Excerpt
Contents
Abstract
Introduction
Problem Statement
Purpose of the Study
Research Questions
Methodology
Participants Selection
Analysis Setting
Findings
Demographic setting
Faculty Member Demographics Variables
Students Demographics Variables
Participants’ Excerpts for Research Question 1
Participants’ Excerpts for Research Question 2
Summary of Findings
Findings of Research Question 1
Findings of Research Question 2
Interpretation and Discussion of Research Question 1
Interpretation and Discussion of Research Question 2
Recommendations
Conclusion
References
Abstract
Purpose/method
This study examines the perception of faculty members and students regarding internship program as a practical strategy for technology education in Nigeria taking an example from the practice of Taiwan. The study adopted a basic qualitative design that employed the views and opinions of faculty members and students in some selected universities was explored regarding the internship program as a practical strategy for technology education in Nigeria and taking examples from the practice of Taiwan. A face-to-face interview was conducted in the study to elicit the views and opinions of 15 participants (that is, seven faculty members and eight students) regarding the internship program at a selected university in Nigeria.
Findings
Based on the transcribed and coded data, I found that faculty members and students perceive the internship programs as a practical strategy to technology education in Nigeria. In addition, findings indicated that the internship strategy initiated by the Nigeria government and implemented by the universities helped students in meeting the expectations of technology education in Nigeria. Based on these study findings, one could logically conclude that an internship program could perhaps be a practical strategy for technology education in Nigeria.
Originality/value Faculty members and students from universities in Nigeria participated in the study. To the best of the researcher's knowledge, there is no empirical study that parallels this study. It seems that this study on internship programs as a practical strategy for technology education in Nigeria taking an example from the practice of Taiwan appears to be new. Since the researcher could not find a similar study that is parallel to this study, it would be prudent to suggest that this study could likely fill this gap and contribute to the knowledge of technology education in Nigeria. Furthermore, the findings of this study provide an alternative approach to the practice of internship programs in Nigeria which seems to provide a base for a literature review for researchers in the field of technology education.
Suggestions/Implications The internship practices of technology education in Taiwan could be a clear model for Nigeria’s internship program. Exploring the internship practice of Taiwan could help technology education students in the university meet the knowledge and skills gap in technology education thus reducing unemployment among the youth to meet global standards.
Keywords: Internship Program, Nigeria Technology Education, Taiwan Technology education, Youths Unemployment,
Introduction
Higher education in Nigeria has experienced a relative decline in quality over the past 35 years, as graduates from these universities lacked the skills necessary to compete not only in the local industry but also in the 21st-century global marketplace. Okonjo-Iweala (2012) noted that the lack of adequate teaching and learning materials to develop practical skills has made Nigerian graduates from higher institutions of learning not employable. Olagbemiro (2012) stated that the Nigeria university system is expected to function and contribute to national development through high-level relevant manpower training and inculcating proper values for the survival of individuals in their internal and external environment.
In 2020, the National Council on Skills (NCS) was launched by the Federal Government of Nigeria to improve the employability of young Nigerians and reduce unemployment. The aim is to identify the implementation of regular skills surveys and the gap among young Nigerians. According to the federal government of Nigeria, the training would be demand-driven and accelerate the institutionalization of the national skills framework and the coherence of skills development by the facilitation of policy for certified professionals in the country (United Nations Educational, Scientific and Cultural Organization-International Center for Technical and Vocational Education and Training, UNESCO-UNEVOC 2021). In this study, I examine Nigerian faculty members’ and students' perceptions regarding the internship programs as a practical strategy that helped technology education students in the university meet the required knowledge and skills in technology education.
The advent of the Industrial Revolution seems to have brought about rapid development in the industrial sector. Globally, the rise in the production of manufactured goods has increased the demand not only for basic and highly skilled labour, but also for skilled technicians. Recently, the improvement of technology plays a crucial role in the economic growth and development of countries. The Nigerian government plans to develop a robust economy through technical and vocational education and to produce skilled workers and technicians in various sectors of the economy.
The debate around technology education in Nigeria seems to focus on providing courses and training in engineering, technologies, applied sciences, economics, and management and training people who can apply scientific knowledge to solve environmental and provide expertise in technical subjects, and skills necessary for the development of agriculture, industry, and commerce necessary for self-reliant (FRN, 2013). Despite this laudable goal of technology education in Nigeria, the unemployment rate among Nigerian youths between the ages of 18 to 35 years still stands at 42.5% and 22.8% under-employment (Nigeria Bureau of Statistics 2020). Figure 1 below shows nine years Nigeria’s unemployment trend:
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Source: World Bank 2022
The steady increase in the unemployment rate among graduates of tertiary and non-tertiary institutions in Nigeria seems to be of great concern to the Nigerian government, education stakeholders, and concerned citizens. International Labor Organization reported that skill mismatch is prevalent among unemployed youth presently (Palmer, 2017). This is mainly attributed to the large gap between job seekers’ professional skills and the needs of enterprises, which primarily stems from the disjointed connection between the labor force, training, educational background, and the industrial training environment for young people in various countries.
The National Council on Skills (2020) reports that the employability of young Nigerians through technical and vocational education and training would reduce youth unemployment. Scholars have attributed the high unemployment rate to a lack of technical skills, dying industries, lack of policy and program implementation, inadequate funding, and a lack of industries for internship programs. Mafe (2009) noted that the knowledge and skills acquired in technology education become domesticated and relevant when they are needed to perform jobs or functions. To address this lack of technical skills among technology education graduates, the Nigerian government through its agency launched the work internship program in 1973.
The work internship program was established by the federal government of Nigeria to improve the lack of technical skills among students. The core objectives of the work internship program include enabling students to gain industrial skills and experience during their studies; preparing students for industrial work situations they are likely to encounter after graduation; teaching students how to use tools, equipment, and machinery; allowing students to apply their classroom knowledge to real work situations, thus bridging the gap between theory and practice (ITF, 2004).
The internship program is a foundational program that combines industry experience with college learning experiences so that students can learn from both experiences. It is organized as a partnership between training institutions and universities (Forster-Heinzer, Holtsch, Rohr-Mentele, & Eberle 2016). FRN (2013) found that a well-structured, coordinated, and supervised work internship program could bridge the achievement gap between theory and practice and enable students to work independently after graduation. Scholars affirmed that learning satisfaction, professional engagement, participation in the dual system, and readiness to remain in a particular occupation after completing the internship are benefits of the work placement program (Liu, 2021).
Any society seeking relevance must train young vibrant youths who would be self-reliant and employ people rather than seeking employment. To this extent, local universities in Nigeria have set up a curriculum implementation plans for technology education to include a work internship programs as a practical strategy for technology education. However, the question begging for answers is to what extent is the implementation of internship programs in Nigeria? In addition, do Nigerian governments and universities truly provide workable internship programs for technology education students in tertiary institutions in Nigeria? Ugwuanyi and Ezema, (2010) opined that training is a key factor that enhances the efficiency and expertise of a workforce. In addition, Chin-Sheng, Jen-te , Shu-yun, and Chiakai (2012) reported that vocational higher education curricula would advance students' personal growth and future careers through the integration of work internship program.
It seems logical that the federal government of Nigeria has specified the goals of technology education in Nigeria. The goals seem to include students’ internship programs as a practical strategy for reducing the skill gap among students in technology education in tertiary institutions in Nigeria. However, the question is to what extent do technology education faculty members in tertiary institutions in Nigeria explore the internship program as a practical strategy for technology education? As faculty members are there anything we could do to maintain and sustain the effective implementation of internship program among technology education students in Nigeria?
Aderonke (2011) opined that a work internship program is a good approach for sustainable skill development and utilization in Nigeria. Mafe (2010) added that students who have been exposed to both theoretical and practical hands-on experience’ would appear to perform better in real work situation. Furthermore, Ko and Sidhu (2012) reported that students with unsatisfactory internship experiences are less likely to work in public organizations than those without any internship experience. Based on this, it is sagacious to presume that exploring internship programs could be an effective strategy for practical and technical skill in technology education in Nigeria. To elucidate on this, the study was conducted to examine the internship programs as a practical strategy for technology education in Nigeria taking an example from the practice of Taiwan.
Problem Statement
FRN (2013) noted that a well-structured, coordinated, and supervised internship program aims to bridge the gap between theory and practice and enable students to be self-sufficient and employable upon graduation. Despite the Nigeria government's efforts to promote student self-sufficiency and employability after graduation by investing in technical and vocational education, 42.5% of Nigerian youth aged 18 to 35 are still unemployed and 22.8% are underemployed (National Bureau of Statistics 2020). This high unemployment rate is a major concern to the Nigerian government, stakeholders, citizens, and the private sector. Scholars have attributed the high unemployment rate to the lack of technical skills, dying industries, lack of policy and program implementation, poor funding, and lack of industries for internship programs. Could the quality of the internships program offered by universities in Nigeria contribute to this challenge? The National Council on Skills believes that the employable skills of Nigerian youth could reduce unemployment through regular skills surveys to identify the skills gap among young Nigerians (UNESCO-UNEVOC 2021).
Aderonke (2011) pointed out the teething problems that hinder the smooth implementation of practical and technical skills among technology education students in Nigeria and suggests that an internship program for students could be a viable approach to sustainable skills development and utilization in Nigeria. This is the gap that this study addresses. Therefore, the study examined internship programs as a practical strategy for technology education in Nigeria: taking an example from the practice of Taiwan.
Purpose of the Study
The study explores internship program as a practical strategy for technology education in Nigeria: taking an example from the practice of Taiwan. Faculty members and students of universities served as the participants in the study. A face-to-face interview was used to explore the perceptions of technology education faculty members and students regarding internship program in selected universities.
Research Questions
The following research questions guided the study
1. How do faculty members perceive internship programs as a practical strategy for technology education in Nigeria?
2. How do students perceive internship experience as a practical strategy for technology education in Nigeria?
Methodology
A basic qualitative research design was used for the study. The views and opinions of faculty members and students regarding the internship programs as a practical strategy for technology education were sought via face-to-face interviews. The interview responses provide data regarding how students and faculty members perceive internship program as a practical strategy for technology education. Qualitative research in the study involves collecting and analyzing non-numerical data regarding the internship programs using audio and text to understand the views, opinions, or experiences. Qualitative design can be used to gather in-depth insights into a problem or generate new ideas (Bhandari 2023). Qualitative design is best suitable for the study because it is based on the views and opinions of technology education faculty members and students regarding the practice of internship programs in two selected public universities in Nigeria. Basic qualitative studies were relevant to research designs that supported school programs and other learning innovations (Merriam, 2009).
Participants Selection
The participants for the study are restricted to faculty members and students of Vocational and Technical Education, University of Benin, and Ambrose Alli University Ekpoma, Nigeria. According to the data from the departments of Vocational and Technical Education Department of both institutions, both institutions have a total number of 13 faculty members and 105 students in both universities (Chair of Department Office, 2023). From these participants, I purposively selected 3 faculty members from the University of Benin and 4 faculty members from Ambrose Alli University. In addition, I selected 4 students from the University of Benin and 4 students from Ambrose Alli University. The total numbers of participants were 15 in both universities in Nigeria. Since the study utilizes a qualitative design, faculty members and students who are familiar with the internship program would be best appropriate for this study.
The instrument for the study was the interview method. The instrument consists of open-ended interview questions that centered on the internship program were constructed to seek the views and opinions of faculty members and students of technology education. The interview method involves asking questions through face-to-face conversations (Bhandari 2023). The interview instrument was best suitable for this study because the instruments provide sufficient data that answered the following research questions:
1. How do faculty members perceive internship programs as a practical strategy for technology education in Nigeria?
2. How do students’ perceive internship experience as a practical strategy for technology education in Nigeria?
I paid a personal visit to the two universities and obtained permission from the chair of the department who approved to proceed with the interview after reading and signing the consent form. However, faculty members’ and students’ participated in the study was voluntary based on their willingness. The first interview took place at the participants’ convenience and comfortable time. Based on the busy schedule of some faculty members, the initial interview lasted 35 minutes while the students lasted 40 minutes. Before the interview, the faculty members were given a copy of the approved consent form signed by the chair of the department. The consent form contained a detailed explanation of the purpose of the interview, the interview procedures, and the duration of the interview. Two weeks after the interview, I went back to the participants for transcripts and member checking where I asked them if they have any corrections or changes they went to make regarding their interview responses. The triangulation process increased the degree of accuracy and credibility of the findings.
Analysis Setting
To analyze the data, I collected the interview protocols of the faculty members and students. I classified the qualitative data into segments of subjects, codes, and categories. To Saldaria (2015), coding is a simple analysis of identifying a section of meaning to data and categorizing them with a code which is defined as words or short phrase that symbolically assigned a summative, silent, essence-capturing, attribute to a language-based or visual data. The coding process creates an inventory of data that enable deep, comprehensive, and thorough insights into data, making the data easily accessible and retrievable. Sorting and structuring of the data to ensure transparency, and validity, and give a voice to the participants (Saldaña, 2015). The first and second styles of coding were applied to create and organize the codes into note-taking, data reading, and constructing codes. The first and second coding structures show progressive data to theory thereby making visible the ground to which the researcher drew inference (Gioia, Corley, and Hamilton, 2013). Miles, Huberman, and Saldana (2014) stated that the first cycle of coding shows the identification of subjects and response categories that describe the views and opinions of faculty members and students of technology education regarding internship programs. The second cycle of codes shows the grouping of the codes into categories to identify the linking of the subjects to the research questions.
Findings
Demographic setting
Faculty Member Demographics Variables
The demographic setting of the two female and five male faculty members that participated in the study were identified as FM1, FM2, FM3, FM4, FM5, FM6, and FM7. The variables include gender, qualification, year of teaching experience, interview date, and duration of the interview. The analysis is further summarized in Table 1 below.
Table 1: Faculty Members Demographic Information
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Sources: field survey, 2023
Students Demographics Variables
The demographic setting of the four female and four male students that participated in the study were identified as S1, S2, S3, S4, S5, S6, S7, and S8. The variables include gender, university level/year, interview date, and duration of the interview. The analysis is further summarized in Table 2 below.
Table 2: Students Demographic Information
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Sources: field survey, 2023
The seven faculty members responded to nine interview questions each while the eight students responded to six interview questions. I used a mobile phone recorder to record the interviews. After the excise, I write out the interview responses in line with the identifier. Transcription was carried out, after the transcription, I conducted a Member check for 10 working days to find out from the participants if their responses were altered or changed during the transcription process and I collected feedback on the sport. If there is any alteration in the participants’ responses, the transcript needs correction, if there is no alteration in the participants’ responses, the transcript is considered okay.” Four faculty members and six students’ responses were transcripts okay, while three faculty members and two students’ responses’ transcript need correction. The transcripts were corrected accordingly.
Table 3: Summary of Subjects, Codes and Categories for Research Question 1
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A second cycle of codes was employed to code into categories and patterns that link to Research Question 1. After identifying the interview codes from the faculty members, a summary table of codes was employed to categorize the data as shown in Table 3 above. The faculty members’ categories of data such as improvement of student’s skills, encouragement, familiar, support, benefits, assessment, achievement, outcomes, and unemployment reduction were developed into themes including programs to improve students’ knowledge, experience, and skills. Encouraging students’ participation in the internship programs, students avail themselves of the internship experience, familiar with an internship program. Support, monitor, advice, and supervise students’ internship program. Gain knowledge, skills, exposure to the world of work, mental ability, and manipulative ability. Poorly assessed and rated. Gaining real-life working experience, being able to handle and manipulate technology workshop tools and equipment, acquiring and possessing ethics of a world of work while still in school, exposed students to technical roles and responsibilities in industries. Not reduce unemployment among technology education graduates. Knowledge, skills acquisition, and competent skills, increase students’ academic performance and increase students’ exposure to the real world of work. The coding table was used to describe how the subjects’ and participants’ extract linked with research question 1.
Table 4: Summary of Subjects, Codes and Categories for Research Question 2
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A second cycle of codes was employed to codes into categories and patterns that link to Research Questions 2. After identifying the interview codes from the students, a summary table of codes was employed to categorize the data as showed in Table 4 above. The students categories of data such as rating, success, extent, encouragement, achievement, and reducing unemployment were developed into themes including successful, Not very successful, largely enhanced students performance, technical skills, averaging encouraged, acquiring knowledge and experience, gaining skills and experience, gaining office experience and knowledge, understanding work ethics and privileges and creating awareness. Not really reduced unemployment among technology education graduates. The coding table was used to describe how subjects and participants extracts linked with research question 2
Table 5 below shows the subjects related to Research Question 1 and associated examples of excerpts from participant interviews. The table includes questions, identifiers, and participants’ excerpts.
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Source: field survey, 2023
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