The Nigerian Society of Engineers

2

PROCEEDING OF THE NATIONAL CONFERENCE OF THE NIGERIAN SOCIETY

OF ENGINEERS [NSE]

NOVEMBER 2020 ISBN ISBN 978 – 978 -971 – 073 - 7

TABLE OF CONTENTS

Imparting Practical Engineering Skills in the Nigerian University System

E.O Aluyor 9 - 29

Engineering Education in the 21st Century

Sunday Popo-Ola

30 - 51

Technical and Vocational Education and Training for Wealth and

Job Creation:Lagos State Experience

Olawumi A. Gasper 52 - 80

Information and Education: Key to Consumer Protection

Umar Garba Danbatta 81 - 88

Continuing Professional Development for Lifelong Learning

Opportunities

George Okoroma, FNSE 89 - 93

Continuing Professional Development for Lifelong Long Learning

Opportunities: Perspectives from the Ghana Institution of Engineering

Patrick Amoah Bekoe, 94 - 97

Communication & Data Exchange between Office & Field in Roads Project

Adefemi Aderinola 98 – 116

The Value of Skill Bring to professional Engineering Practices

Tilda Mmegwa 117 – 135

NSE Infrastuctural Score Card

Isaac Olorunfemi 136 - 156

Outcome Based Education: Special Engineering Training Approach

for Global Competitiveness

Oluwadare Joshua Oyebode 157 - 167

A Framework for Promoting Entrepreneurial and Innovative Skills in

Nigerian Tertiary Institutions.

K.O. Lawal 168 - 176

Key Strategies for Transfer of Practical Engineering Skills in

Engineering Education in Nigeria Using Concurrent Triangulation Model

Queeneth Adesuwa and Kingsley-Omoyibo 177 - 202

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Technical and Vocational Education and Training (TVET) For Wealth

and Job Creation

Onome Diamond and Ayo Unuavwodo 203 - 209

Capacity Building in Technical and Vocational Education and Training

Sector in Nigeria

Aliemeke Blessing, Ngozi Goodluck Ehibor, Osayamen Gregory; Omoakhalen,

Abdurrahman Ismail 210 - 226

A New Approach to Engineering Education with Emphasis on the

Introduction of Vocational and Technical Training for Job and

Wealth Creation

Patrick Losa 227 - 230

Effect of Molecular Weight on The Colligative Property of Wax Inhibitors

Abdulraheem Ochu Alabi and Kabeerat Tobi Abdelkareem 231 - 243

Causes of Pavement Failure of Edunabon –Sekona Road, Osun State,

Nigeria

H. Mohammed 243 - 252

Simulation and Optimization of Dehydrated Fruits and Vegetables

Processing Plant Using Flexsim

AH Nuruddeen, ID Muhammad and IM Dagwa 253 - 266

Effects of Computer Modelling on Engineering Students’ Academic

Achievement in Structural Design

A. O. Ibeje 267 - 277

A Review of Design and Development of Autonomous Vehiclein Nigeria

Aminu Saleh Mohammed, Abdulmalik O. Ibrahim and Samuel Ndubisi 278 - 290

Reality Capture – A Critical Component of BIM Workflow

Donatus Oduopara 291 - 300

Regional Economic Development in Nigeria using the Triple

Helix of University – Industry – Government Collaboration

Model

Okopi Alex Momoh 301 - 317

Enhancing University-Industry Relationship For

Technological Innovation and Transfer

Bisong-Achu, Maria Kaka and Ovat, F. A 318 - 326

Harnessing the Synergy of Polytechnic-Industry Partnerships

In The Development of Engineering Graduates in Nigeria

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E.O. Atanda., S.N.Onuoha., O. Ajayi and R. Ibrahim 327 - 343

Innovations and Technological Entrepreneurship Education for Future

Engineers Lifelong Learning Opportunities in Nigeria: Issues, Challenges

and Prospects

A.A. Adegbemile and K.O. Lawal 344 - 366

Human Factors and Ergonomics Education (Hfe): The Opportunities for

Sustainable Development

Musa Adekunle Ibrahim; Ismaila Salami Olasunkanmi and

Odunlami Samson Abiodun 367 - 379

Creative Engineering Leadership: A Tool to Reform Engineering Education

Emem, C. O., Ani, E.M., Oriakhi, F., Abasiattai M. E and

Nwadike, J. 380 - 395

Quality Assurance in Engineering Education: Tools for Achieving

Sustainable and Technological Development.

Ehibor, Osayamen Gregory; Aliemeke, Blessing Ngozi Goodluck;

Ismail, Omoakhalen Abdulrahman 396 – 411

Factors Influencing Acceptance of Farmer Education and Irrigation

Technology For Sustainable Food Production in Kwanar Are

Dam – Katsina State

Saleh A and R. B. Bako 412 - 427

Critical Review of Engineering Curriculum and Adherence to Standards

for Enhanced Labour Mobility and Educational Sustainability in Nigeria

Oluwadare Joshua Oyebode 428 - 439

Disruptive Engineering in the Fourth Industrial Revolution

O.A. Odetoye; T.E. Odetoye 440 - 450

Anaerobic Co-Digestion of Paunch Manure and Sugarcane Peels

Using Cow Dung as Inoculum.

AH. Nuruddeen and A.A.Lawal 451 - 460

Impact of Inadequate Funding of Engineering Education in Nigeria

M.A. Adio & S.P.Chapi 461 - 473

Funding Schemes and Strategies for Quality Engineering

Education and Training

Nwokolo, Eric. O, Ogbuefi, Uche. C, and Ibeni, Christopher 474 - 486

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PREPFACE FOR 2020 NSE CONFERENCE

The Nigerian Society of Engineers (NSE) is once again organizing its Annual National

Engineering Conference and AGM at International Conference Centre. As usual Engineers,

Researchers, Academia, Industrialists, Regulators, Operators, Local and Foreign Investors,

Policy makers, Legislators, Development Partners, and experts from all works of life would

converge in Abuja the Capital City of Nigeria between 16th - 20th November 2020 to deliberate

on this year's conference with theme titled “Promoting Quality Engineering Education and

Lifelong Learning Opportunities for Sustainable Development”.

The key objectives of the Conference are to analyze the current policies on and implementation

strategies deployed to promote technical and vocational education and training (TVET) to

enrich skills in order to enhance labour mobility and competitiveness of Engineering

professionals (Engineers, Technicians, Technologists, Craftmen, etc.).

The Conference is expected to review the double edged challenges faced by, on one hand,

educational institutions at all levels to maintain dynamic and responsive curricula to impart the

relevant skills and knowledge to our graduates that improve their professional practices and

attitudes and on the other hand, the dearth of employable graduates with requisite skills for

immediate absorption and utilization by industries without the avoidable additional investment

to develop the kind of labour force needed by industries.

The Conference would also interrogate the much needed but illusive synergy/partnership

during the training of engineering professionals between the educational institutions and the

industry in order to ensure high employability index of the graduates. The shift in paradigm

from input-based engineering curricula (IBEC) to outcome-based engineering education

(OBEE)would be examined by experts from both academia and industry to find a nexus on this

critical issue. The OBEE and psycho-motor, which are mainly affective than cognitive issues

in training Engineers need our urgent attention to reverse the trend for better.

The Conference would attempt to find answers to why the erstwhile noble practices where

industrialists partners with educational institutions to source quality labour for immediate

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absorption and mainstreaming into their work force which is followed up with a systematic

customized development programme is no more a common feature in Nigeria.

The annual gathering would deliberate on how the regulators of engineering education and

practice alike NUC, NBTE, COREN, ACEN, SON, etc are promoting quality assurance at

training, internship, practicing, consulting, etc which all cadres of engineering professionals

are expected to perform.

Practicing Engineers, Academia, Policy Formulators, Industrialists, Entrepreneurs, Regulators,

Investors, Public and Civil Servants, etc from across Nigeria, Africa and other parts of the

World will have opportunity to interact, share ideas on how to promote and enhance TVET in

Nigeria in order to enhance the quality of the human capital and make it competitive.

The conference would examine upgrading of technological capabilities of the industrial sector

in order to address the ever-evolving industrial challenges especially key factors of production

that negatively affect our competitiveness.

The conference would characterize the competitiveness of the different engineering cadres,

engineers, technicians, technologists and craft-men and the types of engineering practices they

support so as to strategize on how to improve their proficiencies to enhance the performances.

Criteria to assess the performance of professionals in the following engineering endeavours

and comparable with other climes would be develop by the technical sessions during the

conference: Engineering consulting; Engineering contracting; Manufacturing; Maintenance,

Fabrication & Repair; Engineering Services (Inspections, Testing & Certifications, Diagnostic

Laboratory-based, Drilling, Logistics etc) and Vendoring of machinery and equipment, and

engineering materials.

Review of the challenges how the lowquality engineering work force retard local production

capabilities so as to strategize on how to reverse the situation in order to support import

substitution and promote export is imperative at the conference. Promotion of integrated and

coordinated approach that would stimulate the triple synergy between public, academia and

industry as well as development of framework for promoting effective monitoring, evaluation

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and feedback mechanism are issues that would be highlighted at the technical sessions during

the conference.

Distinguished ladies and gentlemen, the most common story in the engineering families today is

the inverted pyramid of engineering professional development and proficiencies where the

engineers’ cadre dominates while the other 3 cadres of technicians, technologists and craft-men

are minorities signifying unhealthy situation within the ecosystem. This is majorly attributable

to decline in the promotion of TVET right from training up to career jobs and continuous

professional development. This situation is directly responsible to high infrastructural deficit,

deplorable infrastructure and lack of MSMEs to support the sustainable growth of rural economy

and high rate of unemployment in the country.

The Nigerian Engineers must resolve to offer a lasting solution to this abnormal situation which

hampers sustainable development and economic growth of our dear nation. This, I believed has

been addressed by His Excellency, President Muhammadu Buhari when he endorsed and signed

into law Executive Order 5. The Nigerian Engineers have no option but to decisively respond to

this call in a more pragmatic manner.

In pursuance of this goal NSE developed nine sub-themes to enlarge the space of effective

engagement with diverse stakeholders during the conference. These include: i) Outcome Based

Engineering Education and Training for global competitiveness; ii) Harmonization and

Standardization of Engineering Education Curriculum and Standards for enhanced Labour

Mobility; iii) Strategies for Development and Transfer of Practical Engineering Skills; iv)

Technical and Vocational Education and Training for Wealth and Job Creation; v) Continuing

Professional Development for Lifelong Learning opportunities; vi) Research, Innovation and

Entrepreneurship in Engineering; vii) Disruptive Engineering in the Fourth Industrial

Revolution (Industry 4.0); viii)Entrenching Quality Assurance in Engineering Education and

Training; ix)Funding Schemes and strategies for Quality Engineering Education and Training.

At the end of the 3-day conference, it is expected that NSE would provide direction on how the

current policies on and implementation strategies of promoting technical and vocational

education and training (TVET) to enrich skills of Engineering professionals can be improved

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upon in order to enhance labour mobility and competitiveness. It also expected for the

conference to show how the triple synergy of the public, academia and industry would be

strengthen and translate in increased engineering skills, proficiencies and readiness to fit into

practice by graduating engineering professionals at all levels. These positive happenings are

expected to be carefully monitored by the various regulators of TVET and practices in a

coordinated manner triggering the full implementation of executive order 5 signed by Mr.

President. The resultant effect is a properly shaped engineering profession pyramid with a broad-

based bottom occupied by craft-men, technologists and technicians while the top and apex is

occupied by registered engineers promoting a cohesive engineering family with solid strategic

alliance and partnership amongst cadres delivering quality services to clients. Our inability as a

nation to ensure sustained promotion of TVET and connecting the products with infrastructural

and developmental plans as well as ensuring strict compliance with standards is responsible for

lack of critical mass of workforce to champion our quest for industrialization- import substitution

and export promotion and eventually self-reliant nation. This niche can only be addressed if the

engineering professionals champion TVET and forge strategic alliance amongst the cadres in

service provision.

Engr. Prof. Sadiq Z. Abubakar, FNSE, FNIAE

Chairman, Technical Sub-Committee

Proceedings of the 2020 National Engineering Conference

of the Nigeria Society of Engineers [NSE] . pp 9-29

Printed in Nigeria Copyright @2020, The Nigerian Society of Engineers

Proceedings of the 2020 National Engineering Conference of the Nigerian Society of Engineers (NSE) November 2020

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IMPARTING PRACTICAL ENGINEERING SKILLS IN THE

NIGERIAN

UNIVERSITY SYSTEM

E.O. Aluyor

Edo University Iyamho, Edo State, Nigeria

08023350667

ABSTRACT

One of the challenging aspects of effective education is the coupling of theory and practice,

that enables students to test ambiguities and possible errors in work environment and contrast

them with theoretical postulations. This paper describes the methodology developed by its

author in order to integrate the teaching and practice of "Practical Engineering Skills" in an

undergraduate engineering course without sacrificing, by doing so, the specific subjects that

the syllabus requires. It is vital that engineering students are trained not just for the present but

also for a future which may be significantly different from the present in a world of rapid

technological advancement. Hence, the balance of emphasis must be tilted towards those

fundamental skills as well as emerging relevant skills necessary for progressive engineering in

current and future times. These skills are in high demand and will only experience an increase

in demand. A strategic framework for the actualisation of the transfer of these skills amongst

others was presented. Items that form the backbone of the developed framework include: a

robust and rigorous implementation of the Outcome Based Education (OBE) curricula;

establishment and effective operation of innovation and entrepreneurship hubs; strategic

management of the student work experience programme and student industrial work experience

schemes; a synergy between academia and industry in research, pedagogy, curriculum

development, & personnel recruitment; a continuous training/(re-)orientation of faculty of

engineering in the Nigerian university system; early career exposure, motivation and

mentorship for students; a continuously increasing emphasis on basic and advanced computer

applications in engineering; and an increasing emphasis on outcome-based education

administered via project-based evaluation of achieved competencies amongst others. This





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strategic framework defines expected skills required by accreditation boards, engineering

schools’ authorities and the industry.

INTRODUCTION

• It is vital that engineering students are

trained not just for the present but also

for the future

• The engineering professionals will not

have to be without jobs, but they will

have to constantly upgrade their skill

set

• Advanced computer skills are in high

demand and will only experience an

increase in demand

• There is also a need for more engineers

with an entrepreneurial outlook to

adequately take advantage of the

opportunities for innovation that new

scientific discoveries and technologies

present

• Furthermore, there is an increasing

demand in soft skills such as

communication, teamwork, leadership,

time management, lifelong self-

learning and so on.

• The all-important question then is,

‘how can these ever-increasing demands for

advanced computer skills and soft skills in

addition to the fundamental technical skills and

know-how be imbued in the teaching and

training of the modern-day engineer’?

TECHNICAL SKILLS

• These are the core and fundamental

skills of the engineering disciplines e.g.

machine design, process modelling,

network systems analysis, engineering

drawing etc.

COMPUTER SKILLS

• Applications of computer software,

programming skills, machine learning,

artificial intelligence etc. for aiding and

executing technical know-how to solve

engineering problems.

SOFT SKILLS

• These are human personnel skills

necessary for success in a globalised

and highly competitive work

environment such as communication,

teamwork, self-learning etc.

A Strategic Framework for Imparting These

Skills

STAGE 1: RAW MATERIAL SELECTION & PREPARATION

E. O. Aluyor

Imparting Practical Engineering Skills in the Nigerian University Systems


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E. O. Aluyor



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Additional Noteworthy Points on Proposed

Strategy

• The management and members of the

engineering academia may need to

commit to continuous training and

professional development in keeping

with current best practices

• Academics who are expected to impart

advanced computer application skills

E. O. Aluyor



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and soft skills to would-be engineers

must be well-equipped with these skills

Additional Noteworthy Points on Proposed

Strategy

• There is a need for regular curriculum

updates in keeping pace with global

trends and developments

• The need for a synergy between the

government, academia, industry,

alumni networks, and students cannot

be overemphasized

Some Potential Challenges in Implementing

the Proposed Strategy

• The natural inertia to change

• Inadequate levels of advanced

computer application and

digital literacy amongst

engineering academia

• Need for train the trainer

• Challenge of establishing and

sustaining strategic links and

partnerships with industry

• Industry and Govt must fund

R&D

• Certain restrictive policies of

regulatory bodies

• BMAS gives strict stipulations

on the courses

• Choked

• Examinations (style and mode)

• Poor funding of the education sector by

the government

Overcoming the Challenges

• All parties involved must catch the

vision of the overwhelming benefits

that are available to all parties and the

society at large if engineering

graduates from the Nigerian university

system possess the skills to make them

thrive in this 21st century

• A good measure of grit and sustained

motivation is needed by all parties

involved

The Edo University Example

Ranked 3rd Best university in Nigeria by the

National Universities Commission (NUC)

Open Educational Repository (0ER) Ranking

2018

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WHAT WE HAVE DONE IN EDO

UNIVERSITY

• The curriculum for the engineering

programs at Edo University Iyamho is

fully compliant with the Outcome

Based Education (OBE) strongly

recommended by COREN

• Edo University Iyamho effectively

utilizes a robust learning management

system with which it successfully

completed the 2019/2020 academic

session despite COVID-19

• The Curriculum provides for eight (8)

units of Entrepreneurship studies with

at least one (1) unit of

Entrepreneurship studies in every

semester from 200L to 400L

• Edo University has endowed an annual

prize of five million naira to the best

entrepreneurial idea(s) and this award

is available to all students of the

University

• Edo University has Instituted

Pedagogy Training for all lecturers in

her employment in order to imbue a

culture of student centred teaching and

learning

• Edo University has temperature

controlled learning classrooms and

halls with multi-media projectors

installed in all the classes which we

insist the lecturers must use.

• We have a world-class E-library which

the students can access from the

comfort of their rooms

E. O. Aluyor



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• We boast of a robust University

Website with rich Open Educational

Repository (OER) content.

• Well-equipped engineering

laboratories and workshop.

CONCLUSION

• The skills needed by the 21st century

engineer and a strategic framework for

imparting these skills have been

presented

• The recommendations presented, if

implemented, will ensure that the

engineering graduate from the Nigerian

university system is equipped with

relevant and practical skills for both

modern-day and future relevance in a

global work environment.

REFERENCES

• Aluyor, E.O., Otoikhian, S.K. and

Agbodekhe, B. (2019): “A Chemical

Engineering Curriculum-Meeting the

Nigerian Need” Journal of the Nigerian

Society of Chemical Engineers

(JNSChE) NSChE Journal of Volume

34, No. 1

• Bakhshi, H. et al. (2017):The future of

skills: employment in 2030. United

Kingdom: Pearson.

• Chikumba, S. (2011) ‘Development Of

Soft Engineering Skills For Industrial

Engineering Technologists Through

Effective Mentoring’, p. 17.

• Choudary, D. V. (2014) ‘The

Importance Of Training Engineering

Students In Soft-Skills’, p. 5.

• Cukierman, U. R. and Palmieri, J. M.

(2014) ‘Soft skills in engineering

education: A practical experience in an

undergraduate course’, in 2014

International Conference on

Interactive Collaborative Learning

(ICL). 2014 International Conference

on Interactive Collaborative Learning

(ICL), Dubai, United Arab Emirates:

IEEE, pp. 237–242. doi:

10.1109/ICL.2014.7017776.

• Fulgence, K. (2015) ‘Employability of

Higher Education Institutions

graduates: Exploring the influence of

Entrepreneurship Education and

Employability Skills Development

Program Activities in Tanzania’, p.

281.

• Harmer, N. (2014) ‘Project-based

learning’, p. 34.

• Kabouridis, G., Giannopoulos, G. I.

and Tsirkas, S. A. (2014) ‘Improving

the skills and employability of

mechanical engineering students via

practical exercise’, p. 8.

• Lowden, K. et al. (2011) Employers’

perceptions of the employability skills

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of new graduates: research

commissioned by the Edge Foundation.

London: Edge Foundation.

• National academy of Science (2012)

Education for Life and Work:

Developing Transferable Knowledge

and Skills in the 21st Century.

Washington, D.C.: National

Academies Press, p. 13398. doi:

10.17226/13398.

• Oloyede, A. A., Ajimotokan, H. A. and

Faruk, N. (2018) ‘Embracing the future

of engineering education in Nigeria:

teaching and learning challenges’,

Nigerian Journal of Technology, 36(4),

p. 991. doi: 10.4314/njt.v36i4.1.

• Pitan, O. and Adedeji, S. O. (2012)

‘Skills Mismatch Among University

Graduates in the Nigeria Labor

Market’, US-China Education Review

A, 1, pp. 90–98





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21ST CENTURY ENGINEERING EDUCATION

Sunday Popo-Ola

Imerial College, London

ABSTRACT

21st Century engineering is taught very differently from the 20th Century approach, for good

reasons. If you are in your 50s, you recall when handheld calculators were new and amazing whilst

modern teens treat, as normal, carrying the internet’s knowledge-banks in their pocket. Universities

are still knowledge factories and remain essential but they have lost their monopoly on being the

ultimate source of ‘knowing stuff’. Yet Engineering Universities are crucial to society in preparing

undergraduates for their careers as professional engineers. Universities have to produce engineers

who ‘know their stuff’ so well that they will maintain the utmost integrity in building, making and

inventing the future, and in protecting, maintaining and re-evaluating the things that already exist

in our fragile world.

Therefore, as 21st Century engineering educators at Imperial College London, we now go beyond

transferring knowledge to students. We seek to give students a broader foundational experience for

life-long success whilst maintaining the body of knowledge that is essential to the different

disciplines. Technical engineering science remains at the curriculum’s core, but we have added new

dimensions that prepare students to not only pass exams but to be confident in applying their

knowledge. One big thing that the internet in a student’s smartphone cannot give them is the

confidence that comes using their knowledge for handling the real risks that exist in the real (non-

online) world.

This paper argues that we must reinvent the renaissance engineer. Using sound educational

principles, we must seek to produce engineers who not only provide technical expertise across

discipline boundaries but also provide strategic leadership for a highly technological society.

Further, these future engineers need to be confident; they need to feel, truly, that they can work with

others on the ground in the real world’s difficult physical conditions and under pressure of time,

Sunday Popo-Ola

Emgineering Education in the 21st Century


31

cost and the risks to safety and quality that real engineers deal with every day. This applies to

designers or constructors or makers or managers.

This paper then presents an example of 21st Century innovative engineering education of turning

theory into this confidence-boosting practice, namely the Constructionarium which has been giving

Imperial’s civil engineering students a transformative experience of engineering since 2003. This

paper argues that a key to the Constructionarium is that it inspires modern high-tech students to

putdown their smartphones and pick up their hard hats, feel the steel, pour the concrete and make

the difficult decisions faced by all true engineers who juggle time, cost, quality and safety. The

surprising conclusion is that our high-tech era needs student engineers who are confident offline as

well as online, and who are self-reliant engineering decisionmakers in real-time, real-world

situations such as are faced at the Constructionarium.

More about the author

Dr Engr. Sunday Popo-Ola, MNSE Associate Professor of Structural Engineering at Imperial

College London. Specialised in Modern Method of Construction and Affordable Housing. Former

President of EFN, IDA and KWASANG, UK. Current Chairman of NSE London, UK Branch.

CEO, Creative Futures STEM.

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1

Constructionarium

Engineering Education in the 21st Century

NSE Conference, Abuja 17th Nov 2020

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Contents of the presentation

Understanding the difference between 20th and 21st

Century Education Systems.

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3

Top 10 skills in 2015 1. Complex Problem Solving

2. Critical Thinking

3. Creativity

4. People Management

5. Negotiations

6. Judgement and Decision Making

7. Service Orientation

8. Coordinating with Others

9. Quality Control

10.Active Listening

Top 10 skills in 2020 1. Complex Problem Solving

2. Critical Thinking

3. Creativity

4. People Management

5. Negotiations

6. Judgement and Decision Making

7. Service Orientation

8. Coordinating with Others

9. Emotional Intelligence

10.Cognitive Flexibility

Royal Academy of Engineering Strategic

Challenges, 2007

Make the UK the leading nation for engineering

innovation and business

Address the engineering skills and diversity

challenge

Position engineering at the heart of society

Conceive – Design – Implement – Operate (CDIO)

6

Sunday Popo-Ola


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5

Sunday Popo-Ola


4Cs Skill for 21st Century Education:

To use observational

skills and work

collaboratively to critically

evaluate possible outcomes to formulate a conclusion.

• Critical thinking – Think critically on your solution

• Creativity – Be Creative in your solution

• Collaboration – Work in partnership with your team

• Communication – Communicate effectively

How will you use the 4Cs in your job and profession ?

7

Sunday Popo-Ola


THE 4C’s

evaluating evidence,

demonstrate curiosity,

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21st Century Learner is

expected to be :

An innovator, Self-direct

learner, Globally aware,

Communicator. Problem

solver, Critically engaged,

Critical thinker,

Collaborator, Infor &

Media literate, Financially

Sunday Popo-Ola


21st Century Classroom

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Century 20th versus 21st

Student Engineers

Experience is the key to Engineering confidence.

Students of Engineering are confident as students -v-

Student Engineers are people whose confidence comes

from having engineered things into existence

But how do we give experience of Civil Engineering?

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From ‘models’ to structures

Civil Engineering structures are huge. So students

built ‘paper models in classrooms’

Structures using straws and glue

(Imperial College Classroom)

London Eye using paper, string and glue

(Imperial College Classroom)

From ‘Models’ to Structures

But paper towers do not teach

engineers to be …. •

Whilst a steel tower inspires

pride because building it takes

guts, decisions, grit and

determination.

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So now our students build…..

Turning Theory into Practice

3-Fold Constructionarium

Teaching TEAM

How Imperial caught

the education

imagination of

industry and 26

universities – and a

few thousand

students

Real partners in a triangular teaching partnership

Academic

(How to learn by experience)

Turning

Theory into

Practice

Construction contractor

(How to build)

Students Consulting engineer

(What to build)

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How to Construct a 21st Century

Education?

• For older engineers, the shift to digital drawings and project-monitoring using

‘ ’. To our students in 2020, it is normal.

• ‘ - ’ arrival) are expert at being

students who gain marks. But most have never experienced being engineers who

decide whether to pour/not pour the concrete now.

• Or to decide whether to book the (costly) excavator for tomorrow or for the day

after, too early is costly; too late may mean not finishing the structure.

real scale, real materials, real equipment, real risk, real time, real practitioners,

real fear, real fatigue, real accomplishment, real pride (but pretend client means

students are truly free to learn from mistakes)

volution of eachers’ mbitions for tudents

eachers had to learn ‘how far can the students go?’

Answer: further than 20th Century expected

2002 BEFORE 2003 (London PILOT SCHEME) 2005 Kingsgate Bridge

(Norfolk Site)

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From ‘models’ to structures

Double-bow aluminium superstructure

(Stockton-on-Tees Infinity Bridge)

herkin ower’s steel diagrid:

(student v actual)

Innovation through Evolution

Education

imagination kept

lifting the

aspiration

engineers regard

Sunday Popo-Ola


Constructionarium Versus

Outcome Based Learning

Criteria Outcome Based Learning Constructionarium

Classroom Factual-friendly Experience-friendly

Learning Conceptual – Eng. Science Autonomous (under supervision)

Teamwork Small group Large group (sub team)

Planning &

Organisation

Individually and one leader In team, sub-teams leaders

H & S Descriptive Real on site

Risk Descriptive Actual and real on site

Costing On paper Actual Lost/gain

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Constructionarium is about ‘BI ’.

Online does not do ‘big’. It does ‘digital’.

Staff had to learn what students can

handle: scale, time, stress, risk

Being the boss of the crane driver is

learned by experience

‘ ’

than you)

’

Sunday Popo-Ola


23

Needs to meet SDG through

21st Century Engineering Education:

Helps to meet SDG Goals::

What the Stakeholders can do to help the take up of.


• Revitalize, Reform and Expand the provision of Skill and STEM to meet national

requirement (Schools,Colleges,Universities and Curriculum Authority).

• Provides assurance to youth employment and equipped them with technical and

professional know-how needed (Universities and Industries).

• Invest and increase the level of budget to provide better education

infrastructure in the country at all levels (Federal & State Government).

• Learn from other developed countries in how to develop the Education needed for

and Economic development (Universities, Industries & Professional bodys).

• Collaborate with Industry and set up the initiative such as Constructionarium in Every

State (Universities, Industries, Professional bodies and Government).

• No Nation can develop economically without investing in Engineering

education (Government and Politicians).

47

25

21st Century Education Complements the tudent’s

Online Learning

It remembers that students need

Experiences that

breed confidence through

Engineering achievement

Engineering delight Aesthetic

delight Engineering learning

Engineering fraternity

48

Goals of 21st Century Engineering Education

A growing community of engineers, proactive & skilled in

public engagement, able to see their work in a wider context

A more varied and innovative programme of engineering

themed public engagement reaching a wider audience & with

greater impact


49

27

Why we need 21st Century Engineers?

’ income increases with increase in crime and litigation

A Medical ’ income increases with increase in diseases and

illness, take Covid-19 for example

But

An ’ income increases with increase in prosperity of

people and nation.

Engineers design, construct, accelerate the world, gears up progress.

We are the future of the nation, I am proud to be an Engineer.


50

Conclusions


• Encourage innovations and Technology advancement

• Acquire skills to transform and meets future socio-economic needs in Nigeria

• Creates ability to start own business using skills acquired at University.

• A bridge between education system and employment

• Creates competent and self reliant graduates

• Great economic opportunity for the country and reduce poverty level





51

29

End

Dr P.





52

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING FOR

WEALTH AND JOB CREATION: LAGOS STATE EXPERIENCE

Olawumi A Gasper

[email protected]

President

ULDA

PREAMBLE

The economic progress of a nation greatly depends solely on its industrialization.

Lagos State is no doubt the economic hub of the country gradually transiting into a mega city.

Critical to achieving the vision is the provision of High Quality Technical Skills to Nigerian

youths in diverse areas of the Lagos Economy. The path to progressing the economy of Lagos

dwells on the development of Power, Agriculture, Technology, Transportation and Housing

(PATH). Skill gaps to drive PATH was identified as critical. Technical and Vocational

Education in Lagos State was therefore placed in the front burner to provide the much needed

competent and skilled youths. One of the major steps taken by the Fashola administration in

the education sector was the reform of technical and vocational education to position it to

produce the skilled manpower requirements of the State and the Country in general. The State

TVET regulatory body(LASTVEB) had to be positioned in ensuring adequate skills training,

empowering of young people, preparing them for the world of work, providing job

opportunities and "de-flooding" the streets of Lagos of misdirected, angry and unskilled army

of agitators, who at any opportunity wrecked havoc on the economic life of the city state.

Skills gap to drive the Lagos vision has been identified by several studies as critical, especially

in Engineering, Road Construction, Transportation, Power and Water Supply. Housing,

Environment/Physical Planning as the global environment is changing rapidly. Lagos State as

the socio-economic hub of Nigeria and the ECOWAS sub-region has always blazed the trail in

the provision of an enabling environment for trade, commerce and industry to thrive.

Lagos has been the jewel in the crown of Nigeria for generations. Despite her no longer being

the capital city, it has remained the premier city in terms of size, dynamism, economy, finance

and culture. This State Development Plan seeks to build upon this legacy and helped drive

mailto:[email protected]

Olawumi A. Gasper

Technical and Vocational Eduacation and Traning for wealth and Job Creation Lagos State Experience


53

Lagos to greater heights. Lagos has for some time now been classified as a Mega City by virtue

of its size. With a population of over 20 million, it is expected to grow by a further 7 million

by 2025 and could become the third largest city in the world. For Lagos State, the challenges

of development in the context of global economic impact and the status of a City State, totally

urbanized by Year 2025, with attendant challenges of governance, is critical. Most critical is

the supply of High Quality Technical Skills to match the growing infrastructure needs of the

City State by 2025. Embracing Technical and Vocational skills acquisition by the youths of

Lagos will address the skills gap in the economy as well as provide means for young people to

be self-reliant.

The Lagos State Technical and Vocational Skills reform agenda aims at reducing

unemployment among the educated youths by providing them employable training, cultivate

and nurture a technical and industrial attitude in the minds of young generation. However, it is

important to note that the actualization of the Lagos vision and its targets was hinged on the

production of High Quality Technical Skills in large numbers from the Technical Education

Sub-sector. The actualizations of the Vision required the expertise of Engineers, Technicians

and more of Artisans/Craftsmen. This becomes necessary because in the

engineering/construction sector, there is an ever increasing work responsibility overlap for each

group from artisan/craftsman to engineers. The ideal ratio between the four categories of skilled

workers is as presented thus: Engineer 1; Technologist 2; Technician 4; Craftsman/Artisans 16.

There should be a large pool of artisans/craftsmen to support the Lagos mega-city projects. The

skills training required to produce the required number of artisans/craftsmen had been through

the existing FIVE technical colleges as prescribed by LASTVEB.

2.0 LASTVEB AS A VEHICLE FOR TVET REFORM

2.1 Regulatory Body

LASTVEB was established vide a bill

signed into law in Year 2009 by His

Excellency, Governor of Lagos State.

Under the remit of LASTVEB are five

technical colleges

(Ikorodu/Epe/Ikotun/Ikeja and Ado-Soba)

and some vocational centres. LASTVEB

therefore became the agency responsible

for superintending over the State Technical

Colleges and some vocational centres,

thereby becoming a critical aspect of the

government’s policy thrust. It had the

mission to up-skill and integrate young

people into the labour market and self

Olawumi A. Gasper



54

employment by providing high quality

technical skills training.

The key functions of the Board amongst

others are:

- Provide relevant, functional and

accessible technical and vocational

education for acquisition of relevant

professional occupation

- Prescribe standard skills to be attained and

to continue to review such standard as may

be necessitated by current technological

trends and the peculiar needs of the state.

- Act as the agency for channeling all funds

for the development of TVE and promotion

of youth innovation

- Ensure that policies on Science,

Technology and Innovations relevant to

TVE formulated by the State Government

are implemented by the Board.

2.2 Strategic Roadmap

A roadmap, developed strategically was

evolved to guide in reforming TVE in

Lagos State. The strategic roadmap

highlighted major areas for

implementation. Some of these were:

(i) Standards & Quality Assurance

(ii) Accreditation of Trades

(iii) Industry College

Partnership

(iv) Modern Apprenticeship Training

(v) Entrepreneurial Training

(vi) Centres of Excellence

The implementation of the roadmap

received tremendous support of the Lagos

State Government and World Bank through

the Lagos Eko Secondary Education

Project. The Lagos Eko Secondary

Education Project for the Technical

Colleges involved Public Private

Partnership for Technical Education. It is to

ensure that Technical Education is more

relevant to the demands of employment,

entrepreneurship and further education; for

this reason, grants were provided for the

development of Centres of Excellence in

the Government Technical Colleges.

2.3 Situational Analysis

A situational analysis was carried out to

identify the challenges and other strategic

issues in the colleges in terms of;

(i) Infrastructural Facilities

(ii) Machines, Tools and Equipment for

teaching and Learning

(iii) Manpower Status

The initiative served as a pointer that

dictated where to start, where we are going,

how to go about the journey and the

necessary machinery required for the

successful journey. LASTVEB therefore

evolved as a "game changer" in the

Technical and Vocational Education sub-

sector in Lagos State and in the Nation.

LASTVEB as established was to produce

Olawumi A. Gasper



55

High Quality Technical Skills in quantity

and quality to actualise the Lagos Vision

and nurture a technical and industrial

attitude in the minds of young Lagosians. It

is facilitated by the implementation of these

key reform agenda aimed at positioning the

Lagos State Technical Colleges and other

key Capacity Building TVE programmes to

produce the skilled and competent

manpower requirements of the State and

Nation.

3.0 KEY ACTIVITIES

The key activities that drove changes and

the process of implementation of these

activities were:

3.1 Improving Quality of Instructions

and Professional Competences of

Instructors

Instructors and teachers of all the colleges

benefitted from extensive training and re-

training programmes. This ensured that

instructors and teachers provided to the

students, the relevant instructions

demanded by the industries and that are in

accordance with the NBTE and relevant

industry curricula.

The work based practical trainings for our

teachers/instructors in industries received

tremendous support of Government. The

trainings were in 3-phases to continuously

upgrade and re-skill technical college

teachers towards effective and efficient

conduct of workshop practicals in each

trade. In-plant trainings facilitated by

industry facilitators were held at three of the

Colleges.

The second tier was an industry/work based

training at some industry centre/locations to

complement the earlier first tier in-plant

trainings in the college workshops. Finally

specialized trainings for some

teachers/instructors were also held in

Nigeria Bottling Company Technical

Centre.

At the end of the three tier trainings the

level of confidence and competence of the

teachers/instructors were enhanced.

In-plant industry-based trainings were also

held for various cadres of

Instructors/teachers on Computer

Appreciation and Fundamentals. 120

instructors/ teachers were also trained in the

use of AutoCAD for

structural/electrical/architecture and

machine parts drawing.

3.2 Strong Industry Partnership and

Collaboration

The Board facilitated and ensured that the

technical colleges developed close and

mutually beneficial relationships with the

Olawumi A. Gasper



56

industry. Notable industry and

development partners were Nigerite, Julius

Berger, Niger Dock, Lonadek. ItuenBasi,

Swiss-NIDO, MTN Foundation, NBC

Training Centre, DFID and NECA- ITF.

We leveraged on the support of industry

technology leaders in sharing knowledge

and expertise and had ensured that the

industry curricula enhanced competences,

remained relevant and responsive to the

needs of industry. Also we continuously

received the support of our industry

partners in the repositioning of TVET in

Lagos State. They enriched the national

curricula in use, facilitated the training of

our instructors and teachers and lent

support in the delivery of the curricula.

Our industry partners were forthcoming in

the deployment of necessary resources to

our colleges and other vocational institutes

in stemming youth unemployment and

restiveness. In partnership with our

partners we used TVET in redirecting

Lagos youths to self-employment and self

reliance. All these efforts were towards

producing self-reliant, competent, skilled

young boys and girls , increasing

employment opportunities and providing

alternative routes of creating jobs for the

youths of Lagos State.

Most significant were the contributions of

Nigerite in delivering a Centre for Building

Systems at Government Technical College,

Ikorodu with the development of an

industry curriculum in carpentry and roof

construction. Julius Berger at Government

Technical College, Epe assisted with a

Construction Centre built by the students

with supervision of JB Engineers and

technicians and MTN Foundation with the

upgrading of six skill trades at Government

Technical College, Ikorodu and training of

instructors.

The NECA-ITF-LASTVEB Technical

Skills Development Programme is geared

towards producing technical college

graduates that will set up building related

enterprises to provide high quality services

in plumbing, carpentry, tiling and

concreting in the Lagos area.

MTN Foundation Intervened at

Government Technical College, Ikorodu

and supported through the provision of

modern equipment, upgrade of

infrastructure, enhanced curricula and

training/retraining of instructors in the

following trade areas: Welding and

Fabrication, Plumbing and Pipe-Fitting,

Furniture Craft, Refrigeration and

Olawumi A. Gasper



57

Airconditioning, Electrical Installation and

Instrument Mechanics.

Diaspora Vocational Training

Initiative(DVTI) under the auspices of

Nigerians in Diaspora Organisation,

Switzerland promoted and facilitated the

transfer of knowledge and skills from

Nigerians living abroad to Nigeria at the

Government Technical College, Ikorodu in

four skill trade areas. The DTVI

project promoted vocational training,

workforce development and continuing

education to support the development of

SMEs. The Services of DTVI were

provided by Volunteers and TVET experts,

deployed to solve clearly defined problems

at the college from the inception of the

initiative.

3.3 Work-Based Modern Apprenticeship

Training Programme

The Lagos State School Leavers Modern

Apprenticeship Training Programme (SL-

MATP) and the Graduate

Vocational Employability Skills Training

Programme (GV-ESTP), are work-based

trainings designed around the needs of

Employers/Industries leading to National

and International certifications such as

NVQ {1-3}, City and Guilds Certification

and other Certifications in the relevant

vocational trade areas.

They are programmes developed by the

industries for the industries and supported

by Lagos State Government towards the

production of High Quality Technical

Skills to satisfy the demands of industries

located in Lagos. The trainings offered

opportunities to candidates to pursue

respective passion, while directing youths

to the world of work.

The Lagos State Graduate Vocational

Employability Skills Training Programme

(GV-ESTP) is an intensive, hands - on,

work - based training programme designed

to provide employability and vocational

trainings to graduate of tertiary

institutions who have completed the one -

year National Youth Service Corp

(NYSC) Program.

GV-ESTP is essentially for graduates

without the correct set of skills and

knowledge required to service the

industries. The programme is designed to

enable them to better see and identify

opportunities and requirements of the

economy, from a managerial and

entrepreneurial viewpoint. The benefits of

GV-ESTP are:

(i) identify and create opportunities for our

Olawumi A. Gasper



58

young graduates to set up SMEs and further

be an employer.

(ii) build entrepreneurs with technical

expertise in the trade of choice.

(iii) training programmes are designed

around the needs of employers.

(iv) curricula are designed around the

needs of employers, the industry and

entrepreneurs.

GV-ESTP is designed to place a premium

on Business and Enterprise Skills spiced

with Competence-Based Vocational

Trainings. The GV-ESTP is proposed to

offer a direct and specific re-training and re-

orientation interventions required to assist

our current generation of graduates after

completing their formal education to

compete globally in today’s world of work.

Admission Process into GV-ESTP is for

graduates of polytechnics, colleges or

universities who show interest in the

programme in response to an advertisement

placed in local newspapers. As graduates,

they also have to complete a year of

National Youth Service Corp (NYSC)

before entering into the program.

Successful candidates from the selection

went through a 4-weeks compulsory mind-

set changing program where they were

exposed to trainings which offered

them life and employability skills

and prepared them adequately for the

vocational training that followed. Eight

streams of 120 trainees per stream were

successfully trained annually, facilitated by

AGDC.

All trainee were then exposed to 6-9 months

of theoretical and practical trainings at the

Lagos State Technical Colleges or

approved training workshops nearest to

them. This was followed by 3 months of

attachment with relevant companies where

trainees were exposed to the relevant skill

trades.

Entrepreneurial trainings were then

conducted for four weeks using the NECA-

ILO training manual. GV-ESTP as at Year

2020 had graduated eight streams of

graduates, of whom 25% are fully

established entrepreneurs. Most of these

graduates are currently running Beauty and

Wellness shops, Garages, Plumbing,

Electrical Installation and Repair Works,

Cold stores, R&A Maintenance Services,

Automotive Repairs and Building Sub-

Contracting Enterprises.

The Vocational Trainings were done

using the Curricula developed by the

different industry sector groups. The

trainees were from different professional

Olawumi A. Gasper



59

backgrounds as shown in the example of

trainees for Electrical Installations Repairs

and Maintenance Services. (Most trainees

were from the physical sciences and some

from allied disciplines). Trainers are

chosen from amongst proven Industrialists

with long term experience and college

Instructors of proven integrity.

GV-ESTP was a uniquely designed

vocational training programme for

graduates of our universities and

polytechnics to raise the skill levels and

open windows of opportunities for young

graduates needing employment and

wanting to be self-employed. It was

developed by the State TVET

Implementation agency(Lagos State

Technical and Vocational Education

Board-LASTVEB) with the hindsight of

the huge unemployment of graduates from

tertiary institutions and the job

opportunities for competent and skilled

Lagos youths in the construction,

transportation, energy and technology

sectors.

The Programme has no doubt offered a

direct and specific re-training and re-

orientation interventions required to assist

our current generation of graduates after

completing their formal education to

compete globally in today’s world of work.

Training Programmes offered in

collaboration with the industries, were

acceptable to the employers/industries as it

provided both WORK-BASED-ON THE

JOB TRAINING and SCHOOL-BASED

THEORETICAL INSTRUCTION. By

participating in an apprenticeship, the

graduate trainee learnt the subtleties of the

trade from an expert, with adequate

competences for him/her to be confident in

transiting to the world of work under closer

supervision or self-employment.

The strategy of the State Government was

to complement the efforts of the private

sector and therefore had to engage and get

the buy-in of the industry partners in the

production of high quality technical skills

acceptable to the industries. In developing

this initiative, the state government

identified apprenticeship as a desirable

alternative route with academic and career

paths for young school leavers aimed at

producing competent technical skilled

youths who will be self-employed or take

up employment in any industrial sector.

However, it was sad to note that the School

Leavers' Apprenticeship Programme did

not receive acceptance from the Lagos

youths. The ultimate desire of a Nigerian

Youth is to possess a university degree or

its equivalent. Observably, there was

Olawumi A. Gasper



60

minimum interest in the Programme, in

contrast to the full embracement by the

graduates of the GV-ESTP.

As CERTIFICATION is a currency for

exchange of human capital values, a work-

based training programme consisting of

COMPETENCE-BASED ELEMENT

(Industry/Work Place at Authorised

Training Workshops or Facilities) and

KNOWLEDGE ELEMENT (Technical

Colleges/Vocational Centres and/or

Accredited Training Centres) was designed

around the needs of employers/industries,

of an assessment and certification system

leading to an NVQ(NSQ) at the relevant

level(s).

Most industry partners are Apprenticeship

providers. As an Industry Partner an

apprentice benefits a

company/organization/employer by

bringing in new skills to fill shortages,

increasing productivity and boosting

motivation. Industry Partners could not

reward the apprentices for the services

provided. However, the State Government

came up with a minimum stipend to each

apprentice. The cardinal objective of the

state government was to increase

employment opportunities and provide

alternative routes of creating jobs for the

youths of Lagos.

3.4 Entrepreneurship Development

Programme

Lagos State Government supported the

initiative of deploying the technical

colleges as a vehicle for unleashing

employability of Lagos Youths, as findings

over the years showed that small firms and

enterprises play a much more important

role in economic growth and development.

And many economies developed and

developing have come to realise the value

of Micro, Small and Medium Enterprises

(MSMEs). MSMEs contribute to the

economy in terms of output of goods and

services , creation of jobs at relatively low

capital cost, especially in the fast growing

service sector; providing a vehicle for

reducing income disparities, developing a

pool of skilled and semi-skilled workers as

a basis for the future industrial expansion;

providing opportunities for developing and

adapting appropriate technological

approaches; and offering an excellent

breeding ground for entrepreneurial and

managerial talent. The critical shortages of

which is often a great handicap to industrial

development, among others.

Thus developing the MSMEs sub-sector by

infusing enterprise education into

vocational skills training in the technical

colleges is a pre-requisite for the rapid

Olawumi A. Gasper



61

economic development of the Lagos

economy. With our entry into an

entrepreneurship age and successfully

infusing entrepreneurship education into

Vocational Skills Training in Lagos State

Technical Colleges since Year 2010,

enterprise education has taken youth

empowerment to the next level through the

process of building the confidence of

students of the technical colleges to be

passionate about whatever they want to do

and as a tool for creating a large pool of

enterprises.

We commenced this initiative with the

teaching of EDP in the Technical Colleges

in Year 2010 after 100 Technical

Instructors/Teachers from all the colleges

were trained as Teacher-Entrepreneurs. 20

Master Trainers were then selected after the

training to strengthen and deliver the

approved NBTE curriculum. In each

college, four enterprise education teachers

were available to mentor and run

entrepreneurship sessions. Business Clinics

were set up in the technical colleges to

provide business counseling and inculcate

entrepreneurial spirit early enough into the

trainees. The Master Trainers also ran the

Business Clinics in the Colleges. In Year

2013 after the first Lagos State Enterprise

Day, five Super Master Trainers were

appointed to coordinate business ideas that

emerged from each college. In Y2016, the

Enterprise Day celebrated '' Innovation and

Entrepreneurship''.

There exists strong collaborations with

Nigeria Employers Consultative

Association( NECA ) in deploying

the International Labour Organisation

module on Start Your Own

Business(SYOB) and with

FATE Foundation on the Aspiring

Entrepreneurs Programme for the training

of graduate vocational trainees. LASTVEB

also organised the YOUNG

ENTREPRENEURS DAY in each

academic term affording stakeholders the

opportunity of appreciating the efforts of

the students through the products

exhibited.

A one-day BUSINESS REGISTRATION

workshop is held annually for Tech III

students of the technical colleges,

facilitated by the Corporate Affairs

Commission, Alausa- Ikeja as part of

efforts in bringing enterprise education in

the technical colleges to the front burner.

The Business Registration Workshop

is aimed at sensitising the students on the

legal and regulatory requirements as

prospective micro/small enterprises

owners. Through all these initiatives the

Olawumi A. Gasper



62

Lagos State Government has commenced

building the blocks of an enabling,

inspiring and empowering environment for

the Lagos youths. We are confident that the

students have therefore been enabled

through mentorship, advice and guidance in

entrepreneurial activities. Upon graduation

our students have built adequate confidence

and are open to varied options of funding

and access to funding.

To keep our enterprise education teachers

updated and abreast of best professional

practices in the industry and to adequately

deliver the curriculum, the Institute of

Entrepreneurs every long vacation runs

workshop sessions for all twenty master

trainers.

3.5 Enterprise Day

The Lagos State Enterprise Day instituted

as 23rd July of each year is an annual event

which promotes networking of successful

entrepreneurs with young aspiring

entrepreneurs from the technical colleges in

a one day open interactive forum. It was

also organized to offer support for the

promotion of Enterprise Education in the

technical colleges and underpin the

entrepreneurship ecosystem to catalyse

growth of the Lagos economy.

It is aimed at growing small business

owners from students of the technical

colleges who have acquired both technical

and entrepreneurial skills and have

showcased the potentials in them that can

be further developed through mentorship

post-graduation.

The First Lagos State Enterprise Day in

Year 2013 was formally presented to all

stakeholders, specifically aimed at

advocacy/sensitization, to instill a positive

attitude in Lagos youths towards the world-

of- work, entrepreneurship and business,

fostering in Lagos youths, creativity,

entrepreneurial spirit, self confidence and

for them to develop an entrepreneurial

culture and financial skills, which will play

major roles in the socio-economic

development of Lagos and ultimately

Nigeria.

Lagos State Annual Enterprise Day has

evolved into a brand that promotes

entrepreneurship in Lagos Youths. As a

brand for youth led businesses, it is set to

reinforce the State Government's

unflinching desire to not only provide the

students with the skills needed but to also

ensure that they are adequately prepared to

start their own businesses.

The second edition celebrated legacies and

promoted immense opportunities in youth-

Olawumi A. Gasper



63

led businesses and other entrepreneurial

pursuits. The Theme for Year 2014 was:

"Technical and Vocational Skills as a

Gateway for Enterprise Development."

Year 2014 programmes were aimed at

encouraging the students to harness the

skills they have acquired with the

entrepreneurial training they are getting to

start up small businesses.

The key focus for Year 2014 Enterprise

Day was the identification of the great

benefits of coconut and the two hundred

derivatives with the application of relevant

technology to exploit its huge business

opportunities. A collaborative effort of

LASTVEB and LASCODA in this regard

was very encouraging.

Grants were presented to FIVE 1st Place

Winners with the best Business Plans

arising from the Business Plan writing

skills competition. One year mentoring and

business advisory support were provided to

the best five projects and the facilitation of

Business Registration/Regulatory

Compliance within one week of receiving

the awards.

3.6 Rehabilitation/Renovation of

Learning Facilities through Students'

Direct Labour

For better industry collaboration with

relevant stakeholders, the need for better

conducive learning environment came as

our priority by giving the structures a better

facelift. In Year 2011, LASTVEB in

conjunction with the State Ministry of

Works and Infrastructure carried out a

comprehensive inspection on the existing

structures at the five technical colleges for

the details of rehabilitation work to be

carried out in each of the five colleges.

Major renovation works were carried out in

all the colleges by the students following

the approval for the projects to be carried

out through Students Direct Labour.

Tech II and III students drawn from these

trade areas carried out the renovation

works.

Blocklaying/Concreting, Plumbing,

Welding/Fabrication, Painting and

Decorating, Electrical Installations,

Refrigeration and Airconditioning and

Carpentry/Woodwork.

The renovation and rehabilitation works of

the fences, classrooms, library and

workshops were professionally carried out

under the supervision of the instructors.

At the Government Technical College,

Agidingbi-Ikeja, drainages were

Olawumi A. Gasper



64

constructed and the Gate House erected all

through Students Direct Labour by students

of construction trades and welding

respectively of Government Technical

Colleges Ikorodu and Ikotun.

In addition to the renovation works at

Government Technical College,

OdomolaEpe, the students were also

involved directly in the construction of the

JB Construction Centre under the

supervision of Julius Berger Engineers and

Technicians. The Construction Centre was

an industry support project from

construction giant JB towards enhancing

construction trades training in the college.

Renovation of two blocks of classrooms

and all workshops, including fence

mediation were all through the efforts of the

students. However, the Ikorodu project

apart from the supervision by the

instructors, also received the support of two

trades associations. (Block laying and

Plumbing Associations respectively). Its

membership also volunteered time to

supervise the students.

3.7 Innovations in Lagos State Technical

Colleges

To create jobs and opportunity in a

competitive world and address the key

societal challenges that confront us in the

21st century, Innovation must be an integral

part of the PATH.

Our focus in Lagos State was in the four key

areas of Power, Agriculture, Transportation

and Housing (PATH) so as to fast track the

state's economic growth and realise the

model mega city aspiration.

LASTVEB, has no doubt recognised

innovation as a fundamental human activity

making talent the key competitive

differentiator in the global knowledge-

based economy. We are therefore

positioned to ensure that identified talents

from the technical colleges are prepared to

contribute fully to an innovative,

productive and competitive economy, by

nurturing talents that better understand the

links between innovation and business

through well structured enterprise

education for all technical college students

all through the skill trades.

As a testimony to our success in innovation

and production of exhibits, major awards

were won by the students of the technical

colleges. Notable amongst which were:

INTEL International Science and

Engineering Award, Los Angeles USA.

The Project titled, "Power Failure Solution

(PFS)" was presented by two students of

Electrical Installation and Maintenance

Olawumi A. Gasper



65

Services of Government Technical College,

Ikeja. It is a three-in-one device consisting

of a generator, inverter and a battery with a

control panel. A unique innovation, it

ensures there is power supply anytime

power fails from the generator or inverter or

battery. Any handset can be programmed to

serve as a remote control to operate the

device. The College emerged winner in the

competition as the only Government Public

School in the Country.

GTC Ikeja represented Lagos State

severally between Year 2010 and Year

2014, winning several medals/awards in

Project Exhibitions at JETS competitions.

These successes have come in series

justifying the huge investment in Science,

Technical and Vocational Education.

These back to back achievements of GTC

Ikeja is a testimony to the support of His

Excellency to the reform and revitalization

of Technical and Vocational Education in

Lagos State, with emphasis on

infrastructure upgrade, teachers

improvement, strong synergy with industry

and continuous exposure of

instructors/teachers to modern trends and

best practices in respective trade areas.

The traffic light project by the students of

GTC Ikeja in collaboration with trainees of

Nigeria Bottling Company Training Centre,

Ikeja was completed and failed to receive

approval for installation.

The students of Government Technical

College, Odomola-Epe as part of the

Business Plan training competition in Year

2014 facilitated by FATE Foundation

designed and fabricated a gas producing

plant using coconut shell. This plant

produced 95% high quality methane and a

large quantity of pyrolisate (insecticide)

3.8 International Certification and Work

Related Vocational Qualification

A major recommendation of our industry

partners is to key into an international

qualification system acceptable to the

industry. The initiative of our partnership

with City and Guilds is to produce high

quality technical skilled personnel through

the approval granted to Government

Technical College, Ikorodu.

LASTVEB in partnership with SKILLUP

established an approved centre for City and

Guilds Examinations at Government

Technical College, Ikorodu. The Centre

supported TVET reform in the introduction

of City and Guilds awards to our technical

colleges to provide international

certification for the State Technical

Colleges.

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66

This Skillup project had the support of our

industry partners especially NIGERITE Ltd

that endowed the GTC Ikorodu with a

Centre of Excellence in Building

Construction Solutions especially in roof

construction. NIGERITE was indeed a

formidable industry partner.

We have always requested that our college

graduates be in sync with the requirements

of our industry partners. We are promoters

of competence based qualifications as the

desired icing on the cake for graduates of

our colleges, employees, government

officials , interested artisans and other

skilled practitioners, that will be armed

with an international qualification for

both local and International job mobility.

3.9 Promoting Centres of Excellence for

Quality Skill Courses

In collaboration with the Lagos State World

Bank Eko Project and to support

implementation of the Public Private

Partnership Programme in the colleges,

Four Centres of Excellence were

established. These were:

(a) Centre of Excellence in Industrial

Mechatronics/Automation and

Electronics, FACT Centre and Samsung

Academy at Government Technical

College, Agidingbi-Ikeja

(b) Centre of Excellence in

Automechatronics , Automotive Academy

at Government Technical College, Ado-

Soba

(c) Centre of Excellence in Electrical Power

Engineering, Power Academy,

Government Technical College, Ikotun

(d) Centre of Excellence in Construction,

JB Construction Academy at Government

Technical College, Epe

In each of these academies, the skill sets as

defined for each trade is fully relevant to the

needs of the industries through:

Quality Curriculum

Quality Course Delivery

Quality Training Facilities

Quality Instructors/ Trainers

Quality Assessments and opportunities for

international certifications

We had therefore consistently prioritized

our relationships with Private Sector

Partners in the promotion of Centres of

Excellence for Quality Skills Courses in the

technical colleges.

We hold Our Private Sector Partners in high

esteem. They are industry technology

leaders who are providing knowledge and

technology transfers to the technical

colleges.

They are also providing professional and

advisory inputs to ensure the quality,

Olawumi A. Gasper



67

relevance and responsiveness of training

programmes among other possibilities.

3.10 Capacity Building Programmes for

Lagos Practicing Artisans

Training sessions were executed for Lagos

State Artisans under the Lagos State

Artisans Empowerment Programme of

Ministry of Commerce and Industry. The

trainings addressed acquisition of

knowledge and skills in the rapidly

emerging technologies in 14 trade areas

strengthened by entrepreneurial training.

Performance was assessed and evaluated

based on attendance, theory, practicals and

project assessments. Trainings offered

assisted in the development of enterprise

skills to the artisans operating in the

Informal Sector by providing marketing

advice and information services for the

development and improvement of their

enterprises. The trainees were exposed to

modern and best practices in respective

trade areas using the facilities in the

Technical Colleges and in the facilities of

some of our industry partners aimed at

improving and raising the standard of

practices of artisans in Lagos State. Most of

the trainings were facilitated by industry

practitioners and teachers from our

Technical Colleges. Our teachers together

with the industry practitioners remarkably

delivered the training to the delight of all

the trainees. They were involved in the

teaching of trade practice, ethics of

profession, integrity, entrepreneurship,

practice and standards, functional

numeracy, functional communication,

fittings/finishing, care of tools and

equipment, maintenance scheduling and

installation of relevant fittings.

Other major components of the training

were:

- Basic Communication Skills

-Health and Safety

- Information and Communication

Technology (Computer Appreciation)

-Basic Financial Management (Book

Keeping)

- Vocational Skills Training

- Customer Service Skills

- New technologies in the trade areas

- Design Standards/Plan Reading

- Code of Ethics

- Details/Finishings and General

Installations

These sessions ran for 8weeks and for 20

hours a week, providing knowledge and

skills for transiting their concerns and

activities to micro-enterprises. The sessions

were centered on knowledge impartation

and workplace skills improvement for more

competitive businesses. They were assisted

to develop skills and knowledge in

Communication and Customer Service to

match the local demand for the provision

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68

of quality services to Lagosians. The

training covered the three senatorial

districts of the State using facilities of our

Technical Colleges.

Trainees went through 160hours of

knowledge and skills training leading to the

award of LASTVEB Competency

Certificate[LCC] and positioned for the

NVQ Prior Learning Assessment(PLA).

About 12,000 of the strong membership

have benefitted from these training

programmes. Trainees that outstandingly

perform and excel in each of the trade areas

across the centres are specially recognised

at the graduation ceremony.

Graduates of the Capacity Building

Programmes have grown their businesses

from Informal to Formal Enterprises. They

are being supported and assisted by

Ministry of Commerce and Industry to

become formal micro, small and even

medium sized enterprises.

3.11 Institutional Partnership in the

development of National Occupational

Standards and the delivery of National

Vocational Qualification System

National Occupational Standards (NOS)

are statements of the standards of

performance individuals must achieve

when carrying out functions in the

workplace, together with specifications of

the underpinning knowledge and

understanding. NOS are developed for

employers by employers through the

relevant sector skills council or standards

setting organisations

NVQ delivery is based on National

Occupational Standards dictated and

developed by the industries .

LASTVEB was a key stake holder in the

training to develop the capacity of resource

persons on the methodology of

adapting/developing NOS and the

workshop that adopted the NOS. The

trainings and development of the NOS were

hosted by LASTVEB in collaboration with

NBTE and NAPTIN and supported by

some industry partners.

NOS has therefore been developed in the

following occupations:

(i) Mechanical Auxiliaries

(ii) Turbine Maintenance

(iii) Power System Protection

(iv) Electrical Maintenance

(v) Electrical Installation

(vi) Systems Operation

(vii) Automotive Mechatronics

(viii) Block laying/Plastering and Tiling

(ix) Carpentry/Roof Construction

(x) Plumbing and Pipe-Fitting

(xi) Welding and Fabrication

(xii) Leisure and Tourism

(xiii) Hospitality and Catering

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69

3.12 Production Centres in Lagos State

Technical Colleges

This is an outfit for producing goods and

services by utilising all available resources

in each college. It is mandatory by National

Board for Technical Education (NBTE) for

each College to establish a mini- industry

centre for services and production. The

concept of the Production Centre carries the

dual objective of providing practical skills

training to students and generation of

income to augment the college's financial

resources for sustaining operations and

maintenance.

Students have earned extra income for

involvement in the operations of the college

centres as 25% of the profit is kept for the

students and released as a start-up fund

upon graduation. Also, each college

received the sum of 800,000 Naira to

support the mini-industry Centres for

production and services. Each college, also

registered a business name and operated as

a cost centre.

3.13 Constitution of Industry Advisory

Team

The Industry Advisory Team (IAT) is made

of personnel drawn from the private sector

to support LASTVEB in an advisory

capacity to achieve LASTVEB's core

objectives. Each trade area/occupation is

represented at IAT. Members of IAT are

industry practitioners, invited to share

knowledge, expertise, insight and

experience in specific sector skill trade

areas. It's function includes but not limited

to:-

(i) Facilitating cooperation and support of

the scheme by Organised Private Sector

(ii) Providing guidance on industry

standards and training guidelines

(iii) Assisting with updating standards and

maintaining quality of training

(iv) Providing information on State-wide

industry employment needs and trends

(v) Developing the minimum standards and

training guides for a competence-based

training package to be adhered to by the

training workshops for the training of

apprentices.

An Industry Advisory Team ( IAT) was

inaugurated in April 2012. This team are

experts from various industries and

industrial sub-sectors, drawn from already

existing membership of the Sector Skills

Industry Group and Human

Resources/Training Managers from select

industries. They assisted in developing the

industry curricula for the various

programmes, recommended where needed,

resource persons and trainers that help in

the delivery, while ensuring best practices

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70

are adhered to. The pioneer IAT had Dr

Engr Mrs IbilolaAmao FNSE as

Chairperson, amongst other professionals

that offered quality services in facilitating

partnerships with the private sector.

3.14 Teachers Industrial Work

Experience Scheme (TIWES)

The Teachers Industrial Work Experience

Scheme (TIWES) held during the long

vacation commenced August 2011 with 65

instructors/teachers from all the technical

colleges in six trades (Mechanical Craft,

Refrigeration/Airconditioning, Electrical

Installation, Instrumentation and

Automation, Catering and Hotel

Management and Welding/Fabrication).

TIWES was initiated to bridge the skill

gaps existing between teachers knowledge

and the ability to apply it in relevant

occupation. It achieved the objective of

exposing the instructors to industrial work

experience and bringing them closer to the

world of work. Experiences gained

complemented theoretical learning in the

respective occupations.

Most instructors in the skill trade areas were

in the following industries for TIWES.

These were: Niger Dock, Nigeria Bottling

Company Training Centre, Nigerite,

Dorman Long, Samsung Electronics West

Africa and De-Koolar Airconditioning

Systems.

3.15 DFID Support in Construction

Trades Training

In pursuance of the objective of LASTVEB

to collaborate with Development Partners

and International Cooperating Agencies in

building vocational skills among existing

and potential workers in the construction

sector, DFID -GEMS2 collaborated with

LASTVEB in the development and

implementation of Lagos State School

Leavers Modern Apprenticeship Training

Programme.

Growth and Employment in States (GEMS)

is a suite of programme funded by DFID

and World Bank. It is an employment

project aimed at job creation and in

increased non-oil growth in specific high

potential value chain sectors. GEMS 2 is for

the Construction and Real Estate Sector.

The overall objective of the intervention is

to contribute to growth of the sector

through which a large number of artisans

and construction workers will benefit in

terms of increased income and creation of

new jobs.

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71

The collaboration in Year 2012 supported

the improvement of vocational skills of

artisans, unskilled workers and youths to

address skills shortages amongst Nigerian

workers. The strategies adopted were firstly

to understudy the required curricula for the

construction trades, making it more

relevant to industry needs and secondly,

adopt a new arrangement for skills

assessment of artisans and craftsmen in

construction trades.

3.16 Oversight Functions at the Colleges

Oversight function is fundamental to proper

operation of the colleges. The Governing

Board assured that the colleges were

managed in accordance with the guidelines

and objects of the law establishing the

Board.

Key performance Indicators (KPIs) were

set by the Governing Board and key

industry stakeholders. Such KPIs assisted

the Board in its oversight functions of the

colleges with respect to:

(i) Proper Housekeeping (Environment,

Maintenance of Machines, Use of

Machines)

(ii) Success rates in local, national and

professional examinations.

(iii) Community Support

(iv) Partnership with Local Associations

and Industry Practitioners in the

Community

(v) Entrepreneurial activities

(vi) Adaptation to changing needs

(vii) Local fund raising

(viii) Sustaining existing relationships with

industry partners

(ix) Employers satisfaction of graduates

from the relevant technical colleges

(x) Colleges innovation/exhibitions

4.0 OUTCOMES

4.1 Actualising Lagos Vision

The Lagos vision to produce High Quality

Technical Skills in quantity and quality and

nurture a technical and industrial attitude in

the minds of young Lagosians has been

realised from the 120% increase in

enrolment of students in various trades

offered by the colleges and the very great

interest of Lagos youths in technical college

education.

Most significant is the thirst for knowledge

and skills by practicing artisans of Lagos.

(a) Fourteen thousand two hundred and

thirty (14,230), students graduated from the

technical colleges between Y2010-Y2016

(b) A total of 2,281 students were presented

for National Business and Technical

Examinations in Y2015 of which 78%

obtained 5 credit passes and above. This is

a significant improvement compared to

Y2014 where only 40% of 1,635 students

presented for the NABTEB exams had 5

credit passes.

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72

(c) The reasons for the remarkable

performance in the NABTEB examination

for Y2015 included;

(i) Extra coaching and conduct of more

practicals

(ii) Provision of adequate consumables and

materials for practicals

(iii) Involvement in the production of

exhibits and other projects

(iv) Massive improvement in college

infrastructure and other workshop facilities

(v) Better supervised Students Industrial

Work Experience Scheme

(vi) Stronger industry participation in the

delivery of the enhanced (hybrid)

curriculum.

4.2 COLLEGE LEVEL OUTCOMES

4.2.1 Enhanced (Hybrid) Curricula

(a) Relevant instructions demanded by the

industries were provided to the students

through the hybrid curricula in respective

trades.

(b) The industries supported the colleges in

the delivery of the hybrid curricula by

industry trainers and level of confidence of

college teachers also enhanced.

4.2.2 Industry Partnerships

(a) Afforded knowledge sharing with

industry technology leaders

(b) Colleges benefitted from provision of

modern equipment, upgrade of

infrastructure, training and re-training of

instructors.

(c) Promoted vocational training,

workforce development and

entrepreneurship education to support the

development of SMEs.

(d) Improved industry participation in

college activities

(e) Job interviews by employers from Oil

and Gas companies were conducted for

students of instrumentation/automation

ahead of graduation.

(f) Improved quality of graduates with

better employment opportunities were

recorded annually

(g) Annual recruitment process for 300 high

flier college graduates from a rigorous

selection process into DANGOTE

Academy has been sustained.

(h) Afforded 500 students of Electrical

installation/Refrigeration and

Airconditionng and Electronics to receive

specialized trainings in industry facilities.

(i) Successful College-Industry

collaboration for the design and

production of traffic light by Nigeria

Bottling Company and Government

Technical College, Agidingbi- Ikeja.

(j) Participation by ten students of

welding/fabrication of GTCs Ikorodu,

Ikotun and Agidingbi in the construction of

road paving concrete block making

Olawumi A. Gasper



73

machine designed by Lagos State Ministry

of Works and Infrastructure.

4.2.3 Entrepreneurship Development

Programme

(a) Driving the passion of technical college

students in creating enterprises

(b) Strengthened mentorship advice and

guidance in entrepreneurship activities and

have opened options of funding and access

to funding to the students.

(c) Programme is producing young

entrepreneurs, available to provide

services, generate income and increase

investment for the expansion of MSMEs in

a vibrant Lagos economy.

(d) Stimulated CAN DO SPIRIT in

technical college students.

(e) Instilled positive attitudes towards

creativity/ innovation among the students.

(f) Technical Colleges emerging as

entrepreneurial institutions. M

(g) Graduates of the technical colleges have

been enabled as job creators informing the

near absence of any Lagos State technical

college student roaming the streets of Lagos

jobless

4.2.4 Enterprise Day

(a) Facilitated the development of youth-

led businesses

(b) Enabled the growing of young

entrepreneurs from aspiring graduates of

the technical colleges.

(c) Afforded the opportunity to network

with successful entrepreneurs.

4.2.5 Rehabilitation/Renovation of

Learning Facilities

(a) Improved infrastructural facilities in all

the colleges supporting learning.

(b) Exposure of the students to world of

work through students direct labour

projects

4.2.6 Innovation

(a) Colleges identified talents who were

nurtured to vigorously compete nationally

and prepared to exhibit products locally and

nationally.

(b) Participation of national award winners

in international competition.

4.2.7 International Certification

(a) Lagos State technical college graduates

are now in sync with industry requirements

(b) Windows of multiple local and

international qualifications now available

(c) Improved employment opportunities

most especially for graduates of welding

and fabrication

4.2.8 Centres of Excellence

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74

(a) Attracted Lagos youths to the technical

colleges with an increased students

enrolment of 80%

(b) Colleges have been more responsive to

the needs of the industry

(c) High quality instructors/teachers in the

quality courses have evolved from the

Centres.

4.2.9 Teachers Industrial Work

Experience Scheme

(a) Exposed the instructors to industrial

work experience and enhanced their

competences.

(b) Industry best practices have

continuously been related to the students

(c) Number and quality of practicals

conducted in the academic year following

the teachers’ industrial training noticed

remarkable improvements.

4.2.10 Informal Sector Capacity

Building Programme and Workforce

Improvement Outcomes

Capacity Building for Practicing Artisans

(a) 10,000 registered practicing artisans of

Lagos State have received UpSkilling

trainings.

(b) Trainees have been placed on the

register of competent tradespersons for

provision of quality services to Lagos

residents

(c) Improved services offered by

beneficiaries of the capacity building

programmes

4.2.11. National Occupational Standards

(a) Active participation of technical college

teachers/instructors in evolving the NOS

4.2.12. Production Centres

(a) Registered College businesses

operating as a cost centre in each college

(b) Improved revenue generation from

provision of technical services to the

community

(c) Enhanced skills and competences

transfer to the students

4.2.13. Apprenticeship Training

Programme

(a) Afforded graduates of the Programme

better opportunities to secure and create

employment

(b) Stronger college-industry relationship

4.2.14. DFID support in construction

trades training

(a) Learners Guide and Instructors Manual

in Construction trades training have been

produced

(b) Framework for proposed Centralised

Trade Testing for all practicing artisans in

Lagos State evolved.

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75

5.0 ISSUES IMPACTING WEALTH

AND JOB CREATION

Distinguished Engineers, please let me

invite you to a discourse on these four

issues that are significant in impacting

wealth and job creation in Nigeria.

5.1 Power of Diaspora

In Y2018, remittances into Nigeria(official

and unofficial windows) were about 40bn

USD(N14Tr), thrice the USD Government

receives from Oil and more than Y2021

budget estimates. This is a product of the

emigration of Nigerians(mostly skilled with

appropriate certifications), earning more

than an average American or Canadian.

Currently, total size of Diasporas stands at

about 15m. The deduction is that our

biggest export is Nigerians and not oil. The

more skilled and competent youths with

requisite certifications that are produced

from the shores of Nigeria, from the 34% of

unemployed and unemployable junior and

senior secondary school leavers, the more

they are being positioned for job

opportunities in developed countries, where

those skills are well monetised. The faster

we will experience a reduction in the army

of angry and agitated youth population and

an increase in remittances, bringing succor

and reducing hardships in most households.

Further discussions on the economy and

designing of programmes and plans on

wealth and job creation for the youths

should consider this low hanging fruit. The

25% of our youths without education and

the 19.7% primary school leavers must be

made to compulsorily complete the junior

school by attending Mass Education classes

or Night Schools. It is a combustible

disaster having 45% of the youth

population of any nation without any form

of Skills or Education. Life would be made

unbearable for the rest of the citizens.

International Vocational Certifications

such as NVQ(NSQ) now have a global

acceptance and training providers receiving

national accreditation from the regulator.

However, it is still challenged by effective

sensitization and awareness amongst the

industry stakeholders and TVET

practitioners.

5.2 Increase in Investment

There seem to be a correlation between

growing investment and reduction of

poverty and unemployment. Investment is

required to develop infrastructure, provide

quality education, healthcare, improve

availability of housing amongst others.

However, this can only be done by

investing 26% to 28% of our GDP, a total

of about N40tr, which definitely the

Nigerian economy cannot produce. The

Olawumi A. Gasper



76

total Y2021 budget is N13trn, while the

current Y2020 budget is about N10.3trn

The only way out is to take foreign capital

or the government mobilizes domestic

source of capital, which is available but

remain untapped. Evidently, it remains

untapped from the inability of

Governments at both National and Sub-

National levels to shift from the current

rigid and rigorous ways of real estate

administration by easing the processing of

land documentation and strengthening the

regulatory framework on the

concessioning of inner city roads, bridges

and other infrastructure ancillaries that will

provide mass job opportunities to the

trained and skilled youths. If eased , it will

unlock the over N170tr of de-collaterised

assets of individuals that can be invested in

other businesses

The Real Estate Sector is very significant in

providing housing for Nigerians, especially

the young population who are available to

pick up early mortgages, when offered.

Real Estate creates immense employment

benefits by engaging the youths trained

from our various colleges and centres as

skilled and certified construction workers

and the sale of construction materials, home

items, catering services and logistics to site

workers. This economy can only grow, to

create wealth and provide jobs if the Real

Estate Sector is firing on all cylinders.

To fast track the development of this sector,

mobilization of domestic savings through

CROWDFUNDING has been evidenced,

by some Crowd funding Societies for

housing and infrastructure development.

The more houses that are available to young

Nigerians, the more receptive they will be

to mortgage products and the more our

youths will be settled by age thirty. All

these initiatives as articulated are major

game changers in stimulating the Real

Estate Sector to impact on wealth creation

and provision of jobs.

5.3. Insufficient Public Resources to

Drive Wealth Creation and Jobs

The current status of public resources at

national and sub-national levels cannot

stimulate the development of infrastructure

that will create wealth and provide jobs.

The public sector as it is today with less

than One Naira per capita for public

education, healthcare, infrastructure

development, military, security, foreign

missions and huge bureaucracy cannot

significantly impact on the lives of the

people. This calls for a bigger private sector

intervention with legislations to encourage

investment from the private sector in

driving concessions at the sub-national

levels. Necessary support and the desired

Olawumi A. Gasper



77

enabling environment should be provided

to the Crowd funding Societies that can

easily mobilize domestic savings by

establishing a "Ministry of Crowd Funding

and Wealth Creation", to specifically

superintend over domestic funds mobilized

at all tiers, while ensuring that they are

channeled to housing and infrastructure

development projects(inner city roads,

drains, culverts, greenery etc), with

assurance that better returns on investment

will accrue to the members of the respective

societies.

5.4. Formalising the Informal Sector

To expand the net of youth entrepreneurs, it

is important we recognize the incredible

self-organizing capabilities of Nigerians,

the traditional apprenticeship systems and

innovative ways of delivering value to the

consumers, all without the support of the

public sector. The need therefore to

formalise practices and activities of the

informal sector, through regular upskilling

and reskilling , certification and migration

to clusters, so that a seamless transition to

MSMEs and SMEs can be achieved,

creating an enterprise that can readily offer

employment to 5-10 other youths in the

business. Once formalized, it belongs to an

Association, receives the recognition of

government and financial interventions

from time to time from relevant

organizations. There lies the strength of a

Formalized Sector.

5.5 LSETF and Wealth Creation

The Lagos State Employment Trust Fund

(LSETF) was established to provide

financial support to residents of Lagos

State, for job, wealth creation and to tackle

unemployment. The Fund operates with an

initial capital of N25Billion which will be

contributed over four years by the Lagos

State Government, but raises additional

funding from various sources including

donor partners, development agencies,

corporate organizations and

individuals. LSETF is focused on

promoting entrepreneurship by improving

access to finance, strengthening the

institutional capacity of MSMEs and

formulating policies designed to improve

the business environment in Lagos State.

The Fund also develops programmes

designed to train and place unemployed

Lagos residents in jobs; while also focusing

on programmes designed to drive

innovation within the Lagos

ecosystem. There is available a Loan

Programme aimed at creating affordable

access to funding for small businesses to

grow, expand, create wealth and put people

to work. The loan scheme, attracts only 5%

interest rate per annum and is available to

Olawumi A. Gasper



78

business owners who are registered

residents of Lagos State.

In deploying TVET as a vehicle for wealth

and job creation, the following major

achievements were also recorded.

(a) Collaboration with industry partners and

the constitution of Industry Advisory Team

improved learning outcomes and quality of

graduates produced from the colleges.

(b) Strengthening of college administration

by appointing vice principals (industry

partnerships) resulted in better management

of resources(consumables are now always

available for conduct of practicals,

improvement in the income generated from

activities of the production centres and

upkeep of environment and proper

sanitation practices)

(c) Industry partners/Employers were

readily available and willing to assist in the

development of relevant trade courses in

the colleges.

(d) Establishment of the regulatory board,

LASTVEB brought speedier response in

the implementation of

programmes/activities and more effective

liaison with college administration.

(e) Enterprise education in the colleges

aroused the innovation spirit in the students

and the urge to produce marketable

exhibits/products from relevant skills

acquired. The mentoring sessions and

interaction with successful entrepreneurs

highly inspired the students towards

entrepreneurship.

(f) In growing the Lagos economy as a

wealth creator, enterprise education in the

State Technical Colleges must be sustained

and scaled-up.

(g) renovation and rehabilitation works

through Students' Direct Labour.

6.0 CONCLUSION

From inauguration of the Board, we were

resolute with the resolve to build a strong

college-industry collaboration, that will

impact on the learning outcomes and the

production of quality technical skills, self-

reliant and competent from the technical

colleges. Youths who have technical skills

and entrepreneurial spirit to create wealth

and jobs.

The Graduate Apprenticeship Programme

has no doubt remarkably achieved its

mandate of providing employability and

vocational trainings to graduates, which

enabled them to better see and identify

opportunities and requirements of the

economy from an entrepreneurial point of

view. The initiative must therefore be

sustained and gains of the Programme

enhanced through budgetary provisions.

There is no doubting the fact that the

strength of a veritable TVE system for

achieving the Lagos vision must be hinged

Olawumi A. Gasper



79

on the support of industry partners.

Together with our industry partners and as

a result of diligent implementation of the

programme and management of resources,

immediate changes were observed and

recorded in the colleges in some of these

areas.

(i) Enrollment into the technical colleges

increased by 120% in the 2011/2012

session (ii) Performances at National

Examinations witnessed a remarkable

improvement while iii) current

employability of the students stood at 98%.

iv) Production of over 1500 young

entrepreneurs from GV-ESTP and

establishment of 30 building related

enterprises from the NECA-LASG

initiative is noteworthy and commendable.

With all the reforms highlighted, the

graduates of the Lagos State technical

colleges have also witnessed both academic

and career progression in their chosen

vocations, while another window of

producing technical college graduates to

grow youth-led businesses was reinforced

through the infusion and strengthening of

enterprise education in all the colleges. For

this we received tremendous acclamation

and recognitions.

We will continue to commend and

appreciate His Excellency, the past

Governor Mr Babatunde Fashola for

approving that all the

rehabilitation/renovation projects in the

colleges be executed through Students'

Direct Labour. These were accomplished

with significant acclaim by the students and

supervised by the instructors.

A key strategy that must be pursued is the

continuous collaboration with our industry

partners to develop young talents from the

technical colleges whose exhibits and

inventions will be moved further to drive

enterprise transformation. Competitions

must be created in our Technical Colleges

around projects. Projects that can be

commercialised and to be selected as some

of them can have multiple potential of

emerging as spin-offs or micro-enterprises

that can create employment within a short

period.

The Government must be commended for

setting up the National Youth Investment

Fund to promote innovative ideas amongst

our youths. More of such initiatives

supported with vocational and

entrepreneurial trainings and programs will

be required to empower Nigerian youths

and redirect them to opportunities for

engagement and change. It should be noted

that many economies; developed and

developing have come to realise the value

of Micro, Small and Medium Enterprises

Olawumi A. Gasper



80

(MSMEs). MSMEs contribute to the

economy in terms of output of goods and

services, creation of jobs at relatively low

capital cost, especially in the fast growing

service sector; providing a vehicle for

reducing income disparities, providing

opportunities for developing and adapting

appropriate technological approaches; and

offering an excellent breeding ground for

entrepreneurial and managerial talent. It is

expected that the beneficiaries of this fund

and other interventions at the sub-national

levels, will have acquired necessary

vocational and entrepreneurial trainings

required to position them towards wealth

and job creation and self-reliance.

The Fund should be driven with the

recognition of the role of successful

entrepreneurs as mentors and trainers,

financial institutions and industry partners

that will "hand-hold" the participants

through voluntary sharing of experiences

and lessons. Representatives of private

enterprises, business associations, business

media, financial institutions, network of

business mentors and the like should be

involved in driving this unique initiative.

The evolving businesses and enterprises

must be supported by research and

development institutes, challenged by the

private sector and provided through the

fund with new tools to improve the

productivity of their businesses with a view

to fueling technological innovation by

developing new or improving existing

products, services or procedures and

ensuring commercialization.

Clustering and Networking as a support

base will be required to help the local

enterprises or businesses set up by the

participating youths to innovate and

continuously upgrade, especially with

assistance to cluster based enterprises to

meet international quality

standards. Regular capacity building in

financial literacy to attract distinct forms of

financing, including equity and venture

capital that will further enable them to

expand and grow their businesses need be

institutionalized targeting the youth

entrepreneurs.





81

INFORMATION AND EDUCATION: KEY TO CONSUMER

PROTECTION

Umar Garba Danbatta

Executive Vice Chairman

Nigerian Communications Commission

OUTLINE

1. Who we are

2. Initiatives

❖ Consumer Awareness Factsheet

❖ Complaint Channels

❖ Do-Not-Disturb Short Code 2442

❖ How to activate Do-Not-Disturb (DND)t

❖ Monitoring of Customer Care Centers (CCC) of Service Providers

❖ Development of SIM replacement guidelines to curb SIM fraud

❖ Campaign on Sales & Buying of Pre-registered SIM Cards

❖ Direction on Roll-Over of Data

❖ Partnering with law Enforcement Agents to protect Telecom Infrastructure

❖ Enlightenment of Base Stations and Health Concerns

❖ Development of Mobile Number Portability

❖ Ongoing Initiatives

WHO WE ARE

The Nigerian Communications

Commission is an independent

National Regulatory Authority for

the telecommunications industry in

Nigeria. The Commission is

responsible for creating an enabling

environment for competition among

operators in the industry as well as

ensuring delivery of

telecommunications service

throughout the country.

The Commission’s Head Office is

in Abuja, Federal Capital Territory

(FCT) with five Zonal Offices in

Lagos, Ibadan, Enugu, Port

Harcourt and Kano.

Our mission is to support a market

driven communication industry and

promote universal access





82

Our shared Vision is “a dynamic

regulatory environment that ensures

universal access to affordable and

Umar Garba Danbatta



83

equitable service and support the

nation’s economic growth.

Our Vision is based on five (5)

Strategic pillars namely:

Regulatory Excellency

Universal Broadband

Access

Promote Development Of

Digital Economy

Market Development

Strategic Partnering

The Commission is aware that its

success will be defined by the level

of satisfaction of stakeholders and

higher quality of experience of

communications services

consumers enjoy.

To ensure our stakeholders are

satisfied, NCC will continue

promote broadband deployment and

facilitate improvement in market

performance through provision of

fair and competitive environment

that guarantees consistent high

quality of services that is accessible

to all.

To drive the issues above, the

Commission places great

importance on consumer-related

issues by embarking on various

initiatives aimed at enlightening and

protecting the consumers to ensure

good quality services, right

treatment by the service providers

and value for money spent on

telecom services, be it voice or data.

To effectively discharge the above

responsibilities in a well-

coordinated manner and in line with

relevant sections of the Nigerian

Communications Act, (NCA),

2003, the Commission in 2001

established the Consumer Affairs

Bureau (CAB), as a distinct

department within the Commission

with the mandate to address all

consumer-related matters in

relations to services they receive

from Service Providers.

INITIATIVES

1. Platforms for Consumer Education

The following are the various

consumer-focused initiatives of the

Commission in line with its

Mandate to Protect, Inform and

Educate telecom consumers (what

we call the PIE Mandate):

Consumer Education Outreach

Programmes: The Commission

Umar Garba Danbatta



84

developed a robust consumer

education programme through

which consumers are being

educated and enlightened on

continuous basis. The programmes

include the Telecom Consumer

Parliament (TCP), Telecom Town

Halls on Radio (TTR), Telecom

Consumer Conservation (TCC),

and Professionals’ Dialogue.

2. CONSUMER AWARENESS

FACTSHEET

Phone Etiquette,

Tips on How to protect Your Childe

Online

Understand Broadband,

Electromagnetic Field (EMF)

printed in English, Pidgin, Yoruba,

Igbo and Hausa)

Mobile Number Portability (MNP)

Obligations of Service Providers to

Nigerian Consumers of Telecoms

Services

The Role of NCC in Consumer

Protection,

Procedure for Lodging a Consumer

Compliant,

Consumer Bill of Rights,

Information on Consumer Affairs

Bureau; and

DND 2442 Short Code.

3A. COMPLAINTS CHANNELS

Consumer Complaints Management

(CCM): The Commission created various

channels of lodging complaints, which

includes;

NCC Toll free 622 Contact Centre

which is available between 8:00

a.m. to 8:00 p.m. daily except on

Sundays and public holidays.

Consumer web portal

http://consumer.ncc.gov.ng

E-mail : Consumer can send mail to

([email protected])

Consumer Twitter account

@Consumersncc

3B. COMPLAINTS CHANNELS –

CONTD

It is worthy to note that the Commission

created the 622 Toll-Free Line as a second-

level complaint resolution mechanism for

aggrieved telecom consumers.

However, Consumers should note that they

must, first report any compliant they have

to their Service Providers and obtain a

ticket number.

Umar Garba Danbatta



85

If their complaints are not resolved or not

satisfactorily resolved by the concerned

Service Provider, then, consumers may call

the NCC Toll-Free 622 Number to escalate

the issue for resolution.

4. DO-NOT-DISTURB SHORT CODE

2442

Development of the Do-Not-

Disturb (DND) 2442 Short Code:

The Do-Not-Disturb (DND) 2442

Short Code was established in 2016

for telecoms consumers to stop

unsolicited text messages received

as Value-Added Services (VAS)

and nuisance calls as well as against

Internet-generated/distributed spam

text messages that are fraudulently

used to deduct consumer’s airtime.

The DND code can be activated

fully by sending “STOP” as a text

message to 2442, thereby blocking

all unsolicited text messages or

partially by sending “HELP” as a

text message to 2442 to choose from

a list of categories of optional

messages which the consumer still

wants to be receiving.

5A. HOW TO ACTIVATE DO-NOT-

DISTURB (DND)

To activate DND service, the

following two steps should be

taken;

Full DND: Text “STOP” to 2442 to

stop all unsolicited messages &

calls. A Full DND does not allow

the subscriber to receive any

unsolicited messages.

Partial DND: Customers can select

the type of promotional/commercial

communication messages they wish

to receive, as follows;

Text 1 to 2442 to receive

banking/insurance/Financial

Products.

Text 2 to 2442 to receive Real

Estate.

Text 3 to 2442 to receive Education.

Text 4 to 2442 to receive Health

5B. HOW TO ACTIVATE DO-NOT-

DISTURB (CONTD)

Text 5 to 2442 to receive Consumer

Goods & Automobiles.


Communication/ Broadcasting/

Entertainment/IT

Text 7 to 2442 to receive Tourism

and Leisure.

Umar Garba Danbatta



86

Text 8 to 2442 to receive Sports

News

Text 9 to 2442 to receive Religion


Information on new

products/services from the Service

Provider

Text 11 to 2442 to receive News

Alerts

Text STATUS to 2442 to check

your DND status and others

The subscriber is to allow 24 hours

for your choice to become effective.

6. Monitoring of Customer Care Centres

(CCC) of Service Providers

In order to ensure quality of service

delivery to telecoms consumers, the

Commission usually embarks on the

monitoring of Customer Care Centres of

service providers across different states on

a continuous basis all in a bid to ensure that

consumers are served better when they go

into such Care centres to resolve any

service-related issues.

7. Development of SIM replacement

guidelines to curb SIM fraud

In recent times, the Commission has been

inundated with reports of fraudulent

activities done on people’s bank accounts

as a result of SIM swap and In a bid to

address this issue, the Commission has

reviewed the SIM Replacement Procedure

(Regulations) and made SIM replacement

requirements more stringent in order to

curb cases of SIM swap frauds towards

protecting the consumers.

8. Campaign on Sales & Buying of Pre-

registered SIM cards

Also linked to the above is the issue of pre-

registered SIM cards. A consumer should

be aware that buying of pre-registered SIM

cards is a criminal offence in the country.

By regulations, all SIM cards must be

registered in a ‘controlled environment’

with the Service providers or their agents.

All SIM cards must be registered first

before activated for us on any mobile

network.

9. Efforts to eradicate Call masking/refiling

Call masking/refiling is when an

international inbound call is terminated on

your phone as local number. This is a

criminal offence. It has negative impact on

telecoms industry, as it not only promotes

anti-competition but also constitutes a

threat to national security. The Consumers,

however, have a role to play here as they are

encouraged to report details of cases of call

masking they may experience to the

Commission or their Service Providers for

Umar Garba Danbatta



87

investigation and possible apprehension

and prosecution of perpetrators.

10. DIRECTION ON ROLL-OVER OF DATA

NCC Directive on Roll-over of unused data at the expiration of data bundle.

Became effective 28th June, 2018

Data Plan/Validity Period Applicable Renewable (Roll over

period

One (1) Day One (1) Day

Above One (1) Day but less than Thirty

(30) Days

Three (3) Days

Thirty (30) Days and above Seven (7) Days

11. Partnering with Law Enforcement

agents to protect Telecom Infrastructure

As part of their obligations, telecoms

consumers are to protect telecoms

infrastructure in their vicinity and to help

report cases of infrastructure vandalism to

law enforcement agents near them (i.e. the

Police and National Security and Civil

Defence Corps).

12. Enlightenment of Base Stations and

Health Concerns

Today, there has been some negative public

perception and conceptions about telecoms

consumers on electromagnetic fields

(EMF) or radiation from the telecoms

equipment/facilities sited within their

vicinity. This has generated public health

concerns, as most people think and perceive

the base stations erected in their community

to receive telecoms services, as posing

adverse health risks to them. Study

conducted by the World Health

Organisation (WHO) to determine whether

or not electromagnetic radiations (EMR)

emitted by telecommunication masts are

injurious to human health and the

environment has concluded that:

i. Considering the very low exposure level

and research result collected today, there is

no convincing scientific evidence that the

weak radio frequency (RF) signals from

base stations and wireless networks cause

adverse health effects.”

Umar Garba Danbatta



88

ii.On our part as telecoms industry

regulator, the NCC ensures that before

those telecoms facilities are erected in your

areas, they have been properly certified by

ensuring that they meet the necessary

international standards as set by the

International Telecommunications Union

(ITU).

13. Development of Mobile Number

Portability (MNP)

The mobile number portability or simply

“porting” was introduced by the

Commission to ensure that telecoms

consumers have wider options. MNP is the

service that offers consumers the ability to

switch from one network to another without

changing their original Number.

14. ON GOING INITIATIVES

The Commission is currently working on

the following issues:

i. Resolving the incessant complaint on

Data Depletion

ii. Review of Fair Usage Policy on

Unlimited Data Plan

iii. Hidden Terms and Conditions that apply

to services

iv. Compensation policies of Service

providers





89

CONTINUING PROFESSIONAL DEVELOPMENT FOR LIFELONG

LEARNING OPPORTUNITIES.

George C. Okoroma

President, Association of Consulting Engineers of Nigeria

INTRODUCTION

Continuing education for professional engineers is more than just a requirement for licensing;

it is an important leap on the path to success in the ever-changing field of engineering.

Engineering is a dynamic field. Although the core principles of math and science remain

unchanged, new developments in the field occur daily, if not hourly. Today, the world is

experiencing a skyrocketing advancement in technology, systems, and manufacturing. To this

end, there’s no better time than now to sniff, scurry and to keep up with the changes in the

world in order to stay at the top of the game.

Continuing Professional Development (CPD) is a holistic and a never ending commitment of

professionals to continually up-skill and/or re-skill themselves to retain their capacity to

practice safely, effectively, and to stay updated in their evolving scope of practice. It combines

different methodologies to learning, such as training workshops, conferences, events, online

learning programs, and idea sharing sessions. It improves outcome based education (OBE) by

the development of market-in-demand and market-relevant knowledge, skills, attitudes, and

behavior that are outside formal classroom training.

CPDcan be considered as the planned acquisition of knowledge, experience and skills and the

development of personal qualities necessary for the execution of professional and technical

duties throughout a constructional professional life, encompassing both technical and non-

technical matters. CPD can take a number of formats ranging from formal to informal and from

traditional based instruction to 100 per cent online CPD learning and itis aimed at enhancing

individual expertise, worth, value and in turn, the corporate performance of the organization.

CPD can be acquired by a combinations of face-to-face and technology-based learning. It is

anchored on a kind of blended learning process where there are the integration of classroom

face to face learning experiences with online learning experiences. It is an ongoing and a never

George C. Okoroma



90

ending necessity in the ever-changing world of technology.An effective CPD scheme must

have three quality components: professional improvement that ensures personal learning,

Effective learning interventions designed upon clear, attainable, and measurable learning

outcomes, and it must be accountable, transparent, amenable to regulation, and useful for

assuring quality in the process of relicensure.

History of Continuing Professional

Development (CPD):

Many years ago, the National Society of

Professional Engineers (NSPE) completed

a two-year study of approximately 1000

employers in industry and government; this

study identified employers’ interests when

evaluating a potential employee and

sparked considerable discussion.

Generally, graduates were assumed to

possess technical skills; however, soft skills

such as teamwork, leadership,

communication and interpersonal skills,

analytical ability, personal initiative, and

self-confidence were identified as areas for

evaluation in the hiring process. In general,

these skills and attributes are desired in

addition to basic competency in

mathematics, sciences, and engineering

analysis and design.

The concept of CPD can be trace to the

decades following World War II, when

institutions of higher learning identified the

need for structured further learning post

formal qualification. Till date, it is largely

believed that qualified professionals have

to identify and initiate their own knowledge

enhancement on self-sponsor basis or via

corporate or government sponsored

program. More so, in a technologically

advancing business and professional

environment of the 21st century, the need

for a continuous and a never ending

improvement strategy is apparent for a field

as diverse as engineering.

Objectives of Continuing Professional

Development

The core objectives of CPD is not just to

attend conferences, take courses online and

accumulate certificates, it is about

developing wider competencies and

advanced understanding in areas related to

one’s engineering career and the path one

foresees his/her career taking in the near

future.

The objectives of CPD are to:

1. Keep the engineer up-to-date and at

the front of the curve in his/her

chosen field or industry.

2. Maintain freshness and enthusiasm

among engineers for job or career.

3. Improve employability and

readiness for job.

George C. Okoroma



91

4. Keep the engineer at par with

his/her global counterpart.

5. Effectively apply theoretical

knowledge to practical situations

and to birth innovative solutions to

real life problems.

6. Learn new concepts, tools,

communication and procedures for

business growth and management.

7. Maintain and enhance necessary

competence.

8. Foster active participation of the

engineer in the dynamic changes in

the profession.

Categories of Continuing Professional

Development (CPD):

The categories of CPD given its lifelong

learning opportunities include but not

limitedto the following:

1. Formal education: Acquiring

knowledge through accredited engineering

programmes. Additional education in

management, law, finance, economics,

architecture, etc. would be an added

advantage. These programmes may be

face-to-face education or distance

education.

2. Work-based learning: It includes on-

the-job learning that takes place because of

the workplace requirements on projects

like construction, operation, supervision

at site or within, development of computer

programmes or software package,

Administration, Management etc.

3. Developmental activities: It includes

attendance of structured educational or

developmental meetings over a period of

time like conferences, workshops,

seminars and refresher courses that are

approved by engineering professional

bodies.

4. Individual activities: Publications of

technical articles in reputable journals, part

time lecturing in approved technical

institutions, evaluation of dissertation at

post-graduate level as external examiner

and other participatory activities in

recognized technical associations or

institutions.

The above categories cut across courses,

lectures, seminars/symposia, conferences,

presentations, workshops, researches,

industrial attachment and visits, e-

learning, relevant management and

communication skills, law and other

professional activities needed to make the

practicing engineer thoroughly furnished

unto all good works.

CPD in Engineering in Nigeria

Recognizing the merits of continuing

professional development,and in order to

keep pace with her international

counterpart, the following is the current or

George C. Okoroma



92

soon to be enacted regulations on CPD in

Nigeria:

1. CPD Points would now be

mandatory for renewal of annual

practicing license.

2. Professional associations are to put

up innovative programs that would

improve engineering competence.

3. Corporate organizations are

encouraged to commit to the

continuous development of their

staff.

4. Practicing engineers are to develop

a hunger for knowledge and sponsor

themselves to get the best.

Catching up with the ever-changing

curve of development:

Engineering as a profession is constantly

evolving. Keeping abreast of technical and

professional developments is an essential part

of our job role. The tools and technology used

a decade ago are no longer relevant. And even

with the advent of COVID-19, there is a lot of

new development. To have an edge in the new

normal, engineers and firms must be swift

adopters of tools and technology needed to

deliver fast services and to deliver projects on

time. While you might be comfortable using a

2018 model of a tool or technology to do a

particular job, some people are already busy

getting used to the 2021 model. To have equal

advantage with them when you meet in the

field, you must be willing to learn new things.

Don’t think outside the box. Think without the

box. It is only investment in self-development

that would give one an edge over his/her

counterpart. This is the strategy (kaizen) used

by Toyota automobile company to dominate

the automobile market in Africa. To them,

every year is an improvement.

CONCLUSION:

Knowledge in the 21st Century is as

perishable as fresh tomato. To stay ahead in

the game in any profession, one must

commit to a continuous and a never ending

improvement strategy. CPD demands

professional skills that extend beyond

theoretical engineering knowledge such as

management, education and training,

information technology, audit,

communication, and team building.

Whether told or not, it is imperative that all

engineers should undertake some form of

CPD. Knowledge is not cheap. Competitive

advantage is not cheap. To stay ahead in the

game, one must be hungry for knowledge.

One must invest in him/herself.

REFERENCES

1. The National Society of

Professional Engineers,

George C. Okoroma



93

http://www.nspe.org/index.htm,

Alexandria, VA, 1997.

2. Accreditation Board for

Engineering and Technology,

“Code of Ethics of Engineers”, AB-

54, New York, NY, Feb. 1985.

3. Dahir, M., “Educating Engineers

for the Real World”, Technology

Review, Aug/Sept 1993, pp. 14-16.

4. Kehl, Russell J., “Are there Benefits

to Continuing Professional

Development?”, Civil Engineering,

October 1996, pp. 52-53.

5. Continuing Professional

Development (CPD). A summary of

the state of knowledge about

physician training. Swedish Society

of Medicine and the Swedish

Medical Association joint working

group. 2012. [Last accessed 2013

Nov 02]. English version 1. 2012.

ISBN 978-91-979 706-1-7.

Available

from: http://www.sls.se/Global/cpd

/cpd2012_english.pdf .

6. Khan KS, Coomarasamy A. 2006.

“A hierarchy of effective teaching

and learning to acquire competence

in evidence-based medicine” BMC

Med Educ. 2006;6:59. [PMC free

article] [PubMed] [Google Scholar]

7. Wall, J. and Ahmed, V. (2004), “E-

Learning and pedagogical

challenges in construction

management: bridging the gap

between academia and industry”,

20th Annual Conference

Association of Researchers in

Construction Management

ARCOM, Edinburgh, September,

pp. 603-613.

8. Wall, J., Ahmed, V., Hurst, A.,

Garrecht, H., Luckey, A.,

McNamee, F. and Kanoglu, A.

(2006), “Evolving a framework for

technology facilitated CPD for

construction management: a

European initiative”, paper

presented at Irish Learning and

Teaching Association 7th Annual

Conference, Institute of

Technology, Sligo, 25-26 May.

9. Stubbs, M., Martin, I. and Endlar, L.

(2006), “The structuration of

blended learning: putting holistic

design principles into practice”,

British Journal of Educational

Technology, Vol. 37 No. 2, pp. 163-

75.

10. Garrison, D.R. and Kanuka, H.

(2004), “Blended learning:

uncovering its transformative

potential in higher education”,

Internet and Higher Education, Vol.

7, pp. 95-105.

http://www.sls.se/Global/cpd/cpd2012_english.pdf

http://www.sls.se/Global/cpd/cpd2012_english.pdf

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1770917/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1770917/

https://www.ncbi.nlm.nih.gov/pubmed/17173690

https://scholar.google.com/scholar_lookup?journal=BMC+Med+Educ&title=2006.+%E2%80%9CA+hierarchy+of+effective+teaching+and+learning+to+acquire+competence+in+evidence-based+medicine%E2%80%9D&author=KS+Khan&author=A+Coomarasamy&volume=6&publication_year=2006&pages=59&pmid=17173690&





94

CONTINUING PROFESSIONAL DEVELOPMENT FOR LIFELONG

LONG LEARNING OPPORTUNITIES: PERSPECTIVES FROM THE

GHANA INSTITUTION OF ENGINEERING

Patrick Amoah Bekoe

Department of Feeder Roads, National Councillor-GhIE

[email protected]; [email protected];

https://pabekoe.wixsite.com/pabekoe

+233-268430889;

ABSTRACT:

This paper first makes a case for the need of continuous professional development (CPD) for

engineering practitioners. It explains into details the different types of CPD’s available for the

different categories of engineering practitioners. The sources of CPD’s including how to

leverage on available external sources of CPD’s are discussed.

It secondly presents a CPD implementation framework for consideration by Nigeria Society of

Engineers (NSE). It follows with a proposal of some strategies that the NSE can adopt in

achieving a sustainable CPD drawing parallels from that being implemented by the Ghana

Institution of Engineering.

Finally the paper discuss the implementation challenges and ways of overcoming them.



Patrick Amoah Bekoe

Continuing Professional Development for Lifelong Long Learning Opportunities: Prespective from the Ghana Institution of

Engineering


95

Order of Presentation

✓ Introduction

✓ What is CPD?

✓ Why the Need for CPD?

✓ Sources of CPD’s available for

Engineering Practitioners

✓ Proposed CPD Framework

✓ Ghana’s Experience

✓ Implementation Issues

Skill Set required of the 21st Century

✓ Complex Problem Solving

✓ Critical Thinking

✓ Creativity

✓ People Management

✓ Coordinating with others

✓ Emotional Intelligence

✓ Judgement and Decision Making

✓ Service Orientation

✓ Negotiation

✓ Cognitive Flexibility

(Future of Jobs Report, World Economic

Forum)

What is CPD?

✓ Continuing Professional Development

(CPD) is considered any activity that

helps you expand your knowledge,

maintain up-to-date technical skills and

progress your engineering career.

✓ The purpose of CPD is to:

▪ Advance the training of

Engineering practitioners,

▪ Ensure that Engineering

Practitioners remain updated

on current trends in the

engineering practice,

▪ Ensure that Engineering

Practitioners maintain

relevance to society,

▪ Meet the requirements for the

renewal of Engineering

Professional License.

Benefits of CPD?

✓ CPD helps you develop new skills and

gain a competitive edge.

✓ CPD helps in keeping up-to-date with

your profession.

✓ Participating in CPD activities can also

grow your professional networks and

contacts.

✓ CPD helps meet the needs of society.

Sources of CPD

✓ Attending Conferences, Seminars,

Workshop, Training, Courses,

Symposium, Presentations, study tours.

✓ Study a Course at an accredited

training tertiary institution or online.

✓ Participate in industry, professional

body activities and volunteer on

committees

✓ Mentor young professionals

✓ Present papers at conferences and

Seminars

✓ Write articles for journals, conferences,

magazines, professional proceedings

and newspapers

Sources of CPD

✓ Write a book

✓ Obtain a Patent

✓ Self-Study/ self-directed learning

Patrick Amoah Bekoe


Engineering


96

✓ Engage in non-engineering related

activities (participate in community

activities etc.)

✓ Learn On-line (MOOC)

▪ https://www.coursera.org/

▪ https://www.edx.org/

▪ https://ocw.mit.edu/index.htm

Ghana’s Experience

✓ Education and Training Committee

of GhIE led the process

✓ It consulted best practices across the

globe

✓ Did Consultation with key

stakeholders

✓ In September 2018 the Council

Approved the Guideline

✓ Guideline adopted at AGM in 2019

✓ Currently been implemented

✓ Issues of Digital record keeping still

ongoing

✓ Yet to develop a strong mentoring

scheme

✓ CPD now a key requirement for

license renewal

Implementation Issues

✓ NSE accredited Courses (Need to

develop list of training courses for

Proposed CPD Framework

https://www.coursera.org/

https://www.edx.org/

https://ocw.mit.edu/index.htm

Patrick Amoah Bekoe


Engineering


97

different categories of engineering

practitioners)

✓ Bridging the generational gap

✓ Stakeholder Consultation

✓ Developing a strong mentoring

scheme using the older generation

as mentees

✓ Initial CPD requirement for the first

5 years should be easy and when

members become use to it then it

can be more stringent





98

COMMUNICATION & DATA EXCHANGE BETWEEN OFFICE &

FIELD IN ROADS PROJECTS

Femi Aderinola

Executive Director

+234-7030756010

Communica on data e change between o ce eld in oads ro ects

Adefemi Aderinola

Communication & Data Exchange Between Office & Field In Roads Projects


99

What We Will Cover Today

• In roads projects that you can

enhance the manner in which you

send, receive, update and manage

construction documentation, while

surveying real-time project

construction progress

• We do this by

• Integrating the Autodesk

(AutoCAD Civil 3D) BIM

model with the Topcon

Surveying instruments

that are on site, through data

transfer and management

using Autodesk BIM 360

Docs and Topcon Magnet

Enterprise as a central data

hub

• This

• Eliminates the need to

clean/recapture surveying

data from the BIM model to

site, and visa versa,

• How to get the data to site

and visa versa, while

• Maintaining a record of all data

and instructions between site

and office adhering to good

project management

Adefemi Aderinola

Bim Workflow for Infrastructure


100

•

ce Field

Adefemi Aderinola



101

Field ce

FI

FFIC

Adefemi Aderinola



102

Agenda

1. Introduction

2. Current ways of working/ New Approach “To Bridge the gap between the office and the

construction site”

3. Overview of Autodesk & Topcon’s Products used in the workflow.

or flo etails

.

. echnical resenta on

Adefemi Aderinola



103

Workflow

e Approach to

ridge the gap et een the office and the construction site

Accurate point coordinatesdirectl

from the design

educe the ris of la out errors

ncrease office to field accurac

and getmoredone

Constant comparison of hat as

done in the field to the design that

needs to e done.

Communication and data exchange et een the field and

the office

ata ffice Construction site

rinted dra ings

ield oo s

ime consuming

edious

Error prone

Adefemi Aderinola



104

or flo ecti es

E

Topcon, Magnet

enterprise

Topcon GT Series,

Hiper VR,FC 5000 Field Computer.

ES G

Autodesk Civil

3D

A

S E

or flo etails

Adefemi Aderinola



105

or flo etails

C S Autodes M ocs

Cloud ased construction document

management solution

u lish manage re ie and appro e

pro ect plans models and documents

mpro es pro ect performance

or flo etails

C S opcon C ield computer

uilt ith en ironmental rating

ri es an opcon soft are ith ease

Adefemi Aderinola



106

or flo etails

C S opcon G Series

Single operator ro otic s stem

he a ilit to perform as a h rid positioning solution

ith ltraSonictechnolog

or flo etails

C S opcon G Series

Adefemi Aderinola



107

or flo etails

C S opcon per G SS ecei ers

ext generation ence Antenna

ugged aterproof

ong in and adio communications ni ersal rac ing channels

axis compensation

or flo etails

C S opcon per G SS ecei ers

Adefemi Aderinola



108

opcon Magnet Enterprise


MAG E Enterprise is a ro ser ased e application designed to connect opcon soft are and hard are products together ia a cloud connection.

Cloud torage

unlimited

ata anagement

Chat

sset anagement

o erful tool for

Eas creation of geo

referenced pro ects

irect transfer ith

Autodes s M

Graphical map ie of all

pro ect related files

Adefemi Aderinola



109


ro ide secured access to pro ect data using an e ro ser on an

de ice to o ersee the real time ad encementof our pro ect

rac our assets and communicate ith each team mem er e en hile

on the mo e

nlimited file and pro ect storage

irect ransfer ith Autodes M ser ice


Magnet ro ect

Magnet ield

e ro ser . .

Access to Magnet

Enterprise

Autodes Ci il

Autodes M

Adefemi Aderinola



110

opcon Magnet ield

opcon Magnet ield

ield application soft are that ena les users to collect sur e mapping data and perform construction and road la out using total stations le els and G SS recei ers

evels

etc

eceivers

otal sta ons

ne o ware for mul ple ardware

o erful and intuiti e for

Sur e

Sta e

Exchange

Chat

Adefemi Aderinola



111

opcon Magnet ield

opcon Magnet ield

Sur e

Sta e

Calculation

Adefemi Aderinola



112

ork ow etails

CESS MA

esign

Export data to total station G SS recei er using

Magnet Enterprise

a out Sur e easil in the field

Adefemi Aderinola



113

Adefemi Aderinola



114

esigners

Constructors

egulator genc ublic ce

ro ect anagers

anagers upervisors

Adefemi Aderinola



115

Adefemi Aderinola



116





117

THE VALUE SOFT-SKILLS BRING TO PROFESSIONAL

ENGINEERING PRACTICE

Tilda Mmegwa

About TDI GLOBAL LIMITED

TDI Global (TDI) is the leading multinational assessment-driven soft-skills training company

and the sole West African representative of Profiles International USA, the global leader in

providing innovative scientific soft-skills assessment tools used across over 120 countries. TDI

launched My3D.

TDI’s focus on innovation and technology led to its launch of My3D online Program, which

uses scientific assessment tools, world-class training content and digital technology to provide

soft-skills training and lifelong learning opportunities on three-layered pillars: Discover,

Develop and Deploy (www.thinkmy3d.net) and enable professionals to build required soft

skills in a structured manner.

The technology platform has also enabled the training to be delivered through various channels

including eLearning and virtual webinar. My3D program provides opportunities for lifelong

learning to Nigerian Engineers and other professionals

o arts to Competence…

http://www.thinkmy3d.net/


118


119


120


121

’

I I IZ I C Y J C

U UC U

X

B I F U C


122


123


124

( )

( )

y w

( y)


125

SELF AWARENESS – UNDERSTANDING WHO YOU ARE

Personal Effectiveness, Emotional Intelligence, Team Skills & Leadership


126

USING SCIENTIFIC ASSESSMENT, DISCOVER

YOUR SOFT-SKILLS COMPETENCY STRENGHTS & GAPS


127

BEHAVIOURAL COMPETENCY STRENGHTS & GAPS

YOUR MOTIVATION, PASSION & INTEREST


128

Discover Your Leadership Skills


129


130

MAKE YOUR SOFT-SKILLS DEVELOPMENT INTENTIONAL


131


132


133

7 months have 31 days in

them. 11 months have 30

days in them. How many

months have 28 days in

them?

OWN YOUR OWN VOICE!


134

WHERE DO YOU GO FROM HERE?

GET HELP!

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135





136

NSE NIGERIA INFRASTRUCTURE REPORT CARD (NIRC)

Ademola Isaac Olorunfemi

Engineering Indices & Infrastructure Report Card Committee (EI&IRCC)

Chairman, Engineering Indices & Infrastructure Report Card Committee

: [email protected]

+2348057930886

OUTLINE

1. Introduction

2. Importance /Relevance

3. Evolvement in NSE

4. Third Edition Updates

5. Expected Results/Conclusion

Introduction / Preamble

Infrastructure

❑ Bedrock for development.

❑ The capital stock that propels the provision of public goods and services in an economy.

❑ The development is one of the major responsibilities of governments globally

❑ A major plank on which nations are built.

❑ The availability, quality, extent and state of infrastructure are indications of the level

of development of countries.

Nigeria Infrastructure Report Card (NIRC)


Ademola Isaac Olorunfemi

Engineering Indices & Infrastructure Report Card Committee (EI&IRCC)


137

❑ The insufficient physical

infrastructure stock of Nigeria

majorly contributes to the

constraints to sustained and broad-

based strong economic growth.

❑ It inadequate functionality hampers

much needed efficient and effective

economic activities to enhance

growth, wealth and job creation.

❑ Inadequate physical infrastructure

affects the well-being of households

and the productivity of firms.

❑ The status is a major impediment

for the survival of small and

medium scale businesses

Importance /Relevance of the

Scorecard

An Infrastructure Report Card (IRC):

❑ Reports on the actual state,

condition (as-is) of infrastructure in

a jurisdiction such as federal, state

and local areas.

❑ Evaluates the status and progress of

infrastructure development across a

jurisdiction.

❑ Informs infrastructure development

policy of governments.

❑ Assists in resource allocation.

Contributes to policy dialogue among

major stakeholders


138

igeria nfrastructure eport Card C

Infrastructure Ranking and Report Card has been a

veritable tool for national development in the USA,

Canada, UK, Spain, Australia, South Africa, ambia,

Ghana just to mentionbut a few.


139

As part of its contributions to driving Nigeria's Infrastructure revolution,

the NSE in 2015 produced the maiden edition of the Nigerian

Infrastructure Report Card for Nigeria, followed by 2nd Edition in 2017.


140

Photos at Launch of maiden edition of NIRC in 2015 at The Dome,

Akure, Ondo State.

Photos at Launch of maiden edition of NIRC in 2015 at The Dome, Akure,

Ondo State.


141



142



143



144


erms of eference o

a) To conduct infrastructure audit

on all engineering infrastructure

fromtime to time.

b) To provide report of audit for

publication and submission to

Government.

c) To plan and organize national

summit on infrastructure.

d) To propose or recommend any

thing(s) that may be deemed fit in

pursuance of the realisation of its

assignments.

e) To prepare and submit to the

secretariat (ES) a work plan based

on the terms of references (ToRs)

and where necessary indicate

subcommittees to handle specific

assignments.

f) To submit uarterly report to the

NSE Council through the

Executive Committee.


145


SteeringCommitteeMem ers

1.Engr. Ademola Isaac Olorunfemi, FNSE

Chairman

2.Engr. Dr. Bamidele Dahunsi MNSE

3.Engr. Olufemi .k. Akintunde MNSE

4.Engr. Ogbonnaya C. Ochu FNSE

5.Engr Prof Stephen EjehMNSE

6.Engr. Kaka Bulu MNSE

7.Engr. Virgilus C. Ezugu MNSE

8.Engr. Mrs.NiimotMuili MNSE

9.Engr. Prof. Duna Samson MNSE

10.Engr. Elkanah S. Yayock MNSE

11.Engr. B.A.T. Odunlami FNSE

12.Engr. Anjorie Rilwan MNSE

13.Engr. Lawal SalisuMNSE

14.Engr. Gbenga Adeyemi FNSE

15.Engr. Dr. Obuks Ejohwomu MNSE

16.Engr. John Audu FNSE

17.Engr. BatomBari Lezor MNSE

18.Mr. Adewale Williams Secretary


146


or ingGroupMem ers

1. Engr. Dr. Bamidele Dahunsi MNSE

Coordinator

2. Engr. BatomBari Lezor MNSE

Assistant Coordinator

3. Engr. (Mrs) NimotMuili MNSE

4. Engr. (Dr.) Obuks Ejohwomu MNSE

5. Engr. Gbenga Adeyemi FNSE

6. Engr. John Audu FNSE

7. Engr. B.A.T. Odunlami FNSE

8. Engr. Anjorie Rilwan MNSE

9. Engr. Ademola Isaac Olorunfemi FNSE

Ex Officio Member

10. Mr. Adewale Williams Secretary


Review Committee

Advisory Committeechairedby

the President


147


Critical Success actors to Achie e

Success

NSE Council Commitment.

Funding

Availability of Credible Data

Sources

Logistic Support

Public and Private Sectors

Participation and Quality of

Stakeholder Engagement at Various

Levels of Government

Knowledgeable and Committed

Committee Members


148



149


MILESTONE 1: Measurementand DocumentationTemplates

Inauguration of Committee Completed

Inauguration ofWorkingGroup Done on 3rd July, 2020

Develop Programme timeliness Completed

Develop categories and types of infrastructure to be measured

Completed.

Stakeholders management and engagement (Identifying, Prioritizing,

Visualizing, Engaging, Monitoring effectiveness of communication)

On going.

List measurement indices Templates, and identifying data sources for

each (Done, to be updated)

Design the framework measurement, presentation templates, reporting

templates etc (Done, to be updated).


MILESTONE 2: Measurementand DocumentationTemplates

Activities commencedand to be completed.

MILESTONE 2: Data Gathering and Analyses

Appointment of Technical partners and Associates

Visit to key data partners

Stakeholders management and engagement (Identifying, Prioritizing,

Visualizing, Engaging, Monitoringeffectivenessof communication)

Designationof key data collatingpoint person in each geo politicalzone

Meeting and training key data collating persons and brief on duties and

expectations

Researchand collationof data.


150


Technical Partners

Versa Research

Alpha Mead

BudgIT

InfrastructureQuarterlyMagazine


151


dentif ingsta eholders key stakeholdersand non key stakeholders


152


Sta eholders

The stakeholder are identified and mapped into categories based on how

they may influence the NIRC 2021 project outcomes (level of power) and

their level of their interest. The mapping and categorization shown as

follows:


Sta eholdersEngagementApproach


153


Engage e Experts Secondar es esearch

ata Anal sis Conduct research

and collation of primar and

secondar research data

eport riting and e ie

eport u lication

aunching

ualitati e ating using e

nformant nter ie s s method


154


Sur e eplo ment


155


Sur e eplo ment


156


NSE Nigeria Infrastructure Report

Card 2021 Hard Soft copies

Informs data driven infrastructural

development policy, planning and

implementation of federal, state and local

governments.

App for assessing the reports on all

devices globally





157

OUTCOME BASED EDUCATION: SPECIAL ENGINEERING

TRAINING APPROACH FOR GLOBAL COMPETITIVENESS

Oluwadare Joshua Oyebode

Civil and Environmental Engineering Department

Afe Babalola University, Ado-Ekiti

Ekiti State, Nigeria

[email protected]

ABSTRACT

Outcome Based Education (OBE) is crucial for addressing prevailing issues on accreditation,

sustainability and recognition of engineering training in all nations of the world. Despite

copious researchers and graduates in Nigerian institutions, our output and employability has

not met salient requirements for global impact. This paper compared previous accreditation

process and new accreditation process of International Engineering Alliance (IEA). Special

requirements of outcome based education were examined to check our readiness in terms of

staffing, equipment, program educational objectives, learning outcomes, industrial training,

curriculum development and continuous quality improvement. The approach and results of

several efforts of Council for the Regulation of Engineering in Nigeria (COREN) were

highlighted. Analysis of the results obtained showed that quality delivery of lectures and

marketability of our graduates are hinged on adoption of outcome based education. The paper

concluded that advancement of our nation, viability of global competitiveness, efficient

training, quality delivery of lectures, acceptability within the international community, synergy

between academia and industries can only be achieved through outcome based education. It is

recommended that the government policies related to engineering industries and education

institutions should align with the implementation of this special engineering training approach.

COREN should not relent in its effort in bringing outcome based education into limelight for

global impact, effective manpower development, and relevance of engineering research in

industries and international recognition of engineering training in Nigeria.

Oluwadare Joshua OYEBODE Outcome Based Education: Special Engineering Training Approach For Global Competitiveness


158

Keywords: Accreditation, Outcome Based

Education, Global Competitiveness,

International Engineering Alliance,

Industrial Training

1.0 INTRODUCTION

Education stands as the bed rock of every

development in any country of the world

and engineers are at the fore front of every

technological development and industrial

revolution. Outcome Based Education

(OBE) is the way forward for attainment of

better engineering practice, sustainable

development, lifelong learning and

meaningful accreditation. Global

competitiveness can be achieved through

outcome based education approach and all

stakeholders in education sector should

embrace this.

It is very pathetic that some engineering

graduates cannot deliver in workplace and

many perform below expectation.

Foundation of engineering education needs

to be revisited for proper education and

engineering practice in Nigeria.

International Mobility of Engineering

Professionals is possible in Nigeria through

outcome based education. This agreement

that permits accredited professional

engineering Programmes to practice

beyond their country with better

international standards, better recognition

and employment opportunities as engineers

in other nations without additional

examinations.

It is commonly acknowledged by educators

and regulators that sustained development

and educational system must have reliable

governance and transparent accountability.

This UNESCO initiative intends to check

the funding, results of educational goals

and educational performance in

institutions.

2.0 LITERATURE REVIEW

Collaboration between engineering

institutions and industries will enhance the

quality of engineering graduates in Nigeria.

Effective teaching and learning methods

are the major driver of industrial revolution

and competitiveness globally. Competition

of institutions across the globe can be

attained through improved output, better

focus, innovation, enhanced productivity,

and proper direction and improved pace of

development (Dayasindhu, 2002).

Impactful professional practice and

engineering performance is critical to

national development and economic

growth. All resources must be carefully

utilized for effective performance and all

policymakers should give direction and

momentous improvements in Nigeria

(Lopez-Claros, 2007).

Greater integration of neighboring

connection is obvious, right strategy should

be in place. Research and development

should be driven by technology,

innovations and proper knowledge from



159

industries and emerging markets (Ujjual

and Patel, 2013).

Entrepreneurship education is necessary for

all engineers and laws must be enacted with

better implementation strategies and

adequate in-service training with the use of

information communication technology for

learning and teaching and research

(Duruamaku-Dim et al., 2014).

Organizational advancement can be

attained by effective planning of its

resources, budgeting (Oyebode, 2018).

The utilization of quality materials and

experienced workers alongside with

professional ethics are important in the

management of engineering resources

(Oyebode, 2018).

Most nations of the world prefers outcome-

based education (OBE) because it effective

educational and better impartation of

knowledge (Malan, 2000).

OBE is centered on learners and result-

oriented method of education. Outcome-

based education means focusing and

organizing engineering institutional

programmes and instructional efforts

towards outcomes where learners can

demonstrate what they have learnt (

Velupillai, 2007).

With the prevalent of globalization, the use

of ICT is applicable to business ventures in

the modern world. This will enhance

emerging entrepreneurs to develop skills

commensurate with their western world

counterparts for global competitiveness

(Oyebode, 2017).

3.0 REQUIRMENT OF OUTCOME

BASED EDUCATION FOR

ACCREDITATION PROCESS IN

NIGERIA

Outcome based education requires vibrant

curriculum, effective educational

objectives, course learning outcomes,

notable industrial input, assessment

planning, continuous quality improvement

( CQI) procedures are major requirements

of outcome based education.

Local and international recognition of

engineering graduates from Universities in

Nigeria can be achieved by outcome based

education. A lot of trainings, seminars,

workshops and webinars have been

organized by COREN to sensitize Nigerian

institutions for visibility and reputation of

the institution. Continuous Quality

Improvement, learning assessment,

effective staffing and course outcome are

very important in OBE. National

universities commission (NUC) and

COREN) have been given mandate to

accredit engineering programme in Nigeria.

Table 1 gave information that responses

from questionnaire outcome based

education approach needs more awareness

and better perception across engineering

institutions. The composite mean of 2.71

among learners is not good enough.



160

Table 1: Typical Perception of learners and educators on OBE

Figure 1 presented constituents in accreditation decision.



161

Figure 1: Constituents in Accreditation Decision

4.0 DIFFERENCES BETWEEN PREVIOUS ACCREDITATION PROCESS AND

NEW ACCREDITATION PROCESS OF INTERNATIONAL ENGINEERING

ALLIANCE (IEA)

Previous accreditation always examine

academic content, at staffing, physical

facilities of the programme such

equipment, quality of library facilities,

funding of programme, employer rating and

overall management of engineering

programme but outcome based education

go beyond this parameters for effective

education of our engineers. Previous

accreditation procedure does not great

impact on student like OBE systems which

is very impactful in terms of skill and

knowledge disemination. OBE is Student

Centred Delivery and it gives room for

better assessment and Continuous Quality

Improvements.

P21's Framework for 21st Century

Learning and Poverty reduction strategy

need to be incorporated into our educational

system for efficient training and

development as presented in figure 2 and

figure 3 respectively.



162

Figure 2: P21's Framework for 21st Century Learning

Figure 3: Poverty reduction strategy

Table 1 presented typical completed Course

Learning Outcomes (CLO) and Course

Evaluation Forms (CEF) for Fluid

Mechanics.

Table 2 also gave a typical Mapping of

Programme Learning Outcomes (PLOs)

with courses.

Figure 6 indicates important parameters for

OBE Application.

Table 1: Course Learning Outcomes (CLO) and Course Evaluation Forms (CEF)

CLO1 Types of fluid flow.



163

CLO2 Application of Bernoulli’s e uation to fluid measurement, pitot tubes, orifices,

nozzles, venturimeters, weirs, notches and rate meter.

CLO3 Types of machines, impulse and reaction turbines; Pelton wheels; Francis

Turbines. Unit speed, unit discharge, unit power performance characteristics

of pumps and turbines. Specific speed multi-stage pumps. pumping and piping.

CLO3 Dimensional analysis using Buckingham Pi theorems. Potential viscous flow

and shear forces in pipes and between parallel plates.

Reynolds experiment and Reynolds number. Drag and lift.

CLO4 Flow in single pipes. Wall friction. Minor pipe losses. Equation for radial

pressure variation. Radial flow. Free vortex flow. Forced vortex flow.

Secondary flow in beds.

CLO5 Measurements of flow

Figure 4: Important parameters for OBE Application

Table 2: Mapping of Programme Learning Outcomes (PLOs) with courses

Course

code

Course title Level of Emphasis of PLO

1 2 3 4 5 6 7 8 9 10 11

1 CVE303 Fluid

Mechanics for

Civil

Engineers

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓



164

CVE308 Structural

Design I

(Reinforced

Concrete)

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE311 Engineering

Surveying I

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE306 Soil

Mechanics

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

2 CVE411 Highway

Engineering

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE403 Hydraulics

Engineering

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE407 Structural

Design II

(Steel Design)

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

3 CVE507 Highway and

Transportation

Engineering

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE508 Geotechnical

Engineering

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVE509 Structural

Analysis II

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Special requirements of outcome based

education includes development of soft

skills and core skill within all curricula,

engineering ethics, development of

outcomes utilizing intellectual quality,

relevance and connectedness of topics,

socially supportive classroom environment

and global recognition. Figure 5 gave an

example of OBE framework for a typical

engineering programme.



165

Figure 5: OBE framework for a typical engineering programme

4.1 EFFORTS OF COREN TOWARDS BETTER EDUCATION IN NIGERIA

COREN has organized many workshops,

training, awareness, webinars and lectures

for awareness and education of all

stakeholders. They encourage adequate

staffing, equipment procurement, program

educational objectives, learning outcomes,

industrial training, curriculum development

and continuous quality improvement in

Nigerian institutions.

The analysis of the results obtained

revealed that quality delivery of lectures,

marketability of our graduates and is hinged

on adoption of outcome based education.

5.0 CONCLUSION

The advancement of our nation, viability of

global competitiveness, efficient training,

quality delivery of lectures, acceptability

within the international community,

synergy between academia and industries

can only be achieved through outcome

based education. Engineering challenges

can be overcome through effective

education system. The most all-inclusive of

curriculum reformation is the one from

outcomes‐based education (OBE).

Effective programme educational

objectives (PEOs), effective programme

outcomes (POs), course learning Outcomes

(CLOs), practical assessment tools,

effective and robust assessment planning,

continuous quality Improvement (CQI)



166

procedures are major requirements of

outcome based education. It is very

essential that there is robust and effective

synergy between our engineering

institutions and engineering industries for

effective training of our students. Mapping

of course learning outcomes with

programme educational objectives is very

important in OBE. The academic staff

should always work towards research that

contributes to teaching and learning in

Nigeria. With proper policy, legal

framework, funding and effective

regulation, the curriculum of outcome

based education will produce quality

engineering graduates in Nigeria.

6.0 RECOMMENDATIONS

Programme educational objectives should

address the needs of all stakeholders and all

expectations should be met. Mission and

vision of the institution should be

consistent. Cogent and define statement

should be put in place to enhance our

educational system. Industrial challenges

and occupational safety issues should be

handled holistically. Capacity building,

training and manpower development are

very essential. All lecturers need to

improve themselves on yearly bases for

better delivery. Skills, competence and

experience should be sharpened. Policy

document and competency profiling should

be properly prepared by experts and

researchers. Level of participation of

lecturers, researchers, administrators,

technologists, support staff and students in

the continuous quality improvement

process should be checked and monitored

by government and regulators. Student

work experience programme (SWEP),

Students’ industrial work experience

scheme (SIWES), employer rating research

and development programme should be

periodically monitored for effectiveness

and improvement. Government policies

related to engineering industries and

education institutions should align with the

implementation of this special engineering

training approach. COREN, NSE and NUC

should not relent in its effort in bringing

outcome based education into limelight for

global impact, effective manpower

development, and relevance of engineering

research in industries and international

recognition of engineering training in

Nigeria.

REFERENCES

Dayasindhu, N. (2002). Embeddedness,

knowledge transfer, industry clusters and

global competitiveness: a case study of the

Indian software

industry. Technovation, 22(9), 551-560.



167

Duruamaku-Dim Joy, C., & Duruamaku-

Dim, G. C. E. (2014). Entrepreneurship

Instruction with Information and

Communication Technology (ICT) and

Improvement of Entrepreneurial Practices

in Nigeria for Global Competitiveness.

Lopez-Claros, A. (2007). The global

competitiveness report 2007-2008 (pp. 3-

50). M. E. Porter, K. Schwab, & X. Sala-i-

Martin (Eds.). London, UK: Palgrave

Macmillan.

Malan, B. (2000). The New Paradigm of

Outcomes-based Education in Perspective.

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22-28. Retrieved August 2013 from

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afecs/vol28/malan.html

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Strengthen Nigerian Engineering Firms In

Consulting, Contracting And

Manufacturing For Competitiveness.

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925X Vol. 3 Issue 9, September – 2017.

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Budgetary Control: A Pragmatic Approach

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Issue-3, September 2018 Pages 01-08.

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168

A FRAMEWORK FOR PROMOTING ENTREPRENEURIAL AND

INNOVATIVE SKILLS IN NIGERIAN TERTIARY INSTITUTIONS

K.O. Lawal

Department of Mechanical Engineering,

Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria.

E-mail: [email protected] GSM no.: +234(0)7060763315

ABSTRACT

Entrepreneurship training promotes self-reliance and is vital to techno-economic and industrial

development of the country. This paper focuses on entrepreneurial skills acquired through

need-driven research in Nigeria. It examines the content of the engineering curriculum that

relates to skills acquisition and the current challenges associated with entrepreneurship

education in Nigeria. It proposes a theoretical framework for promoting of entrepreneurial and

innovative skills into engineering programmes in Nigerian tertiary institutions. The paper

proposes a learning model for integrated engineering entrepreneurship curriculum and designs

strategies for enhancing effective implementation of entrepreneurship training and programme

in Nigeria.

Keywords:Curriculum, education, engineering, entrepreneur, training.

K.O. Lawal

A Framework for Promoting Entrepreneurial and Innovative Skills in Nigerian Tertiaryinstitutions


169

1.0 INTRODUCTION

The future of any nation does not

only depend on the vast natural

resources it possesses, but the

specialised engineering skills,

competence and the ability of its

inhabitants to exploit these

resources. Engineering is the

foundation of technological and

infrastructural development of any

country. It is worthy of note that, the

current technological innovations in

the world are possible because of

the trained personnel in the field of

engineering and technology

(Adegbuyi & Uhomoibhi, 2008).

However, (Byers, et al., 2013)

argued that it was no longer

sufficient for engineering students

to graduate with only technical

education; but with basic

entrepreneurial knowledge and

skills in order to compete

favourably in the context of market

and business pressures. The

technological entrepreneurship

education will provide engineers

with great opportunity to employ

their skills through learning process

converting an idea or a concept or

invention into useful product of

commercial application. This

implies; that effective engineering

education which comprises of


education is required to create

opportunities for students to learn

and practice these skills as business.

However, the trend where seven to

eight years after graduation, young

graduate engineers are roaming the

streets has not declined (Salawu,

2002). There is a severe recession in

manufacturing and service sectors

to absorb this engineering graduate

in the last three decade. The

engineering education also does not

make the graduate engineers to be

self-reliance(Salawu, 2002;

Aderoba, 2000andAdamu, 2003).

That is why the Federal

Government of Nigeria in 2006

directed Nigerian Higher Education

Institutions to include

Entrepreneurship programme as a

compulsory course for all students

with effect from the 2007/2008

academic session (NUC, 2007).

Some Nigerian tertiary institutions

have centres for entrepreneurship

education on their campuses

However, many authors observed

that engineering graduates from

Nigerian tertiary educational

institutions still lack the necessary

skills required for entrepreneurship

K.O. Lawal



170

(Olorunfemi & Ashaolu, 2008;

Mahmuda, et al., 2012).One effect

of the identified shortcomings in the

curriculum and facilities is high

level of unemployable graduates.

They lack the real-life and

engineering skills to become an

entrepreneur. If these graduates

have relevant real-life and

engineering practical skills, they

would not be looking for jobs.

Instead they will be creating jobs by

using the skills they have for

productive ventures.An

entrepreneurial engineer is one who

has the knowledge, tools and

attitude required to identify

opportunities and bring them to life.

They are able to understand and

design for end users, function

effectively in interdisciplinary

teams, communicate effectively,

think critically, understand business

foundations, and solve open-ended

problems.

In the past three decades, there has

beena national awareness, calalysed

by pride but strongly motivated by a

need to improve the standing of its

people, and it has been manifested

in various forms but a current theme

has been expressed as a call for

overall self-reliance. As the

numeral strength of the groups in

the community that can support this

condition increases, this awareness

is slowly being translated into more

recognizable manageable-concepts,

principally the need to promote

technological development.The

recognition of technology as a

cornerstone to self-reliant

development is however, becoming

more acceptable as

practicalsituations arise that clearly

illustrate its position. Sadly enough,

the Traditional engineering

Curriculum existing in the older

Universities (which are first

generation and conventional

institutions)were not developed for

this trend of awareness in

technology as the cornerstone to

self-reliant development.In this

country presently, it more than

obvious that we actually need to

harmonise tutorship in the

engineering institutions with

analysis, design, synthesis and

research methods together with

cost(Esan, 1995). Nigerian

Universitiesremain as essential

component in the innovation

process, strengthening them

through improving University-

Industry interaction and

K.O. Lawal



171

collaboration, increasing the quality

of engineering and sciences

education, and encouraging them to

conduct research activities that will

lead to high level of technological

development(Esan, 1995).One way

to nurture entrepreneurial skills is

through the introduction of


education and training into

engineering education along with

appropriate/indigenous technology

development which shifts teaching

from knowledge-centred teaching

to a balanced knowledge-skills-

centred teaching. This is innovative

engineering training programme.

The innovative engineering training

is intended to ameliorate the

unemployment problem and to

promote technology advancement

and self-reliance. It is equally an

answer to our national aspiration for

technological advancement and

advancing entrepreneurial

education in engineering in

Nigerian tertiary institutions for

sustainable economic development.

It is against this backdrop that this

paper aims to critically examine the

challenges associated with

entrepreneurship educationfor

engineering undergraduate in

Nigeria; Furthermore, this study

describes a theoretical framework

for promoting entrepreneurial and

innovative skills into engineering

programmes. In addition, it

proposes innovative engineering

training programme in tertiary

institutions for Global

Competitiveness as well as

discusses a way of exposing young

engineers to technological

entrepreneurship through

integrating entrepreneurial skills

into core courses in engineering. In

addition, the paper develops a

learning model curriculum using

one of the foundational courses in

engineering as a case study to

achieve these objectives for

sustainable economic development

in Nigeria.

This paper is structured intosix

parts. Section IIfocuses on

entrepreneurial skills acquired

through need-driven research in

Nigeria. Section III examines the

content of the engineering

curriculum that relates to skills

acquisition and

The current challenges associated

with entrepreneurship education in

Nigeria. Section IV proposes a

K.O. Lawal



172

theoretical framework for

promoting of entrepreneurial and


programmes in Nigerian tertiary

institutions. Section Vproposes a

learning model for integrated

engineering entrepreneurship

curriculum and designs strategies

for enhancing effective

implementation of entrepreneurship

training and programme in Nigeria.

Section VI Presents conclusion.

2.0 ENTREPRENEURIAL SKILLS ACQUIRED THROUGH NEED-DRIVEN

RESEARCH IN NIGERIA.

Entrepreneurship skills are the skills

and competencies that will enable

young engineer seek and run an

enterprise successfully. It consist of

effective utilisation of ideas,

information and facts that help a

trainee develop competencies

needed for a firm career

commitments such as setting up

business, marketing services, or

being productive employers of

himself and others in salvaging the

global economic crisis.

Technological/engineering

entrepreneurship is the innovative

application of scientific and

technical knowledge by one or

several persons who start and

operate a business and assumes

financial risks to achieve their

vision and goals (Bamiro, 2005).

Through proper education and

experience, engineers provide an

essential bridge between the

continuous development of science

and the practical needs of society.

With increasing access to today’s

computing resources, engineers can

be equipped to translate scientific

discoveries into useful product and

know-how, they can improve

substantially the quality of live,

ensure the attainment of macro-

economic objectives (e.g.

unemployment reduction, balance

of payment surplus, etc.) by

innovation in goods and services

and generating durable, knowledge-

based employment.

Entrepreneurship is more ‘person-

oriented’ and ‘behaviour-oriented’.

It is not only ’information’ or

‘knowledge’ based but also it is a

combination of skills, attitude,

competencies and knowledge. The

entrepreneurship education

K.O. Lawal



173

involves training of engineers in a

special way by exposing them to

management and practical skills

that will facilitate the execution of

the functions of engineering

manager and risk taker. It focuses

more on learning and development

rather than teaching.

A course on entrepreneurship in

engineering curriculum should

basically motivate students for self-

dependency and self-sufficiency

with necessary entrepreneurial,

managerial and technical inputs.

The course may be designed from

the following inputs: creativity and

innovation; entrepreneurial values

and awareness; obstacles to

entrepreneurship development in a

depressed economy;

entrepreneurial motivation;

entrepreneurial competencies;

entrepreneurial opportunities and its

selection; enterprise management;

scheme and facilities available to

new entrepreneurs. The course on

entrepreneurship for engineering

students should also include the

following areas among others:

product process development;

modernisation and technology

upgradation; research and

development and technology;

identification and transfer of

appropriate technology; product

identification and selection; project

formulation and planning; and

project appraisal (Lawal, 2006).

The basic elements of technological

entrepreneurship are essentially the

features of an engineer-

entrepreneur. These include

(Bamiro, 1995): Ability to

conceive, identify a need in the

market place and pursue

opportunity-needs, wants, problems

and challenges; Ability to make

personal initiative and combine

resources in productive ways to

implement innovative ideas for new

thoughtfully planned ventures; The

ability to take well informed

decision that is concerned with the

application of resources and with

identifying new possibilities, new

products new methods of

production; and The ability to take

risks.

Engineering skills should also be

disseminated to engineer-

entrepreneurs for successful

practice (Onwualu & Adewoye,

2004). Some of these skills are:

Glass products making skills (test

tubes, glass cup, thermometers, eye

K.O. Lawal



174

glass, beakers, microbes); Plastic

products making skills (containers,

bags, cups, plates); Foundry

technology skills e.g. casting,

machine parts, solid minerals

processing; CNC machine skills;

Electronic products making skills;

and Machine design skills.

3.0 THE CONTENT OF THE ENGINEERING CURRICULUM THAT RELATES

TO SKILLS ACQUISITION

The prevailing engineering

curricula in most Nigerian

universities appear, from the

viewpoints of goal set, course

contents and orientation designed

for the production of job seekers

rather than wealth creators. These

curricula cannot help a nation

progress let alone extended the

frontier of technological

knowledge. The features of the

prevailing engineering curriculum

in a typical Nigeria University are

(Amuda, et al., 2004): Learning and

training materials are inadequate for

the production of top class

engineers demanded by the

competitive high-tech world we live

in; Curriculum contents in Applied

Sciences, Mathematics, Computer

Science and Business are grossly

inadequate. Most Universities

expose engineering students to only

foundation courses in their first year

in the University and just a semester

or two of Economics, Management

and Law courses in their final year;

One of the problems with

curriculum is the absence of real-

world experience. Most graduate

leave school with technical answers

to problems but lack the skills

needed to put their technical

knowledge to good use.They lack

the real-life skills to become an

entrepreneur; Curriculum does not

place emphasis on manufacturing;

Students are not well equipped with

appropriate skills, knowledge and

attitudes for technological

entrepreneurship; Teaching

laboratories lack modern

equipment; There is little or no

interaction between academia,

industry, Government and

international resource persons;

Curriculum is obsolete in relation to

current industrial practices;

Curriculum contains very little

knowledge and training in business

K.O. Lawal



175

aspects of engineering, and Student

population is far in excess of

infrastructural and teaching

laboratory facilities.

One effect of the identified

shortcomings in the curriculum and

facilities as presently structured is

high level of unemployable

graduates. If these graduates have

relevant engineering skills, they

would not be looking for jobs.

Instead they will be creating jobs by

using the skills they have for

productive ventures. The Asian

countries particularly, Indonesia

realized the importance of

entrepreneurship training and such

designed the training programme in

engineering to achieve, among its

various targets, the production of

graduates with strong business and

entrepreneurial skills (Amuda, et

al., 2004). This focus of the

engineering programme has been

very rewarding. The Indian

economy has its greatness in the

strong entrepreneurial focus of its

engineering training programme.

Twelve year after the introduction

of entrepreneurship education into

engineering education in Nigeria,

impart of entrepreneurship training

programme in tertiary educational

and training institutions is still very

low due to: ineffective


education to engineering

curriculum, curriculum relegating

the need for skills acquisition to the

background, course content still

lack functional technological

entrepreneurship and lack of

practice orientation among others.

3.1 THE CURRENT CHALLENGES ASSOCIATED WITH

ENTREPRENEURSHIP EDUCATION IN NIGERIA.

The primary goals of the Nigerian

tertiary educational institutions

education as stipulated by the

National Policy on Education

(Federal Republic of Nigeria, 2004)

are to:aContribute to national

development through high level

relevant manpower

training;bDevelop the intellectual

proper values for the survival of the

individual and society;cDevelop the

intellectual capability of individuals

to understand and appreciate their

local and external

K.O. Lawal



176

environments;dAcquire both

physical and intellectual skills

which will enable individuals to be

self-reliant and useful members of

the society;ePromote and encourage

scholarship and community

service;fForge and cement national

unity; andgPromote national and

international understanding and

interaction.

Specifically, items a, b, and d from

above are for the development of

entrepreneurship skills amongst

undergraduate. For this reason, the

Federal Ministry of Education in

2007, through the National

Universities Commission (NUC),

National Board for Technical

Education (NBTE) and National

Commission for Colleges of

Education (NCCE) directed that

entrepreneurship education be

included as part of the curricula of

the Universities, Polytechnics and

Colleges of agriculture (NUC,

2007, Akhuemonkhan et al., 2013).

Consequently, existing engineering

and technology curriculum in


institutions was reviewed and

entrepreneurial studies was

introduced as a platform that will

equip Nigerian graduates with the

necessary skills, competences and

disposition to be able to

significantly make positive

contributions to the Nigeria’s socio-

economic development and

compete globally.

Even though, the Federal

Government through, NUC and

NBTE, have made efforts to ensure

adequate engineering training that

will quip graduates with the right

skills, knowledge and attitudes that

are required for positive societal

impact, only 10% of graduates are

annually employed.

The identifiedchallenges

responsibleforestablishing an

ineffective entrepreneurial

education in engineering in

Nigerian tertiaryinstitutions areas

follows(Amoor, 2008):the

Lecturers lacking the required

practical entrepreneurial training

and skills. Even though over the last

five years, lectures’ awareness of

entrepreneurship education has

increased, majority still lack

knowledge regarding the aims,

contents and work method of

K.O. Lawal



177

entrepreneurship education. As a

result, they are unable to effectively

transfer the desired knowledge and

entrepreneurial skills to their

student; The task of incorporating

entrepreneurship-related

curriculum in existing education

programme in the Nigerian tertiary

educational institutions will require

a very long educational process; and

The cost implication of running

Entrepreneurship education is high

because both lecturers and students

need money to practice the theory of

initiating, establishing and running

enterprises. This has undoubtedly

constituted constraints, thereby

frustrating the integration of the

entrepreneurship in academic


educational institutions.

In a similarly study, Brown (2012)

highlighted basic factors that hinder

entrepreneurship education in


institutions. These include low

competitive spirit and poor

knowledge based economy; Lack of

funds; general school curricula

lacking entrepreneurship

programme; poor attitude towards

technical and vocation education

development; inadequate facilities

and equipment for teaching and

learning practical related course;

governments insensitivity towards

enterprise creation and expansion

strategy; and poor process planning

and execution.

4.0 A THEORETICAL FRAMEWORK FOR PROMOTING ENTREPRENEURIAL

AND INNOVATIVE SKILLS INTO ENGINEERING PROGRAMMES.

Theoretical Framework

One way to nurture entrepreneurial

and innovative skills is through the

introduction of entrepreneurship

education and training.

Interestingly, learning to become an

effective entrepreneur is not only

about knowledge but also about

process, best learned in an

experimental manner (Weilerstein

and Byers, 2016). It is also about

emotions, feelings and motivations,

which must be captured in


(Mäkimurto-Koivumaaa and Belt,

2015). Significantly, this new

educational paradigm must not only

include instruction in the technical

K.O. Lawal



178

fundamentals of engineering taught

in schools, but also adequately

integrate insight into the importance

of customer awareness, an

introduction to business values, as

well as a focus on the needs and

values of society (Satish and

Surendar, 2014). These principles

need to be incorporated into the

existing curricular as well as co-and

extra-curricular activities.

Concerning the framework

mapping of trainings for

entrepreneurship education, this

paper uses a framework adapted

from (Gana, et al., 2014).

Importantly, the framework follows

the model supported by the guiding

principles that are accepted by the

National Centre for

Entrepreneurship in Education

(NCEE) in the UK (Herrmann,

2008).

The principles are as follows: the

need for an enabling institutional

environment; the engagement of

key stakeholders within and outside

the institution; and the development

of entrepreneurial practices:

pedagogic approaches in teaching,

learning and support practices.

However, in order to achieve result

locally, a framework by Olorundare

and Kayode, (2014) was also

adapted in this paper. The modified

framework centers on 5 keys

stakeholders in the management of

education, namely students, staff

members, institution and private

and public sector partnership (See

Fig 1), this study proposes a

theoretical framework for

promoting of entrepreneurial and


programmes (Innovative

engineering training programme) in

tertiary institutions Nigeria.

This framework explains the

relationship between important

stakeholders such as students, staff

members, institution and both

private and public sector in ensuring

effective management of


outcomes (output and outcome

quality) depends greatly on the

input quality and process quality.

The input quality covers student’s

aspects which learn. While the

process quality, covers staff, which

involves improving student’s

ability, opportunity and incentive to

learn, and institution, which

K.O. Lawal



179

involves improving ability,

opportunity and incentive to teach.

The framework encourages


institutions ensure that recruitment

and selection of staff and students is

done on the basis of merit. Staff and

student should be exposed to

rudimental training and re-training

on entrepreneurial and knowledge

skills. All of this through a robust

curriculum, learning materials and

entrepreneurial supports in the form

of business plan competition,

Student creativity programs,

Student consulting projects,

Seminars and Training

Additionally, others are funds

allocation for carrying out

entrepreneurial activities such as

research and community service,

Dissemination of research results to

the society, internship with

successful entrepreneurs, Student

grants for good achievement, as this

will encourage student and staff

attitudes toward entrepreneurship

education. In addition, the

framework encourages improvised

teaching because lecturers can work

satisfactorily due to an appropriate

workload and freedom in teaching,

good salary, incentives and health

and life assurance (Gana et al,

2017).

To guaranty continuous

improvement on learning received

by the students, staff and alumni,

the feedback process (see Fig 1) can

constantly be evaluated. High

quality output and outcome

(Alumni/graduates) will be

recorded when characteristics,

competencies, and carrier choice of

alumni match with the desired

institutional goals and objectives of

graduating entrepreneurial

engineers(Gana, Okesola, Agara,

Suleiman, & Danania, 2017).

Entrepreneurship thrives in

ecosystems in which multiple

stakeholders play key roles, to help

address the issues of lack of

adequate funding, human resources,

dynamic engineering curriculum,

facilities (library, laboratories), and

collaborations partnership

mentioned earlier, Nigerian tertiary

educational institutions should seek

partnership with both public and

private sector for more funding,

support and supervision.

K.O. Lawal



180

The need to introduce marketing

strategies, as well as management

capacity and technological

entrepreneurship in the engineering

curriculum in our tertiary

educational institutions cannot be

over emphasised. Companies and

other institutions want engineers to

have entrepreneurial skills. Society

needs engineers who not only solve

engineering problems, but also who

can participate in bringing ideas and

products to market. Engineers must

develop entrepreneurship skills as a

way to be wealth creators and to be

active players in the industry.

Engineers require management and

leadership skills for all roles in

industry.

5.0 A LEARNING MODEL FOR INTEGRATED ENGINEERING

ENTREPRENEURSHIP CURRICULUM AND DESIGNSTRATEGIESFOR

ENHANCING EFFECTIVE IMPLEMENTATION OF ENTREPRENEURSHIP

TRAINING AND PROGRAMME IN NIGERIA.

The current curriculum in

engineering education in Nigeria is

a five year programme. The

curriculum allows for the teaching

of foundation science courses in the

first year as well as basic courses in

mechanics, fluid dynamics,

thermodynamics, workshop

practice, applied electricity,

strength of materials etc. in the

second year. The last three years of

curriculum are for teaching of

specialisation in specific

disciplines. The curriculum also

allows for supervised industrial

work experience schemes (I.T.) – a

sort of internship though poorly

coordinated and monitored (Mafe,

2002). Fig.1 depicts the current

curriculum in engineering.

5.1 Model for Innovative Engineering Training Programme in Tertiary

Institutions

Innovative engineering training

programme will facilitate

specialisation while allowing

opportunities for taking approved

courses from other areas. The

programme will allow the

K.O. Lawal



181

prospective young engineers to

have appropriate technical expertise

and human perspective. It

encourages comprehensive course

of lectures and practical in

industrial processes, management

and finance in engineering (Lawal

& Okunade, 2005).

Considering the special features of

the Nigerian economy and the

average Nigerian tendency for high-

paying jobs. The proposed model

will have the following basic

principles underlying it: The

development of sandwich type of

training; Close association of the

faculty with engineering and

technology companies;

Development of Industrial Training

Centers or Industrial villages;

Enabling environment;

Involvement of key stakeholder

(students, staff member, institution

and private and public sector

partnership) within and outside the

institution; and the development of

entrepreneurial practices:

pedagogic and anagogic approaches

in teaching, learning and support

practices.

Model Curriculum

The model will also have the

following as its elements: enhanced

foundation courses in the first two

years, and basic engineering

courses, industrial courses such as:

Product process development;

Modernisation; and Technology up-

gradation; research, development

and technology; identification of

and transfer of appropriate

technology; Product identification

and selection; Project formulation

and planning; and project appraisal;

Management and Law as well as

improved practical/ industrial

training content such as Student

Workshop and Experience Program

(SWEP) in the first two years and

Students Industrial Work

Experience Schemes (SIWES) in

the last two years. Others are case

studies, interaction with top level

management in Industrial Seminar

Series and Individual Student

Project/thesis that will be based on

a business plan/appraisal of existing

business concerns. The model is

pictured in Fig 2. Table 1

incorporates courses which expose

the students to Maintenance

engineering, Industrial management

and Technology planning and

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182

policy etc. such that engineering

graduates will be able to cope with

national aspirations of self-reliance

and technology advancement. Table

1 also shows the heavy practical

component of the programme and

accommodate: NUC minimum

guidelines; pedagogic model

(which is based on group concept of

education to solve specific national

problem (Bendicks, 1992; Esan,

1995); COREN accreditation. Table

2 gives credit distribution by levels

in the B. Engineering programme

for the new Engineering education

curriculum. This clearly shows the

heavy practical work component of

the programme.

The innovative engineering

education curriculum (Table 2)

incorporates engineering electives

which expose the students to

maintenance engineering and

technology planning and policy.

This addition is reflective of the

desire for new breed of engineers, to

cope with National aspirations of

self-reliance and technology

advancement. The course titles and

contents of the innovative

programme are given in (Ekhauere,

1984).

This study has developed an

Integrated Engineering

Entrepreneurship Curriculum that

aim to instill Entrepreneurial

mindset into future engineers

having observed that despite the

introduction of Entrepreneurship

course into the tertiary institutions

and acquisition of entrepreneurial

skills by the students from these

institutions, Their mindset have not

been shifted from seeking for jobs

to jobs creation. An Engineering

foundation course, Workshop

Technology, was used as case study

to develop the curriculum,

5.2 An Integrated Engineering Entrepreneurship Curriculum Model for Innovative

Engineering Training Programme in Tertiary Institutions

Learning model curriculum

A curriculum is a structured

document that outlines the

philosophy, goals, objectives,

learning experiences, instructional

resources and assessments that

comprise a specific educational

programme (Association for

Supervision and Curriculum

Development, (ASCD)). The

development of an effective

curriculum guide is a multi-step,

K.O. Lawal



183

ongoing and cyclical process. The

process progresses from evaluating

the existing programme, to

designing an improved programme,

to implementing a new programme

and back to evaluating the revised

programme.

5.2.1 Designing an Integrated Entrepreneurial Engineering Curriculum: Workshop

Technology I (MEE261) in EKSU as a Case Study

A curriculum was designed for

Workshop Technology I

(MEE261), a foundation course for

200 levels students of the Faculty of

Engineering, Ekiti State University,

Ado-Ekiti to include field trips,

brief stories from the lecturer’s

experience, guest speakers,

projects, and case studies that will

motivate the students as to the

relevance and importance of the

subject matter and allows

integration of non-technical aspects

of the profession such as personal

viewpoints, ethical and moral

considerations, business

considerations, soft skills, etc. The

curriculum was integrated with

entrepreneurial scenario that will

achieve the specific objectives of a

mandatory Entrepreneurship course

(ESC 201) to be offered by the same

engineering students at their 200

level. The objectives of the

Entrepreneurship course as

contained in EKSU (2015) are

to:acquaint students with history of

successful entrepreneur so as to

develop the can do spirit in them;

guide students to identify

marketable skills in their

environment; develop identified

skills into business ideas; conduct

feasibilities studies and writing

feasibility report; and start and

managing a business .

5.2.2 Integrated Entrepreneurial Curriculum for Workshop Technology I (MEE 261)

Workshop Technology I (MEE

261), a 2 units course, is one of the

foundation courses in the faculty of

engineering that is compulsory for

all engineering students of Ekiti

State University to pass before

graduation. The contents of the

course are: Introduction to

workshop practice, types of

machine: Lathe, milling machine,

shaper, drill, folding machine,

shear, press, etc.; their uses and

K.O. Lawal



184

tools. Safety in workshop;

Organization of the workshop;

Introduction to methods and tools

for producing thread, holes, slots,

tapers, etc. Introduction to wood

workshop tools, properties of wood

and their influence on the detailed

design of wooden structures and

components, e.g. wood fasteners,

and preservation measures(EKSU,

2010) (EKSU, 2010. pp.53).

The contents were used to formulate

a curriculum shown in Table 3. The

table depicts the general objectives

of the course, the weekly learning

outcomes, relevant case studies and

needed resources.

6.0 CONCLUSION

Promoting entrepreneurial and

innovative skills in Nigerian tertiary

institutions will contribute to job

creation, personal wealth creation

and financial independence,

increased creativity and greater

reliance on the production of local

goods and services for engineers

and populace, resulting in Nigeria’s

economic and technological

development.This paper focused on

entrepreneurial skills acquired

through need-driven research in

Nigeria. It examined the content of

the engineering curriculum that

relates to skills acquisition and the

current challenges associated with


Nigeria. It proposed a theoretical

framework for promoting of

entrepreneurial and innovative

skills into engineering programmes

in Nigerian tertiary institutions. The

paper proposed a learning model for

integrated engineering

entrepreneurship curriculum and

designs strategies for enhancing

effective implementation of

entrepreneurship training and

programme in Nigeria.

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K.O. Lawal



188

Adapted from (Gana, Okesola, Agara, Suleiman, & Danania, 2017)

Specialisation in Specific discipline

- 3 months Industrial Training -

Specialisation in Specific discipline continues

- 6 months Industrial Training -

Foundation sciences, Mathematics, Workshop practice, Engineering, Drawing 100 Level

Basic engineering courses, Mechanics, Thermodynamics, Strength of Materials, Engineering drawing, Applied electricity, Fluid dynamics 200 Level

300 Level

400 Level

More specialization in specific disciplines, Student project, One Management course, One Law course 500 Level

K.O. Lawal



189

Table 1: Credit Distribution by Level Innovative Engineering Programme

* Science and G.S.T.Courses **Entrepreneurship course Science Courses-

Physics, Chemistry and Mathematics

Tables: 2: Engineering Credit-Innovative Programme for Engineering Education

Level Industrial

course

General

Engineering

SWEP/

Workshop

Core

course

Specialist I.T Project Electives

Engineering

Others

100 - 6 4 - - - - - 40*

200 4 26 6 10 - - - 2 2**

300 4 6 4 31 - 6 - - 2**

400 2 5 3 15 - 12 - - -

500 4 - - 13 14 6 6 -

Total 14 43 17 69 14 18 6 8 44

S/N GROUP Total Credits

1 General Engineering (consist of Civil, Electrical, Mechanical, Computer etc.) 43

2 Core Course (either Core Civil, Core Electrical or Core Mechanical or Core Computer) 69

3 Specialist 14

4 Industrial Course 14*

Fig. 3: A Model Curriculum for Innovative Engineering Training. Adapted from (Amuda, Lawal, & Balogun, 2004)

Foundation sciences, Mathematics, Computer science, Engineer and the society, Workshop practice, Engineering, Drawing - SWEP I -

Basic Engineering courses, more courses in the Physical Sciences, Mathematics, Computer Science and Simulation Science

- SWEP II -

200 Level

Specialisation in Specific Discipline, Case studies, Courses in Management and Law (Industrial Courses) - 3 months Industrial Training -

300 Level

Specialisation in Specific Discipline continues, more case studies, students Mini projects, Industrial Seminar - 6 months Industrial Training -

400 Level

100 Level

500 Level More specialization in specific disciplines, Case studies, Maintenance Engineering, Student project, based on Proposal for business plan and appraisal of existing business concerns, Industrial Seminar.

Fig. 2: Algorithms of Existing Curriculum in a Typical Nigerian University. Adapted from

(Amuda, Lawal, & Balogun, 2004)

K.O. Lawal



190

*Maintenance, Management and Technology Policy Courses

5 Workshop Practice/SWEP 17

6 I.T. 18

7 Project 06

8 Engineering Electives 08

9 Others 44

Total 233

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176

Table 3: An Entrepreneurial Curriculum for Workshop Practice I (MEE 261)

PROMME: B.Eng. (Mechanical Engineering)

COURSE TITTLE/CODE:

WORKSHOP TECHNOLOGY I (MEE 261)

CONTACT HOURS:

1 hour (Lecture), 3 hours (Practical)/ Week

GENERAL OBJECTIVES: On completion of this course, the students should be able to:

1. Identify and prescribe safety precautions to the major causes of accident in Mechanical workshop;

2. Identify and use basic machine tools for the production of simple marketable engineering products;

3. Identify and use basic metal workshop hand tools for the production of simple saleable engineering products;

4. Identify and use basic wood workshop tools;

5. List and state the properties of common commercial woods in our environment;

6. Produce simple wooden products for commercial purposes.

7. Prepare feasibility study for the production of a specific metal or wooden product.

Topic 1: Introduction to Workshop Practice.

Week Specific Learning Outcome: Relevant Case Studies Resources

1 1.1 Explain the meaning and scope of woodshop practice

1.2 Describe the organization of workshop

1.3Discuss the roles of workshop in manufacturing process

1.4 Relate manufacturing processes to job creation

1.5 Discuss the socio-economic importance of job creation

Production of model layout of various

workshops suitable for small scale

engineer enterprises for local Artisans

like Welding, Foundry, Blacksmithing,

Carpentry/Furniture, Automobile, etc.

Field trips to small scale Engineering Artisans to investigate the challenges facing

from the organisation of their workshops.

Topic 2:Safety in Workshop


2 2.1 Explain the importance of safety

2.2Explain the uses of protective wears

2.3List safety rules and regulation in the workshop

2.4Identify entrepreneurial potential for Safety Engineer

(such as Safety Engineer Educator/Consultant, producer

And/or marketer of safety equipment, etc.)

Production and modification of simple safety wears

and equipment based on the learning outcome of

Safety in the workshop

Market survey of common safety wears and equipment to be

familiar with their suitability, availability and affordability.

Topic 3: Introduction of Machine Tools


3 3.1 Explain the meaning and general functions

machine tools.

3.2 List the safety precautions necessary in machine tool

workshops.

3.3 Discuss the importance of tools industry to

technological development of a nation.

Production of Seminar paper on Prospects and

Challenges of Small Scale Engineering Industries.

Visit to Mechanical Engineering Workshops in the University

Topic 4: Types of Functions of Machines Tools: Lathes. Milling Machine, And Shaping Machine


4-6 4.1 Describe main type of lathes (such as capstan, turret ,

Centre and bench lathes) and their accessories

4.2 Describe the Different operations that could performed

On the lathe

4.3 Describe the types and main features of milling machines

4.4 Describe the operations that could be performed on the

milling machine

4.5 Describe the types and main features of shaping

machines

4.6 Describe the operations that could be performed on the

shaping machine

Presentation of Seminar paper on Prospects and

Challenges of Small Scale Engineering Industries.

Field trip to small scale Machine Tools Industry in their locality

Topic 5:Types Of Functions Of Machines Tools: Grinding Machine, Drilling Machine, etc.


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176

7-8 5.1 Describe different types of grinding industries

5.2 Identify the main features of grinding machines

5.3 Describe the structure of grinding wheels and

Identification of wheels for grinding different types

of materials

5.4 Describe features, fixtures and operations of other basic

machine tools e.g. drill, folding machine, shear, press,etc.

Preparation and presentation of Seminar paper on the

Relevance of Engineering to Job creation

A successful Engineer Entrepreneur in their locality as a guest

speaker

Adapted from (Idris & Adeyemi, 2018).





KEY STRATEGIES FOR TRANSFER OF PRACTICAL ENGINEERING SKILLS IN

ENGINEERING EDUCATION IN NIGERIA USING CONCURRENT

TRIANGULATION MODEL Queeneth Adesuwa and Kingsley-Omoyibo

Igbinedion University Okada, Okada town, Edo State, Nigeria.

[email protected]

ABSTRACT

Engineering education, to be able to produce holistic and strategic transfer of practical education, should include

soft skills into technical/hard skill training. In this study, The Key strategies for transferring engineering

education using Soft skills such as team work are: identifying, accessing and analyzing the selected soft skills

that will transfer practical engineering skills. From the three (3) selected soft skills; negotiation skills, inter-

personal skills and team work skills, the impact of teamwork skills was explained at 96.2% coefficient of

determination, R2 as the practical skills needed for development in engineering education followed by 91.5% for

negotiation skills and 89.6% for inter-personal relationship skills. The ”F” statistics of teamwork skills,

negotiation skills and interpersonal skills with values of 21.300, 17.054 and 7.255 respectively at probability

(sig) = 0.000b conducted at 5% level of significance in the regression results, showed there is a statistical

significance and linear relationship between teamwork skills, negotiation skills and inter-personal skills. From

the Durbin Watson statistics value of 1.954, 1.935 and 1.928 respectively, there is absence of serial auto

correlation in the regression analysis showing that results compiled from the model, can be relied upon in

implementing strategies for development and transfer of practical engineering skills in engineering education in

Nigeria.

Keywords: Concurrent triangulation model,

Practical Engineering skills, Team work skills,

Negotiation skills, Interpersonal relationship skills

and Team roles

Formatted: Font: Times New Roman, 12 pt


Queeneth Adesuwa, Kingsley-Omoyibo

Key Strategies For Transfer Of Practical Engineering Skills In Engineering Education In Nigeria, Using Concurrent Triangulation Model.


Acquiring practical engineering skills in Nigeria,

beyond classroom knowledge as it pertains to

engineering education in Nigerian universities, is

significantly on the increase, hence, strategies for

transferring practical engineering skills in

engineering practice have been spelt out to be:

identifying, assessing and analyzing the selected soft

skills. The selected soft skills in this study are team

work skills, negotiation skills and inter-personal

relationship skills. These skills will help to transfer

practical engineering skills into our curriculum in

other to make lectures attractive for engineering

students, increase success of interns and boost

innovations. In analyzing, two steps were taken: 1.

learning by doing (LBD) where soft skills for

engineers are learnt by action. These soft skills are

acted and engineers in turn learn these soft skills by

doing. 2. Curriculum restructure where seminars

should be embedded into curriculum to interact, learn

and ask questions where in doubt [5]. Empathy,

active listening, honesty, responsibility, commercial

awareness, charisma, resilience, boldness,

collaboration and problem solving skills should be

learnt [5]. The use of soft skills by employees in the

tourism industry will help to encourage diverse

background with cross cultural links [11],

Having adjustments in social and emotional areas of

business will hold to make a head way in the present

decision hiring today's employees [10].

1.1 Team Work Skills

Naturally some engineers are good at team skills

while others are poor at team skills. Team skills

ability of anyone, will only be effective if developed

and practiced. Team work skills are skills needed to

develop teamwork, manage team members,

tactically carry out team task and stay focused on the

purpose of the team. The four groups of teams

needed to carry out team task are: special purpose

team, e.g. covid-19 team, multi-purpose team e.g.

multidisciplinary research team, self-directed team,

management team e.g. Nigerian Society of

Engineers/(NSE) executive members made up of

president of NSE, vice president, secretary, technical

secretary etc. and Executive team, e.g The President

of Nigeria, the vice president and the chief of staff to

the government.

INTRODUCTION

In order to keep up with latest technologies in

engineering development and produce industry ready

students, Engineering training should involve real

world experiences using team work

skills[1].Engineers cannot work in isolation but work

effectively with teams comprising of six to eight

members or more as the case maybe. Engineers work

with teams to achieve information ordering,

reasoning out induced ideas, having a robust

knowledge of experiments, having independent

thinking, determination, investigations for facts,

managing inventory and being commercially aware

of industry latest [1].




After a team is established, the goals of the team are

listed. As the team sets to work, developing action

plan, evaluation plans, reporting of outcome and

communication is critically executed. To do this,

members of a team are assigned duties [9]. For team

task to be easy, team roles and team clarities are

mapped out [2]. Team members comprise of : Team

plants, team shapers, team completers, team workers,

team evaluators, team experts and team stabilizers

[12]. Team stabilizers are members of a team that are

strategically noted for spurring the team to succeed

by providing monetary support, material support and

emotional support. Some of the team work skills

needed for teams to succeed are: Conflict resolution,

Decision making, Reliability, Planning skills,

Respectfulness , Tolerance, Creative thinking,

Language skills, Motivation, Problem solving,

Listening skills , Building rapport, Persuasion,

influencing, Community building , Collaboration ,

Critical thinking and Mediation. A sound team leader

should be one with wisdom and integrity [3].

Engineers need to have Team Culture that will help

to stop Team members from becoming cynical,

which can cause a big problem in the team and may

disorganize the entire team, thereby creating a

desperate need for a team culture. Team culture is

that which pulls a team together, spurs the team to

work, promote trust, autonomy and enhance

efficiency of the team [4 Engineering Education, no

doubt needs soft skill training.

1.2 INTERPERSONAL SKILLS

A show of Interpersonal skills is close association

amongst individuals’ right from the initial meet.

Skills that one possesses and is able to establish deep

relationship based on regular meet, social meet, love

and solidity is a clear example of Interpersonal skill

[6]. Some of the skills needed for interpersonal

relationship are: flexibility, empathy, patience,

motivation, dependability, communication skills and

understanding. Engineers with interpersonal

relationships skills will be able to build innate

personality traits [7].

1.3 Negotiation Skills

Negotiation skills allow one to pay attention to verbal

language, non-verbal language and listening with the

eyes and using body gestures. Facial expressions are

decoded and engineer with negotiation skills is able

to: adapt, is resourceful, committed, honest, and

confident, result oriented [8]. Figure 1 explains the

relationship between engineering skills, the three

skills 1. Negotiation skills 2. Team skills and 3.

Interpersonal relationship and their prospects

2. Gaps of Present Research

Academic programs in our tertiary institutions are

devoid of acquisition of soft skills training. Hence,

improving teaching methodologies by embedding

soft skills training into the teaching curriculum of

hard skills, will take engineering education beyond

academic knowledge to acquiring special skills to




sharpen graduates for the future and getting them to

be industry ready.

To bridge the gap, engineering students should get

involved in power point presentation in every lecture

groups discussions and making all topics in

engineering interesting using re-thinking, re-

planning and re-structuring with soft skills sets such

teamwork, negotiation skills and interpersonal

relationship skills.

3. Methodology

The concurrent triangulation model was used in this

study to collect data, analyses the date collected and

merged results are recorded. This model is in two

phases. Phase1 collects data and analyses data using

descriptive statistics. Data is collected using close

ended questions questionnaires and phase1 is the

Quantitative phase. The Qualitative phase, the phase

2 deals with collections of data using in-depth

interview with data being analyzed using the

thematic analysis. The final result is collected and

recorded.

3.1 Research Questions

This research answers the following research

questions:

1. Is there any significant relationship between

practical engineering skills and team skills?


negotiation skills and practical engineering skills?


interpersonal skills and practical engineering skills?

The main objective of the study is to empirically

examine the relationship between team work skills,

negotiation skills and interpersonal skills.

3.2Hypothesis Testing

Hypothesis formulated using the results formulated

from the regression analysis, were carried out in a

Null form. The Decision rule: P-values greater that

0.05 (5%) level of significance, we accept the null

hypothesis (H0): and reject the alternate (HA) : , if the

P-value is less than 0.05 (5%) level of significance,

we accept the alternate hypothesis (HA) and reject the

null hypothesis (Ho). from Table 8 results.

1. Hypothesis One

H1: There is no significant relationship between

practical engineering skills and team work skills in

engineering practices.

The P-value for team work skills in the regression

result is 0.00 which is less than 0.05. Following the

decision rule, we reject the null hypothesis (H0) and

accept the alternate hypothesis (HA), that there is

significant relationship between team work skills and

practical engineering skills in engineering practices.

2. Hypothesis two:


practical engineering skills and negotiation skills.

The P-value for negotiation skills in the regression

result it is 0.000. The P-value is less than 0.005.

Following the decision rule, we reject the null

hypothesis (H0) and accept the alternate hypothesis

(HA), that there is significant relationship between




negotiation skills and practical engineering skills in

engineering practices.

3. Hypothesis three:


inter-personal skills and practical engineering skills

in engineering practices.

The P-value for inter-personal skills in the regression

results is 0.000. The P-value is less than 0.005.

Following the decision rule, we reject the null

hypothesis (H0) and accept the alternate hypothesis

(HA), that there is significant relationship between

inter-personal skills and practical engineering skills

in engineering practices.

4. RESULTS AND DISCUSSION

Table 1: Questionnaire survey collected, analyzed

and recorded (Phase1)

S/N Questionnaires (closed ended

questions)

Engineering

skills

Frequency Percentage

(%)

1 Team skills 81 43.5

2 Negotiation

skills

45 24.2

3 Interpersonal

skills

60 32.3

Total

186 100

From Table 1, team work skills responses were

recorded at 81 responses with 43.5% indicating that

from the 186 respondents, a high response was

recorded from team work skills showing that

respondents were of the opinion that practical skills

engineering will be achieved if team work skills are

transferred and incorporated into engineering

practices. The least response was recorded with

negotiation skills. 45 responses at 24.2% were

recorded. 60 responses were recorded for negotiation

skills at 32.3% showing that respondents were of the

opinion that engineers with negotiation skills will

function better in practical engineering skills for the

development of engineering education

Table 2: Table of in-depth interview responses (phase 2)

S/N In-depth interview responses

Engineering

skills

Frequency Percentage

%

1 Team skills 103 55.4

2 Negotiation

skills

32 17.2




3 Interpersonal

skills

51 27.4

Total

186 100

From Table 2, team work skills had highest response

at 103 responses with 55.4%, followed by

interpersonal relationship skills of 51 responses at

27. 4%. The least responses were negotiation skills

with 32 responses at 17.2%. From the questionnaire

survey and in-depth interview records, team work

skills had the highest responses showing that tam

work skill impacts more on engineering skills and

will help put a value to real world experiences.

Practicing team work skills will produce skills setts

for task, help evaluate plans, stay focus on

engineering task to produce positive results.

Table 3: Merged results of phase 1 and phase 2 .

From Table 3, it can be seen that team work skills

recorded the highest response with an optimum value

of 49.5%. Indicating that almost half of the total

responses were of the view the team work skill is a

skill set that if when practiced, will transfer practical

engineering skills in engineering practices for

national development.

Table 4: Table of Residual Statistics

Minimum Maximum Mean Standard N

S/

N

Engineerin

g skills

Questionnaire

s

In-depth

interview

Merged results Optimum values

Frequency Frequency Total

Frequency

Total

percentage

percentage

1

Team work

skills

81

103

184

98.9

49.45

2 Negotiation

skills

45

32 77 41.4 20.70

3 Interperson

al

Relationshi

p skills

60 51 111 59.7 29.85

186 186 100




deviation

Predicted

values

2.7373 4.8317 3.8740 1.19124 186

Residual -2.7372 7.48771 0.000 0.96314 186

Standard

predicted

value

-5.9440 5.0070 0.000 1.0000 186

Standard

residual

-2.8340 7.7530 0.000 0.9970 186

A summary of regression analysis of team work

skills, negotiation skills and interpersonal skills.

A simple regression analysis was used to estimate the

relationship between team work skills, negotiation

skills and interpersonal skills. The regression

analysis is shown in Table 4.

Table 5: Summary of regression analysis

Model Sum of

squares

df Mean

square

F

value

Significance

Regression 6.766 1 6.766 7.255 0.008

Residual

171.614

184

0.933

-

S/

N

Engineerin

g skills

Questionnaire

s

In-depth

interview

Merged results Optimum values

Frequency Frequency Total

Frequency

Total

percentage

percentage

1

Team work

skills

81

103

184

98.9

49.45




Total

176.380

185

-

-

Conducted at 5% level of significance and used to

test for the formulated hypothesis.

The impact of team work skills in engineering

education for engineering skills was explained at

10.4% of increase in engineering skills while 89.6%

is the cause for reasons for the need for team skills in

engineering education at a coefficient of

determination of 0.104. The coefficient of

determination (adjusted R-square) value was

recorded at 0.099. This implies 9.9% for team work

skills, 8.0% for negotiation skills and 3.3% for

interpersonal skills after adjustment to the degree of

freedom. The F-statistics test of 21.300, 17.054 and

7.255 for team work skills, negotiation skills and

interpersonal skills respectively showed there exist

statistically significant linear relationship between

team work skills, negotiation skills and interpersonal

skills as it relates to engineering skills. For the R-

square coefficient of determination for skills, 8.6%

explains the decreases in negotiation skills while

91.5% explains the need for negotiation skills in

engineering skills to boost engineering education

3.8% explains the decrease in interpersonal skills

while 96.2% are reasons for boost in soft skills in

engineering education. In summary for team work

skills 89.6% will cause change in engineering skills

if implemented in engineering education, 91.5% for

negotiation skills will cause changes in engineering

skills of implement in engineering education and

96.2% will cause changes in engineering education,

build up engineering skills and enhance engineering

education. All these finding collated the Durbin

Watson statistics of 1.954, 1.935 and 1.928, implying

that there is absence of serial auto correlation in the

regression analysis. This shows that results complied

from the model, can be relied upon in implementing

engineering skills in our tertiary institutions.

The F-statistics test of 7.255, 17.052 and 21.300 at

prob (sig)= 0.000b conducted at 5% level of

significance showed in the regression results

showed, there is a statistically significant linear

relationship between Team work skills, Negotiation

skills and Interpersonal skills. The result further

agreed with the t-statistics of 0.00 showing that there

is a significant relationship between team work

skills, negotiation skills and interpersonal

relationship skills.

5. FINDINGS




There is a significant relationship between team

work skills, negotiation skills and interpersonal skills

in transfer of practical engineering soft skills.

This study provides empirical evidence on the

strategies for development and transfer of practical

engineering soft skills.

Academic programs in our tertiary institutions will

be enhanced with the acquisition of soft skills

training

Acquiring special soft skills like team work skill,

will help to sharpen graduates for the future and get

them ready for Nigerian industries.

The gap in skills sets will be bridged, as engineering

students getting involved in power point presentation

in every lecture group’s discussions will make all

topics in engineering interesting.

using Re-thinking, re-planning and re-structuring of

engineering curriculum, soft skills sets such

teamwork skills, negotiation skills and interpersonal

relationship skills should be introduced in order to

have a holistic Engineering education.

6. ACKNOWLEDGEMENT

None declared

7. CONFLICT OF INTEREST

The author confirms that this article content has no

conflict of interest.

CONCLUSIONS:

From the findings of this study, it can be concluded

that team work skills, negotiation skills and

interpersonal skills are skills that can be transferred

and incorporated into practical engineering skills for

development of engineering education in Nigeria.





202

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on engineering education with industry

academia collaboration”. International

journal of research in engineering

technology and management (IJRETM)

special issue, ISSN 2347-7539. Vol.8,

no.6, pp. 898-911, 2014.

2. M.S., Uddin, Khan, M.A, and M.

Solaiman,” University industry

collaboration” (U-I-C) for developing

highly skilled and productive business

graduates in Bangladesh International

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resources Vo.5, no.1, pp. 31-41, 2015.

3. W.J. Steve, Kozlowski, Enhancing the

effectiveness of work groups and teams:

A reflection. Sage journal, journal of

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https://doi.org/10.1016/j.procs.2010.12.185





203

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) FOR

SUSTAINABLE DEVELOPMENT IN NIGERIA AND JOB CREATION

O n om e Di amo nd Ay o U nu avw od o

d o nom e .u nu avw od o@ gm ai l . com

+2 34 70 64 16 93 91 & 0 80 33 09 01 01

ABSTRACT

Technical and vocational education and training is the bedrock for industrial and economic growth of

nations and the socio-economic growth and wellbeing of her citizens. This is achieved through structured

curricula designed to produce individuals for both wage employment and self-employment. TVET

Institutions which are able to produce high ranking individuals with the right attitude, knowledge and

competencies that are much sort after by employers and industries, or produce self-employed individuals

will be deemed to have validated the role of TVET as tool for Wealth and Job Creation. Decades ago,

TVET institutions were established in Nigeria by the regions as TRADE CENTERS to produce Man-

Power needed for their industrialization. Their aims for establishing them were fully realized. However,

in recent Nigeria, with high poverty level and unemployment, we can no longer say that TIVET’s role is

achieved. Thus, this research is apt, to ex-ray Stakeholders roles: Government, Institutions, Students,

Curricula, Industries to answer when, where, what, how can we restructure.

KEY WORDS: TVET, Wealth, Job creation.

INTRODUCTION

All over the world, nations desiring to grow

industrially and economically and as well have

interest in the socio-economic growth and

wellbeing of her citizens must deliberately

embrace and invest in Technical and vocational

education and training (TVET). Successful

completion of effective and functional TVET

program leads to vocational qualification that is

relevant to the labour market and recognized by

the relevant authorities and employers in the

country in which it is obtained UNESCO (2007).

This implies that TVET delivery system has the

potential to train and provide the skilled

workforce that the nation needs, and in the

process create employment, thereby eradicating

poverty, under-development, technological

backwardness and promote national security

Audu, Karim and Balast (2013). Nigeria adopted

TVET decades ago. In the fifties, TVET

institutions were established in Nigeria by the

different regions as TRADE CENTERS and

TRADE SCHOOLS, most of them became


O n o m e D i a m o n d A y o U n u a v w o d o

Technical And Vocational Education And Training (Tvet) For Sustainable Development In Nigeria And Job Creation


204

TECHNICAL COLLEGES in the seventies,

with time and needs, some have transformed to

tertiary institutions. Yaba Trade Center, Lagos

played significant role in producing manpower

needs for industrial growth within the Western

region while Government Trade Centre (GTC),

Sapele (now Sapele Technical College, STC)

played similar roles in Midwest region. There

used to be very strong synergy between the

schools and industries, leading to recruitment

drive resulting in good number of graduating

students getting employed even before finishing

their final examination. Shell Petroleum

Development Limited, SPDC and other oil

industries; African Timber and Plywood, AT&P;

National Electric Power Authority, NEPA; Delta

Steel Company, Aladja-Warri; etc, were among

industries where significant number of graduates

from GTC / STC gained employment regularly.

Those with entrepreneurial zeal created self-

employment. Majority of the standard Furniture

& Woodworks industries within the region were

established by graduates from GTC / STC.

Therefore, it is pertinent to present that the above

stated gainful employments (wage employment

and self-employment) of TVET graduates

directly translate to both wealth and job creation.

Thus, validates the topic that TVET outputs

Wealth and Job Creation. Is this statement still

true in today’s Nigeria? Giving the high poverty

level and high rate of unemployment, the

unbiased answer is a resounding NO. When did

this change? What went wrong? If we must revert

for good, what shall we do?

The aforementioned lend credence to indebt

exposition of the subject with a view to

presenting findings. In the course of this research,

the following TVET stakeholders and issues

featured prominently amongst the factors

requiring intervention for a repositioned TVET in

Nigeria: Government and agencies; Schools and

institutions; Educators and instructors; Students;

Industries; Funding. In all these, the role of

government in rebranding TVET in Nigeria is

urgently required to launder it from long years of

neglect and negative image. The research

revealed serious apathy towards TVET as the

general thinking by the public and students is that

TVET programme is meant for dull and

academically never-do-well students.

CONCEPT OF TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING (TVET):

Technical and vocational education and training

is aimed at producing high ranking individuals

with right attitude, knowledge and competencies,

correctly baked and well grounded in

proficiencies that are much sort after by

employers and industries. The recipients become

the “needed solutions” by industries; thus,

migrate from “Unemployable”. Through the

training, recipients are also empowered and

positioned for self-employment. In its broadest




205

definition, TVET includes technical education,

vocational education, vocational training, on-the-

job training, or apprenticeship training, delivered

in a formal and non-formal way (NICHE, 2010).

According to Aftab and Mohd (2012), vocational

education plays a significant role in providing the

skilled workforce required for the development

of any country. Broadly speaking, the National

Association of States Directors of Career

Technical Education Consortium (NASDCTEC)

acknowledged that: TVET provides students and

adults with the technical skills, knowledge and

training necessary to succeed in specific

occupations and careers. It also prepares

students for the world of work by introducing

them to workplace competencies that are

essential no matter what career they choose. And

TVET takes academic content and makes it

accessible to students by providing it in a hands-

on context (NASDCTEC, 2003).

UNESCO-UNEVOC (2012) stating the

important role of TVET in its report: this form of

education has great prospect for tackling poverty,

enhancing employability through skill

acquisition and boosting sustainable

development in different continents. Many

people, both in developed and developing

countries recognize the important role that TVET

play in equipping individuals with requisite

skills, thus enabling them effectively participate

in social, economic and technology innovation

processes Netherland Organization for

International Cooperation in Higher Education

(2010).

TECHNICAL AND VOCATIONAL EDUCATION AND

TRAINING (TVET) AND THEIR TYPES IN

NIGERIA:

TVET is designed to train skilled and

entrepreneurial workforces that are needed to

create wealth that would help reduce the menace

of poverty and unemployment Maigida (2014).

According to UNESCO-UNEVOC (2006) in

Ogbunaya & Ekereobong (2015), TVET is

classified into three categories: formal, non-

formal and informal TVET.

Formal TVET: refers to organized vocational

education programmes provided within an

approved public or private vocational or training

institution and it is structured (in terms of

curriculum, learning objectives and learning

time) in such a way that it constitutes a

continuous “ladder” where one level leads to the

next and finally leads to certification. In a

nutshell, formal TVET covers vocational

education programmes provided within approved

public and private institutions. It is intentional

from the learner’s perspective, it is school-based,

it has rigid curriculum, and the entry qualification

of trainees are fixed. Moreover, teachers in the

formal TVET delivery system are required to be

trained technical / vocational teachers with

relevant vocational teachers’ ualifications.




206

Non-formal TVET: is the type of vocational

education and training which takes place outside

the formal school system, either on a regular or

intermittent basis. It has the advantage of a short-

term training period; it is occupation-specific; the

main emphasis is on the acquisition of practical

skills for self-reliant or direct employment in

relevant field. For this reason, skilled craftsmen

with some pedagogical training may be engaged

as instructors.

Informal TVET: is the type of vocational

education that is provided by craftsmen of

different trades in the informal sector of the

economy. It is more appropriately often referred

to as vocational training or experience based

learning and is usually carried out in form of

apprenticeship system. Thus, the informal TVET

is characterized by the non-existence of any

curriculum or structure as there is no well-

designed scheme and the method of training is

not always sequential. The master craftsman

decides out of his experience what the apprentice

should learn.

CURRENT STATUS AND CHALLENGES OF

TECHNICAL AND VOCATIONAL EDUCATION AND

TRAINING (TVET) IN NIGERIA:

Literature evidences available indicate that the

status of TVET programmes in Nigeria is

ineffective and of very low quality coupling with

numerous challenges against the attainment of

quality TVET programmes in Nigeria

Akhuemonkhan & Raimi (2013); UNESCO

(2009) and Maigida (2014). There had been

persistent petitions by the labour market, that

Nigerian university graduates (TVET graduate

inclusive) do not possess employable skills

which could be traced to the implementation of

TVET curricula in schools. According to Puyate

in Umar and Ma’aji (2010), the present state of

facilities in TVET institutions is very poor, there

is no planned measures of maintenance of the

already broken down equipment or means of

acquiring new ones, there is hardly or no concern

on the part of government, teachers and students

for the development of the present state of the

facilities. Similarly, Afeti (2007) in Audu, Aede,

Yusri, and Muhammad (2013), stated that, the

quality of training in TVET institution in Nigeria

is low with undue emphasis on theory and

certification rather than on skills acquisition and

proficiency testing.

Quality Factors: according to Tiamiyu and

Babalola (2013), the quality of Nigeria education

is poor due to poor leadership and corruption.

The Romanian Ministry of Education, Research

and Youths (n.d), specifically defined quality of

technical and vocational education and training

(TVET) as the totality of characteristics of a

learning programme and its provider, through

which the expectations of the beneficiaries and

the quality standards are met. They maintained

that in TVET, quality is directly related to the

achievement of the learning outcomes




207

(knowledge, skills and competences achieved at

the end of the learning process) that fulfills the

expectations of the key stakeholders, which

include students, employers and the community

in general.

THE ROLE OF STAKEHOLDERS AND THE WAY

FORWARD IN REPOSITIONING TVET FOR

WEALTH AND JOB CREATION:

The closer the relationship between TVET

institutions and actual workplace practices, the

greater the relevance of TVET curricula and the

better the chances of TVET graduates becoming

employable. Government must play its statutory

role and as well take the lead to coordinate and

galvanize all TVETs stakeholders (Government

and its agencies, schools & institutions, educators

& instructors, labour market & industries, private

partners, etc) into action.

Need for Public Private Partnerships (PPPs):

The current state of the nation’s economy makes

it almost impracticable for government alone to

revive TVET sector in the country. Therefore,

there is dire need to partner with public sector and

industries through ‘Public Private Partnerships’

(PPPs). Ayomike, Igberadja, Igberaharha and

Okeke (2015), PPPs between TVET institutions

and industries is simply the coming together of

TVET institutions and industries to achieve goals

and objectives of common interest as contained

in the partnership agreement duly formulated and

signed by both parties. This type of partnership is

beneficial with TVET institutions, TVET

personnel, TVET students, partner communities,

industries, and the general public. Similarly,

UNESCO-UNEVOC (2012) posited that

Partnership between TVET institutions and

private sector industries could foster TVET

teacher education through acquisition of practical

skills and development of positive professional

attitudes as well as providing opportunities for

teachers to have industrial experience. In

addition, it will enable teachers to have access to

the latest technology and practices and also

enable TVET institutions to know the level and

types of skills currently required. Moreover, an

effective collaboration between TVET

Institutions and private sector industries will

ensure that TVET curricula and teaching

methodologies are up to date and relevant to

needs of the industry.

CONCLUSION:

This research revealed a profound truth that all

over the world, Technical and vocational

education and training (TVET) inculcate in

recipients high impetus for wealth and job

creation either through wage employment or self-

employment. It observed that decades ago,

Nigeria enjoyed the benefits of adopting TVET

as it resulted in industrial growth of the nation;

thus boost wealth and job creation. It agreed that

this is no longer the case today due to neglect of

TVET institutions. However, it is believed that




208

the nation can reenact past feat if governments

adopt recommendations of this research.

Government is charged to diligently rise to its

statutory roles and as well coordinate all other

TVET stakeholders.

RECOMMENDATIONS:

1) Government to be counselled to appreciate

what Nigeria stands to benefit if TVET is

embraced.

2) Conviction on item no.1, declare “State of

emergency on implementation of TVET in

Nigeria.

3) Convoke stakeholders to draw roadmap for

revamping TVET.

4) Sustained commitment and genuine political

will by government to implement roadmap;

including funding.

5) Government to urgently drive advocacy and

reorientation of citizens to correct negative

perceptions towards TVET

6) Reorientation of TVET students more

towards TVET’s role as self-employment

than wage employment

7) Public Private Partnerships with and among

stakeholders

8) Adequate provision of TVET infrastructures

& facilities including electricity

9) Training and retraining of teachers and

instructors, including regular workshops and

seminars

10) Revision of TVET curricula in line with

global trend to address industry needs

11) Better synergy between TVET institutions

and industries through exchange programmes

12) Adequate internal and external monitoring

and supervision of TVET programmes

13) Adequate provision of scholarships, loan and

grants for TVET teachers and instructors

REFERENCES:

Adebile, O. A. & A. O. Ojo (2013). Issues of

Vocational and Technical Education On Vision

20 2020. International Journal of Management

Sciences and Business Research.

http://www.ijmsbr.com

Aftab, U. A. & Mohd, H. R. (2012). Industrial

linkages of TVET programs in Bangladesh

UCEP progress – A successful model.

Proceeding of 2nd UPI International Conference

on Technical and Vocational Education and

Training Bandung, Indonesia. 4-5 December

2012.

Akhuemonkhan, I. A. & Raimi, L. (2013). Impact

of quality assurance on Technical and Vocational

Education and Training (TVET) in Nigeria.

Available online.

http://www.ijmsbr.com/




209

Ayomike, C. S., Okwelle, P. C. & Okeke B. C.

(2013). Towards quality technical and vocational

education and training (TVET) programmes in

Nigeria: challenges and improvement strategies.

Available online

Ayomike, C. S., Igheradja, S., Igberaharha, C. I.

& Okeke, B. C. (2015). Status of partnership

between tvet institutions and industries in Delta

State Nigeria. International Journal of Vocational

Education and Training, 23(1), 32-34.

C. G. E. Salami (2013). Youth unemployment in

Nigeria: A time for creative intervention.

International Journal of Business and Marketing

Management. www.resjournals.org/IJBMM.

Chinyere Shirley Ayomike (2016). Technical and

Vocational Education and Training (TVET) in

Nigeria for Job Creation and Wealth Generation:

Myths and Realities. ATBU, Journal of Science,

Technology & Education (JOSTE); Vol. 4(2),

June 2016

Maigida, J. F. (2014). Building and sustaining

partnerships through public private partnership

for effective technical vocational education and

training programme in Nigeria. Paper presented

at the 2014 annual International Conference of

International Vocational Education Association

(IVETA) at Tennessee, U.S.A. November 18-19

Romania Ministry of Education, Research and

Youth (n.d). Quality assurance in Romania

Technical and Vocational Education and

Training (TVET). Available online.

S. S. Manabeta, & Dobboi Umar (2018).

Technical and Vocational Education and

Training for Job Creation in Nigeria.

International Journal of Business Administrative

Studies. Vol 4 isuue 1 pp. 21-30.

https://dx.doi.org/10.20469/ijbas.4.10003-1

T. C. Ogbuanya & Obiajulu Loretta Obierika

(2015). Functional Technical Vocational

Education and Training (Tvet): A Catalyst for

Youth Empowerment and National Security in

Nigeria. Journal for Studies in Management and

Planning.

http://internationaljournalofresearch.org/index.p

hp/JSMaP

http://www.resjournals.org/IJBMM

https://dx.doi.org/10.20469/ijbas.4.10003-1

http://internationaljournalofresearch.org/index.php/JSMaP

http://internationaljournalofresearch.org/index.php/JSMaP





210

CAPACITY BUILDING IN TECHNICAL AND VOCATIONAL EDUCATION

AND TRAINING SECTOR IN NIGERIA

1Aliemeke, Blessing Ngozi Goodluck, 2Ehibor, Osayamen Gregory & 3Omoakhalen, Abdurrahman

Ismail. 1,2,3Department of Mechanical Engineering , Auchi Polytechnic, Auchi

[email protected] Tel: 08030648051

ABSTRACT

Technical and Vocational Education and Training (TVET) programs at undergraduate and graduate levels

often places a great emphasis on the importance of acquisition of practical training skills and remain an

integral component towards the fulfillment of the students̛ final certification. Today, technical and

vocational education and training has been recognized as a highly diversified education system

instrumental in engendering a huge economic growth of a country in providing suitable manpower capacity

relevant to the needs of industry and technological advancement. This study profoundly discusses the

challenges and improvement strategies responsible for capacity building in the technical and vocational

education sector. A sample size of 60 teachers were drawn adopting random sampling techniques which

made use of a 6-item questionnaire as an instrument of data collection. The study reveals the following

factors as challenges of attaining capacity building in TVET programmes: Inadequate funding, poor

research attitude, poor training of TVET instructors, poor supervision of teachers, inadequate facilities and

poor assessment of TVET student’s competency. Also, the study shows that the public and private

partnership, adequate supervision of TVET teachers, training of TVET teachers, adequate funding of

TVET programmes and total implementation of TVET policy are the improvement strategies on capacity

building in TVET programmes in Nigeria. The coefficient of determination (R2) and R2(adj) values which

were determined to be 98.9% and 96% respectively indicates that the developed regression equation is

explained by the improvement strategies.Thus it is recommended that thorough supervision on TVET

programmes, adequate funding of programmes and policy implementation be applied to achieve

consequential national economic growth


1Aliemeke, Blessing Ngozi Goodluck, 2Ehibor, Osayamen Gregory & 3Omoakhalen, Abdurrahman Ismail. Capacity Building In Technical And Vocational Education And Training Sector In Nigeria

211

Keywords: Certification, Education and

Training .

1.0 INTRODUCTION

Technical and Vocational

Education and Training (TVET) refers to

those aspects of educational processes

which involves the study of technologies

and related sciences, as well as the

acquisition of practical skills and

knowledge relating to occupations in

various sectors of economic and social life

(Akinyele & Bolarinwa, 2018). TVET is

meant to inculcate knowledge and skills for

increased efficiency in the world of work,

sustainable livelihoods, personal

empowerment and socio-economic

development, which enhances proper

adjustment in knowledge economies and

rapidly changing work environment. Thus,

TVET is all embracive comprehensive

education and training program, involving

lifelong learning, responsible citizenship,

and the promotion of environmentally

sound development and social

transformation (Anaele, Adelakun, Dem-

Isaiah & Barfa, 2014). Former President of

Nigeria, Olusegun Obasanjo stated that

TVET, with its relevant practical training

component, holds the key to Nigeria

becoming technologically relevant and

internationally competitive in the world

market. He continued that TVET is also the

most effective means of empowering the

citizenry to stimulate sustainable national

development, enhance employment,

improve the quality of life, reduce poverty,

limit the incidence of social vices due to

joblessness and promote a culture of peace,

freedom and democracy (Uwaifo, &

Uwaifo, 2009)

The mission of Technical and

Vocational Education and Training can be

seen as a major developmental rescue to

any nation that seems to make head way in

advancement in technology (Ajokporise,

2010). The TVET principal objective is to

train youths and adults alike so as to prepare

them for greater challenge involved in

technological emergence. With technical

revolutions and innovations in science and

technology, labour market has evolved

significantly new challenges that must be

met in order to match the education

proposed with vocational demands (Okafor,

2011). In that regard, several countries are

in the process of reforming their

educational system with a view to train

youths in TVET so as to meet global needs


212

required for development (Nwogu &

Nweanomi, 2011).

TVET thorough implementation defines

appropriate position for growth in world

economy. Success stories of the newly

industrializing countries like United Arab

Emirates (UAE), Korea, China, Malaysia,

India, Singapore, etc.; attest to the fact that

the systematic application of scientific and

technological knowledge is a major actor to

sustainable economic and human capital

development (Vinovskis, 2015). This has

led to the emerging consensus that skilled

technicians and technologies are pivotal in

meeting the challenges of a technology-

driven economy. As a result, TVET has

been accorded the master key to unlocking

the required potential and productive

workforce with the right scientific and

technological competence to transform any

economy (Anyanwu, 2009).

In the recent years, the role of TVET has

been geared towards the achievement of

national transformation through technical

innovations spurred by the advancement in

technology and globalization (Alhasan &

Abdulahi, 2011). (Vinovskis, 2015)

reiterated that, after a period of neglect,

TVET is now firmly on the agenda of

governments around the world. Youth

unemployment, social exclusion and

poverty have led many decision-makers to

refocus their attention on providing skills

development opportunities that respond to

evolving social and economic demands. Far

from being the weakest link in education

systems, TVET is emerging as a

cornerstone for the transformation of

technology and vocational training. Indeed,

the development of skills through TVET is

now one of the most often-cited priorities

by ministers of education in both

developing and developed countries.

Major educational reforms in Africa and

Nigeria in particular have been to

restructure colonial education system with

emphasis on vocationalization (Yusuff &

Soyemi, 2012). Consequent upon the

attainment of independence, it was

discovered that the colonial education did


213

not meet the aspiration of Nigerians. This

led to the introduction of 6-3-3-4 education

policy in 1987. The policy sought to

introduce a functional technology-based

education, which could sustain the nation’s

economic activities for rapid socio-

economic development. Nigeria’s first

national Science and Technology Policy

was formulated in the realization of the fact

that the overall national development could

only be sustained through effective

application of scientific and technological

skills for the production of goods and

services (Deebom, 2019). More so, the

precursor to the formulation of the National

Policy was the birth of the National Board

for Technical Education established in 1977

to address the shortage of technical

manpower identified in the Third National

Development Plan (Dibia & Ojotule, 2018).

Presently, the outcome of TVET in Nigeria

is a clear indication that TVET policy is

divorced from the practice. The Roadmap

for Nigerian Education sector estimated a

transition rate of 84% for potential TVET

programs from junior secondary. This trend

will continue unabated with the limited

TVET opportunities in the country and low

esteem for TVET. According to the policy,

technical colleges are expected to feed

polytechnics just as secondary schools are

to feed universities (Okoye, & Okwelle,

2013). The prevailing situation however is

that the total products of technical colleges

represent only 17% of available spaces in

polytechnics. So right from the on-set the

mission of technical colleges concerning

feeding polytechnic is not being met.

Consequently, the country tends to be

producing more theoreticians than

technology experts (Ojimba, 2012). In the

scale of low priorities to Education system,

TVET comes lowest. Capital allocations for

TVET showed that 0.13% of total FGN

budget and 0.05% of total proposed FGN

budget were allocated to TVET in 2011 and

2012 respectively (Akpan & Udoh, 2014)).

Nigeria is still struggling with modern

trends in technology despite the

introduction of Technical and Vocational


214

Education and Training since 1995

(Dokumbo & Dokunbo, 2013). This has

drawn the interest of various schools of

thoughts to appraise TVET related

programmes in the Nigerian educational

system. Strategic planning is at the core of

any successful institutional effectiveness

effort (Okebukola & Okolocha, 2012). It

defines the vision and the way forward, but

this vision requires execution and

management. We decided to look into the

prospects, issues and challenges

beleaguering the development of capacity

building in TVET. Unlike the developed

nations for more than three decades that

Nigeria embraced TVET, the country is yet

to produce adequate skilled middle-level

manpower to attain lowest stage of modest

self-reliance (Eze & Okorafor, 2012). This

brought up the concern of this study.

The purpose of this study is to

examine the challenges and strategies of

building capacity in TVET programmes in

Nigeria.

The following research questions were

raised to guide the study:

1. What are the school factors that

posed as challenges on capacity

building in TVET programmes in

Nigerian tertiary institutions?

2. What are the government’s factors

that act as challenges on capacity

building in TVET programmes in


3. What strategies can be used to

address the challenges on capacity

building on TVET programmes in


2. Materials and Method

The study utilized detailed descriptive

statistics to interprete the outcome of a well

structured field survey data. Detailed

information was extracted from a

population of 60 teachers of TVET related

departments from Auchi Polytechnic. A

sample size of 60 teachers were drawn

adopting random sampling techniques

which made use of a 6-item questionnaire

as an instrument of data collection. The


215

questionnaire variable applied were school

factors that posed as challenges in attaining

quality capacity building in TVET


institutions, government’s factors that act

as challenges of attaining quality capacity

building in TVET programmes in Nigerian

tertiary institutions and strategies can be

use to address the challenges of attaining



institutions. A well-structured 4-point

Likert scale questionnaire having a rating

scale of strongly disagree, disagree, agree

and strongly agree corresponding to 1, 2, 3

and 4 respectively was used in this study.

The instrument used for the study was

validated by two experts of department of

Technical and Vocational Education from

University of Benin. The data collected

were duly analyzed using Descriptive

statistics standard deviation and mean as

presented by the Minitab 18 software. The

various factors were accepted or rejected

using a criterion mean of 2.5.

The data were further analyzed using

statistical ANOVA model. The research

hypotheses were tested at 0.05 level of

significance In testing for significance of

regression the following hypotheses were

made

H0: β1=β2=β3=β4= β5= β6= 0

H1: βx≠0 for at least one x

Where H0 = null hypothesis

H1= alternative hypothesis

Also, β1,β2,β3,β4, β5 and β6 are the

regression coefficients and βx represents

the individual regression coefficients

Results and discussion

1. What are the schools’ factors that

posed as challenges of attaining

quality capacity building of TVET


institutions?

The school factors adopted in this study

are shown in Table 1. Research

question one was answered by the

application of descriptive statistics

Table 1showing the means and

respondents distribution Table 2.


216

Table 1: Descriptive statistics for school factors as challenges on Capacity building in TVET

Factors Mean Standard

deviation

Min. Max. Skewnes

s

Kurtosis Remark

Poor interest to learn

among students (A)

2.80 0.919 1.00 4.00 -0.60 0.40 Accepted

Inadequate workshop

spaces (B)

2.90 0.994 1.00 4.00 -0.61 -0.16 Accepted

Poor research attitude of

TVET teachers (C)

3.10 0.738 2.00 4.00 -0.17 -0.73 Accepted

Lack of workshop

consumable materials (D)

2.90 0.738 2.00 4.00 0.17 -0.73 Accepted

Inadequate power supply

(E)

0.667 2.00 4.00 0.00 0.08 Accepted

Inadequate instructional

materials (F)

3.10 0.738 2.00 4.00 -0.17 -0.73 Accepted

Source: Field survey, 2020

Table 2: Respondents distribution for school factors as challenges

The Normality plot shown in Fig. 1 makes

a representation of uniformity of the data

applied in the school factors challenges in

capacity development. Also, Table 3 shows


217

the ANOVA results for the school factors

as challenges. Using a significance value of

0.05 the p-values for the academic

institution challenges are significant

because they are less than 0.05. The

developed mathematical model is as given

in equation 1

.

Fig. 1 : Normality plot for school factors

Table 3: ANOVA table for school factors

Source Degree of

Freedom

Adj SS Adj MS F-value P-value

Regression 6 68.728 11.454 10.8 0.001

A 1 5.396 5.396 5.09 0.021

B 1 10.363 10.363 9.77 0.011

C 1 4.846 4.846 4.57 0.041

D 1 6.494 6.494 6.12 0.036

E 1 3.487 3.487 3.29 0.002

F 1 5.054 5.054 4.77 0.041

Error 3 0.00 1.060

Total 9 72.956

R2=99.3%, R2(adj)=98.55%

𝑃

= −0.0101 + 4.17𝐴 + 4.16𝐵 + 4.17𝐶

+ 4.17𝐷 + 4.16𝐸

+ 4.17𝐹 (1)

Where P= Percentage of agreement of

school factors as challenges (%)

Where A, B, C,D, E and F are as defined in

Table 1

fcv= critical value from the Fishers

distribution table. It is written as f0.05,6,6. In

this case we have the degree of freedom for

numerator (MSR) and denominator (MSE)

to be 6.While the level of significance is

taken to be 0.05.

From the Fishers distribution table, f,0.05,6,6,

=4.28

The null hypothesis is rejected since f0>fcv

.It is safe to say that there exist a linear

relationship between the percentage of

agreement and the school factors.

2. What are the government’s factors

that act as challenges of attaining


218



institutions?

The Government factors that act as

challenges on quality Capacity building in

TVET are shown in Table 4. Research

question two was answered by the

application of descriptive statistics Tables

4 and 5.

Table 4: Descriptive statistics for Government factors on Capacity building in TVET

Factor Mean Standard

deviation

Min Max Skewness Kurtosis Remark

Poor training and retraining

for TVET instructors (G)

2.80 0.632 2.00 4.00 0.13 0.18 Accepted

Poor supervision of TVET

programmes (H)

3.10 0.568 2.00 4.00 0.09 1.50 Accepted

Poor funding (J) 3.10 0.568 2.00 4.00 0.09 1.50 Accepted

Poor recruitment strategy

(K)

3.00 0.667 2.00 4.00 0.00 0.08 Accepted

Inadequate provision of

facilities TVET schools (L)

3.20 0.632 2.00 4.00 -0.13 0.18 Accepted

Poor motivation for TVET

teachers and instructors

(M)

3.10 0.738 2.00 4.00 -0.17 -0.73 Accepted


Table 5: Respondents table for Government factors on Capacity building in TVET

The Normality plot in Fig. 2 shows

uniformity of the data used in the

Government factors that act as challenges

in capacity development. Also, Table 6

shows the ANOVA test results for the

Government factors . Using a significance

value of 0.05 the p-values for the

Government factors are significant because


219

they are less than 0.05 with the exception of

Poor recruitment strategy, K which has a p-

value of 0.061.

Fig.2: Normality plot for Government factors

Table 6: ANOVA Table for Government factors

Source Degree of

Freedom


Regression 6 243.19 40.53 7.91 0.004

G 1 14.49 14.50 2.83 0.023

H 1 39.97 39.98 7.80 0.034

J 1 43.68 43.68 8.53 0.054

K 1 29.13 29.13 5.69 0.061

L 1 9.81 9.82 1.92 0.020

M 1 68.01 68.01 13.27 0.036

Error 3 15.37 5.12

Total 9 258.56

R2=94.06%, R2(adj)=82.17%

The mathematical model developed is

shown in Equation 2. The coefficient of

determination (R2) value of 94.06% shows

that the developed regression equation is

explained by the government factors.

𝑃1

= −6.3 + 3.98𝐺 + 5.36𝐻 + 4.45𝐽

− 3.47𝐾 + 3.45𝐿

+ 6.04𝑀 (2)

Where P1= Percentage of agreement in

Government factors (%)


220

Also, G, H, J, K, L and M represent the

Government factors as defined in Table 4

3. What strategies can be used to

address the challenges of

developing capacity building in

TVET programmes in Nigerian

tertiary institutions?

The Improvement strategies

adopted in this study are shown in Table 7.

Research question three was answered by

the application of descriptive statistics

Table 7 showing the means and respondents

distribution Table 8.

Table 7: Descriptive statistics for

Improvement strategies on Capacity

building in TVET

Factor Mean Standard

deviation

Min. Max. Skewness Kurtosis Remark

Public and private partnership (N) 2.50 0.650 1.00 4.00 0.00 0.11 Accepted

Adequate supervision of TVET

Teachers (Q)

3.10 0.738 2.00 4.00 -0.17 -0.73 Accepted

Adequate funding of TVET prog

.(R)

3.10 0.568 2.00 4.00 0.09 1.50 Accepted

Total implementation of TVET

(S)

2.80 0.632 2.00 4.00 0.13 0.18 Accepted

Training and retraining of

TVETteachers (T)

2.80 0.632 2.00 4.00 0.13 0.18 Accepted

Provision of facilities (V) 2.90 0.994 1.00 4.00 -0.61 -0.16 Accepted


Table 8: Respondents distribution table for Improvement strategies

The Normality plot in Fig. 3 shows

uniformity of the data used in the

improvement strategies in capacity

building. Also, Table 9 shows the ANOVA


221

test results for the improvement strategies.

Using a significance value of 0.05 the p-

values for the improvement strategies are

significant because they are less than 0.05.

Fig. 3 Probability plot for improvement strategy

Table 9: ANOVA table for Improvement strategies

Source Degree of

Freedom


Regression 6 1069.06 176.17 75.9 0.004

N 1 19.92 19.92 8.49 0.001

Q 1 31.16 31.17 13. 30 0.001

R 1 19.13 19.12 8.15 0.002

S 1 26.41 26.41 11.26 0.038

T 1 5.37 5.36 2.28 0.003

V 1 39.54 39.55 16.87 0.025

Error 6 0.00 00.00

Total 9 1069.06

R2= 98.9% R2 (adj)=96.2%

T

he developed mathematical relationship

connecting the factors used as improvement

strategies for addressing the challenges in

developing capacity building TVET


institutions is given as in Equation 3. The

coefficient of determination (R2) value of

98.9% shows that the developed regression

equation is explained by the improvement

strategies.

𝑃2

= 0.0163 + 4.16𝑁 + 4.17𝑄 + 4.16𝑅

− 4.17𝑆 + 4.17𝑇

+ 4.16𝐹𝑉 (3)


222

Where P2 = Strategic improvement

Percentage of agreement

Also, N, Q, R, S, T and V represent

improvement strategies as defined in Table

7

4.0 CONCLUSION AND

RECOMMENDATION

The hallmark of this study is that if

Nigeria must attain adequate international

and globally reckoned transformation

through TVET system, all efforts must be

directed at developing high level workforce

with requisite technical knowledge and

innovative ability. In so doing, TVET

would have helped in driving the workforce

into environmentally conscious practices

that address environmental, economic and

social sustainability, while meeting the

needs of industries and individual learners.

Since TVET programs are highly relevant

to nation building, transformation and

human capital development it will be

imperative to embark upon the following

recommendations

1. Thorough supervision should be

carried out on TVET institutional

staff and facilities

2. Adequate funding should be

injected into TVET institution

3. Constant training and retraining of

TVET teachers/instructors should

be adopted

4. Policy implementation should be

carried out to the letter

5. Public and private partnership

should be maintained.

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I. & Barfa, G.I. (2014). Strategies for

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TVET QUESTIONNAIRE

School Factors as challenges

1. There is lack of interest to learn is a

major challenge in TVET institution

(a) strongly agree (b) agree (c )

strongly disagree (d) disagree

2. Inadequate workshop space is a

challenge in TVET institution (a)

strongly agree (b) agree (c ) strongly

disagree (d) disagree

3. Poor research attitude reflects in

TVET teachers and instructors in

class (a) strongly agree (b) agree (c

) strongly disagree (d) disagree

4. There is poor supply of workshop

consumables in TVET institutions



5. Inadequate power supply is a major

challenge in TVET institutions (a)



6. Inadequate instructional materials is

a big problem in TVET institutions



Government Factors as challenges

1. Poor training and retraining of

teachers is a major challenge in

TVET institutions (a) strongly agree

(b) agree (c ) strongly disagree (d)

disagree

2. Poor supervision of TVET

programmes is a great challenge in

TVET institutions (a) strongly

agree (b) agree (c ) strongly


3. Poor funding is seen as a major

problem in TVET institutions (a)



4. Poor recruitment strategy is a major

drawback in TVET institutions (a)




226

5. Inadequate provision of facilities is

a major problem in TVET

institutions (a) strongly agree (b)

agree (c ) strongly disagree (d)

disagree

6. There is poor motivation for TVET

teachers and instructors (a) strongly



Improvement Strategies

1. Public and private partnership will

complement the system and

eliminate deficiencies (a) strongly



2. Adequate supervision of TVET

Teachers will bring about a check

and balance in the institution (a)



3. Adequate funding of TVET

programmes will be a huge boost in

capacity building (a) strongly agree

(b) agree (c ) strongly disagree (d)

disagree

4. Total implementation of TVET

policy will strengthen the institution



5. Training and retraining of

TVETteachers add value to TVET

institutions (a) strongly agree (b)

agree (c ) strongly disagree (d)

disagree

6. Provision of facilities will

strengthen TVET programmes (a)



7.




227

A NEW APPROACH TO ENGINEERING EDUCATION WITH

EMPHASIS ON THE INTRODUCTION OF VOCATIONAL AND

TECHNICAL TRAINING FOR JOB AND WEALTH CREATION

Patrick Losa

[email protected]

08034712264

ABSTRACT

At the present state of technology of the industrial economic powers, third world economies

will no doubt need ample time to catch up. However, for their survival, they need not compete

in the high-tech areas but rather should develop technologies for the production of items in

which they have comparative advantage while at the same time continue to strive to close the

knowledge gap. This will require the development of a sustainable indigenous technological

model. The purpose of this paper is to provide insight on how this model can be developed, by

the inclusion of Technical and Vocational Education and Training for wealth and job creation

into the existing curriculum. The acquisition of this skill set will provide base manpower for

the basic industries (iron and steel, petrochemicals, machine-tool making, etc) which are crucial

for economic development. It will also enhance the development of a culture of Science and

Technology which is presently lacking in a developing economy like Nigeria.

Key words: Industrial economic powers; high-tech; comparative advantage; sustainable

indigenous technology; base manpower; culture of science and technolog.

Patrick Losa

A New Approach To Engineering Education With Emphasis On The Introduction Of Vocational And Technical Training For Job And

Wealth Creation

228

1. INTRODUCTION

The growing trend of unemployment and

underemployment of engineering graduates

in the country, as necessitated the need to

take a critical look at the training of

engineers. This should involve a renewal of

the curriculum and consequently fashion

out a model that will meet the

developmental need of the country and at

the same time create wealth for the

practitioners of engineering. This paper

provides insights into how this model could

be developed by the inclusion of technical

and vocational education into the

engineering curriculum.

A bottom-up approach which is starting

from the junior grades will enhance the

development of the much needed culture of

science and technology required for quick

industrial development of the economy.

This also coincides with the United Nations

Agenda of Technical and Vocational

Education and Training (T.V.E.T) which

addresses the growing number of

unemployment among youths worldwide.

2. The Present Situation

African countries over years have been

producing engineers with static skills and

theoretical knowledge which becomes

obsolete within a few years after

graduation. This can be attributed to their

small economies which are not always

capable of providing employment and

training for a life time career development.

A major reason for the economic

backwardness of the countries is lack of

people with adequate technical knowledge

and vocational skills which is critical

requirement for industrialization.

3. The way forward

The present technical education model

bequeathed to us by the colonialist have

contributed little to our technological

development, neither does it suit our way of

life. There is the need have an entirely new

approach, a new thinking, that will usher a

better method of acquisition of technical

knowledge which can bring about a culture

of science and technology also to be

imbibed by the upcoming generation. This

will require a bottom-up approach which

means that it has to be introduced at the

elementary stage of learning-- The junior

grades.

4. How is this going to be archived?

A total rejigging of our engineering

curriculum towards the acquisition of a

vocational skill in addition to scientific

engineering knowledge in order to produce

a model that is suitable for our present stage

of development.

This model should take cognizance of our

available resources and way of life so as to

produce an appropriate and sustainable

Patrick Losa


Wealth Creation

229

technology. Again, our research effort

should be geared in this direction by

focusing our present needs.

To this end, there is the need to introduce

more practical training into the curriculum.

We can begin this by bringing back our

technical colleges, which is about going

into obscurity and allowing the acquisition

of a simple vocational skill as a prerequisite

for engineering training.

5. At what level in the curriculum should

this be introduced?

At present, this should be taught at all

stages of learning, from the junior grades

upwards to the tertiary institution, till it

permeatesour learning process.

6. How could this be encouraged and

sustained?

i. By patronizing goods produced

locally as a result of the outcome of

this model.

ii. Employer of labors and government

should recognize and encouraged to

those providing this type of skill by

with ample remuneration in order

that it will continue to attract a good

percentage of the work force.

iii. The Revenue Mobilization and

Fiscal Commission should

particularly look into this as it will

encourage further development and

mastery of these skills which will

provide wealth and encourage

entrepreneurship in the country.

7. What are the benefits?

i. Job, Entrepreneurship and

Wealth Creation.

The acquisition of a life time vocational

skill could be an alternative to paid

employment and can be exploited for

entrepreneurship and wealth creation.

ii. Benefits to the economy.

This will stimulate the much desired

economic growth which is presently being

hampered by the lack of adequate technical

and vocational manpower

8. Conclusion

The developed nations have always being

doing well in terms of industrialization

because technical knowledge has evolved

to become a culture. Therefore, this culture

if imbibed by Nigeria and other developing

countries will enhance the pace of

development of the basic industry like Iron

and Steel; Petro-Chemicals; Machine- tool

making etc. and usher in the much desired

industrialization.

Further Reading

i. Vocation education in china

Patrick Losa


Wealth Creation

230

- china.org.cn (ministry of

education of the people

republic of China, 2006)

ii. Engineering technology

education in the United States

-National academy of

engineering report

iii. The rise of scientific engineering in

Britain- R.A . Buchanan

- The British journal of the

history of science, vol 18,

no 2 (July 1985)Cambridge

university press




231

EFFECT OF MOLECULAR WEIGHT ON THE COLLIGATIVE

PROPERTY OF WAX INHIBITORS

Abdulraheem Ochu Alabi 1 & Kabeerat Tobi Abdelkareem 2

Department of Chemical Engineering/Environmental and Resources Management, Usmanu

Danfodio University, Sokoto, Nigeria.

Department of Pure and Applied Chemistry, Usmanu Danfodio University, Sokoto, Nigeria.

[email protected] / [email protected]

08030655701

Keywords: Wax Appearance Temperature; Colligative property; Molecular

weight; Wax inhibitors; Flow assurance; Crude oil

ABSTRACT

The continuous depletion of global oil reserves propels the oil and gas industry to explore

heavier fractions of crude oils with significant amount of paraffin waxes. Wax deposition and

build up are among the most commonly found flow assurance issues experienced in crude oil

transportation through pipelines. However, the accurate mechanism of wax deposition is still

unclear; paraffin wax precipitation in waxy crude oils gives rise to several challenges such as

flow reduction, excessive pumping cost and gel formation which adversely impacts pipeline

performance. This work assesses the action of wax inhibitors, a chemical application method

used to prevent wax formation, as a colligative property. A more dominant colligative

performance was established for an increasing concentration of a wax inhibitor but a less

dominant colligative performance and more of a nucleation action for an increasing molecular

weight of wax inhibitor: a trend which was also attributed to an increasing average molar

weight of the crude oil.

INTRODUCTION

A reoccurring flow assurance problem in

the petroleum industry is treating wax

deposition. Wax is ultimately derived from

crude oil which is a compositionally varied

product, consisting of a mixture of

hydrocarbons. Wax is a soft colorless solid;

derived from petroleum, coal or shale oil,

which consists of a mixture of hydrocarbon

molecule, of C30+ deposition range in






232

pipelines, and C20 to C40 represents light to

semi crystalline wax of which C20 to C30 is

in the range of lubricant oil. The most

problematic carbon chains, often found in

the field of wax deposits, shows paraffin

distribution of C30 to C70 (Smith et al.,


Effect Of Molecular Weight On The Colligative Property Of Wax Inhibitors

233

2019). Wax deposition is a problem that can

arise, when crude oil containing paraffin

wax (waxy crude) is cooled down in the

pipeline during production.

The formation of wax, which is exothermic,

is conceptually similar to crystallization

process (Bhat & Mehrotra., 2004).

Nucleation occurs when the temperature of

the crude oil decreases to the wax

appearance temperature (WAT). The wax

molecules form cluster, causing a cloudy

appearance, prompting the term ‘cloud

point’, which refers to WAT value.

Progressively, the paraffin wax molecules

attach and detach until they reach a critical

size cluster in order to be stable. These

clusters are better known as nuclei, and the

formation of these nuclei is defined as

nucleation. The crystal growth process,

which involves addition of atoms, then

begins after the nuclei have stabilized. The

final stage, the agglomeration stage, then

follows where the size of crystals increases

in conjunction with the growing crystals.

When these crystals are not

dragged/separated by the system agitation /

turbulent flow, they stick to one another as

well as to the cooling surface; thus causing

deposition. As a result, the deposition on

the surface then behaves as thermal

insulation for the flow system by reducing

the effective pipeline diameter that may

cause complete blockage under severe

conditions. This impacts pipeline flow,

creating problems that include flow

reduction, increased fluid viscosity from

gel formation, restartability problems and

excessive pumping cost (Dos Santos et al.,

2004).

Thermal, mechanical, and chemical

methods are usually deployed for wax

control; in particular the use of chemical

additives such as wax inhibitors (WI) is the

focus of this report because of its relatively

lower cost. The effect of wax inhibitors

widely used in pipeline transportation of

waxy crude oils is to alleviate wax

deposition. The mechanism of wax

inhibitors involves the co-crystallization

process where wax inhibitor molecules

disrupt the crystallization process and

modify the growth of wax crystals (Jin et

al., 2014). The paraffin wax molecules

adsorb on the surface of inhibitors with

similar chemical structure which are then

bound together and subsequently form a

wax crystal lattice structure in the crude oil

that alters the morphology of growing wax

crystals and delays the formation of three

dimensional crystals resulting to increase

the flowability (Soni et al., 2010; Jafari –

Ansaroudi et al., 2013). This adsorption of

wax molecules on the surface of the wax

inhibitors also inhibits the growth of crystal

and alters the formation pattern of crystals

through the formation of micelle core (EI-

Mehbad, 2017). In general, wax inhibitors

serve as a ‘wrapper’ that envelopes the wax



234

molecules and prevent their growth with the

reduced crystal-crystal adhesion (Wei,

2015). Hence the interaction of van der

waals forces between the wax crystals and

the long alkyl chain of wax inhibitors also

increases the solubility of wax in the crude

oil (Yang et al., 2015). Meanwhile, higher

molecular weight of wax inhibitors propels

the crystalline nucleus to self-assemble into

a micelle-like aggregate which eventually

forms more subcritical nuclei that reduces

super-saturation of dissolved paraffin wax

and prompt the formation of smaller wax

crystals (Yang et al., 2015).

Colligative properties are those properties

of solution that depends on the ratio of the

number of solute particles to the number of

solvent particles in a solution, and not on

the nature of the chemical present.

Following the co-crystallization process of

wax inhibitors, tiny spherical-like crystals

appear in the solubilization process, which

improves the dispersion of tiny wax crystals

and technically reduces the WAT thereby

preventing waxes from depositing on cold

surfaces such as pipeline walls (Cao et al.,

2013). This behavior is analogously to

freezing point depressants. Therefore

understanding the effect of some properties

such as concentration and molecular weight

on the depression of WAT, which is

analogous to the freezing point depression

of pure substances, will help in material

design and selection of the appropriate wax

inhibitor for the treatment of any specific

waxy crude oil.

METHODOLOGY ON PERFORMANCE OF WAX INHIBITORS

There was no experiment conducted in the

laboratory, hence the best approach was

getting data points for the performance

analysis of wax inhibitors from literatures –

which are limited. However, due to the

difficulty in obtaining data points required

(ΔTw ;Cm) from literature, another means of

establishing the temperature depression

performance of wax inhibitors is setting up

a threshold limit for the temperature

depression constant Kf (say 100 °C kg mol-

1) below which the action would not be

colligative and using this together with the

giving concentration of the wax inhibitor to

evaluate the depression on the WAT (ΔTw).

This value of WAT depression (ΔTw) was

then examined, if the difference could be

measured by a thermocouple or not. If the

value obtained for ΔTw is reasonable,

having regard to the fact that a

thermocouple can measure to a degree of

0.001ºC or better, then the action of the wax

inhibitor was classed as been colligative but

if otherwise the action of the wax inhibitor

would be nucleation action that crystallizes

dissolved wax out hence reducing its super

saturation.



235

A patent filed (Bucaram & Sinclair, 1967)

reported that the most effective

polyethylenes (wax inhibitor) for wax

crystal modification purposes has an

average molecular weight of the order of

20,000 g mol-1 and is effective in the crude

oil down to tested concentration of 0.1ppm.

This statement was used to verify the WAT

depression extent (colligative performance)

of wax inhibitors at various application

concentrations and molecular weight.

The freezing point depression equation for

pure substance, given in Equation 1, was

used for this verification

mff CKT =

1

Where Kf is the temperature depression

constant, Cm is the concentration of the

solute (inhibitor) and ∆Tf is the temperature

reduction of the solvent.

Wax inhibitor of molecular weight 20,000

g mol-1 was analyzed to check if it works by

nucleation or by colligative effect. This

analysis was done with a concentration of

0.1ppm and a temperature depression

constant of 100 °C kg mol-1.

The effect of an increasing or decreasing

concentrations (10 ppm, 50 ppm, 100 ppm,

150 ppm, 200 ppm and 250 ppm) of the wax

inhibitor, at constant molecular weight of

1,000 g mol-1, 5,000 g mol-1, 10,000 g mol-

1, 15,000 g mol-1, 20,000 g mol-1, and

25,000 g mol-1 were analyzed to check if the

actions of wax inhibitors were nucleation or

colligative, for a temperature depression

constant of 100 °C kg mol-1.

Further investigation was carried out to

estimate the effect of an increase or

decrease in the molecular weight (1,000 g

mol-1, 5,000 g mol-1, 10,000 g mol-1, 15,000

g mol-1, 20,000 g mol-1, and 25,000 g mol-1)

of the wax inhibitor, at constant

concentration of 10 ppm, 50 ppm, 100 ppm,

150 ppm, 200 ppm and 250 ppm on its

colligative action.

Finally based on the interaction between

concentration and molecular weight of the

wax inhibitor and their effect on WAT

depression, an Analysis of Variance

(ANOVA) was done to examine the

significant difference in WAT depression

based on varying molecular weight (MW)

and Concentration (C).

RESULTS AND DISCUSSION



236

For a temperature depression constant of

100 °C kg mol-1, average molecular weight

of 20,000 g mol-1 and a concentration of 0.1

ppm the WAT depression for a wax

inhibitor was evaluated as:

This WAT depression is as a result of

introducing the wax inhibitor at the stated

molecular weight (20,000 g mol-1) and

concentration (0.1ppm or 5 × 10-9 mol kg-

1). Since there is no thermometric device

that can measure temperature to this

precision, it was concluded that the

assumed colligative action of the

polyethylene (wax inhibitor), according to

the patent field, at the giving average molar

weight and concentration was false as it was

solvent

solute

WMW

W

=

nepolyethyle

1000Molality

2

Polyethylene present at 0.1ppm means 6101.0 − g per g crude oil.

oil crude g

nepolyethyle g101.0 6−=

solvent

solute

W

W

3

nepolyethyle mol

nepolyethyle g20000nepolyethyle =MW

4

Substitute Equations 3 and 4 into 2

nepolyethyle g 20000

nepolyethyle mol

oil crude g

nepolyethyle g101.0

oil crude kg 1

oil crude g 1000 Molality

6

=−

oil crude kg

nepolyethyle mol105Molality 9-=

5

MolalityKT ff = 6

nepolyethyle mol

oil crude kg °C100=fK

7

Substitute Equations 5 and 7 into 6

oil crude kg

nepolyethyle mol105

nepolyethyle mol

oil crude kg °C100 9-= fT

CT f = −7105



237

a nucleation action from an insignificant

temperature depression.

From Equation 1 and 6, it is clear that an

increase in the concentration of the wax

inhibitor will increase the WAT depression

and there will be a concentration where the

action of the wax inhibitor will become

colligative. The ∆Tf for which the action of

the wax inhibitor becomes colligative was 1

× 10-3 °C and the concentration that gave

this value of ∆Tf was 200 ppm (1 × 10-5 mol

kg-1). However, at this concentration (200

ppm) the WAT depression would be very

small and signifies the onset of an observed

WAT depression, but as the concentration

increases from this value, the colligative

action of the wax inhibitor would become

more pronounced and the WAT depression

measurable.

Figure 1: A graph for the onset of

colligative action at various molar weights

of wax inhibitor.

From Figure 1, the interaction between

molecular weight and concentration was

established for wax inhibitors with a

relationship showing the amount in

concentration of wax inhibitor required to

achieve the same WAT depression (0.001 ̊

C) for different molecular weight of the

wax inhibitors. The higher the molecular

weight of the wax inhibitor, the higher will

be the concentration required to achieve the

targeted reduction of WAT.

Furthermore, the next evaluations were

done on observing the WAT depression at

various concentration for different constant

molecular weight of the wax inhibitor and

presented in Figure 2 while that of WAT

depressions at various molecular weight for

different constant concentration of the wax

inhibitor were evaluated and presented in

Figure 3.

= .

0

50

100

150

200

250

300

0 10000 20000 30000

Conc ppm

g mol

= +

0

0.005

0.01

0 200 400

Δ f C̊

Conc ppm

5000 g mol

= + 9 9

0

0.002

0.004

0 200 400

Δ f ̊C

Conc ppm

10000 g mol

= . +

0

0.01

0.02

0.03

0 200 400

Δ f ̊C

Conc ppm

g mol



238

Figure 2: A group of graphs for the

variation of temperature depression (̊C)

with an increase in concentration (in part

per million) for different molecular weight

of the wax inhibito

r

Figure 3: A group of graphs for the

variation of temperature depression (̊C)

with an increase in molecular weight

(g/mol) for different concentrations of the

wax inhibitor

A general expression that satisfies the

group of graphs in Figure 2 and 3, which

could be applied to different wax inhibitors

with different thermodynamic properties,

was proposed, as presented in equation 9 as

follows:

MW

CZT

ppm

f

*=

= 7 7

0

0.002

0 200 400

Δ f ̊C

Conc ppm

15000 g mol

= + 9

0

0.001

0.002

0 200 400

Δ f ̊C

Conc ppm

0000 g mol

= + 9

0

0.002

0 100 200 300

Δ f C̊

Conc ppm

5000 g mol

0

0.0005

0.001

0.0015

0 20000 40000

Δ f C̊

g mol

10 ppm

y = 0.9997x-1

0

0.005

0.01

0 20000 40000

Δ f C̊

g mol

50 ppm

y = 5.0028x-1

0

0.01

0.02

0 20000 40000

Δ f C̊

g mol

100 ppm

0

0.005

0.01

0.015

0.02

0 20000 40000

Δ f C̊

g mol

150 ppm

=

y = 9.9972x-1

0

0.01

0.02

0.03

0 20000 40000

Δ f C̊

g mol

00 ppm

0

0.01

0.02

0.03

0 20000

Δ f C̊

g mol

50 ppm

y = 20.028x-1

y = 24.972x-1



239

Where Cppm is the concentration in parts per

million, MW is molecular weight of the

wax inhibitor and Z, an entirely solvent

property for pure substances which in this

situation is been related to crude oil, is the

term that relates the weight of the crude oil

to the solubility capacity of the wax

inhibitor and it is a function of the freezing

point depression capacity. Z can be further

expressed with equation 10 as follows:

1000

fKZ =

Where Kf is the freezing point depression

constant.

The group of graphs in Figure 2 and 3

shows that at a fixed molecular weight and

concentration, the rate of WAT depression

is directly and inversely proportional to the

concentration and molecular weight

respectively. This means a higher WAT

depression will be achieved either with an

increase in concentration or a decrease in

molecular weight of the wax inhibitor.

In view of this, a one way ANOVA was

done to ascertain the parameter (lower

molecular weight or higher concentration)

with the greater effect on WAT reduction

characteristics of a wax inhibitor. The

output from the ANOVA is presented in

Table 1.

Table 1: ANOVA results showing the

differences in WAT depression based on

varying concentration and molecular

weight

Variables N Mean SD (df) F P

Concentration

1. 10 6 0.000243 0.000375 (5, 30) 0.904 0.491

2. 50 6 0.001214 0.001877

3. 100 6 0.002428 0.003755

4 150 6 0.003642 0.005632

5 200 6 0.004855 0.007510

6 250 6 0.006070 0.009387

Molecular weight

1 1000 6 0.01267 0.00909 (5, 30) 9.306 0.000

2 5000 6 0.00253 0.00182

3 10000 6 0.00127 0.00091

10



240

4 15000 6 0.00084 0.00061

5 20000 6 0.00063 0.00045

6 25000 6 0.00051 0.00036

One-way ANOVA test was employed to

examine the significant difference in WAT

depression based on varying molecular

weight (MW) and Concentration (C). The

result as shown in Table 1 indicates that,

there is no significant difference in WAT

depression (p > 0.05) based on the six

categories of Concentrations; C = 10 ppm,

(M = 0.00243, SD = 0.000375), C = 50

ppm, (M = 0.001214, SD = 0.001877), C =

100 ppm (M = 0.002428, SD = 0.003755),

C = 150 ppm (M = 0.003542, SD =

0.005632), C = 200 ppm (M = 0.004855,

SD = 0.007510), C = 250 ppm (M =

0.006070, SD = 0.009387), F(5, 30) =

0.904, p = 0.491

However, for the different molecular

weight, the ANOVA result had shown that

there is significant difference in WAT

depression when molecular weight was

varied, F (6, 14) = 9.306, p = 0.000. The

Post Hoc analysis, using Tukey HSD test,

further revealed that, at 1000 g/mol

molecular weight, the mean temperature

depression (M = 0.01267, SD = 0.00909)

was significantly different from that of

5000 g/mol (M = 0.00253, SD = 0.00182),

10000 g/mol (M = 0.00127, SD = 0.00091),

15000 g/mol (M = 0.00084, SD = 0.00061),

20000 g/mol (M = 0.00063, SD = 0.00045),

and 25000 g/mol (M = 0.00051, SD =

0.00036).

Following this results, it can be inferred that

fixing concentration and varying molecular

weight of wax inhibitor does not

significantly affect the WAT as observed

for different molecular weight when

concentration was varied between C = 10

ppm to C = 250 ppm. This is supported by

Machado et al. (2001), which reported that

concentration of Ethylene Vinyl Acetate

(EVA) does not directly influence the pour

point depression performance of EVA

polymer with 20 wt% Vinyl Acetate

content at 50 ppm and 500 ppm

concentrations both reducing the pour point

by similar rate, only when the molecular

weight of EVA is high as it may have an

effect when the molecular weight is low as

established for 1000 g/mol. However, the

WAT was significantly depressed by the

polymeric wax inhibitor for different

concentration at the lowest molecular

weight of 1000 g/mol. This observation was

further established by juxtaposing all

graphs in Figure 2 and 3 to obtain Figures

4a and 4b respectively. This means the

lower the molecular weight; the better is the



241

colligative properties of the wax inhibitor

however lower values of molecular weight

weren’t considered because low molecular

weight polymer may not have the molecular

volume to disrupt the formation of paraffin

crystals within the paraffin matrix. Higher

molecular weight polymer may have just

interacted with itself instead of the crude oil

paraffins and actually initiate paraffin

crystallization by forming nucleation sites.

This is supported by Manka and Ziegler

(2001), which established that a very long,

high molecular weight polymer may initiate

paraffin crystallization and thus raise the

pour point of crude oil

.

Figure 4: Combined effect of a)

concentration and b) molecular weight on

WAT depression

However, this observation disputes the

widely reported trend in literature which

says that the higher number of carbon chain

length and molecular weight of polymeric

wax inhibitors are preferred to effectively

inhibit the formation of wax crystals due to

the nature of high carbon number of alkane

chain in crude oil (Hao, et al., 2019)

CONCLUSIONS

Any heavy in-situ or added chemical

component (higher molecular weight wax

inhibitor) to crude oil that increases its

average molecular weight per unit volume

extensively would tend to either have no

effect or increase the crude oil WAT by

creating nucleation sites. Polymer

materials, of reduced molecular weight

should be deployed as wax inhibitors as this

will impact the thermodynamic property of

inhibition more than those of heavier

molecular weight. Hence, managing wax is

relatively expensive using wax inhibitors as

a higher concentration of low molecular

weight wax inhibitor is required to obtain a

better colligative action on the WAT of

waxy crude oil. Finally, results from this

0

0.005

0.01

0.015

0.02

0.025

0.03

0 100 200 300

ΔTf

(C̊)

Conc (ppm)

1000g/mol5000g/mol10000g/mol15000g/mol20000g/mol25000g/mol

0

0.005

0.01

0.015

0.02

0.025

0.03

0 10000 20000 30000

ΔTf

(C̊)

MW (g/mol)

10ppm50ppm100ppm150ppm200ppm250ppm

A B



242

analysis will provide basis for

selecting/designing suitable wax inhibitors

for laboratory test and subsequently for

field applications.

REFERENCES

Bhat, N. V. and Mehrotra, A. K. (2004).

Measurement and Prediction of the Phase

Behavior of Wax – Solvent Mixtures:

Significance of the Wax Disappearance

Temperature. Industrial and Engineering

Chemistry Research, 43(13), 3451-3461.

Bucaram, S. M., and Sinclair Oil and Gas

Co.: (1967) ‘An Improved Paraffin

Inhibitor’ SPE Journal Paper, 1544-PA.

Cao, K., Wei, X., Li, B., Zhang, J., & Yao,

Z. (2013). Study of the Influence of

Imidilization Degree of Poly (Styrene-co-

octadecyl maleimide) as Waxy Crude Oil

Flow Improvers. Energy and Fuels, 27(2),

640-645.

Dos Santos, J., Da, S. T., Fernandes, A. C.,

and Guilietti, M. (2004). Study of the

Paraffin Deposit Formation Using the Cold

Finger Methodology for Brazilian Crude

Oils. Journal of Petroleum Science and

Engineering, 45 (1-2), 47 – 60.

El-Mehbad, N. (2017). Efficiency of n-

decyl-n-benzyl-n-methylglycine and n-

dodecyl-n-benzyl-n-methylglycine

Surfactants for Flow Improvers and Pour

Point Depressants. Journal of Molecular

Liquids, 229, 609-613.

Hao, L. Z., Salim, H. S., & Ridzuan, N.

(2019) A Review of the Mechanism and

Role of Wax Inhibitors in the Wax

Deposition and Precipitation. Pertanika

Journal of Science & Technology 27 (1):

499 – 526

Jafari – Ansaroudi, H. R., Vafaie-sefti, M.,

Masoudi, S., Behbahani, T. J., & Jafari, H.

(2013). Study of the Morphology of Wax

Crystals in the Presence of Ethylene-co-

Vinyl Acetate Copolymer. Journal of

Petroleum Science and Technology, 31(6),

643-651.

Jin, W., Jing, J., Wu, H., Yang, L., Li, Y.,

Shu, X., & Wang, Y. (2014). Study on the

Inherent Factors Affecting the Modification

Effect of EVA on Waxy Crude Oils and the

Mechanisms of Pour Point Depression.

Journal of Dispersion Science and

Technology, 35(10), 1434-1441.

Machado, A. L. C., Lucas, E. F., &

Gonzalez, G. (2001). Poly (ethylene-co-

vinyl acetate) (EVA) as wax inhibitor of a

Brazilian crude oil: Oil viscosity, pour point

and phase behaviour of organic solutions.

Journal of Petroleum Science and

Engineering, 32, 159-165.

Manka, J. S. & Ziegler K. L. (2001).

Factors affecting the performance of crude



243

oil wax – control additives. Soc. Pet. Eng.

SPE, 67326, 1-7.

Smith, R., Miller, A., Mahmoudkhani, A.,

Samaniego, W., and Granda, E. (2019).

First Occurrence Of A Shale Oil With

Trimodal Carbon Chain Distribution and

Paraffins Higher Than Nonacontane CH: A

Real Fail Test For Existing Chemistries

And Methods. Presented at SPE

International Conference on Oilfield

Chemistry, 8 – 9th April, Galveston, Texas,

USA.

Soni, H. P., Agarawal, K. S., Nagar, A., &

Bharambe, D. P. (2010). Designing Maleic

Anhydride-∝-Olifin Copolymeric Combs

as Wax Crystal Growth Nucleators. Fuel

Processing Technology, 91(9), 997-1004.

Wei, B. (2015). Recent Advances on

Mitigating Wax Problem Using Polymeric

Wax Crystal Modifier. Journal of

Petroleum Exploration and Production

Technology, 5(4), 391-401

Yang, F., Zhao, Y., Sojoblom, J., Li, C., and

Paso, K. G. (2015). Polymeric Wax

Inhibitors and Pour Point Depressants for

Waxy Crude Oil: A Critical Review.

Journal of Dispersion Science and

Technology, 36(2), 213 – 225.




244

CAUSES OF PAVEMENT FAILURE OF EDUNABON – SEKONA ROAD, OSUN

STATE, NIGERIA

H. Mohammed

Department of Civil Engineering, Obafemi Awolowo University, Ile-Ife, Nigeria.

[email protected]., [email protected]

* corresponding author (Phone Number: +234-803-725-2038)

ABSTRACT

The study investigated Edunabon-Sekona road, Osun State, in Southwest Nigeria, with a view

to determining the causes of its failure. Condition survey of a five kilometre stretch of the road

was carried out to visually assess and characterise the pavement distresses. In situ density tests

were conducted using the core cutter method at intervals of 500 m along the route. Soil samples

were collected at these intervals for laboratory tests and selected engineering properties

determined, using standard procedures. Deflection at every point as well the representative

rebound deflection was determined using standard equations. The condition survey showed

wide spread distresses. The average in-situ density (IDD) value was 1.55 g/cm3, while the

maximum dry density (MDD), relative density (RD) and deflection (δ) mean values were, 1.94

g/cm3, 80 % and 0.66 mm, respectively. The representative rebound deflection (δrrd) was 0.66

mm. The study concluded that the pavement failed due to the low relative density and

representativerebound deflection values of the subgrade.

Keywords: Condition survey, Geotechnical properties, Pavement deflection, Representative

rebound deflection, Pavement failure



H. Mohammed

Causes Of Pavement Failure Of Edunabon – Sekona Road, Osun State, Nigeria

245

1.0 INTRODUCTION

Road transport is the predominant mode in

Nigeria, for movement of persons, goods

and provision of services. This is so as the

country’s economy is mainly agrarian, and

the need to move food and cash crops to

places of consumption is inevitable(Jegede,

2000). Consequently, the need to put the

roads in serviceable condition cannot be

overemphasized.Gupta & Gupta (2005)

pointed out that15 to 40 % vehicle

operating cost can be saved, if roads are in

serviceable condition. Highway failures are

common features in Nigeria; its rate in

recent years is unprecedented. Sadly, this

had been noted even in pre-colonial era

(Jegede, 2004). Various forms of road

deformation features characterise most

major highways. The most common

include, cracking, corrugation, potholes,

pavement incision, routing and

rutting(Jegede, 2004).Chukweze

(1988)pointed out thatoccasional flooding

of highways as a result of ‘bath hub’ on the

pavement surface and failed road shoulder

due to inefficient drainage capacity

constitute some of the major deformation

features of the highways. Onuoha et al.

(2014)characterized the road failures along

Onitsha- Enugu expressway, as potholes,

bulges, polish/pavement surface wash,

longitudinal/block cracks, drainage

collapse, depressions/sinking of roadway,

over flooding of the carriageway, gullies,

trenches, rutting and raveling.

Compaction is crucial in most highway

embankment construction. Loose soils

should be compacted to increase their unit

weight and strength characteristics.

Moisture content is another factor that has

astrong influence on the degree of

compaction achieved by a specified soil;

others include soil type and compaction

effort (Das, 2006). Compaction process

alters ground soil voids by mechanical

force means, reducing its hydraulic

conductivity and settlement; and increasing

shear resistance and bearing capacity. The

field compaction efficiency, also known as

relative density, is defined as the ratio of

field and laboratory compaction

performances ( Fang and Daniel, 2006).

The structural adequacy of a pavement is

measured either by nondestructive means

which measure deflection under static or

dynamic loadings, or by destructive tests

which involve removing sections of the

pavement and testing these in the laboratory

(Garber and Hoel, 2015).

Some of the roads defects aforementioned

were observed on the section of Edunabon

- Sekona road under investigation, hence

the need for a detailed studyto ascertain the

causes.

2.0 MATERIALS AND METHODS

2.1 Study Route

H. Mohammed


246

The study route is as shown on Plate 1. It is

part of the larger route from Sekona to

Onikoko. The section under study is from

Edunabon at kilometre SKN 7/ONK 24 (

0+000) to Sekona at kilometre SKN 2/

ONK 29 (5+000), as shown in Plates 2 and

3, respectively.

2.2 Inventory and Condition Survey

A data capturing instrument (questionnaire)

was designed for the inventory and

condition survey of the route. The

instrument noted the following: names of

start and end communities, settlements,

road ownership, types of vehicles plying the

route, road design standards and

maintenance condition, number of

intersections and locations as well as types

of drainage features.

Plate 1: Study RoutePlate 2: Start Point Plate 3: End Point

2.2 Geotechnical Investigations

Field (in-situ density test) and laboratory

investigations (particle size distribution,

atterberg limit and compaction tests) were

carried out in the course of the study, at 500

m intervals

along the route using standard procedures.

2.3 Field test

The core cutter method was adopted for the

determination of the dry density as this is

usuallysuitable for fine grain soils where

the cutter can easily be used to collect

samples (Singh & Chowdhary, 2006).

2.4Laboratory tests

Soil samples were collected at a minimum of

500 m below the road surface and taken to

the laboratory and the requisite soil

parameters determined using standard

procedures (Bowles, 1988.; Das, 2006;

Faluyi et al., 2006; Fang & Daniels, 2006).

2.5Deflection computations

The deflection at each interval was

computed using equation 1 as proposed

byMohammed et al., 2018; Mohammed &

Afure, 2013; Mohammed & Dahunsi, 2011;

and the representative rebound

Source: Department of

Geography, O.A.U., Ile-Ife

H. Mohammed


247

deflection was computed using equation 2

(Singh & Chowdhary, 2006).

δ = 1.971 – 1.645 RD

(1)

δrrd = δavg + 2s

(2)

where:

δ = deflection

RD = relative density.

δrrd = representative deflection for the section

δavg = average deflection for the section

s = standard deviation

3.0 RESULTS AND DISCUSSION

3.1 Inventory and Condition Survey

The road starts at Edunabon and ends at

Sekona and traversing through Agbungbu

village. It is a Federal road plied by all types

of vehicles. It is a flexible pavement with a

carriage width of 7.5 m and a 2.75 m wide

shoulder; this conforms to the Federal

Ministry of Works and Housing

specifications (Highway Design Manual,

2007). There are no road furniture except

for the mile post (Plate 2). There are wide

spread and varied distresses on the

pavement as shown on Plate 3a-c – edge

and shoulder damage, pot hole and alligator

cracks respectively. Others include, rutting

(Plate 4) and delineation (Plate 5)(Road

Distresses, “Hitting the Road Running,”

Moreland Road Asset’s Management

Strategy, Moreland Pavement Survey and

Report, More City Council, n.d.; WisDOT

Manual, 2002). There are no intersections

within the stretch of the route. The drainage

structures along the route include 4 no. pipe

culverts (at chainages, 1+500, 2+700,

3+650 and 5+000) and 3 no. box culverts

(at chainages 0+500, 1+000 and 1+600).

Most of the culverts are in poor service

conditions. Culvert at chainage 1+500 is in

such a condition as shown on Plate6.

(a) Edge and Shoulder Damage (b) Pothole (c) Alligator Cracks

H. Mohammed


248

Plate 3: Failures at CH. 0+000 – 0+500

Plate 4: Rutting Plate 5: Delineation at CH. 4+500 Plate 6: Culvert Inlet

Btw. CH. 3+000 and CH. 3+500 at CH. 4+500 Overgrown

3.2 Geotechnical Investigation

The results of the geotechnical investigation

on Table 1 showed that the soils consisted

of silty or clayey gravel sand soils at

chainages 0+000, 0+500, 1+000, 2+000,

2+500,3+000, 3+500, 4+000, 4+500 and

5+000, A-2- 6, A-2- 4, A-2-4, A-2- 6, A-

2- 4, A-2- 4, A-2- 6, A-2- 4 and A-2- 4,

respectively and are classified as

excellent to good subgrade materials.

Silty soils at chainages 1+500 and 4+500,

A- 4 and A- 4, respectively and classified

as fair subgrade materials (Das,

2006).This is correlated by the group

index (GI) results (Table 1) (Fang and

Daniels,(2006).These classifications are

acceptable for subgrade purpose (Federal

Ministry of Works and Housing, 1997).

Table 1: Soil Classification

CHAINA

GE

%

Pass.

#10

%

Pass.#

40

%

Pass.#

200 LL (%) PL (%) PI (%) GI

SUBGR

D.

Class.(GI

)

AASH

TO

Class.

0+000 55 39 23 28 17 11 0 Excellent A-2-6

0+500 77 61 28 29 22 7 0 Excellent A-2-4

1+000 88 67 21 27 20 7 0 Excellent A-2-4

1+500 81 70 49 26 21 5 2 Fair A-4

2+000 53 40 29 33 20 13 0 Excellent A-2-6

2+500 63 50 36 29 21 8 0 Excellent A-2-4

3+000 79 62 36 22 18 4 0 Excellent A-2-4

3+500 59 49 40 34 22 12 1 Good A-2-6

4+000 51 38 28 27 20 7 0 Excellent A-2-4

4+500 80 65 38 26 18 8 0 Excellent A-4

5+000 64 47 12 20 13 7 0 Excellent A-2-4

Ave. 68 53 31 27 19 8 0 Excellent

H. Mohammed


249

The compaction test result is as shown on

Table 2. As can be observed from the

table, the

values of the natural moisture content (NMC)

at all the chainages are lower than those

for the

optimum moisture content (OMC), which put

the soils on the dry side of the compaction

curve (Aude et al., 2016), with

concomitant lower values of in-situ dry

density, as compared to the maximum dry

density (MDD) values. This is in

agreement with (Fang and Daniels,(2006)

postulation that, if moisture is not

adequate to create lubrication, the unit

weight of the compacted soil will be

relatively low. The mean MDD value of

1.94 g/ m3 indicates that the soil is

acceptable for use as subgrade

(O’Flaherty, 2002). This corroborates the

finding from the aforementioned

geotechnical reports. The mean relative

density value of 80 % (< 100 %) does not

satisfy the specification for compacted

subgrade soil (Federal Ministry of Works

and Housing, 1997). Das (2006)pointed

out that in order to ensure adequate

strength in the construction of highway

embankments, loose soils must be

compacted to increase their unit weight,

which will in turn ensure increase in the

strength characteristics of the resulting

foundation base (subgrade). This could

explain the wide spread surface distresses

on the pavement, as a result of loss of the

soil strength.

Table 2: Compaction Tests Result

Location NMC (%) OMC (%) IDD (g/cm3) MDD (g/cm3) RD (%)

0+000 6 9 1.44 1.93 75

0+500 6 11 1.56 1.92 81

1+000 4 8 1.51 1.95 77

1+500 6 13 1.79 1.88 95

2+000 7 11 1.03 1.97 52

2+500 7 12 1.73 1.94 89

3+000 3 11 1.79 1.94 92

3+500 10 13 1.21 1.9 64

4+000 7 11 1.53 1.98 77

4+500 5 9 1.86 1.97 94

5+000 3 9 1.57 1.94 81

H. Mohammed


250

3.3Route Deflection

The deflectionvalues for the route are as

shown on Table 3.The average value is

0.66 mm. The representative rebound

deflection is 0.66 mm. Using the template

in Table 4 (Mohammed & Dahunsi,

2011), the pavement has failed.

Table 3: Deflection Values

Location Relative Density (RD) Deflection, δ(mm)

0+000 0.75 0.74

0+500 0.81 0.63

1+000 0.77 0.70

1+500 0.95 0.40

2+000 0.53 1.11

2+500 0.89 0.50

3+000 0.92 0.45

3+500 0.64 0.92

4+000 0.77 0.70

4+500 0.94 0.42

5+000 0.81 0.64

AVE. 0.80 0.66

Table 4: Pavement Condition Template

Representative Rebound (δrrd) Pavement Condition

δrrd ≤ 0.56mm Good

0.56mm ≤ δrrd ≤ 0.64mm Fair

δrrd > 0.64mm Poor

Source: Mohammed & Dahunsi (2011)

4.0 CONCLUSION

The study showed that the widths of the

carriageway and shoulder meet the

standard required by the FMWH. There

are no road signs and markings. The

pavement surface distresses are varied

and wide spread. The drainage structures

are in poor level of service. The

geotechnical properties of the subgrade

soils are suitable for highway

construction. However, its compacted

property does not meet the requirement of

the FMWH. The pavement has deflected

irrecoverably. The study concluded that

the pavement failed due to the low

relative density and

representativerebound deflection values

of the subgrade.

5.0 ACKNOWLEDGEMENT

Mean 6 10 1.55 1.94 80

H. Mohammed


251

The author hereby acknowledges the

contributions of Messrs O. E Owolabi, F.

A. Abegunde

and S. D. Abiona in the field and laboratory

aspects of the study.

6.0 REFERENCE

Aude, H. A. P., Oghorodge, E. E., & Oviri,

D. E. (2016). Sensitivity Analysis of

Flexible Road Pavement Life Cycle Cost

Model. Nigerian Journal of Technology, 35

No.2, 278–289.

Bowles, J. E. (n.d.). Engineering properties

of soil and their measurement (3rd edition).

McGraw-Hill Book Company.

Chukweze, H. O. (1988). Pavement

Failures Caused by Soil Erosion.

Proceedings of International Conference

on Case Histories in Geotechnical

Engineering, St. Louis, 935–939.

Das, B. M. (2006). Principle of

Geotechnical Engineering. Cengage

Learning.

Faluyi, S. O., Adebayo, S. O., &

Oluborode, K. D. (2006). Moisture-Density

Relation of Lime-Treated Samples of

Lateritic Soil in Ado-Ekiti, Nigeria. Journal

of Applied Science, Engineering and

Technology, Vol.6, No.1, 56–61.

Fang, H. Y., & Daniels, J. L. (2006).

Introductory Geotechnical Engineering.

Taylor and Francis. Inc.

Federal Ministry of Works and Housing.

(1997). General Specifications (Roads and

Bridges): Vol. II.

Gupta, B. L., & Gupta, A. (2005). Highway

and Bridge Engineering (Third). Nai Sarak.

Highway Design Manual. (2007). Director

Highway Planning and Design. Federal

Ministry of Works Headquarters.

Jegede, G. (2000). Effect of Soil Properties

onPavement Failure Along the F209

Highway at Ado- Ekiti, Southwestern

Nigeria. Journal of Construction and

Building Materials, 14, 311–315.

Jegede, G. (2004). Highway Pavement

Failure Induced by Poor Geotechnical

Properties at a Section Along the F209

Okitipupa-Igbokoda, Highway,

Southwestern Nigeria. Ife Journal of

Science, vol.6(1), 41–44.

Mohammed, H., & Afure, L. (2013).

Structural Evaluation of a Flexible

Pavement Using a Deflection Model.

Proceedings of the 6th Africa

Transportation Technology Transfer (T2)

Conference, Gaborone Botswana., 204–

212.

Mohammed, H., & Dahunsi, B. I. O.

(2011). Deflection Model for Structural

Evaluation of Flexible Pavement.

Botswana Journal of Technology, 19(2),

124–133.

Mohammed, H., Elufowoju, E. F., Mgboh,

V. C., & Ajibade, M. K. (2018).

H. Mohammed


252

Maintenance Strategy in Pavement

Performance Evaluations Using Deflection

Model and Site Reconnaisance Methods.

Nigerian Journal of Technology, 37, No. 4,

October 2018, 861–866.

O’Flaherty, C. A. (2002). Highways.

Butterworth-Heinemann.

Onuoha, C., Onwuka, S. U., & Obienusi, E.

A. (2014). Evaluating the Causes of the

Road Failure of Onitsha-Enugu

Expressway, Southeastern Nigeria. Civil

and Environmental Research, 6(8), 118–

129.

Road distresses, “Hitting the Road

Running,” Moreland road asset’s

management strategy, Moreland pavement

survey and report, more city council. (n.d.).

Retrieved January 17, 2007, from

http://www.moreland.vic.gov.au

Singh, A., & Chowdhary, G. R. (2006). Soil

Engineering, in Theory and Practice. CBS

Publishers and Distributors, New Delhi,

India., 2.

WisDOT Manual. (2002). Pavement

Surface Evaluation Rating. Transportation

Information Centre University of

Wisconsin Press.

1AH Nuruddeen, 2ID Muhammad,3IMDagwa

Simulation And Optimization Of Dehydrated Fruit And Vegetables Processing Plant Using Flexsim

253

SIMULATION AND OPTIMIZATION OF DEHYDRATED FRUIT AND

VEGETABLES PROCESSING PLANT USING FLEXSIM

1AH Nuruddeen, 2ID Muhammad,3IM Dagwa 1,2Department of Agric. Tech, Federal College of Horticulture Dadinkowa, Gombe State.

2,3Department of Mechanical Engineering, University of Abuja, Nigeria.

Authors Email: [email protected], [email protected],

[email protected]

Contact: 09059921990, 08137362164, 08059442133

ABSTRACT

In this research study, the process layout for dehydration of fruits and vegetables processing

plant was examined using computer simulation software. The essence of performing simulation

was to experiment and analyse a manufacturing process to reduce the time, cost of procurement

of equipment for construction, upgrading and testing the performance in real-life situations.

Flexsimsoftware was used to perform simulation runs and optimization alternatives on

production lines were drawn, with special emphasis on tomatoes. Based on the analysis of the

simulation data, the study identified the bottlenecks in processing and proffer alternative

solutions for improved and optimal output respectively.

KEYWORDS:Dehydration, Flexsim, Process Layout, Processing, Simulation.

INTRODUCTION

For an effective performance and efficiency of production facility, proper arrangement of

facilities such as equipment, machineries, production lines and storage facilities need to be

designed to perform for maximum output and lowest possible costs (Kadane & Bhatwadekar,

June 2011).Recent report by the National Bureau of Statistics(NBS, 2017) showed that crop

production in Nigeria contributed 29.15% Gross Domestic Product (GDP) in the third quarter

of 2017. Despite the huge contributions of crop production to Nigeria’s economy, postharvest

losses stands at $9 million with 50% losses per annum in fruits and vegetables as a result of

their perishable nature and inadequate value addition (Elemo, 2017). (Nuruddeen, 2019)

designed a process layout for processing of dehydrated fruit and vegetables and perform

simulation runs using FLEXSIM Software with a view to help in finding alternative solutions

to huge losses due to poor postharvest handling and inadequate value addition.





254

Computer simulation is a state of the art

tool that is used to identify the capacity of

workstations and bottlenecks in production.

Then the simulation predicts the complexity

in manufacturing system and also allows

users to analyse and find other solutions to

achieve a flexible design, also using the

same data to evaluate various layout

alternatives for new construction, additions

or re-organization (S.M. Kadane, 2011),

(Chee, 2009).

The aim of this study was to perform

simulation runs on a process layout for

dehydrated fruit and vegetables and

optimization alternatives with a view to

find optimal layout scheme for effective

performance of the processing plant.

METHODOLOGY

Simulation Modeling

Flexsim is the only existing software that

combines C++, IDE and compiler

simulation software in a graphical

modelling environment. Flexsim is

equipped to simulate the whole process of

production line through the form of a model

in a 3D view with operators, entities,

forklifts and product accumulation with a

variety of output formats in either Word,

Excel, html and other formats(Rostkowska,

2014) and (Wu, Yao, & Yu, 2018).

Establishment Of The Process In Flexsim

Simulation Model

The process establishment in Flexsim is

summarized in the Figure1. below as

reported by (Wu, Yao, & Yu, 2018) and

(Liu & Huang, 2004)

Figure 1. The steps for establishment of

the process layout in Flexsim

1. Research actual system: this step

covers the system flowchart and

other parameters related to the

system.

2. Logic model establishment: this

procedure establishes the system

layout with a description of the



255

relationship between the element

and the system in a logical manner.

3. Simulation model establishment:

this is the transformation of the

physical model into simulation

model by Flexsim simulation

software.

4. Model parameter settings: specific

parameters are set for each entities,

queues, resources etc. so that the

model could function as the system.

5. System compile and test: this tests

that all parameters are functioning

accordingly as the system design.

6. Simulation run: this sets the running

and terminating times for the

simulation run of the model.

7. Simulation results analysis: this is

the output of the set parameters at

the end of the simulation run.

Analysis are done with statistical

techniques to obtain the system

performance under set parameters.

8. Model optimization: results from

simulation runs are observed to

make appropriate optimization

scheme with the modification of

certain system parameters of the

original scheme, then the optimized

scheme will be run, results obtained

will be analysed and comparisons

will be made between the original

and optimized schemes to choose

the most effective scheme.

9. Result summary: this summarizes

and give detailed explanation of the

results obtained after the end of the

simulation run in Flexsim

environment.

Building the Simulation Model Using

Flexsim

The required elements were added to

Flexsim software, then the parameters of

each model were set according as given in

Figure 1. The Flexsim elements used in the

simulation are given in Table 1 below.

Table 1. The model elements used and the corresponding system elements

S/N Model Elements System Element Description

1. Source Serves as the raw material

arrival point

2. Flow items Products Products to be processed from

one processor to another

3. Fixed resources Processing and

transporting flow items.

Used to process flow items,

transport, delay, perform

batching operations e.g.

processors, conveyors, queue

Table 2. The simulation working data

WORKING PROCESS DESCRIPTION WORKING TIME



256

1. Washing tank

W-Peeler

Washing of fresh tomatoes

Washing and peeling of onions

50kg/min

33kg/min

2. Sorters Sorting of raw materials 50kg/min

3. Slicers Cutting of raw materials into

halves

33kg/min

4. Dehydrators To dry the cut fruits and vegetables

in a drying chamber

300kg/batch

5. Cooling fans To cool off the dried fruits and

vegetables

5 minutes

6. Milling Machines To grind the dried materials into

powdered form

150kg/h

7. Sealing Machine To seal the powdered materials

into various sizes

60 bags/ min

8. Packaging (boxing) To box the sealed materials into

cartons

40 boxes/min

RESULTS AND DISCUSSIONS

Layout of the Processing Of Dehydrated

Fruit and Vegetables Plant

(Somogyi & Luh, 1986), (Woodroof,

1986)(Rakesh)and (Nuruddeen, 2019)

classified the processes of dehydrating

fruits and vegetables into pre-dehydration

and post-dehydration. Pre-dehydration

involves sorting, washing, and

shredding/slicing then dehydration. While

post-dehydration includes milling/grinding,

mixture for soups, inspection and

packaging.Table 2 showed the working

data used to perform simulation

experimentation according to the process

flow chart for each process and connected

as explained in (FLEXSIM, 2017; Wu,

Yao, & Yu, 2018). Figure 2 below

elaborates the sequences adopted by

(Nuruddeen, 2019) in performing

simulation runs for the manufacturing processes.



257

Figure 2. The Simulation procedure for processing dehydrated fruit and vegetables.

Figure 3. Initial simulation model

System Simulation and Analysis of the

Process Layout for Dehydrated Fruit

And Vegetables

The simulation clock was set to 43200

seconds with the run speed set at maximum.

The model was verified for errors and

validated through the animated view of the

computerized model on the computer, it

shows the materials behaviour as the

entities move through the production lines

as reported by (Sergent, 2011), (FLEXSIM,

2017), before resetting the system

according to (Wu, Yao, & Yu, 2018). After

the simulation run the data was statistically

analysed.

Table 3. The performance state of the system

S/N Processor Idle (%) Processing (%) Blocked (%)

1. Wash tank 91.25 8.75

2. Wash tank43 91.25 8.75

3. Sorter 91.25 8.75



258

4. Sorter45 91.25 8.75

5. Slicer1 91.25 8.75

6. Slicer47 91.25 8.75

7. Dehydrator 0.51 94.86 4.63

8. Dehydrator44 0.49 70.62 28.88

9. Cooling fan 65.04 34.96

10. Cooling fan54 65.02 34.98

11. Mill T 71.63 28.37

12. Sealing MC 98.15 1.85

13. Packaging 80.39 19.61

Table 4. The staytime of each product in the processor over the simulation period.

The stay times in Table 4. showed the

amount of time spent by the raw materials

in each processor in seconds. It could be

seen that on average, the longest staytime

was in the dehydrators (dehydrator,

dehydrator44) with 31987.56 and 28086.94

respectively then Queue (Queue1, Queue2)

with 6660.75 and 8410.88 seconds because

the duration takes the longest time to bring

down the moisture content of tomatoes

from 94% moisture to 10% (Nuruddeen,

2019).

The idle times of some processors was due

to the longer periods it takes to dehydrate

the materials. Processors (sorter, slicer,

washing tank) have completed their

processing cycle before the simulation run

ends. The chart in Figure 5 below contains

the summary of the State of each processor



259

over the processing times at the end of

simulation run.

The overall throughput of the processors

over the period of simulation run from the

two production line, showed some raw

materials were still stuck the in the

production lines either awaiting further

processing or being processed. This is as a

result of the bottlenecks in dehydrating the

tomatoes due to their longer drying period

of around (21600) seconds. Therefore, there

is a need to improve on the capacity of the

dehydrators for both production lines.

Table 5. The overall throughput of the production lines.

DESIGN AND ANALYSIS OF

OPTIMIZED PRODUCTION LINE

SCHEME

Through the analysis conducted above, the

bottlenecks identified were with the

capacity of the dehydrators to dehydrate the

large quantity of tomatoes, the milling

machine to further reduce the size of each

dried commodity into powdered form.

Figure 4 below presents the proposed

improved design on the production lines.



260

Figure 4.The proposed optimized design

on the production lines with additional

dehydrator and a milling machine.

From the Figure 4 above it could be seen

that the production lines have been

introduced with a new processor

(dehydrator61) and a Milling machine

(millT64) to try and check the inefficiency

of the production lines to operate at full

capacity. The data was inputted and the

simulation clock set to reset before

commencing another simulation run as in

(Wu, Yao, & Yu, 2018).

Figure 5below showed an improvement in

efficiency of the dehydrators and the

processing times for complete operation

run. Over the time of the run, there have

been an improvement from the previous

model run where the dehydrators idle for

around 700 seconds and 42372 seconds

processing raw materials to 2216.98

seconds idle and 11344.62 seconds

processing dehydrated tomatoes. However,

the reduced processing times from the

improvement scheme shown in Table 6

have increased the efficiency, capacity of

the dehydrators and reduced delay in

processing over 50000 seconds of

simulation run

.



261

Figure 5. The Pie chart of all processors after the simulation run

Table 6. The summary of state percentage of each workstation in the optimized

production line scheme1

Stations Processor Idle (%) Processing (%)

1. Washing tank 91.50 8.50

Washing tank43 91.50 8.50

2. Sorter 91.50 8.50

Sorter45 91.50 8.50

3. Slicer1 91.50 8.50

Slicer47 91.50 8.50

4. Dehydrator 28.05 71.95

Dehydrator44 29.37 70.61

Dehydrator61 17.42 82.58

5. Cooling fan 66.28 33.72

Cooling fan54 49.43 50.57

6. Mill T 66.17 33.83

Mill T64 66.17 33.83

7. Sealing MC 98.17 1.83



262

8. Packaging 75.86 24.14

The average stay times was also reduced

from 31987.56, 28086.94 seconds in the

dehydrators in Table 4. to 27025 and 26575

seconds for both dehydrators (dehydrator,

dehydrator44), the third dehydrator had a

higher stay time of 35913.57 seconds

because of the load, unload and processing

time of raw materials in the dehydrator.

Table 7. below summarizes the stay time of

each processor.

Table 7.The Summary of the throughput and average stay times for dehydration of

tomatoes during simulation run as reported by (Anhua & Yuqiao, 2010; Peng, 2012)

S/N Object Input Output Average Stay time

1. Washing tank 500 500 60

2. Washing tank 500 500 60

3. Sorter 500 500 60

4. Source1 0 1000 60

5. Sorter45 500 500 60

6. Slicer 1 500 500 60

7. Slicer 47 500 500 1.522749

8. Queue2 500 500 0

9. Queue1 500 500 11746.23453

10. Dehydrator 400 400 11302.43072

11. Dehydrator44 400 400 19504.156

12. Dehydrator61 200 200 300

13. cooling fan 400 400 300



263

14. cooling fan54 600 600 10.782568

15. Queue3 400 400 84.16832

16. Queue55 600 600 60

17. Mill T 500 500 60

18. Mill T64 500 500 60

19. Sealing MC 1000 1000 1

20. Packaging 2000 2000 6.536105

COMPARISON BETWEEN OPTIMIZED PRODUCTION LINE SCHEME AND

INITIAL MODEL

The data from Table 3 showed that the

processors (dehydrator, dehydrator44) were

blocked 4.68%, 28.88% of the time

respectively, the processing percentage of

the two dehydrators were 94.04, 70.62%

over the simulation period of (43200)

seconds, the overall throughput of all the

processes was around 80% completed about

20% of materials were stuck in the

processing stations either waiting to be

processed or being processed.

The optimized production line scheme 1

proffers an alternative solution to the

bottlenecks encountered in the Initial

model. The model comes with additional

processors (dehydrator61, MillT64),

increased simulation run of (50,000)

seconds as in (Wu, Yao, & Yu, 2018). The

data obtained in Table7 showed the

improvement and reduced bottlenecks

encountered in the Initial model and overall

throughput of the system. A decrement in

the processing time of the dehydrators

(dehydrator, dehydrator44, dehydrator61)

from 94.86, 70.62% to 71.95, 70.61 and

82.58%, content stay times in queues

(queue2, queue1) also reduced from

3932.45, 3864.52 seconds to 2.63 and 0.00

seconds respectively. The packaging station

also experienced a decrease in the idle time

from 80.39% to 75.86% over the simulation

period.

CONCLUSION

FLEXSIM software like other simulation

packages, utilizes the relationship between

materials flow and layout design in a three

dimensional Simulation. From the results of

the simulation runs performed, the Initial

model showed bottlenecks in the

dehydration process as the performance of

the dehydrators was not efficient over the

simulation period about 20% of the

materials were stuck as Work in process



264

(WIP). This gave the need for optimization

of the production process. The optimized

production line scheme 1 addresses the

bottlenecks in the Initial model with the

addition of another dehydrator as seen in

Figure 4, the results obtained have

improved the production bottlenecks

through the reduction in WIP and a

complete production cycle over the

simulation time. FLEXSIM allows the

design, experimentation and analysis of a

manufacturing process which reduces the

time, cost of requirements for upgrading

and testing in real-life.

However, the need for designing a process

layout for dehydration of fruits and

vegetables will hope to improve and reduce

the loses encountered as a result of poor or

lack of efficient processing plants in the

country, improve on living standards of

farmers, create job opportunities for

entrepreneurs and more economic

development.

For further research, the following

suggestions are made:

1. Other varieties of fruits and vegetables

be tested to check for conformity with

the design.

2. Another simulation package should also

be used to test the performance of the

design.

ACKNOWLEDGEMENT

We wish to extend our profound gratitude

to FLEXSIM Company, FLEXSIM West

Africa and Mr. Zane Van Laarof

FOURIER.E for their kind support and

contributions.

REFERENCES

Anhua, G., & Yuqiao, Z. (2010). Research

on Optimization for Balance of BSP model

Assembly Line Based on Flexsim. 3rd

International Conference on Information

Management, Innovation Management and

Industrial Engineering.

doi:10.1109/ICIII.2010.230

Aseogwu, S. (1989). The Industrial

Potentials of some Nigeria Fruits and

Vegetables. NIHORT, p. 1. Retrieved May

24, 2019

Boyer, R., & Huff, K. (2015, May). Using

Dehydration to preserve frutis, vegetables

and meats. Virginia State University, 1-6.

Retrieved July 15, 2019, from

https://www.researchgate.net/publication/2

37748607

Chee, A. (2009). Facility Layout

Improvement Using Systematic Layout

Planning (SLP) and ARENA. In Masters of



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Engineering (Industrial Engineering)

Thesis. Universiti Technologi Malaysia.

Elemo, G. (2017, October 8). The

Guardian. Retrieved May 27, 2019, from

https://guardian.ng/features/gain-plan-

advocates-end-to-postharvest-losses/amp/

FLEXSIM. (2017). FLEXSIM USER

MANUAL 2017 UPDATE 1. FLEXSIM.

Retrieved June 15, 2019

(2012). Food Production and Consumption

Trends in Sub-Saharan Africa: Prospects

for the transformation of Agrculturl Sector.

Regional Bureau for Africa. United Nations

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267

E EC S C M E M E G E G EE G S E S’

ACADEMIC ACHIEVEMENT IN STRUCTURAL DESIGN

By

*A. O. Ibeje1, C. Obiefuna2 and O.C. Ibeje3

1Department of Curriculum Studies, Alvan Ikokwu Federal College of Education Owerri, Nigeria

2Department of Arts Education, Imo State University, Owerri, Nigeria

[email protected] , Department of Civil Engineering, Imo State University, Owerri.

ABSTRACT

The study investigated the effect of computer modeling (CM) on the students’ academic performance in

Structural Design (CVE 322) of Civil Engineering Department, Imo State University, Owerri. The research

used a pre-test–post-test equivalent control group experimental design. Eighty year-three students were

randomly sampled from a population of 496 year-three to year-five students of the department. The mean

score, standard deviation and t-test at 0.05 level of significance were used for analysis. The results revealed

CM has little or no effect on students’ academic performance because the differences between the average

pre-test and post-test scores for students taught using computer modelling CM and those of students taught

using the traditional (lecture) method (TM) were 21.20 and 21.34 respectively. The findings further showed

that the mean score and standard deviation of male students were 36.40 and 3.29 respectively while those of

female students were 41.80 and 3.42 respectively. This implied that the female-CM group performed better

than the male-CM group. The study equally identified the limitations of computer modelling as a learning

approach.

Keywords: computer modeling, traditional (lecture method), female students, male students, academic

achievement.

INTRODUCTION

Academic performance can be described as a means

to measure, ascertain and quantify the progress a

student exhibits to accomplish set of learning

objectives or different tasks given to them by their

teachers (Felder et al., 1994). Academic performance

is also involves students’ ability to study, remember

and apply knowledge gained as well as communicate

one’s knowledge verbally or in writing (Fan and

Chen, 1999). Academic achievement refers to






268

standardized test scores, grades, and overall

academic ability and performance outcomes (Owen,

1999). Academic performance is the authentication

of educational outcome of prescribed tasks or

objectives; it is the extent to which a student, teacher

or an institution has achieved their educational goal

(Minnesota Measures, 2007; Hansen and

Mastekaasa, 2006). Academic performance is

commonly evaluated through examination and

*A. O. Ibeje1, C. Obiefuna2 And O.C. Ibeje3

Effects Of Computer Modelling On Engineering Students’ Academic Achievement In Structural Design


269

continuous assessment (Hansen and Mastekaasa,

2006; Cambridge University Reporter, 2013; Dills,

2016). Structural Design is one of the mandatory

Civil Engineering courses. It is offered by the Civil

Engineering students from the first semester of their

third year of study through their final year. Structural

Design has been defined as the calculation of the

sizes of structural members (beams, columns,

staircase, slabs etc) that will carry loads in a structure

in the most economic way (Ed. Chen wai-fah, 1999).

It enables the engineer to get the force/forces in the

different structural members (Friedel.and Casimir,

2007). Structural design enables the engineer to

visualize the way the structural member behaves

under the most severe load combination

(Brockenbrough and Frederick, 2000). However, in

spite of the relevance of Structural Design in Civil

Engineering, students’ academic performance in the

course has consistently been poor and unimpressive

(Civil Engineering Department, 2016). In Civil

Engineering Department of Imo State University,

Owerri, for instance it has been observed that

sessional average pass rate in Structural Design

between 2010 and 2016 is only 15.41% while the

average failure rate (grade F) is as high as 61.82%

(Civil Engineering Department, 2016).

Comparatively, the academic performance of male

and female students showed that less than 50% of

male students had GPA above 3.00 in 2010, whereas

almost 60% of females attained this level. Also 28%

more females earned higher than 3.00 CGPA in 2016

(Civil Engineering Department, 2016). Studies have

revealed that the female students performed better in

all classes in engineering (Chen et al., 2017). It has

been found that a smaller number of female students

applied for university admission in engineering.

Once they get admission, they work hard to earn

better grades than their male counterparts (Turut-

Asik and Dayioglu, 2016).

The need to find solution to the students’ poor

performance in Structural Design is not only

necessary but imperative. Perhaps the imaginative

visualization of load estimates of structural members

through unrealistic sketches made by teachers using

lecture method is contributory to this problem.

Hence, to circumvent this anomaly, computer

modelling, which is a technique that provides

students with a highly simplified reproduction of part

of a real or imaginary world, was considered as a

probable alternative mode of instruction. Computer

models are “the most effective ways to promote deep

conceptual understanding of the real world"

(O'Haver, 2000). Computer modelling allows

students to observe and interact with a real-world.

According to a study, “interacting with instructional

models can help students understand a real system,

process, or phenomenon” (Hofstein and Lunetta,

2004). Research studies have shown the role and

importance of computer modelling in facilitating

teaching and learning in the classroom (Jegede et al.,

1992). The teaching of science subjects with

computer modelling has also been noted to respond

positively in terms of enhancement of learners’

performance and interest. It was stated that the use of

computer modelling makes teaching of science

subjects interesting and acts as a very useful aid in




270

learning (Josiah, 2012). Lecture method has been the

predominate method of teaching Structural design

and over the years, the performance of the students,

especially those in the third year of study, has not

been encouraging. Therefore, this research sought to

examine the effects of computer modelling as

method of instruction on the academic performance

of students in Structural Design. The study was

restricted to the comparative effects of two teaching

methods: computer modelling and traditional

(lecture) method, on the academic performance of

students in Structural Design (CVE 322) and the

comparative effect of Computer modellig on

performance based on gender. The population of the

study was restricted to all the 496 year-three to year

five Civil engineering students in Imo State

University, Owerri. The choice of these students for

the study stemmed from the fact that the course;

Structural Design was mandatory in third, fourth and

fifth year of study of Civil Engineering in Imo State

University. The study therefore posed the following

research questions and hypothesis: Q1: What

differences exist between the mean scores in

achievement test of students taught using computer

modelling and the traditional (lecture) method in

Structural design? Q2: What differences exist

between the pre and post test scores of male and

female students taught using computer modeling?

H01: There is no statistically significant difference

between the mean scores in achievement test of

students taught using computer modelling and the

traditional (lecture) method (p< 0.05) in Structural

design. H02: There is no statistically significant

difference between the pre and post test scores of

male and female students taught using Computer

modelling (p< 0.05) in Structural design.

METHODOLOGY

A. Research design

The design for this research was quasi-experimental.

The research used a pre-test–post-test equivalent

control group experimental design. There are two

groups: a treatment group (Students taught by

computer modelling method of instruction) and a

control group (Students taught by traditional

(lecture) method of instruction).

B. Area of the Study

This study was carried out in Owerri of Imo state in

Nigeria. Owerri is the capital and largest city of Imo

State.

C. Population of the Study

The population of the study comprised of all the Four

Hundred and ninety six (496) year-three to year-five

Civil engineering students in Imo State University,

Owerri. The choice of these students for the study

stemmed from the fact that the course; Structural

Design was mandatory from year-three to year five.

The distribution of the students from year-three to

year five and according to gender is shown in Table

1.

Table 1 Students in the 2015/2016 session in Civil Engineering Department




271

S/N YEAR OF

STUDY

NO. OF

MALE

STUDENTS

NO. OF

FEMALE

STUDENTS

NO. OF

STUDENTS

3 THIRD 96 4 100

4 FOURTH 197 3 200

5 FIFTH 188 8 196

TOTAL 481 15 496

Source: Civil Engineering Department, (2016)

Hundred third year students were purposively

sampled from 496 students of the department

because they were at the introductory stage of the

course and the traditional teaching method has

yielded poor results over the years (Civil Engineering

Department, 2016). Consent forms were issued, 76

males and 4 females returned; giving a total of 80

students. The group was finally used as the research

subjects for the experiment. Alternate random

technique was used to sample forty students each

from the 80 students. Simple balloting was used to

assign the groups to experimental and control groups.

The pre-test and post-test were 30 multiple-choice

items. Multiple-choice (MC) items asked

participants to select one correct item from given four

items. To check content validity, pre-test and post-

test was examined by a group of experts consisting

of two university professors whose specialty is in

technical education. For the reliability of the pre-and-

post test, an item analysis was made and Cronbach’s

alpha was calculated as 0.72.

E. Administration of Treatment

All participants completed a pretest and then the

treatment in which the experimental group was

taught using the computer modeling and the control

group with lecture method. Students’ post-test scores

(dependent variable) were measured.

F. Method of Data Analysis

0.05 significance level was used in conducting data

analysis. This study used t-test. T-test compares the

mean of two groups based on two independent

variables (Miller, 1997). T-test was conducted on

post-test scores to determine if the two experimental

groups differed after treatment. For this, traditional

(lecture) method and computer modelling are the two

independent variables, while the post-test score is the

dependent variable.

RESULTS

Table 2: The mean scores in CVE322 achievement

test of Students taught using Computer Modelling

and Traditional (Lecture) Method at post-test and

pre-test




272

Teaching

method

Pre-test

mean

Post-test mean

Computer

Modelling (CM)

17.90 39.10

Traditional

Method (TM)

15.36 36.70

Table 3: The mean score and standard deviation in CVE322 Post test of students taught using computer

modelling

Group No. of

students

Mean

score

(X)

Mean

Difference

Computed

Average

Standard

Deviation

(SD)

CM 40 39.10 2.40 37.90 4.25

TM 40 36.70 3.86

Table 4: The mean scores in CVE322 achievement test of male and female students taught using computer

modelling at post-test and pre-test

Pre-test Mean Post-test Mean

Male CM 17.60 36.40

Female CM 18.60 41.80

Table 5: Mean scores and standard deviation in CVE322 Post-test of students using computer modelling

Group No. of

students

Mean

score

(X)

Mean

Difference

Computed

Average

Standard

Deviation

(SD)

Male 76 36.40 5.40 39.10 3.29




273

Female 4 41.80 3.42

Table 6: Results of t-test statistic of post-test scores of students in CVE 322 achievement test taught using

Computer modelling and traditional (lecture) method

Table 7: Results of t-test statistic of post-test scores of male and female students in CVE 322 achievement test

taught using Computer modelling.

CM MEA

N

SD Df t-

comp

t-

critic

LS Prob Decision

Pre-

test

Post-

test

Male 17.60 36.40 3.29

Femal

e

18.60 41.80 3.42 78 2.55 1.675 0.05 0.034 Reject

IV. DISCUSSIONS

The research questions and hypotheses guided the

analyses of the results of this study. For research

question, Table 2 shows that the mean score and

standard deviation in CVE 322 achievement test of

students who were exposed to CM were 39.10 and

4.25 respectively while the mean achievement score

and standard deviation of those exposed to traditional

(lecture) method were 36.70 and 3.86 respectively.

Table 2 also shows that the difference in the mean

scores is 2.40 while the computed average is 37.90.

Group Mean SD Df t-

comp

t-critic LS Prob Decision

Pre-

test

Post-

test

CM 17.90 39.10 4.25

TM 15.36 36.70 3.86 78 8.50 1.675 0.05 0.00 Reject




274

It can also be observed that whereas the mean score

for CM group is above the computed average, the

mean score for the traditional (lecture) method group

is less than the computed average. It shows that those

students exposed to CM have greater margin of

achievement than those student exposed to the

traditional (lecture) method. The difference in mean

of the pretest scores (17.9 for CM and 15.36 for TM)

between the two groups could be due to the fact that

the CM group inadvertently had more above average

students. It is however confirmed that there is

difference in the mean scores in Structural Design

learning outcomes of students taught using CM and

the traditional (lecture) method at post test.

On further investigation using t-test statistic, it was

shown in Table 4 that the t-computed (8.50) is greater

than t-critical (1.675) and the level of significance

(0.05) is greater than the probability (0.00). This

result rejects the null hypothesis (Ho1) and accepts

the fact that there is significant difference in the mean

scores in Structural Design achievement test of

students taught using CM and those students taught

using the traditional (lecture) method at post test.

Table 4 also shows the mean score for CM group

(39.10) is greater than the mean score for the

traditional (lecture) method group (36.70). This

implies that CM performed significantly better than

the traditional (lecture) method group in a Structural

Design achievement test. However, it should be

noted that computer modeling did not improve the

performance of the students considering the fact that

the differences between the average pre-test and

post-test scores for CM and TM groups were 21.20

and 21.34 respectively.

This result challenges the finding of Nsofor and

Akpomedaye (2012) who stated the instructional

materials of which computer tools are inclusive help

teacher to teach more effectively and also enables the

students to learn more efficiently. The reason for this

observation may be due to students’ lack of interest

in computer education in the third world countries

(Hofstein and Lunetta, 2004). Absence of functional

computer facilities for practical is very common in

developing countries (Hofstein and Lunetta, 2004).

Research question two sought to find out if there was

any gender difference in the mean scores in a

Structural Design achievement test of students in a

researcher-made MCT-item questions taught using

CM. The mean score and standard deviation of male

students exposed to the same treatment were 36.40

and 3.29 respectively while the mean score and

standard deviation of female students exposed to the

same treatment were 41.80 and the 3.42 respectively.

Table 3 also shows that the difference in the mean

scores for the female Computer modelling group was

above the computed average. It is crystal clear from

the foregoing analysis that there is a difference in the

mean scores in Structural Design achievement test of

male and female students taught using CM. On

subjecting this claim further to t-test satisfies as

shown in Table 5, it was shown that the t-computed

(2.55) is greater than the t-critical (1.675), and the

level of significance (0.05) is greater than the

probability (0.034). This result rejected the null




275

hypothesis (Ho2) and accepts the fact that there is

significant difference in the mean scores in a

Structural Design achievement test of male and

female students taught using CM at post-test. This

result is consistent with views of (Chen et al., 2017),

who admitted that few females are admitted to study

engineering, but they have better academic

performance than their male counterparts. In this

study, the number of females compared to the males

was very small (4:76), it however does not

compromise the integrity of the conclusion drawn

from the findings because very few females are

generally admitted to study engineering (Turut-Asik

and Dayioglu, 2016).

V. CONCLUSIONS

The study investigated the effect of computer

modeling (CM) on students’ academic achievement

in Structural design. An experimental research was

carried out at Civil Engineering department, Imo

State University, Owerri and the following

conclusions were noted: There is significant


achievement test of students taught using CM and the

traditional (lecture) method. CM has little or no

effects on the academic achievement in a Structural

Design test of students exposed to the treatments in a

researcher-made MCT questions. There is a gender


achievement test of students exposed to CM. The

female students performed better than the male

students.

VI. RECOMMENDATIONS

The management of tertiary institutions should

organize workshop/seminars for lecturers of

structural engineering to create the awareness for

computer modelling software packages. The state

government should use the wealth of knowledge of

educational technologists who will function as

resource persons to package knowledge for self study

for the participants. A similar study could be carried

out in other faculties and departments in the

university. The study could also be replicated in

developed countries where the use of computer

models as instructional material is more appreciated.

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278

A REVIEW OF DESIGN AND DEVELOPMENT OF AUTONOMOUS

VECHCLE IN NIGERIA

Aminu Saleh Mohammed1, Abdulmalik O. Ibrahim ,2Samuel Ndubisi3

1. Hydraulic Equipment Development Institute (HEDI), National Agency for Science and Infrastructure (NASENI), Federal Ministry of Science

and Technology, P.M.B 3067, Kano State

2. Hydraulic Equipment Development Institute (HEDI), National Agency for Science and Infrastructure (NASENI), Federal Ministry of Science

and Technology, P.M.B 3067 , Kano State

3. Scientific Equipment Development Institute (SEDI), National Agency for Science and Infrastructure (NASENI), Federal Ministry of Science

and Technology, P.O.Box 3205, Akwuke, Enugu

Email: [email protected]



ABSTRACT:

An age of soaring fuel prices and growing concern over climate change conventional fuel sources

are great of concern to the environment it is also being heavily polluted by emissions produced by

burning petroleum products that mitigate interest in autonomous vehicle research design and

development. In a world where environment protection and energy conservation are growing

concerns and improvement of environmental awareness on new technology leading to

environmentally friendly technology, it’s time now to reduce degrading the environment further

and the obvious way ahead is through the use of autonomous vehicles. For cleaner, optimum

efficiency, zero emission and superb performance, most automotive companies are vowing to shift

from the conventional technology to autonomous vehicle technology. The development of

autonomous vehicle has taken on an accelerated pace across the globe to fulfil these needs. The

dream of having viable autonomous vehicles is becoming a reality in developing countries

including Nigeria. This paper reviews design and development of autonomous vehicle in Nigeria.

Keywords: Energy conservation, autonomous vehicle technology, climate change, energy

conservation



Aminu Saleh Mohammed1, Abdulmalik O. Ibrahim ,2samuel Ndubisi3

A Review Of Design And Development Of Autonomous Vechcle In Nigeria


279

INTRODUCTION

The 21st century is known as a century of

rapid development in terms of knowledge,

more so in the field of science and technology

(Bernard, 2002). The automotive

manufacturing industry has been under

tremendous pressure in responding to today’s

scenario of constant change. Business

organizations around the world have gone

many changes; automotive manufacturing is

one of the biggest sectors that contribute in

global economy every year with huge amount

of investment of over $4 trillion globally. The

increasing challenges in automotive

industries in today’s global competition have

warranted many automotive manufacturing

industries to adapt new strategy in

development of autonomous vehicle in order

to improve the firm’s efficiency, reduce

production cost more so to have clean

environment.

Consumers all around the world are

enthusiastic about advent of autonomous

vehicle for public. An autonomous car can

operate without human control and does not

require any human intervention. Campbell et.

al., 2010 stated that modern autonomous

vehicles can sense their local environment,

classify different kinds of objects that they

detect, can interpret sensory information to

identify appropriate navigation paths whilst

obeying transportation rules. Autonomous

cars provide advantages like high reliability,

high speed, lesser government spending on

traffic police, reduced need of vehicle

insurance, reduce redundant passengers etc.

with challenges like implementation of a

legal framework for autonomous vehicle, and

possible criminal and terrorist misuse among

some by Late, 2014. The dream of having

viable autonomous vehicles is becoming a

reality in developing countries including

Nigeria. This paper reviews some key issues

related to hardware and software components

used in building autonomous car, potentials

and challenges in manufacturing autonomous

vehicles in Nigeria.

2.1 HISTORICAL BACKGROUND

Vehicle automation was originally

envisioned as early as in 1918 (Pendleton et

al., 2017), and the first concept of automated

vehicle was exhibited by General Motors in

1939 (Shladover, 2018). The initial phase of

research and development (R&D) was jointly

initiated by General Motors and Radio

Corporation of America Sarnoff Laboratory

in the 1950s (Shladover, 2018). From 1964 to

2003, several other R&D programs were




280

operational in the US, Europe, and Japan

under individual and joint initiatives of

different government institutes and academia

to develop automated bus and truck platoons,

super smart vehicle systems, and video image

processing of driving scene recognition

(Shladover, 2018). AV research was

accelerated through the Defense Advanced

Research Projects Agency’s (DARPA)

Grand Challenges Program in the US in

2004. The challenges resulted in AVs capable

of traversing dessert terrain in 2005, and in

2007. Researchers also managed to place

AVs on urban roads through the DARPA’s

Urban Challenge Program (Pendleton et al.,

2017; Shladover, 2018). Since then, R&D

continued at fast pace in both academia and

industrial settings. Volvo, for instance,

started its journey to autonomous driving in

2006, introduced its full autonomous test

vehicle in 2017, and has plans to bring its

unsupervised AV to the market by 2021.

Tech giant Google started its journey towards

full AVs in 2009, and by 2017 Google’s AV

fleet, WAYMO, has completed three million

miles driving within four US states. In 2014,

TESLA announced that its car will be capable

of self-driving about 90% of the time. Today,

all TESLA models are equipped with self-

driving capability. By 2020, Audi, BMW,

Mercedes-Benz and Nissan are expecting to

have their AVs in the market. Bloomberg

(2017) provides an inventory of how cities

around the globe are preparing for the

transition to a world with AVs. According to

this study, 36 cities were hosting AV tests, or

have committed to doing so in the near future;

where 18 other cities are undertaking long-

range surveys of the regulatory, planning,

and governance issues associated with AVs,

but have not yet started piloting. The

inventory considers of those piloting cities

that were partnering on tests of a variety of

AV products, including retrofitted autos and

brand-new vehicles like conveyors (small,

cart-sized AVs that travel on sidewalks).

Testbed locations are generally isolated

places from the rest of the city, such as

technology parks, college campuses, urban

renewal districts, highways, and former

international mega-event sites. Therefore, as

stated by Bloomberg (2017), while these

trials are happening, they are not yet tackling

the full challenges of navigating through

complex urban environments. Also it is

predicted that most cars would be operated

completely independent from a human

control by 2035 (Garza, 2011).

2.1 AUTONOMOUS TECHNOLOGY

In line with the automation concept, a

taxonomy of 4-level of vehicle automation




281

was developed by the National Highway

Traffic Safety Administration (NHTSA) in

2013 (Wadud, MaKenzie, &Leiby, 2016),

and a 5-level automation was introduced by

the Society of Automotive Engineers

International (SAE) in 2014—later on

updated in 2016 (Coppola &Morisio,

2016;SAE, 2016a, 2016b; Snyder, 2016;

Milakis, van Arem, & van Wee, 2017). In

2016, NHTSA adopted SAE’s taxonomy and

automation levels (NHTSA, 2016). SAE’s

taxonomy and automation levels have

become an industry standard, and also

frequently referred in the academic literature

(Rubin, 2016; Scheltes& de Almeida Correia,

2017; Walker &Marchau, 2017; Shladover,

2018).

In theory, an automated vehicle system can

only be termed as an “autonomous” system,

when all the dynamic driving tasks, at all

driving environment, can be performed by

the vehicle’s automated system. According to

the Federal Automated Vehicles Policy of the

US Department of Transportation, a vehicle

is denoted as AV if it has levels 3-5

automated systems (DoT, 2016). However,

these levels of autonomy are not strictly

maintained in the literature and any level of

autonomy is referred to as autonomous

(Shladover, 2018). Throughout this paper,

the term AV will refer to the levels 3-5

automated systems only. Driving requires a

variety of functions, including localization,

perception, planning, control, and

management (Coppola &Morisio, 2016).

Information acquisition is a prerequisite to

localization, and perception. If all of these

functions, including information acquisition,

are available in a vehicle, it could definitely

be termed as an AV. If any AV has to

communicate with other infrastructures to

collect information, or to negotiate its

maneuvers, it is termed as connected

autonomous vehicle (CAV) (Shladover,

2018), and when any manually driven

vehicle, whether manual or automated, has to

communicate with other infrastructures to

collect information, or to negotiate its

maneuvers, it is termed as connected vehicle

(CV) (Hendrickson, Biehler, &Mashayekh,

2014; Coppola &Morisio, 2016). Therefore,

CV technology is complimentary or has

synergistic effect on the implementation of

AV to some extent (Shladover, 2018), though

connectivity is not a mandatory feature of

AVs (Hendrickson et al., 2014).

3.0 MATERIAL AND METHODS

3.1. HARDWARE DESIGN




282

3.2 Below is the list of Hardware in pre-built

of four wheel drive (4WD) chassis is used as

a base on which following hardware

components are fit (Narayan &Minakshee

2014).

• Raspberry Pi (rev B) for GPU and

CPU computations.

• Wi-Fi 802.11n dongle to connect to Pi

remotely.

• Motor driver IC L293D which can

control two motors.

• 8 AAA batteries to provide power.

• Jumper wires to connect individual

components.

• L shaped aluminum strip to support

camera.

• Pi camera.

• Ultrasonic sensor to detect obstacles.

• Servo motor to make the head

(camera) flexible to rotation.

3.2.1 HARDWARE AND SOFTWARE

DESCRIPTION

3.2.2 Raspberry Pi

The Raspberry Pi is a credit card-sized

single-board computer. There are currently

five Raspberry Pi models in market i.e. the

Model B+, the Model A+, the Model B, the

Model A, and the Compute Module

(currently only available as part of the

Compute Module development kit). All

models use the same SOC (System on Chip -

combined CPU & GPU), the BCM2835, but

other hardware features differ. The A and B

use the same PCB, whilst the B+ and A+ are

a new design but of very similar form factor

(DhavalChheda et. al 2013).The Compute

Module is an entirely different form factor

and cannot be used standalone. In this

project, we should use the model B Rev 2. It

comprises of a 512 MB RAM model with two

USB ports and a 10/100 Ethernet controller

(DhavalChheda et. al 2013).

3.2.3 Pi Camera

It is the camera shipped along with Raspberry

Pi (Stewart Watkiss 2014). Pi camera module

is also available to which can be used to take

high-definition videos as well as still

photographs(Stewart Watkiss 2014).

3.2.4 Ultrasonic Sensors

Ultrasonic sensors (also known as

transceivers when they both send and receive,

but more generally called transducers)

evaluate attributes of a target by interpreting

the echoes from radioor sound waves

respectively (Johann Borenstein 1998). In

this project, they are used to detect the




283

distance of obstacles from the car (Johann

Borenstein 1998).

3.2.5 Raspbian OS

Of all the operating systems Arch, Risc OS,

Plan 9 or Raspbian available for Raspberry

Pi, Raspbian comes out on top as being the

most user-friendly, best-looking, has the best

range of default software and optimized for

the Raspberry Pi hardware (David Hayward

2016). Raspbian is a free operating system

based onDebian (LINUX), which is available

for free from the Raspberry Pi website (David

Hayward 2016).

3.2.6 Python

Python is a widely used general-purpose,

high-level programming language (Stewat

2014, Matt 2014 & Gary 2008). Its syntax

allows the programmers to express concepts

in fewer lines of code when compared with

other languages like C, C++or java (Matt

2014 & Gary 2008).

3.2.7RPi.GPIO Python Library

The RPi.GPIO Python library allows you to

easily configure and read-write the

input/output pins on the Pi’s GPIO header

within a Python script (Stewat 2014, Matt

2014). This package is not shipped along

with Raspbian.

3.2.8 OpenCV

Open Source Computer Vision is a

library of programming functions mainly

aimed at real-time computer vision. It has

over 2500optimized algorithms, including

both a set of classical algorithms and the state

of the art algorithms in Computer Vision,

which can be used for image processing,

detection and face recognition, object

identification, classification actions, traces,

and other functions (Gary &Adrain, 2008).

This library allows these features be

implemented on computers with relative

ease, provide a simple computer vision

infrastructure to prototype quickly

sophisticated applications (Matt 2014 & Gary

2008).

The library is used extensively by companies

like Google, Yahoo, Microsoft, Intel, IBM,

Sony, Honda, Toyota, and startups area as

Applied Minds, Video Surf and Zeitera. It is

also used by many research groups and

government (Gary &Adrain, 2008).

It is based on C++ but wrappers are available

in python as well. In our project is used to

detect the roads and guide the car on

unknown roads (Gary &Adrain, 2008).

3.3 Hardware Components Connection.




284

The 4 wheels of the chassis are connected to

4 separate motors. The motor driver IC

L293D is capable of driving 2 motors

simultaneously (Krishnaveni el. al. 2014).

The rotation of the wheels is synchronized on

the basis of the sides i.e. the left front and left

back wheels rotate in sync and right front and

right back wheels rotate in sync. Thus the pair

of motors on each side is given the

samedigital input from L293D at any

moment. This helps the car in forward,

backward movements when both side wheels

rotate in same direction with same speed. The

car turns when the left side wheels rotate in

opposite direction to those in right

(Krishnaveni el. al. 2014).

The chassis has two shelves over the wheels

separated by 2 inch approx. The IC is fixed

on the lower shelf with the help of two 0.5

inch screws. It is permanently connected to

the motor wires and necessary jumper wires

are drawn from L293D to connect to

Raspberry Pi (Narayan &Minakshee, 2014;

Krishnaven&Siresha, 2014). The rest of the

space on the lower shelf is taken by 8 AA

batteries which provide the power to run the

motors.

To control the motor connected to pin 3 (O1),

pin 6 (O2), the pins used are pin 1, pin 2 and

pin 7 which are connected to the GPIOs of

Raspberry pi via jumper wires (Stewart 2014

; Krishnaven&Siresha, 2014).Table 1 below

shows the number of pins and its relevant

level and functions.

Table 1: Truth Table to Control the Left Motor

Pin 1 Pin 2 Pin 7 Function

High High Low Anti - clockwise

High Low High Clockwise

High High High Stop

High Low Low Stop

Low X X Stop

High +5V, Low 0V, X=either high or low (don't care)




285

The raspberry pi case is glued on the top shelf

along with the L shaped aluminum strip. The

pi is fit in the case and the aluminum strip

gives the support to the camera fit on servo

motor and the ultrasonic sensor (Johann,

Borenstein, 1998; Stewart, 2014; Matt ,

2014).

The Wi-Fi dongle is attached to the USB port

in Raspberry Pi in order to connect to it

wirelessly. The complete connection of the

raspberry pi with motor controller L293D.

Since raspberry pi needed its own IP, it needs

to be connected to a Wi-Fi router or Hotspot

(Narayan &Mashasak, 2014). For the same

we need to make some changes in the field

specified so as to make raspberry pi

recognize the router every time it boots up.

Navigate to the file etcnetwork/interfaces”

and add following lines to make the PI

connect with your router after reboot.

4. 0 POTENTIAL BENEFITS

AVs are expected to be operational both as

private and as commercial vehicle

(Heinrichs, 2016; Collingwood, 2017;

Wadud, 2017). One of the perceived

advantages and flexibility of autonomous

private car over the conventional private car

is that it can simultaneously be used among

all members in a family. Commercial AVs

could be operated as taxi, bus, and freight

services. AV taxis can provide service as a

combination of conventional car-sharing and

taxi services, which is referred to as shared

AV (SAV) or driverless taxi

(Fagnant&Kockelman, 2014; Krueger,

Rashidi, & Rose, 2016).

Many developing countries including Nigeria

are affected by challenges to fuel security, oil

price volatility, trade deficits due to high net

imports of oil and gas. The autonomous

vehicles AV’s is said to be decarbonisation

of transport sector and elimination on the

internal combustion engine (ICE), allows it to

reduce carbon emissions, improve local air

quality, reduce gas import, create

environmental friendly atmosphere, reduce

local health issues caused by carbon

emissions, reduce pollution and protect

coastal ecosystem. Given the global concern

as stated earlier, particularly in Nigeria were

the population is increasing day by day, there

is a need to develop autonomous car in

Nigeria that could replace the current trend.

According to information handling services

(IHS), that global AV production is expected

to rise by 67 percent in 2025. Prices of AV’s

are therefore expected to continuously fall

due to economies of scale. Developing




286

countries like Nigeria should not be left

behind in AV adoption and resulting

economic and environmental development.

While OPEC nation including Nigeria and

other hydrocarbon rich countries may be at

first stricken by loss in sales of oil, the

adaptation of AV’s can provide a more long-

term benefit by reducing dependency,

facilitating value – added opportunities for

diversity and new innovation, and improving

human prosperity. Furthermore, fossil fuel –

based transportation constitutes the second

largest source of carbon dioxide emissions

worldwide according to IEA (International

Energy Association) statistics 2012.

5.0 KEY CHALLENGES IN

DEVELOPING AUTONOMOUS

VECHCLE IN NIGERIA

Key challenges posed by transportation in

Nigeria are unprecedented. When developed

countries were building their transportation

infrastructure, their populations were

significantly smaller compared to these in

today’s developing world particularly

Nigeria. Similarly, vehicle ownership rates in

developing nation are much higher when

compared to developed ones.

Indeed, it is not surprising then that there are

strong doubts about whether Africa is ready

for AV’s. Africa has the least activities

surrounding AV development despite the

potential benefits it may bring to its populist,

the key challenges in building AV’s in Africa

particularly Nigeria is basically as follows:

• Lack of infrastructural facilities such

as roads network.

• Electricity (street lighting)which

could have a significant impact in

developing AV’s in Nigeria.

• Lack of network connectivity (WiFi)

in most major cities across the

country.

• Lack of government policy in

encouraging auto makers across the

globe to invest in these sectors.

• Lack of technological know – how

by our engineers and scientist in

building autonomous car.

• Lack of funding in the area of

research and development in

autonomous vehicle.




287

6.0 RESEARCH IMPLICATIONS

The review of the literature suggests that

most studies to date are optimistic about the

potential benefits that AVs might bring to

cities. Rarely have these assumptions been

critically examined. In many cases the

potential benefits as being advocated are

more theory than practice. For example,

almost all studies accepted the crash

reduction rate by (90%) with AVs because

human error is responsible for most crashes.

They assume that when humans are not in

charge of driving, crashes would not happen;

a rather heroic assumption. These studies do

not consider a myriad of issues that might

cause an AV to be involved in a crash such as

software failure, factors that are not included

within the AVs’ artificial intelligence, failure

to recognize a new street layout pattern, and

so on. Additionally, frequently claimed

benefits of AVs in the literature are that they

will reduce congestion through optimum use

of road spaces using the platooning

technology.

CONCLUSION

This paper discusses basic chronology

leading to the development of autonomous

vehicles in Nigeria. Contemporary

developments in autonomous vehicles reflect

vivid future autonomous vehicle behold.

Companies will lunch cars with semi and

fully autonomous features by 2020. Also it is

predicted that most cars would be

autonomous and would be operated

completely independent from a human

control by 2035, the future of autonomous

vehicle is not distant according to official

predictions as cited earlier. Likewise Nigeria

has a great future in the development of

autonomous vehicles which could go a long

way in technological advancement of the

country. However, the author of this paper

suggested that there is need for Nigerian

government to give adequate funding in

making Nigerians dream became reliability

in having production line for building

driverless vehicle in the country.

Furthermore, there is a need in setting- up a

committee to visit some countries were

autonomous vehicles have been produced in

order to have clear knowledge on some key

issues related to the design, development and

production of autonomous vehicles for the

country, the countries are USA, GERMANY,

JAPAN, CANADA, and KOREA etc.

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REALITY CAPTURE – A CRITICAL COMPONENT OF BIM WORKFLOW

Donatus Oduopara

Buildsafe Nig Ltd, 30 Bode Thomas, Surulere, Lagos.

([email protected]) ,www.buildsafeng.com

ABSTRACT

Building Information Modelling (BIM) is one of the forces driving digitalisation across the

construction industry, generating demand for accurate up-to-date information, improved

workflows, and greater collaboration. Access to information allows Architectural, Engineering and

Construction (AEC) professionals to make smarter decisions and gain a full understanding of a

project, comparing what exists versus what is planned. Accurate data is needed to apply BIM. This

paper discusses the place of Reality Capture in BIM workflows. Reality Capture is the process of

producing a digital 3D model of an object, building or site by scanning it with a lidar or a photo

scanner. Lidar is a method for measuring distances by illuminating the target with laser light and

measuring the reflection with a sensor, whereas photogrammetry uses photos of the real site and

can then be used to make a fully 3D, visual model of the real world object. The output of both lidar

and photogrammetry are the same – real photo model and point cloud. Point cloud is a cluster of

points that provides geometrical information of the object.

Keywords: Building information modelling (BIM), point cloud, reality capture, 3D model, As-

built model, photo image, Lidar, Photogrammetry, Architecture, Engineering and Construction

(AEC)

1.0 INTRODUCTION

1.1 BIM as a Process BIM is a process that

encompasses all aspects, disciplines, and

systems of a facility within a single, virtual

model, allowing all team members (owners,

architects, engineers, contractors,

subcontractors and suppliers) to collaborate

more accurately and efficiently than

traditional processes. BIM process starts

from conception stage and runs throughout

the lifespan of the project. As the model is

being created, team members are constantly

refining and adjusting their portions

according to project specifications and design

changes to ensure the model is as accurate as

http://www.buildsafeng.com/





292

possible before the project physically breaks

ground (Carmona and Irwin, 2007). The

foundations of BIM are laid on two pillars,

communication, and collaboration. The

successful implementation of BIM requires

early involvement of all project stakeholders.

It means that the traditional project delivery

systems have limited role in BIM-based

projects. In other words, BIM process does

not encourage one professional, say the

architect, to complete his part and pass to the

engineers to start from scratch. Rather,

relevant professionals will collaborate with

one another to ensure optimal performance of

the project.

Donatus Oduopara

REALITY CAPTURE – A Critical Component of BIM Workflow


293

1.2 BIM in the Pre-construction Phase The

applications of BIM in the preconstruction

phase can be summarized as follows:

• Estimating: From building information

models, the contractors can perform fairly

accurate quantity survey and prepare detailed

estimates. Based on the data of 32 major

projects, the Stanford University’s Center for

Integrated Facilities Engineering (CIFE)

reported that the accuracy of BIM-based

estimates was within 3% with up to 80% time

reduction in generating these estimates (cited

by CRC Construction Innovation, 2007).

• Site coordination: Using 3D or 4D site

coordination models, the contractors can plan

for site logistics, develop traffic layouts, and

identify potential hazards at the jobsite which

can aid in preparing a more realistic site

safety plan.

• Constructability analysis: Using BIM

models, the project team can perform detailed

constructability analysis to plan sequence of

operations at the jobsite. 1.3 BIM in the

Construction Phase In the construction phase,

the project team can use BIM for the

following activities:

• Project progress monitoring using 4D

phasing plans

• For trade coordination meetings

• Integrating RFIs, change orders and punch

list information in the BIM models.

Throughout the construction period, the

project team must continuously update the

BIM model so that it reflects the most up-to-

date information which later can be used by

the facility managers for building operations

and maintenance. The advances in

smartphone and tablets technology have

allowed contractors and subcontractors to

frequently use BIM models at the jobsite for

information extraction and coordination.

Some of the notable BIM apps include

BIMX, Bentley Navigator, Buzzsaw and

Autodesk BIM 360. BIM 360 allows users to

share BIM models in a web environment and

perform various tasks in the field such as

walk-throughs, clash detection and preparing

digital RFIs (Rubenstone, 2012). 1.4 BIM in

the Post construction Phase A building

information model contains complete

information about the facility as it evolves

through planning, design, and construction.

This information can be leveraged for

downstream use by facility managers thereby

making operations and maintenance of a

facility more efficient. Research suggests that

85% of the lifecycle cost of a facility occurs

after construction is completed and

Donatus Oduopara



294

approximately $10 billion are annually lost in

the U.S. alone due to inadequate information

access and interoperability issues during

operations and maintenance phases (Newton,

2004). The use of BIM for facility

management (FM) can significantly help to

prevent these loses. The fundamental benefit

of a BIM model is that it provides

information about a building and its spaces,

systems, and components. The overall goal is

to transfer these data into facility

management operations. In this manner

information about building systems and

equipment can be accessed by simply

clicking on an object in a BIM model. For

example, the information that is extracted for

a piece of equipment are location, name,

model number, product type, operation and

maintenance manuals, commissioning

information and performance data. This

makes it quite simple for a maintenance

worker to access the required information

vital to different systems in the building

(Philips and Azhar, 2011). 2.0 3D Modelling

as Key Component of BIM The popularity of

3D modelling for engineers continues to

grow for those who want to “see” a finished

structure, product, or part during the design

process. Some of the benefits are outline

below:

• Design Efficiency – Simply put, 3D

modelling helps reduce the time and money

needed for design. 3D software lets each

component of a structure or product be

checked, tested and revised before going into

production. This helps to avoid costly returns

to the “drawing board”. Just the ability to see

an object from any angle can reveal issues

that no drawing or 2D design ever could. •

More Precision & Control – Even before

design begins, 3D scanning and modelling

can be used to create precise virtual sites and

spaces. It means 3D designs can be executed

with complete confidence that issues relating

to parts fitting and working together will be

minimized. • Faster to Market – As

engineering tools and techniques evolve and

are more widely available, a good idea does

not stay in your head or on paper for long.

From structural engineering to product

design, you don’t have the luxury of time that

was once available to continue to perfect the

part or product. 3D modelling generally

results in a finished, market-ready product

sooner.

• Keep Stakeholders in the Loop – Engineers

and designers are not the only ones who

benefit from seeing and understanding an

object while it is still in the design stages.

Investors, customers, and other stakeholders

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can be reassured and motivated by seeing a

‘working model’ before it goes into

production.

3.0 Reality Capture

3.1 What is Reality Capture? Reality Capture

is the process of producing a digital 3D model

of an object, building or site by scanning it

with a lidar or a photo scanner. Lidar is a

method for measuring distances by

illuminating the target with laser light and

measuring the reflection with a sensor,

whereas photogrammetry uses photos of the

real site and can then be used to make a fully

3D, visual model of the real world object. The

output of both lidar and photogrammetry are

the same – real photo model and point cloud.

Point cloud is a cluster of points that provides

geometrical information of the object.

3.2 Reality Capture Equipment and Tools

Reality capture can either be by lidar or

photogrammetry. Lidar uses laser light while

photogrammetry uses photo images. The

output for both options are the same – 3D

photo image + point cloud. However, lidar

has an edge over photogrammetry because it

can map the ground covered with denser

foliage better than photogrammetry. Lidar

equipment are generally more expensive than

photogrammetry equipment. In terms of

operation, both lidar and photogrammetry

have terrestrial, mobile and aerial options.

The choice of option depends on the nature of

the work. For instance, while drone mounted

photogrammetric camera or lidar is preferred

for external mapping of open site, terrestrial

photogrammetric camera or lidar will be

most suitable for internal mapping of spaces

within a building. Mobile photogrammetric

camera or lidar, on the other hand, may be

preferred to drone for mapping of city

infrastructure where there is concerns that

there will be obstructions due to roofs and

vegetations. Majority of the times, cost

dictates what is being used because they can

be quite expensive.

3.3 Comparing Reality Capture with

Traditional Methods of Measurement

TRADITIONAL METHODS (Meter rule,

theodolite, total station, engineer’s level)

REALITY CAPTURE (Lidar or photo

scanners) Only as many points as may be

decided by the operator. Enormous number

of points (up to 2 million point per second)

are collected. These cover the entire surface

of the object. The surface generated is not

accompanied by any photo image. Hence the

data cannot be recalled to verify any

information that was omitted during

fieldwork Availability of very detailed photo

image is available. It can be relied upon to

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provide any information needed about the

site without going back to the site Slow and

full of errors Fast and accurate High risk

exposure Absolutely safe Great limitations

Versatile Not BIM compliant Fully BIM

compliant. It is the foundation of BIM.

3.4 Turning data into information Depending

on the size of project, point clouds can often

be large in size usually in the realms of

gigabytes, if not terabytes, requiring suitable

computing and specialised software to view,

manipulate, build geometric models and

manage the size of the data. Technicalities

aside, the application and benefits of point

cloud data are vast. The data gained provides

valuable information and allows all parties

involved in the project to make informed

decisions that minimise errors, reduce costs

and improve the build quality.

3.5 Reality capture for design and

architecture Reality capture facilitates greater

design accuracy by gaining a precise and

clear understanding of site restrictions and

challenges. This allows for efficient

workflows, less site visits and an improved

client experience. In the initial survey stages

of a construction or renovation project,

reality capture technologies can be used to

capture a complete and accurate data set of

the situation or landscape in the form of point

clouds and images. This enables architects

and design teams to connect this data to the

design process and produce a detailed digital

design of a client’s concept, to easily identify

possibilities and limitations. A 3D

visualisation, or model, of the proposed asset

is then produced and can be shared with the

client and all stakeholders before

construction. Any design revisions or

changes can be quickly communicated and

shared, keeping the project on track. The end

goal is to ensure that design meets reality.

3.6 Reality capture for construction and

engineering projects Reality capture

empowers construction and engineering

professionals to manage projects more

efficiently by being better prepared to

respond to problems at the early stages of the

project, avoiding delays and completing the

project on time, on budget and to

specification. Data sets of the site can be

captured before, during and on completion of

projects to improve visibility and control at

all stages of construction. The data obtained

can be fed directly into the BIM model to

make sure that what exists in reality conforms

to design plans, verifying the accuracy and

validity of the on-going construction process.

As work begins and the model is shared with

stakeholders, progress can be documented

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and digitally signed-off in accordance with

the design. At all stages of the project, the

model is used to identify any discrepancies,

make better decisions and communicate

changes, avoiding costly implications to the

build schedule.

3.7 Reality capture for infrastructure projects

At the start of an infrastructure project, reality

capture tools enable large areas of land to be

digitally recorded and modelled simply and

quickly – saving huge amounts of surveying

time. The range of tools, from UAVs and

mobile mapping to wearable devices, means

that all types of terrain, including hazardous

and hard to reach areas, can be accessed to

create a complete digital picture, providing a

digitalised working environment that helps to

identify possibilities, limitations and

challenges. There are further benefits to the

earthworks process, which enables efficient

cost management of materials by

understanding the quantities and location of

stockpiles. Data captured in the initial reality

capture stages provides informed insight of

the location of underground utility assets.

This data can be seamlessly shared between

the various stakeholders and used when

laying or replacing utilities. The data is easily

exchanged onto machines, such as

excavators, to specify where and how deep to

dig, thus preventing devastating and costly

utility strikes. An updated record of utility

works can be digitally recorded, documented,

shared, and stored in line with BIM process.

3.8 As-Built modelling In situations where

existing plans are outdated or inaccurate,

utilising the point cloud data is beneficial as

the point cloud provides a 3D framework to

create a new 3D design model. This provides

a true reflection of reality and reduces the risk

of potential costly errors downstream.

3.9 Site awareness and visualisation The

progress of a project can continue without

having to constantly visit the site. Utilising a

point cloud alone, inside a viewing solution,

gives users a comprehensive 3D picture of

their asset from the comfort of their office.

Visual checks and digital measurements can

be extracted and used to make informed

decisions, and the data is shared and easily

viewed by the project team.

3.10 Clash detection A common occurrence,

in new-build or renovation projects, is

components not fitting into their intended

location. This could be through errors in the

design process or oversights where someone

has strayed from the plan. Point cloud data

can be used, inside coordination software, to

clash against design models - this is an

automated process which indicates potential

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conflicts. This information is used to either

make alterations to the design model or to

highlight required changes.

3.11 Construction verification During

construction, it is not unusual that time, effort

and money are lost due to errors and rework.

This could be due to components being

installed incorrectly and creating differences

between planned and actual construction.

The consequences of these differences are the

inevitable rework created downstream as

components installed in the future will not fit.

Utilising reality capture technologies to

record actual site conditions on a continuous

basis creates a series of 3D verified pictures

– snapshots in time that can be compared

against the design model. Any irregularities

can be spotted, assessed and corrective action

taken before costly rework is required.

3.12 Place of Reality Capture in BIM

Workflow

4.0 Sample Projects

4.1 As Built Drawing of an Office PIX 1:

Normal Photo of the Office Planning/Design

Stage Reality Capture provides accurate

information about the site. This guarantees

that the design started on a sound footing. In

the case of new construction, reality capture

will produce the digital terrain model of the

site while in the case of modification of

existing structures, it will produce the as built

model Construction Stage Reality Capture

helps to verify actual work on site to ensure

that it conforms to the BIM model. It is also

used to monitor progress of work. Post-

Construction Stage Reality Capture is used to

produce the as-built model of the project for

Facility Management purposes. It can also be

used to carry out structural investigation of

existing structure PIX 2: Processed Image

from Reality Capture PIX 3: Point Cloud

Only PIX 4: Point Cloud + New Model PIX

5: Model Only

4.2 Alignment Investigation on Eric Moore

Towers, Lagos Eric Moore Towers are six

identical 14 storey building located off Eric

Moore Road, Surulere, Lagos. For this paper,

we selected them as open source data to

demonstrate what reality capture can do. Our

objective was to ascertain if the buildings are

vertically aligned relative to one another. PIX

6: Eric Moore Towers from Google Map PIX

7: Eric Moore Towers from Laser Scan PIX

8: Alignment Verification PIX 9: Alignment

Verification References Associated General

Contractors of America (2005) The

Contractor’s Guide to BIM, 1st ed, AGC

Research Foundation, Las Vegas, NV

Autodesk, Inc. (2008) Improving Building

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Industry Results through Integrated Project

Delivery and Building Information Modeling

online at

http://images.autodesk.com/adsk/files/bim_a

nd_ipd_whitepaper.pdf Azhar, S., Behringer,

A., Sattineni, A. and Mqsood, T. (2012)

‘BIM for Facilitating Construction Safety

Planning and Management at Jobsites’,

Accepted for publication in the Proceedings

of the CIB-W099 International Conference:

Modelling and Building Safety, Singapore,

September 10-11, 2012 Azhar, S. (2011)

‘Building Information Modeling (BIM):

Trends, Benefits, Risks and Challenges for

the AEC Industry’, ASCE Journal of

Leadership and Management in Engineering,

11 (3), 241-252 Azhar, S., Carlton, W. A.,

Olsen, D, and Ahmad, I. (2011) ‘Building

Information Modeling for Sustainable

Design and LEED® Rating Analysis’,

Journal of Automation in Construction

(Special Issue on Building Information

Modeling and Changing Construction

Practices), 20 (2), 217-224 Azhar, S., and

Richter, S. (2009) ‘Building Information

Modeling (BIM): Case Studies and Return-

on-Investment Analysis’, Proceedings of the

Fifth International Conference on

Construction in the 21st Century (CITC-V),

Istanbul, Turkey, 1378-1386 Azhar, S., Hein,

M., and Sketo, B. (2008a) ‘Building

Information Modeling: Benefits, Risks and

Challenges’, Proceedings of the 44th ASC

National Conference, Auburn, AL, April 2-5

Azhar, S., Nadeem, A., Mok, J.Y.N., and

Leung, B.H.Y. (2008b) ‘Building

Information Modeling (BIM): A New

Paradigm for Visual Interactive Modeling

and Simulation for Construction Projects’,

Proceedings of the First International

Conference on Construction in Developing

Countries (ICCIDC-I), Karachi, Pakistan,

August 4-5 Carmona, J. and Irwin, K. (2007)

‘BIM: Who, What, How and Why’, Building

Operating Management, October 2007

CICRP (2009) BIM Project Execution

Planning Guide, Ver 1.0, The Computer

Integrated Construction Research Group, The

Pennsylvania State University, PA CRC

Construction Innovation (2007) Adopting

BIM for Facilities Management: Solutions

for Managing the Sydney Opera House,

Cooperative Research Center for

Construction Innovation, Brisbane, Australia

Rubenstone, J. (2012) ‘Autodesk Steers

Users Toward the Cloud With Expanded

Subscription-based Services’, Engineering

News Record, April 16, 2012 https://web-

assets.domo.com/blog/wp-

content/uploads/2019/07/18_domo_dataneve

rsleeps-7.pdf

http://www3.weforum.org/docs/WEF_Shapi

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ng_the_Future_of_Construction_full_

report__.pdf

https://damassets.autodesk.net/content/dam/

autodesk/draftr/2043/how-reality-

captureischanging-the-design-and-

construction-industry.pdf

https://www.cnbc.com/2016/09/14/germany-

has-a-crumbling-infrastructure-

problem.html

https://www.plowmancraven.co.uk/bim-

survey-specification/

https://www.balfourbeatty.com/how-we-

work/public-policy/innovation-2050-a-

digitalfuturefor-the-infrastructure-industry/





301

REGIONAL ECONOMIC DEVELOPMENT IN NIGERIA USING THE

TRIPLE HELIX OF UNIVERSITY – INDUSTRY – GOVERNMENT

COLLABORATION MODEL

Okopi Alex Momoh

Executive Secretary,

Nigerian Society of Engineers

[email protected]

Abstract

The natural and human resources endowment of Nigeria is enormous. Paradoxically, the nation

remains largely poor due to inadequate exploitation of these resources. Every region of the country

is richly endowed with resources for sustainable economic development. However, there has not

been a sustained and collective advocacy for collaboration and synergy for sustainable regional

development in Nigeria. This paper studied and recommended the Triple Helix Collaboration

Model among Government, Industry and the Academia where Government provides the

necessary infrastructure and enabling environment for investment by Industry while the Academia

provides the intellectual properties for enterprise development through licensing of patents. This

will lead to focused applied research by our tertiary institutions for regional economic

development, open more opportunities for Nigerian Engineers to be actively involved in regional

economic development activities through job and employment creation and create more visibility

for Nigerian Engineers. The proposed model will also lead to establishment of Innovation hubs

and Industrial parks to stimulate manufacturing contribution to the nation’s Gross Domestic

Product (GDP) which is currently only at 6%.

Keywords: Regional development, Triple Helix Model, Intellectual Property, Innovation Hubs,

Manufacturing

1.0 INTRODUCTION

Okopi Alex Momoh

Regional Economic Development In Nigeria Using The Triple Helix Of University – Industry – Government Collaboration Model


302

Globally, regional economic development

has been founded on innovation and research

activities. The Regional Innovation System

(RIS) has become popular among academics,

political decision makers and regional

stakeholders of innovation. Consequently,

understanding the competitive dynamics of

RIS and their impact on regional

competitiveness has become a priority in

many developed and developing nations.

Research activities are important components

of the mission of academic institutions.

Globally, academic institutions conduct

substantial volumes of research that are

funded by government, industry, and

philanthropic organizations.

Commercialization of research which is a

primary means through which research

results are utilized to generate products and

services, should also be a key component of

the research mission such that novel ideas,

techniques and products can be generated for

the marketplace for the benefit of relevant

stakeholders and society in general. Societal

expectations of tertiary institutions now go

beyond just teaching and research. The

missions of higher education institutions are

expanding to include economic development,

of which translation of research is a major

part.

To unleash the innovation potential of

university research, there is a need to conduct

scholarly activities that translate both basic

and applied research into commercially

viable processes and technology.

In developed and newly industrializing

nations, there is pressure on university-based

research by way of increased emphasis on the

commercialization of research. In these

industrializing environments, qualitative

political mandates push for this shift in

paradigm. This pressure has not only become

common but has also been promoted at the

highest levels of policy making. The

enthusiastic endorsement of the use of

academic research to drive economic growth

by the former President of the United States

of America, President Obama in his State of

the Union Addresses and in other speeches is

one high profile example of government

policy commitment to commercialization of

research outputs. President Obama’s remark

that “Twenty-first century businesses will

rely on American science and technology,

research and development” is a propelling

policy commitment and a government’s

readiness to partner with the academia to use

research for industrialization ( (Obama 2014,

Obama 2015a,) and in other speeches

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303

(Macilwain 2010, Obama 2011, Obama

2015b).

Nigeria has vast endowment of natural

resources in all the regions. Unfortunately,

the focus has always been on the crude oil

resource as the single commodity for national

revenue. With technology advancing rapidly

towards clean energy globally, emergence of

electric cars and huge global investments in

renewable energy systems, the future of

crude oil as a national revenue source is

becoming very bleak. The need to develop

other resources has become very paramount.

The paper discusses the concept of the Triple

Helix at the subnational, especially regional

level regarding regional economic

development founded on innovation and

research activities. The discussion provides a

framework that captures the array of

institutions, economic development driving

factors and policy frameworks for regional

development and competitiveness in Nigeria.

The paper describes how interactions and

collaborations are being associated with the

Triple Helix collaboration concept among

Government, Industry, and the Academia for

regional economic development where

Government provides the necessary

infrastructure and enabling environment for

investment by Industry while the Academia

focuses research on creating intellectual

properties of high commercialization values

that can be licensed by the Organized Private

Sector for enterprise development.. Among

the key challenges addressed in the research

report are University – Industry knowledge

transfer and partnerships and mapping the

institutional linkages within regional

boundaries in Nigeria. The study strongly

concluded that there is a clear role for

government intervention in building

innovation culture and enhancing technology

diffusion while promoting networking and

clustering. Government equally has a role in

leveraging research and development across

sectors, responding to globalization,

attracting foreign direct investment, and

learning from best practices. The research

work investigated and recommended the use

of the Triple Helix Collaboration Model.

2.0 THE TRIPLE HELIX FOR

REGIONAL ECONOMIC

DEVELOPMENT

According to Lgendijk and Charles (1999)

cited in Todova and Branson (2016), the

growth of regionalism in Europe and the

launch of more formalized European

structural funds from 1994 – 1996 led to the

establishment of incentives for special

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304

government interventions in supporting the

growth of regional and industrial clusters.

The platform created by this intervention

transformed governments into strategy

developers facilitating and promoting

regional attractiveness for foreign direct

investment, building regional capabilities to

enhance skills base and the local labour

market, fostering connectivity between the

local suppliers and foreign markets as well as

enhancing innovation infrastructure and open

public and community spaces for

development (Tedova and Branson, 2016)

Many of the new regional activities and roles

carried out by regional authorities were

directly financed through national policies

and investment programs (Danson et al,

1999). It was around this time that the Triple

Helix model was formulated as an analytical

tool enabling actors to reflect on the complex

relationships that emerge at the public –

private interface. In the Triple Helix

framework, government moved from a

regulator to a facilitator entangled in the

University – Industry relationship and self-

enforced interdependences between public

and private sector innovators.

In the triple helix model, the university is

viewed as an archetype of innovation and

research-central actor in new knowledge

production, the industry epitomizes the users

of the outcomes of university research while

the government plays the central legal and

policy role in speeding up and strengthening

the linkage (Nwagwu, 2008).

Since the early 1990s, there has been a

proliferation of business support to the

economic system targeting on improving the

innovation capacity of regional economies.

In the regional innovation framework are

spatial initiatives such as investment in

technology parks, research centres and

incubators where regional stakeholders co-

align to pool the necessary resources and to

demonstrate impact (Todeva and Branson,

2016).

Firms’ decisions to collaborate with

Universities for innovation are influenced by

both geographical proximity to Universities

and the quality of these Universities. If faced

with the choice, firms prefer the research

quality of the University partner over

geographical proximity (Laurson et al, 2010)

3.0 UNIVERSITIES AS INNOVATION

AND ENTREPRENEURSHIP DRIVERS

FOR REGIONAL ECONOMIC

DEVELOPMENT

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According to Momoh (2018), a key factor in

the rise of the United States as a technological

power has been a long tradition of close ties

and frequent collaboration between

companies and a network of first-rate

universities. Underlying the success of

regional innovation clusters such as Silicon

Valley, Route 128, and the Research Triangle

of North Carolina are local universities with

a longstanding mission of spurring economic

development by developing technology with

and transferring technology to local industry

and stimulating the creation of new

businesses in university-centered incubators

and science parks. Technology-intensive

companies commonly locate their operations

near the best universities in particular fields

of science and Engineering to enable their

internal research departments to work with

“star” scientists and to recruit promising

students.

Start-up companies spinning off from

universities most commonly establish

operations near those institutions. The

Association of University Technology

Managers (AUTM) reported in 2002 that in

the fiscal year 2000, at least 368 new

companies were formed based on university

research and that most of them settled “near

the institution where the technology was born

(AUTM, 2002). “The presence of research

universities is now widely viewed as a

necessary condition to bring about

innovation-based economic development of

regions.” (Wessner,2013). Illustrating the

impact, a single research university can have

on a region, in 2004 alone MIT produced 133

patents, launched 20 startup companies, and

spent $1.2 billion in sponsored research. Data

from 1994 showed that, at that time, MIT

graduates had founded over 4,000 companies

employing 1.1 million people generating

$232 billion in sales worldwide (Daniel,

2011). In the Boston area, MIT is flanked by

other great research universities, including

Harvard, Tufts, the University of

Massachusetts, Boston University, and

others. Since the early 1970s, spinoffs from

these institutions have created a thriving

pharmaceutical industry where virtually none

had previously existed (Stevens, 2011)

3.1 Stanford University and Silicon Valley

California’s Silicon Valley is an important

point of reference in State and regional

initiatives to develop innovation clusters.

Stanford University played a historic role in

the establishment of Silicon Valley and in

sustaining the survival and flourishing of

high technology industries in the surrounding

region. The university is credited with

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306

creating firms that accounted for half the

revenues generated in the Valley between

1988 and 1996 and with an exemplary

contribution to local labor market needs

(Moore & Davis, 2001). Stanford is known

for its startup culture in a region in which

most successful firms began as start-ups. It

is almost an unwritten rule in Stanford

University that you must start a company to

be a successful professor (Upstarts and

Rabble Rousers, 2006). As of 2011 nearly

5,000 companies existed which could trace

their roots to Stanford, including Hewlett-

Packard, Cisco Systems, Sun Microsystems,

Yahoo, and Google (Wessner, 2013c).

“Stanford and MIT were both committed to

an endogenous strategy of encouraging firm

formation from academic knowledge.” “The

examples of Massachusetts Institute of

Technology and Stanford University in

stimulating regional high-technology

development are often highlighted for

emulation (Wessner, 2013).

Stanford’s Office of Technology Licensing

opened in 1970, and in four subsequent

decades disclosed roughly 8300 cumulative

inventions and executed over 3500 licenses.

Notable inventions licensed by the office

include FM sound synthesis (created by a

small Yamaha music chip developed by the

music department), recombinant DNA

technology, functional antibodies, and digital

subscriber line (DSL) technology

commercialized by Texas Instruments

(Katherine, 2011). The University’s very

well-known licensee is Google, which was

created by two Stanford graduate students

(Larry Page and Sergey Brin) over a four-

year period. Stanford’s experience is an

example of what a University can do to make

technology transfer effective (Katherine,

2011).

3.2 University of Akron

The University of Akron Research

Foundation (UARF), a not-for-profit

organization to facilitate the transfer of

research results from the university to public

and commercial use was established by

University of Akron in 2001. Between 2001

and 2012, the Foundation created fifty (50)

start-up companies from university-based

patents with annual research activity of $50

million. The “Akron Model” for the

remaking of University of Akron as a major

stakeholder in the turnaround of Ohio’s

economy was anchored on the mission:

The university through its research

foundation and other avenues is leveraging

its talent for local companies and

entrepreneurs, serving as something of a

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307

research arm or problem-solver in the

regional economy (Wessner, 2013e)

3.3 The New York Nanotechnology

Initiative

The New York State’s nanotechnology R D

initiative offers a classical example of how

the initiative of a single U.S. State can

transform the global competitive map in a

strategic economic area. New York has been

able to alter the competitive landscape in the

semiconductor industry through large-scale

investments, particularly in university

research infrastructure, and collaborative

arrangements with the private sector and

regional development organizations, leading

to offshore flow of U.S. investment and jobs

in the sector (Zimpher, 2013). The epicenter

of New York’s semiconductor effort is the

State University of New York at Albany with

SUNY Albany as one of six “NY Innovation

Hubs” established to link university-based

research to regional innovation, and

sustained investments in the university’s

research infrastructure. It is one of the

foremost centers of nanotechnology research

in the world and a regional economic driver

(Zimpher, 2013)

4.0 COMMERCIALIZATION OF

UNIVERSITY INTELLECTUAL

PROPERTY FOR

ECONOMIC DEVELOPMENT

Most research universities in the developed

countries establish Technology Transfer

Offices to commercialize their research

results in the form of patents, licenses and

start-ups of new companies. Some examples

of university innovation statistics are given

below.

4.1 University Innovation Statistics

4.1.1 University of Minnesota Key

Performance Indicators

Table 1. University of Minnesota Key

Performance Indicators: 2016–2020

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308

Dollar amounts in millions

Technology Commercialization, Wellspring

Sophia; UMN Enterprise Financial System

*New Patent Filing Rate is number of new

patents filed during the fiscal year divided

by number of new disclosures in the same

time period

Source:

The University has spun out 170 companies

since 2006, with operations across a

diversity of fields and 74 percent being

Minnesota-based.

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309

University of Minnesota

4.1.2 Harvard University Key Performance Indicators

Table 2: Harvard University Key Performance Indicators: 2014–2018

S/N Description 2014 2015 2016 2017 2018

1 New Patent Applications Filed 246 243 294 274 234

2 U.S. Patents Issued 87 125 122 151 181

3 Licenses 43 50 51 46 51

4 Total Commercialization Revenue (MM) $17.3 $16.1 $37.8 $35.4 $54.1

5 Startup Companies 10 14 14 14 21

6 Industry-Sponsored Research Agreements 98 75 71 81 77

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7 Industry-Sponsored Research (MM) $48.6 $42.9 $48.4 $51.0 $53.0

8 Material Transfer Agreements 2,243 2,332 2,240 2,285 2,640

The Harvard University fiscal year runs from July 1 to June 30; hence, Fiscal Year 2018

includes July 1, 2017 - June 30, 2018.

4.1.3 North Carolina State University

Table 3: North Carolina State University Key Performance Indicators: 2014–2018

S/N DESCRIPTION 2014 2015 2016 2017 2018

1 DISCLOSURES

2 Inventions 204 196 225 217 210

3 Software 22 41 36 18 18

4 Plant Variety 13 20 17 20 25

5 Copyright 14 29 13 14 19

6 Trademark 5 4 0 0 0

7 Tangible Research Materials 0 1 0 6 3

8 Total 258 291 290 275 275

9 PATENT ACTIVITY

10 New Patents Filed 186 181 229 241 264

11 U.S. Patents Issued 40 20 53 43 44

12 Foreign Patents Issued 42 24 12 16 28

13 Total Patents Issued 82 43 65 59 72

14 COMMERCIALIZATION

AGREEMENTS

15 Patent License 40 27 42 46 39

16 Software License 1 4 3 3 6

17 Plant License 27 37 45 38 49

18 Copyright License 0 7 10 2 1

19 Tangible Research Materials License 2 3 1 2 3

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Patent%20Activity

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Agreement%20Activity

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Agreement%20Activity

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20 Options 75 61 63 78 43

21 Total 145 139 164 169 141

22 MISCELLANEOUS AGREEMENTS

23 MTA 165 201 203 241 258

24 CDA 395 377 404 367 362

25 Other 184 233 306 297 272

26 Total 744 811 913 905 892

27 REVENUE

28 Royalties ($ millions) $7.5 $7.6 $3.8 $4.4 $5.3

29 NEW VENTURE DEVELOPMENT

30 Startup Companies 10 12 12 15 20

Source : https://otd.harvard.edu/about/productivity-highlights/

4.1.4 U.S.A National Institutes of Health

Table 4. Technology Transfer Activities (NIH, CDC, and FDA)1

Fiscal Year

Activity 2012 2013 2014 2015 2016 2017 2018 2019 2020

Invention

Disclosures

352 320 370 292 320 331 303 237 285

New U.S.

Patent

Applications

Filed2

147 135 153 196 205 294 184 124 190

Total U.S.

Patent

Applications

Filed

300 303 358 301 284 342 246 180 265

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Agreement%20Activity&tab2=Miscellaneous%20Agreements

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Financial%20Activity

https://research.ncsu.edu/otcnv-dashboard/otcnv-dashboard.htm?tab=Venture%20Development

https://otd.harvard.edu/about/productivity-highlights/

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312

Issued U.S.

Patents

130 122 197 151 152 145 114 180 107

Executed

Licenses

198 180 222 275 285 328 329 342 359

Royalties ($

in millions)

$111.2 $116.6 $137.7 $147.1 $137.8 $135.6 $110.9 $78.2 $63.4

Executed

CRADAs

(NIH Only)

93 77 79 101 115 111 82 88 99

Standard 57 46 45 73 89 93 63 74 58

Material 36 31 34 28 26 18 19 14 29

C-RCA3 NA NA NA NA NA NA NA NA 12

Source: https://www.ott.nih.gov/reportsstats/technology-transfer-statistics

5.0 COMMERCIALIZATION OF RESEARCH RESULTS AND INNOVATION FOR

REGIONAL DEVELOPMENT IN NIGERIA

According to (Uche 2017), the lack of

attention to commercialization of research

outputs explains the dearth of local solutions

to the nation’s economic problems and the

country’s over dependence on imported

products. According to Ahaneka (2016),

“Considerable research findings abound in

Nigerian universities serving no further

purpose for society at large because of lack of

linkage with industry. This raises the urgent

necessity of moving beyond basic research to

applied research and innovation, which in

addition to creating knowledge/technology

would lead to discovering solution and

promote global competitiveness of our

industries”. aku (2011) charged Nigerian

scientists to embark on demand driven

research which would facilitate the speedy

commercialization of Research and

Development outputs through industry

linkages.

Nigerian universities and other research

institutes do not make significant

https://www.ott.nih.gov/reportsstats/technology-transfer-statistics

Okopi Alex Momoh



313

contributions to the socio-economic

development of the nation despite the high

number of students and academic staff who

engage in research projects because of lack of

attention to commercialization of research

outputs and innovation. Another factor

hindering commercialization of research

output is irrelevant research carried out that

do not reflect the needs of the nation. Most

research work in Nigerian tertiary institutions

are not formulated and carried out with

commercialization focus. The Tertiary

Education Trust Fund (TETFUNG) spends a

lot of money to fund research in tertiary

institutions but there has been no defined

national focus on commercialization of

research projects.

6.0 DISCUSSION

The natural and human resources endowment

of Nigeria is enormous. Unfortunately, the

nation remains largely poor due to inadequate

exploitation of these resources. Every region

of the country is richly endowed with

resources for sustainable economic

development. The missing gap is the absence

of in-country technologies to harness the

natural resources. Over the years, Nigeria has

only focused on oil resource as the main

revenue earner with little attention to the

development of the other enormous resources

which are abundant in all the regions of the

country. The global economy has become

knowledge driven. If Nigeria must develop

sustainably, it must deliberately encourage

synergy and cooperation among the

Academia, Industry and Government using

the Triple Helix collaboration model for

development of intellectual properties and

innovations that can be licensed to industry

investors to create businesses with the

support of government to create enabling

environment and provide critical

infrastructures for development. The Key

Performance Indicators of University of

Minnesota, North Carolina University,

Harvard University and U.S.A National

Institutes of Health provide great lessons for

Nigerian Universities on intellectual property

generation and commercialization. Regional

universities have contributed immensely to

the economic and industrial development of

America and other developed countries.

7.0 CONCLUSION

The development of State and regional

innovation clusters in America around top

rate universities in specific economic sectors

with high impacts on enterprise development

and employment generation is a classic

example of the kind of initiatives State

governments in Nigeria should be taking for

Okopi Alex Momoh



314

regional development. Government policies,

regulatory frameworks, and commitment to

commercialization of research and

innovation as demonstrated by American are

essential for accelerated growth and

development.

States in collaboration with universities and

other research organizations and the

organized private sector are the prime drivers

of innovation clusters for sustainable

economic development.

University research is often business focused

with commercialization as the third primary

function of universities in addition to

teaching and research.

Many universities in developed countries are

self-sustaining through the force of

commercialization of intellectual properties.

Nigerian tertiary institutions can use

collaborative research to harness States’ and

regional comparative advantages to create

industries and jobs for the Nigerian

economy.

In comparative terms, Nigerian Universities

and research organizations are not doing

enough in intellectual property generation

and commercialization of innovations.

Rural development in Nigeria can be

significantly influenced by

commercialization of research and

innovation based on rural area resource

endowment with active collaboration among

Government, research organizations and the

private sector.

8.0 RECOMMENDATIONS

An aggressive advocacy plan should be

created for adoption of the Triple Helix

collaboration model among Universities,

Industries and Government in each region of

Nigeria to drive sustainable economic

development of the regions.

The Research and Development (R & D)

mandates of our tertiary institutions should

focus on creating productive and innovative

enterprises from their regional resource

endowments. Virtually every State in the

country has a university and a Polytechnic.

Research in these institutions should focus on

problem solving and business development

for the growth of regional economies.

Commercialization of research should be

made an explicit role of our tertiary

institutions in addition to teaching and

research. Our Universities, Polytechnics and

Okopi Alex Momoh



315

Research Institutes must become drivers of

regional economic growth and development.

The National Universities Commission

(NUC) should develop a template for the

establishment of research and innovation

commercialization unit in every university to

coordinate intellectual property generation,

patenting and licensing for start-up

companies and create the essential linkage

with the private sector and government on the

Triple Helix for commercialization of

research results.

Regional Universities should facilitate the

creation of regional innovation centres to

exploit endowments of common regional

interest for accelerated development.

REFERENCES

Ahaneka J (2016), Commercialization of

Research is Key to Nigeria’s Development.

http://247ureports.com/commercialization-

of-research-is-key-to-nigerias-development/.

247ureports.com

Daniel, D. (2011). University of Texas at

Dallas, “Making the State bigger: Current

Texas University Initiatives,” National

Research Council. Clustering for 21st

Century Prosperity: Summary of a

Symposium. Wessner C, editor. Washington,

DC: The National Academies Press; 2011.

Katherine, K (2011).Office of Technology

Licensing,Stanford University. 40 Years of

Experience with Technology Licensing;

Building Hawaii’s Innovation Economy:

Summary of a Symposium; January 13–14,

2011. National Research Council.

Macilwain C (2010). Science economics:

what science is really worth. Nature.

2010;465:682–684.

Obama (2015a). Remarks by the President in

State of the Union Address, Jan 20, 2015

[https://www.whitehouse.gov/the-press-

office/2015/01/20/remarks-president-state-

union-address-january-20-2015]. Access

date: November 15, 2017.

Obama (2015b). Remarks by the President

on Precision Medicine, Jan 30, 2015


office/2015/01/30/remarks-president-

precision-medicine]. Access date: November

15, 2015.

Obama (2014). President Barack Obama’s



office/2014/01/28/president-barack-obamas-

http://247ureports.com/commercialization-of-research-is-key-to-nigerias-development/

http://247ureports.com/commercialization-of-research-is-key-to-nigerias-development/

https://www.whitehouse.gov/the-press-office/2015/01/20/remarks-president-state-union-address-january-20-2015



https://www.whitehouse.gov/the-press-office/2015/01/30/remarks-president-precision-medicine



https://www.whitehouse.gov/the-press-office/2014/01/28/president-barack-obamas-state-union-address


Okopi Alex Momoh



316

state-union-address]. Access date: November

15, 2017.

Obama (2011). Remarks by the President in


[http://www.whitehouse.gov/the-press-

office/2011/01/25/remarks-president-state-

union-address]. Access date: November 15,

2017.

Uche O (2017), How university research can

transform from paper to products

https://techpoint.ng/2017/07/06/university-

research-commercialization/

Upstarts and Rabble Rousers (2006).

Stanford Fetes 4 Decades of Computer

Science. San Francisco Chronicle. Mar 20,

2006.

Wessner, C. W (2013) Committee on

Competing in the 21st Century: Best Practice

in State and Regional Innovation Initiatives.

National Research Council (US),

Washington (DC)

Wessner, C. W (2013a). The University City

Science Center: An Engine of Growth for

Greater Philadelphia. Sep, 2009. pp. 6pp. 23–

28.

Wessner, C. W (2013b). “Arkansas

Workforce and Wind power”. Committee on

Competing in the 21st Century: Best Practice

in State and Regional Innovation Initiatives.

National Research Council (US),

Washington (DC) (http://www.tekes.fi/en),

Wessner, C. W (2013c). Sowing the Seeds

of a Startup: StartX Seeks to Propel Young

Entrepreneurs to Forefront of their Field. San

Jose Mercury News. Dec 29, 2011.

Wessner, C. W (2013d). P&G Floats Idea

for Soap. Committee on Competing in the

21st Century: Best Practice in State and

Regional Innovation Initiatives. National

Research Council (US), Washington (DC)

Wessner, C. W (2013e). All about Talent—

the University of Akron Wants to be a

Leader: Its New Strategic Plan Explains How

it Will Do So. Akron Beacon Journal. Jan 22,

2012. In Committee on Competing in the 21st

Century: Best Practice in State and Regional

Innovation Initiatives. National Research

Council (US), Washington (DC)

Zaku A B (2011). Commercialization of

Research Findings Key to VISION 20-20.

The Nigerian Voice online. Access date:

November 15, 2017

Zimpher, N. L (2013). “The Power of

SUNY,” National Research Council


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https://techpoint.ng/2017/07/06/university-research-commercialization/

https://techpoint.ng/2017/07/06/university-research-commercialization/

http://www.tekes.fi/en

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Symposium, “New York’s Nanotechnology

Model: Building the Innovation Economy”

Troy, New York, April 4, 2013





318

ENHANCING UNIVERSITY-INDUSTRY RELATIONSHIP FOR

TECHNOLOGICAL INNOVATION AND TRANSFER

1Bisong-Achu, Maria Kaka and 2Ovat, F. A

1, 2 Mechanical Engineering Department, Cross River University of Technology, Calabar

Email address:1 [email protected] 2 [email protected]

ABSTRACT

Technology and technology transfer occupy an essential niche in the process of economic growth

in any nation while the potential sources of technological innovations are the universities. Through

various roles viz researches, teaching and entrepreneurial functions, the universities aid in the

formulation process of arguably all technological advancements. These advancements are highly

capital intensive, somehow limiting academic researchers to publish their research results and

theories only through reputable journals without translation of the technological innovation into

useful products. This paper focuses on the linkages between the universities and industry in

transferring research results between laboratories and firms. It presents the modes of collaboration

between institutions of higher learning (IHLs) and industries, the challenges and factors for

licensing of inventions

KEYWORDS: Entrepeneur, Invention, Research, Technology, University-Industry

INTRODUCTION

Technology is a critical tool for economic

growth and the level of technological

advancement of a nation is a measure of its

rate of development making distinctions

between developed, developing and

underdeveloped nations (Obanor & Kwasi-

Effah, 2013). The presence of land, labour

and capital is no longer adequate to ensure

economic growth in a country but the

application of these resources to develop

ground breaking technologies. Technology

transfer is a means to communicate and share

research findings, skills, knowledge and

developed products within a nation or across

borders (Ajibo et al., 2019). Nigeria as a

developing economy is faced with slow

technological advancement but one of the

most reliable alternatives for development is

a proper industry-university collaboration.

Apart from teaching and entrepreneurial

functions, researching is an integrated




Enhancing University-Industry Relationship for Technological Innovation and Transfer


319

function of any institution of higher learning

(IHL) and thus they train and groom the

brains that subsequently apply this scientific

theories and principles to create technologies,

which is notable in their undergraduate

projects (Ankrah & Al-tabbaa, 2015). In

Nigeria, there is a wide gap in the relationship

between industries and universities which

limits the transformation of research findings

to technologies from individuals or group of

researchers due to its capital-intensive nature

(Obanor & Kwasi-Effah, 2013). The most

affordable and easier option is publication in

a journal and in some other cases, the results

are stacked on the institutions shelf or

developed prototypes left in workshops and

laboratories.

In developed countries however, they exist a

strong partnership between industries and

institutions and also between institutions and

government which is an effective strategy for

technological innovation and advancements

(Ankrah & Al-tabbaa, 2015). Here, industries

and firms communicate the production or

manufacturing problems affecting their

establishments to the institutions and work

together to develop materials and products to

solve the existing problem. Even in this

COVID-19 pandemic, several universities in

the UK such as Oxford and Cambridge

developed vaccines which are currently being

tested. Though it was earlier rumoured at the

early stage of the pandemic that some

Nigerian researchers were working on

COVID 19 vaccine, nothing positive has

been reported yet which depicts the slow rate

of technological advancement in the country

in terms of standard equipment in existence

and governmental support.

A good university-industry collaboration

(UIC) in Nigeria is essential to improve the

drive and awareness of researchers to solving

industry problems and contribute to the

technological development and innovations

in the industrial sector. It would help in

getting extra resources for the institution,

ensure that the graduates possess adequate

skills for the labour market as well as

encourage innovations and technology

transfer.

University-Industry Collaboration

This is a symbiotic or mutually beneficial

relationship between IHLs and industries

with the aim of disseminating knowledge and

encouraging technology exchange. It may

take various forms such as contract or

sponsored projects, creating opportunities for

student placements, staff exchange, joint

research, professional courses and joint

curriculum development (Ankrah & Al-




320

tabbaa, 2015). This type of collaboration is

encouraged to enhance innovation through

technology exchange and its success is

important and crucial in Nigeria. This is to

ensure that students develop relevant skills

that meet industry standard because there is a

wide perception that the Nigerian IHLs churn

out graduates that do not possess the

necessary skills required in the technological

setting (Ajibo et al., 2019). Though this

assertion is not entirely true, it is still

necessary that these two bodies come

together to integrate and communicate the

required skills and knowledge needed from

graduates especially in production and

manufacturing industries and firms.

The importance of this type of collaboration

has increased steadily due to growing

complexities, risk, cost of innovations and

need to develop indigenous products with

locally available materials (Oyelaran-

Oyeyinka & Abiola Adebowale, 2012).

Modern research methods are getting quite

complex and requires a wide range of

expertise and experience which calls for

collaboration between the universities,

industries and even the government. This

type of collaborative effort would increase

the numbers of research and diversify

research endeavours to meet the needs of

various sector of the economy (Bako, 2005).

Benefits of UIC

The collaboration of universities with

industries have proven to possess lots of

benefits though they are still some downsides

to it in terms of the freedom of researchers to

publish their preliminary results thus limiting

the practice of open science (Englund &

Gabrielsson, 2010). Despite this,

collaborations produce a more effective and

easier way of developing technologies and

commercializing them (Guimon, 2013;

Oyelaran-Oyeyinka & Abiola Adebowale,

2012). The benefits will be examined

differently with regards to the industries and

the IHLs.

The benefits of such collaboration on the

IHLs would be;

I. Improvement of the curriculum and

training in technology-oriented

programs: It is a fact that most

university lecturers have little or no

exposure to industry standards and

practices and are not current with

industry practices. This collaboration

will bring about proper

communication between the parties

involved and they would be aware of




321

their variant needs. The universities

would be up to date on current

industry practices which can be

incorporated in training the

undergraduates thereby making them

equipped and well vast with current

technologies.

II. Enhanced employment prospects for

students: Industries and companies

always requests for students from

universities that they have alliances

with either for industrial training or

employment (Obanor & Kwasi-

Effah, 2013). An increased

collaboration would definitely mean

that more companies would approach

institutions for their good graduating

students for preliminary interviews

and subsequent employment.

III. Supplemental income for academic

staff: Extra renumeration for

academic staff undergoing an

industry-based research is one of the

benefits of this type of collaboration

and encourages the researcher to be

focused and produce the required

output while sacrificing time and

energy.

IV. Access to or acquisition to state-of-

the-art equipment: There are several

situations where industries,

government and non-governmental

bodies have assisted universities with

equipment. This alliance brings about

such benefits to the universities which

keeps them aligned with current state

of the art equipment.

V. New channels of alternative funding:

In Nigerian IHLs, most funding

available are from Federal

government in the form of Tertiary

Education Trust (TET) Fund or from

state governments. This collaboration

would open new alternative forms of

funding as the industries would like to

give back to the academic

environment either in terms of

scholarships, academic buildings,

laboratories, equipment and internet

facilities.

VI. Clearer contributions of IHLs to the

economy: This alliance would

definitely improve the development

of technologies to meet various needs

of the economy. If technologies can

be developed in the country, it would

reduce importation of similar

products, create employments as well

as ensure the circulation of money in

the economy. The impact of

universities will be felt more and the

perception that the university’s aim is




322

only to produce graduate would

diminish.

The benefits on the other hand for the firms

and industry would be;

I. Sourcing latest technological

advances from new ideas: Similarly,

researchers are aligned with current

development in their fields globally

which the industrialist may not be

aware of. This can be investigated and

developed to meet the needs of the

industries

II. Lower R&D cost for firms: R & D is

capital intensive and most times firms

have to contact the services of

expatriates which is very expensive.

The UIC would reduce the cost of R

& D for firms while they will still get

similar output.

III. Risk sharing for basic research: Every

research embarked on is a risk

because the output may not be what is

expected. The risk here is shared

between the universities and

industries and thus reduces the impact

of the effect of a failed research.

IV. Easier recruitment process: Due to

this collaboration, the industries will

be more confident with the graduates

produced from the universities and

this would narrow their search,

thereby reducing cost and stress

encountered in recruitment process.

V. Access to laboratory: This type of

alliance would allow industries

access to university laboratories for

various materials testing of any of

their products thereby reducing the

cost of carrying this out in private

laboratories.

Types of UIC

There are many types of UIC collaboration

with varying aims and objectives, while some

may be formal, others may be informal. The

collaborations may involve contracts,

partnership, research projects, patenting,

publications, interactions at conferences etc.

The UIC can be categorized as follows

(Ankrah & Al-tabbaa, 2015);

I. Collaborative Research Agreements:

This is a joint research between the

Industry and University and they have

shared rights and access to the results

obtained from the research.

II. Grant-in-Aids: Here the industries

make donations to a researcher or

group of researchers to carry out

research in a particular area that is of

interest to the industry and researcher.




323

III. Service Contracts: Here the

university does not contribute

intellectually to the process but the

university helps in testing, evaluating

and analysing materials owned by the

industry.

IV. Research agreements: This may be

initiated by the researcher or the

sponsor. It usually involves research

using human subjects

V. Research Consortia: Here, multiple

companies work together with

universities to develop research

programs or projects and then share

access to the results in form of

software, papers and reports.

VI. Personal Consulting Arrangements:

Here, there is a private arrangement

between individuals or group of

researchers to consult for a company

on an agreed fee.

Factors affecting UIC

Several factors have been highlighted to limit

the development of UIC. This can be seen in

the table below;

Table 1: Factors that affect UIC (Ankrah & Al-tabbaa, 2015)

Capacity and resources Inadequate resources (Funding, human and facilities)

Incentive structure for university researchers

Recruitment and training of technology transfer staff

Capacity constraints of small and medium enterprises

Legal Issues and Contractual

Management

Inflexible university policies including intellectual

property rights (IPR), patents and licenses and

contractual mechanisms

Management and Organisation

issues

Leadership/top management support and commitment

Teamwork and flexibility to adapt

Communication

Mutual trust and commitment

Corporate stability




324

Project management

Organisation culture

Organisation structure

Firm size

Absorptive capacity

Skill and role of both university and industry boundary

spanners

Human capital mobility/personnel exchange

Issues relating to Technology Nature of technology or knowledge to be transferred

Political issues Policy/legislation/regulation to guide/support/encourage

UIC

Social Issues Enhancement in reputation/prestige

Other Issues Low level of awareness of university research

capabilities

Use of intermediary

Risk of research

Cross sector differences/similarities

Geographic proximity

Licensing and inventions in Nigerian IHLs

The Federal government of Nigeria set up the

National Office for Industrial Property in

1979 which was changed to National Office

for Technology Acquisition and Promotion in

1992 to promote interaction and strengthen

the linkage between Universities/research

institutions and industries. Presently, forty-




325

three (43) Intellectual Property Technology

Transfer Offices (IPPTOs) have been

established in universities, Polytechnics and

research institution in Nigeria. There are 67

universities in Nigeria and about 117

polytechnics. It therefore means that this

IPPTO has not been set up in up to 30% of

the IHLs considering its 28 years of existence

from 1992.

Conducting experiments, observing and

analysing research results can lead to

discoveries that can be commercialized.

During this process, proper record keeping is

done to ensure that the experiment is

reproducible under similar conditions. These

discoveries are usually reported to the IPPTO

in the university which assesses the disclosed

invention and develops a strategy to

commercialise it. The assessment of the

discovery would determine if the university

wants to asset its right to the invention and

pursue a patent protection for the discovery.

The university can then use copyright, trade

secret or trade mark rights to commercialise

university’s invention. Once the process is

complete and the rights obtained,

compensations would be shared with the

inventors with regards to university policy.

The inventors can still be involved with the

development process of the invention based

on an agreement.

However, in the situation of a UIC, the

narrative would be different depending on the

type of collaboration both parties are

engaging in. A formal collaboration process

is thus necessary to avoid conflict of interest

between both parties.

CONCLUSION

The concept of UIC is relatively inactive in

Nigeria as a result of varying factors and with

the slow rate of technology advancement in

the country, academic institutions have to be

given opportunities to challenge themselves

in terms of technological development. One

of such ways will be to increase the UIC

collaborations amongst various industries

and institutions. Such collaborations would

bring about development in the universities,

R & D benefits to the firms, exposure of

graduates and technological advancement in

the nation. This however cannot be done

successfully without adequate support from

governmental and non-governmental bodies.

With the current drive to reduce importation

of foreign products, the Nigerian economy

can be boosted by such collaborations




326

REFERENCES

Ajibo, C. C., Anozie, M. C., Onyeabor, E.,

Umahi, T. O., Odinkonigbo, J. J., &

Agu, H. (2019). Technology transfer for

development in Nigeria: patterns,

problems and prospects.

Commonwealth Law Bulletin, 45(1),

70–91.

https://doi.org/10.1080/03050718.2019.

1689150

Ankrah, S., & Al-tabbaa, O. (2015).

ScienceDirect Universities — industry

collaboration : A systematic review.

Scandinavian Journal of Management,

31(3), 387–408.

https://doi.org/10.1016/j.scaman.2015.0

2.003

Bako, S. (2005). Universities, research and

development in nigeria: time for a

paradigmatic shift. 11th General of

CODESRIA, on Rethinking African

Development: Beyond Impase: Towards

Alternatives, 1–31.

www.codesria.org/IMG/pdf/bako.pdf

Englund, M., & Gabrielsson, J. (2010).

Barriers and outcomes of the

collaboration between industry and

academia in a new approach : the

Living Labs Authors : Supervisor :

Guimon, J. (2013). Promoting University -

Industry Collaboration in Developing

Countries (Innovation Policy

Platform,OECD and World Bank).

January 2013, 12.

https://doi.org/10.13140/RG.2.1.5176.8

488

Obanor, A. I., & Kwasi-Effah, C. C. (2013).

Assessment of University- Industry

Collaboration and Technology Transfer

in Schools of Engineering and Sciences

in Nigeria. Nigerian Journal of

Technology, 32(2), 286-293–293.

Oyelaran-Oyeyinka, B., & Abiola

Adebowale, B. (2012). University-

industry collaboration as a determinant

of innovation in Nigeria. Institutions

and Economies, 4(1), 21–46.





327

HARNESSING THE SYNERGY OF POLYTECHNIC-INDUSTRY PARTNERSHIPS IN

THE DEVELOPMENT OF ENGINEERING GRADUATES IN NIGERIA

E.O. Atanda., S.N.Onuoha., O. Ajayi and R. Ibrahim

Department of Agricultural and Bio-Environmental Engineering Technology,

School of Engineering Technology, Auchi Polytechnic, P.M.B. 13, Auchi, Edo State, Nigeria.

[email protected]; [email protected]; [email protected];

[email protected]

ABSTRACT

Polytechnics are institutions of higher learning established to produce the desired middle

manpower for the nation’s technological development. They have a uni ue mandate to inculcate

in students the technical knowledge and skills, which can be applied as solution to the problems

of the society. Polytechnic engineering education is therefore supposed to develop graduates into

skills and knowledge acquisition to implement engineering solutions. This paper, therefore,

examines the need for synergy between polytechnic and industry in the development of quality

engineering technology graduates in Nigeria. Poor funding; dearth of training facilities and

equipment; poor entry requirements for academic staff, inadequate retraining and professional

development programmes for engineering lecturers; inappropriate polytechnic curricular; lower

rating of current and graduate students are the major challenges facing majority of the polytechnics

in Nigeria. Areas of partnerships between polytechnics and industry identified include research

and development; industrial training; award of scholarships; exchange of academic personnel;

sponsorship of workshops, conferences and exhibitions; Supervised Industrial Training Scheme in

Engineering amongst other areas. Some of the benefits between polytechnics and industry

partnerships identified and discussed include provision of quality engineering technology

graduates, near market research, increased students’ interest for the profession, improvement in

the quality of life, improvement of the economy, reduction of failed engineering structures and

emergence of small scale enterprises amongst other benefits. The paper affirmed that the

partnership, if effectively implemented will go a long way in providing solutions to the of

polytechnic engineering graduates’ unemployment problems in Nigeria, while at the same time

enhancing business in the industries.






328

Keyword: Polytechnics engineering Lecturers, Engineering graduates, Industry,

Engineering Technologists and Technicians

1. INTRODUCTION

The ability of any nation to generate

economic and societal benefits is highly

dependent on the continued supply of well

qualified engineering graduates. This is

because engineering plays a vital role in the

aspect of human life such as public health,

water supply and waste disposal systems,

energy supply, public utilities, transportation

systems, telecommunication, manufacturing,

etc (Aribisala and Ogundipe, 2007). The

objectives of engineering faculties/schools in

any Nigerian polytechnic is to produce

engineering technologists and technicians

E.O. Atanda., S.N.Onuoha., O. Ajayi And R. Ibrahim

Harnessing The Synergy Of Polytechnic-Industry Partnerships In The Development Of Engineering Graduates In nigeria


329

that will be well qualified to operate and

develop the public services, initiate and carry

out engineering maintenance and repairs,

engage in industrial management and pursue

research and development.

The establishments of technical institutions

like the polytechnic and monotechnic is a

deliberate policy aimed at improving

technological emancipation through

provision of skilled technicians and

technologists to handle the various areas of

technological growth. This made it

imperative to introduce high content of

practical in their curriculum. It was this

assertion that made Ogunbadejo, 1996 as

cited in Nghai, 1998 to described polytechnic

curriculum as having emphasis on practical

appreciation of problems. According to him,

what is more important now is a curriculum

needed for adoption of technology for the

nation’s technological development than the

high theory content of university education

(Nghai, 1998). It is pertinent to emphasize

here that the technological survival of this

nation depends on the sustenance of the

polytechnic where specialist technicians and

technologists are produced in the right

quality and quantity to work in concert with

the high level man-power produced in the

universities to achieve the desired goal.

Although the present curriculum in

engineering has some programmes like the

four months Student Industrial Work

Experience Scheme (SIWES) and Post-

National Diploma one year working

experience which allows participation of

industries in the training of engineering

technologists and technicians, there is still the

need for improvement in the scheme and

more areas of partnerships. Two factors that

are driving the trend towards partnership

between polytechnic and industry include the

development of technology that will allow

the polytechnic to deliver quality practical in

the work site and increased competiveness in

industrial engagement. Since polytechnic

engineering education involves both

theoretical and practical training, there is

therefore the need for an effective partnership

between the polytechnic and industry to

develop their students. The engineering

lecturers and technologists in the

polytechnics have the responsibility of taking

their students through the basic theories of

science and engineering including teaching

of specialized practical courses in

engineering while engineering industries are

expected to further provide additional

practical training whose facilities are not

available in the polytechnics. This will make




330

a balanced academic professional

competence (Momoh, 2002).

In Nigeria today, such partnership rarely exist

and in cases where they exist, they are being

confronted with major problems which

include lack of employment, poor state of the

economy, poor coordination and lack of

competition in the third world country like

Nigeria. Poor coordination results in the

failure of the system, in most cases the money

made available for the collaboration may

sometimes end in individual account. In

developed countries, competition among

companies made them collaborate with

tertiary institutions to develop new and

improved products at reduced cost. This

rarely happens in developing nations like

Nigeria, where there is little or no

competition, because of our over-dependence

on importations. The industry giants are also

not involved in defining the research agenda

neither do they participate in the

development of polytechnic engineering

curricular to allow them build in the areas of

needs of the industry. The industry has no

confidence in the competence of the

polytechnic and because of this; they prefer

to take industry related problems abroad for

appropriate solutions. The industry also

perceives that the research findings have

limited applicability in the industry. The

polytechnic perceives the industry as

unwilling to assist by sponsoring academic

programmes especially those that have

industrial applications. Generally, there is

poor communication between the

polytechnic and the industry.

In view of the above facts, there must also be

a deliberate decision to take engineering

problems in the industry to the polytechnics

and universities for necessary solutions. Such

efforts will provide:(i) challenges for the

polytechnic engineering lecturers (ii) reduce

the cost of providing the solutions if such

problems are taken to foreign countries (iii)

conserve foreign exchange and (iv) result in

the growth of both sectors. Utilization of

local raw materials where feasible will

further reduce production cost. Moreover, the

polytechnic and industry should engage in

partnership with each other as research and

development is not useful unless it results in

marketable inventions. It will also enable the

products of research to be accessed by

interested investors thus facilitating the much

needed awareness and adoption of research

findings by Small and Medium Industries

(SMI) leading to effective commercialization

of research results and industrial growth.




331

This paper, therefore, examines the need for

synergy between polytechnic and industry in

the development of quality engineering

technology graduates in Nigeria. To achieve

this objective, the paper takes a look at the

goals of polytechnic education in Nigeria. It

discusses some problems of the majority of

the polytechnics in Nigeria. The needs for

polytechnic- industry partnerships in the

development of engineering graduates in

Nigeria were elucidated. It also highlights

major areas of polytechnic-industry

partnerships and some benefits of such

partnerships in the development of high

quality engineering graduates in Nigeria.

2. GOALS OF THE POLYTECHNIC

EDUCATION IN NIGERIA

The goals of polytechnic education according

to National Policy on Education (2004) are:

(a).To provide full-time or part-time courses

of instruction and training in engineering,

other technologies, applied science, business

and management, leading to the production

of trained manpower;

(b).To provide the technical knowledge and

skills necessary for agricultural, industrial,

commercial and economic development of

Nigeria;

(c).To give training and imparts the necessary

skills for the production of technicians,

technologists and other skilled personnel who

shall be enterprising and self-reliant;

(d).To train people who can apply scientific

knowledge to solve environmental problems

for the convenience of man; and

(e).To give exposure on professional studies

in technology.

As lofty as these goals are, the attainment has

been a mirage. The enabling environment

with regard to physical facilities,

infrastructures, staffing and relevant

curricular remains suspect. The usual

conception of a polytechnic graduate is that

of high level technologist and technician,

who though possessing sound competence in

his/her field, lacks the theoretical depth of an

engineering graduate from the university. It

is therefore clear that given the context of the

effort for economic revival in Nigeria and the

challenges of globalization and information

technology, existing theories and practice in

knowledge development must change.

Although the polytechnics help in exalting

technical knowledge and skills to high levels

of efficiency and perfection, it does that

relative to the forces and conditions in its

operating environment. The way of

understanding by making connections

between local and wider world issues also

need to be considered, to make the




332

polytechnics graduate relevant to the needs of

the society (Awanbor, 2009).

3. SOME PROBLEMS OF THE

MAJORITY OF THE POLYTECHNICS

IN NIGERIA

Currently, Nigerian polytechnics maintain a

two-tier programme of studies, namely the

National Diploma (ND) and the Higher

National Diploma (HND) with one year

period of industrial experience serving as one

of the pre-requisites for entry into the HND

programmes. Majority of the polytechnics in

Nigeria are deteriorating everyday as a result

of the following problems discussed below:

(i).Poor funding of Polytechnic Education:

Polytechnics in Nigeria are owned by the

Federal and State governments including

Private individuals. The Federal and State

government polytechnics rely predominantly

on the government for funding while the

private polytechnics obtain their incomes

from the fees they charge their students.

Over the years, governments’ subventions

have never been adequate hence poor funding

has therefore been a major problem facing the

entire educational sector in Nigeria. It is sad

to note that the budget proposals of many

higher institutions in Nigeria cannot be

accommodated by government. Since

polytechnics were established to produce the

desired middle manpower for the nation’s

technological development, this goal has

been a mirage due to gross inadequate

funding which has rendered many

polytechnics impoverished. There has been a

clarion call on the federal and state

governments in Nigeria to be more positive

in their funding of polytechnics. The

underfunding of technical education has

resulted in the dilapidated and collapsing

structures, broken down equipment and

machinery, poorly trained graduates,

inadequate qualified and experienced staff

among others (Abah, 2004). Poor funding has

also led to general decay of infrastructural

facilities in our higher institutions, thus

affecting the quality of the products from

such institution. A nation like Nigeria which

appreciates the invaluable roles of technical

education in her economic development

could not provide adequate funds for its

development leaves much to be desired.

Nations like the United States of America,

Britain, Germany, France, Belgium, Japan,

China, etc achieved their greatness through

well funded technical education with their

well trained graduates manning their various

industries. Today, these countries are

technologically developed. What stops

Nigeria from borrowing a leaf from these

countries poses a million dollar question.




333

(ii).Dearth of Training Facilities and

Equipment: For support teaching and

learning to meaningfully take place, there

must be adequate physical facilities. In most

polytechnics in Nigeria, there exists shortage

of teaching resources and facilities; and when

available they are of low quality. The decay

is characterized by lack of concrete and

authoritative support for replacement of

obsolete resources and facilities; inability to

match the educational instructions with their

peculiar circumstances; persistent lack of

appropriate and necessary infrastructure and;

general absence of support service units

personnel and services needed by resource

agencies, teachers and learners for optimum

production and utilization of resources. The

situation appears pathetic as many

polytechnics do not have sufficient

classrooms, laboratory space and adequate

number of equipment. In addition, lecture

halls are overcrowded, poorly light and

ventilated while laboratories equipment has

become obsolete. There is dearth of

Information and Communication

Technology (ICT) facilities for the training of

engineering students. The high cost of

computer and teaching aids is a major

constraint to acquisition of the facilities.

Access to affordable and reliable internet

connectivity is only available in some

polytechnics, even then power fluctuation

has considerably reduced the reliability of the

access and inadequate bandwidth also makes

access difficult. The inadequacy in teaching,

laboratory and workshop facilities has

contributed to the diminution of the quality of

the engineering graduates. This presents a

severe handicap for the teachers/learners and

severely limits the efficiency of the learning

process. In view of these facts, Nigeria

continues to lag behind, and is yet to wake up

to the reality of information and

communication technology, and the

imperatives of science and technology.

(iii).Poor entry requirements for academic

staff, inadequate retraining and

professional development programmes for

engineering lecturers: The entry

qualification for polytechnic academic staff

leaves must to be desired. There is also a

great discrepancy in the qualification and

entry requirements of academic staff of

polytechnics and universities for more

effective results. Adequate staff of the right

quality and quantity is also a serious problem

confronting many polytechnics in Nigeria.

The situation is even worse in the case of

some polytechnics located in the rural areas,

where it is very difficult to attract highly




334

skilled professional manpower in fields like

engineering, computer science, information

and communication technology,

environmental technology, science

technology and other technological fields. To

this end, most of the affected polytechnics

have to rely on part-time lecturers drawn

from neighbouring institutions located in the

urban centres to teach some of these courses.

This does not ensure commitment on the part

of these academic staff or any measure of

effective control over them. Thus, the quality

and quantity of academic staff are inadequate

to enable them contribute meaningfully well

to the system. In addition, lack of adequate

retraining and continuing professional

development programmes for polytechnic

engineering lecturers often dampen their

morale and therefore result in frustration. The

low ICT literacy rates among polytechnics

lecturers have contributed to lack of interest

by them to procure their own laptops and

computers. Many of the experienced

technologists who are supposed to assist with

the conduct of experiments and practical for

students are not retrained on the job

especially in this era of rapidly changing

technological environment. The shortage of

technicians to also provide routine and

periodic maintenance when necessary is also

among the factors that frustrate the

acquisition of modern workshop machines,

equipment and tools including ICT facilities.

(iv).Inappropriate Polytechnic

Curricular: A pertinent question on the

nation’s polytechnic curricular is how

appropriate, relevant and up to date these

curricular are? Do they meet the needs of

employers, industries, parents, the students,

other stakeholders and society at large in this

information and communication technology

age of the 21st Century? According to

Yakubu (2002), the curricular being operated

in our polytechnics is outdated, having been

in use for over fifteen years. However, review

of the curricular under the ongoing

UNESCO-Nigeria Project for Revitalization

of Technical and Vocational Education in

Nigeria are on-going. One major aim of the

review is to make the curricular more

practically-oriented with clear guidelines for

teachers’ activities and student experiences in

line with current global trends. There is also

the introduction of entrepreneurship

education in the revised curricular. The

combined objective of these two major

compounds is to achieve the production of

technicians and technologists who after their

course of training would be able to access

micro-credit facilities and set up their own

small-scale business centered around the




335

skills and expertise they have acquired, or

will be more readily employable since they

would have possessed skills needed in their

courses. However, some of these courses are

obsolete, not relevant to modern day office

requirement skill and technological

development of the nation. For example, the

relevance of course subject like shorthand in

business education being offered in many

Nigerian polytechnics needs further critical

appraisal in line with the global trend the

world over. In addition, the successful


education in most Nigerian polytechnic

education to provide self employment

training for the graduates while in school

according to Ekpeyong (2005) is being

hampered by adoption of conventional

instructional approach; inadequate learning

environment; inadequate instructional

resources; inadequate linkages with relevant

private organizations; inadequate support for

training, counseling and advisory services for

students who wish to establish their small-

scale business and inadequate financial

support.

(v). Lower rating of current and graduate

students: The major objective of setting up

any institution of learning is to train students,

in order to provide the needed manpower for

the nation. A polytechnic like any other

educational institution is said to be good as

its products, which is current and graduated

students. This underlines the need to have the

best possible candidates admitted into the

nation’s polytechnics each year, eliminating

student welfare problems such as feeding,

accommodation, recreational facilities,

inadequate lecture halls, learning materials,

etc which cumulative effect provides a

student body, which is ill prepared and does

not have flair for polytechnic education. Such

students are susceptible to examination

malpractices, indiscipline and cultism. This

depicts that the state of polytechnic education

in the country cannot be said to be healthy

without an overhaul of the moral tone of the

institution (Aina, 2005). It is a sad irony that

a nation in urgent need for technological

advancement still emphasizes theoretical

knowledge to the detriment of practical,

technical, vocational and entrepreneurial

education that assures a sustainable

development which will satisfy the present

needs of the society without jeopardizing the

ability of future generations to satisfy their

own needs. An evidence of this unfortunate

situation is the tendency of rating polytechnic

graduates lower than university graduates

instead of both graduates working parallel

and in tandem towards achieving sustainable




336

engineering development in Nigeria. This is

because education is yet to be recognized as

a living phenomenon, a quest for improving

our individual faculties, as well as improving

our ability to contribute to the making of a

better society (Ngozi, 2005).

4. THE NEEDS FOR POLYTECHNIC-

INDUSTRY PARTNERSHIPS IN

THE DEVELOPMENT OF

ENGINEERING GRADUATES IN

NIGERIA

Polytechnic-industry partnerships can be

defined as an arrangement between

polytechnic and industry for the purpose of

giving engineering technology students

qualitative and quantitative education,

providing engineering technology graduates

that will be competent to design, maintain

and supervise the construction of

infrastructures and machines, drive the

economy and achieve the set goals of

industry by developing new products and

systems that would meet the customers’

needs. Productivity in any

company/organization can be improved

through better trained or better motivated

workers (Okunade, 2005), thus, the industries

should look up to both the universities and

polytechnics to help them handle challenges,

while the two institutions are also looking up

to industry as a way to grow and enhance

educational services they provide.

Moreover, for effective teaching, engineering

lecturers from both the universities and

polytechnics requires field experience which

can be acquired from different sources.

According to Momoh, 2002, acquisition of

professional experience may come from the

following sources like formal employment in

industry; undertaking industrial study visits;

industrial attachment for a given period of

time; conducting industry based researches;

participation in the execution of industrial

projects; attending exhibitions, trade fairs,

conferences and workshops. A primary

source for acquiring practical engineering

experience by lecturers and their students is

the industry (Momoh, 2002). A good level of

interaction between engineering faculties and

engineering organizations opens up avenues

for engineering lecturers and students to get

hands- on experiences in solving local

engineering problems. This interaction can

also provide windows of opportunities for

research funding by the industries (Momoh,

2002).The potential benefits of industry–

polytechnic collaboration/partnership are

widely acknowledged and the value of much

polytechnic research has been enhanced

through relationship between the




337

polytechnics and users’ of the research and

technology that is, the industry.

Polytechnics should also have a complete

understanding of the basic operational

procedures of all local industries with a view

to refocusing their practical programmes to

the areas of their needs and relevance to the

industries. Moreover, industries should be

encouraged to support joint workshops,

exhibitions, seminars and conferences as

avenues for cross-fertilization of ideas and

expertise. Most researches in different parts

of the world are funded by related industries;

hence researches to be carried out by the

polytechnics should be encouraged to

patronize research institutions in Nigeria

rather than in their home countries. In

addition, the Federal Ministry of Science and

Technology, Technology Incubation Centre

should be extended to institutions of higher

learning for training in self-employment.

Affiliations should be established with

foreign polytechnics and universities of

technology with the aim of exchanging

specialists for teaching and curriculum

development. Moreover, through the

polytechnic-industry partnerships,

polytechnics in Nigeria will also be able to

attract funding for the accreditation of their

programmes. Industries on the other hand

will benefit from the expertise of polytechnic

academic staff working on projects of

importance to industry as is the situation in

advanced economies of the world.

5. THE MAJOR AREAS OF

POLYTECHNIC-INDUSTRY

PARTNERSHIPS IN THE

DEVELOPMENT OF HIGH QUALITY


NIGERIA

The polytechnic and industry can partner in

different areas to achieve excellence. Some

of the major areas highlighted include:

(i). Research and Development:

Engineering research is the uncovering of

knowledge and understanding necessary for

engineers to design, implement and improve

solutions (Royal Academy of Engineering,

2003). It creates the understanding and

insight required for the design and production

of new engineering products and systems.

Industries need to partner with the

polytechnics and universities in the area of

research, because of the growing demand of

their customers’ for new and improved

product at reduced costs. Research activities

in engineering require facilities like adequate

fund and laboratory equipment, which are not

readily available at the disposal of

researchers. As reported by Oyediran et al.,




338

2005, no single institution can boast of

having all machines and equipment that are

needed for adequate training and education,

including practical exposure that an

engineering students should obtain before the

completion of their course of study and where

some of the machines and equipment are

available, they must have become obsolete

and out of use. The industry can therefore

sponsor research work and make machines

and equipment available. This can be

achieved through industry-based project

initiative. The industry can provide projects

requiring intervention and solution while

students can be able to apply their skills to

solve real problems of market needs and at

the same time, the industry benefiting from

their work. In doing this, they are enhancing

the work of the researchers, improving

students’ knowledge and at the same time

promoting their business.

(ii).Industrial training: Industrial training

for engineering students has been

sandwiched with the educational programme

to improve the quality of the training

imparted on them. The industrial training

programme represents a direct exposure of

the engineering students to the practice of

engineering in the industrial sector

(Adeyemo and Oni, 2007). Industrial

training also known as Student Industrial

Work Experience Scheme (SIWES) is a skill

acquisition training programme for students

of accredited disciplines in tertiary

institutions in Nigeria (Nwoji, 2002). This

programme aims at inculcating in the

participants work skills that are relevant to

their chosen course of study as well as expose

them to machines, equipment and tools used

in their course of study (Nwoji, 2002).The

training offers opportunities to tap the

practical knowledge available in the

industries as well as take advantages of

technological developments, new inventions,

various design manufacturing technologies

(Adegoke and Ajayi,2003) and computer

aided design (CAD) (Adeyemo and Oni,

2007). The industry has a great role to play in

achieving this objective. They must be ready

to provide placement for engineering

students on industrial training and expose

them to field practical work during the

period. Also, it is require of industries to have

structured training programme for students

on industrial training. New designs and

developments in industries as published in

journals and magazines can be made

available through the industrial linkage or

collaboration for access by serving students

(Adeyemo, 2002).




339

(iii).Award of Scholarships: Another area

of partnership worthy of note is the

sponsoring of both the National Diploma and

Higher National Diploma engineering

students by the industries to further studies.

This would help many outstanding

polytechnic engineering students that could

not finance their education and other

secondary school students who are interested

in pursuing career in engineering in any

polytechnics, but are unable to achieve this

objective because they are financially

handicapped.

(iv).Exchange of academic personnel: A

students’ learning is enhanced by a lecturer

who has practical experience and is capable

of demonstrating practical applications to

explain theoretical concepts (Momoh, 2002).

For effective teaching, the engineering

lecturers require field experience.

Secondments of Lecturers, Technologists and

Instructors’ from the polytechnics to industry

and vice-versa will equip both parties for

future challenges. The industry could also

provide placement for engineering lecturers

on sabbatical leave. Highly qualified

polytechnics engineering lecturers could also

serve as consultant to many engineering

industries in Nigeria.

(v).Sponsorship of workshops, conferences

and exhibitions: For an engineer, be it

practicing or a lecturer, learning is a

continuous process. This is because

engineers are confronted with different and

new challenges every day in the course of

carrying out their duties. The industries can

partner with the polytechnics by sponsoring

them to conferences, workshops and

exhibitions locally and overseas, where they

will have the opportunities of sharing

knowledge and ideas with their professional

colleagues within and outside the country.

(vi).Supervised Industrial Training

Scheme in Engineering (SITSIE): SITSIE

is a post graduation programme (pupilage),

where the engineering trainee is required to

remain in the establishment to which he/she

is assigned for a duration of two years

(Osoba, 2002). This programme had long

been abandoned and recently the Federal

Government of Nigeria through the Nigerian

Society Engineers (NSE) approved a one

year SITSIE for engineering graduates. The

programme is to expose fresh engineering

graduates to the practice of engineering in the

industry for better exposure and skill

acquisition in the area of practice and

development before they proceed for the

mandatory one- year National Youth Service




340

Corps (NYSC) programme. It is also yet to

take off; the reason is not farfetched but due

to non-availability of funds. The success of

this programme depends largely on the

industries. They must be ready to take the

engineering graduates and expose them to

practical problems and other challenges

during the one year internship.

6. SOME BENEFITS OF THE

POLYTECHNIC-INDUSTRY

PARTNERSHIPS IN THE

DEVELOPMENT OF HIGH QUALITY


NIGERIA

Partnerships between the polytechnics and

industries have gains for both parties. Some

of these benefits include:

(i).Provision of quality engineering

technology graduates: The partnerships

would ensure that the engineering

technologists and technicians produced from

the polytechnics are sound and well grounded

in their profession, having acquired the

necessary theoretical and practical training

skills during their course of studies.

(ii).Near market research: The engineering

lecturers in the polytechnics would carry out

research that would have direct impacts on

the life of peoples, because the industries are

closer to the people (customers) and know

their demands. An end will ultimately come

to the current trends of using engineering

research reports to decorate shelves.

iii ncreased students’ interest for the

profession: The partnership would attract

more students’ to the engineering profession.

They will be willing to pursue career in

engineering, because of the availability of

scholarships and recognition accorded to

engineering technologists and technicians in

the society.

(iv).Improvement in the quality of life: The

increased development of high quality

engineering technologists and technicians

will result in improved products and services,

thereby improving the quality of life and

standard of living of the people. This is

because the availability of improved products

at reduced prices will lead to reduction in the

cost of living.

(v).Improvement of the economy: The

importation of finished products and

expatriates from foreign nations will reduce

with increasing development of high quality

engineering technologists and better research

leading to improved products that can

compete favourably with imported products.




341

(vi).Reduction of failed engineering

structures: Engineering structures and

systems would be well designed, constructed

and maintained thereby reducing the failure

of structures like roads, bridges, dams,

airports, seaports, buildings, etc and the risk

of life in such unhealthy structures.

(vii).Emergence of small-scale enterprises:

The partnerships will make engineering

technologists and technicians acquire

business and entrepreneurial skills, which

will enable them to be self-employed after

graduation. They will also be able to establish

small-scale business and in the process

providing jobs for others, thereby reducing

the number of unemployed graduates in the

labour market.

7. CONCLUSION

In order to sustain the relationship between

polytechnic and industry, there is the need for

a consistent flow of knowledge and skill from

the polytechnic to industry. The industry

should use polytechnic as a solution ground

for their industrial related problems. The

partnership between polytechnic and industry

will also enable the former to adopt evolving

technologies, new materials and methods,

emerging computational technique to induce

engineering excellence in industry to have a

voice on how engineering science and

technology students are trained. Polytechnic

and Industry partnership will further provide

collaborative vision for launching an industry

engineered education reform in Nigeria. The

partnership between polytechnic and industry

in the development of quality engineering

graduates is also important because

engineering is life. This paper has established

the need for partnerships and the benefit

accruing from it. For effective partnership,

there must be proper coordination and this

could be achieved by providing code of

practice for the collaboration. The parties

involved must be ready to work together by

complementing each other and ensuring that

the partnership yield positive results. The

partnership if effectively implemented will

go a long way in providing solutions to the

decadence of polytechnic engineering

graduates’ unemployment problems in

Nigerian polytechnics, while at the same time

enhancing business in the industries.

8. REFERENCES

Abah, C. (2004). Polytechnics: In the Throes

of Marginalization. Daily Champion, May

19, Pp 23.




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Capacity Building in Nigeria:

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Proceedings of the

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Society of Engineers, “Lagelu, 2003”

8th – 12th December, 2003.

Adeyemo, S.B. (2002). Effective

International Collaboration and Linkage

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National Engineering and Annual

General Meeting of the Nigerian Society of

Engineers, “Kaduna 2002”, Pp

203- 208.

Adeyemo, S.B and Oni, T.O. (2007).Human

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Aina, O. (2005). Technical Education and

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Aribisala,J.O and Ogundipe,O.M. (2007).

University-Industry partnerships in the

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Engineering Conference and Annual

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299.

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Globalization and Synergy of Theory and

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344

INNOVATIONS AND TECHNOLOGICAL ENTREPRENEURSHIP EDUCATION FOR

FUTURE ENGINEERS LIFELONG LEARNING OPPORTUNITIES IN NIGERIA:

ISSUES, CHALLENGES AND PROSPECTS

A.A. Adegbemile, K.O. Lawal

Faculty of Engineering,

Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria.

E-mail: info@kazeemlawal or [email protected]

+GSM no: +234(0)7060763315

ABSTRACT

The future Engineer anchored on innovation and technological entrepreneurship to ensure market

success for their technological inventions in order to lead towards enhancing sustainable

development in the country. This article examines the issues, problems and prospects of training

of young engineers in innovations and technological entrepreneurship education in tertiary

institutions in Nigeria, with a view to promote self-employment of engineering graduates. It

identified inadequate instructional materials; inadequate infrastructural facilities; financial

constraints; inadequate qualified lecturers/trainers; lack of basic management skills; rigidity of

engineering training; inability to design programme which are appropriate for preparing young

engineers for outside world; lack of harmonized entrepreneurship curriculum; lack of programme

design for entrepreneurship development; inappropriate method of teaching entrepreneurship

amongst others as the barriers to training of young engineers in technological entrepreneurship

education in tertiary institutions in Nigeria. The paper suggests the ways and means of improving

teaching effectiveness and efficiency of young engineers in innovations and technological

entrepreneurship education in tertiary institutions in Nigeria.

Keywords: Engineering Education, Technological entrepreneurship, Innovations, Future

engineers, Challenges and Prospects.

A.A. Adegbemile And K.O. Lawal

Innovations And Technological Entrepreneurship Education For Future Engineers Lifelong Learning Opportunities In Nigeria: Issues,

Challenges And Prospects


345

1.0 INTRODUCTION

In the light of mass unemployment

among Nigerian graduates and the

need to offer a secured future for

youths, stakeholders in the University

system have called on Nigerian

institutions to offer entrepreneurship

training to all their students. Schools/

Faculties of Engineering are not an

exception (stake holder conference,

2001). Entrepreneurship training

would enable engineering graduates

to be self-employed and create jobs

for others. Such opportunities come

by way of appropriate education,

exposure of engineering students to

well and professionally trained

personnel and the provision of

required equipment, faculties and

conducive environment for the

engineering students to operate in.

Importantly, technological

entrepreneurship education will

provide engineers with opportunity to

practice their skills by learning the

process through which an idea or

invention is connected to useful

application and also commercialize

their innovation through

entrepreneurial knowledge and skills.

It follows, then, that effective

engineering education which

comprises of technological

entrepreneurship education is

required to create opportunities for

students to learn and practice these

skills as business.

For the purpose of this paper, the


education involves training of

engineering students in a special way

by exposing them to management and

practical skills that will facilitate the

execution of the functions of

engineering manager and risk taker. It

focuses more on learning and

development rather than teaching. An

entrepreneur is that who has the

innovative skills to create a profit

oriented small-scale business

(Onwuchekwu, 1998) who isa risk

taker and sometimes the manager also

(Paul, Ickis, & Levisky, 1989).

Technology entrepreneurship /

engineering entrepreneurship is the

innovative application of scientific

and technical knowledge by one or

several persons who start and operate

a business and assumes financial risks





346

to achieve their vision and goals

(Bamiro, 2005). Innovation can be

described as change or novelty

induced by human creativity.

Innovation is the result of an iterative

process of interaction between

individuals, organizations firms,

universities, systems and institutions

using price signals or other signals to

find the direction in which to develop

(Lawal, 2017). Entrepreneurs are

individuals who innovate new ideas

and business processes. They have

the skills and initiative necessary to

take good new ideas to market and

make the right decisions to make the

idea profitable. Users are often times

referred to as entrepreneur because

they invent products or services , also

after using products or services they

bring good new ideas to market and

make the right decisions to make the

idea profitable.

As a result of growing market needs,

developing countries globally are

moving from the traditional ways of

doing things as they imbibe

entrepreneurial knowledge and skills.

This is evident in their ability to

exploit business opportunities, start-

up businesses and manage them

effectively. Clearly, engineering is

the bedrock of technological and

infrastructural development of any

country, since engineering confers

skills of applying mathematics and

science to invent, innovate, design or

maintain, implement and solve

practical societal problems. However,

the ability of any engineer to

successfully organise and manage

any enterprise, especially a business

enterprise, requires some acquisition

and deployment of entrepreneurial

knowledge and skills. Hence, the

need for entrepreneurship education

for engineers. Even though the

Federal Government through its

relevant agencies such as Nigerian

Universities Commission (NUC) and


Education (NBTE) is trying to ensure

adequate engineering training that

will quip graduates with

entrepreneurial skills, knowledge and

attitudes, these trainings are yet to

impact meaningfully on engineering

graduates. This is evident in the fact

that engineering graduates today, are

seekers of government and white





347

collar jobs, rather than becoming self-

employed and create employment.

Thus, entrepreneurship education in

Nigerian tertiary institutions such as

Universities, Polytechnics, Colleges

of Education and Colleges of

Agriculture, should be managed

effectively so that engineering

graduates will acquire the necessary

entrepreneurial knowledge and skills

and use technology appropriately, to

significantly contributing to the

country’s socioeconomic

development by adding value to our

resources and satisfying market needs

(Gana, Okesola, Agara, Suleiman, &

Danania, 2017). The tertiary

institutions should engage in research

and development activities that can

immediately be profitably exploited

by industry.

Entrepreneurs make critical

contribution to our nation’s economic

development, at least the few

successful ones. They make

technology intensive, often risky,

innovations to the commercial

market-and in the process, even help

to develop whole new industries. Our

engineers need be educated beyond

their technical expertise. The best

technical training must be combined

with understanding how that

expertise fits into the larger societal

environment, into our overriding

national goals - (national

development plans), and indeed, the

best technical goals of other nations.

Nigeria as the giant of Africa should

be at least be able to control West

Africa economy. Today the trend in

the science and engineering is much

more cross-boundary centric. Many

disciplines are converging in

surprising ways to generate the new

knowledge needed for the

increasingly complex challenges we

face as a society (Omidiji & Owolabi,

2010).

Today’s engineering graduates must

be capable of integrating knowledge

from a variety of discipline and

working with industry partners, the

few one that we have to advance that

knowledge into innovations. In the

larger sense, innovation depends

upon a mutual synergistic set of

interactions that includes not only

science, engineering and technology,





348

but social, political and economic

interactions as well. Engineers and

scientists must be able to see

functionally beyond the boundaries of

their disciplines; this single factor can

gear up entrepreneurship atmosphere.

After all, nature knows no

disciplinary boundaries (Omidiji &

Owolabi, 2010).

The national policy on education is

specific in identify university as

contribution to national development

by intensifying and diversifying its

programmes for the development of

high level manpower within the

context of the need of the nation. The

policy also stipulates that the content

of professional course (such as

engineering) in universities should

reflect national requirement (Adamu,

2003). We do not seem to have

knowledge or strategy to harness the

knowledge acquired by the product

our educational system to promote

societal needs. Teaching

technological entrepreneurship to

engineering students must be

introduced in order to motivate that

technology entrepreneurship is also a

career opportunity available to

engineering graduates. There is a

need for more focused and deeper

exposure of engineers to technology

and business so as to impart a set of

skills oriented towards setting up of

new business ventured based on

exploiting technological-driven

market opportunities and urgent need

to prepare young engineers for


culture to empower them to take their

future into their hands. Lih (2002)

opined that engineering programmes

must demonstrate that their future

engineers have: ability to apply

knowledge of mathematics, science

and engineering principles; ability to

design and conduct experiments and

to analyze and interpret data; ability

to design system, component, or

process to meet desired needs;

ability to function on multi-

disciplinary teams; ability to identify,

formulate and solves engineering

problems; understanding of

professional and ethical

responsibility; ability to

communicate effectively; broad

education necessary to understand the

impact of engineering solutions in a

global and societal context;





349

recognition of the need for, and

ability to engage in life-long learning;

knowledge of contemporary issues;

and ability to use the techniques,

skills, and modern engineering tools

necessary for engineering practice.

Ekeh, (2009) stated one definition of

engineering is the practical

application of science to commerce or

industry. This is exactly what

engineering entrepreneurship is

addressing. This paper thus focuses

on the issues, problems and prospects

of training of young engineers in


education particularly in Nigeria.

2.0 ISSUES IN TRAINING OF FUTURE ENGINEERS IN INNOVATIONS AND

TECHNOLOGICAL ENTREPRENEURSHIP EDUCATION IN TERTIARY

INSTITUTIONS IN NIGERIA

This paper draws attention to the

following issues in training of future

engineers in technological

entrepreneurship education in tertiary

institutions in Nigeria (Adegbemile &

Lawal, 2004):

(a) What is the rationale for training of

young engineers in technological


institutions in Nigeria?

(b) What is the rationale for training

engineering lecturers in training of




(c) What competencies do the

entrepreneurship education lecturer

requires in training of young

engineers in technological



(d) What skills are required to develop

critical mass of innovate, engineering

based small- scale firms by young

engineers during technological



(e) At what level of education should

specialisation in technological

entrepreneurship education be

encouraged?

(f) What are the activities that trigger

technological entrepreneurial

competencies?





350

2.1 The Rationale for Training of Young Engineers in Technological Entrepreneurship

Education in Tertiary Institutions in Nigeria?

The following provide answers to this

pertinent question. I do not think that

any engineer would like to sit on the

fence or show any kind of

indifference in this new age because

of these few points (omidiji and

Owolabi, 2010): Rapid technological

and business changes; compressed

product development times; cross

functional teams; technically- best

does not mean commercially-

successful.

2.2 The Rationale for Training Engineering Lecturers/Trainees in Training of Young

Engineers in Technological Entrepreneurship Education in Tertiary Institutions in

Nigeria?

In specific terms, the rationale for

training engineering lecturers in

training of young engineers in


education in tertiary institutions in

Nigeria are:

(i) Training engineering

trainees/lecturers in entrepreneurship

education will provide such lecturers

with adequate knowledge of


education that would make them

more competent at identify the

engineering students with

technological entrepreneurship skills,

and getting something meaningful,

useful and beneficial into their brains

and mind, helping them develop

habits and acquire skills that will

promote self-employment;

(ii) Training trainees/lecturers in


education will provide such lecturer

with adequate knowledge of


education that would make them

more competent at identifying the

engineering students with the unique

characteristics of engineers-

innovativeness and risk taking.

Further, such exposition helps

lecturers to acquire skills and

competencies, attitudinal positions

helpful to training and education of

the engineering students, means

modes and method of teaching,





351

helping and preparing the society to

change their attitude to engineers

involved in engineering based small-

scaled business. Technological

entrepreneurship education educates

the lecturers on the establishment and

management of engineering based

small-scaled enterprises. It trained

them to imbibe the qualities that the

trained lecturer should possess to

enable him/her work successfully

with engineering students.

(iii) Patience, positive in thinking, and

influencive by nature are special

ingredients of technological

entrepreneurship education. It is only

those trained as entrepreneurship

educator that can have the above

qualities to handle engineering

students to achieve the course

objectives.

2.3 Competencies and Skill Required by Technological Entrepreneurship

Trainers/Lecturers in training of young engineers in technological entrepreneurship

education in tertiary institutions in Nigeria

Trainers of entrepreneurship

education need competencies and

skills that will enable them do all or

most of the following in training of



institutions in Nigeria (Adegbemile &

Lawal, 2004):

(i) Diagnosing those that have techno-

managerial skills: The trainers

should be in position to some minor

diagnosis to categorise engineering

students to type of business that suit

their innate qualities irrespective of

course of study especially in cases

where the type of quality is not

apparent such diagnosis will serve as

first steps in programme planning;

(ii) Identification of the students by

categories and type of business’s

needs: This competency is related to

the above. The trainers should be in

position to identify the various

categories of engineering students to

type of business they can establish.

He should have competencies in

administering tests and interpreting

some for purpose of identification of

type of nature, extent and degree of

business needs. Many skills for

business are financial skills, project





352

management skills, marketing skills,

and production manufacturing,

logistics skills;

(iii) Appropriate methods of teaching

entrepreneurship: Entrepreneurship

is more ‘person-oriented’ and

‘behaviour-oriented’. It is not only

’information’ or ‘knowledge’ based

but also it is a combination of skills,

attitude, competencies and

knowledge. For effective teaching on

entrepreneurship, various teaching

aids and methods must be

incorporated such as textbooks,

manuals, lecture, case studies,

discussion, video films, active

learning, cooperative learning,

experimental learning, mentoring and

group-work, problem and project

based learning, real life actions,

internships and other hands on

activities, simulation, role plays,

business/ cashflow games etc.,

frequent visits to small- and medium-

scale industries around must be

regular feature of the course;

(iv) Counselling skills in

entrepreneurship education:

Entrepreneurship education trainers

need to acquire counseling skills to

provide needed information and

guidance continuously. The trainer

should be a motivator and constantly

motivate students to take up

entrepreneurship activities;

(v) Communication skills with the

engineering students: The trainer’s

training should equip him with

competencies in communicating with

the trainees. The trainer must himself

believe in entrepreneurship and

commit himself while teaching the

course on entrepreneurship. The

trainers should be initiative and a

powerful communicator

(vi) .

2.4 The skills are required to develop critical mass innovate, engineering based small-

scale firms by future engineers during technological entrepreneurship education in

tertiary institutions in Nigeria?

The following are the skills to be

acquired by future engineers during


institution in Nigeria (Adegbemile &

Lawal, 2004): Interpersonal skills: It

is for effective interaction;





353

Engineering skills: It is for producing

products or services e.g. operations

specific to industry, design,

communications environmental

observation skills. Some of these

skills are (Onwualu & Adewoye,

2004): Glass products making skills

(test tubes, glass cup, thermometers,

eye glass, beakers, microbes); Plastic

products making skills (containers,

bags, cups, plates); Foundry

technology skills e.g. casting,

machine parts, solid minerals

processing; CNC machine skills;

Electronic products making skills;

and Machine design skills; Technical

skills involve such things as writing,

listening, oral presentation,

organising, coaching, being a team

player, and technical know-how;

Entrepreneurial skills: It is for

recognize economic opportunities

and acting on them e.g. inner

discipline, ability to take risk,

innovate, change-orientated and

persistence; Management skills : It is

for day-to-day management and

administration of the company e.g.

planning, decision making,

motivating, marketing, finance,

selling etc.; Personal maturity skills:

It is for self-awareness,

accountability, emotional skills and

creativity skills; Employability skills:

It is necessary for getting, keeping

and doing well on jobs. It include

team work, communication and

problem solving skills; Information

technology skills: These are skills

associated with the use, study or

production of range of technologies,

especially computer systems, digital

electronics and telecommunications

to store, process and transmit

information; and Others are appraisal

skills, critical thinking and problem

solving skills etc.

2.5 Level of education at which specialisation in technological entrepreneurship

education be encouraged in engineering programme

Specialisation in technological

entrepreneurship education can

therefore conveniently begin at the

undergraduate level in this country.

Those who are interested in doing

more and higher work can return later

for postgraduate studies. Introduction

of entrepreneurship in engineering





354

curriculum at undergraduate level is

much needed, timely and relevant in

Nigeria than before.

Entrepreurship course and its

introduction in engineering

curriculum must be preceded with

good research work to identify

training needs.

2.6 The activities that trigger technological entrepreneurial competencies

Learning by doing activities that can

trigger the development of

entrepreneurship competencies are

assignments to create value

(preferably) to external stakeholders

based on problems and/or

opportunities the students identify

through an iterative process they own

themselves and take full

responsibility for.

There are some of the issues and

problem that need to be looked more

closely at this area.

3.0 THE CHALLENGES CONFRONTING TRAINING OF FUTURE ENGINEERS

IN TECHNOLOGICAL ENTREPRENEURSHIP IN TERTIARY INSTITUTIONS

IN NIGERIA

Several challenges confronting


technological

entrepreneurshipeducation among

others are (Gana, et al., 2017; Ariyo,

2005; Unachuckwu, 2009;

Adegbemile & Lawal, 2004):

(a) Inadequate instructional materials

There is an inadequate supply of

instructional materials such as

textbooks, writing materials, copies

of approved curricular, manuals etc.

(b) Inadequate infrastructural facilities

Facilities such as classrooms,

furniture, workshop facilities etc. are

grossly inadequate for effective

teaching and learning of courses in

entrepreneurship education.

Entrepreneurship education requires

basic infrastructure facilities like

large and properly ventilated lecture

theatres and auditorium, space for

film-projection; laboratory for





355

computer and internet activities and a

host of others; these are rarely

available in our faculties and schools

of engineering.

(c) Financial constraints

Financing engineering education for

the training of engineers is expensive.

Money is needed to build and provide

permanent structures for training

centres and to buy instructional

materials for entrepreneurship

education. Money is also needed to

organize workshops, seminars and

conferences in the area of

entrepreneurship education. Funds is

also needed to carry out researches in

the various aspect of entrepreneurship

education; in the area of product

process development, in the area of

modernization and technological

upgradation, project appraisal etc.

Lecturers will find it difficult to work

effectively when the basic materials

needed for proper teaching and

learning of entrepreneurship

education in the campuses are non-

existent due to

(d) Inadequate qualified lecturers/trainers and instructors

The job satisfaction being

experienced by many lecturers in

higher institutions has inevitably led

to the brain drain in the institutions.

Many lecturers have resigned their

appointment to seek greener pastures

overseas or in politics. One of the

problems facing the training of

teachers of technological

entrepreneurship education therefore

is getting lecturers with training,

expertise and experience in

entrepreneurship education to teach

them and adequately prepare them for

their specialised professional

orientation

.

(e) Lack of basic management skills

There is no doubt that in Nigeria the

technical competence of our

engineers is far ahead of our

managerial expertise. The training of

engineers has long emphasized

technical ability with little attention

paid to managerial expertise. Poor

management, leadership, staff





356

organization, human relations,

financial management are necessary

tools to be learnt to enhance

engineering profession (Orangun,

2003)

(f) Rigidity of engineering training

Perhaps the rigidity and rigorous

logic of engineering training

precludes the flexibility of

entrepreneurship. This will limit

engineer as entrepreneur. The

engineer will have to go through a re

orientation to adapt to the new

demand.’

(g) Inability to design programme which are appropriate for preparing young engineers

for outside world

The system does not prepare students

adequately to harness their potential

and become self-employed. The use

of lecture method which is too

mechanistic does not promote or

encourage entrepreneurial

knowledge, skills, abilities and

attitudes.

(h) Lack of harmonized entrepreneurship curriculum

The inability of the federal

government to introduce a

harmonised curriculum has also

bedeviled the system of training of

engineering students for self-reliance;

(i) Inappropriate method of teaching entrepreneurship

How to teach technological

entrepreneurship addresses the issues

of how best to transfer information,

skills and attitudes relevant for

successful venture creation and

sustenance. The growing number of

tertiary institutions in Nigeria

incorporating technology

entrepreneurship in to their

curriculum is an acknowledgement of

entrepreneurship as a course that can

be taught. The lecture method is the

most used teaching method in


delivery in Nigeria.





357

4.0 PROSPECTS OF TRAINING OF YOUNG ENGINEERS IN TECHNOLOGICAL

ENTREPRENEURSHIP EDUCATION IN TERTIARY INSTITUTIONS IN

NIGERIA

The pertinent question that comes to

mind at this juncture is “what benefits

are there to the young engineers

trained in technological


institutions?” What benefits to the

society? The young engineers trained

in technological entrepreneurship

education in tertiary institutions will

acquire the following benefits among

others:

(a) It fosters entrepreneurial mindset,

skills and behavior among young

engineers thereby, making them to be

useful citizens of our country;

(b) It motivate young engineers to be

self-dependent and self-sufficient

with necessary entrepreneurship,

management and technical input;

(c) It helps young engineers to identify

his or her own aptitudes and gifts in

order to be a better person in life;

(d) It plays a complementary role in

developing occupational skills,

knowledge and work experiences of

young engineers;

(e) It offers opportunities to young

engineers for job experiences and

earnings, savings and investing

money at an early stage;

(f) It leads to creation of more jobs,

thereby reducing the rate of

unemployment in our society. Self-

employment and business ownership

of engineers will be viable;

(g) Boosts of Gross Domestic Product

(GDP) and Gross national Product

(DNP) of our country;

(h) Apart from empowered to be self-

reliant, it leads to an improvement in

social wellbeing and standard of

living of the people in a community

or our country. It also improves the

societal perception and image of the

indigenous engineers;

(i) Leads to the availability of more

goods and services that is more

important to the well-being, comfort

and happiness of individuals in the

society at an affordable rate.

(j) By developing technological

entrepreneurship skills, young

engineers become trainers to teach the





358

trainees at training institutions;

undertake research studies,

consultancy assignments, develop

training aids; provide many services

for small- and medium-scale

enterprises; assist in sourcing and

adapting appropriate technology local

condition; help install, service and

maintain equipment; help conducting

feasibility study and market survey;

contribute positively to the economic

fortune of the nation; improve the

societal perception and image of the

indigenous engineer by helping to

dispel the notion that expatriate

engineers are better than their

Nigerian counterparts and promotes

the development of the profession as

well;

(k) It provides infrastructural facilities

and boost the level of economic

growth and technological

development in our country;

(l) Exposing young engineers to

technological entrepreneurship skills

/ education will facilitate the

execution of the functions of

manager, risk taker and to be active

player in industry;

(m) Through technological

entrepreneurship education, young

engineers would be well rounded,

resourceful, creative, innovative,

practical, and self-motivated and

e uipped to contribute to the nation’s

technological, industrial and

economic development

(n) Armed with technological

entrepreneurship skills / education,

young engineer can create copy and

endogenous technologies which he, in

turn, can nurture into small-scale

enterprises for the benefit of the

society;

(o) Through the knowledge acquired in


education, the young engineers is

made more aware and understanding

of the process involved in initiating

and managing technology based

small-scaled enterprises. They are

also made aware of engineering

business they can excel such as: basic

engineering components, equipment,

water sewage treatment plants,

consulting, internet services

providers, software development,

computer training, services in the area

of supply of engineering inputs and

repair / maintenance of engineering

equipment, system and structures,

pure water production, business





359

centre, design and building

contractors;

(p) Through technological

entrepreneurship education,

utilisation of local resources is made

possible;

(q) It is seen as an important tool for

developing pool of potential

engineer-entrepreneurs who are well

equipped with skills and technical

know-how to establish and manage

small-scale industries that will create

future jobs and wealth that will

improve the process of national

sustainable development. Companies

and other institutions want young

engineers to have technological

entrepreneurship skills. Society needs

young engineers who not only solve

engineering problems, but who can

participate in bringing ideas and

products to market.

5.0 RECOMMENDATIONS

From the foregoing discussions, the

following suggestions are

recommended for improving the

teaching effectiveness, efficiency of

engineering lecturers and enhancing

the effective implementation of

training programmes in training of

future engineers in Innovations and


education for lifelong learning

opportunities in tertiary institutions in

Nigeria among others:

1) Curricula of engineering education

and training institutions should be

reviewed to incorporate innovative

engineering training programme and

be made an essential component of

the engineering training curriculum

with emphasis on specific

acquisition; multi-disciplinary /

holistic approach should be adopted

in training of young engineers in

acquiring technological

entrepreneurship skills to be self-

employed; a well-planned

programme of activities is necessary;

programme for the young /academic

engineers should stress practical and

entrepreneurship skills;

entrepreneurship instructor/trainers

must be well-trained personnel;

adequate training materials should be

provided; effective linkage of young

engineers with the development of

local engineering designs and





360

fabrication product capacities for

simple machines, spare parts, and

support services in terms of n b

financing, location, personnel

development, market development,

consultancy services and others

should be provided at take-off and at

growth stages as necessary.

2) Future engineers/engineering

students should use their

competencies to create innovative

value to outside stakeholders; imbibe

entrepreneurial knowledge and skills;

right attitude and necessary technical

competence as well as financial

know-how for technological

entrepreneurship in the setting up of

technology-based small-scale

enterprises; e uip themselves by

working hard at their studies to obtain

knowledge which they can defend

and good class of degree; acquire

materials on aptitude testing and

testing themselves ahead of time;

learn quickly especially after making

mistakes; listen to your gut; taken

action and believe in themselves to

overcome any obstacle facing them;

ac uire relevant skills that industry

wants at their spare time such as

during holidays, industrial training

periods, such skills could include:

relevant computer programming

packages, communication skills

decision making/ problem solving

skills, social skills. creative skills,

analytical skills, production, sales,

accounting, organisational

management, finance, doing joint

projects to develop team working

skills, aspiring to leadership positions

in their religious groups,

departmental/faculty associations,

etc. to develop leadership skills,

taking lecture, reading books, and

doing challenging projects to develop

problem solving skills and learn to

humble themselves to learn from

artisans, craftsmen, technicians and

technologists during their Industrial

Trainings (ITs) and National Youth

Service Corp (NYSC).

3) Academic engineers/Trainers should

dedicate themselves to continuous

learning by updating their knowledge

through research, seminars,

workshops, conferences to improve

skills/competence; make conscious

effort to assist students to develop

self-confidence, responsibility,





361

perseverance, risk taking and

creativity; emphasise on the process

learning and the development of self-

awareness as well as on the

demonstration of content learning;

make learning activity based with

opportunity for young engineer to

experience fun, creativity and

excitement that are often a part of

innovative and entrepreneurial

activities; supervise effectively and

monitor closely the learning activities

assigned to the young engineers;

involve the use of variety of teaching

strategies and approaches that allow

students to have control over their

learning activities and use project

work, case studies, field trips, and

link with the successful engineer-

entrepreneurs in the country; develop

text books and outlines and detailed

contents for Engineering

Entrepreneurship Development,

Technology policy and planning,

Appropriate / indigenous

Technology Advancement and

Industrial Development.

4) Tertiary institutions should improve

method of educating young engineers

and encourage them to think for

themselves; expose staff and student

to rudiment training and retraining on

entrepreneurial skills and knowledge

through a robust curriculum, learning

materials and entrepreneurial

supports in the form of Business plan

competition, student creativity

programmes, student consulting

projects, seminars and training;

encourage student and staff attitudes

toward technological

entrepreneurship education by fund

allocation for carrying out

entrepreneurial activities such as

research and development,

dissemination of research results to

the society; internship with successful

engineer-entrepreneur, student grant

for good achievement; provide

functional technological

entrepreneurship education that will

stir up the interest, knowledge, skills

and attitudes of students; introduce


education and technology

development courses from 100 to 400

level; emphasise on good report

writing and effective presentation

procedures be made in all courses as

appropriate and possible; modify the

curriculum if possible to include





362

engineering management and social

science topics; initiate a programme

that will see engineering students

work at least six weeks with small-

scale artisans and successful

engineer-entrepreneurs; overhaul

engineering curricula to reflect the

real needs of the society which will

ensure development of basic skills

and train graduates for self-

employment; provide physical

resources that are organised in a

variety of ways to enable students to

work individually in small groups;

evolve curriculum for a short course

on entrepreneurial training of their

final year students for two weeks

duration and is to be run after the first

semester examination; involve with

campus incubators; commercialise

research and development results via

spin-of companies; create a market

for exhibition and sales of locally

made goods and seek partnership with

both public and private sectors for

more funding, support and

supervision.

5) Manufacturing/Service Companies

should provide placement for

students intending to undergo

industrial training for purposes of

gaining experience and expose

students to emerge opportunities and

challenges and prevailing industrial

practice and invest part of their profits

in the training of engineering

personnel.

6) Professional engineering bodies

(NSE or COREN or both) should

create awareness and develop a

programme for creation of

entrepreneur among young engineers

and enforce technological

entrepreneurship in the curriculum of

engineering training and retrain

engineers through seminars,

workshops to meet up the

advancement in technology;

encourage genuine research and

development of local material and

local conditions to solve professional

problems confronting the society at

large; put in place a system which

shall facilitate the commercialisation

(patent) applicable research findings

by the engineers; form a link between

the engineering faculties and

industry; Establish a microfinance

Bank for funding of engineers’

innovative businesses; provide the

necessary and conducive





363

environment for the linkage to be

formed and liaise with the financial

institutions to provide adequate

supports to produce new or improved

products and services resulting from

the research findings.

7) Government should support faculties

of engineering with more fund and

adequate resources to establish and to

run technological entrepreneurship

programme; incorporate

practical/field training scheme in the

existing mandatory engineering


curriculum of tertiary institutions;

review engineering entrepreneurship

education curriculum for institution

regularly and periodically to reflect

the real needs of the society and the

national aspiration of the country;

release enough funds and materials to

both the trainers and the trainees to

enable them apply and utilise all the

relevant skills and knowledge needed

for the programme; make provision

for credit facility as take-off grant for

the young engineer-entrepreneurs at

the end of the programme to enable

them establish engineering and

technology based small-scale

enterprises; establish industrial

villages, specialised training centres

and entrepreneurship development

centres in the engineering schools;

provide materials, equipment,

facilities and enabling environment

needed for functionality in

engineering entrepreneurship

education; make available necessary

infrastructures facilities as motor

able roads, pipe borne water, and

regular power supply in both urban

and rural areas; through professional

engineering bodies revitalize SITSIE,

designed to practically develop young

engineers with the first two years of

graduating and integrate

entrepreneurship training into it.;

provide adequately in the school

curricula for young engineers to

acquire basic appreciate of

entrepreneurship, engineering project

management and works management,

and basic accounting principles

particularly those involving costing

and financial performance indices

and principle of marketing; pursue a

policy that would make the creation

of jobs for engineering graduates

profitable and beneficial to small-

scale enterprises.





364

6. CONCLUSION

Training of future engineers in

innovations and technological


engineering institutions will

contribute to job creation, personal

wealth creation, crime reduction, and

financial independence, increased

exportation prospects, creativity and

greater reliance on the production of

local goods and services for engineers

and populace, resulting in Nigeria’s

economic and technological

development. This article examined

the issues, problems and prospects of


innovations and technological


institutions in Nigeria, with a view to

promote self-employment of

engineering graduates. It identified

inadequate instructional materials;

inadequate infrastructural facilities;

financial constraints; inadequate

qualified lecturers/trainers; lack of

basic management skills; rigidity of

engineering training; inability to

design programme which are

appropriate for preparing young

engineers for outside world; lack of

harmonized entrepreneurship

curriculum; lack of programme

design for entrepreneurship

development; inappropriate method

of teaching entrepreneurship amongst

others as the barriers to training of



institutions in Nigeria. The paper

finally suggested the ways and means

of improving teaching effectiveness

and efficiency of training of young

engineers in innovations and


education in tertiary institutions in

Nigeria.

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ew





367

HUMAN FACTORS AND ERGONOMICS EDUCATION (HFE): THE

OPPORTUNITIES FOR SUSTAINABLE DEVELOPMENT

Musa Adekunle Ibrahim, Ismaila Salami Olasunkanmi, Odunlami Samson Abiodun

Department of Mechanical Engineering,Moshood Abiola Polytechnic Abeokuta Nigeria

Department of Mechanical Engineering, Federal University of Agriculture Abeokuta, Nigeria

Department of Mechanical Engineering, Federal Polytechnic, Ilaro, Nigeria

[email protected]

ABSTRACT

This research was conducted to identify the level of Human Factors and Ergonomics (HFE)

education awareness with benefit and the opportunities abound to the society. A total of 2,400

questionnaires were randomly distributed to professionals in Ogun State with respondents’ rate of

92.8%. Respondents’ categorization was 78.7% male and 21.3% were female while 23.8%, 23.6%

were ages between 45 – 50years and 32 – 37years respectively. Distribution of respondent by

marital status showed that 71.9% were married and 20.4%, 7.7% were single and divorcee while

46.9% and 53.1% were degree/Higher National Diploma and postgraduate certificate holders

respectively. Distribution also showed that 40.8%, 49.1% and 10.1% were civil, public and private

workers. Educational distribution showed that Engineers (30.6%),Administrator (7.8%), Medical

(12.3%), Architect (17.7%), Accountant (11.1%), Quantity Surveyor (4.0%),Town Planner

(5.9%), Estate Manager (2.0%), Tax Administrator (2.0%), Banker (4.4%) and Others (2.2%)

respectively. Majority of respondents, 67.6%, 57.0% and 54.7% heard about HFE, Ergonomics

design and its education. The results showed that 89.9%, 74.2%, 86.4% and 78.5% agreed that

HFE should be introduced in the school curriculum, vocation education, arm of Standard

Organization of Nigeria (SON) and institution of the professional bodies. Majority of respondents,

93.3%, 85.7% and 97.7% strongly agreed that HFE will be beneficial to humanity, sustainable and

enhance development. These findings highlight the need to plan intervention to promote HFE

education as a career and focused on the sustainable solution towards the sustainable development

growth of HFE in Nigeria.

1. Musa Adekunle Ibrahim, 2. Ismaila Salami Olasunkanmi, 3. Odunlami Samson Abiodun

Human Factors And Ergonomics Education (HFE): The Opportunities For Sustainable Development


368

Keywords: Human Factors, Ergonomics, Sustainability, Education and Awareness, Professionals

INTRODUCTION

Human Factors and Ergonomics (HFE)

involves the application of engineering

design to the study and production of safe and

efficient human-machine system.HFE

discipline advocates for systemic use of the

knowledge concerning relevant human

characteristic in order to achieve

compatibility in the design of interactive

systems of people, machine, environment and

devices of all kinds to ensure specific goals

(Ismaila, 2017). The International

Ergonomics Association (IEA) executives

council defined ergonomics (Human Factors)

as the scientific discipline concerned with the

understating of interactions among human

and other elements of a system and the

professionals that applies theory, principle,

data and method to design in order to

optimized human well-being and overall

system performance (IEA, 2000).

Human Factors is a discipline with a simple

tradition in the development and application

of methods. The methods include Human

capabilities and limitations, Human-machine

interaction, team working, tools, machine

and material design, environmental factor,

work and organizational design. Hancook

(1997) define human factors as the branch of

science which seek to turn human-machine

antagonism into human-machine synergy.

Sander and McCormick (1993) also define

human factors as a discovery and applied

information about human behavior, abilities,

limitations, tasks, jobs and environment for

productive, safe, comfortable and effective

human use. The way human factors are

taught is very important for the progression

and effectiveness of discipline among other

profession and influence is likely to have on

globalization and technological change.

The field of ergonomics is also called

“human factors”, “human engineering”,

“human factors engineering”, “engineering

psychology”, “man-machine system” or

“human-machine interface design” Most

common terms are ergonomics as used in

Europe and human factors or human factors

engineering used in United state of America.

As a science, ergonomics is relatively young;

however, the underlying ideal, human-

centred technology has played a pivotal

rolein the evolution of human society from its

very start. Throughout the history of

civilization, technological innovations were




369

motivated by fundamental human aspirations

for security, prevalence, and self worth, and

by problems arising from human–system

interactions. Today, human factors and

ergonomics professionals worldwide

contribute to the design and evaluation of

tasks, jobs, products, environments, and

systems in order to make them compatible

with the needs, abilities, and limitations of

people (IEA 2000).

Many professional although not everyone

considers the terms ergonomics and human

factors synonymous. To some, ergonomics

traditionally involves the physical aspect of

works while Human Factors involves

perception and cognition (Dempsey et al

2001). Ergonomics involved from studying

the interactions between human and their

surrounding work environment with

involvement defined broadly to include

machine, tools, the ambient environment,

task etc while the human factors is define for

individual who do the work. Human Factors

and Ergonomics (HFE) appear to be a

growing consensus in the western country

such as US, UK and ASIA referring

essentially to a common body of knowledge.

This confluence, the discipline still suffers

from a lack of name recognition in Nigeria.

Most persons of the lay public, business,

government and academics generally do not

have much of an idea what the field is all

about.

The term sustainable development is a

process of change in which the exploitative

of resources, the direction and institutional

change are all in humanity and enhance both

current and future potential to meet human

needs and aspiration (World Commission on

environment and Development, 1987).

Steimle and Zink (2001) reported that the

idea of sustainable development is to achieve

the lasting satisfaction of human needs.

Fulfilling needs requires capital in part

provide by nature and in part created by

people. The equal weight of economic,

environment and social developments is a

characteristic for most academic

sustainability concepts (Steimle and Zink,

2001). Silveira and Brandao (2012) presented

an approach to education for sustainable

development, innovation and research of new

products designed harmoniously with the

concepts of sustainability and the

contribution of ergonomics to the formation

of human resources engaged in integrative

initiative in organization environments. The

approach concluded that it is expected that

the inclusion of sustainability in strategic

planning of organization in the form of




370

variable consciousness. There is no more

convincing than by educating the employees

and the inclusion of sustainability in strategy

planning (Silveira and Brandao, 2012)

Constanza et al (1997) discussed about the

approach to education for sustainable

development based on the concepts and

practice of ergonomics as a consequence of

this approach allows the implementation of

integration initiative focused on

sustainability. Most individuals have little

problem understanding established area like

physics, chemistry and mathematics probably

because they have a basis in school curricula.

Martin and Wogalter (1997) researched into

the awareness of HFE courses to college

students in the United State of America. Fifty

schools were selected randomly from each of

four categories of university and colleges.

The results showed that only 10% of the

masters’ universities and 62% doctoral

institutions had a course in HFE while 44%

of the research institutions had no HFE

courses. Industrial Engineering is primary

school of ergonomics research and teaching

in the occupational ergonomics. Woodcock

and Galer Flyte (1998) argued that primary

and secondary education also needed to be

considered as possible avenues for making

potential students receptive to ergonomics

issues.

Woodcock et al., (2001) reported that to

understand the important of education in

relation to ergonomics, it is necessary to

appreciate the practice of ergonomics in

relation to the discipline it seeks to inform

namely engineering and design. Well

designed products must be safe, efficient,

comfortable and convenient to

use(Woodcock et al., 2001). With this

development, Human Factors and

Ergonomics (HFE) practitioners in the

country have tasks and should intensify

efforts in the organization of conferences and

seminars as well as publicity in newspapers,

television and radio stations across the

country on why human factors and

ergonomics should be part of our daily

activities (Ismaila, 2010). Human Factors and

Ergonomists should also steadfast in the

promotion of education and training of

human factors and ergonomics and fully

participate in ergonomics related codes and

ensure the inclusion of the HFE in the school

curricular from the pre-secondary education.

The aim of this research is to study the level

of Human Factors and Ergonomics Education

(HFEE) awareness with the benefits




371

derivable and the opportunities abound to the

society in Nigeria.

METHODOLOGY

A cross sectional survey was conducted

among professionals in randomly selected in

Ogun State. Two thousand, four hundred

(2,400) self administered structured

questionnaires were designed for the purpose

and randomly distributed to the selected

professionals in the state.

A modified structured questionnaire (MSQ)

was used to assess the level of awareness and

sustainability of Human Factors and

Ergonomics (HFE). The questionnaire was

designed to include i) Demographical

variables, which include gender, marital

status, Age, level of education, occupation

and discipline ii) HFE Awareness, iii) HFE

Education iv) HFE Sustainable development

etc.

The collected data were analyzed using SPSS

23version accordingly. Generally, simple

percentages were used in the analysis and

interpretation of the results.

RESULTS AND DISCUSSIONS

The results showed that the response rate of

the participated professionals that completed

and returned the questionnaire was 92.8%

(2,228 of the 2,400).

Table 1:Gender

Gender No of

respondents

%

Male 1754 78.7

Female 474 21.3

Table 2: Age

Age (years) No of

respondents

%

20 – 25 51 2.3

26 – 31 405 18.2

32 – 37 525 23.6

38 – 44 463 20.8




372

45 – 50 531 23.8

51 – above 253 11.4

Table 3: Marital Status

Marital Status No of

respondents

%

Married 1602 71.9

Single 454 20.4

Divorce 172 7.7

Table 4: Level of Education

Qualification No of

respondents

%

Degree /HND 1045 46.9

Postgraduate

(PGD,M.Phil,M.Sc,PhD)

1183 53.1

Table 5: Occupation

No of

respondents

%

Civil servant 909 40.8

Public 1095 49.1

Private 224 10.1

Table 6: Discipline

Discipline No of

respondents

%

Engineer 682 30.6

Administrator 174 7.8




373

Medical 274 12.3

Architect 394 17.7

Accountant 247 11.1

Quantity Surveyor 90 4.0

Town Planner 131 5.9

Estate Manager 44 2.0

Tax administrator 44 2.0

Banker 98 4.4

Others (e.g trader,

teacher, transporter,

self employed etc)

50 2.2

Table 7: Human Factors and Ergonomics Awareness (HFE Awareness)

Perception No of

respondents

%

Have you heard of Human Factors and

Ergonomics (HFE) before?

Agree 1502 67.4

Disagree 726 32.6

Have you heard of Ergonomics Design? Agree 1271 57.0

Disagree 957 43.0

Have you heard of Human Factors and

Ergonomics Education /Training?

Agree 1218 54.7

Disagree 1010 45.3

Table 8: How long have you heard of Human Factors and Ergonomics?

Years No of

respondents

%

0 726 32.6

1 -5 567 25.4

6 – 10 612 27.5

11 -15 221 9.9

16years - above 102 4.6




374

Table 9: Human Factors and ErgonomicsEducation (HFE Education)

Perception No of

respondents

%

Should Human Factors and Ergonomics

be introduced in Schools Curriculum?

Agree 2002 89.9

Disagree 124 5.6

Undecided 102 4.6


be a Vocational Education?

Agree 1654 74.2

Disagree 472 21.2

Undecided 102 4.6

Should government considered HFE as

arm of Standard Organization of Nigeria

(SON)

Agree 1925 86.4

Disagree 201 9.0

Undecided 102 4.6


be accepted as Division or Institute of the

professional bodies?

Agree 1750 78.5

Disagree 376 16.9

Undecided 102 4.6

Table 10: Human Factors and Ergonomics Sustainable development

Perception No of

respondents

%

Do you think Human Factors and

Ergonomics can be beneficial to

humanity?

Agree 2078 93.3

Disagree 99 4.4

Undecided 51 2.3


Ergonomics is sustainable?

Agree 1909 85.7

Disagree 268 12.0

Undecided 51 2.3


Ergonomics can enhance development?

Agree 2177 97.7

Disagree Nil Nil

Undecided 51 2.3




375

The distribution of gender, age, marital status

and education level were shown in Table 1,

Table 2, Table 3 and Table 4 respectively.

The results showed that 1754(78.7%) were

male and 474(21.3%) female professionals.

Distribution also showed that 531(23.8%)

and 525(23.6%) were between the ages of 45

– 50years and 32 - 37years while

463(20.8%), 405(18.2%), 253(11.4%) and

51(2.3%) were between the ages of 38 –

44years, 26 – 31years, 51 – above years and

20 – 25years respectively.

Table 3 showed that one thousand, six

hundred and two (71.9%) were married while

454(20.4%) and 172(7.7%) were single and

divorcee respectively. Table 4 also showed

the education level of the respondents. The

result revealed that 1045(46.9%) were

degree/Higher National Diploma (HND)

holder while 1183(53.1%) were postgraduate

certificate holder (e.g postgraduate Diploma

(PGD), M.Phil, M.Sc and PhD) respectively.

Furthermore, Table 5 and Table 6 showed the

occupation and Discipline of the respondents.

The result showed that 909(40.8%) were civil

servant while 1095(49.1%) and 224(10.1%)

were public and private workers.The

distribution (Table 6) showed that

682(30.6%), 394(17.7%) and 274(12.3%)

were Engineers, Architects and Medical

practitioners respectively while least records

were from Estate managers (2.2%) and tax

Administrators (2.2%).

Human Factors and Ergonomics being the

discipline with interaction among human and

other elements of systems with human

capability and limitations and organization

design needed to be introduced for its

conditional questions presented to the

respondents. Ismaila (2010) reported that it is

evident that the level of HFE awareness in

Nigeria is very poor and this may be due to

the facts that most of Nigerians are not aware

or conversant with the benefit derivable and

opportunities abound from the HFE

education.

This present study showed that One

thousand, five hundred and two (67.4%)

reported to have heard about Human Factors

and Ergonomics (HFE)before while

726(32.6%) heard little or nothing about

HFE. Similarly, 1271(57.0%) similarly heard

considerable information about ergonomics

design either through our household

materials such as tables, chairs etc while

957(43.0%) have not. There needed to raise

awareness of the functions of HFE in

relations to different discipline.

Ergonomics with its emphasis on the

importance of human factors and individual




376

difference can provide a mean of unifying

diverse curricular activities that might

actually help children and adults work

together in larger system. Education of HFE

were placed before the professionals,

1218(54.7%) heard about HFE education and

training while 1010(45.3%) claimed not to

have any prior information. This might be as

a result of irregular and non-review of

teaching curriculum in respective discipline.

Table 8 showed the years when respective

respondents heard about the HFE education.

Seven hundred and twenty six (32.6%)

claimed not to have heard of this HFE

education. This percentage has corroborated

with the response of respondents that has

never heard about the HFE (32.6%) at all.

Ismaila (2010) reported that ignorance of

HFE is not only limited to professions but

there is also a very low awareness as a

discipline not to talk of the benefits accruable

from it. The result showed that 612(27.5%)

and 567(25.4%) heard about HFE between 6

– 10years and 1 – 5years ago while

221(9.9%) and 102(4.6%) heard of this HFE

between 11 – 15years and 16years and above

respectively.

Table 9 showed the perception of the

professional towards introducing the HFE

into the school curriculum. Two thousand

and two (89.9%) agreed that HFE be

introduced into school curriculum while

124(5.6%) and 102(4.6%) strongly disagreed

to the introduction and undecided on it.

Similarly, 1654(74.2%) accepted that HFE be

a vocational education to learn different

system of ergonomics design. Four hundred

and seventy two (21.2%) and 102(4.6%)

disagreed with the introduction as vocation

education. Woodcock et al., (2001) reported

that any organizations especially those in

engineering invest in vocational training to

approach those work forces and keep their

knowledge and skill relevant. Other

organization also recognized the need for

ergonomics training for their work force and

courses provided by educational

establishments or by in-house ergonomists.

Standard Organisation of Nigeria (SON) is an

establishment that deal with the Nigerian

standard that provide for common and

repeated use, rule, guideline or characteristics

for products and services and related

processes or production methods. The

standard therefore helps to make sure that

products and services are fit for their purpose

and are comparable and compatible. In view

of relevance of SON to ergonomics design,

1925(86.4%) of the respondent believed that

HFE be enlisted as an arm of SON while




377

201(9.0%) and 102(4.6%) strongly disagreed

and undecided. It was evident that different

professional bodies have institution that

spring up underneath. One thousand seven

fifty (78.5%) agreed to the introduction of

HFE an institution under a relevant

professional body while 376(16.9%) strongly

disagreed and 102 (6%) undecided.

The idea of sustainable development is to

achieve the lasting satisfaction of human

needs. The equal weight of economic,

environment and social developments is a

characteristic for most academic

sustainability concepts. Education

sustainability is to be defined by the

institutions in an employability perspective

(Guerra et al, 2017). If the universities take

lead in pushing for sustainable development,

the degree of freedom to specify

sustainability learning outcomes, which are

aligned with the profession, might be an

advantage (Guerra et al 2017). Table 10

showed that 2078(93.3%) believed that HFE

can be beneficial to humanity while 99(4.4%)

strongly disagreed and 51(2.3%) showed

indecision. Similarly, 1909(85.7%) agreed

that HFE is sustainable while 268(12.0%)

strongly disagreed and 51(2.3%) undecided.

Furthermore, two thousand one hundred and

seventy seven (97.7%) believed that

sustainability of HFE will bring a

development to our nation while 51(2.3%)

were undecided. Sustainable development is

the development that meets the needs to the

present without compromising the ability of

future generations to meet their own needs.

CONCLUSION

The competency standard set out by

International Ergonomics Association (IEA)

and Human Factors and Ergonomics Society

(HFES) demonstrates that an understanding

of sustainable HFE practice is expected of

ergonomist emerging from high education

institutions. What is expected is the

curriculum transformation in HFE education

for sustainable development. This is required

in a timely manner that provides society with

the best chance of changing the current

course of social and environmental

degradation. Indeed, HFE education focused

on sustainable solutions may serve to

increase the popularity of HFE as a career,

where it is possible to make a significant

positive difference to the future of society

and the heath of the planet.

Increasing acceptance of sustainability as a

vision for the future offers the opportunity to

be part of a societal innovation and

modernization projects and to become

perceivable for broader public. Community




378

ergonomics showed macro-ergonomics as a

discipline with approach that can help solve

social problem (Smith et al 2002). To part

sustainability in practice, HFE has to play an

important role that is adequate for the crucial

relevance of work for economics, social and

environmental development.

It is critical that higher education institutions

undertake curriculum renewal to make the

transition to HFE education for sustainable

development. In addressing the elements

identified in this paper, it is recommended

that professional bodies and institutions

should consider a range of incentive

mechanism for encouraging professionals to

commit to course renewal. It was also

recommended that widening the scope of

engineering education to include modules in

ergonomics in which the relevance of

ergonomics to engineering is outlined and

ergonomics information and processes are

provided. Ergonomics courses offered to all

business and technology student with focus

on enabling them to conduct their own human

factors investigation, training researchers and

future teachers as a means or guaranteeing

the status of ergonomics among other

sciences and humanity and the manner in

which it is applied by practitioners.

REFERENCE

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Goodland, R. and Norgaard, R., (1997),

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Economics” (Boca Raton, FL: St. Lucie

Press).

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Hancock P.A (2001),“Defining

Ergonomics/Human Factors”. The

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Ergonomics and Human Factors Volume

1 (2ed) Edited by W. Karwowski,

University of Louisville, Kenturky,

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3. Guerra A, Holgaar J.E and Jolly A.M

(2017),”Sustainability Accreditation in

Engineering Education: Comparison

between Danish and French Contexts”.

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2017, Azores, Portugal

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Future of Human Machine Systems”

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Australian Journal of Basic and Applied

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Reliance: the need for Ergonomics”




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(1997), “The exposure of undergraduate

students to human factors/ergonomics

instruction”. Proceedings of the Human

Factors and Ergonomics Society, 41,

470–3.

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“Human Factors in Engineering and

Design” (7th ed.) (New York, McGraw-

Hill)

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“Ergonomics and Education as a strategy

for Sustainable Development in

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Carayon, P., Bayeh, A.D. and Smith,

M.J., (2002), “Community ergonomics”.

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(eds) “Macro-ergonomics — Theory,

Methods and Applications”(Mahwah,

NJ, London: Lawrence Erlbaum),

pp.289–322

12. Standard Organisation of Nigeria (SON)

– www.son.gov.ng/stardard

13. Steimle U and Zink K.J (2001)

“Sustainable Development and Human

Factors”, The International Encyclopedia

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Volume 1 (2ed) Edited by W.

Karwowski, University of Louisville,

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14. Woodcock A and Galer Flyte M.D

(1998), “Ergonomics, its never soon to

start” in Product, Design Education

Conference, 6 -7July, University of

Glamorgan.

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H.G (2001), “Education: the teaching of

Ergonomics”. The International

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Common Future”(Oxford: Oxford

University Press).





380

CREATIVE ENGINEERING LEADERSHIP:

A TOOL TO REFORM ENGINEERING EDUCATION

Emem, C. O.1, 2; Ani, E.M.1, 2; Oriakhi, F.2, 3;Abasiattai M. E.2, 3; Nwadike, J.2, 3

1Nigerian Institution of Electrical & Electronics Engineers (Nieee)

2Nigerian Institution of Highway and Transportation Engineers (Nihte)

3Nigerian Institution of Civil Engineers (Nice)

Corresponding author’s e-mail: [email protected], gsm no.: 08032630023

ABSTRACT

This paper reports the findings of a study in the factors in many engineering leadership education

development programs that are currently inhibiting the achievement of stronger practical

engineering skills objectives. To address this issue, the paper explores the impact / performance of

the asset and the service it delivers (the product), and the opportunities during operation (the

process). The study adopted a very broad definition of 'creative engineering leadership' that

embrace leading a group of engineers and technical personnel in all stages of project life, from

creating, designing, implementing and operation, towards business success in organization. The

paper concludes that creative engineering leadership has the potential to promote practical

engineering skills objectives of organization. However, the objectives should be clearly identified

in the reform of engineering education and also support processes, products and services to a set

of requirements, within budget, and to a schedule with acceptable levels of risk in the new way for

sustainable development.

Keywords: Creative engineering leadership, reform, engineering education reform, skills.

INTRODUCTION

This paper reports the findings of a study in the

factors in many engineering leadership education

development programs that are currently

inhibiting the achievement of stronger practical

engineering skills objectives. Despite the wide

recognition that creative leadership attributes are


Creative Engineering Leadership:

A Tool To Reform Engineering Education


381

needed in engineering graduates, there still

remains a lack of clarity on the definition of

‘creative engineering leadership’. This is the

reason the study adopted a very broad definition

of 'creative engineering leadership' that embrace

leading a group of engineers and creative

personnel in all stages of project life, from

creating, designing, implementing and operation,

towards business success in organization.

Creative Engineering Leadership is a style of

leadership based upon the concept of working co-

operatively to develop innovative and intuitive

ideas (Mumford M. D. et al, 2002). Why is

creativity important to engineering and

engineering education? The value that creativity

and innovation offer lies in their ability to

facilitate the development of novel and effective

creative technological solutions to problems

stimulated by change (David H Cropley, 2015).

Those who employ Creative Engineering Leaders

tend to do so by creating conditions which

promote creativity and innovation. Creating such

conditions, which are sometimes called

"supportive contributions"

(MainemelisCharalampos, et al, 2015), are

described as psychological, material, and/or

social supports (operations) that trigger, enable

and sustain creative thinking in others

(MainemelisCharalampos, et al, 2015). The term

Creative Engineering Leadership is commonly

used in organizational studies and was first

referenced in 1957 (Selznick P., 1984). In recent

years, there has been a significant increase in

research surrounding creative and innovation

leadership (Dinh J. E. et al, 2014) and the term

has also been used increasingly among

engineering practitioners (Nikravan L., 2012) and

in the public sphere (Chernin Peter, 2002).

Researchers and engineering practitioners have

suggested that Creative Engineering Leadership

is more important in the current political and

economic climate than ever before (Sternberg R.

J., 2007). It has also been suggested that creative

engineering leaders display behaviours that may

contradict traditional management styles (Hunter

S. T. et al, 2011).

To address this issue, the paper explores the

impact / performance of the asset and the

service it delivers (the product), and the

opportunities during operation (the process).

Engineering students must learn how to

merge the physical, life and information

sciences at the nano-, meso-, micro- and

macro- scales; embrace professional ethics

and social responsibility, be creative and

innovative and write and communicate well.

Our students should be prepared to live and

work as global citizens, understand how

engineers contribute to society. They must

develop a basic understanding of business

processes; be adept at product development

and high-quality manufacturing; and know

how to conceive, design, implement and

operate complex engineering systems of





382

appropriate complexity. They must

increasingly do this within a framework of

sustainable development, and be prepared to

live and work as global citizens. That is a tall

order, ... perhaps even an impossible order

(Rethinking Engineering Education: The

CDIO Approach). Engineering leadership

development programs have become

increasingly popular as there is a recognized

demand for engineers who are more well-

rounded and possess leadership attributes (M.

Klassen et al, 2016).

The paper concludes that creative engineering

leadership has the potential to promote practical

engineering skills objectives of organization.

However, the objectives should be clearly

identified in the reform of engineering education

and also support processes, products and services

to a set of requirements, within budget, and to a

schedule with acceptable levels of risk in the new

way for sustainable development. Creative

engineering leadership is a growing field of

research with a lack of clarity and limited

synchronicity. Education institutions and

industry organizations looking to design or

revamp creative engineering leadership programs

can also use this definition to provide guidance

on the vision and goals of their programs.

Creative engineering leaders develops

mechanisms for effective conflict resolution,

encouragement of interaction and information

exchange among group members, and fostering

cooperation in performing collective tasks (Shin

et al, 2007 and Vera et al, 2004).

Taken together, creative engineering leaders may

facilitate the establishment of a strong work

group creative identity by developing group

capability to effectively use its members' diverse

expertise, while also searching for new and better

ways of completing group work.

Aims / Objectives of the Study

The aims / objectives are to have a group of

engineers and creative personnel that leads in all

stages of project life, from creating, designing,

implementing and operation, towards business

success in organization.

Scope and Limitations of the Work

This work evaluates engineering education in

creative engineering leadership. The work is

focused on creative engineering leadership in

organizations. In the competencies study, the

work focuses on the transversal creative

engineering leadershipcompetencies that

engineers should have at graduation cycle

(Bachelor) degrees. The wide scope of this work

does not allow us to analyse the effect of all

possible independent variables.

Statement of the Problems

Is creative engineering leadership a

mysterious gift? A unique talent? A trait?





383

An ability? An attitude? Is it innate, or can

it be learned and taught? Does it develop

spontaneously? Or is it always present in some

individuals? Clearly, some people are more

creative than others. Is this due to the way they

think? How they see the world? Or how

they react to i t? Are certain thought

processes, attitudes or beliefs associated with

creative production? If so, perhaps anyone can

learn to be more creative (Larry G. Richards and

Robyn Paul).

Today, almost all organizations are facing a

dynamic environment characterized by rapid

technological change, shortening product life

cycles, and globalization. Organizations,

especially technologically-driven ones, need to

be more creative and innovative than before to

survive, to compete, to grow, and to lead (Jung et

al, 2003 and Tierney et al, 1999).

Justification / Significance of the Study

Little research is known to have been undertaken

on the creative engineering leadership, as a

viable tool for engineering education reform. A

study like the current one undertaken is therefore

timely as it examined the viability, profitability or

otherwise and economic development in the

study area.

The role of creative engineering leadership in

creating (conceiving), designing, initiating and

operating (even in trade, manufacture, commerce

and agriculture) cannot be swept under the carpet

because it embraces leading a group of engineers

and creative personnel in all stages of project life

towards business success in organization

Research Methodology and Organization of

the Study

The study adopts exploratory method of research

that examined and discussed relevant issues of

interest in the history of creative engineering

leadership as a viable tool for engineering

education reform. Thus, the paper reviews

existing literature on intelligent transportation

systems. Because of the nature of the study

(macro), the writer relies on published documents

in the area of creative engineering leadership

using commissioned studies, non-commissioned

studies and published works from various

sources. Some of these secondary sources are

narrow in perspective and scope, but they serve

as useful materials for researchers wanting to

embark on a macro-study.

The study is organized in six (6) sections apart

from the introduction, aims and objectives, scope

and limitations of the study, statement of the

problem, justification / justification of the study

and research methodology and organization of

study. These are: - summary of definitions found

in literature, review of literature, creative

engineering leadership mainstream,

characteristics of successful creative engineering

leadership, conclusion and references.

Research Hypotheses





384

To aid the completion of the study, the following

research hypotheses were formulated by the

researchers.

H0: there is no positive effect of creative

engineering leadershipin effective functioning of

the engineering education.

H1: there is a positive effect of creative

engineering leadershipin effective functioning of

the engineering education.

SUMMARY OF DEFINITIONS FOUND IN

LITERATURE

What is Creativity?

Is Creativity a mysterious gift? a unique

talent? A trait? an ability? an attitude?

Is it innate, or can it be learned and

taught? Does it develop spontaneously? Or is

it always present in some individuals?

Clearly, some people are more creative than

others. Is this due to the way they think?

How they see the world? Or how they

react to i t? Are certain thought processes,

attitudes or beliefs associated with creative

production? If so, perhaps anyone can learn

to be more creative (Larry G. Richards and

Robyn Paul).

Creativity is a phenomenon whereby

something new and somehow valuable is

formed. The created item may be intangible,

such as an idea, a scientific theory, a musical

composition, or a joke or a physical object,

such as an invention, a printed literary work,

or a painting (Creativity – wikipedia.html).

What is Leadership?

Leadership is organizing and directing the

efforts of a group. In a broad sense,

leadership is creating (developing) and

organizing (engaging) others in a common

vision, clearly planning and organizing

resources, developing and maintaining trust,

sharing perspectives, inspiring creativity,

heightening motivation, and being sensitive

to competing needs. Leadership is the art and

science of influencing others toward

accomplishing common goals and does not

necessarily require a formal role or position

within a group (Robyn Paul, 2018).

What is Engineering Leadership?

Engineering Leadership is the ability to lead

a group of engineers and technical personnel

responsible for creating, designing,

developing, implementing, and evaluating

products, systems, or services.

Creative Engineering Leader

The idea of creative engineering leadership

started with James McGregor Burns

approximately three decades ago (Burns, 1978).

The creative engineering leader has been

characterized as one who articulates a positive

vision of the future that can be shared with





385

subordinates and among peers, pays high

attention to diversity and intellectually stimulates

sub-ordinates to perform beyond what they think

is possible for them (Bass et al, 1990).

What is Creative Engineering

Leadership?

Creative Engineering Leadership is the

process of creating (envisioning), designing,

initiating (developing), and organizing

(supporting) new products and services to a

set of requirements, within budget and to a

schedule with acceptable levels of risk to

support the strategic objectives of an

organization.” Note: This paper focused on

engineering management, but the tone is very

much towards teaching engineering

management to “engage creative engineering

leadership towards business success”

therefore the definition was included.

Numerous researchers have used the term

Creative Engineering Leadership since it was first

used as a concept in the 1950s. The meanings

may differ across research contexts

(MainemelisCharalamposRonitKark et al, 2015).

More views on the definition and scope of

Creative Engineering Leadership include: -

Leading others toward the attainment of a

creative outcome

(MainemelisCharalamposRonitKark et al, 2015).

- Deliberately engaging one's imagination to

define and guide a group toward a novel goal-a

direction that is new for the group (Puccio G., et

al, 2011). - An imaginative and thought-through

response to opportunities and to challenging

issues that inhibit learning at all levels. It is about

seeing, thinking and doing things differently in

order to improve the life chances of all students.

Creative leaders also provide the conditions,

environment and opportunities for others to be

creative (Stoll L., et al, 2009). - A creative

engineering leader induces others to focus the

process and process skills on meeting their

challenges. They become consultants or

facilitators in the process of solving the challenge

rather than giving orders or doing the work

themselves. Having transferred ownership, they

then help others to achieve their own goals. These

Creative Engineering Leadership skills hardly fit

with the traditional management style that most

organizations employ, but they can be learned

(Mumford M. D., et al, 2002).

LITERATURE REVIEW

A review of the literature related to these

programs show that they aim to provide

professional skills such as creativity,

communication, innovation, execution,

personal drive and teamwork (Robyn Paul et

al, 2015). National engineering bodies have

also recognized this need to educate

engineers in creative engineering leadership.

In the report entitled “The Engineer of 2020”,

creative leadership was one of the key





386

attributes mentioned (National Academy of

Engineering, 2005, p. 53).

Conceive-Design-Implement-Operate

(CDIO), an innovative educational

framework for engineering, also addresses

the need for creative engineering leadership

in their most recent syllabus update (E. F.

Crawley et al, 2014, p. 69).

The Canadian book, Fundamental

Competencies for the 21st Century

Engineers, has also recognized this need, and

has added creative leadership as an essential

competency for engineers in their most recent

edition (A. B. Dunwoody et al, 2018).

The attribute of leadership has also been

included in the new student outcomes for

ABET (Accreditation Board for Engineering

and Technology), which has become

effective in the 2019 - 2020 accreditation

cycle (replacing the “a-k” outcomes).

Students must be able to “function effectively

on a team whose members together provide

leadership, create a collaborative and

inclusive environment, establish goals, plan

tasks, and meet objectives” (ABET, 2017, p.

40).

Interest is growing in the influence of

creativeengineering leadership on creativity and

innovation. Creative engineering leaders raise the

performance expectations of their followers

(Bass, 1995) and seek to transform followers'

personal values and self-concepts and move them

to higher level of needs and aspirations" (Jung,

2001).

There are several possible mechanisms through

which creative engineering leadership may

enhance employee individual creativity. For

example, creative engineering leaders encourage

followers to challenge the status quo and

experiment with new and different approaches to

their work (i.e., intellectual stimulation; Bass et

al., 2003). First, creative engineering leaders

challenge followers thoughts and imaginations,

recognize their creative values, beliefs, and mind-

set, develop individual employees and work

teams' capabilities, provide resources and support

and give them discretion to act, and energize

followers to work harder toward achieving higher

targets (Bass, 1985), all of which could help

develop followers' self-views of being creative.

Creative engineering leaders also create new

learning opportunities for followers to grow, give

followers discretion to act, and show appreciation

and support of followers individual consideration

(Bass et al., 2003).











387







Creative engineering leaders encourage followers

to challenge the status quo and to solve problems

by trying out new approaches. Furthermore, they

appreciate followers" ideas even if they are

different from the traditional way of thinking (

Sharma et al., 2012 andÇekmecelioğluet al,

2016). They frequently emphasize the value of

novel ideas and thus followers feel comfortable

in proposing new alternatives or even taking risks

(Shin et al, 2003 and Çekmecelioğluet al, 2016).

(Rowoldet al, 2007), creative engineering

leadership has been studied extensively; several

studies have reported that the creative

engineering leadership style has been associated

with numerous variables, such as organizational

learning (Mirkamaliet al, 2011); employee

effectiveness (Srithongrung, 2011); creative

flexibility (Sharma et al, 2012); communication

competency (Çetin et al, 2012); leadership

effectiveness (Zhang et al., 2012); and

employees' job satisfaction (Munir et al, 2012).

Only very few empirical studies have focused on

the relationship between creative engineering

leadership and crisis management, such as Hasan

et al, 2017, who examined the association

between leadership styles and crisis management

in the Ministry of Planning in Erbil, Iraq; the

findings reveal that creative engineering leaders

can predict crisis management.

CREATIVE ENGINEERING LEADERSHIP

MAINSTREAM

Competencies

According to Stoll and Temperley, 2009, 69–74,

creative engineering leaders foster conditions that

can help to inspire creativity in others. These

conditions include: -stimulating a sense of

urgency if necessary, exposing colleagues to new

thinking and experiences, providing time and

space to facilitate the practicalities; - setting high

expectations, promoting individual and

collaborative creative thinking and design, using

failure as a learning opportunity, relinquishing

control and the modelling of creativity and risk-

taking (Stoll L., et al, 2009). - Ball, 2015,

suggests that the five (5) core competencies for

Creative Engineering Leadership are: -acting

with passion and purpose, - applying an

explorative mindset, -envisioning a better future,

-orchestrating creative teams, and - driving

breakthrough change (Ball Rajiv, 2017).

Sohmen's, 2015, research argues that good

creative leaders consistently develop the

following characteristics in themselves: -

leadership styles and perceptions,- understanding

of different cultures, - individual and team

motivations,- interpersonal skills, - levels of

creativity,- ability to manage change, -





388

communication styles, -listening ability, -

decision-making skills, and- personal ethics

(Sohmen V., 2015).

Conceptualizations

Three different complementary

conceptualizations have been suggested which

reflect the different contexts in which Creative

Engineering Leadership can be applied: -

facilitating creativity, - directing a creative

vision, and - integrating diverse creative

contributions (MainemelisCharalamposet al,

2015).

Creative Engineering Leadership may be enacted

differently depending on the context.

Facilitating

In the context of facilitating, those who employ

Creative Engineering Leadership will support

employees or individuals as primary creators,

influencing their creative contributions and

shaping each stage of the creative process. In the

context of facilitating, creative leaders lead in a

way that increases employees' likelihood of

generating new ideas (Mumford M. D., et al,

2002). As facilitators, creative leaders foster

others' creativity and may take individuals

through a process that helps them generate new

ideas, such as

brainstorming (Rickards T., et al, 2000 and

Basadur M., 2004). In the context of facilitating,

those who employ Creative Engineering

Leadership are involved in the entire creative

process and shape a supportive climate for

creativity (Mumford M. D., et al, 2002).

Directing

In the context of directing, those who employ

Creative Engineering Leadership are the primary

creators and their vision is enacted through

contribution and collaboration from others

(Mumford M. D., et al, 2002). Mumford, Scott,

Gadis and Strange (2002) suggest that, in

directing, a leader is integral to the production of

a creative concept, while others support its

implementation. The degree to which others

contribute creatively may depend upon the

situation. This can be compared to an orchestra

conductor, who provides a vision and direction

for musicians who bring their own individual

contributions (Basadur M., 2004). A strong

directive creative leader may inspire, elicit, and

integrate high-quality contributions from his or

her collaborators (Mumford M. D., et al, 2002).

Integrating

In the context of integrating, there is a focus on

the creative leader's ability to integrate or

synthesize his or her novel ideas with various

creative ideas from other individuals (Mumford

M. D., et al, 2002). Compared to directing and

facilitating contexts, there is a greater balance

between the ratio of leader to follower creative

contributions and supportive contributions in the

integrating context. Each individual can receive





389

credit for their distinct contribution, and

successful leadership in this context depends on

the leader's ability to synthesise others' creative

inputs. Film directors are an example of leaders

working in an integrating context, providing

guidance to create a feature film that includes

creative contributions from numerous people:

screenwriters, actors, special effects technicians,

costume designers, etc. (Simonton, D. K., 2002).

As societies rapidly advance, and populations

grow to unprecedented levels, engineering

leaders are faced with solving increasingly

complex problems of a magnitude not

previously seen. Solving these problems will

require more than just the creative and

innovative abilities that have traditionally

been taught in engineering education

programs. Rather, engineering leaders of the

future will be required to possess key non-

technical attributes which enable them to also

understand and navigate social, political,

economic, cultural, environmental, and

ethical aspects of the creative projects on

which they are working (ASME, “2008).

Engineering educators must meet the

challenge of providing their students with

professional attributes and essential critical

thinking skills to create the engineering

leaders and innovators of tomorrow (D. J.

Bayless et al, 2010).

CHARACTERISTICS OF SUCCESSFUL

CREATIVE ENGINEERING LEADERS

Characteristics of success that Creative

Engineering Leaders share, including

independence, generosity, purposefulness, and

optimism.

Creative Engineering Leadership is not industry

specific, nor is it one-size-fits all. It is the

individual act of a leader in the context of

perpetual beta, and therefore path-dependent. In

contrast to analytical forms of leadership, where

the act of problem-solving culminates in one

truth, Creative Engineering Leadership

presupposes that the drive for a solution to a

problem or challenge can have several outcomes

and is to a significant degree shaped by the leader.

Although Creative Engineering Leadership is not

exclusive to entrepreneurs, Creative Engineering

Leaders display many elements of

entrepreneurial behavior.These are: -

- Creative Engineering Leaders empower their

organizations by nurturing and cherishing the

ideas of others.

- Creative Engineering Leaders live in perpetual

beta, they are never satisfied with the first

solution. Creative Engineering Leaders create

urgency and shared inevitability to work towards

a better future for all, thereby inspiring others to

act. They dare to be bold in new areas, not limited

by present logic or institutions, embracing fears

rather than avoiding them.





390

- Creative Engineering Leaders think globally,

strategically and towards the large impact. They

understand how to mitigate risks, with a head in

the clouds and feet firmly on the ground. They are

able to master execution in uncharted territory

with imperfect information and limited control.

They maintain focus towards longer-term social

impact, while being resourceful in capturing

opportunities as these arise and overcoming

challenges to keep the enterprise afloat. They are

good stewards of natural and manmade resources.

- Casting and conducting of Creative Teams,

Cultivating Courage, and Optimistic Experiment.

- Creative Engineering Leaders are able to master

execution in uncharted territory.

- Creative Engineering Leaders think big

visionary, logically and globally, strategically

and towards large impact with social passion and

generous purpose. They have social awareness

and holistic connectedness. They exhibit mindful

self-awareness, being connected to what is

happening in the here and now, demonstrate

compassion for others, and exude a humble, open

attitude. They are able to translate an appealing

market opportunity into an enterprise concept that

is innovative against incumbent business models.

They can integrate large society al impact with

attractive economic returns.

Creative Engineering Leaders are able to attract

team members who raise the calibre and diversity

of the collective. They are capable of designing

creative processes that enable learning and

improvement resulting in an accelerating rate of

improvement, working toward a tipping point

where change becomes unstoppable.Successful

creative engineering leaders pay meticulous

attention to the smallest of details. For a

successful creative engineering leaders,

communication means the ability to not only

understand technical complexities, but the ability

to succinctly and effectively translate technical

jargon into layman’s terms without patronizing

others.

Any project, no matter how big or small, will face

problems. Successful creative engineering

leaders must be able to effectively address these

as they arise. Technology and methodologies are

constantly changing. Staying up to date with the

latest developments puts Creative Engineering

Leaders ahead of the field.

They know what key values are important in

one’s life and act authentically upon them. They

are transparent and honest, with congruence

between intentions, words, presence, and actions.

They build an organizational culture that nurtures

and cherishes the ideas of others, removes

barriers and structures incentives to reinforce the

change that is being sought. They provide the

story, experiences, and motivations that empower

the organization toward a common goal. They

orchestrate the ecosystem of partners in the

public, private and social sector to bring systemic

change.





391

CONCLUSION

The paper concludes that creative engineering

leadership has the potential to promote practical

engineering skills objectives of organization.

However, the objectives should be clearly

identified in the reform of engineering education

and also support processes, products and services

to a set of requirements, within budget, and to a

schedule with acceptable levels of risk in the new

way for sustainable development. Creative

engineering leadership is a growing field of

research with a lack of clarity and limited

synchronicity. This proposed definition provides

a foundation for a clear understanding of the

what, the how, the who and the why of creative

engineering leadership. Education institutions

and industry organizations looking to design or

revamp creative engineering leadership programs

can also use this definition to provide guidance

on the vision and goals of their programs.

Engineering and students must be able to

“function effectively on a team whose members

together provide leadership, create a

collaborative and inclusive environment,

establish goals, plan tasks, and meet objectives”

(ABET, 2017, p. 40).













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396

QUALITY ASSURANCE IN ENGINEERING EDUCATION: TOOLS FOR

ACHIEVING SUSTAINABLE AND TECHNOLOGICAL DEVELOPMENT.

Ehibor Osayamen Gregory, Aliemeke Blessing Ngozi Goodluck and Ismail,

OmoakhalenAbdulrahman

[email protected], [email protected], [email protected]

Mechanical Engineering Department, Federal Polytechnic Auchi, Edo State.

Abstract

Good technological base of any Nation can only be achieved only through good technological

education, good technical policies and adequate technical workforce hinged on quality assurance

and quality control in engineering schools. Thus, the incessant failures of engineering structures

in Nigeria call for re-evaluation of engineering education for greater quality service delivery in the

country.This paper previews the roles of Research and development (R&D) in vocational and

technical education as a means of bringing about innovative ideas, techniques, and skills to

revitalize its system. It outlines the challenges confronting R & D in vocational and technical

schools which include poor funding, inadequate facilities both quantitatively and qualitatively,

shortage of human capacity, brain drain, and absence of training and retraining of staff. Others

include absence of university/industry partnership, defective and outdated curricula, primitive and

unprofessional approach to teaching, poorly equipped laboratories, untrained technologists and an

inadequate ICT environment.The paper also proposes the training of engineering graduates

through the establishment of a Postgraduate College of Engineering as a strategy for in-depth

practical industrial training.

Keywords:Education, Re-engineering, Training, Vocation.




1Ehibor, Osayamen Gregory2Aliemeke,Blessing Ngozigoodluck3ismail, Omoakhalenabdulrahman

Quality Assurance In Engineering Education: Tools For Achieving Sustainable And Technological Development.


397

INTRODUCTION

Education is the key to creating, adapting and

spreading knowledge upon which the wealth

of any nation is based.An instrument for

attaining economic growth, entrepreneurial

skills and technological progress judging by

the experience of industrialized nations from

developmental perspective is what we

referred to as Formal Education (Onyesom

and Ashibogwu, 2013). Investment in

education is a potent means that could be

explored to fast-track economic growth,

technological progress and boosting of

citizens’ capacities (World Bank; 2008).

Engineering is defined according to the

dictionary as the profession in which

knowledgeof the mathematical and natural

sciences gained by study, experience and

practice is applied with judgment to develop

ways to use economically the materials and

forces of nature for the benefit of mankind. It

is also the application of Science for the

efficient utilization of natural resources to

produce wealth. Perhaps, it can also be

defined as follows: Engineering is the art or

science of utilizing, directing or instructing

others in the utilization of the SIX principles,

forces, properties and substances of nature in

the production, manufacture, construction,

operation and use of the things or means,

methods, machines, devices and structure”.

Technical and engineering education is the

training of technically oriented personnel

who are to be the initiators, facilitators and

implementers of technological development

of a nation by adequately training its citizenry

on the need to be technologically literate,

leading to self-reliance and sustainability

(Uwaifo V. O., 2010) .The practical nature of

technical and engineering education makes it

unique in content and approach, thereby

requiring special care and attention.Many

developing nations are looking inward,

studying the trends of change, suggesting and

making modifications to their engineering

education content in order to produce

engineering graduates capable of carrying

their nations through the change and

challenges of time (Onwuka, 2009).A

nation’s educational program should, among

other things, be aimed at solving the

problems facing the nation and improving the

economy through wealth creation. Efficiency

and effectiveness in our technical

development can be hindered as a result of

low quality assurance in our engineering

training which may even cause reduced

reliability or system failure, which is the

termination of the ability of a system to

perform its required function (Oroge, 1991).

Ekhaguere (2000) believes that quality in




398

technical and engineering education is a

process involving many variables and

activities which include: quality of staff,

environment of instruction, content of

instruction, students support services, culture

of quality, continuous learning and

improvement, quality of instruction and

feedback from clients and consumers of

product.The terms "quality control" and

"quality assurance" are notsynonymous.

There is a distinct difference between them

both in meaning and purpose. While quality

control detects any problem that occurs,

quality assurance is meant to prevent

problems.A system is considered to have

failed if it becomes completely inoperative or

operative but unable to perform the required

function or when it becomes unsafe for its

continued use.The term quality assurance

(QA) is a critical examination of the

objectives, attitudes, proceduresand

institutional control systems with a view to

ensuring that set standards and quality are

maintained (Fadokun, 2005). The essence of

QA is to enhance the effectiveness of our

educational

system and specifically the technical and

engineering education towards achieving set

standards and objectives (Onyesom and

Ashibogwu, 2013).Our low level in

technology over the years is as a result of our

inability to tackle the challenges facing

technical and engineering education and this

has perpetually made Nigeria a developing

nation. The ability of the developed countries

to convert scientific ideas touseable

technology is the difference between

developed, developing and undeveloped

countries.

The Nigerian government from the

experience of the industrialized nations

established a number of (Technical

Vocational Education and Training) TVET-

oriented institutions to launch the country

steadily on the path of technological progress

and national development in furtherance of

its commitment to TVET (Besmart-Digbori,

2011). From the National Policy on

Education (2004), the main objective of this

is the inculcation of practical and applied

skills as well as basic scientific knowledge in

students for the overall wellbeing of the

society(Akhuemonkhan et al., 2014). TVET

was established to provide trained manpower

in the applied science and business

particularly craft, advanced craft and

technical levels; to provide the technical and

vocational skills necessary for agricultural,

commercial and economic development and

to give training and impart necessary skills to

individuals who shall be self-reliant

economically (NPE, 2004). The scope of




399

TVET has been enhanced by the Ministry of

Education through the National Board for

Technical Education (NBTE) by granting

approval for the establishment of 99

Vocational Enterprise Institutes (VEIs) and

Innovation Enterprise Institutions (IEIs) to

complement ongoing efforts of the

conventional TVET institutions in Nigeria

(NBTE, 2011; Oweh, 2013; Ladipo et al.,

2013).The pace of technological progress,

employment and industrialization is still slow

and unimpressive as evidenced by rising

unemployment rate and level of poverty in

the country despite the continued efforts of

government on TVET, (Ladipo et al.,

2013).With the rapid globalization of higher

education coupled with the related changes in

social, political, economic, and other

conditions over the last 25 years there have

been ever increasing expectations for higher

education, in general, and Engineering

Education, in particular (Akhuemonkhan et

al., 2014).. These expectations are often

expressed in terms of the need for Quality

Assurance locally, regionally, and globally.

The relevance of good quality engineering

educational system cannot be over-

emphasized. This paper examines the

obstacles against improving engineering

education in Nigeria, and ways of remedying

the hiccups in Nigerian’s technical and

engineering education.

Concept of Quality Control and Quality

Assurance in the Nigerian Engineering

Education

Standards of something as compared to other

things in terms of the degree of goodness or

excellence is referred to as Quality. Effective

and good teaching/instruction which is

function of the quality of the educational

system results in student learning,

understanding and satisfaction. Possessing

the knowledge (knowing the subjects they

teach), skills (how to teach them), and

competences in their area of responsibility

(understand how children learn and what to

do when they are having difficulty) are

functions of quality teaching/examination

(Akinsanya&Omotayo, 2013).

High dropout rates, high academic wastage

and inability of graduates to perform well on

the job are the indicators of declining quality.

What is central to all these definitions is that

quality is a dynamic target which attainment

is facilitated by a set of strategies. Ekhaguere

(2000) believes that quality is a process

involving many variables and activities

which include: quality of staff, environment

of instruction, content of instruction, students

support services, culture of quality,




400

continuous learning and improvement,

quality of instruction and feedback from

clients and consumers of product. High

dropouehnt rates, high academic wastage and

inability of graduates to perform well on the

job are the indicators of declining quality.

What is central to all these definitions is that

quality is a dynamic target which attainment

is facilitated by a set of strategies. Ekhaguere

(2000) emphasizes that quality is a process of

many variables and activities which include:

quality of staff, environment of instruction,

content of instruction, students support

services, culture of quality, continuous

learning and improvement, quality of

instruction and feedback. The distinct

difference between Quality control and

Quality assurance is that quality control

detects any problem that occurs while quality

assurance is meant to prevent

problems(Emeasoba, 2015). Quality control

can be described as the process of ensuring a

certain set level of excellence in a service or

product is met. Quality Control makes sure

the results of what you've done are what you

expected. (Ayodel, 2007) states that Quality

assurance entails the quality of teaching

personnel; quality of available instructional

teaching materials, equipment, school

environment, students, and quality education

delivery. Improving the quality of technical

and engineering education for all students by

making sure that right things are done at the

right time is what is referred to as Quality

Assurance and Control. The achievement of

the learning outcomes (knowledge, skills and

competence achieved at the end of the

learning are direct function of Quality

Assurance and Control in technical and

engineering education to meet the

expectations of the stakeholders which

includes the students, parents, employers and

the community at large.

METHODOLOGY

This study was carried out by thorough

appraisal of government policies, sound

review of engineering education and its

curriculum, reviewing the

engineeringstructured that produces

engineers, technologists, technician and

craftsmen through the National Board for

Technical Education (NABTEB) and the

Council for Regulation of Engineering in

Nigeria (COREN) for enhanced quality of

our professional attainment. The distribution

of structured questionnaires to lecturers,

technologists, industrial sector and

engineering students in universities,

polytechnics and colleges of technology to

determine or ascertain the immediate and

remote causes of the fallen standard of




401

technical and engineering education in

Nigeria and suggested ways of remedying the

situation.

Hindrances to Quality Engineering and

Technical Education in Nigeria

Federal and State governments and recently

privately own institutions are what is

obtainable in Nigeria. These institutions

(Federal and States Universities and

Polytechnics) rely predominantly on the

governments for funding while the private

institutions rely on incomes from the fees

they charge the students. Endowments,

investment income, grant and gifts which are

other sources of income in the developed

world are not fully practiced here. The

government policy on thedemand for

inadequate fees charges coupled with the

inadequate subventions over the years

continues to cripple our educational systems.

There has been a systemic decline in our

national budget on education for so many

years coupled with the increase in the

demand for technical education is responsible

for the gradual extinction of the various

technical and engineering educational

institutions in this country (Uwaifo,

2010).Incessant industrial disputes occasion

by poor remunerations of lecturers,

infrastructural deficiencies, agreements

signed by government are broken resulting

into closure of schools because of strike

which is not uncommon in Nigeria is equally

a bane to engineering education.The

implication of all this is whereupon

resumption, lecturers will just rush through a

14-week semester in two weeks while

workshops and laboratories are overlooked.

As a result,best graduate as half-baked

engineers are rolled out.

Equipment and facilities in our laboratories

or workshops, where they exist, they are

grossly inadequate. It is however most

surprising to know that most technical

education departments still depends on

engineering workshop and lecturers to teach

technical education concepts in this 21st

century and this is a high degree of

irresponsibility on the part of the

operators(Akinsanya&Omotayo, 2013). This

affects the quality of on the job training and

poor planning due to lack of fund. Surek

(2001) established that there is a relationship

between funding, management and quality

assurance of engineering education in

developing countries in the production of

quality engineers. The available facilities

program as at today are inadequate

quantitatively and qualitatively and besides

they are obsolete. Almost all laboratories and




402

work-shops in Nigeria tertiary institutions are

littered with obsolete equipment, tools and

instruments (Nwohu, 2011). This responsible

for the reason why it has been increasingly

difficult to run experiments effectively for

students and made the teaching and research

in science and technology difficult and

therefore the country was producing

insufficient and ill-prepared technical

education graduates necessary for driving the

technological and socio-economic

development of this nation. There is dearth of

ICT facilities for the training of students.

Access to affordable and reliable internet

connectivity and power fluctuations

haveconsiderably reduced the reliability of

our technical and engineering education

quality. Most of these technical programs in

our institutions lack accreditation as a result

of these inefficiencies. Accreditation is a tool

to facilitate progressive interaction between

educational system and social agents for the

benefit of adequate institutional response to

societal needs. Brusselmans et al (1998)

defined accreditation as the procedure by

which creditability is given by an external

body to a program/institution while quality

assurance are planned activities and actions

necessary to provide adequate confidence

that a program meets required quality.

Another major problem is brain drain. The

movement of professionals in the technical

and educational education system from one

university to other universities or from one

part of the world to another due to economic

considerations is one of the hindrances

against the development of our educational

system (Uwaifo, 2010). They includes

experts in academics who moved to the

industry where they get better pay for their

services, lecturers and students who leave the

country to acquire more knowledge and skill

but later refused to return, lecturers who

move from one country for better conditions

of service and the skill professionals who

abandon the practice oftechnical education in

favour of other more lucrative economic

activities and political appointments which

are not related to their training. Experts from

other countries like India were attracted by

Nigerian universities in the 70s because of

the favorable economic conditions then.

These foreigners have returned to their

countries with their Nigerian counterparts

from the shores of Nigeria in order to earn a

better living. A good number of lecturers

mostly from the technical background from

Nigerian universities continue to emigrate

each year, particularly to Europe, America

and other African countries where the

condition of service is relatively better. These




403

Nigerian in diaspora contribute 35 times

more wealth to Europe, American and other

African economy (Bassi, 2004). When the

best hands are taken away, we are left with

half-baked professionals and this has adverse

effect on the quality of our technical and

engineering educational system.

The Nigerian unorganized industrial sector is

equally contributing to problems of

engineering education in Nigeria. There is

little or no feedback between the industries

and the institutions. There is lack of

interaction between the higher institutions

and the industries, the industries in Nigeria

are not involved in research and development

while the trainers did not even understand the

specific needs of the industries. There is no

distinct work target for both the HND holders

and the B.Sc holders in Nigeria setting and

this is causing disharmony and

discrimination in the labour market. The

attendant problem is that Polytechnic

students who supposed to be throb of the

industries are undermined.

The quantityof the human resources

delivering on engineering education is

inadequate while the quality of some of them

are not sufficient to meet world class service

provision because they lack basic facilities

and required exposure(Emeasoba,

2015).Consistent and continues training of

academic staff for commensurate

improvement in the quality of their outputs is

essential. Training to acquire minimum

qualification (PhD) to teach and continued

professional training which can be acquired

either locally or overseas are both essential.

Overseas training requires a lot of foreign

exchange but the enabling environment exists

to achieve success in a record time. Many

universities across the country are

inadequately staffed both qualitatively and

quantitatively. In most departments

especially in technical education program,

the proportion of staff without PhD out

numbers those with PhD. Technical

education lecturers in Nigerian Universities

have inadequate PhD lecturers. Uwaifo

(2005) asserted that it is difficult to get people

trained to the level of PhD because academic

is not as attractive in commensurate to the

effort, commitment and finances put in to

acquiring it.

Defective or poor curriculum development is

one of the factors responsible for the decline

in the standard of engineering

education(Akinsanya&Omotayo, 2013).

Over bloated syllabus with many new

courses to reflect entrepreneurial

development and information technology

training to meet international standards and

this has eaten into the time scheduled for




404

learning and reduces the periods for the

acquiring practical skills in the workshops

and laboratories. Onwuka, (2009) suggested

that engineering curriculum should

accommodate necessary application of

engineering that are prevalent in today’s

environment. Olunloyo (2002) noted that the

design of appropriate curriculum for

technical education is confronted with

preparing students for the shift to ICT

paradigm in technology practice. The

problems associated with the current

curricula are, they are based on a foreign

model which has evolved under ideal

conditions (staff, equipment, infrastructure,

training opportunities, etc.) that are not easily

duplicated in developing countries. There is

usually a shortage of highly

competentindigenous teaching and support

staff with sufficiently wide practical

experience of technology. Lack of

instructional materials in this area and most

of the available materials or books are often

not illustrating practical reality in our local

environment and which are irrelevant to the

particular country, curriculum overloading in

pure science and mathematics at the expense

of basic engineering and technology

andinadequate provision in other areas like in

humanities, social sciences, business

management concepts and entrepreneurship

skills development for easier employers

retraining to make graduate productive in

their organizations.Jimngang (2004)

concluded that syllabuses should be

innovated, re-engineered or re-designed to

includedisciplines that build up the fighter-

spirit needed for today’s realities in solving

our societal problems.

Good political atmosphere and sound

political will is the key. Technical education

and education in general has been grossly

neglected due to the absence of the political

will to pursue policies and programs that will

promotes our technical and engineering

education in Nigeria (Uwaifo, 2010). The

greatest challenge is convincing the law

makers on why the need for a robust technical

and engineering educational system for our

industrial development and why priority

should be given to technical and engineering

education in the allocation of resources.

Many options of getting positive results have

been advocated at different forum, namely,

lobbying, stakeholders’participation and

players in the technical and engineering

education in governance, wooing, etc. Yet the

government is playing a lopsided attitude to

the proper development of this sector in

Nigeria. Anyway, let it be made loud and

clear that until they begin to change their

attitude towards technical and engineering




405

education, Nigeria will remain a

technologically backward and dependent

nation.

Engineering practice in Nigeria over the

years has been abused. As a result of the

enabling laws and ethics of the profession are

not being adhered to and the authorities that

should have ensured compliance in the

practice are looking the other way;most

engineering works and contracts are now

been executed by quarks. This contributed to

the poor standard of engineering education in

Nigeria. The authorities should be alive to its

responsibilities in ensuring compliance with

the enabling laws and regulations in the

practice of engineering for quality

engineering services and this would earn the

profession the required commitment from

lecturers and students.The Council for

Regulation of Engineering in Nigeria

(COREN) was established by decree 55 of

December 1990(amended in 1992), the body

determines among other things,what an

engineer is and the standard of knowledge

and skills of an engineer. This same body,

COREN coordinates the registering of

engineers entitled to practice as registered

engineers, with the regulating and controlling

the practice of the engineering profession in

Nigeria in every

aspect(Akinsanya&Omotayo, 2013).

RECOMMENDATIONS AND

CONCLUSION

1.Funding of technical and engineering

education must be taken seriously with

greater emphasis placed on making

consumables in the laboratory and

workshops available, acquiring of

adequate equipment, installations and

facilities necessary for effective conduct

of practical, experiment and laboratory

work. Funds should also be made

available for sponsorship of seminar,

workshops, conferences and further

studies which will enhance the quality of

service delivering. The remunerations in

terms of pay package of the

lecturers/instructors/technologist should

be enhanced to discourage brain drain

and stop/reduce the strike actions thereby

creating sufficient duration for training

and conducive environment for learning.

Since the government and owners of

these institutions alone cannot fund our

educational system, endowments funds,

investment income, grant and gifts which

are sources of funding education in the

developed world should be practice

here.Institutions should rise up to the

challenges of providing state of art




406

functional internet facilitiesto meet the

challenge of improved education. There

should be a reliable and efficient internet

access, e-books, e-library and e-learning

and other ICT based learning methods to

augment class room/laboratory training.

The use of online assignments for

research and development should be

encouraged amongst students and hence

knowledge transfer and distribution in the

current globalization.

2.Part time classes/satellite campus for

engineering/technology courses should

be discouraged due to their practical

oriented nature. Regular accreditation of

programs should not be compromised and

this will entrench minimum standard of

class size, time table,

workshop/laboratories’ needs, lecturer-

student ratio, attendance, conduct of

practical, staff development and so on.

3.The export of our professionals for better

condition of services is brain drain. Many

has leftthe country to acquire more

knowledge and skill but later refused to

return as a result of better pay and good

working condition. Nigerian universities

were able to attract experts from other

countries like India because the economic

conditions then were favorable.

Government should make the economic

conditions more favorable and better pay

for services. Motivation and incentives of

the personnel must be taken seriously.

Equipment and facilities that aids

lecturers/instructors/technologist must be

made available. The governments should

seriously consider proper retention

schemes for their best talents. This can be

done by providing special working

conditions, good remuneration and

adequate research supports to stem this

problem of brain drain. Brain drain will

be reduced if not eliminated when all

these conditions stated above are met.

4.There should be industry-based research

and development where researches are

centered on the needs of industries.

Collaboration between the industry and

the engineering institutions to achieve

industry-based training where research

and development programs that will be of

benefits to all are sponsored by these

industries.Testing, quality assessment,

resource management and utilization,

consultancy and other peculiar services in

the industry should be carried out by the

institutions. Collaborations like staffs for

on-the-job training while students should

be allowed to attend free holiday

attachment with industries should be

entered into.




407

5.Consistent and continues training of

academic staff for commensurate

improvement in the quality of their

outputs is essential. Training to acquire

minimum qualification (PhD) to teach

and continued professional training

which can be acquired either locally or

overseas are both essential. Adequate

quantity and high quality of the human

resources delivering on engineering

education coupled with latest required

facilities and equipment sufficient to

meet world class services must be met.

Seminars, conferences and workshops

should be attended constantly by

lecturers, this assist them to update

knowledge, interact with contemporaries

and be abreast of developments in their

area of specialization.

6.Overhauling of the technical education

curricula in the Nigeria must be tailored

towards closing the gap between Science

and Technology as a result of inability of

technical education program to

adequately utilize the scientific-ideas to

promote technology (solving

problems).Our curricula must be based

on our local model which has evolved

under ideal conditions (staff, equipment,

infrastructure, training opportunities,

training materials including textbooks

which reflects our local environmental

issuesetc.) that are familiar with

thedeveloping countries. The curricula

must not be too academic and overloaded

with intellectual content in pure science

and mathematics which only leads to

unemployment, poverty and miserybut

real life basic engineering and

technological realities surrounding us.

Part time classes/satellite campus for

technical and engineering programs

should be avoided. Regular accreditation

of programs should not be compromised.

Competing for supremacy between the

universities and the polytechnic should

be eliminated; they should go back to

their core mandates and responsibilities.

Polytechnic was established to fill the

technical and technological gap and their

curriculum should reflect fulfilling that

mandate.

7.Government’s lopsided attitude to the

proper development of the technical and

engineering education in Nigeria should

be looked into by the policy makers.

Priority should be given to technical and

engineering education in the areas of

policies’ implementations and allocation

of resources. Nigeria will ever remain a

technologically backward and dependent

nation unless the government changes its




408

attitude towards the technical and

engineering education in Nigeria.

8. The enabling laws and ethics guiding the

profession should be adhered to and the

authorities that should enforce its

compliance in the practice should be

alive to its responsibilities in ensuring

compliance with the enabling laws and

regulations in the practice so that quarks

will be eliminated. This will leads to

quality engineering services which

would earn the profession the required

commitment from lecturers and

students.The Council for Regulation of

Engineering in Nigeria (COREN)

coordinates the registering of engineers

entitled to practice as registered

engineers, with the regulating and

controlling the practice of the

engineering profession in Nigeria should

be alive to its responsibilities.

9.The disharmony between the university and

polytechnic cadres should be removed by

harmonizing and standardizing their

admission requirements and developing

their curriculum based on their specific

industrial needs. In the university or

polytechnic, requirement for lecturing

with their remunerations should be

harmonized to reflect competence,

efficiency and effectiveness in impacting

knowledge. External participation in

terms of moderation of examination

question, supervision of exams, marking

scheme and marked scripts to ensure

competence and also a measures to

ensure quality delivering in impacting

knowledge to the student. Adequate

respect and good remuneration as

motivation must be given to the

technologists. Their pride of place must

be guaranteed as they complement the

lecturers’ impact.

10.One of the ways to strengthen the

engineering profession is by the

establishment of major and diverse skills

development and acquisition centers

preferably in the six geopolitical regions

of this country. Trainers and trainees’

requirement should be provided. Quality

and competitive trainers must be

guaranteed to ensure commitment from

the trainees. These centers will directly

interphase with the industries in areas of

employment, service delivery and

training.

11.The proposal for the establishment of a

Post Graduate College of engineering in

the six geopolitical zones of this country

to serve as a center of engineering

excellence, has been on the front burner

as far as our yearn for technical and




409

engineering development is concern.

Seasoned technologists and renowned

lecturers as trainers must be made

available. All engineering graduates will

compulsorily go through one year

practical training thoroughly supervised

by COREN. The prerequisite to earn the

title Engineer with a special salary scale

and employment for engineers and

technologist will be successfully going

through this post graduate college of

engineering.Classroom training with

industrial practical requirements is where

the emphasis will be centered upon.These

centers will also directly interphase with

the industries in areas of employment,

service delivery and training.

CONCLUSION

The key to Nigeria’s industrialization and

national development is hinged on the

nation’s technical and engineering

educational development. The challenges

confronting technical education must be

recognized and dealt with vigorously.

Therefore, it is recommended that adequate

resources in terms of funding should be

allocated to it in order to achieve positive

outcomes. Conducive learning environment

should be available to incorporate modern

ICT supports and high quality trainers

exposed to on-the-job training should be

made available. Our Curriculum should be

reviewed to reflect our industrial

requirements, skills development and

acquisition centers Established and also a

post graduate college of engineering be

established as the final incubator for Nigerian

engineering graduates. A comprehensive

reform toward technical education and a

deliberate approach to tackle these issues is

the only panacea to a developed technical and

engineering educational system in Nigeria.

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412

FACTORS INFLUENCING ACCEPTANCE OF FARMER EDUCATION AND

IRRIGATION TECHNOLOGY FOR SUSTAINABLE FOOD PRODUCTION IN

KWANAR ARE DAM – KATSINA STATE

Saleh A¹, R. B. Bako²

1Department of Agricultural and Bio-Resources Engineering,

Ahmadu Bello University, Zaria, Nigeria

²Department of Educational Foundation and Curriculum, Ahmadu Bello University, Zaria

*Corresponding Author:[email protected],+23480 357 4780

Abstract

This study was aimed at analyzing factors influencing acceptance and adoption of farmer education

and irrigation technology for sustainable food production. It provided insight on the underlying

socio-economic factors influencing farmer’s decision to adopt education and irrigation

technologies in the study area. A structured questionnaire was administered for selected farmers.

Results obtained revealed that94% of farmers were small holders with low level of education. It

also indicates 87% of farmers were within the economic active age of 20 – 50 years. Farming is

highly dominated by traditional farming system that results in lower yields. Farming experience,

fragmented land holdings and poor extension services were directly related to the acceptance

farmer education and adoption of irrigation technologies. The study concluded that small-scale

irrigation was a viable solution to secure household food security and diversification of source of

income. Study recommended the expansion of small-scale irrigation and provision of necessary

support services to improve food security to reduce rural poverty.

Keywords: Farmer Education, Irrigation Technology, Food Security, Rural Poverty


Saleh A¹*and R. B. Bako²

Factors Influencing Acceptance Of Farmer Education And Irrigation Technology For Sustainable Food Production In Kwanar Are Dam –

Katsina State


413

1.0 INTRODUCTION

Agriculture is the most important economic

activity providing food, employment, foreign

exchange and raw material for industries in

many developing countries. It is the source of

income for around 2.5 billion people in the

developing world, FAO (2014).It is also the

mainstay of Nigerian economy as it provides

employment for about 70% of Nigerian’s

population, contributes 38% of the National

Gross Domestic Product (GDP) and accounts

about 90% of the activities in the rural

environment (FMARD, 2006). Agriculture,

therefore, occupies a central place in the

overall development of most countries that is

aimed at rural employment, enhancing food

security and poverty alleviation.

Agricultural production in Nigeria is

predominantly dependent on smallholders,

who rely on unpredictable and sporadic

seasonal rainfall. The onset of climate

change, insufficient rainfall and occasional

uncontrollable floods results in frequent crop

failures having serious effects on the

livelihood. As a result, production is poor and

food insecurity threatens every year.

Similarly, competition of precious resources

due to rapid increase in population, climatic

change, agricultural and industrial sector

activities possesses threat to sustainable

agricultural production that require excessive

water leading to inefficient production and

water scarcity (FAO, 2014).This has made

the country's agricultural-based economy

fragile and vulnerable to the impacts of

climatic variability which often results in

crop failure and subsequent food shortages

and famines (Awotide et al., (2012).

To alleviate food insecurity at household

level, government at various levels have over

years introduced policies to minimize risk

food shortage through supplementary

irrigation mainly during the dry season.

Irrigation and water management practices

are taken to greatly reduce the problem

caused by rainfall variability, enhance

productivity per unit of land, and increase the

volume of annual production significantly.

Lipton et al (2004) cited in Haile, (2008)

states that irrigated agriculture reduce

poverty through increased production and

income to helps poor households meet their

basic needs by improving their economic

welfare, protection against risks of crop loss

due to insufficient rain water supplies and

promote use of yield enhancing farm inputs

to move out of the poverty trap.

Over the years, governments focused on

construction of large scale irrigation dams

especially in Northern Nigeria. The



Katsina State


414

performance of these dams have not however

been optimal in terms of anticipated benefits

(Korrtenhorst et al., 1989). It has thus been

advocated that the promotion of small scale

and affordable irrigation schemes to boost

food production is the only solution to

address the current challenges of agricultural

sustainability and food security in the

country. This study, therefore, examine the

acceptance of farmer education and influence

of irrigation technology for sustainable food

production in Kwanar Are Dam, Katsina

State.

2.0 MATERIALS AND METHOD

2.1 The Study Area

Kwanar-Are Dam is located in Rimi Local

Government Area (LGA) of Katsina State.

Established in 1991 in Katsina Central

District, Rimi LGA covers an area of 452

km². It is bordered to the north by Kaita LGA,

to the east by Mani and Bidawa LGAs, to the

south by Charanchi and to the west by

Batagarawa LGA. There are ten (10) wards

in the LGA, KTSG (2013). Kwanar-Are Dam

is located at the heart of Rimi LGA and lies

between km 24 – 28 km along Katsina–Kano

highway (Figure 1). Its location is strategic in

that it serves the domestic and agricultural

needs of several villages within the local

government and beyond.

2.1.1 Geography, Climate and

Vegetation

Rimi Local Government is located

12°51′0″N and 7°42′56″E. It has a tropical

climate with a clear wet and a dry season. The

coolest month is experienced between

December/January with temperature of less

than 18°C. The study area is also composed

of undulating plains of up to 450m (KTSG,

2013).

The rainfall figures of the study area ranges

from 600 – 700mm annually. Climate varies

considerably according to months and

seasons. Thee: cool dry (harmattan) season

from December to February; hot dry season

from March to May; warm wet season from

June to September; less marked season after

rains during the months of October to

November characterized by decreasing

rainfall and a gradual lowering

https://tools.wmflabs.org/geohack/geohack.php?pagename=Rimi,_Nigeria&params=12_51_0_N_7_42_56_E_type:adm2nd_region:NG



Katsina State


415

Figure 1: Map of Katsina State Showing the Study Area

of temperature. Mean annual temperature is

about 25°C, mean monthly values ranges

between 21°C in the coolest month and 31°C

in the hottest month. Evapotranspiration is

very high and relative humidity is highest in

August (up to 80%) and low in January

through March when moderated harmattan

sets in. Soil of the area is generally loose and

sandy (and hence highly erodible).They are

well drained with low water retention and do

not expand when in contact with water

(KTSG, 2013).

Vegetation in the study area consist of

stunted scattered trees that grow long tap

roots and thick barks

that make it possible for them to withstand

long dry season and bush fires. The grass

cover has durable roots which remain

underground after stalks are burnt away or

wilted in the dry season germinates with the

first rains. The study area suffers from the

perennial ecological problems of drought,

desertification and the menace of pest

invasion. Marked fall in the level of

underground water has compounded the

problem of sustaining ecological balance in

the study area (KTSG, 2013).

Kwanar Are Dam



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416

2.1.2 Population and Socio-Economic

Characteristics

The 2006 national population census put the

population of Rimi LGA at 154, 092. Ethnic

profile of the study area is a predominantly

Hausa-Fulani who are largely Muslim

faithful’s. The working population of the

people in the study area are farmers and cattle

rearers with rich cultural values. There are a

considerable number of nomadic cattle

Fulani, who’s male’s rear livestock, while the

females hawk locally prepared fermented

milk. Agriculture remains the dominant

economic activity employing 80% of the

population. Three is a large and youthful

labour force, which, can become a great

economic asset. About 56 % of the labour

force is below 35 years and 38 % aged

between 35 – 64 years (KTSG, 2013).

2.1.3 Agricultural Practices

Agriculture is predominantly on a

smallholder basis in the study area, and

indeed the entire Rimi LGA. About 90 % of

farm holdings are less than 2 hectares. Main

system of farming is traditional where hoe

and cutlass are the main farming tools. There

is little mechanized farming that involve

tractor and machinery usage. However, in

most land preparation, bullock farming is

extensively practiced in the study area. There

is no variation in the agricultural production

system since the rainfall amount, distribution

pattern and nature of soil is similar through

the study area except for those involved in

dry season farming. Most food crop farms are

intercropped. Mono cropping is mostly

associated with few larger-scale commercial

farms. Sorghum, Millet, Groundnut, Pepper,

Mango, Livestock, Neem Tree, Cotton,

Tomato, Pepper, Amaranths, Onions and

Garlic and Hides are the major agricultural

products produced in the study area.

Recently, few farmers are into sesame, maize

and wheat production (FAO, 1997; Cosmaset

al. (2010) and KTSG (2013).

2.2 Sampling and Data Collection

The data for this study was obtained from a

sample survey conducted between April and

May 2019 amongst 150 farmers who practice

irrigated farming at Kwanar Are Dam in Rimi

LGA, Katsina State. Multistage random

sampling procedure was employed in

selecting the sample from where the data was

collected. Babbie (1994). In the first stage,

purposive sampling technique was used to

select 5 from 10 villages that are located

around the irrigation scheme. The selected

villages are: Fardami/Faduma,

Cikakoshi/Are, Kadandani, Remawa/Iyatawa

https://en.m.wikipedia.org/wiki/Muslim



Katsina State


417

and Rimi. In the second stage, random

sampling technique was used in selecting 30

respondents in each of the villages to give a

total of 150 respondents for the study.

Data was obtained through a well-structured

questionnaire schedule with both open and

close ended questions. The questions directed

at the farmers were meant to obtain

information on demographic characteristics,

farmers’ level of participation in irrigation

activities, impact of various levels off armer

education on productivity and other issues

that are pertinent to the focus of the study.

Respondents were contacted personally

explaining the objectives of the project,

encouraging them to participate.

2.3 Data/Statistical Analysis

Descriptive statistics such as frequency

distribution, charts, mean and percentages

were employed to analyze the quantitative

data to determine the factors influencing

acceptance of farmer education and irrigation

technology for sustainable food production

among farmers in the study area.

3.0 RESULTS AND DISCUSSION

3.1 Demographic Socio-Characteristics of

the Farmers

In an attempt to gauge how farmers’ socio-

economic characteristics affected irrigation

technology adoption, a number of variables

were considered. These include gender, age,

marital status, farm size, access to credit,

levels of formal education, land ownership,

cooperative affiliation, etc.

3.1.1 Farm and Family Characteristics

The results of the study shows that over 90%

of farm households own private land in the

study area. The average family size was 6 – 7

persons while mean of labour size in the

households was three persons and average

age of household heads was about 45 years

old. Some 25% of farmers have market

access, and nearly 75% of them participates

in both rain fed and irrigated farming

activities in the study area.

Majority of the respondents (80%)

participated in dry season irrigation farming

at the Kwanar-AreDam on full-time bases

while 19% were practicing irrigation on part-

time basis probably to argument their

income. Farm practices in the study area are

predominantly subsistence; mainly family-

based labour; equitable small land

distribution; low levels of agriculture

extensions; and very limited access to credit.



Katsina State


418

3.1.2 Gender

Results obtained reveals that only male

farmers were participating in irrigated

farming in the study area. This infers that

agricultural production in the study area were

male dominated. Female were not involved in

irrigation practices suggesting that women

are not given opportunity to own farm and

contribute to household food security. This

may possibly be as a result of the religious

belief of the respondents who are

largely Muslim faithful’s and do not allow

women to participate in jobs that are mainly

reserved for men. Females were merely

hawking locally prepared fermented milk,

poultry enterprise, pottery, mat making and

commercial food-related enterprises (KTSG,

2013).

3.1.3 Marital Status

Results indicated that majority of the farmers

(92%) in the study areas were married while

remaining 8% of the farmers were either

divorced or widowed. None of the

respondents was single. The study also

revealed that 56 % of irrigation farmers

within the age bracket of 41 – 50 years have

more than one wife. Married couples were

observed to promoting joint focus and

efficiency of production unlike those who

were divorced, or widowed. This may be

attributed to the fact married farmers have

responsibility for up keep of their immediate

families unlike the unmarried who has less

responsibility of family up keep.

3.1.4 Age

Data obtained indicates that majority of the

irrigation farmers (87%) were within the ages

of 20 – 50 years, 56% of which was between

41 – 50 years. This corroborates reports of

FAO (1997) which placed the active age of

farmers between 40 – 50 years thereby

reflecting the active nature of irrigation

farmers in the area. It was also discovered

that youth were being attracted into irrigation

farming possibly because of the tight

economic situation where white collar job is

not easy to come by. It was further observed

that younger farmers who were between the

ages of 20 – 31 years make up about 15 % of

the respondents.

Closely followed by this group of irrigation

farmers were respondents whose age bracket

ranged between 31 – 40 years that constitutes

16%. These sets of farmers were observed to

be flexible, more likely to be dynamic and

willing to take risks associated with farming

with hope of improving their income levels.

Individuals within this age group in the study

area were however constrained by lack of

access to land for farming and collateral

https://en.m.wikipedia.org/wiki/Muslim



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419

security for access to credit facilities. Only a

few of them could afford to own land due to

customary laws concerned with property

inheritance. These observations were in

agreement with the study conducted by

Mishra et al., (2002) that young farmers were

innovative and ready to accept and adopt new

technologies that reduce time spent on

farming. Onwubuya (2005) also found that

younger famers are more flexible and

therefore more likely to adopt a new

technology. The study also reveals that

(13%) of the respondents’ age was above 50

years. Older farmers in the study area were

unlikely to adopt sustainable technologies

introduced to them. Caswell et al.,

(2001)discovered old age to diminish

farmer’s interest in the new technology

because of farmer’s advanced age, and the

possibility of not living long enough to enjoy

it.

3.1.5 Farm Size

The study revealed that majority of the

farmers (56%) in the study area had farm

sizes ranging between 3 – 5 acres. About 38

% of the respondents had > 2 acres, implying

that the farm size was quite small for the use

of modern farming technologies (Figure 2).

By virtue of their limited educational

background, these set of irrigation farmers

may not be able to produce maximally since

their rate of adoption was low. The study

agreed with Polson and Spencer (1991 who

rightly found that only farmers with larger

farms or higher yields were more likely to

pay close attention towards accepting and

adopting farming technologies.

The study further showed that 4% of the

respondents farm sizes between 5 – 10 acres

while 2% of the farmers in the study area had

more than 10 acres farm land. This implies

that majority of the respondents were peasant

farmers producing on a small scale to feed

their families and asmall quantity for sale.

The result could infer that the farmers have

small capital base, poor access to farminput

and lack of extension education as an aid to

increase productivity. This buttresses Polson

and Spencer (1991) assertion that the

agricultural sector has been left largely in the

hands of poor and subsistence farmers.



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420

Figure 2: Farm Land Distribution among the Respondents

3.1.6 Farming Experience and

Educational Background

Figure 3 describes the knowledge base of

irrigation farmers in Kwanar-Are Dam

irrigation site showing education levels in the

categories of no education, adult, primary,

secondary, college, and university. As

shown, primary education is the predominant

category among smallholder farmers in the

study area whereabout two-thirds (64%) have

only a primary school qualification, while 20

% of the respondents had no formal

education. The study also observed that those

who attained secondary/college and

university education were 6% each.

Similarly, 2 % each of the respondents were

either having Diploma or Advanced Degree.

This also implies that the study area was not

dominated by literate farmers.

Figure 3: Educational Background of the Respondents

8%

56%

% %<2

–

–

˃

0%

6 %

6% %6% %

Non-Formal Primary Secondary Certificate/Diploma Degree Advanced Degree



Katsina State


421

Irrigation farmers in the study area who have

accepted and adopted improved technologies

were in most cases observed to have a certain

level of education. This observations were in

agreement with an earlier study conducted by

Caswell et al., (2001)that education creates a

psychologically favourable mental attitude

for effective and efficient acceptance and

adoption of new technologies.

With regards to irrigation farming

experience, the study revealed that 30% of

the farmers in Kwanar-Are Dam have been

practicing irrigated agriculture between 5 –

10 years while 60% have experience of more

than 10 years indicating the 90 % of irrigation

farmers have been in the business for more

than 5 years (Figure 4). The long years of

farming experience could possibly be the

reason why these farmers have high adoption

rate andthe capacity to overcome production

constraints despite the fact that farmer

education and extension services was at its

minimal web. These findings does not

contradict earlier observations of DiGennaro

(2010) who found experience to be a positive

and significant in acceptance and adoption of

micro irrigation technologies.

Figure 4: Irrigation Farming Experience

3.1.7 Societal leadership

On community and other social leadership,

result obtained revealed that traditional,

religious and political leadership in the study

area accounts for 11, 8 and 3 % of farmers

engaged in irrigation farming, respectively.

This indicates that a total of 22 % of the entire

farmer have the ability to influence famers

one way or the other. The implication of this

means that an innovation could easily be

transmitted to the farmers once these group

of leaders were convinced with effectiveness

and workability of the introduced

technology. This result was in agreement

with Haile (2008) who found that for any

%6%

0%60%

<2 – 5 – 10 ˃10



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422

organization or group to survive, there must

be an effective leadership to give direction to

the efforts of accomplishing the goals of the

organization. Similarly, the results of this

study does not contradicts the findings of

Polson and Spencer (1991) who noted that

traditional leader has authority by virtue of

the community’s tradition; he enjoins

unlimited loyalty and undisputed obedience

as a mark of respect for the stool or office,

irrespective of the qualities of the incumbent.

In rural communities they are influential

because people look unto them for their

knowledge and skills for direction and

assistance on various matters both within and

outside the scope of their expertise.

3.1.8 Access to information and social

network

Findings regarding the information sources

utilized by these farmers revealed that 62%

of the respondents obtained information

concerning improved irrigation technologies

from radio and television programs in

Kwanar-Are Dam (Figure 5). These

programmes inspired the farmers to accept

and adopt improvement irrigation practices in

order to reap the benefits projected. Radio

and television appears to be the most reliable

source of information by the irrigation

farmers in the study area. In an earlier study,

Polson and Spencer (1991) have discovered

radio and television contacts as most

stimulating methods of adoption among

farmers.

igure espondent’s Access to

Information and Social Network

The study also revealed that 26% of the

respondents obtained information concerning

improved irrigation technologies from the

extension workers that occasionally visits to

provide them with advisory services. This

discovery also agreed with Polson and

overnment tension

6% Farmer’s Cooperative

% adio

6 %

Friends famil neighbours

8%

thers %



Katsina State


423

Spencer (1991) that contact with extension

agents have positive and significant influence

on their technology adoption. Caswell et al.

(2001) also agreed that information reduces

uncertainty about a technology’s

performance hence may change individual’s

assessment from purely subjective to

objective.

Results obtained shows that only 2% of the

respondent’s resorted to obtaining

information about irrigation technologies

from Farmer’s Cooperative. The limited

number of irrigation farmers that sought and

obtained information from the Farmer’s

Cooperative (2%) indicated the weakness of

the Cooperative in terms of assisting the

farmers to improve and increase production.

3.1.9 Credit Systems and Economic

Factors

Results obtained shows that majority of the

respondents (80%) of the irrigation farmers

in the study area had no access to credit while

only 14% of the respondents had access to

credit facilities. Those who were able to

secured loan were educated and in one

position of authority or the other. Lack of

credit facilities may also be the major reason

of the minimal progress generally observed

among the irrigation farmers in the study

area. Awotide et al., (2012) found access to

credit as being among the key elements that

were prerequisite for improving agricultural

production and poverty reduction. This could

enable them acquire relevant tools required

for the acceptance and adoption of improved

irrigation technologies.

3.1.10 Government Policies

External factors such as policies were

observed to have influenced farmers’

adoption decision. There is continuous policy

instability in providing the adequate

environment needed by governments at

various levels. Subsidy removal on fertilizer,

irrigation pumps and other inputs was

observed to be the greatest policies that

negatively affect the performance of farmers

in the study area. Irrigation farmers had to

pay more for inputs thereby increasing their

cost of production and limiting their

purchasing power. Similarly, government’s

inability to enforce price control does not

favour irrigation farmers in the study area,

especially when there is glut. This does not

encourage technology adoption. Results of

this study, therefore, confirms the

observations of Norman et al.(1997) that

negative domestic policies are great obstacles



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424

for advancement of sustainable agriculture

systems.

3.1.11 Land Tenure

The system of land ownership among the

respondents in the study area was captured in

Table 1. Farmers themselves own a majority

of the cultivated area within the scheme. This

was attributed to the prevailing land tenure

systems which culturally favour men in inter-

generational property transfer and gender

roles. Very few respondents (2%) have been

managing irrigation plots for their aged

mothers. Leasing of plots is observed only in

few cases. Results obtained does not

therefore contradicts the findings of Polson

and Spencer (1991) that subsistence

producers have traditional ownership rights

to farmland either through inheritance or as

part of communal village holdings.

Table 1: Respondent’s and enure S stem

Land Ownership Frequency Percentage Cumulative

Percentage

Inheritance 114 76 76

Lease/Rented 15 10 80

Purchased land 21 14 100

Total 150 100 100

Landlord/tenant relationships was also seen

to have negative effect on adoption. Lessors

were afraid of using much inputs on the plots

for fear that the land owner may not allow

them to cultivate the same plot in the coming

year. Land owner may also decide to change

how land is currently utilized, which will

surely affect the farmer. This findings agrees

with Polson and Spencer (1991) that an

insecure land rights inhibits innovation. Land

ownership was thus a key factor for farmers

since it enables them to make decisions about

its development as well as accepting and

adopting irrigation technology.

3.2 Role of Farmer Education

From the results obtained, it was observed

that 87 of the 150 farmers representing 58%

of the respondents sought and attended one

form of farmer education of the other in the

last 5 years. Topics discussed include

management of farm inputs, marketing

strategies, irrigation techniques and water

management, product preservation and

storage, agricultural credit, financial

planning and budgeting.

Results obtained also shows that benefits

derived from the farmer education in the



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425

study area include increased production,

improved access to agricultural information,

improved management of inputs, and

improved marketing strategies. Along this

line, Onwubuya (2005) noted that increased

agricultural production depends primarily on

the educating farmers to accept changes

which are difficult for the illiterate farmer.

Hamisu et al,(2017)also observed that vital

information provided to farmers by extension

agents helps in identifying their problems and

possible solutions.

4.0 CONCLUSION

This study provides insight about the

underlying socio-economic factors

influencing the decision to adopt farmer

education and irrigation technologies in the

study area. Gender, age, marital status, farm

size, availability of inputs, access to

information and credit, land ownership,

support services, membership in farmer’s

cooperative, farmer education, etc. were

observed to have positive effects on adoption.

Farmer education were seen to broaden

farmers' understanding of irrigation farming

to accept and actively participate in irrigation

farming to achieve sustainable food self-

sufficiency. The study also identified the

constraints and possible solutions associated

with the irrigation scheme. Extension

education programmes significantly increase

yields, create employment and to improve

food security and secure livelihoods in the

study area. Results of this study would also

provide realistic information on irrigation

development and for formulating future

strategies on irrigation investment in the

study area and the country at large.

5.0 REFERENCES

Awotide B.A, Awoyemi T.T, Ojehomon E.T.

(2012). Farm-level constraints and adoption

of improved rice varieties in Nigeria.

Learning Publics Journal of Agriculture and

Environmental Studies. 2012;

1(2):12–29.

Babbie, E. (1994). The Practice of Social

Research. 7th edition. Wadsworth Pub. Co.,

Wadsworth, Belmont, 241 p.

Caswell, M., Keith F., Cassandra I., Sharon

J., and Catherine K. (2001). Adoption of

Agricultural Production Practices: Lessons

Learned from the U.S. Department of

Agriculture Area Studies Project.

Agricultural Economic Report, 792.



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Cosmas N.A, Chinenye C.A, Okala O.N,

Godwin O.C. (2010). Present and

Prospective Roles of Irrigation in National

Food Security in Nigeria. International

Journal of Applied Agricultural

Research 5(4):455–466.

DiGennaro,S.W (2010). Evaluation of the

Livelihood Impacts of a Micro Irrigation

Project in Zambia. A Thesis Presented

to the Faculty of the Graduate School of Ohio

State University for the Degree of

Masters of Science

FAO (1997). Irrigation Potential in Africa. A

basin approach. Food and Agricultural

Organization (FAO) Land and Water

Bulletin 4, Rome.

http://www.fao.org/docrep/W4347E/

W4347E00.htmAccessed: February 21, 2019

FAO (2014). Growing Greener Cities in

Africa: First Status Report on Urban and

Peri-urban Horticulture in Africa. Food

and Agriculture Organization of the United

Nations, Rome.

FMARD (2006). Cassava development in

Nigeria country: case study towards a global

strategy for

Cassava development pp.16

Haile, T. (2008). Impact of irrigation on

poverty reduction in Northern

Ethiopia. A PhD dissertation

presented to the Department of Food

Business and Development National

University ofIreland, Cork,

pp. 200.

Hamisu, S., A, A. M., Makinta, M. M.,

Garba, L., and Musa, G. (2017). A Review on

Current Status of Agricultural

Extension Service in Nigeria. Asian Journal

of Advances in Agricultural Research,

1-8.

Korrtenhorst, L.F., Steekelenburg, P.N.G.

and Sprey, L.H. (1989). Prospects and Proble

Irrigation Development in Sahelian and

Sub-Saharan Africa. Irrigation Drainage

System 3:13-45.

KTSG (2013): Katsina State Government:

Report of Monitoring and Evaluation

Capacity Assessment. Katsina State

Ministry of Information and Culture.

September 2013.

Mishra V. N., Rai P. K., Mohan K.(2002)

Prediction of land use changes based on land

http://www.fao.org/docrep/W4347E/W4347E00.htm

http://www.fao.org/docrep/W4347E/W4347E00.htm



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change modeler (LCM) using remote

sensing: a case study of Muzaffarpur (Bihar),

India. Journal of the Geographical Institute"

Jovan Cvijic" 2014; 64: 17.

Norman, D., Rhonda J, Stan F. Bryan S. and

Hans K. (1997). “Defining and Implementing

Sustainable Agriculture.” Kansas

Sustainable Agriculture Series, 1:1-14.

Onwubuya, E. A. (2005). Social Educational

Psychology in Extension, in Adedoyin, S. F

(ed) Agricultural Extension in Nigeria.

Agricultural Extension Society of Nigeria

(AESON).

Polson, R. A., and D. S.C. Spencer. (1991).

"The Technology Adoption Process in

Subsistence Agriculture: The Case of

Cassava in Southwestern Nigeria."

Agricultural Systems 36(1): 65-78





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CRITICAL REVIEW OF ENGINEERING CURRICULUM AND

ADHERENCE TO STANDARDS FOR ENHANCED LABOUR MOBILITY

AND EDUCATIONAL SUSTAINABILITY IN NIGERIA


Civil and Environmental Engineering Department

Afe Babalola University, Ado-Ekiti

Ekiti State, Nigeria

[email protected]

Abstract

Standardization of Nigerian education and enhanced labour mobility are achievable if important

issues in engineering tertiary institutions are addressed holistically. In spite of efforts being made

by National Universities Commission (NUC) and Council for the Regulation of Engineering in

Nigeria (COREN), engineering education in Nigeria is yet to be up to international standards due

to government policies, inadequate remuneration of staff in various cadres of the institutions and

lack of structured review of curriculum system. This study checked various pitfalls in our

educational system and solicits for improvement and enhanced labour mobility. The methodology

adopted is purposive sampling techniques, questionnaires and literature survey. Curriculum of

engineering programmes was checked in selected Nigerian engineering institutions. Barriers to

labour mobility and educational sustainability include substandard curriculum, lack of standards,

lack of planning and focus, bureaucracy in institutions and many others. Relevance strategies were

put in place for critical review of curriculum, re-training of lecturers, raising standard of admission

system, integrated laboratory and practical sessions for achievement of better productivity,

graduates’ employability and improvement in industrial attachment. Quality assurance,

appropriate feedback from students and strict compliant to standards in universities, polytechnics

and technical colleges are inevitable for educational sustainability. It is concluded that periodic

review of curriculum through institutions, industries, Nigerian Society of Engineers (NSE),

COREN and other regulatory bodies is essential for enhanced mobility, international recognition

and sustainability of engineering education in Nigeria. Continuous professional development is

essential for every member of engineering family to keep abreast of latest innovation, advancement



Critical Review Of Engineering Curriculum And Adherence To Standards For Enhanced Labour Mobility And Educational Sustainability In

Nigeria


429

and technological development. This study recommends harmonization and standardization of

engineering education curriculum and standards for enhanced manpower development, labour

mobility and productivity.

Keywords: Standardization, Regulation, Review of Curriculum, Professional Development,

Graduates’ Employability

1.0 INTRODUCTION

There is dire need to review curriculum of

engineering programme in Nigerian

institutions for standardization of Nigerian

education and to enhance labour mobility.

The quality of graduates, educational

sustainability and performance of members

of engineering family can be improved

through strict adherence to standards, drive

for excellence and yearning for sustainable

development. Labour mobility is the ease

with which personnel moves around within

an economy and between different

economies. The course code, course content,

general engineering courses and training of

engineers will improve by appropriate

curriculum review.

The scope of engineering practice is wide and

it requires functional educational systems.

Relevant and practicable curriculum that can

solve local and global challenges is needed

for Nigerian education. This should be based

on outcomes not just lecturers’ centers

curriculum. Latest equipment, sophisticated

laboratories and workshops should be used in

the education of our upcoming engineers to

solve real life problem and to address global

challenges. Engineering profession can be

practiced in public organizations, private

firms, and local, state and federal government

parastatals. Engineers work in construction

companies, consultancy offices, education

and in copious industries. Standard of

education affects standard of performance

and quality of graduate in industries and

academia.

External stakeholders’ consultation is

germane in curriculum review for all

engineering programme and latest

development need to be incorporated for

effectiveness and sustainable educational

system. Industrialization, education, training,

social status, transportation, labour market

regulation, interest and drive of engineering

personnel affect labour mobility in Nigeria.

Curriculum means detailed blueprint for

education that is drawn from preferred

results in terms of content and performance



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standards. The curriculum content of our

engineering programmes needs a lot of

review to meet up with international

standards and for improvement of human

capital and for benefit of every sector of our

economy.


It is obvious that there is inadequate basic

education that can meet global challenges

and request for superior education has

drastically increased geometrically (Fabiyi

and Oladipo, 2008).

Quality assurance helps to meet up with the

demands regarding manpower, skill

acquisitions, better output and ability to do

the right things always (Ajayi and

Akindutire, 2007).

Engineering education needs revamping for

the achievement of sustainable development

goals, technological advancement, public

health and effective training of engineering

students in post covid-19 era.

Entrepreneurship skills, industrial exposure,

reviving strategies, virtual training,

sophisticated technology and quality research

should be embraced by all polytechnics and

universities for adequate training and

learning (Oyebode, 2020).

Quality assurance includes appropriate

regulation, effective education process,

excellent structuring of curriculum to meet

recent trends of development and viable

content (Middlehurst, 2001).

In Nigeria, there is overloading of

curriculum and Nigerian learners are not

getting the best from it. Manpower and

infrastructural development are the bedrock

of educational system (Oladipo et al., 2009).

There is need for effective synergy between

academia and industries for better

engineering education, enhancement of

Nigerian graduate and productive research

output (Oyebode, 2019).

Curriculum needs holistic review for better

education and research work. There is need

for improved integration of sustainability in

the educational sector (Leal et al., 2020).

Universities have a crucial role to play in the

transformation of our society and better

education and sustainable development

(Barth and Rieckmann 2012).

Improved educational system, good authority

with its policies and procedures requires

essential change in our attitude (Bejide,

2019).

https://www.tandfonline.com/doi/full/10.1080/1943815X.2017.1362007



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Quality assurance is significant in

engineering fields as it reduce risks in

projects. This will curb time extension, non

performance issues and waste of funds on

projects (Adenuga, 2013).

Quality issue is a worldwide problem.

Developed and developing countries are

trying to get over this in construction

industries (Griffith, 1990).

Law plays an important role in reliable

advancement. Industry has major

responsibilities to play in national

development (Nyirenda and Ngwakwe,

2014).

Students should have adequate awareness

about their environment. This will help them

to understand designs, management and

innovation that can cope with growing

population in order to protect our

environment (Abdul-Wahab et al., 2003).

Administrators of institutions has special

role to play in supervising and monitoring

specific obligation that can improve

education. There is indiscipline and failure of

educational system when there is

communication gap and poor supervision

(Ogundola et al., 2020).

Systems of Education are the most

multifaceted systems of any establishments

because it affects both private and public

sector (Ogundele and Laguador, 2017).

Buildings are indispensable amenities in the

administration of quality education in

country. Educational buildings should be

sustainable to meet current and future needs

(Aghimien et al., 2018)

Systematic review of curriculum is important

for enhancement of academic contents and in

the achievement of quality education (Stern,

2014).

Consistent change of knowledge and

inventions for our society has resulted into

restructuring of curriculum and techniques

for teaching in many fields to promote

entrepreneurship, effective internship and

improve learning methodology (Essia, 2012).

3.0 METHODOLOGY

The methodology adopted is purposive

sampling techniques and literature survey.

Curriculum of engineering programmes was

checked in selected Nigerian engineering

institutions. Barriers to labour mobility and

educational sustainability include

substandard curriculum, lack of standards,

lack of planning and focus, bureaucracy in

institutions and many others. Critical

curriculum review and educational

standardization can be achieved through



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institutions, regulatory bodies, researchers

and various stakeholders. The academic

content of courses was checked for some

Nigerian institutions. There is observation

that recent trends and computer computation,

softwares, modeling and simulation of

systems, facility management and other latest

development were not captured.

Figure 1 presented the feasible systems for

sustainability of engineering education and

figure 2 gave the Curriculum Review

Framework. Table 1 gave responses to

questionnaires by some academia regarding

curriculum and engineering education

ranging from 1 to 5 scales.

Table 1: Response of Researchers and academia on Engineering Education



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Figure 1: Feasible Systems for Education Sustainability (Saviano et al., 2019).

Figure 2: Curriculum Review Framework (Leonard et al., 1998)

Some academia cannot review their course

content because of work load and number of

students admitted into various institutions.

Table 2 indicates the registration enlargement

in Nigerian Universities from 1999 to 2009.

This enrolment was given by Joint

Admissions and Matriculations Board. Table

2 indicated quality assurance drivers in

Nigerian University System regarding

curriculum issue.



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Table 2: Enlistment growth in Nigerian Universities between 1999-2009

Source: (JAMB, 2006).

Figure 3 indicates Obstacles more representative – results of quantitative approach. Figure 4 gave

Quality assurance drivers in Nigerian University System.

Figure 3: Quality assurance drivers in Nigerian University System



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Figure 4: Obstacles more representative –

results of quantitative approach

Quality education depends on quality of

academic staff, non academic, administrators

and appropriate curriculum. Figure 5

presented schedule for introducing education

into the different sectors. Figure 6 shows a

holistic eco-system in providing quality

education.



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Figure 5: Schedule for introducing education into different sectors

Figure 6: Holistic Quality Education Eco-System

4.0 STRATEGIES FOR CRITICAL

REVIEW OF CURRICULUM

The following strategies for curriculum

review will yield tremendous benefits:

i. Adoption of latest technology for

impartation of knowledge.

ii. Review of bench mark, standards and

accreditation process to meet up with

international standards by the

regulators.

iii. Periodic interaction with engineering

industries for input that can enhance

teaching and research.

iv. Organization of workshop on review

of curriculum and accreditation

scoring criteria and benchmark

minimum academic standards.

v. Mandatory seminars and workshops

on teaching and learning methods in

engineering institutions.

vi. Re-training of lecturers and raising

standard of admission system

vii. Integrated laboratory and practical

sessions for achievement of better

productivity, graduates’

employability and improvement in

industrial attachment.

viii. Quality assurance, appropriate

feedback from students and strict

compliant to standards in universities,

polytechnics and technical colleges

are inevitable for educational

sustainability.

ix. Incorporation of relevant soft skills

for entrepreneurship, productivity,



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special exposure to computer

technology, employability and also

for job creator.

x. Embracement of outcome based

education for robust linkages and

educational mobility.

5.0 CONCLUSION

It has been concluded that periodic review of

curriculum through institutions, industries,

NSE, COREN and other regulatory bodies is

essential for enhanced mobility, international

recognition and sustainability of engineering

education in Nigeria. Continuous

professional development is essential for

every member of engineering family to keep

abreast of latest innovation, advancement and

technological development. There is need to

enhance engineering education for necessary

development and sustainable on global scale.

External stakeholders’ consultation is

germane in curriculum review for all

engineering programme and latest

development need to be incorporated for

effectiveness and sustainable educational

system. Request for valuable contributions to

curriculum update, engineering and industry

should be part of criteria for promotion of

academic staff in Nigeria. This will motivate

them to perform and give quality teaching.

Quality of standards needs to be enforced for

better output, credible graduates and

professionals. Collaborations from

industries, employability and

entrepreneurship will be enhanced by

standardized curriculum. There is urgent

need for immediate action plan regarding

review of engineering curriculum and

adherence to standards for enhanced labour

mobility and educational sustainability in

Nigeria.

6.0 RECOMMENDATION

This study recommended harmonization and

standardization of engineering education

curriculum and standards for enhanced

manpower development, labour mobility and

productivity. All stakeholders such as

lecturers, industries, students, educators and

regulators should be mandated to contribute

their quota to curriculum development.

Workable legal frameworks, good

governance, sense of responsibilities and

accountabilities should be put in place for

effective implementation of modified

curriculum. Admission process, registration,

design of curriculum, lecture delivery,

assessments and standards of engineering

education should be periodically monitored

by structured performance index by the



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regulators and professional bodies. Latest

equipment, sophisticated laboratories and

workshops should be used in the education of

our upcoming engineers to solve real life

problem and to address global challenges.

There is observation that recent trends and

computer computation, softwares, modeling

and simulation of systems, facility

management and other latest development

were not captured. Quality assurance,

appropriate feedback from students and strict

compliant to standards in universities,

polytechnics and technical colleges are

inevitable for educational sustainability.

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Hutchinson, M. (2003). The need for

inclusion of environmental education in

undergraduate engineering curricula,

International Journal of Sustainability in

Higher Education, 4 (2), pp. 126-137.

Adenuga, O. A. (2013). Factors affecting

quality in the delivery of public housing

projects in Lagos State, Nigeria.

Aghimien, D. O., Adegbembo, T. F.,

Aghimien, E. I., & Awodele, O. A. (2018).

Challenges of sustainable construction: a

study of educational buildings in

Nigeria. International Journal of Built

Environment and Sustainability, 5(1).

Barth M, Rieckmann M. 2012. Academic

staff development as a catalyst for curriculum

change towards education for sustainable

development: an output perspective. J Clean

Prod. 26:28–

36.10.1016/j.jclepro.2011.12.011

Bejide, A. O. (2019). Compliance with

Regulations: Path to Adequate Corporate

Governance in the Nigerian Banking Industry

for Business Sustainability and Enhanced

Financial Performance. Journal of Business

and Management Sciences, 7(1), 31-58.

Essia, U. (2012). Entrepreneurial culturing of

formal education programmes in

Nigeria. Journal of Sustainable Society, 1(2),

52-62.

Griffith, A (1990). Quality Assurance in

Building Macmillan Education, London.

Leal Filho, W., Wu, Y. C. J., Brandli, L. L.,

Avila, L. V., Azeiteiro, U. M., Caeiro, S., &

Madruga, L. R. D. R. G. (2017). Identifying

and overcoming obstacles to the

implementation of sustainable development

at universities. Journal of Integrative

Environmental Sciences, 14(1), 93-108.



Nigeria


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and D.J Elzinga “Planning for curriculum

renewal and accreditation under ABET

Engineering criteria 2000” ASEE Annual

Conference & Exposition (1998).

Nyirenda, G., & Ngwakwe, C. C. (2014).

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harmonization. Environmental economics,

(5, Iss. 1), 76-85.

Ogundele, M. O., & Laguador, J. M. (2017).

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Sustainable Development of Nigerian and

Philippine Education. Ghana and the

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Ogundola, P.I., Fabamise D. B. and Fadipe

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Oladipo, A., Adeosun, O., & Oni, A. (2009).

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Academia and Industries for Demand-Driven

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6th December, 2019 at the Afficent Event

Center, Nasarawa GRA, Kano, Kano State,

Nigeria.

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Engineering Education In Post Covid-19 Era:

Challenges And Way Forward. NSE Ibadan

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Education Research, 20(5), 581-611.





440

MAXIMISING THE FEEDBACK RELATIONSHIP BETWEEN INDUSTRY

4.0 AND THE NIGERIAN ENGINEERING EDUCATION SECTOR

O.A. Odetoye1and T.E. Odetoye2* 1Department of Computer Science, School of Computing and Engineering Services, Babcock

University, PMB 4003, Ilishan-Remo, Ogun State, Nigeria

2Department of Chemical Engineering, Faculty of Engineering and Technology, University of

Ilorin, PMB 1515, Ilorin, Kwara State, Nigeria

[email protected] +234-7064356000

ABSTRACT

The Fourth Industrial Revolution (4IR) continues to drive a fusion of physical, digital and

biological technology in ways that are rewriting the norms in engineering practice by introducing

new approaches such as Internet of things (IoT) and the Industry 4.0 paradigm, that are poised to

also change the educational sector globally. Nigeria is yet to tap into the full potential of the Third

Industrial Revolution. The relationship between 4IR and engineering education is considered as a

positive feedback loop.4IR technologies have great potential to enhance the quality of the Nigerian

engineering education system, which in turn fosters an improved engineering education sector that

is better equipped to produce sustainable outcomes in Industry 4.0era. This paper explores the

potentials for application of 4IR technologies in improving the Nigerian engineering education

delivery system and suggests ways through which the educational system can enhance the

potentials of its educands to become competitive professionals in the disruptive-technology

engineering era.

Keywords: Industrial revolution, Internet of things, Engineering education, Positive feedback and

Disruptive technology

INTRODUCTION

The history of modern engineering is

universally represented as four major eras.

Each era was brought on by transition periods

known as Industrial Revolutions with the

earliest era being the First Industrial

Revolution and the current one being the

Fourth Industrial Revolution. These are also

known as Industries 1.0, 2.0, 3.0 and 4.0 and


O.A. Odetoye1and T.E. Odetoye2*

Maximising the Feedback Relationship Between Industry 4.0 and The Nigerian Engineering Educationsector


441

they are frequently abbreviated as 1IR , 2 IR

, 3IR and 4IR respectively.

Industry 1.0 spurred the steam-powered

mechanization of industrial processes and

powered transportation. Industry 2.0 ushered

in internal combustion (petroleum product)

engines and basic electrical machines and

devices such as the telegraph, new materials

such as plastics and special alloys, as well as

powered machine tools which led to

improvements in manufacturing operations.

Industry 3.0 is also known as the Digital

Revolution, as it ushered in the age of digital

electronics and computers, modern

intercontinental telecommunications,

internet as well as space exploration. Industry

4.0 is a paradigm shift in the technological

world of the 21st century, in which

technological fusion is the main

driver(Bongomin et al.2020). It builds mainly

on the technologies acknowledged in the

previous Industrial Revolutions, and is

propelled by a fusion of knowledge, leading

to disruptive interdisciplinary technological

advancements such as Internet of

Things(IoT), in which mechanical systems

can now be communicated with, and

controlled remotely by means of the Internet,

for instance.

Another emerging technological field in

Industry 4.0 is biorobotics, which is a fusion

of materials engineering, cybernetics,

robotics and biology. Cybernetics by itself

involves control theory, operations research,

artificial intelligence and other disciplines.

This unprecedented rate of knowledge fusion

leads to more diverse technological

endeavors and successes thereby resulting to

more potentials for knowledge creation and

application, which yields a “feedback effect”,

such that, at any point in the era of Industry

4.0, the more a nation achieves, the more it is

capable of achieving in the future.

The first institution in Nigeria to offer

engineering education was the Yaba Higher

College originally established in 1930 and

later succeeded by the Yaba College of

Technology in 1947(Ojiako, 1986). At its

establishment, an engineer seconded from the

colonial government’s Public Works

Department, was the only engineer among

the teaching staff. The output over a period of

10 years was less than 20 engineering

assistants. This scenario fairly illustrates

engineering education in pre-independence

Nigerian era (Ojiako, 1986).

The first Faculty of Engineering in Nigeria

was established at the University of Nigeria,

Nsukka in 1961, barely after the national




442

independence. This establishment occurred a

few years into the Third Industrial

Revolution in the western world. Since then,

higher engineering education has become

more accessible in Nigeria through several

public and private institutions .Industry 3.0

has since evolved over time at a very fast

pace in the western world, giving way to

Industry 4.0 early in the twenty-first

century(Oloyede et al., 2017).There is a need

for transitions to reflect in the engineering

industry, the educational sector in general,

and the engineering education subsector in

particular, in order to establish Nigeria in the

world of Industry

DISRUPTIVE ENGINEERING IN THE TWENTY-FIRST CENTURY

The term sustainable development (SD) has

been assigned various meanings by different

organizations over the years(Byrne, Desha,

Fitzpatrick, & Hargroves, 2010). However, a

universally-accepted definition is that

sustainable development is a development

that meets presents needs without

compromising the capacity to meet future

needs(WCED, 1987). Thus, sustainable

development is not a future concept, it is a

present concept. Sustainable engineering, is

generally considered to be an engineering

practice which is economically, socially and

environmentally safe(Byrne et al., 2010). The

environment has received increased amounts

of attention in the modern world, with the

recent focus of concern on adoption of

environmentally safe practices, fuels and

efforts to combat climate change and global

warming.

In the 21st century, sustainability is a core

value in community and national

development(Byrne et al., 2010) which is not

to be achieved by chance but by

intentionality. The intentionality involves

accounting for the fact that the global

environment is being disruptively infused

with technology at a higher rate than in

preceding centuries. This disruptiveness,

however, need not be a negative

phenomenon. A characteristic of preceding

industrial revolutions is that advances were

made in some particular engineering fields,

such as chemical engineering in the Industry

2.0 and electronic engineering in the Digital

Revolution. Industry 4.0 involves

interdisciplinary advances in technology and

thus has strong economic potentials which

will be beneficial to nations that are able to

harness them successfully.




443

The concept of disruptive technology is not

completely new(Paschek, 2019) as the

invention of the cotton gin in 1794

revolutionized the textile industry of that era

while the invention of the aeroplane in 1903

changed the transportation world.

Furthermore, technologies in the 21st century

that have emerged show the capacity to

impact billions of lives in a short span of time

and in a much more involved way than has

been previously possible. Instances abound

of wide scope of effects on various sectors

that have already been made possible in the

age of Industry 4.0.

In 2020, the social networking platform

known as Facebook has over 2 billion active

users within only 16 years of existence

(Clement, 2020).Facebook, among other

social media, has the capability of identifying

and recommending people, including long-

lost acquaintances of users. It provides

advertisements to the targeted audiences that

are most likely to respond to such, thereby

transforming the world of advertisements and

social connectivity. Several other social

media applications have sprung up over the

years, and have come to be of significant

economic significance over time especially

during the COVID-19 pandemic period. The

emergence of social media has successfully

disrupted the initial humanity’s technological

prowess in radio which was then considered

a revolutionary communication device when

analogue radio technology was considered

ground breaking. Moreover, drones are now

being used for agricultural activities. Indeed,

stakeholders and experts globally are already

planning for Industry 5.0(Paschek, 2019) in

which Nigeria should not be left out.

In the Fourth Industrial Revolution, not only

are new skills emerging, but some currently

available skills are gradually becoming

obsolete(Bongomin et al., 2020). This

disruption in skills requirement indicates that

the Nigerian educational sector need not only

to evolve in order to catch up with the train

but need to “evolve to keep evolving”.

Reasonable sustainability can be been

achieved in the Nigerian engineering

educational system when it is fashioned not

to only produce near-future engineers that

are equipped with the skills to be relevant in

the global technological community, but to in

still the needed evolution culture that propels

Nigeria’s engineering capacity for

continuous national and international

development in the long-term




444

THE FEEDBACK LOOP BETWEEN

INDUSTRY AND ENGINEERING

EDUCATION

The relationship between Industry 4.0 and the

engineering education sector indicated in

Figure 1 is fundamentally one of positive

feedback on many levels. The feedback

relationship can be maximized for the benefit

of the national development. Figure 1

illustrates that when engineering education is

enhanced, the standard of engineering

personnel is raised, and the success of such a

nation in the 4IR era is more firmly ensured

through capacity building for globally

relevant contributions to 4IR technology. It can

be noted that Industry 4.0 can enhance

engineering education in multiple ways. Two

major complementary approaches to this effect

are: applying 4IR technologies in education

delivery and integration of 4IR content into

training programs of engineers. The feedback

relationship can be maximized as considered in

subsequent sections.

Figure 1: Feedback relationship between engineering education and Industry 4.0




445

SKILLS OF THE INDUSTRY 4.0 ENGINEER

New skill sets are needed by engineers to

keep up, thrive and contribute effectively.

These include both hard and soft skills, which

the education system should be adapted to

strongly incorporate. Skills of the Industry

4.0 engineer include:

▪ Interdisciplinary expertise

▪ Creativity and Innovation

▪ Communication Skills

▪ Social and Business Knowledge –,

▪ Digital Skills –

▪ Renewable/Sustainable Technology

▪ Discipline-Specific Technology

▪ Design Skills

POTENTIALS FOR ENGINEERING EDUCATION ENHANCEMENT WITH 4IR

TECHNOLOGY

Education delivery methods are very

important, because they directly affect the

effectiveness of the education process.

Industry 4.0 has a subset known as Education

4.0, which merges education and industry in

realistic contexts, preparing educands for

responsibilities in the modern world(Ally &

Wark, 2019).Various approaches can be

appliedto enhance education of engineers for

sustainability. Some methods which are

proposed, including some which have been

experimentally applied with promising

results are:

3.1.1 Teaching Factory – The teaching

factory model of education is similar to

the training of medical professionals

whereby medical schools and hospitals

are combined as teaching hospitals. This

type of system is also applicable to

engineering students, such that the

teaching of theory, practical, design and

manufacturing education is delivered in a

combined way in which components are

linked together in a form that is relevant

to industrial practice, with the use of

delivery mechanisms that allow the

production environment to be accurately

represented and experienced during the

learning process(Chryssolouris et al.,

2016). This method will help to smoothly

inculcate the realities of the industrial




446

environment into students and enable

them to appreciate the processes for

developing real engineering solutions,

such as planning, human resources,

bottleneck identification and elimination,

as well as utilization and maintenance of

real equipment as opposed to purely

hypothetical scenarios. Such a system is

easily updated, because the content of the

curricula adapts with the modern

industrial practices

3.2.1 Distance Learning Technology and

Massive Open Online Courses (MOOCs).

These are online courses offered in an

open-access manner, via the web, to

participants (Mogo et al., 2018). MOOCs

offer both traditional teaching materials

such as recorded video lectures and

documented courseware, homework,

assessment and feedback, as well as

interactive activities such as forums for

interaction. MOOCs can also be

structured to follow a regular semester

style. The major advantage of MOOCs

are their flexibility, the open access, and

the accessibility. The openness also

implies that they could be centralized and

decentralised as necessary, or restricted

as is necessary. For example, a MOOC

system can be established and managed

directly at school level, by private bodies,

by Non-Governmental Organisations, or

even at National level.

3.3.1 Virtual/SimulatedLaboratories

Experiments and laboratory exercises, as

well as machinery can be modeled and

simulated on computers such that they

can be performed and interacted with

virtually(Liu, Valdiviezo-díaz, Riofrio, &

Sun, 2015). This provides the learners

with visualization of systems and

conceptualization and helps to familiarize

them with procedures by being

interactive. This method is particularly

useful for learning lower level

fundamental physical concepts and is

found to be particularly effective

especially at secondary school level to

give solid technical background for

engineering training(Chou & Feng,

2019). Students can be able to, for

example, edit the parameters of a virtual

electric motor, observing the effects on its

speed with certain voltage,without the

inherent risk of electric shock. It is also a

better form of alternative-to-practical

than printed pictures, that can be

implemented more cheaply than VR for

some types of experiments. These

simulations are distinguished from

Virtual Reality (VR) in that they are

mostly carried out on 2-D workstation




447

computer systems or even tablet

computers.Virtual Reality/Augmented

Reality (VR/AR) Learning – VR/AR is

one of the main technologies emerging in

Industry 4.0. It has mainly found

application in the entertainment

industries, but has great potential for the

education industry, especially in

practical-oriented fields such as

engineering and medicine. VR is an

immersive simulation of the physical

world in which the user can see, hear,

grab, lift, hold, and interact with objects

almost as if they were physically

present(Mourtzis, Zogopoulos, &

Vlachou, 2018). This is done by the use

of sensors and actuators to accurately

reproduce the sensory interactions with

the systems and environments being

virtually created. With VR, pilots, for

example, are able to learn how to fly

planes, feeling the movements of the

plane, seeing the weather and turning

their heads and seeing the controls and

operating them. One could also enter a

ship’s engine room to interact with the

components, all this being done virtually.

It is easy to see how such training could

be incredibly beneficial to learners to

help develop invaluable skills in

operation of equipment and inspection of

systems Remote Laboratories Using the

power of Internet of Things (IoT) and

Cyber-Physical Systems (CPS), it is now

possible to conduct lectures and actual

physical experiments in teaching

laboratories over long distances. The

devices in the system can be controlled

remotely, while the resulting

measurements can be detected by sensors

and be automatically forwarded to

wherever it is needed. For example, one

does not have to enter the lab every time

to manually measure the height of liquid

in a cylinder or PH value of an

experiment in progress at regular

intervals(Cardoso, Sousa, & Gil, 2016). It

can be arranged such that the researcher

or student can access the PH value at any

time, using a platform on their personal

computers, and even issue commands to

the experiment setup to record the PH

value continuously over time which can

be seen as a graph even from the student’s

bedroom. This shows enormous potential

to make learning more accessible and

flexible for researchers and engineers in

training.




448

University-Industrial Linkages – In

engineering, practical skill,

experience, or at least practical

knowledge is very important

compared to other fields, similar to

the medical profession, such that even

academics benefit from practical

experience. For this reason,

engineering education deserves more

industrial input that the average field

of study (Idris & Rajuddin, 2012).

While the teaching factory tries to

make the curriculum delivery directly

relevant to the industrial

requirements, it is also desirable to

have actual industrial component of

engineering education, and

collaboration between academia and

industry should be encouraged. For

example, students could be funded by

and write their theses even at

doctorate level on relevant topics to

some engineering establishments,

which has been found to be useful in

industries such as the aerospace

industry(Gautrey, 1998).

REFERENCES

Ally, M., & Wark, N. (2019). Learning for

Sustainable Development in the Fourth

Industrial Revolution. accessed from

http://oasis.col.org/bitstream/handle/11

599/3393/PCF9_Papers_paper_92.pdf?

sequence=1&isAllowed=y on 11th

November, 2020.

Bongomin, O., Ocen, G. G., Nganyi, E. O.,

Musinguzi, A., & Omara, T. (2020).

Exponential Disruptive Technologies

and the Required Skills of Industry 4.0.

Journal of Engineering, 2020.

https://doi.org/https://doi.org/10.1155/2

020/4280156

Byrne, E., Desha, C., Fitzpatrick, J., &

Hargroves, K. (2010). Engineering

Education For Sustainable

Development : A Review Of

International Progress. 3rd

International Symposium for

Engineering Education. Cork:

University College.

Cardoso, A., Sousa, V., & Gil, P. (2016).

Demonstration of a remote control

laboratory to support teaching in control

engineering subjects. IFAC-

PapersOnLine, 49(6), 226–229.

Chou, P.-N., & Feng, S.-T. (2019). Using a

tablet computer application to advance

high school students’ laboratory

learning experiences: A focus on




449

electrical engineering education.

Sustainability, 11(2), 381.

Chryssolouris, G., Mavrikios, D., & Rentzos,

L. (2016). The Teaching Factory : A

Manufacturing Education Paradigm.

Procedia CIRP, 57, 44–48.

https://doi.org/10.1016/j.procir.2016.11

.009

Clement, J. (2020). Number of monthly

active Facebook users worldwide as of

2nd quarter 2020. Retrieved August 12,

2020, from

https://www.statista.com/statistics/2648

10/number-of-monthly-active-

facebook-users-worldwide/

Gautrey, J. (1998). Flying qualities and flight

control system design for a fly-by-wire

transport aircraft. accessed from

https://dspace.lib.cranfield.ac.uk/handle

/1826/9594 on 11th November, 2020

Idris, A., & Rajuddin, M. (2012). The Trend

of Engineering Education in Nigerian

Tertiary Institutions of Learning

towards Achieving Technological

Development. 56(Ictlhe), 730–736.

https://doi.org/10.1016/j.sbspro.2012.0

9.710

Liu, D., Valdiviezo-díaz, P., Riofrio, G., &

Sun, Y. (2015). Integration of Virtual

Labs into Science E-learning. Procedia

- Procedia Computer Science, 75(Vare),

95–102.

https://doi.org/10.1016/j.procs.2015.12.

224

Mogo, R.-I., Bodea, C.-N., Dascalu, I.,

Safonkina, O., Lazarou, E., Trifan, E.-

L., & Nemoianu, I. V. (2018).

Technology enhanced learning for

Industry 4.0 engineering education. Rev.

Roum. Sci. Tech. Ser. Electrotech.

Energy, 63, 429–435.

Mourtzis, D., Zogopoulos, V., & Vlachou, E.

(2018). Augmented Reality supported

Product Design towards Industry 4.0: a

Teaching Factory Paradigm. Procedia

Manufacturing, 23(2017), 207–212.

https://doi.org/10.1016/j.promfg.2018.0

4.018

Ojiako, G. (1986). UNIVERSITY

ENGINEERING EDUCATION AND

TRAINING IN NIGERIA :

DEVELOPMENT , WEAKNESSES

AND IMPROVEMENTS. Nigerian

Journal of Technology (NIJOTECH),

10(1), 46–56.

Oloyede, A., Ajimotokan, H., & Faruk, N.

(2017). EMBRACING THE FUTURE

OF ENGINEERING EDUCATION IN




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NIGERIA : TEACHING AND

LEARNING CHALLENGES. Nigerian

Journal of Technology (NIJOTECH),

36(4), 991–1001.

https://doi.org/http://dx.doi.org/10.4314

/njt.v36i4.1

Paschek, D. (2019). INDUSTRY 5 . 0 – THE

EXPECTED IMPACT OF NEXT

INDUSTRIAL REVOLUTION.

Thriving on Future Education, Industry,

Business and Society: Proceedings of

the MakeLearn & TIIM International

Conference, Piran.125–132.

World Commission on Environment and

Development. (1987). Report of the

World Commission on Environment and

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Future.accessed from

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ontent/documents/5987our-common-

future.pdf





451

ANAEROBIC CO-DIGESTION OF PAUNCH MANURE AND

SUGARCANE PEELS USING COW DUNG AS INOCULUM.

1A.H. Nuruddeen and 2A.A. Lawal

[email protected], [email protected] 09059921990

1Department of Agricultural Technology, Federal College of Horticulture Dadin-kowa, Gombe

State, Nigeria.

2Department of Agricultural and Environmental Resources Engineering, University of

Maiduguri, Borno State Nigeria.

ABSTRACT

Anaerobic co-digestion offers a prospective medium for transforming organic solid wastes into

fuel, thereby providing an extra source of energy. This study investigates the kinetics of anaerobic

co-digestion of paunch manure and sugarcane peels using cow dung as inoculum for biogas

production. Anaerobic assay setup was in 3 digesters of 4 replicates with a total of 12 replicate

batch digesters under mesophilic temperature range (30-35oC) for a retention time of 30 days.

Cumulative biogas production for all digesters were measured and fitted to some selected models.

The kinetic parameters viz., biogas yield potential (P), maximum biogas production rate (Rm) and

the duration of lag phase (λ) were recorded for each case. It was observed that biogas production

potential was inversely proportional to the substrate concentration of sugarcane peels in the

digesters, the highest concentration of sugarcane peels (1.8g SP) recorded the lowest quantity of

biogas with 37.9075 mL/g VS, 1.4547 g VS-1, 1.0891 days. Therefore, sugarcane peels should be

co-digested with other substrates. The experimental kinetic data in-line with the Gompertz Model,

Modified Gompertz Model Equation.

Key words: anaerobic digestion, paunch manure, sugarcane peels, inoculum, modified gompertz

equation




Anaerobic Co-Digestion Of Paunch Manure And Sugarcane Peels Using Cow Dung As Inoculum.


452

1. INTRODUCTION

As the world population increases, so also the

demand for fossil-based fuels. This demand

is further aggravated by urbanization and its

attendant effects on energy demand as well as

uncertainty in fuel supply and prices in the

global market. Bentley, (2002); Cavallo,

(2003).

Nigeria loses an estimated five billion (USD)

annually to poor environmental management

practices from environmental pollution,

waste mismanagement and improper

agricultural waste handling Melford, (2003).

The resulting output of poor environment

management practices leads to pollution of

air, water and environment. Exposure to

these pollutants pose great threat to human

health, economic development and

environmental safety. Due to these

challenges, researchers have tried to find

alternative use of these Slaughterhouse

wastes that includes horns, bones, paunch

manure, spent-water to transform them into a

sustainable and renewable energy source

Ezeoha and Idike, (2007); Monch-Tegeder et

al., (2013); Ojolo et al., (2007).

Some researchers argued that, the biogas

production potential of paunch manure

without co-digestion results in lower biogas

yields due to its composition and opined that,

paunch manure be co-digested with other

substrates during the production process

Ezeoha and Idike, (2007); Melford, (2003);

Monch-Tegeder et al., (2013).

While Chukwuma (Chukwuma & Orakwe,

2014) researched on the appropriate mixing

ratios of paunch manure and cow dung under

tropical temperatures for biogas production

and observed that the adequate mixture was a

50-50 ratio of paunch manure and cow dung

for optimal biogas yield. The researcher also

determined the mixing ratios of cow dung

and poultry droppings to enable for effective

biogas production plants, which was

observed to be 25% cow dung and 75%

poultry droppings mixture ratios for optimal

biogas production (Chukwuma, et al., 2013).

Siqi Wang studied the feasibility,

optimization and mechanism analysis of

enzyme pretreatment enhancement from corn

stover, the study observed that enzyme

pretreatment enhances anaerobic digestion

and biogas yield with a 36.9% increment in

the cumulative biogas yield due to the

disruption of surface structure and

noncrystalline cellulose in enzyme pretreated

corn stover. (Siqi, et al., 2018)




453

Anaerobic co-digestion is a systematic means

of having more than one substrate in a

formation to form a unit for producing biogas

with the aim of improving the biogas yield

potential (Jagadish et al., 2012), also as an

alternative way of converting these wastes to

energy, which is cost-effective where the end

products could be used as organic manure for

agricultural purposes Bentley, (2002);

Cavallo, (2003). Sugarcane peels (SP) are

waste products of sugarcane (suaccherum

species) as a result of human consumption of

raw sugarcane or as waste product in jaggery

production. Sugarcane is one of the major

crops cultivated in Northern region of

Nigeria popularly known as “Rake” and the

peels as “Bawon rake” in the local dialect.

It is noteworthy that because SP waste

products are not properly utilized, it would be

a good idea to assessed its potentials as

alternative source of energy. Therefore, this

study investigated the kinetics of producing

biomethane from slaughterhouse paunch

manure (PM) co-digested with sugarcane

peels at different mixture ratios for anaerobic

digestion using cow dung as inoculum.

2. MATERIALS AND METHODS

2.1 Substrate sources and Characteristics

Fresh samples of paunch manure, sugarcane

peels and inoculum were obtained sealed to

avoid moisture depletion from kasuwan

shanu, Mairi ward and University of

Maiduguri Animal farm in Borno state. The

samples were sun dried for 48 hours to

remove excess moisture before analysis on

ash content, moisture content, total solids,

volatile solids and pH.

2.2 Anaerobic Assay Set Up

Three sets of 473 ml capacity bottles were

used as digesters and labelled as A, B and C

with each letter having 4 replicates of 3g of

paunch manure (PM), 0, 0.6, 1.2 and 1.8g of

sugarcane peels (SP) to obtain digesters with

0%, 20%, 40% and 60% co-digestion with

total of 12 digester replicates.

2.3 Preparation of Fermentation slurries

The PM and SP used in this experiment were

pulverized into about 2mm size then sun

dried for 48 hours. A moisture free PM and

SP were used to prepare the fermentation




454

slurries into 0%, 20%, 40% and 60% co-

digestion, 100 ml of water was added to each

digester with 1 ml of stock solution and 50 ml

of inoculum. A blank assay for inoculum

(Control) was used to measure the inoculum

activity in 3 replicates as in Srinidhi et al.,

(2012).

The digesters were set up in control

temperature range of 30-35o C then allowed

to undergo anaerobic digestion for a retention

time of 30 days’ mesophilic temperature

range. The gas collection was done using

liquid displacement method over a 24-hour

interval to measure Cumulative biogas

production Jagadish et al., (2012).

2.4 Analytical methods

Solid analysis: Total solids (TS) and volatile

solids (VS) analysis were performed for PM

and SP according to standard methods Sluiter

et al., (2008); Lay et al., (1998).

2.5 Modified Gompertz Model

The kinetic data obtained from the study were

checked using modified Gompertz model for

fitness. The equation gives the cumulative

biogas production from the digesters with

assumption that the gas produced is a

function of bacterial growth Jagadish, et

al.,(2012); Luengo & Alvarez, (1988); Atlas,

(2008).

𝑀 = 𝑃 ∗ exp {− exp [𝑅𝑚∗𝑒

𝑃(𝜆 − 𝑡) + 1]}

(1)

𝑦 = 𝐴 exp[− exp(𝑏 − 𝑐𝑡)]

(2)

Where

M = cumulative biogas production, l/g(Vs) at

any time t

P = Biogas yield potential, l/g (Vs)

Rm = Maximum biogas production rate, l/ (g

VS d)

λ = Duration of lag phase, d (days)

t = time at which cumulative biogas

production M is calculated, d

y = biogas production accumulation (L kg-1)

at time t

t = time (day) over the digestion period.

A = biogas production potential (L kg-1)

c = constant (d-1), b= constant (no unit)




455

the parameters P, Rm and λ were estimated for

each of the digesters using Microsoft Excel

software. These parameters were determined

For Best Fit.

3. RESULTS AND DISCUSSIONS

3.1. Physic-chemical properties of Paunch manure and Sugarcane peels

Table 1 showed the physic-chemical

properties of PM and SP. The results showed

that, PM appeared to have the same TS as SP

with 80 %. The VS of SP was 88.14 %

because of its organic matter contents which

was higher than that of PM with 67.78 %. The

ash content for PM was 14.95 % higher than

SP with 12.42 %, this is because PM contains

more non organic nutrients as compared to

sugarcane peels which is in with Ojolo et al.,

(2007). The pH values were lower than 6.5

which inhibit the formation of acetic, lactic

and propionic acids which becomes toxic for

methane forming bacteria and are essential

for acetogenesis and methanogenesis. The

optimum pH for biogas production was

between 7 and 8 similar to the findings of

Budiyono et al., (2013); Claudia et al., (2016)

who investigated the effect of pH on food

wastes and on Buffalo manure. Moisture

content shows the percentage of liquids to

solids constituents of the materials, higher

liquid contents aids in increased biogas

production through increased contact

between microorganisms and organic matter

as observed by Alnakeeb et al., (2017), PM

and SP had 6.39% and 4.17% solids and

93.61%, 95.83% liquids.

Table 1: The Physic-chemical properties of paunch manure and sugarcane peels

Materials Total solids

(%)

Volatile

solids (%)

Moisture

content (%)

pH Ash content (%)

PM 80 67.78 6.39 7.4 14.95

SP 80 88.14 4.17 7.4 12.42

3.2. Simulation of Biogas Production Accumulation

Figure 1 shows the biogas accumulation of

PM co-digested with SP, Control over a

thirty-days retention time. It was observed

that the digesters (Control, SP 0.6g, SP 1.2g

SP 1.8g) had 83.14 mL/g, 49.83 mL/g, 46.45

mL/g, and 30.89 mL/g respectively. This

showed that as the concentration of SP is

increased in the co-digestion




456

process with PM the production accumulation decreases.

Figure 1: The biogas production accumulation of PM CD 0.6 g SP, 1.2 g SP and 1.8 g SP

Figure 2 shows the plot of Gompertz Model

equation for the digesters; Control, PM co-

digested with 0.6g, 1.2g, and 1.8g SP. From

the graph it is clear that the experimental data

fits well with the Gompertz model equation

and the values for R2 were 0.98, 0.95, 0.99

and 0.99 for the control, 0.6g SP, 1.2g SP and

1.8g SP respectively.

Figure 2: shows the plot of Gompetz Model Equation for control, PM CD with 0.6g, 1.2g and

1.8g SP

Table 2: shows the summary of the results obtained from the Modified Gompertz model Equation

to check the performance of the digesters.

0

20

40

60

80

100

0 5 10 15 20 25 30 35

Biogas roduction

ccumulation C m

g

Control

SP 0.6 g

SP 1.2 g

SP 1.8 g

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

0 5 10 15 20 25 30 35

Acc.Control

G.M. Control

Acc.0.6 g SP

G.M 0.6 g SP

Acc. 1.2 g SP

G.M. 1.2 g SP

Acc. 1.8 g SP

G.M. 1.8 g SP




457

Digesters Biogas yield

(mL/ g VS)

Modified Gompertz parameters (model) R2

P, (mL/g VS) Rm(mL/g VS d) λ, d

Control 83.138 89.0018 4.7089 0.8734 0.91

0.6 g SP 49.834 54.6859 3.0700 4.02198 0.98

1.2 g SP 46.446 60.5884 2.2510 4.1684 0.72

1.8 g SP 30.889 37.9075 1.4547 1.0891 0.68

Observations made from Table 2 showed that

the cumulative biogas production from each

digester was tested for fitness with the

Modified Gompertz Model equation, the

equation described the cumulative biogas

production with the time of digestion through

biogas yield potential (P), maximum biogas

production rate(Rm) and duration of lag phase

(λ). The parameters obtained shows that the

digesters Control and PM CD with 1.8 g SP

had the shorter lag period of 0.873588 days

and 1.089084 days respectively while PM

CD with 1.2 g SP has the highest lag period

of 4.168447 days followed by PM co-

digested with 0.6g SP with 4.021884 days.

Control has the maximum biogas production

rate of 4.708995383 mL/ g VS then 0.6g SP

with 3.070026891 mL/ g VS, 1.2g SP was

2.251043986 mL/ g VS and 1.8g SP with

1.4546893 mL/ g VS. The maximum biogas

produced at the end of the digestion period

was highest for Control which as

89.00184625 mL/ g VS. This could be

because Paunch manure is rich in nutrients

and contains adequate amount of carbon,

oxygen, hydrogen, nitrogen, phosphorus,

potassium, calcium, magnesium and a

number of trace elements which are very

essential elements for the growth of

anaerobic bacterium as in Kanwass and

Kalia, (1992). It also could have optimized

syntrophic (cross feeding) interaction

between acetogenes and methanogens which

is the most critical step in the biomethanation

process as reported by Schink and Stams,

(2005). Furthermore, the digesters; control,

PM co-digested with 0.6g, 1.2g and 1.8g SP

produced 83.14 mL/ g VS, 49.83 mL/g VS,




458

46.45 mL/g VS, 30.89 ml/ g VS respectively.

Figure 3 shows The experimental kinetic data

fits well with the Modified

Gompertz Equation.

Figure 3: showed the plot of Modified Gopertz.Model Equation for the digesters control,PM CD with 0.6g

, 1.2g and 1.8g SP.

4. CONCLUSIONS

The conclusions drawn from this study were:

• Sugarcane peels had higher volatile

solids when compared to paunch

manure indicating a higher biogas

potential.

• It was observed that, the

digester(control) produced the

highest biogas with better production

rate as compared to when co-digested

with varying substrate concentrations

of SP.

• Higher substrate concentration of SP

was found to be very poor when co-

digested with PM as the digester with

1.8g SP recorded the lowest biogas

production over 30 days’ retention

period.

• SP should be co-digested with other

organic wastes to investigate further

alternatives to its biogas potentials.

0

10

20

30

40

50

60

70

80

90

0 5 10 15 20 25 30 35

Acc. Control

M.G.M Control

Acc. 0.6 g

M.G.M 0.6 g

Acc. 1.2 g

M.G.M 1.2 g

Acc. 1.8 g

M.G.M 1.8 g




459

• The simulation results indicated that

the First Order Exponential Rise,

Gompertz and Modified Gompertz

Model Equations best predicted the

Cumulative Biogas Produced as a

function of retention time.

REFERENCES

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2017. Anaerobic Digestion of Tomato

Wastes from Groceries Leftovers: Effect of

Moisture Content. International Journal of

current Engineering and Technology, 7(4),

pp. 1468-1470.

Atlas, L., 2008. Inhibitory effect of heavy

metals on methane -producing anaerobic

granular sludge. journal of Hazard. Meter.,

Volume 162, pp. 1551-1556.

Bentley, R. W., 2002. Global oil and gas

depletion: an overview. Energy policy,

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Budiyono, Syaichurrozi, I. & Sumardiono,

S., 2013. Biogas production from bioethanol

waste: the effect of pH and Urea addition to

biogas production rate. Waste Technology,

1(1), pp. 1-5.

Cavallo, A. J., 2003. predicting the peak in

world oil production.. Natural Resour Res.,

Volume 11, pp. 187-195.

Chukwuma, E. & Orakwe, L., 2014.

Anaerobic Co-digestion of Cattle Paunch

Manure and cow dung for Biogas production.

ARPN Journal of Engineering and Applied

Sciences, 9(6).

Chukwuma, E. et al., 2013. Determination of

optimum mixing ratio of cow dung and

poultry droppings in biogas production under

tropical condition. African Journal of

Agricultural Research, 8(18).

Claudia, C., Giovanna, G., Biagio, M. &

Mario, M., 2016. Temperature and pH Effect

on Methane Production from Buffalo Manure

Anaerobic Digestion. International Journal

of Heat and Technology, October.34(2).

Ezeoha, S. & Idike, F., 2007. Biogas

production potentials of cattle paunch

manure. Journal of Agric Engineering

Technology (JAET), Volume 15, pp. 25-31.

Jagadish, P. H. et al., 2012. Kinetics of

Anaerobic Digestion of Water hyacinth

Using Poultry Litter as Inoculum. Internation

Journal of Environmental Scienc and

Development, 3(2), pp. 94-98.

Kanwass, S. S. & Kalia, K. A., 1992.

Anaerobic Fermentation of sheep droppings

for biogas production. world j. of

microbiology and biotech., Volume 9, pp.

174-175.

Lay, J. J., Li, Y. Y. & Noike, T., 1998.

Mathematical Model for methane production




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from landfill bioreactor. Journal of

Environmental Engineering, 124(8), pp. 730-

736.

Luengo, P. L. & Alvarez, M. J., 1988.

Influence of temperature, buffer,

composition and straw particle length on the

Anaerobic Digestion of wheat straw-pig

manure mixtures. Resources Conservation

and Recycling, Volume 1, pp. 27-37.

Melford, I., 2003. Waste- is the developing

world ready?, s.l.: Science in Africa.

Monch-Tegeder, M., Andreas, L., Hans, O. &

Thomas, J., 2013. Investigation of the

methane potential of horse manure. Agric

Eng Int: CIGR Journal, 15(2), pp. 161-172.

Ojolo, S., Oke, S. A., Animasahun, K. &

Adesuyi, B. K., 2007. utilization of poultry,

cow and kitchen wastes for biogas

production: A comparative analysis. Iran

journal of Environ health sci. Eng, 4(4), pp.

223-228.

Schink, A. & Stams, M., 2005. syntropism

among prokaryotes. in Dworkin M.(Ed). In:

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Siqi, W. et al., 2018. Ezyme Pretreatment

Enhancing Biogas Yield from Corn Stover:

Feasibility, Optimization and Mechanism

Analysis. Journal of Agricultural and Food

Chemistry, 66(38), pp. 10026-10032.

Sluiter, A. et al., 2008. Determination of

Total Solids in Biomass and Total Dissolved

Solids in Liquid Process samples Laboratory

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Srinidhi, A. et al., 2012. kinetics of anaerobic

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Comparative Study. singapore, IACSIT

Press, pp. 73-78.





461

IMPACT OF INADEQUATE FUNDING OF ENGINEERING EDUCATION

IN NIGERIA

M.A. Adio, S.P. Chapi

Department of Mechanical Engineering, the Federal Polytechnic, Ilaro

[email protected]

[email protected]

GSM No: +234 (0)8033992513

ABSTRACT

Funding of education in Nigeria has not met UNESCO recommendation over the years across all

strata of education in Nigeria from primary to tertiary education. This poor or underfunding in

education sector greatly affected engineering education due to its capital intensive nature which

has led to downward slide in quality of education received by graduates vis-a-vis employers’

expectation to drive the nation’s industries. This paper reviews the impact of inade uate funding

as it adversely affect engineering education in terms of ill equipped library, non availability of e-

resource materials, ill equip class room, inadequate training of faculties, slow internet, grossly

inadequate field trips, ill stock and obsolete equipment in laboratories and workshops in order to

proffer solutions to these myriads of drawbacks. Secondary data obtained from Budgit on funds

allocated to tertiary education from year 2010 to 2020 on capital and recurrent expenditure .The

data analyses over span of years under review shows that more moneys were voted for recurrent

expenditure than capital expenditure. In order to upturn this downward slide in quality of

engineering education. It is recommended that government must urgently invest adequate funds

to meets needs assessment in all public schools so as to urgently fix infrastructural/capital gaps

and training needs of faculties among other pertinent issues that need to be addressed as a panacea

to all set backs bedeviling engineering education.

Keywords: Impact, Inadequate, Funding, Engineering, Education.



M.A. Adio And S.P. Chapi

Impact Of Inadequate Funding Of Engineering Education In Nigeria


462

INTRODUCTION

The demand for higher education in Nigeria

is so high because education is not only an

investment in human capital, but also a pre-

requisite as well as a correlated for economic

development (Ubogu, 2011). There is no

doubt that the provision of adequate funds for

higher education institutions is the best way

to enhance excellent administration, effective

planning, quality instruction and programs,

which are strategic towards understanding

the need for institutional management. The

education of students is meant to help them

grow and develop as individuals and provide

them with the necessary professional

competences, skills and abilities to assist

them in acquiring the right types of

understandings, concepts, values and

attitudes to manage live after graduation and

become productive members of the societies,

because the world is a global village

(Ololube, 2016). To a large extent it is

presumed globally that adequate funding of

education at all levels determines the quality

of the educational system that are functional

in any nation.

Based on this, successive government has

continued to reform and come up with

policies that would help reposition this aspect

of national life of its citizenry. Despite these

efforts, there was no evidential improvement

to inspire or shore up confidence in that very

pivotal segment of our national life, which

essentially provide workforce to other areas

of life (Nwosu, 2009). This according to

Imakhele and Tonye (2001) Okebukola

(2002), Marinho (2002) and Ekankumo and

Kemebaradikumo (2014), is an outcome of

underfunding the education and the

mismanagement of funds within the

educational system has led to the

dysfunctional and unethical practices that

have generated limitations across Nigeria’s

educational system, especially in higher

education. Nwangwu (2005) noted that the

product of poorly funded educations is weak

intellectual or half baked graduate with low

skills and competencies. However, for

education to achieve its set objectives, a lot

of funds should be available to solve any

issues that arise. For instance, money is

needed to pay salaries of academic and non

academic staff, procure equipments and

facilities needed for training of students in the

institution, construct block of lectures halls

for teaching of students and other overhead

expenses. If funds to meet these needs are not

provided for, it leads to stress and strain

institution management as they are

incapacitated in providing essential services,

faculties will leave in drove in search of




463

greener pasture. Regrettably, funding of

higher education in Nigeria has been

regressive over the years, in particular,

Nigeria being a signatory to UNECO has not

been able to earmarked the 26 % benchmark

stipulated budgetary provision to fund

education (Agabi and Ekankumo 2014)

.

While other disciplines in the tertiary

intuition may find it increasingly difficult to

cope with paucity or inadequate funding, it is

practically not workable to run to engineering

disciplines without putting some key

equipment, machines software’s and other

training kit which are part basic requirement

of course accreditation by either NUC or

NBTE as it were. This peculiarity of

engineering education comes with the fact

practical skills must be acquired along with

knowledge of engineering principles. These

aspect of education is very capital intensive

as funds will be needed to train staff on the

use of modern equipment, software to

improve their capacity which in turn will

ensure quality delivery of curriculum to the

students. Apart from these the equipment to

provide the skills need by students are usually

very expensive

Engineering education’s origin can be traced

from two different distinct roots. First is the

trade

apprenticeship education where the trainees

of the local trade program studied to advance

their practical and theoretical knowledge of

their various trades which predates colonial

era in Nigeria which helps to instill ( hand on

skills, morals, ethics, morals ) in the child.

The second root can be traced through the

college or university that recognizes natural

science which serves as a key point for

specialization to an application in

engineering which requires the attendee to go

to school (Booth, 2004). Late George King

(in Maillardet, 2004) described engineering

as ‘a three pivot stand’ that relies on science,

mathematics and techné. He referred the

word techné as the creative abilities that

distinguish an engineer from scientist; to

design, to make, to conceive and to actually

bring to fruition. It is pertinent to know that

engineering goes beyond to simply

understands the basics of science; it is

basically a vocational subject which solely

hinged on the sound understanding of

scientific principles as well as appropriate

mathematics facility, to advance human

course and solve myriads of problems that is

bedeviling human existence at each stage of

development The current technological




464

innovations in the world came as a result of

the trained personnel in the field of

engineering and technology (Adegbuyi ,

2008). During each era of development,

application of engineering and technology

education has been of immense help towards

solving a herculean problem. For instance

during the medieval times transportation is a

big issue, but through the deployment of

knowledge from engineering education

different solutions have been made possible

such as motor bike, cars trains and airplanes.

The study of biomedical engineering to help

produce equipment like ventilators which is

critical instrument that must be available in

the intensive care unit to help patients with

breathing difficulty stabilize and stay alive


2.1 Concept of Quality

Quality educations is defined as a measure of

educational input and output in its totality.

The quality of the educational system can be

measured on the scale of how adequate and

accessible the facilities and materials needed

for effective teaching and learning are

available in order to ensure that educational

programmes meet their set objectives.

Similarly, Nwanna (2000) noted that the

scale of input in the form of budgetary

allocation of funds, equipment facilities,

teacher and pupils alike and to the fact that

the transaction and output of institutions in

the form of their product are acceptable,

desirable, beneficial, efficient and effective

from the point of view of the government,

society, private agencies and stakeholders.

Therefore quality is considered as the

baseline standard in education, which can be

measured

on a scale of preference, hence quality is an

expression of standard or the means by which

a certain set of standards in education can be

achieved (Maduewesi, 2002). It is then

instructive to note that there was no way

adequate funding can be divulged from

quality educations as enough funds are

essential in providing tools, equipment and

other auxiliary materials that constitute

providing quality graduate that can drive the

country economy for impactful growth and

development which engineering education is

meant to galvanized.

2.2 Funding of tertiary education in

retrospect

Western education became operational

in1842 which predate the nation’s

independence. Through the effort of

Christian missionary to sever as a means of

converting the locals into their religion.

Resources for educating people were




465

obtained from collections donation through

offering and tithe and at this time, the

Colonial master shows lethargy to funding

education. Until 1874 that they came along to

support the missionary effort with 300 in

providing primary education to people

Adesina, (1977). Fafunwa reported that in

1873 the same amount was allocated but was

not disbursed. Between 1874 and 1876 funds

voted during this period were shared among

the three leading missionary school equally,

while in 1877 the was increased to 600 and

were share amongst schools.

There was significant improvement in 1888

as the colonial government came up with first

education ordinance, which made provisions

for the financing and maintenance of schools

established by colonial government and

through assistance of grants and aids to

missionary and private owned schools. Also,

schools established within this period were

partly supported or maintained by tuition fee,

voluntary subscription, grants from

missionaries and government (Omoede,

2015). It was recorded that the length of time

between 1842 to 1900, Missionaries and

voluntary donors provided chunk of the

finances than colonial government within this

particular period from 1901 to 1952. The

1926 education ordinance laid the foundation

for Nigeria Education system. from then till

1960till date has received below the

recommendation by UNESCO budget which

is pinned at 26% of the nations GDP.

2.3 Available Sources of Funds for

Tertiary Education in Nigeria

The drawbacks of financing Engineering

education in Nigeria at present is partly due

to the fact that Nigeria economy is oil

dependent coupled the with disproportional

rate of growth in the population and the GDP.

The political, social and economic factors,

which are currently having significant impact

on the world economy, have necessitated the

need to diversity the sources of education

funding, mainly because reliance on only one

source of revenue can debile and has shown

that such reliance is not only inimical but

hamper educational growth (Akinsanya,

2007). However, these are some possible

options of financing higher education:

(a). Support from federal and state

governments constituting more than

98% of the recurrent costs and 100% of

capital cost as education is on the concurrent

list in the nations constitution. (Ogunlade,

1989).

(b). Tuition and fees

(c)Private contributions by commercial

organizations in the form of occasional grants

for specific purposes




466

(d). Consultancies and research activities

(e). Community participation, Auxiliaries

(Enterprises, Licenses, Parents,

Alumina Association)

(f) internal generated revenue from services

render to immediate community.

3.0 METHOD.

This effort looks at the effect of poor funding

on engineering education and also extracted

secondary data from Budgit website from

year 2010 to 2020 oon moneys allocated to

federal ministry of education under tertiary

funding. This funds were tabulated into

capital expenses and recurrent expenses

summed up to total spending within the span

of 11 years under review.

3.1 Effect of inadequate Funding on

Engineering Education

3.1.1Available of up-to-date instructional

materials: has continue to pose a setback to

advancing the quality engineering

educational in the nations varsity and

polytechnic because of funding issues and its

attendant bottleneck in the releasing funds for

project due to procurement law which is

meant to stamp out corruption in all

government agencies. Most book shelves and

books in the libraries in the public tertiary

institutions have been over taken by rodents

and termites the library instructional

materials. This have led an army of students

without or infinitesimal reference books to

aid students understanding so as to better

grasp engineering courses taught in their

lecture rooms. Another problem students are

faced with is that many libraries of public

owned higher education are not automated as

a consequence useful time are lost in

searching for books which in most cases are

either not available or obsolete..

3.1.2 No access/ slow internet facility. One

major problem that hampers or hinders

engineering education is either no access to

internet or facility available on campuses

where engineering courses are taught in

higher institutions. The reason for this can be

adduced to either placing tens of thousands of

students on a very small bandwidth provided

by network providers because of the huge

cost to procure or subscribe for the much

needed bandwidth that can sustain the

students’ population which will give them

ample opportunity to be abreast with

happenings around the globe which can

inform their areas of research on interest in

engineering field.

3.1.3 Availability of e-materials: e materials

are provided by different academic journal

based organizations to institutions of higher




467

learning upon subscription which can be

accessed by both students and faculties to

facilitate research and to help identify various

research gaps in the field of engineering.

Having these resources available at students

disposal, it would immensely help to

facilitate easy understanding of new methods

and techniques particularly on topics that

they considered un cleared.

3.1.4 Lack of adequate training facilities

and equipment. Since engineering education

is meant to train students to acquire skills and

knowledge related to their field of study.

Most times the facility and equipment to

teach students practical’s are readily

unavailable, obsolete or faulty. In instances

where there is equipment, there is draw back

in getting test specimen from the supplier

which is stalled by no enough funds for

procurement of such test kits. This has

watered down the quality of engineering

graduate churned out from our citadel of

learning as lecturers and technologies result

into alternative to practical in the absence of

the needed equipment. This explain the need

for employers of labors provide crash

program to retrain graduates.

3.1.5 Lack of licensed software: this days

designing tools and equipment has gone way

past trial and error, before equipment are

made, they would looked at critical parameter

which would have been keyed into software

to give the outcome there is need to expouse

our students provide design lab with software

that would be use to simulate parameters and

give possible solutions.

3.1.6 Staff training, retraining and

retention: training of staff is essentials

because it helps sharpen and improve staff

capacity, serves as an opener geared towards

improving and overall helps to deliver much

needed or impart the students with up-to-date

information, skills that are needed by

employer of labour (ASABE 2006). Majority

of engineering educators since employed by

their employer hardly been enlisted for

retraining program or short course which is

meant to be recurring exercise in order to

increase the quality delivered to students.

This training can either be acquired locally or

overseas. Staff training abroad requires huge

forex but the enabling environment helps to

achieve great success while local training is

cheap but lack of facility and equipment

practically make it impossible to achieve its

set objectives. When staff are trained abroad,

it has always been a herculean task to get the

trainees to return to their home country after

completion of their study (Odo,2017).




468

3.1.7 No enough field trips: field trip can

either be short one ( a day) or camping (a

week or more) in both cases, the overall goal

is to expose, interact and engage industry

experts as well as to consolidate students

understanding on subjects that have been

learnt and to open their eyes to practical

application of their courses they are currently

undertaking in the varsities and polytechnics.

Also it affords students to sight state of the art

equipment, maintenance of such equipments

their mode of failure, production floor.

However, all of these gains might be a mirage

if adequate funds for camping, transportation,

accommodation feeding and allowance for

lecturer who will lead such teams are

unavailable.

Ill equip class room: modern day class room

is expected to employ interactive

Method.

In this research work , secondary data was

employed in establishing the trends of

budgetary allocation to the federal Ministry

of education between year 2010 to 2020.

These span of eleven years allocation to this

ministry was obtained from the official

webpage of Budget office of the Federal

Republic of Nigeria The information

extracted from the Bugdgit webage include

the total amount voted for the ministry,

recurrent expenditure and capital expenditure

over the period under review.

YEAR TOTAL FUND ALLOCATED CAPITAL EXPENDITURE

RECURRENT

EXPENDITURE

2010

249,086,254,059.00

53,667,933,553.00

195,418,320,506.00

2011

356,495,828,145.00

51,825,289,348.00

304,670,538,797.00

2012

397,378,113,838.00

54,650,331,902.00

342,727,781,936.00

2013

427,515,707,889.00

60,140,591,038.00

367,375,116,850.00

2014

495,283,130,268.00

51,281,035,231.00

444,002,095,037.00

2015

483,183,784,654.00

23,520,000,000.00

459,663,784,654.00

2016

480,278,214,688.00

35,433,487,466.00

444,844,727,222.00

2017

448,443,102,615.00

50,433,487,464.00

398,009,615,150.00

2018

651,226,697,523.00

102,907,290,833.00

548,319,406,690.00




469

2019

634,557,159,877.00

58,689,905,930.00

575,867,253,947.00

2020

686,821,431,517.00

84,728,529,572.00

602,092,901,945.00

Total

5,310,269,425,073.00

627,277,882,337.00

4,682,991,542,734.00

Source: Budget Office of the Federation 2020.

Table 2Budgetary allocation for education

year total capital recurrent

2010 100 21.55 78.45

2011 100 14.54 85.46

2012 100 13.75 86.25

2013 100 14.07 85.93

2014 100 10.35 89.65

2015 100 4.87 95.13

2016 100 7.38 92.62

2017 100 11.25 88.75

2018 100 15.8 84.2

2019 100 9.25 90.75

2020 100 12.34 87.66

-

100,000,000,000.00

200,000,000,000.00

300,000,000,000.00

400,000,000,000.00

500,000,000,000.00

600,000,000,000.00

700,000,000,000.00

800,000,000,000.00

1 2 3 4 5 6 7 8 9 10 11

TOTAL

CAPITAL

RECURRENT




470

Figure 2: percentage allocated to Ministry of

Education over span of 11 years

4.0 DISCUSSION.

Usual recurrence of percentage allocation for

education from total funds allocated has

always been below the UNESCO’s

recommendations since independence. Table

2 shows the percentage of funds voted for

recurrent and capital expenditure from 2010

appropriation to 2020 which percent

allocated to ministry of education Figure 2

shows that between the 11 years under

review, the lowest recurrent expenditure was

spent in year 2010 with 78.45% while the

same year represent the peak year with

highest capital funds for education which

stands at 21.55%. Similarly, year 2015

witnessed the highest percentage of 95.13 %

budgetary allocation of education expended

on recurrent while the capital funds for the

same year was the least of this period, which

stood at 4.87%. It is clear that this small

amount voted for capital project will be

shared with amongst 40 Federal Universities,

25 federal polytechnics and 20 colleges of

education. This explains the inability to equip

faculties of engineering with sate of the art

equipment for the purpose of teaching both in

universities and polytechnic as well as the

deplorable state of infrastructure in the

nation’s citadel of learning.

5.0 CONCLUSION

Funding Nigeria engineering education in the

nation’s varsities and polytechnic has been a

big challenge with the meager percentage of

the nation’s budget voted for Ministry of

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11

Total

Capital

Recurrent




471

Education coupled with dwindling and

infinitesimal part of the allocated funds for

capital expenditure in the nation’s institutions

spending between 4.87% to 21.55 % of a

meager allocation of education ministry

suggests the reason for the deplorable state of

education in the country and lack or

inadequate equipments in laboratory and

workshop where skill set is is meant to be

acquired with solid understanding of

engineering techniques and principles.

6.0 RECOMMENDATIONS

In order to reverse the setback in the

engineering education, government must

increase funding for the supervising ministry,

which is ministry of education to tackle

frontally the setbacks that have been

discussed in this paper.

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Vol.2 No. 1





474

FUNDING SCHEMES AND STRATEGIES FOR QUALITY ENGINEERING

EDUCATION AND TRAINING

Nwokolo, Eric. O1.,Ogbuefi, Uche. C2,Ibeni, Christopher3

I,2Department of Electrical Engineering, University of Nigeria, Nsukka,

2Africa Centre of Excellence (ACE-SPED), University of Nigeria Nsukka, Enugu State, Nigeria

3Rivers State University, Port Harcourt, Rivers State.

[email protected], [email protected], [email protected]

ABSTRACT

In Nigeria, Engineering education is facing struggle to prepare a technically competent graduate

that can fit in any environment globally as a result of some factors which include inadequate

funding scheme and strategies for quality engineering education and training. Thus, in this paper

we aim to determining the Funding Schemes and Strategies for Quality Engineering Education

and Training (FS-SQEE-T) in Nigeria. The target populations for this study were 2587 respondents

comprising 1512 undergraduate engineering students, 358 masters engineering students and 187

PhD engineering students, 453 practicing engineers and 77 professional bodies’ staff using simple

random technique. Funding Scheme and Strategies for Quality Engineering Education and

Training Questionnaire (FS-SQEE-TQ) was the structured instrument used to stimulate the needed

information from the respondents. The data collected were analyzed using mean, standard

deviation, and independent t-test statistical tool to test the hypotheses of the study. It was found

out that funding schemes for engineering education and training included allocation of 5 percent

of the national budget on education to engineering, re-introduction of scholar grants, scholarships,

bursary, loan schemes with zero interest rate, repayable grants, Graduate Engineering Tax (GET),

waiver in application, admission and tuition fees, tax collection on annual company turn-over in

the company to fund engineering, state wide property/assets tax to fund engineering, creation of

endowment funds, modernization bonds and lower interest borrowing rates through CBN Based

on these findings, we recommended that all these FS-SQEE-T should be fully implemented in

Nigeria for optimum engineering sector productivity.

Keywords: Engineering funding, Quality engineering, Graduate engineering tax,





Funding Schemes And Strategies For Quality Engineering Education And Training


475

Educational outcomes, Accreditation

1. INTRODUCTION

Improvements in different areas of life like

communications, medicals, technologies,

transportation, industries, trade, and research

over recent decades have produced a global

network of ideas, institutions, innovations,

discoveries, and economics. Engineering, the

use of scientific principles to design and build

machines, structures and its related

technologies have become global in scope

and scale.

Generally, engineering is the creative

application of scientific principles to design,

develop structures, machines, apparatus,

manufacturing processes, and works utilizing

them singly, or in combination to construct,

operate the same with full cognizance of their

design or to forecast their behavior under

specific operating conditions all as respects

in intended function, economics of operation

and safety to life and property [1-3]. The

discipline of engineering encompasses a

broad range of more specialized fields of

engineering, with each with a more specific

emphasis on particular areas of applied

mathematics, applied science, and types of

application. Today’s engineering graduate

must not only be grounded in mathematical

and scientific fundamentals, engineering

theories, principles and design, but must also

have a global outlook and the broader skills

to work in society both home and abroad. As

a result, engineering education is challenged

to prepare a technically competent graduate

that can fit in any environment placed [4-5].

However, the worth of engineering education

and accreditation of engineering education

programs are closely connected with

recognition of engineers’ degree and

professional competencies, which in turn is

the precondition for international and local

mobility of engineering personnel [6].

However, in recent past, engineering

education, like any other form of education,

has experienced a major setback in Nigeria

due to poor funding, lack of functional policy

framework, lack of adequate attention to

research findings in engineering, inadequate

functional workshop facilities, unstable

engineering road maps, poor curriculum, and

decay in educational infrastructure as well as

non-implementation of educational budgets

[7].Despite the fact that Nigeria has

embarked on engineering education as far

back as 1932 when the Yaba Higher College

was established, followed by Yaba College of

Technology in 1947. Thus, without any fear

of contradiction Nigeria still has a long way

to go in terms of its engineering education.

This is largely seen in Nigeria tertiary




476

institutions with enormous challenges in

terms of general conduct of engineering

education programs, which have failed to

equip students with the necessary skills that

will adequately prepare them to cope with the

challenges of the modern day society, a

phenomenon that will generally lead to

setback in the engineering education of such

country.

Surprise, detailed review for funding in

education from Federal Government

Scholarship, Bilateral Education Agreement

(BEA) scholarship awards for undergraduate,

masters and PhD-overseas, PTDF

scholarship in Nigeria and overseas for

undergraduate, masters and PhD, Lagos state

scholarship Award (Local and foreign),

Total/Quay’dOrsay master scholarship for

Nigeria students, Agbamischolarship for 100

and 200 level undergraduate Nigeria

students, Agipscholarship for undergraduate

Nigeria students, Mobil Nigeria scholarship

for undergraduate students, Shell scholarship

for Nigeria University students,

Shell/SNEPCo National Merit University

scholarship, Nigeria LNG undergraduate

Scholarship, Total Nigeria scholarship

National merit undergraduate award, Addax

Petroleum/NNPC scholarship programme,

NPDC/SEPLAT undergraduate scholarship,

MTN Foundation science and technology

scholarship, MUSTE scholarship for

undergraduate Nigeria students,

GaniFawehinmischolarship Award for

Nigeria Students, David OyedepoFoundation

scholarships in Nigeria for Africa students

and NWAG scholarship for Nigeria women

shows there were no sort of funding schemes

specifically for engineering education and

training in Nigeria. This has validate it is

slow in national development. In addition,

critical observation and investigation reveals

that there is no follow up strategies for quality

engineering education and training in

Nigeria.

Hence, in this work we propose funding

scheme and strategies for quality engineering

education and training in Nigeria. Funding

Scheme and Strategies for Quality

Engineering Education and Training

Questionnaire (FS-SQEE-TQ) was the

structured instrument used to stimulate the

needed information from the respondents.

2. OVERVIEW OF ENGINEERING BODIES IN NIGERIA

The Nigerian Society of Engineers (NSE)

founded in 1958 because of major challenge

by a group of young Nigerian graduate

engineers and students in the UK, is the

umbrella organization for the Engineering

Profession in Nigeria. The Society looks after




477

the professional needs of members through

well-structuredprogrammes and regular

interactions among the different cadre of

membership, enhancing high professional

standard and ethical practices with the vision

to be one of the very best Engineering

professional bodies in the world.Their

missions are providing quality service aimed

at enhancing professional competence and

development of its members at all times.To

focus collaboration with, influencing and

providing quality advice to the various arms

of government, industry, commerce,

academia and the society, for uplifting the

country and making meaningful

contributions to the advancement of

technology worldwide. The objective of the

society is to promote the advancement of

engineering education, research, and practice

in all its ramifications. Naturally, this is with

a view to maintaining and enhancing the

professional capabilities of its members to

better equip them to fulfill the needs of the

profession for the good of the public and the

nation of large. The Society liaises with

Government on the NSE matters affecting the

engineering progression on the Boards of

some government bodies and

organizations.The Society is represented on

Council for the Regulation of Engineering in

Nigeria (COREN) and arranges registration

interviews for COREN. It maintains close

relations with the body on all issues relating

to the Engineering Profession. These include

Engineering Regulation Monitoring (ERM),

Mandatory Continuing Professional

Development, (MCPD), and remuneration

for Engineers.COREN was established by

decree 55/70 and amended by Decree 27/92,

now the Engineers (Registration,etc) Act,

Cap E11 of 2004 law of the federal republic

of Nigeria.The Act establishes COREN as a

statutory body of the federal government

empowered to regulate and control the

training and practice of Engineering in

Nigeria and ensure, enforce the registration

of all engineering personnel and consulting

firms wishing to practice or engage in the

practice of engineering. Others include

Council of Nigeria Mining Engineers and

Geoscientists (COMEG) charged with the

regulation and practice of mining engineering

in Nigeria,NigeriaSocety of Chemical

Engineers (NSChE) and Association of

professional Woman Engineers in Nigeria

(APWEN) housing the interests of women

engineers in the country.

3. RESEARCH METHODOLOGY




478

The study employed aninvestigation

research. The study was carried out across the

six geo-political zones of Nigeria with

random sampling techniques. The target

population for this study was 2587

respondents comprising 1512 undergraduate

engineering students, 358 masters

engineering students and 187 PhD

engineering students, 453 practicing

engineers and 77 others (professional bodies

staff) using simple random technique.

Funding Scheme and Strategies for Quality

Engineering Education and Training

Questionnaire (FS-SQEE-TQ) was the

structured instrument used to stimulate the

needed information from the respondents.

The data collected were analyzed using

mean, standard deviation and independent t-

test statistical tools. An independent t-test

statistical tool was used to test the hypotheses

of the study. The questionnaire was divided

into three clusters. Cluster one sought to

simulate information on personal data of

respondents. Cluster two focused on the

major variables under study on funding

scheme in engineering education and

training. Here, responses, which were

assigned nominal values, were scored as

follows viz Strongly Agree (SA) - 4 points,

Agree (A) - 3 points, Disagree (D) - 2 points

Strongly Disagree (SD) - 1 point and

Undecided (UD) – 0 point. Cluster three

concentrated on the major variables on

strategies for quality engineering education

and training. Responses, which were

assigned nominal values, were scored as

follows: Excellent (E) - 4 points, Good (G) -

3 points, Fair (F) - 2 points, Poor (P) - 1 point

and Very Poor – 0 point. On decision rule for

funding scheme, a response with mean score

value of 2.50 and above was regarded as

Agree (A) while that with mean response

below 2.5 was consideredDisagree (DA).

Also, on the strategies for quality engineering

education and training, a response with mean

score value of 2.50 and above was regarded

as Strategy (S) while that with mean response

below 2.5 was judged Not Strategy (NS). The

decision rule with respect to acceptance and

rejection of the hypothesis was applied as

follows: where the recorded calculated t-

value was greater than critical value, the

hypothesis was rejected. In addition, when

the recorded calculated t-value was less than

critical value, the null hypothesis was

retained. All hypotheses were tested at 5

percent level of significance. The reliability

of the instrument was determined using a trial

test of 130 respondents drawn from the

population of potential respondents who were

not involved in the main study. Test-retest

method of reliability was used to determine




479

the reliability coefficient of the instrument.

The researcher administered to the same

group of respondents the questionnaire twice-

givingten (10) working days interval between

each administration. The scores for the two

sets of administration were correlated using

Pearson’s Product Moment Correction

Coefficient (PPMCC) statistics. The

reliability coefficient of 0.79 and 0.83 were

obtained in respect of funding schemes and


and training in Nigeria respectively.

However, the data for the study were

collected by administering the instrument to

respondents in the six geo-political zones in

Nigeria. The instrument was administered

only to respondents who were willing to offer

information. The researchers administered

the questionnaireand with ten other trained

research assistants.

4. RESULTS,DISCUSSION AND FINDINGS

The data collected is as represented in Figure 1

y- axis is the category of respondents and x- axis is the number of respondents

**PBS = Professional Bodies Staff, **PE= Practicing Engineer, ** PhDES = PhD Engineering

Students, **MES = Masters Engineering Students, ** UES = Undergraduate Engineering

Students

Figure 1: Representation of data collected in the

field

7

77

9

9

9

0 500 1000 1500 2000

UES

MES

PhDES

PE

PBSTotal Valid Total Issued

Figure 1: Representation of data collected in the field




480

In addition, critical observation reveals there are overlaps in the category of respondents as shown

in Figure 2

Apart from the undergraduate engineering students, it also reveals that most of the other categories

of the respondents have spent at average minimum of two years in their job as an Engineer.

4.1 Research Hypothesis One:

There is no significant difference in the mean

ratings of the categories of respondents

chosen for the research on the funding

schemes and strategies for

qualityengineering education and training in

Nigeria.

Table 1 presents data on the opinions of

respondents on the funding schemes for


Nigeria.

S/No Funding Schemes for Engineering Education and

Training

Mean SD Rmk

1 Five (5) percent of the national budget on education should

be allotted to engineering education and training

3.99 0.52 Appropriate

2 Scholar grants should be re-introduced in engineering

education and training schools.


3 Scholarships, bursary awards, and repayable grants should

be accessible for engineering education and training


4 Loan schemes with zero interest rate should be accessible

for engineering education and training


Figure 2: Overlap in the respondents




481

5 Graduate Engineering Tax (GET) should be implemented

for practicing engineers


6 Tax collection on annual company turn-over in the company

to fund engineering institutions and colleges


7 There should be modernization bonds and lower interest

borrowing rates through Central Bank of Nigeria for

Universities to fund engineering schools and colleges

2.90 0.66 Fairly

Appropriate

8 There should be waiver in application fee for engineering

education and training for indigene (Nigerian citizen)


9 Admission and tuition fees for engineering education and

training should be subsidized for citizens


10 There should be state wide property/assets tax to fund

engineering schools and colleges in the university

2.38 0.61 Fairly

Appropriate

11 Creation of endowment funds 2.22 0.57 Fairly

Appropriate

12 Private sector should be encouraged to fund engineering

schools


4.2 Research Hypothesis Two:

There is no statistically significant

relationship between the degree of agreement

of the funding schemes and the response on

the quality of strategies for quality


Nigeria.

Table 2 presents data on the opinions of

respondents on the strategies for quality

engineering education and training in Nigeria

.

S/No Strategies for quality engineering education and

training

Mean SD Rmk




482

1 The government should review and harmonize the

engineering education and training curriculum


2 The government should drastically improve funding of

engineering education and training


3 The admission requirements of the University and the

Polytechnic should be harmonizedand standardized to

reflect parity even when their curriculums are based to

specific industrial needs.


4 The government should harmonize engineering

Degrees by phasing out higher national degree (HND)

2.5 0.53 Fairly

Appropriate

5 Skill development and acquisition centers should be

established in different parts of the country to

strengthen the engineering profession.


6 There should be collaboration between the industry

and the engineering institutions to achieve industry-

based training


7 There should also be exchange of staff for on-the-job

training

2.40 0.58 Fairly

Appropriate

8 The industries should patronize the institutions for

testing, consultancy and other peculiar service

provisions.


9 Development and maintenance of internet access, e-

books, e-library and e-learning and other ICT based

learning methods to augment class room/laboratory

training


10 Establishment of one year Post Graduate College of

engineering to serve as a centre of engineering

excellence is proposed to be made compulsory for all

graduates.


11 Institutions should rise up to the challenges of

providing state of art functional internet facilities as

this will allow researchers and students to update their





483

knowledge regularly to meet the challenge of

improved education.

12 ND should be pre requisite for direct entry into Degree

courses.

2.5 0.61 Fairly

Appropriate

13 Industries should suggest and sponsor research and

development programmes that will be of benefits to all

concerns.


14 Students should be allowed to attend free holiday

attachment with industries.


15 Undergraduates final examines should be thoroughly

supervised by COREN so that the product from such

college will have better chance employment if need be.


16 COREN certificate should be the prerequisite for

employment for engineers and technologist.


17 Provision of adequate, improved facilities and

continuous improvement scheme.


18 Participation on international conferences/workshop

and call for papers


19 Polytechnics should be posited to award Bachelor of

Technology Degrees and national diploma (ND)

retained as technician certificate.

1.30 0.89 Fairly

Appropriate

20 Only University accredited by professional bodies

should be awarding bachelors of engineering


4.3 DISCUSSION AND FINDINGS

From table 1, using the principle of real limit

of numbers, the results of the data analysis

indicates that allocation of 5 percent of the

national budget on education to engineering

training and education, accessible scholar

grant, scholarship, bursary awards and

repayable grants, loan schemes, graduate

engineering tax (GET), tax collection on

annual company turn-over, waiver in

application, admission and tuition fees and

private sector engagement with mean ranging

from (3.00-3.99) with no variation in the




484

responds of the respondents is the perceived

funding schemes for engineering education

and training in Nigeria. However, state wide

property/assets tax to fund engineering

schools and colleges, endowment funds,

modernization bonds and lower interest

borrowing rates through CBN is not

perceived as the appropriate funding schemes

for engineering education with mean rating

less than 3.00 and standard deviation in the

range of 0.57-0.66.

From table 2, the opinions of respondents on

this aspect of the study revealed that the


and training include review and harmonizing

the engineering education and training

curriculum, improving funding of

engineering education and training,

establishment of skill development and

acquisition centers, collaboration between

the industries and engineering institutions,

patronizing the institutions for testing,

consultancy and other peculiar services

provision, development of e-library, e-

learning, establishment of one year Post

graduate college of engineering training

centre, industries sponsoring research and

development programs, free holiday

industrial attachment, provision of adequate,

improved facilities and continuous

improvement scheme and only university

accredited by profession bodies should be

awarding bachelors of engineering with mean

rating above 3.00 and no variation in standard

deviation are the perceived appropriate

strategies for quality education and training I

engineering. More so, harmonizing

engineering degrees by phasing out higher

national degree, exchange of staff for on-the

job training, ND as pre-requisite for direct

entry into degree courses, and positioning

Polytechnics to award Bachelors of

technology were perceived fairly appropriate

for strategies for quality education and

training with mean rating less than 3.00 and

starndard deviation in the rage of 0.58-0.79.

IMPLICATION OF THE STUDY

It is expected that the findings of this work

will be relevant to university, government,

private sectors, state government,

undergraduate engineering students, masters

engineering students, PhD engineering

students, engineering professional

bodies,engineering graduates, practicing

engineers and other researchers. It will bring

knowledge to funding schemes available,

accessible and strategies for quality

engineering education and training in Nigeria

if implemented.




485

Summarily, the researcher observed that if

immediate steps are not put in place to the

funding scheme and strategies for


Nigeria, engineering as a profession will

continue to dwindle in its value and objective

towards meeting international standard.

Hence, losing its value, mission, and

objective globally being in the forefront of

the national development and creation of

technology.

CONCLUSION

This study examined the funding schemes

and strategies for quality engineering

education and training in Nigeria. The

adopted survey research design in sampling

the opinions of the undergraduate

engineering students, masters engineering

students, Phd engineering students,

practicing engineers and staff of engineering

professional bodies. From the data collected

and analyzed, the study among other found

out that funding schemes and strategic

quality engineering education and training is

a necessary tool in improving the standard of

engineering in Nigeria but hampered with the

complexity of funding schemes and quality

engineering education and training. Some

suggestions were made to improve the

funding schemes and strategies for quality

engineering education and training. In

addition, the strategies for quality

engineering education and training include

program educational outcomes, improved

curriculum, and accreditation by professional

bodies, provision of adequate facilities,

institutional support, and continuous

improvement. Finally, necessary action if not

taken the rationale of the schemes and

strategies will be derailed engineering system

in the nation.

REFERENCES

[1] Definition of

“Engineering”http://dictionary.comb

ridge.org/dictionary/english/Cambrid

ge Academic Content Dictionary,

Cambridge University

[2] The Nigeria Society of Engineers,

Benin Branch, A One Day Pre-

Interview Seminar, March 2006

[3] Usifo. F.O.et al accepted paper

submitted for publication, JESA,

Faculty of Engineering and

Technology

[4] Famous, OghomwenIgbinovia and

Wilfred A Asonwwonriri

http://dictionary.combridge.org/dictionary/english/Cambridge






486

“Engineering Challenges in Nigeria:

The Task Ahead for a Sustainable

Development” , The Nigeria Society

of Engineers 43rd International

Engineering conference and Annual

General meeting , at Abuja, Nigeria

[5] The Nigeria Society of Engineers,

Proceedings of the National

Engineering Conference, Opening

address by the Federal Commission

of works, Literamed Press, Ikeja,

December 1977

[6] Brusselmans. A, Greisen C,

Stanback, A, “The Future of

Accreditation, Quality Assessment

and Recognition of Higher

Engineering education in Europe”,

H3E – Higher Engineering Education

for Europe eeig. European workshop

on Accreditation of Engineering

programmes Den Haag – Nederland,

1998

[7] How to ensure standard in

engineering education, other

disciplines

https://thenationonlineng.net/how-to-

ensure-standard-in-engineering-

education-other-disciplines/ August 24,

2018

https://thenationonlineng.net/how-to-ensure-standard-in-engineering-education-other-disciplines/



The Nigerian Society of Engineers

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Transcript of The Nigerian Society of Engineers