IMPROVING COLLABORATION BETWEEN TECHNICAL COLLEGES AND INDUSTRIES FOR SKILL ACQUISITION IN ELECTRICAL INSTALLATION AND MAINTENANCE
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IMPROVING
COLLABORATION BETWEEN TECHNICAL COLLEGES AND INDUSTRIES FOR SKILL ACQUISITION
IN ELECTRICAL INSTALLATION AND MAINTENANCE
CHAPTER ONE
INTRODUCTION
Background
of the study
School-Industry
collaboration is a mutually accepted training partnership in which school
learning experience (knowledge and practical skills) are complemented through
on-the-job training in an industry. It is an instructional method whereby
practical skills and knowledge acquired in the classroom, school laboratories
and workshops are up-dated, beefed up and strengthened through real hands-on
experience on real industrial tools, machines and equipment. Gofwen (2007)
stressed that school ?industry collaboration is the arrangement between two
source groups, namely an educational institution and industry, to assist
learners develop functional skills for the world of work. It is a training
outfit which integrates training into productive and relevant work to give the
learner the opportunity of matching theoretical learning experience with
practical skills that lead to school-to-work transition. School ? Industry
collaboration is also called school ? to ? work transition.
School ?to ?
work transition provides each student with worksite orientation to build a
direct relationship between the student and the employers. School to-work
transition referred to as on-the-job training, or cooperative education
agreement designed to prepare students to enter the job market (Lueking, 1999).
Halperin (1994) pointed out that school-to-work transition is a locally based
education initiatives that brings educators, students, business and industry
together to help young people move smoothly from classroom to careers.
Involvement of both school and industry in skill training of students has been
recognized as a sure way to achieve meaningful, adequate and transfer-able
skills. In Nigeria the schools charged with training for skills acquisition are
technical colleges.
Technical
colleges are post primary school where vocational courses are offered by
students in order to acquire practical skills. Okorie (2005) explained that
technical colleges in
1
Nigeria are
established to prepare individuals to acquire practical technical skills and
basic scientific knowledge. Okorie (2000) also opined that technical colleges
are intended to prepare students for entry into various occupations such as
operatives, artisans, and craftsmen. Kaduhur, (1997) observed that the rapid
development witnessed in all sectors of the economy after independence makes it
mandatory to improve the standard of craftsmanship. Technical colleges
therefore are saddled with the task of providing, imparting or teaching
practical skills, attitudes, understanding and knowledge relating to
occupations in various sectors of the economy and social life. People trained
in technical colleges are expected to acquire valuable skills in various areas
of specialization among which is electrical installation and maintenance work.
Electrical
installation trade is one of the trades through which one can earn a living.
Ogbuanya and Ohanu (2010) observed that it widens the intellectual horizon of
the individual in the field of electricity as well as equips them with
innovative spirit and skills which are necessary for knowledge transfer in the
world of work. National Board for Technical Examination (NBTE) (2007) listed
the trade related courses under electrical installation and maintenance works
to include: -Domestic and industrial installation, cable jointing and battery
charging repairs and winding of electrical machines. NBTE also listed trades
under domestic and industrial installation as: -surface wiring, conduit wiring,
AC and DC machines, maintenance of electrical equipment and installation.
Electrical installation also refers to the wires, machinery, apparatus,
appliances, devices, materials and equipment used or intended for use by an
individual, or group of people of an establishment (Electrical Installation
Inspection Act, 2004). Installation is the act of fixing an equipment, device,
appliance or structure in position for use. All forms of installation due to
wears and tears need maintenance.
Maintenance
is the work undertaken to keep or restore an asset to an acceptable standard at
an acceptable cost. Olaitan, Igbo, Ekong, Nwachukwu and Onyemachi (1999),
defined maintenance as specific steps and precautions one takes for the care of
equipment, machinery or facility which will ensure that such an item attains
its optimal functional utility and lifespan. Harms, Kroons and Weigel (2002)
see maintenance as routine function that is carried out on industrial plants,
equipment, control devices and measuring instruments to keep them in good
operating condition. Maintenance could be routine or preventive, planned or
unplanned. In general, maintenance could be corrective or preventive in nature.
Therefore, it requires specialized practical technical skills and knowledge in
order to meet the requirement of continually changing environment of various
industries. The quality of installation and maintenance is largely dependent on
the specific skills acquired by the worker.
Skill is the
ability to do something well while acquisition is the act of getting something
such as knowledge and skill. Osinem and Nwoji (2010) stated that skills refer
to the ability to perform an act expertly. It is that expertise ability or
proficiency displayed in the performance of a task. Obanya (2003) define skill
as versatility in knowledge, ability to adapt to novel innovations, creativity,
team spirit, literacy in its comprehensive dimension, fluency in Information
and Communication.
Abstract
The study
was carried out to determined ways that could be used for improving
collaboration between technical colleges and industries for skill acquisition
in electrical installation and maintenance work in Plateau State. Survey
research design was used for the study. The population for the study was 58
industrial electrical supervisors and 22 electrical technical teachers from
selected industries and technical colleges in Plateau State. A structured
questionnaire was used as instrument for data collection. Three research
questions and three null hypotheses were formulated. Crombach alpha method was
used to determine the reliability coefficient of the instrument which yielded
0.85. Frequency count and weighted mean was used to analyzed the data for
answering the research questions while t-test statistics was used to test the
hypotheses of no significant different at 0.05 level of significance. It was
found that 18 items agreed on the administrative strategies that could improve
collaboration between technical colleges and industries for skill acquisition
in electrical installation and maintenance work in Plateau state, 24 agreed on
school-based activities that could improve collaboration between technical
colleges and industries and 17 on industry-based skills that could improve
collaboration between technical colleges and industries for skill acquisition
in electrical installation and maintenance work in Plateau state. There was no
significant difference between the mean responses of industrial supervisors and
technical teachers on ways for improving collaboration between technical
colleges and industries for skill acquisition in electrical installation and
maintenance work. There was no significance difference between the mean
responses of industrial supervisors and Technical Teachers on the
administrative strategies that could improve school-industry collaboration for
skill acquisition in electrical installation and maintenance in technical
colleges in Plateau state. There was no significant difference between the mean
responses of industrial supervisors and technical teachers on the school-based
activities that could improve school-industry collaboration for skill
acquisition in electrical installation and maintenance work in technical
colleges in Plateau state. Also there was no significant difference between the
mean responses of industrial supervisors and technical teachers on those industry-based
activities that would improve school-industry collaboration in electrical
installation and maintenance in technical colleges in Plateau state. It was
recommended that industry based job skills should be included in the curriculum
of technical colleges for skill acquisition. Technical teachers instructors
should visit industrial enterprises to familiarize themselves with the current
technologies, sharing of facilities between technical colleges should be
encouraged. Curriculum and syllabus of technical colleges be discussed with
many employers as possible on the formation of curriculum objective, selection
of curriculum content, organization of the content, selection of learning
experience and the organization.
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