Needs Satisfaction of Stakeholders and Socio-Economic Factors as Indicators of Curriculum Reforms in Technical Vocational Education and Training in Nigeria

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Author(s): Egbita Ugbalu Attaochu (Nigerian Educational Research and Development Council (NERDC), Nigeria)
Copyright: 2014
Pages: 9
Source title: Handbook of Research on Education and Technology in a Changing Society
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-6046-5.ch071

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

This chapter examines needs satisfaction of stakeholders and some socio-economic factor justification for curriculum reforms in Technical and Vocational Education and Training (TVET). The study used random samples of 134 technical teachers and 286 ST3 students from the population of 136 teachers and 1002 ST3 students in all 6 Public Technical Colleges in Kogi State. A researcher-developed instrument called needs satisfaction of stakeholders: a case for TVET curriculum reform with a KR-21 reliability index of .73 was used to collect the data. Two null hypotheses were tested at .05 alpha levels using the t-test statistics. Results showed that respondents were unanimous in their responses that the stakeholders' (students, employers, and the public) needs were not satisfied with the TVET curriculum.

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Needs Satisfaction of Stakeholders and Socio-Economic Factors as Indicators of Curriculum Reforms in Technical Vocational Education and Training in Nigeria

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