Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria 
Rabiu Haruna1, Yusri Bin Kamin2, Yahya Bin Buntat3, Halliru Shuaibu4, Abdullahi Musa Cledumas5
1Rabiu Haruna, Department of Technical and Engineering Education, Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia.
2Yusri Bin Kamin, Department of Technical and Engineering Education, Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia.
3Yahya Bin Buntat, Department of Technical and Engineering Education, Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia.
4Halliru Shuaibu, Department of Technical and Engineering Education, Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia.
5Abdullahi Musa Cledumas, Department of Technical and Engineering Education, Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 831-839 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11170585C19/19©BEIESP | DOI: 10.35940/ijeat.E1117.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.
Keywords: Functional Approach, Work-Based Learning, Electrical Technology Education.
Scope of the Article: Logic, Functional programming and Microcontrollers for IoT