CDIO) Approach in the National Curriculum for Improving Technical Vocational Education and Training (TVET) Programmes

VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL 2, NO.2, 2020. ISSN: 2734-2697 (Print). F. J. Olanrewaju, Ph.D; O. J. Ojo, Ph.D & Ogundola I. P., Ph.D

Adopting the Conceive-Design-Implement-Operate (CDIO) Approach in the National Curriculum for Improving Technical Vocational Education and Training (TVET) programmes

Fatokun Jonathan Olanrewaju, Ph.D; Oke Jonathan Ojo, Ph.D & Ogundola Ilesanmi Peter, Ph.D Department of Vocational and Technical Education Ekiti State University, Nigeria Corresponding Author:[email protected] Abstract The paper presents a set of general recommendations for how to adopt and implement the Conceive- Design-Implement-Operate (CDIO) initiative in Technical Vocational Education and Training (TVET) programmes, to show how they can be applied in practice, and to discuss associated benefits and challenges. Researchers seems to have explored various challenges of implementing the TVET curriculum in Nigeria but have not so much consider the review of the curriculum’s relevance to modern 21st century standard and requirements. The CDIO as an initiative was applied in engineering and non-engineering programmes to improve the quality of education offered to 21st century graduates. It was conceived a panacea to enhance the falling enrolment in engineering education due to the resulting dryness and theoretical nature of engineering programme curriculum. Owing to its effectiveness, other non-engineering institutions of higher learning worldwide including technical colleges, polytechnics and other vocational institutes have implemented it successfully. This paper focusses on the implementation of the CDIO initiative in non-engineering and TVET programmes. It details how TVET and other non-engineering programme transfers the approaches and experiences of CDIO to suit their programmes and improve the quality of education offered. Common benefits of applying CDIO to TVET programmes in terms of professional context, programme development and quality assurance are discussed. Finally, possible implementation challenges and recommendation for non-engineering programmes as applicable to TVET programmes in Nigeria as an African nation are discussed.

Keyword: Curriculum design, CDIO adaptation, Non-engineering programmes, TVET programmes.

Introduction Brodeur (2007) suggest that explicit teaching of It is globally accepted that graduates come required skills could be taught through the out with certain skills and competencies that innovative integration of the Conceive-Design- should match the 21st century need to be Implement-Operate (CDIO) approach into the innovative, self-reliant and successful in 21ist century curriculum. workplace (Scott, 2015). This goal is captured in The CDIO Initiative was aimed at Technical and Vocational Education and Training reforming the contemporary engineering programmes (TVET) (UNESCO, 2016).Students education curriculum, by the Massachusetts in TVET programmes should have acquired Institute of Technology and three Swedish training on both soft and hardcore skills that universities; KTH - Royal Institute of include the ability to communicate effectively, Technology, Linköping University and Chalmers think critically, solve problems, possess technical University of Technology (Hermon, McCartan & skills, work collaboratively and engage in lifelong Cunningham, 2015). Consequently, the concept learning. However, one of the major challenges was introduced first to engineering education in facing educators in the vocational and technical the early 2000 to educate students to master a education institutions is how best to develop, deeper working knowledge of the technical impart, facilitate, and nurture these skills in the fundamentals in their programmes and as well students. Crawley, Malmqvist, Ostlund, and attract and retain students in the programmes. It

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was also considered a panacea to enhance the curriculum needs to be repositioned to reflect falling enrolment in engineering education due to global modern approach. The United Nations the resulting dryness and theoretical nature of Educational Scientific and Cultural Organisation engineering programme curriculum. (UNESCO, 2016) describe TVET as leaning aims The application of CDIO initiative in at developing skills in the practice of trades, as engineering education has shown to be successful well as learning, aims at preparing students for including positive effects on graduates’ design, entry into the labour market in general. personal and interpersonal skills, and outside Consequently, there are various contemporary perceptions of educational quality (Malmqvist, descriptions of the term ‘TVET’. Most recently, 2015). The question that emerged after the the National policy on Education of the Federal successful implementation of CDIO initiative in Republic of Nigeria (FGN, 2013) defined ‘TVET’ engineering education in a good number of higher as a comprehensive term referring to those aspects education programmes is if CDIO is applicable in of the educational process involving, in addition non-engineering programmes and TVET to general education, the study of technologies institutions or limited to engineering programmes and related sciences and the acquisition of only? And if the initiative is adoptable in other practical skills, attitudes, understanding and programmes, TVET inclusive, how can it be knowledge relating to occupations in various successfully implemented? Crawley, Malmqvist, sectors of economic and social life. According to Östlund and Brodeur (2014) argued that this is a Federal Republic of Nigeria (FGN, 2013), the possibility and asserted that the CDIO may also objectives of TVET are to: be applied to non-engineering and TVET i. Provide trained manpower in applied programmes by adopting various strategies for science, technology and commerce successful implementation. particularly at sub professional level; However, whilst the suggestions offer ii. Provide the technical knowledge and some guidance in translating the generalized vocational skills necessary for CDIO standards to non-engineering and TVET agricultural, industrial, commercial programmes, there is need for adapting it to and economic development; specific programmes within TVET to fit into the iii. Provide people who can apply scientific programmes as appropriate. This paper is knowledge to the improvement and structured to present the concepts of TVET and solution of environmental problems training programmes and CDIO initiative, for the use and convenience of man; implementation approach of CDIO initiative for iv. Give an introduction to professional Technical Vocational Education and Training studies in engineering and other (TVET) programmes, how CDIO can be applied technologies; in practice, and to discuss possible associated v. Give training and impart the necessary benefits and challenges. After this introduction, skills leading to the production of we first account for the context of TVET and craftsmen, technicians and other CDIO initiative. This is followed by the CDIO skilled personnel who will be standards and syllabus, implementation approach, enterprising and self-reliant; and and finally, the possible associated benefits and vi. Enable our young men and women to challenges of the initiative for TVET have an intelligent understanding of programmes. the increasing complexity of technology. Concept of TVET and Training Programme The quality of TVET and training TVET is recognized as a vital driving force programmes in Nigeria could be improved to for the socio-economic growth and development meet national needs by upgrading the curriculum of a nation like Nigeria. In achieving the goals to modern standard. While the challenges for and objectives of TVET in Nigeria, the implementing TVET curriculum have been

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identified in previous studies, there appears to be To improve the quality and nature education few or no attention much given to the relevance of that engineers receive, and align with the TVET curriculum to the need of 21st century philosophy of modern engineering education, the graduates in developing African nation like stakeholders in the academia, industry, and Nigeria. Ayonmike (2013) identified institution government identified an underlying critical need related factors, human resource, government and to educate students who are able to Conceive- student related challenges as some of the major Design-Implement-Operate complex, value-added curriculum implementation problems. Okebukola engineering products, processes and systems in a (2012) and Odu (2011) pointed out inadequate modern, team-based environment (Malmqvist, infrastructure, human and material resources Östlund & Brodeur, 2007). CDIO initiative which among others. While Igberadja (2015)reported began with engineering education reform has that poor funding and poor infrastructural become a worldwide innovative educational facilities are among the challenges of TVET framework. It is a comprehensive approach that implementation policy in Nigeria. These authors incorporates curriculum improvement, teaching have so considered the major challenges of TVET and learning reform and workspaces that is which are germane to implementation. There is supported by robust assessment and change dare need for considering the relevance of this processes. While Conceiving-Designing- TVET curriculum with the need of the 21st Implementing-Operating systems, products and century graduates in the global perspective. processes is considered an innovation in engineering education, it should be seen as the The concept of CDIO initiative context of advancing engineering or non- The concept of Conceive-Design- engineering programmes, but not the content of Implement-Operate (CDIO) as an innovative the engineering or non-engineering education framework was initiated due to feedback from programmes (Malmqvist, Kwee Huay, Kontio & stakeholders in engineering education such as the Thi Minh, 2016). Leong (2017) claimed that the industries, graduates and practicing engineers that general goals of CDIO could be structured into certain professional skills are not developed in the four broad areas- to educate students who are able existing engineering education curriculum to: (Crawley, Malmqvist, Ostlund, & Brodeur (2007).  Master a deeper working knowledge of The stakeholders’ feedback from the survey the technical fundamentals conducted by pioneering institutions revealed that,  Lead in the creation and operation of new certain important professional skills are not products, process and systems developed in the then existing curriculum; there  Understand the importance and strategic were falling enrolment in engineering profession impact of research and technological due to the dominance of theory in the first year of development on society and engineering training which makes it dry and  To attract and retain students in boring (Leong, 2017 ). According to Crawley, engineering career. Malmqvist, Östlund and Brodeur (2007), the The CDIO goals are translated into learning CDIO approach captures the essential features of activities through two key requirements, the a modern engineering education curriculum which CDIO syllabus and CDIO standards. The CDIO offers excitement about what engineers do, deep approach through these requirements uses modern learning of the fundamentals of engineering, pedagogical approaches, innovative teaching engineering skills, and the knowledge of how methods, and new learning environments to engineers contribute to society. The teaching and provide real-world learning experiences. learning in the CDIO approach makes engineering attractive to students and increase their passion for CDIO Syllabus and Standards the career. The activities within the CDIO initiative are based on two key documents. These

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documents include the CDIO syllabus and CDIO CDIO already. Then, the next step is to take what standards. To ensure that the CDIO approach is wanted from the framework, transform it as achieves its goals, the two elements of the CDIO wished and assume ownership of the programme. initiative were captured in the syllabus and the standards which were regarded as best-practice The CDIO Standards framework. The syllabus was derived from needs The CDIO standards that guide the assessment and source documents, and tested by achievement of the initiative are twelve in expert peer review. A CDIO programme consist number. Crawley et al, (2014) listed the twelve of organized curriculum around mutually standards thus: supporting technical disciplines with personal and 1. The Context: Adoption of the principle interpersonal skills, and product, process, and that product, process, and system system building skills highly interwoven lifecycle development and deployment- (Crawley, Malmqvist, Ostlund, & Brodeur, 2007). Conceiving, Designing, Implementing These programs are rich with student design- and Operating – are the context for implement experiences, features active and engineering education. The same context experiential learning and are continuously is applicable to non-engineering improved through a robust, quality assessment programme. process. These features are transformed into the 2. Learning Outcomes: Specific, detailed twelve CDIO Standards, which define the learning outcomes for personal and distinguishing features of a CDIO programme, interpersonal skills, and product, process, serve as guidelines for educational programme and system building skills, as well as reform and evaluation, create benchmarks and disciplinary knowledge, consistent with goals with worldwide application, and provide a program goals and validated by program framework for continuous improvement. The stakeholders. CDIO syllabus and standards could be modified 3. Integrated Curriculum: A curriculum with to contextualize the CDIO framework in other mutually supporting disciplinary courses, non-engineering programmes. with an explicit plan to integrate personal and interpersonal skills, and product, The CDIO Syllabus process, and system building skills. The CDIO syllabus breakdown highlighted 4. Introduction to Engineering: An by Crawley et al. (2007) and Leong (2017) introductory course that provides the included the, framework for engineering practice in 1. Disciplinary Knowledge and Reasoning product, process, and system building, (Learning to know) and introduces essential personal and 2. Personal and professional Skills and interpersonal skills. Attributes (Learning to be) 5. Design-Implement Experiences: A 3. Interpersonal Skills: Teamwork and curriculum that includes two or more Communication (Learning to live design-implement experiences, including together) one at a basic level and one at an 4. Conceiving, Designing, Implementing and advanced level Operating systems in the Enterprise and 6. Engineering Workspaces: Engineering Environmental Context (Learning to do). workspaces and laboratories that support However, CDIO is a reference model, it is not a and encourage hands-on learning of prescription. It is expected that everything has to product, process, and system building, be translated to fit the context and conditions of disciplinary knowledge, and social each university, college, institution or programme learning. where it is intended to be adapted. It is very 7. Integrated Learning Experiences: possible to be engaged in some elements of the Integrated learning experiences that lead

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to the acquisition of disciplinary for the purposes of continuous knowledge, as well as personal and improvement. interpersonal skills, and product, process, Overview of the twelve CDIO standards as argued and system building skills. by Leong (2017) further revealed that these 8. Active Learning: Teaching and learning standards could be classified as follows: based on active experiential learning Standard 1 – the context. methods Standards 2 to 5 – the Curriculum 9. Enhancement of Faculty Skills Standard 6 – the CDIO Workspace/laboratories Competence: Actions that enhance Standards 7 and 8 – Teaching and Learning faculty competence in personal and Methods interpersonal skills, and product, process, Standards 9 and 10 – Enhancement of Faculty and system building skills. Competence 10. Enhancement of Faculty Teaching Standards 11 and 12 – Assessment Methods. Competence: Actions that enhance These CDIO standards could be translated to non- faculty competence in providing engineering and TVET professional contexts integrated learning experiences, in following well guided implementation strategies. usingactive experiential learning methods, and in assessing student Implementation strategy learning. Doan, Nguyen, Ngo, Tran, Nguyen & 11. Learning Assessment: Assessment of Mai, (2014) proposed the generalized CDIO student learning in personal and standards as a version of the corresponding CDIO interpersonal skills, and product, process, standards by translating engineering domains into and system building skills, as well as in broad disciplines to make them more applicable to disciplinary knowledge. any programme. 12. Program Evaluation: A system that In order to apply the CDIO approach to other non- evaluates programs against these twelve engineering programmes, Malmqvist, Huay, standards, and provides feedback to Konti and Minh (2016) suggested specific tools students, faculty, and other stakeholders for implementation as presented in the Table 1.

Table 1: Generalised CDIO standards and Tools for Implementation CDIO Standards Generalised CDIO Standards Tools for Implementation

The context: Adoption of the principle that Outcome-Based profession’s context of practice is the context for templates for 1.The context education - Programme 2. Learning outcomes: Programme Learning educational Outcomes (PLOs) constructed in form of four objectives sections of the PLOs Syllabus at 4-level of detail for - Programme disciplinary knowledge; personal and professional learning 2.Learning skills and attributes; interpersonal skills; and outcomes outcomes professional competence, consistent with programme goals and validated by programme stakeholders

Outcome-based templates for

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-Programme ideas

3. Integrated curriculum designed with mutually -Programme plan supporting disciplinary subjects, with an explicit 3.Integrated plan to integrate personal and professional skills -Skill development curriculum and attributes, interpersonal skills, and professional routes competence -Curriculum design matrix

4.Introduction to 4. Introductory course: an introductory course that Outcome-Based engineering provides the framework for professional practice, templates for and introduces essential personal and interpersonal skills - Course syllabus and 5.Design-implement 5. Professional practice experiences: A curriculum plan experiences that includes two or more experiences of - Skill professional practice. progression matrices 7.Integrated learning 7. Integrated learning experiences: Integrated experiences learning experiences that lead to the acquisition of disciplinary knowledge, as well as in disciplinary knowledge

11.Learning 11. Learning assessment: Assessment of student assessment learning in personal and interpersonal skills, and professional competence, as well as in disciplinary knowledge

6.Engineering 6.Workspaces for professional practice: Workspaces and laboratories that workspaces support and encourage experiencing professional practice, disciplinary knowledge, and social learning

8.Active learning 8.Active learning (unchanged)

9.Enhancement of 9.Enhancement of faculty competence: Actions that enhance faculty faculty competence competence in personal and interpersonal skills, and professional competence

10.Enhancement of faculty teaching competence 10.Enhancement of faculty teaching competence (unchanged)

12.Programme 12.Programme evaluation (unchanged) evaluation

The generalized CDIO standards can be methodology for translation of CDIO standards to adopted or adapted in any non-engineering non-engineering professional context could be programmes using the prescribed tools for achieved by following the template designed by implementation. The generalized standards and Malmqvist, Huay, Konti and Minh (2016) in tools were derived from Doan et al. (2014). The Table 2. The template uses typical examples from

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few non-engineering professional domains and suggested means of translation.

Table 2: Typical examples of translating CDIO standards to non-engineering professional contexts CDIO Standards Domain Translation

1 CDIO as Medicine and Health Diagnosis, treatment planning, operation, post- context Technologies operative care

of patients

Design, operate & improve medical facilities and equipment

Education Designing, carrying out and assessing the effects of learning

experiences on students

Business Design, operate and improve organisations Management (companies)

4 First-year Library science Introduction course to the library and information experiences service field,

professions, work environments, services, national and

international networks

5 Design- Music Create commercial music implement experiences

6 CDIO Advertising Student-driven advertising agency workspaces

7 Integrated Medicine and Health Explain surgical procedure to patient Learning Technologies Experiences Interview patient about prior history

Crawley, Malmqvist, Östlund and Brodeur . Working with stakeholders to identify (2014) argued that the CDIO application to non- their requirements on the graduates engineering and TVET programmes could follow (CDIO standard 2) these highlighted steps in the implementation . Adapting the pedagogical and curricular procedures: elements of CDIO (CDIO standards 3-11 . Developing a description of the mainly) to the discipline’s needs profession’s context of practice as a . Applying the CDIO curriculum starting point for educational design development and quality assurance (corresponding to CDIO standard 1) processes (CDIO standard 12).

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Benefits and Challenges of CDIO initiative iv. It will facilitate the interaction of students applicable to TVET programmes and lecturers with stakeholders as their Technical and Vocational Education and projects will be real practical needs of the Training (TVET) has been described as community and industry. comprising education, training and skills v. Students will be able to work in teams and development relating to a wide range of this will reduce their workload. occupational fields, production, services and vi. It will enhance the development of livelihoods (UNESCO, 2016). Although, this goal students’ personal and interpersonal is embedded in most TVET programmes in skills, and product, process, and system Nigeria, there has been concern about the outputs building skills. of most graduates as assessed by stakeholders vii. It would improve teaching and learning (academia, employers and industry). Okoye and activities at the various institutions Okwelle (2015) noted that there has been adopting or adapting the initiative. continuous decline in students’ enrolment in TVET programmes in Nigeria, with female Kamarudin and Teh (2017) equally pointed enrolment figure much affected. Both authors out certain challenges of adopting or adapting argued that poor system of instruction that does CDIO in TVET programmes in as follows: not encourage transfer of knowledge skill to 1. CDIO approach requires adequate practicable skills was one of the major reasons for workspaces and modern technologies; low enrolment in TVET programmes in Nigeria. institutions may have difficulties making There are contentions and discourse on the poor these available. There may be the attributes of graduates’ skills both in technical and challenge of high government investment soft skills. This concerns calls for more effective to improve the workspace and upgrade measures of inculcating necessary standards into laboratories. the programmes to strengthen, improve students’ 2. CDIO approach involves integrated interest, passion and productivity in TVET learning experiences, faculty and staff programmes. The Conceive-Design-Implement- members who view that their courses do Operate (CDIO) approach to non-engineering not need to support the initiative and programme if adopted or adapted can bring should be taught separately may be tremendous benefits to Nigerian TVET unwilling to key-in into the initiative. programmes, although these might not be easily 3. Scheduling tasks and assessments and achieved without certain challenges. Among the meeting the time-line can be difficult as benefits that are likely to come from lecturers are bound by other assignments, implementing CDIO approach in TVET commitments and responsibilities. programmes as highlighted by Kamarudin and 4. Staff may be concerned and complain of Teh (2017) are the following: increased workload. i. The innovation in students’ projects will be of higher quality both by national and The CDIO approach discussed in this paper international standards. provides a reference model for engineering and ii. The employability rate of the graduates non-engineering education where professional will increase due to increase in their practice and innovation are the primary focus of competencies and abilities to meet the design of the curriculum. However, the industry and employers’ needs. approach could be adopted or adapted by any iii. Stakeholders such as the community and institution by translating the syllabus and industry will participate in assessing standards into the programme proposed. CDIO students’ learning outcome which shall approach is codified and expressed in CDIO increase Small Medium Enterprise (SME) syllabus and Standards. The elements are subject entrepreneur’s skills. to local context and can be modified as an

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integrated set. The initiative has been welcomed to operate pilot CDIO strategy in selected and used in various institutions worldwide with institutions across the nation. accruing benefits which makes it appealing. It is 3. CDIO approach involves integrated hope that if the nation key-in into the approach in learning experiences, faculty and staff TVET programmes, much the quality of TVET members should give maximum staff graduates will improve and the nation will support to implement the initiative and the experience faster growth and development. host institution should remunerate through the Tertiary Education Trust Conclusion Fund(TETFUND). From literature reviewed in this paper, it is 4. There is need for adequate collaboration apparent that teaching and learning in TVET between government, institutions and programmes need improvement in other to make industry for effective implementation of the career attractive to students and increase their CDIO in TVET programmes. passion for the career. TVET programmes in Nigeria have been suffering for low enrolment References due to unattractiveness of the programme and lack Ayonmike, C. S. (2014). Challenges of of transferable skills in what TVET institutions implementing technical and vocational offer to their students. Data reveal that the CDIO education and training curriculum in initiative could revamp and improve the quality Southern Nigeria technical colleges. and nature of education that TVET graduates Makerere Journal of Higher Education receive if they can align the philosophy 6(1). appropriately. This CDIO initiative could be translated to fit the context and conditions of the Crawley, E. F., Malmqvist, J. Östlund, S., curriculum of any university, polytechnic, college & Brodeur, D. R. (2014) Rethinking and any institution offering TVET programmes. Engineering Education -The CDIO CDIO initiative, if appropriately adopted into the Approach, 2nd edition. ISBN/ISSN: 978- national curriculum for TVET programmes could 3-319-05560-2. Springer-Verlag, New strengthen, improve students’ interest, passion York. and productivity, and enhance other benefits for TVET. However, the successful implementation Crawley, E., Malmqvist, J., Ostlund, S., & might not be without some challenges which are Brodeur, D. (2007). Rethinking enumerated in this paper. engineering education. The CDIO Approach, 302, 60-62. Recommendations Based on the effectiveness of CDIO when it Doan, T. T. M., Nguyen, N. H., Ngo, T. D., Tran, was implemented in non-engineering and TVET H. V., Nguyen, C. Q. & Mai, T. T. programmes in higher institutions of learning, the (2014c) The Results and Achievements following recommendations are suggested for of Five Years in Applying CDIO: From Nigerian TVET programmes. Pilot to Widespread Implementation, 1. The CDIO syllabus can be used as an Proceedings of the 2014’ CDIO effective basis for curriculum Conference, Vietnam National University- development that is compatible with Ho Chi Minh City, Vietnam, Dec 12, TVET programmes in Nigeria 2014. polytechnics and colleges. 2. CDIO approach requires adequate Doan, T. T. M., & Nguyen, N. H. (2014a) The workspaces and modern technologies, CDIO-Based Curricular Framework and government should provide adequate fund Guidelines for An OBE Implementation, Proceedings of the 10th International

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