From fragmentation to integration: developing a sustainable technical and vocational education and training system in the technical colleges of the Lagos State, Nigeria.

Abstract

This thesis, titled “From Fragmentation to Integration: Developing a Sustainable Technical and Vocational Education and Training System in the Technical Colleges of Lagos State, Nigeria,” explores the fragmented nature of the Technical and Vocational Education and Training system in Nigeria, with a specific focus on skills development within the Automotive Engineering sector. Focusing on Lagos State, the nation’s commercial nerve center and host to the largest Automotive Engineering sector, the research addresses the pivotal question: “How can Sustainable Socio-Economic Development (SSED) be fostered through TVET systems?” The study delineates the strategic, procedural, and hands-on skills essential to initiate, enable, and deliver a sustainable TVET system. Employing a mixed-methods strategy, the study utilised the Delphi technique to develop the research instrument. The study population comprised the Lagos State Ministry of Education / Lagos State Technical and Vocational Education Board, five technical colleges in Lagos State, and a selection of five technical colleges, and various registered automobile industries within Lagos State, with cluster sampling employed for sample acquisition. The quantitative phase of the study involved disseminating questionnaires to 230 individuals, out of which 162 were duly completed and returned. The gathered data underwent Explanatory Factor Analysis utilising the IBM® SPSS® 28 software, implementing Principal Axis Factoring with Oblimin rotation to discern underlying factors or latent constructs among the observed variables. Conversely, the qualitative phase entailed interviews with nine stakeholders, culminating in the identification of three overarching categories, themes, and seven sub-themes. The merging of the Integrated Intelligence framework, QHM and Porritt’s five capitals framework provides us with a comprehensive framework for understanding the interplay between the quantitative and qualitative results of the study. It offered a more holistic and integrated approach to understanding the “change” factors that promote SSED through TVETs. For the primary question, the results from the quantitative phase underscored the significance of Innovative Green Growth, emphasising the integration of sustainable and ecoconscious practices in food production. Such an approach not only fosters economic prosperity but also fortifies environmental stewardship. Concurrently, the study accentuates the necessity of Infrastructure Enhancement, advocating for the modernization of facilities and the adoption of cutting-edge technologies in line with the new developments in the automotive sector to enrich the educational milieu and equip graduates with the requisite skills for contemporary vocations. Regarding Strategic Leadership Skills, the study identifies three core factors: the fusion / amalgamation of problem-based teamwork with critical thinking, the cultivation of selfawareness, and the advancement of motivational leadership. These components are posited as pivotal in initiating and steering transformative change within the TVET landscape. Furthermore, the research casts light on Process Skills essential for facilitating change, pinpointing the integration of empathy with a suite of soft skills, strategic acumen, innovation quotient, and communicative prowess. Additionally, it identifies the Management of Diversity and Conflict as a critical skill set. The results for Practical Skills requisite for effectuating change, highlight the synergy of problem-solving and collaborative teamwork, augmented by a collaborative innovation intelligence and a spectrum of communicative, organizational, and strategic competencies. The study also acknowledges the significance of planning skills, an optimistic attitude, strategic management expertise, and the capacity to handle uncertainty. The qualitative phase, Category 1: Understanding TVET goals to re-evaluate them, results revealed a consensus on the necessity for policy frameworks that are in harmony with TVET's overarching goals. The unanimous emphasis on Curriculum-Policy Alignment and Coherence underscores the criticality of synchronizing educational strategies with labour market demands. The high valuation of Curriculum Design, with an 89% importance score, accentuates the urgency for curricula that are both contemporary and pertinent, equipping the workforce with skills suited for today's dynamic economic landscape. Furthermore, the results identified Skill Development and Re-engineering, alongside Stakeholder Engagement, as significant yet moderately recognised sub-themes, with respective scores of 56% and 33%. These findings highlight the imperative for ongoing skill advancement and the active participation of all TVET stakeholders, ensuring the system's adaptability to evolving economic and societal needs. For Category 2: Improving public perception and awareness, the research delved into the public’s perception of TVETs, highlighting the necessity for inventive strategies to enhance their appeal and relevance. The main theme within this domain, Provision of Incentive/Motivational Packages, received a 56% score, indicating a robust conviction in the power of incentives to transform TVETs into more enticing educational pathways. Nonetheless, the challenges in raising public awareness and in bolstering the allure and retention rates of staff and students are evident, as reflected by the lower scores of 22% and 33% in the corresponding sub-themes. For Category 3: Robust Governance, the study shed light on the pivotal role of Robust Governance in the reformation of TVETs. Innovative Leadership and Expertise, along with the management of TVETs by technically adept individuals, both garnered a 44% score, underscoring the essentiality of visionary leadership and specialized knowledge in steering the TVET agenda. However, the alarmingly low score of 22% for Adequate Funding and Infrastructure signals a critical risk area, necessitating immediate attention to ensure the sustainability of TVET systems. The integration of the Integrated Intelligence framework, Quintuple Helix Model, and Porritt’s Five Capitals framework provided a comprehensive understanding of the interplay between the results of the two phases of the study. By interfacing the Integrated Intelligence, Quintuple helix model and Porritt’s Five Capitals framework, the results of the study showed that the fragmentation in Lagos State, Nigerian TVETs can be addressed by promoting a more integrated, resource-optimised, and development-oriented approach to TVET. By encouraging interaction and cooperation among the five helices and the five capitals this ultimately leads to improved skills development, reduced unemployment, and enhanced socio-economic development. The study presents a compelling case for a holistic re-evaluation of TVET systems, emphasising the integration of curriculum design with policy, the enhancement of stakeholder engagement, the improvement of public perception, and the fortification of governance structures. These elements are deemed indispensable for the evolution of TVETs into resilient educational institutions that can effectively respond to the demands of the modern world. These findings not only contribute to the academic discourse but also offer pragmatic insights for policymakers and educators striving to cultivate a workforce capable of thriving in and contributing to a sustainable socio-economic environment.