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 by 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 © FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 239 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 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 © FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 240 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 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,