The duality of learning: model of vocational technical education

Kunle is a bright-eyed 24-year-old graduate of electrical and electronics engineering, from a Technical College. He graduated top of his class with a distinction and is spoken highly of by the head of his department. He applied for several entry level positions in Oil and gas companies and electrical service companies.

He is up against bachelor degree holders from universities. He lost out to someone from the University of Lagos who had a second class lower degree in the same course. In perfect world a Technical College graduate should have an edge over a university graduate in this situation because part of their education would have included on the job training through an apprentice.

But unfortunately Vocational Technical Education (VTE) in Nigeria does not provide that. Rather, it provides a mediocre education at best, fraught with impossible teacher student ratio, lack of equipment and little or no opportunity to apprentice in capable companies.

VTE is defined by UNESCO as “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life”.

In Nigeria, VTE institutions offer 1-2 year courses, each leading to the award of National Diploma (ND) and Higher National Diploma (HND) respectively. Some of the vocational and technical education courses offered are mechanical trades, computer, craft practice, electrical engineering trades, building trades, wood trades, hospitality, textile trades, printing trades, beauty culture trades, business trades and leather goods manufacture.

In recent times, Vocational Technical Education has not fared well in comparison to university education in terms of post-graduation prospects. There are several possible reasons for this, but primarily it is the failure to fulfill the purpose of its creation which is to help students acquire skills, knowledge and attitudes needed to enter the job market straight away.

An examination of the VTE system in some European countries such as Germany, Austria and Ireland shows a sharp contrast with what is offered in Nigeria.

These countries utilise a dual system which takes place in both a company (accredited to train apprentice) which provide job specific training and skills that prepare the apprentice for demands in their fields; and at the VTE institution where they expand their general education and theoretical knowledge.

This is a careful balance of 80 percent practical (company) and 20 percent theory (institution) that constantly reflects the constant changes and demands of the industry and the challenges they are facing presently.

The implication of this strategy is that the apprentice gets the most up-to-date knowledge for example, in a fast changing industry like Electrical and electronics engineering, an apprentice will be aware of changes in regulations such as the phasing out of the use of 15amp UPS sockets immediately. Compared to a typical university student that may be relying on text books that may be up to 6 years old!

There are over 300 different legally recognised trades in Germany that cuts across every branch of industry and business sector, from the traditional to the modern/high-tech, ranging from manufacturing to retail to service sector. As a mainly export based economy, establishing a high standard is essential.

Another upside to a dual educational system is the low rate of unemployment amongst young people. Apprentices usually go straight from secondary school to a VTE College where they get on the job training and in addition to that, start earning some income as an apprentice.

In these European countries, employers typically find that people that have had a strictly classroom based education take a lot longer to become productive staff in the company. Their trade organisations take immense pride and responsibility for the training and apprenticeship of young people in their specific fields.

Overall, this contributes to a social and economic stability by building up a strong and highly skilled workforce which integrates young people into the workforce early.

The Nigerian Vocational Technical Education system can aspire to this system of education which has been proven very successful. This will put our local technical colleges in a better position to produce students that possess the requisite knowledge and practical skill needed in a competitive job market and perhaps Kunle would not have lost out on those job opportunities.

Of course these changes cannot be made overnight and will take careful planning and investment from the government, trade organisations and companies. In the meantime, some private institutions/facilities recognise the value of a dual educational system in Vocational Training and do offer apprentice programmes that provide those requirements.

The Nigerian Vocational Technical Education system is presently seen as a poor substitute for a university education from the perspective of both potential employers and students. In our next instalment we will examine the drive behind the preference for university degrees as opposed to Technical college degree in Nigeria.

Jolomi Gagar

Jolomi Gagar is responsible for business development, at Etiwa Vocational Training Centre, based in Lagos, www.etiwa.com.