IMPROVING COLLABORATION BETWEEN TECHNICAL COLLEGES AND INDUSTRIES FOR SKILL ACQUISITION IN ELECTRICAL INSTALLATION AND MAINTENANCE

CHAPTER ONE

INTRODUCTION

1.1 Background to 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, (Buligina and Sloka, 2016). 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 (Robertson, Mundy, Verger, and Menashy, 2012). School – Industry collaboration is also called school – to – work transition. 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 (Buligina and Sloka, 2016). 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. Technical colleges in Nigeria are established to prepare individuals to acquire practical technical skills and basic scientific knowledge (Okorie 2005). 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 and maintenance work trade is one of the trades through which individual can earn a living. 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 (Ogbuanya and Ohanu, 2010). 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. Ogbuanya, Abdullahi, and Ahamed (2013) 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. Maintenance is seen as a routine function that is carried out on industrial plants, equipment, control devices and measuring instruments to keep them in good operating condition (Kroons and Weigel, 2002). 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 skills. Skills refer to the ability to perform an act expertly (Osinem and Nwoji 2010). It is that expertise ability or proficiency displayed in the performance of a task. Technical skills can be defined as skills in handling or solving problems and the procedures, methods and techniques in the operation of technical equipment Fernando, Inra, and Yustisia, in (Hadroma, 2018). Technical skills consist of function, mode of operation, operational technique, maintenance technique, storage technique, calibration technique, and repairing possible damage using appropriate competency skills. Technical skills are the necessary competency in performing different types of work in corporate/ industry. Skill acquisition refers to the learning and continuous practice in a particular task till the learner becomes proficient in the operation, and can perform them when required. Technical and theoretical skills which students of electrical installation must demonstrate are: measuring and marking dimensions on work surface using scale plans and drawings based on imperial measuring system, measuring accurately, marking the location of outlets and tapping holes on control panels, installing and troubleshooting, installing conduit and tubing, raceway measuring, bending of conduit, assembly components, identifying conductors among others (Felix, Randy, Kevin and Chris 2009). Therefore skill is needed by electrical installation craftsmen of technical colleges to function well. Since global technology advancement lead to the use of electricity in various homes, offices, industries, institutions as well as many aspect of human endeavour. Federal Republic of Nigeria (FRN, 2001) stressed that individuals trained in electrical installation and maintenance work in Technical Colleges are expected to acquire skills for manufacturing and servicing in industrial, power generation, utilization and realization of goals.

The realization of such goals in technical colleges in most states in the country including plateau state seems to be far below expectation. This may be due to low level of exposure of students in training in practical skills in the school workshops, laboratories, inadequacy of books, learning environment, computer rooms, instructors and curriculum content (Akhuemonkhan and Raimi, 2016). The problem of inadequate skills among technical graduates initiated the expensive venture of opening training schools in many industries where fresh graduates are being trained (NICHE, 2010). It further posits that the training of technical students has been very theoretical. Another problem is the mismatch between the theory and demand of the labour market, (Haromi, 2018). Consequently, graduates shy away from taking up employment where they might be called upon to demonstrate their skills. This is due to the fact that the students were not exposed to work-based skills during their learning activities in schools. These lapses resulted in ill- quipped graduates who have remained unemployed. Therefore graduates of technical institutions need the appropriate skills and practical knowledge for the production of goods and services in industries.

An industry is a place where people are involved in producing a particular good or providing a particular service. The industry could be a manufacturing, producing and distributing house or an environment where goods and services are organized by technical experts who possess the technical and vocational competencies for work (Adebayo, 2004).NICHE (2010) further posits that the training of technical students has been very theoretical. These lapses resulted in ill- equipped graduates who have remained unemployed. What then could be responsible for this? Possibly Technical Institutions in Nigeria have failed to learn from other countries what is obtainable. Countries have found an effective way of training their man-power in new technologies through cooperation between industries and technical institutions (UNESCO, 2002). School- Industry collaboration share resources and build trust. They will also operationalize innovative educational ideas directly relevant to their respective workforces. Hence, co-produced educational programs create genuine and direct value for both the schools (students as the ultimate beneficiaries) and for industry (Watters and Christensen, 2013). Notably, industry potentially provides access to resources that are beyond the financial capacity of schools. These resources include equipment that is industry standard, which is in contrast to simple options

available in school laboratories and workshops as well as personnel who are experts in their respective fields (Watters and Christensen, 2013).This could equip the graduates with skills to be employed or become self-employed. However, the current situation on school – industry collaboration in Plateau State appears not to be well implemented at the Technical College level. It seems that students are only taught the courses without any form of collaboration. Although, efforts were made in the past to collaborate with industries through the Students Supervise Industrial Training/Work Experiences Scheme (SIWES). It was only done during long vacation of one month after their promotion examinations without supervision. This SIWES is not even compulsory with credit unit or mark attached to it for students to value it. Therefore, there is need to harmonize the activities of the school and that of industries to allow students apply what they learnt in class room to real life situation. The schools and industries should have different based activities in place to train the students in practical skills.

School based learning activities are those activities that are provided by the school for effective production of man power. School- based learning activities should involve provision of qualified technical teachers, provision of suitable class room facilities and instructional materials (Robertson, Mundy, Verger, Menashy, 2012). The responsibilities of schools include: planning in cooperation with industries where training should be carried out, evaluation of students to find out the extent to which they have acquired skills they are supposed to acquire, supervision of students during training in industry based environment (Watters and Christensen, 2013). The school – based activities should be naturally complemented with the industry-based activities.

Industry- based or work-based learning is a planned work experience, work place mentoring and instructions in industries. (Robertson, Mundy, Verger, and Menashy, 2012) said industries in collaboration or cooperation with the schools should provide work based learning activities such as internship, on-the-job training, mentoring

and cooperation education (industrial attachment) to expose students to new technologies. The function of industries include: assessment of training resources of institution to find out if the institutions are capable of giving the students adequate training and background on those occupations required in the industries (Watters and Christensen, 2013). Industries also assist teachers/instructors in research work by allowing them to use their high tech laboratories and to work on industrial machinery to upgrade their knowledge and skills as well as to keep abreast with new technologies. Industries have the opportunity to influence school curriculum with the aim of better aligning future employees with the needs of industry. Industries are also expected to make special provision of occupational placement for the graduates of Technical Colleges. If electrical students are to be adequately skilled, it is obvious that there is need for schools and industries to intensify efforts to train students. The question is who is to be blamed? Is it the students? Or the teachers’ qualification and level of experience (Ogbuanya and Ohanu 2010). This may be attributed to their inability to learn the required skills in the course of their studies, to enable them enter the world of work. It is against this background that there is need to improve skill acquisition of Electrical Installation and Maintenance Work students through collaboration between Technical Colleges and Industries in Plateau State.

1.2 Statement of the Problem

Skills are needed by electrical installation graduates of technical colleges to function well in industries, institutions as well as many aspect of human endeavour. Individuals trained are expected to acquire skills for manufacturing, servicing in industries, power generation and utilization. But it appears that the skill acquisition in such, in plateau state is inadequate, and below expectation. This may be due to low level of exposure of students for training in practical skills in the school workshops and laboratories, students over population in the class, teacher’s incompetence, unfavourable learning environment, inadequate equipped workshops and laboratories for training experience, inadequate tools and training materials, and classroom facilities. Therefore, to bridge such gap between theory and practice, Technical College- Industry Collaboration is necessary to assist the learner develops functional skills for the world of work. Hence there is need to determine Technical Collage-based and Industry-based activities that will improve collaboration to expose students to more practical and skills acquisition in plateau state with state of the art of technologies in industries.

1.3 Purpose of the Study

The purpose of this study was to identify ways for improving skill acquisition of electrical installation and maintenance work students through collaboration between technical colleges and industries in plateau state. Specifically this study determined:

1. Technical College-based activities that could improve collaboration for skill acquisition in electrical installation and maintenance work in plateau state.

2. Industry-based activities that could improve collaboration for skill acquisition in electrical installation and maintenance work in plateau state.

1.4 Research Questions

The following research questions guided the study;

1. What are the technical college-based activities that could improve collaboration for skill acquisition in electrical installation and maintenance work in Plateau State?

2. What are the industry-based activities that could improve collaboration for skill acquisition in electrical installation and maintenance work in Plateau State?

1.5 Hypothesis

The hypothesis was tested at 0.05 level of significant.

There was no significant difference in 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 in technical colleges in Plateau State.

1.6 Significance of the Study

The study sought to inform educationists and policy makers of the status of industry – TVET institution collaboration in training. It purposed to inform planners to be more sensitive about the modes of collaboration to undertake for best results. Also the study ultimate outcome was to improve training of TVET graduates both at institution and during industrial attachment. Equally, the study established the scope of current status of industry – TVET institution collaboration in training visa vie expected outcome. This information is useful to educational institution managers, lecturers and workplace supervisors about the extent of the realisation of collaboration objectives, knowledge and skill transfer parameters and challenges. This knowledge positions educationists and industrialists in a better place to advise policy makers on the most appropriate model of industry-TVET institutions collaboration on training.

1.7 Scope of the study

This study restricted itself to the assessment of industry- technical institutions collaboration in science, engineering and technology programmes within technical colleges in Plateau State

1.8 Definition Of Operational Terms

Collaboration: Refers to all forms of linkages and access for the gain or/ and advancement of knowlege. skills and attitudes.

Effectiveness:In this study effectiveness is limited to effectiveness of collaboration, coordination and supervision of the TVET institutions –industry collaboration programme.

Industry Regulators: Refers to regulatory bodies with an established legal mandate to control a particular professions training and practice.

Industrial Attachment Co-ordinators: Liaison staff at Institutions in-charrge of Institution- industry linkages.

Industry: Refers to any workplace where there is production of oods or services and where knowledge skills and attitudes can be acquired from inherent systems.

Workplace Supervisor: Refers to all staff at the workplace involved in instruction of trainees while at the industry.