expose technical college students to practical situations or real work

Expose technical college students to practical

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expose technical college students to practical situations or real work situations in job areas relevant to their trade courses of study if the cycle of skills acquisition is to be termed complete. It is also important that technical college students be given the required practical skills which they would require to be self-reliant to cope with emerging challenges of the modern world. Findings from research have shown that the current state of facilities in the technical colleges is inadequate to achieve the goal of skill acquisition for self-reliance and sustainable development (Umar and Ma’aji, 2010); hence the need for a viable and well implemented Cooperative Training Programme. Cooperative Training is seen as a tool for sustained economic growth and poverty alleviation. This has birthed the pressing need to educate and train technical college students for self-reliance and sustainable professional competence, meeting the technological needs of the society and thus, earning a living. The cooperative training programme in Nigeria for technical colleges is carried out under the umbrella of industrial attachment. Statement of Problem Over the years, unemployment has been a major problem in this country and successive governments have not been able to tackle it as expected. The number of technical college graduates seen roaming the streets in search of white collar jobs is saddening, rendering some of these young graduates frustrated and thereby getting them involved in anti-social vices such as armed robbery, prostitution, kidnapping, drug trafficking, political thuggery in a bid to survive. These young technical college graduates find it difficult to get a job or become self-reliant because of deficiency in the skills required for a specific job or venture (Nduononwi, 2016). To address this situation, there is need for an effective industrial attachment programme for students of technical colleges to acquire practical skills in their occupational areas and to acquaint themselves with how new technologies, machines and equipment they have heard of and read about function. However, issues have been raised by some students about the challenges they go through to secure places for attachment and during their time of attachment. Implementing a viable and effective industrial attachment programme requires the participation and harmonious relationship between various stakeholders such as the trainees, industries/firms/enterprise/companies, governmental and non-governmental organizations. The stakeholders must be aware of the basic logic of cooperative training as well as practically see the benefit of the system to all stakeholders directly and indirectly. The success of industrial attachment programme in Nigeria would go a long way to aid the achievement of the objectives of technical education. It was therefore prudent to explore some effect of Industrial Attachment Programmes and Skill Acquisition in Technical Colleges in Akwa Ibom State, assessing the extent of skills acquired, prevalent challenges and strategies for its effective implementation in Akwa Ibom State.
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  • Summer '20
  • Dr joseph
  • Dreyfus model of skill acquisition, Technical College, Akwa Ibom State, Uyo, INTERNATIONAL JOURNAL OF EDUCATIONAL BENCHMARK

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