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IMPACT OF QUALITY ASSURANCE ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Formal education from developmental perspective is an instrument for attaining economic growth  and  technological  progress  judging  by  the  experience  of  industrialised  nations

(Onyesom and Ashibogwu, 2013). When viewed  from  the  functionalist  perspective, education is a medium for transmitting social norms and values to learners through the formal school system (Filloux, 1993). From policy perspective, investment in education is a potent means that could be explored to fast-track economic growth, technological progress and boosting of citizens’ capacities (World Bank; 2008). The various perspectives of education as articulated above  can better be improved with a sound quality assurance mechanism. The term quality assurance (QA) is a critical examination of the objectives, attitudes, procedures and institutional control systems with a view to ensuring that set standards and quality are maintained (Fadokun, 2005). The essence of QA is to enhance the effectiveness of education system towards achieving set standards (Onyesom and Ashibogwu, 2013). With specific application to TVET, quality assurance in the learning environment provides policy-makers with deeper understanding of vocational education, its functions, set goals and key characteristics (ETF, 2012).

Drawing from the experience of the industrialised nations, the Nigerian government established a number of TVET-oriented institutions to launch the country steadily on the path of technological progress and national development in furtherance of  its  commitment  to TVET (Besmart-Digbori, 2011). The main objective of TVET in the National Policy on Education (2004) is the inculcation of practical and applied skills as well as basic scientific knowledge in students for useful living in the society. The expected outcomes of TVET are:

a)      To provide trained manpower in the applied science and business particularly at craft, advanced craft and technical levels;

b)      To provide the technical and vocational skills necessary for agricultural, commercial and economic development; and

c)       To give training and impart necessary skills to individuals who shall be self-reliant economically (NPE, 2004).

1.2 Statement of the problem

There is the issue of the need for quality assurance on technical education. This work gives a significant view on the relationship between quality assurance and technical vocational training

1.3 Objectives of the study

1. To understand the impact of quality assurance on technical vocational education and training

2. To understand the relationship between quality assurance and technical vocational education and training

1.4 Research questions

1. What is the impact of quality assurance on technical vocational education and training?

2. What is the relationship between quality assurance and technical vocational education and training?

1.5 Research hypothesis

H0: There is no relationship between quality assurance and technical vocational education and training

H1: There is a relationship between quality assurance and technical vocational education and training

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