The major purpose of the study was to investigate the fault detection and diagnosis training requ... more The major purpose of the study was to investigate the fault detection and diagnosis training requirement of technical colleges as a tool for empowering electrical/electronics trade students. Two research Questions were answered. The study adopted a descriptive survey design. The population for the study was ninety two (92) comprised of all sixty six (66) electrical /electronics technical college teachers in Oyo and Ogun states and 24 electrical/electronics technologists which were sampled in the two states using purposive sampling techniques. The internal consistency of the instrument was ascertained using Cronbach Alpha method and reliability coefficient obtained for the instrument was 0.89. Structured questionnaire containing 153 items was designed and used for data collection. Mean and standard deviation were used to analyze research questions. The findings of the study revealed that ability to detect faulty components, ability to diagnose appliances components, ability to work with multiple technologies and keep up to date with new technologies are required for the training electrical/electronics students on fault detection and diagnosis of electrical/ electronic appliances in Nigeria technical colleges. The findings of the study also revealed that magnifying lens, oscilloscope, personal computer, screwdrivers, drills soldering iron, fire extinguishers, and first aid box among others are the required instrument training electrical/electronics students on fault detection and diagnosis of electrical/ electronic appliances in Nigeria technical colleges. It was recommended that necessary effort should be made by stakeholders of education and curriculum development to integrate the relevant skills on fault detection and diagnosis of electrical/electronic appliances into the curriculum of electrical/electronic students of technical colleges of Nigeria. Technical and Vocational Education and Training (TVET) is a conglomeration of school and training based type of learning experiences which aims to inculcate in students practical skills, scientific know how, social and academic traits and entrepreneurship fitness to enable students to be self dependent or perform excellently in world of work. International Labour Organization (2010) claimed that TVET is a range of learning experience that are relevant for employability, portability of competencies and qualifications and recognition of skills, decent work opportunities and lifelong learning in and related to the world of work. Technical and Vocational Education and Training in an ideal situation offers career development opportunity to the students. TVET, according to Henry, Jack and Getrude (2014), plays an orientation role towards the world of work and its curriculum emphasizes on the acquisition of such employable skills, which is a fundamental necessity for driving the industrial and economic growth. The author stated further that TVET is a key to build this type of technical and entrepreneurial workforce which Africa needs to create wealth and emerge out of poverty. This is because Technical and Vocational Education and Training produces educated, skilled and motivated citizen who can profit society by creating enterprise or gain employment from employers. Okwelle (2011) submitted that Technical and vocational education and training is an integral part of National development strategies in many society because of the many impact on human resource development, productivity and economic growth. The major aim of Technical and Vocational Education and Training is to produce citizen who can be self dependent and reliance. UNESCO in Henry, Jack and Getrude (2014) claimed that the objective of TVET is to train the workforce for self employment and the necessity to raise the productivity of the informal sectors. Aklhilianand and Eci (2008) claimed that most commonly articulated goal of Technical and Vocational Education and Training are to: Facilitate economic development by transmitting to local citizen certain value, knowledge and attitudes that necessary to perform certain skill in modern sector of economy; Provide young people with the skills needed for employment in a wide range of job categories including self employment and wage employment; Promote a work ethic and sensitize learners to the importance of practical work skills and dignity of manual labour; Promote sustainable development, save the environment and improve the quality of living; Alleviate unemployment as well as poverty;
The major purpose of the study was to investigate the fault detection and diagnosis training requ... more The major purpose of the study was to investigate the fault detection and diagnosis training requirement of technical colleges as a tool for empowering electrical/electronics trade students. Two research Questions were answered. The study adopted a descriptive survey design. The population for the study was ninety two (92) comprised of all sixty six (66) electrical /electronics technical college teachers in Oyo and Ogun states and 24 electrical/electronics technologists which were sampled in the two states using purposive sampling techniques. The internal consistency of the instrument was ascertained using Cronbach Alpha method and reliability coefficient obtained for the instrument was 0.89. Structured questionnaire containing 153 items was designed and used for data collection. Mean and standard deviation were used to analyze research questions. The findings of the study revealed that ability to detect faulty components, ability to diagnose appliances components, ability to work with multiple technologies and keep up to date with new technologies are required for the training electrical/electronics students on fault detection and diagnosis of electrical/ electronic appliances in Nigeria technical colleges. The findings of the study also revealed that magnifying lens, oscilloscope, personal computer, screwdrivers, drills soldering iron, fire extinguishers, and first aid box among others are the required instrument training electrical/electronics students on fault detection and diagnosis of electrical/ electronic appliances in Nigeria technical colleges. It was recommended that necessary effort should be made by stakeholders of education and curriculum development to integrate the relevant skills on fault detection and diagnosis of electrical/electronic appliances into the curriculum of electrical/electronic students of technical colleges of Nigeria. Technical and Vocational Education and Training (TVET) is a conglomeration of school and training based type of learning experiences which aims to inculcate in students practical skills, scientific know how, social and academic traits and entrepreneurship fitness to enable students to be self dependent or perform excellently in world of work. International Labour Organization (2010) claimed that TVET is a range of learning experience that are relevant for employability, portability of competencies and qualifications and recognition of skills, decent work opportunities and lifelong learning in and related to the world of work. Technical and Vocational Education and Training in an ideal situation offers career development opportunity to the students. TVET, according to Henry, Jack and Getrude (2014), plays an orientation role towards the world of work and its curriculum emphasizes on the acquisition of such employable skills, which is a fundamental necessity for driving the industrial and economic growth. The author stated further that TVET is a key to build this type of technical and entrepreneurial workforce which Africa needs to create wealth and emerge out of poverty. This is because Technical and Vocational Education and Training produces educated, skilled and motivated citizen who can profit society by creating enterprise or gain employment from employers. Okwelle (2011) submitted that Technical and vocational education and training is an integral part of National development strategies in many society because of the many impact on human resource development, productivity and economic growth. The major aim of Technical and Vocational Education and Training is to produce citizen who can be self dependent and reliance. UNESCO in Henry, Jack and Getrude (2014) claimed that the objective of TVET is to train the workforce for self employment and the necessity to raise the productivity of the informal sectors. Aklhilianand and Eci (2008) claimed that most commonly articulated goal of Technical and Vocational Education and Training are to: Facilitate economic development by transmitting to local citizen certain value, knowledge and attitudes that necessary to perform certain skill in modern sector of economy; Provide young people with the skills needed for employment in a wide range of job categories including self employment and wage employment; Promote a work ethic and sensitize learners to the importance of practical work skills and dignity of manual labour; Promote sustainable development, save the environment and improve the quality of living; Alleviate unemployment as well as poverty;
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