The paper x-rayed cross-country comparisons of Technical, Vocational Education and Training (TVET) in the Republic of China and the Republic of Nigeria. It explored the historical and philosophical perspectives of TVET in the Republic of China and Nigeria. The paper digs into the administrative structures, student enrolment, teacher qualification, special skills training programs, and curriculum as well as TVET teachers and student’s motivation in the Republic of China and the Republic of Nigeria. The similarities and variations of the two countries' TVET systems were also examined. The paper therefore proposed a closer tier that would strengthen the economic and industrial relationship of both countries and assist young Nigerians with practical knowledge and salable skills to transform assumptions into creative, valuable, and tangible ideas for commercial purposes.
ABSTRACT
The paper x-rayed cross-country comparisons of Technical, Vocational Education and Training (TVET) in the Republic of China and the Republic of Nigeria. It explored the historical and philosophical perspectives of TVET in the Republic of China and Nigeria. The paper digs into the administrative structures, student enrolment, teacher qualification, special skills training programs, and curriculum as well as TVET teachers and student’s motivation in the Republic of China and the Republic of Nigeria. The similarities and variations of the two countries' TVET systems were also examined. The paper therefore proposed a closer tier that would strengthen the economic and industrial relationship of both countries and assist young Nigerians with practical knowledge and salable skills to transform assumptions into creative, valuable, and tangible ideas for commercial purposes.
INTRODUCTION
Cross-country education comparison provides a clearer understanding of countries' education policies and programs. Cross-country comparison is a way of gathering connections between countries' differences (Akkerman, & Bakker, 2011). Scholars opined that cross-country educational interactions and ethical approaches to teaching could serve as ingredients for teachers' professional development (Sun, 2022). Tsai and Law (2007) stated that for a sound and robust educational reform; nations have to cross ideas and learn from one another. The paper examines the cross-country comparison of technical, vocational education, and training programs in the Republic of China and the Republic of Nigeria.
TVET in the Republic of China (Taiwan)
The passing of knowledge and skills in a master-apprentice relationship within families was the early foundation of Technical, Vocational Education and Training (TVET) in the Republic of China (Taiwan). In Taiwan, TVET has trained enormous first-class personnel with professional knowledge and skills for industrial advancement which laid a solid foundation for Taiwan’s wave of Economic Miracle that has drawn world attention (Technical and Vocational Education in Taiwan, TVE, 2022). Taiwan’s TVET has educated world-class individuals on hands-on skills by constantly expanding the scope of the technical skills provided a close alignment with the emergence of new industries (Yen-Yi, 2014).
Taiwan’s TVET aimed to equip individuals with practical skills and applicable knowledge to transform assumptions into creative, valuable, and tangible ideas for commercial purposes (TVE, 2022). TVET has been an essential component for upgrading industries and equipping individuals with the requisite skills needed for employment. Taiwan’s TVET aims to ensure that graduates from all TVET institutions can take up employment immediately after graduation, provide technically skilled manpower for industries, adequately equip individuals with the diverse range of skills needed for industrial development, and reshape Taiwan’s technological image to the global world (Se-Hwa, 2014).
Based on this, Taiwan has developed green energy technology, smart machines, and the 5+2 Innovative Industries Plan (IIP). These programs help TVET students to excel in their chosen fields. The programs offer students to be part of Taiwan’s industrial backbone and contribute to fast-growing economic transformation. To consolidate this economic transformation, new programs are continually introduced to enhance the quality of TVET in Taiwan (TVE, 2022). The Ministry also provides subsidies for the training of highly skilled professionals for the 5+2 innovative and the purchase of teaching equipment, to strengthen the practical abilities of TVET students and bridge the education-employability gap (TVE, 2022).
Taiwan’s TVET is broadly divided into two levels secondary level and tertiary level. The secondary Level laid the foundation for formal TVET. Vocational senior high schools (usually simply called “vocational high schools”) the general senior high schools and comprehensive senior high schools that have separate affiliated divisions or departments offer specialized vocational courses and programs. The secondary level TVET also includes technical arts education provided by junior high schools, practical skills courses, and cooperative education (work-study) programs provided by vocational high schools. The highly diverse spectrum of education programs available allows students to find courses that match their developing aptitudes and interests, and students are assisted to go on to higher education or begin working. At the tertiary level TVET provides knowledge-based training for first-class professionals in Taiwan, and the rest of the world (TVE, 2022). TVET in the Republic of China and the Republic of Nigeria appears to be relatively similar in policies and program formulation and appears to differ in implementation.
TVET in the Republic of Nigeria
Transfer of technical skills and knowledge through mentorship from parents and close relatives was the early foundation of TEVT in the Republic of Nigeria. Nigeria TVET aims to assist the federal and state education authorities in their effort to revitalize, reform, and expand the provision of skills, vocations, science, and technology to meet the nation’s present and future socio-economic needs (UNESCO-UNEVOC, 2019). The goal of Nigeria’s TVET is to provide trained manpower in applied science, technology, and business, particularly in craft, advanced craft, and technical levels. Provide the technical knowledge and vocational skills necessary for agricultural, commercial, and economic development and give training and impart the necessary skills to individuals for self-reliance economically (Federal Republic of Nigeria, FRN, 2013).
The postulation is to educate individuals to think creatively and transform knowledge through technological processes into wealth and a broader economic base (FRN, 2013). Three options available for TVET graduates from the technical colleges in Nigeria include secure employment either at the end of the whole course or after completing one or more modules of employable skills, setting up their businesses and becoming self-employed, and being able to employ others or pursue further education in advance craft/technical program in post-secondary, technical institutions such as polytechnic or colleges of education (technical) and universities.
TVET in formal schools in Nigeria is not free at any level. Governments at various levels charge different fees for TVET schools in Nigeria. The fees charged by various federal and state government TVET institutions in Nigeria are not uniform as the current government budgetary allocation for TVET institutions appears to be grossly inadequate to provide the needed teaching and learning facilities and materials to train students in practical skills. As Nigeria’s budget for TVET institutions remains very low issues of inadequate and obsolete infrastructure, lack of equipped practical laboratories/workshops, a limited number of lecture rooms, lack of skilled instructors, and inadequate ICT facilities to integrate blended learning continuously to dominant TVET institutions in Nigeria (UNESCO-UNEVOC, 2019). Hence, this paper x-rayed the cross-country comparison of TVET in the Republic of China and the Republic of Nigeria with emphasis on administrative structures, student enrolment, teachers’ qualifications, special skills training programs, and curriculum as well as TVET teachers' and students’ motivation.
Cross Country Comparison
Table 1: Administrative Structures of TVET in the Republic of China and Nigeria
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As shown in Table 1, countries MOE are strongly responsible for setting up career exploration and experiential education centers for the purpose of training its young citizens on skills relating to industrial and jobs needs. The highest level of TVET administrative structure in the Republic of China is the Executive Yuan. The Ministry of Education (MOE) is directly under Executive Yuan which is responsible for all education-related matters in Taiwan. This is followed by the K-12 education administration and the department of technological and vocational education. National and private senior high school professional groups, the national and private comprehensive high school vocational programs, and the junior high crafts and skills programs falls under the administration of the K-12 education administration. The colleges of technology, universities of science & technology, and the Junior colleges fall under the jurisdiction of the department of technological and vocational education (Taiwan, MOE, 2022).
The Nigeria’s Federal Ministry of Education is the highest organ responsible for the development of TVET in Nigeria. The governance system is decentralized with state government responsible for financing state owned TVET institutions in Nigeria. The National University Commission, (NUC), the National Board for Technical Education (NBTE), And National Business and Technical Education Board (NABTEB) are directly under the Federal Ministry of Education. These agencies are responsible for TVET administration in the Republic of Nigeria. The federal and state owned technical colleges fall under the jurisdiction of the NABTEB administration. The Colleges of education (technical), polytechnics, universities, and universities of science and technology fall under the administration of the NUC and NBTE (FRN, 2013).
Issues on Student Enrolment
Table 2: Students Enrolment into TVET Program in the Republic of China and Nigeria
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As shown in Table 2, TVET in the Republic of China has multiple pathways the programs are available at junior high schools, senior secondary schools, junior colleges, technical colleges, and universities of science and technology. At each level, students can enroll in the best path based on their abilities and aptitudes. Devised enrolment auctions are available for TVET schools, but allow some flexibility in allocating enrollment quota to schools and colleges. The enrolment process is separate from that of the entrance examination. The enrolment process is handled by two specialized units. The multi-channel entrance examination is handled by the testing center for technological and vocational education, and all students are required to take the test once. After junior high school, students may be admitted through direct advancement or by special examinations. For direct advancement, no test score is required and students may apply by their aptitude, interests, and preferences in their local school district. The special examinations, it is technically oriented as students may take the route of admission by referral and admission by skill excellence; individual school recruitment, registration, and assignment are entrance auctions available to be admitted into the 5-year and 2-year junior colleges. Admission by applications, joint recruitment continuing education, and independent recruitment are entrance auctions available to be admitted into the 4-year degree and post-graduate degree programs at the university. Vocational star admission is also available to provide equal entrance opportunities for urban and rural disadvantaged students (Taiwan, MOE, 2022).
In Nigeria, students who complete the basic education and obtain the basic school leaving certificate are admitted into the upper basic schools. Students who sat in the basic school examination organized by NECO, and passed the examination have the auction to continue their education to the three-year senior secondary school or seek admission into the three-year technical college. Students who obtained the senior school certificate and technical trade certificate are either admitted into the 2-year National Diploma (ND) at the polytechnics or 3-year Nigeria Certificate on Education (NCE) at the college of education (technical) or 4-year Bachelor degree at the university. The entrance examination test is handled by the Joint Admission and Matriculation Board (JAMB), and all the students are also mandated to take the individual school entrance test popularly called the post-UTME test organized by various institutions (FRN, 2013).
Teacher’s Qualification
Table 3: Teacher’s Qualification
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As shown in Table 3, in the Republic of China, teaching staff in the TVET institutions are designated as instructors, teachers, and faculty members. TVET instructors and teachers are required to have practical experiences and professional certificates before they are recruited in the institutions according to their professional areas of expertise. The faculty members and instructors are promoted by employing their technical reports instead of academic papers. MOE grants subsidies for TVET institutions to promote teaching excellent, and develop sound management structures, and action plans to improve the quality of TVET instructors and teachers. Instructors and teachers are encouraged to strengthen practical teaching to reform the school curricula to cultivate professional talents to merge theory with practical background (Taiwan, MOE, 2022). The schools are encouraged to appoint faculty members with practical industrial experiences in their chosen field they will teach. TVET faculty members are supported to conduct research and services in the public and private sectors. Individual institutions establish a faculty promotion process that includes sound technical reports or practical R&D outcomes as an evaluation mechanism that encourages the dual-instructor system. Junior colleges and institutions of higher education may work with the industrial sector to offer vocational training programs. The junior colleges and universities draw up qualification plans for instructors, curriculum designers, workplace internships, and guidance and counselors for competent authority to review. If the competent authority approves, the plan may then be implemented (Taiwan, MOE, 2022).
In Nigeria, Teaching staff in TVET institutions are designated as lecturers or instructors/technologists. The lecturers teach the theoretical and analytical components of the courses, the instructors concentrate on workshops and practical aspects. Lecturers and instructors are promoted by year in service, academic qualifications, and academic papers. Individual schools are not responsible for teachers and lecturers recruitment. Professional expertise and practical experience may not be considered before teachers and instructors are recruited. TVET schools are poorly funded and badly supported to conduct research and services in public and private sectors. Instructors at the lower secondary education level need to attain the National Certificate of Education (NCE). Teachers and instructors at the upper secondary and post-secondary level need to attain a Bachelor’s degree. Lecturers at the polytechnics must hold at least a Bachelor’s degree (ISCED 6). Instructors, Laboratories, and workshop technologists need to attain a Higher National Diploma (HND), Advanced National Technical Certificate, or equivalent qualifications (ISCED 5). Lecturers at the university level need to attain Master’s and PhD degrees (ISCED 7-8). The National Board for Technical Education (NBTE), and the National Business and Technical Education Board (NABTEB) are TVET regulatory bodies in Nigeria (FRN, 2013).
The Special Skills Training Program
Table 4: Special Skills Training Program
Tables are not included in the reading sample!
As shown in Table 4, the TVET special skills training program in the Republic of China includes a 3-year tuition-free practical skills curriculum in junior high schools. The courses are concentrated on practical experiences to prepare students for the world of work after graduation. 3-year tuition-free TVET high school cooperative work experience scheme which may be offered in three models: rotation, staged, and internship but the most common one is rotation. 3-year tuition-free industry special needs program for student’s advancement. A flexible connection between the industry and academia cooperation and a 2-year baccalaureate program are also integral parts of the curricular initiative. Key stakeholders, experts, and development partners from the industries and academic environment are also consulted to partner in curriculum planning, and talent cultivation, and offer employment after graduation (Taiwan, MOE, 2022).
In Nigeria, National Skills Qualifications (NSQ) and the Nigerian Skills Qualifications Framework (NSQF) are special skills programs initiated to offer non-formal and informal practical learning. The organizing bodies have the mandate to determine the percentage number of students to be admitted into the skill programs. The national skill qualification programs offer skills training with trade skills certifications. The Nigerian Skills Qualifications Framework (NSQF) is a special flexible skill program designed to improve the quality of teaching by integrating ICT into the teaching and learning of TVET and providing access to formal and non-formal education. The flexible skill initiative offers a blend of capacity building and online training workshops. The Vocational Enterprise Institutions (VEI) aim to educate students to think creatively and transform knowledge through technological processes into wealth and a broader economic base. The programs offer 1-2 years of training for graduates of senior secondary schools who did not make up to five credits in their senior secondary school examinations. The certifications are under the purview of NMEC.
TVET Curriculum
Table 5: TVET Curriculum in the Republic of China and Nigeria
Tables are not included in the reading sample!
As shown in Table 5, junior colleges and universities are mandated to draw up operation modes, curriculum plans, and course credit units. The curriculum is meant to strengthen the employability of students and to stimulate student job placement upon graduation, and the curriculum is designed to meet the needs of industry by combining courses from different departments and colleges. Taiwan’s higher institutions' TVET curriculum includes electronics, electricity, electrical engineering, mechanical engineering, communication electronics, computer hardware and software, auto repair, civil engineering, food, and nutrition. Students in vocational high schools offer courses in industry, commerce, agriculture, home economics, nursing, and midwifery, marine studies, business, everyday life sphere, art, visual art, performing art, scouting guidance, information technology, and living technology. The fundamental rules and guidelines for supporting student internship outside the TVET institutions were legislated in 2010 to encourage TVET institutions to set up required and elective internship courses, to substantively promote the internship curriculum (Taiwan, MOE, 2022).
In Nigeria, the TVET curriculum in technical colleges consists of five components general education, theory and related courses, worship practice, industrial training/production work, and entrepreneurial training. The trade areas include agricultural trades, automobile trades, foundry/casting trades, electrical/electronic trades, building construction trades, woodwork trades, hospitality, texture trades, printing trades, beauty culture trades, leather trades, and business trades. To introduce new curricula, a draft curriculum is prepared by the proposing institutions. This is followed by a pre-critique workshop (UNESCO-UNEVOC, 2019).
Motivation
Table 6: Students and Teachers Motivation
Tables are not included in the reading sample!
As shown in Table 6, Students in the Republic of China received support in the form of airfare, food, lodging, and international recognition for participating in international or domestic TVET practical competitions. TVET institutions have close connections with industries and enterprises to motivate students to closely match with market needs. Junior colleges and universities draw up qualification plans guidance and counseling units to motivate students and instructors in the workplace. Professional skills and excellent practical abilities for global competitiveness through talent cultivation for international competitions or sponsoring international competitions themselves were also organized to motivate students. Modifying rules and regulations for the entrance examination procedures, to increase the number of students in the TVET program as well as implementing special projects for students and instructors were also used as motivations. This was done to respond to the structural adjustment in industries and increase the number of high-level technical personnel needed by the industry. Faculty members and instructors are motivated to obtain professional certification both in quantity and quality to strengthen professional competencies and the teaching quality of faculty members and instructors as well as student competitiveness in the job market.
In Nigeria, colleges and universities are encouraged to cooperate with industries and informal sectors to train students for market needs. In addition, Industrial Training Fund (ITF) is organized as staff development in collaboration with proprietors of industries to develop and increase teacher’s competency. Interstate visits for teachers and students are encouraged to foster unity among staff and students. College production units for on-the-job training are encouraged to motivate students for commercial activities and sustain college operations. Transition rules and regulations from the post-basic level to the tertiary are modified to increase student’s motivation.
Conclusion/Suggestions
Cross-country education comparison provides a clearer understanding of countries' education policies and programs. Akkerman and Bakker (2011) stated that cross-country comparison is a way of gathering connections between countries' differences. The paper x-rayed cross-country comparison of Technical, Vocational Education and Training (TVET) in the Republic of China and the Republic of Nigeria. It explored the historical and philosophical perspective of TVET in the Republic of China and the Republic of Nigeria. The paper delves into administrative structures, student enrolment, teachers’ qualifications, special skills training programs, and TVET curriculum as well as teachers, and students’ motivation in the Republic of China (Taiwan) and the Republic of Nigeria. The paper also revealed the similarities and variations of TVET in the two countries.
REFERENCE
Federal Republic of Nigeria, (2013). National policy on education (4 th edition) Lagos: NERDC
press.
Ministry of Education (2011). Technological & vocational education in Taiwan, Republic of
China, 2011
Ministry of Education (2014). Technological & vocational education in Taiwan, Republic of
China, 2014
Ministry of Education (2011). Special report: vocational education of Taiwan, Republic of
China, 2014
Ministry of Education (2022). Technical and vocational education in Taiwan. Advancing
industry growth in Taiwan and the world
Se-Hwa. W. (2014). Ministry of Education. Technological & vocational education in Taiwan,
Republic of China, 2014. http://goo.gl/DS7teO
Yen-Yi, L., Bang-An, R., Ye-Yeh, C., Hui-Wen, C., Mei-O., W. (2014). Ministry of Education.
Technological & vocational education in Taiwan, Republic of China, 2014. http://goo.gl/DS7teO
UNESCO-UNEVOC (2019) International Centre for Technical and Vocational Education and
Training UN Campus Platz der Vereinten Nationen 153113 Bonn Germany
Wen-Chung, P. (2022). Technical vocational education advancing industry growth in Taiwan
and the world
Frequently Asked Questions
What is the abstract about?
The abstract compares Technical, Vocational Education and Training (TVET) in the Republic of China and Nigeria, exploring historical perspectives, administrative structures, student enrollment, teacher qualifications, skills training, and curriculum. It proposes closer ties to strengthen economic relations and equip young Nigerians with practical skills.
What is the introduction about?
The introduction highlights the value of cross-country education comparisons for understanding countries' education policies and programs. It emphasizes that nations can learn from each other for sound educational reform and focuses on the comparison of TVET in China and Nigeria.
What is TVET in the Republic of China (Taiwan) like?
TVET in Taiwan initially stemmed from master-apprentice relationships within families. It has been crucial in training skilled personnel for industrial advancement and economic growth. The goal is to provide individuals with practical skills and knowledge for commercial purposes, aligning with the emergence of new industries. It is divided into secondary and tertiary levels.
What is TVET in the Republic of Nigeria like?
TVET in Nigeria initially involved knowledge and skill transfer through mentorship from parents and relatives. The goal is to revitalize, reform, and expand the provision of skills, vocations, science, and technology. Nigeria TVET provides trained manpower in applied science, technology, and business.
What are some key issues regarding student enrollment in TVET in the Republic of China and Nigeria?
In the Republic of China, multiple pathways are available for students to enroll in TVET at various levels, with devised enrollment auctions. In Nigeria, students who complete basic education can continue to senior secondary school or technical colleges.
What are the teacher qualification requirements for TVET in the Republic of China and Nigeria?
In the Republic of China, TVET instructors and teachers are required to have practical experiences and professional certificates. Faculty members are promoted based on their technical reports instead of academic papers. In Nigeria, teaching staff are designated as lecturers or instructors/technologists, with promotions based on years of service, academic qualifications, and papers.
What are some special skills training programs in the Republic of China and Nigeria?
In the Republic of China, special skills training includes a 3-year tuition-free practical skills curriculum in junior high schools. In Nigeria, National Skills Qualifications (NSQ) and the Nigerian Skills Qualifications Framework (NSQF) offer non-formal and informal practical learning.
What does the TVET curriculum entail in the Republic of China and Nigeria?
In the Republic of China, junior colleges and universities draw up operation modes, curriculum plans, and course credit units. The curriculum is meant to strengthen the employability of students. In Nigeria, the TVET curriculum in technical colleges consists of five components: general education, theory and related courses, worship practice, industrial training/production work, and entrepreneurial training.
How are students and teachers motivated in TVET in the Republic of China and Nigeria?
In the Republic of China, students receive support like airfare, food, lodging, and recognition for participating in competitions. TVET institutions have close connections with industries to motivate students. In Nigeria, colleges and universities are encouraged to cooperate with industries and informal sectors to train students for market needs, and the Industrial Training Fund (ITF) is organized for staff development.
What is the main conclusion of the document?
The document concludes that cross-country education comparison provides a clearer understanding of countries' education policies and programs, and the paper x-rayed cross-country comparison of Technical, Vocational Education and Training (TVET) in the Republic of China and the Republic of Nigeria.
- Arbeit zitieren
- Timothy Okpeku (Autor:in), Julius Ihonvbere (Autor:in), 2023, Cross-Country Comparison of Technical, Vocational Education and Training in the Republic of China and Nigeria, München, GRIN Verlag, https://www.hausarbeiten.de/document/1436251
