Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

Oladiran Stephen Olabiyi (University of Lagos, Nigeria)
Copyright: © 2014 |Pages: 19
DOI: 10.4018/978-1-4666-6162-2.ch020

Abstract

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.
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Technical Vocational Education And Training In Nigeria

Educational attainment is recognised as one of the fundamental indicators of development of a nation. The world cannot think of development of a country without Technical and Vocational Education and Training (TVET). Olaitan, Igbo, Nwachukwu, Onyemachi and Ekong (1999) said that the task of technical education is the transmission of ideas, skills, values of work and environment and what individual can do with his or her life. TVET systems are therefore expected to produce a new breed of competent workforce who can compete and excel in a rapidly changing environment and improve the country's economy in globalised world. TVET makes the single largest contribution in developing human resources in this age of technology. TVET according to United Nation Educational, Scientific and CulturalOrganization (UNESCO) (1999) comprise formal, non-formal and informal learning for the world of works. Young people, women and men learn and acquire knowledge and skills from basic to advanced levels across a wide range of institutional and work settings and in diverse socio-economic contexts.

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