VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro Policy Framework for Creation of Sustainable Industries through Work-Based Learning in TVET by *Hyacinth I. Okoye, Beatrice O. Anioke, Chinyere E. Ugwuanyi and Gloria C. Odokoro Department of Business Education, Faculty of Vocational and Technical Education University of Nigeria, Nsukka *Corresponding Author:[email protected] Abstract It has been widely acknowledged that one indispensable programme that can produce demand-driven manpower for sustainable industrial and technological advancement of nations is Technical and Vocational Education and Training (TVET). Creating sustainable industries requires long-term strategic approach. Given the critical role of human resources in sustainability, TVET institutions which train future industry staff needs to collaborate with the industries through functional and effective work based learning models. There should therefore be a nexus between the model of training and what is expected of the future workers being trained for the industries. Creation of the right policy is therefore critical. This paper x-rayed the theories and models of work-based learning; nexus between TVET institutions and sustainable industries through work based learning; and the existing challenges to be remedied through formulating right policy framework and reforms for the TVET systems. For the way forward, such policy should be geared towards ensuring, among others, that training institutions and industries work on shared vision; and that the policy framework for sustainability is based on best international models and practices highlighted in the paper. Keywords: TVET, work based learning, sustainability, challenges, policy Introduction sustainable future (UNESCO, 2005; Armstrong, Education is the key factor for sustainable 2011). development of modern societies, while technical As leaders and experts, TVET facilitators and vocational education and training (TVET) is have the opportunity to elevate the importance of the aspect that should empower beneficiaries for sustainable development in all the facets of seamless employment and significant industry. Research has shown that employers are contributions to the economy. In addition to other having a difficult time finding workers that have existing resources, successful societies in this 21st the right knowledge and skills needed to perform century owe their economic success to a largely in an ever-changing work environment despite the skilled labour force that matches the demands of predominance of unemployment syndrome which labour market. Sustainability from the is now better referred to as un-employability perspectives of industry professionals and syndrome. This is mostly the greatest problem in Technical and Vocational Education and Training Africa where TVET graduates are finding it (TVET) academics is a concept that has been difficult to convince the employers that they have talked about and debated for the past three the skills to take up 21st century jobs in industries. decades. With the rapid environmental, social and In Nigeria, a critical challenge is the development economic changes happening around the globe, it of a competent workforce and sustained economic is hardly surprising that the concept is gaining growth in the global economy. There is need to stronger attention. The world recognizes that reverse the trend of Africa being one of the practical actions and strategies need to be taken in blessed continents and yet remaining one of the order to move people and industries from least developed continents of the world ((Inyiagu, presently unsustainable terrains to a more 2014, Nwachukwu, 2014; Chukwuedo and Omoffonmwan, 2015; Muswaba, 2018). ©FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 69 VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro TVET is no doubt a major supplier of and learning goals. Framework is the structure or human capital. It is important that workers with procedures put in place and so policy framework the right repertoire of skills are trained to take on is the structure built to provide direction for jobs. Research reveals that integrating implementation of policy (Rand, 2019). Policy sustainability into educational and training can cover a wide range of educational activities programmes is multi-dimensional and takes on a from upper administration to individual wide range of approaches leading to a variety of classrooms (UNESCO, 2005). An effective TVET perspectives within the Sustainable Development system requires a functional and responsive (SD) discourse. Industry perspectives and policy. The approach and mode of provision and approaches to Sustainable Development may development of TVET may vary from one substantially differ from TVET perspectives and country to the other and it may be taught at approaches. This definitely has implications for different educational levels in different TVET the Sustainable Development agenda and may institutions (Arfo, 2015). For instance, in Nigeria, limit the vision from being shared by the parties. TVET institutions include Technical Colleges at It therefore becomes imperative that both industry lower and upper levels. At tertiary level, there are and TVET institutions, through work based Vocational Enterprise Institutions learning (WBL), realign their goals for (VEIs)/Innovation Enterprise Institutions (IEIs), sustainability and work towards a common Monotechnics, Polytechnics and relevant agenda for cohesion and quality (Xanthis, 2015; Faculties of Universities (FRN, 2014; UNESCO- Chinedu and Wan-Mohammed, 2017). UNEVOC, 2019). Not to be forgotten are the majority emerging through apprenticeship under Work-based learning is a subset of the unorganized informal sectors. TVET policy is experienced-based learning (Richard, 2013). an extension of wider education policy and However, within the somewhat narrower confines formulating the right policies for implementing of TVET, work based learning refers to learning robust work-based learning strategies, based on that occurs through undertaking real work, workable theory and models of WBL, will go a through the production of real goods and services, long way to re-position both TVET, the industries whether the work is paid or unpaid. Work based and the society in general, not only on the part of learning activities begin by helping students steady growth but also sustainability. develop a broad understanding and awareness of industries and possible careers that are available Theories and Models of Work-Based Learning to them. Over time, these experiences narrow in (WBL) focus as students find careers of interest, learn that Work-based learning is a form of post-secondary education is necessary for success, experiential learning. The basic principles of and practise the technical, transferable 21st experiential learning set out by Dewey (1938) century skills, as well as social and personal skills infuse not only work based learning, but also to enter those careers later in life (Tennessee areas such as adult learning, service learning and Department of Education, 2016; Greenfield & outdoor education. For Dewey, learning was Stevens, 2018). In other words, students need primarily an activity that arises from the personal sustainable skills for work in sustainable experience of grappling with a problem (and thus industries; such calls for building industry- not all experience results in learning, a conclusion institution-led TVET. which has implications for the development of practical techniques to improve the quality of Policy refers to action plan or strategy to work-based learning within TVET). He argued guide the achievement of objectives. Education against the isolation of the school from the world policy includes plans, laws and processes that outside it, and maintained that the incorporation educational institutions, local authorities, states of students’ experience and learning outside the and nations have put in place to achieve teaching ©FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA 70 VOCATIONAL AND TECHNICAL EDUCATION JOURNAL (VOTEJ) VOL2, NO. 2, 2020. ISSN: 2734-2697 (Print). H. I. Okoye, B. O. Anioke, C. E. Ugwuanyi and G. C. Odokoro school was a powerful way to motivate them and at both middle and high education levels. Usually to engage them in learning (McCulloch, the academic staff are required to undertake McLaughlin and Allison, 2010).Corroborating, appropriate training programme and work with Wilson (1997) posited that work based learning is external adviser and consultant. An institution based on constructivist theory. With this plays the role of “second marker” maintaining approach, learning occurs through the regular contact with the organization and having development of meaningful constructs and the full responsibility for quality assurance (Garnett, experience in real work situations. Thus Richard 2009; Major, 2016). (2013) stated that WBL is a subset of experiential learning. The type of experiential learning as put Work Based Learning in TVET and Its forward by Kolb (1984) is based on Necessity constructivism, linked to it through the concepts There is now consciousness that of experience and reflection. Work-based learning employability has to be a key component of also