Western States, Nigeria
Abstract
One of the concerning issues in Nigeria has been the degree of core competencies that graduates of technical and vocational education possess for employment. The purpose of this study was to ascertain how some critical aspects of work-based learning (academic alignment and employer engagement) affect the core competencies integration among students at technical colleges. The survey research design was utilized in the study. The stratified technique of random selection was used to sample 273 technical instructors from a population of 342 in the sample area, taking into account the complex and heterogeneous community from which the survey was collected. The academic alignment and employer engagement questionnaire (AAEEQ) was the tool developed by the researcher, evaluated by three Technical and Vocational specialists and utilized to gather information from the respondents. Twenty technical and vocational school teachers were given the questionnaire, and the Cronbach Alpha method was used to measure its reliability, which came out to be 0.86. Exploratory Factor Analysis (EFA) was employed to put the items into the required dimensions. Analysis of Moment Structures (AMOS) version 23 was used carry out the confirmatory factor analysis, a critical component of structural equation modeling (SEM) to answer the research questions and the hypothesis that goes along with them at the 0.05 level of significance. The results of the study showed that work-based learning (WBL) academic alignment and employer engagement all significantly improved students' core competencies at technical colleges. Based on the study's outcomes, the government should create a supportive environment that encourages appropriate work-based learning activities to enhance the integration of core competencies.
Keywords
Core Competencies
Structural Equation Modelling (SEM)
Technical Colleges
References
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