Integrating Digital Skills Competencies into Professional Diploma in Education Curriculum in Vocational and Technical Education in North-East Nigeria

ALSYSTECH Journal of Education Technology Pub Date : 2024-07-15 DOI:10.58578/alsystech.v2i3.3346

M. Umoru, I. J. Ibanga, Philip Sunday

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Abstract

The main aim of the study was to integrate digital skills competencies into Professional Diploma in Education curriculum in Vocational and Technical Education in North-East Nigeria. The study was guided by three research questions and three hypotheses. The study adopted a survey research design was carried out in northeast Nigeria. The population of the study was 1485 comprising 993 Vocational and Technical Education lecturers from 9 Colleges of Education (COEs) where PDE are undertaken in the northeast, 210 ICT experts from the 9 COEs, and 182 Education Supervisors from the Ministry of Education in the six States of the Northeast. The study adopted Simple random sampling and a sample size of 317 respondents was determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was utilized to gather data for the study. The questionnaire was validated by three experts and a reliability index of 0.86 was obtained using Cronbach Alpha after a trial test. The data for the study was analyzed using mean and standard deviation to answer the research questions while ANOVA was used to test the hypotheses at 0.05 l3v3l of significance. The study revealed that 26 digital skills competences, 26 general performance objective as well as 26 specific objectives each grouped into 8 clusters were found relevant for inclusion into the vocational and technical Professional Diploma in Education (PDE) curriculum in northeast, Nigeria. It was recommended that The National Commission for Colleges of Education (NCCE), and the National Teachers Institute (NTI) should adopt the identified digital competencies into the PDE curriculum of the Vocational and Technical Education curriculum; and the NCCE and NTI should update the curriculum guidelines and standards to explicitly include digital skills competencies as essential components of the PDE curriculum in vocational and technical education.

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将数字技能能力纳入尼日利亚东北部职业技术教育专业教育文凭课程

本研究的主要目的是将数字技能能力纳入尼日利亚东北部职业技术教育的专业教育文凭课程。本研究以三个研究问题和三个假设为指导。研究采用调查研究设计，在尼日利亚东北部进行。研究对象为 1485 人，包括来自东北部开展职业技术教育课程的 9 所教育学院（COE）的 993 名职业技术教育讲师、来自 9 所教育学院的 210 名信息和通信技术专家以及来自东北部 6 个州教育部的 182 名教育督导员。研究采用了简单随机抽样法，并根据 Krejcie 和 Morgan（1970 年）的样本量表确定了 317 名受访者的样本量。研究采用结构化问卷收集数据。问卷由三位专家进行了验证，并在试用测试后使用 Cronbach Alpha 获得了 0.86 的可靠性指数。研究数据使用平均值和标准差进行分析，以回答研究问题，同时使用方差分析在 0.05 l3v3l 的显著性水平上检验假设。研究结果表明，26 项数字技能能力、26 项一般绩效目标和 26 项具体目标被分为 8 组，每组都与尼日利亚东北部的职业和技术专业教育文凭（PDE）课程相关。建议国家教育学院委员会（NCCE）和国家教师学院（NTI）将确定的数字能力纳入职业技术教育专业文凭课程；国家教育学院委员会和国家教师学院应更新课程指南和标准，明确将数字技能能力作为职业技术教育专业文凭课程的重要组成部分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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ALSYSTECH Journal of Education Technology

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