Improving Learning Outcomes: Implementation of Problem-based Learning in TVET Systems of Nigerian Higher Education

Okolie, U. C., Elom, E. N., Igwe, Paul, Binuomote, M. O., Nwajiuba, C. A. and Igu, N. (2020) Improving Learning Outcomes: Implementation of Problem-based Learning in TVET Systems of Nigerian Higher Education. Higher Education, Skills and Work-Based Learning . ISSN 2042-3896

Full content URL: https://doi.org/10.1108/HESWBL-12-2018-0140

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Abstract

Purpose - This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.

Design/methodology/approach - This study follows the assumptions of qualitative research. We interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n =33; 24 males and 9 females), Directors at National Board for Technical Education (n=4; 3 males and 1 female), Directors of National Directorate of Employment (n=5; 3 males and 2 females), Directors at the Federal Ministry of Education (n=3 males), and Industry executives (n=10; 7 males and 3 females). Data were collected through a semi-structured interview approach, transcribed and coded using Nvivo 12 plus, and analyzed through thematic analysis.

Findings - The results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties identifying real-life problems among others. Participants offered benchmarks, and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).

Originality/Value - The results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programmes in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET programme.

Keywords:TVET, Pedagogy, Cognitive Learning, Problem-based Learning, Nigerian Higher Education
Subjects:X Education > X220 Study skills
X Education > X340 Academic studies in Tertiary Education
X Education > X342 Academic studies in Higher Education
X Education > X360 Academic studies in Specialist Education
Divisions:Lincoln International Business School
ID Code:40092
Deposited On:10 Mar 2020 12:10

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