TABLE OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgements
List of Tables
List of Figures
Table of Contents
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the study
Research Questions
Hypotheses
Scope of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Concept of Collaboration
Concept of Skill Acquisition
School – Industry Collaboration for Technological g rowth
Administrative Strategies that can Improve Collaboration
School - based Activities that can Improve Collaboration
Industry-based Activities that can improve Collaboration
Electrical Installation and Maintenance Industry based skills
Theoretical Framework
Theory of Skill Development (TSD)
Related Empirical Studies
Summary of Review of Related Literature
CHAPTER THREE: METHODOLOGY
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1
Research Question 2
Research Question 3
Hypothesis 1
Hypothesis 2
Hypothesis 3
Finding from the Study
Findings of the Hypotheses
Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem
Summary of the Procedure Used
Major Findings
Implication of the Study
Conclusion
Recommendations
Suggestion s for Further Study
REFERENCES
Abstract
The study was carried out to determined ways that could be used for improving collaboration between technical colleges and industries for skill acquisition in electrical installation and maintenance work in Plateau State. Survey research design was used for the study. The population for the study was 58 industrial electrical supervisors and 22 electrical technical teachers from selected industries and technical colleges in Plateau State. A structured questionnaire was used as instrument for data collection. Three research questions and three null hypotheses were formulated. Crombach alpha method was used to determine the reliability coefficient of the instrument which yielded 0.85. Frequency count and weighted mean was used to analyzed the data for answering the research questions while t-test statistics was used to test the hypotheses of no significant different at 0.05 level of significance. It was found that 18 items agreed on the administrative strategies that could improve collaboration between technical colleges and industries for skill acquisition in electrical installation and maintenance work in Plateau state, 24 agreed on school-based activities that could improve collaboration between technical colleges and industries and 17 on industry-based skills that could improve collaboration between technical colleges and industries for skill acquisition in electrical installation and maintenance work in Plateau state. There was no significant difference between the mean responses of industrial supervisors and technical teachers on ways for improving collaboration between technical colleges and industries for skill acquisition in electrical installation and maintenance work. There was no significance difference between the mean responses of industrial supervisors and Technical Teachers on the administrative strategies that could improve school-industry collaboration for skill acquisition in electrical installation and maintenance in technical colleges in Plateau state. There was no significant difference between the mean responses of industrial supervisors and technical teachers on the school-based activities that could improve school-industry collaboration for skill acquisition in electrical installation and maintenance work in technical colleges in Plateau state. Also there was no significant difference between the mean responses of industrial supervisors and technical teachers on those industry-based activities that would improve school-industry collaboration in electrical installation and maintenance in technical colleges in Plateau state. It was recommended that industry based job skills should be included in the curriculum of technical colleges for skill acquisition. Technical teachers instructors should visit industrial enterprises to familiarize themselves with the current technologies, sharing of facilities between technical colleges should be encouraged. Curriculum and syllabus of technical colleges be discussed with many employers as possible on the formation of curriculum objective, selection of curriculum content, organization of the content, selection of learning experience and the organization. Training equipment, machines, laboratories, workshop and ICT library, classroom should be provided to technical colleges by government and philanthropies in the society for effective training.
CHAPTER ONE
INTRODUCTION
Background of the study
School-Industry collaboration is a mutually accepted training partnership in which school learning experience (knowledge and practical skills) are complemented through on-the-job training in an industry. It is an instructional method whereby practical skills and knowledge acquired in the classroom, school laboratories and workshops are up-dated, beefed up and strengthened through real hands-on experience on real industrial tools, machines and equipment. Gofwen (2007) stressed that school –industry collaboration is the arrangement between two source groups, namely an educational institution and industry, to assist learners develop functional skills for the world of work. It is a training outfit which integrates training into productive and relevant work to give the learner the opportunity of matching theoretical learning experience with practical skills that lead to school-to-work transition. School – Industry collaboration is also called school – to – work transition.
School –to – work transition provides each student with worksite orientation to build a direct relationship between the student and the employers. School to- work transition referred to as on-the-job training, or cooperative education agreement designed to prepare students to enter the job market (Lueking, 1999). Halperin (1994) pointed out that school-to-work transition is a locally based education initiatives that brings educators, students, business and industry together to help young people move smoothly from classroom to careers. Involvement of both school and industry in skill training of students has been recognized as a sure way to achieve meaningful, adequate and transfer- able skills. In Nigeria the schools charged with training for skills acquisition are technical colleges.
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