Sustainable Collaborative Practices for Outcome-Based Learningin TVET Institutions in Enugu State, Nigeria

Abstract

The study examined the sustainable collaborative practices for outcome-based learning in Technical Vocational Education and Training (TVET) institutions. The study adopted the descriptive survey research design. A total of 180 respondents made up the population of the study which comprises of TVET 78 Lecturers and TVET 102 technical instructors in 2 tertiary institutions in Enugu State. Because of the manageable size of the population, no sampling was done; rather all the 180 TVET educators were used for the study. Data were collected using a researcher structured questionnaire. The instrument clusters were designed on a five-point likert scale of Strongly Agree (SA) = 5, Agree (A) = 4, Undecided (UD) = 3 Disagree (D) = 2 and Strongly Disagree (SD) = 1. Three experts from TVET institution validated the research instrument. The Cronbach’s Alpha reliability method was used in testing the reliability of the instrument and a reliability coefficient of 0.821 was obtained. The mean and standard deviation was used to analyze the research questions, while the T-test was used to test the hypothesis at 0.05 level of significance. The study revealed some of the strategies for implementing outcome-based learning through collaborative practices, the challenges that hinder its implementation and interventions that can be implemented to strengthen and sustain outcome-based learning through collaborative learning practices especially in TVET institutions. The study recommended among others thatOutcome based learning (OBL) should be embraced for teaching, research, community development, and accreditation of all TVET institutions in Nigeria which could be achieved through an effective communication and proper coordination of OBL among regulators, educators, and all stakeholders