Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.

KIU Journal of Education (KJED)

Volume 2 Issue 2: Page 33- 43 December 2022
ISSN: 2790-4172 https://www. kjed.kiu.ac.ug

Facilitating School-to-Work Transitions of Vocational and Technical

Education Graduates Through Work-Based Learning
1Saba, T. M. Ph.D., 2Mamman, J. S. Ph.D. and 3Abutu, F.
Industrial and Technology Education Department;
2
Business and Entrepreneurship Education Department;
Kwara State University Malete, Nigeria
1a
https://orcid.org/0000-0002-7526-9915
2
https://orcid.org/0000-0003-3872-2247
Corresponding e-mail: mosessaba@futminna.edu.ng

Abstract
The high unemployment rate among Vocational and Technical Education (VTE) graduates is disheartening,
hence the study facilitates the School-to-work transition of VTE graduates through Work-Based Learning
(WBL) as the rate of unemployment among VTE graduates are growing geometrically. Two research
questions were utilized for this purpose. In the methodology, the type of design used was a descriptive
survey. The study was conducted in higher institutions in Niger State, Nigeria; specifically, in the higher
institutions offering VTE programmes. The population of the study was 455 which comprised 146 Lecturers
and 309 Employers. A simple random sampling technique was used to sample 265 participants which
comprised 102 Lecturers and 163 Employers were selected using the normal selection process. A
questionnaire was used as the data-collecting tool. Three experienced researchers in VTE checked the data
collecting tool for the appropriateness of the content. The index for the internal consistency of the data
collecting tool based on parts is 0.901 for Part 1 and 0.862 for Part B. The index for the internal consistency
of the data collecting tool for the total content was established as 0.912. The study found that WBL is
beneficial and can enhance the school-to-work transition. It was recommended among others that, an
enabling environment should be created between schools and industries, to enter into partnership for
effective teaching and learning in institutions and Government through Industrial Training Fund and
Tertiary Education Trust Fund (TETFund) should jointly build and furnish industrial training villages in each
state of the federation where students of various VTE programmes can learn skills.
Key words: School-to-work, transitions, vocational and technical education, graduates, work-based
learning

1. Introduction acquisition of knowledge, skills as well as

attitudes that modify people’s behaviour for
Education is a key factor that enhances the
them to perform tasks efficiently as they live and
development of humans as well as forms a pivot
solve problems in life in their living environment.
in the economic development of any nation.
It can be described as an organized procedure to
Education can be conceived as an avenue for the
enhance the value of humans in society which
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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
helps people to experience rapid societal character, competencies (required by family,
development and better living condition. It society, state as well as nation); self-control, the
implies that education is a viable avenue utilized spiritual strength of religious as well as emotional
for creating values, moulding character and intelligence skills needed to effectively interact
stimulating interest in creative thinking and other with other people in the society. The process of
abilities needed by humans to function efficiently acquiring and developing such skills can be
and solve problems in the society. Education referred to as VTE.
brings social efficiency, which is conceived as the
VTE is basic and a necessity towards
input process for the training and developing
industrialization as well as the economic
skills needed to build competent human
development of any nation. The knowledge,
resources in a nation (Albashiry, Voogt & Pieters,
technical know-how as well as competencies
2015).
required for a country’s social and economic
In addition, to work towards social efficiency emancipation are embedded in VTE. Kehinde and
status, our educational system must concentrate Adewuyi (2015) affirmed that VTE-trained
more on realistic tasks and problem-solving individuals with knowledge as well as technical-
activities that will lead to the production of better how that will help him/her be self-employed by
solutions and identify societal as well as setting up a small/micro enterprise or by being
organizational problems that hitherto impede engaged in paid jobs where the knowledge and
workers' efficiency and general welfare which technical know-how acquired to perform work
include poor health care facilities, deficiency in effectively.
technical competencies, technological as well as
Moses, Diraso, Yaduma and Agbu (2017) in a
deficiency in generic skills among others. In this
research work, observed that, the preparatory
vein, social mobility can be defined to mean an
procedures utilized in VTE which is practically
avenue to social opportunities that make life
oriented assists the learners in acquiring technical
better and enhances economic growth. In this
competencies for industrious, innovative, self-
regard, educational institutions at all levels have
reliant as well as entrepreneurship abilities
the national obligation of equipping learners who
needed to take risks to start business and
have gone through school with the requisite
succeed in it with a bid to enhance empowerment
knowledge as well as technological know-how
in the society and among individuals. This is
which is a necessity for learners to advance in
because the productivity, as well as the flexibility
their careers or further their educational pursuit
of manpower in an organization, is majorly based
in tertiary institution as well as in occupational
on the presence of competent manpower
trade in personal businesses or industries.
specifically artisans, craftsmen, technicians, as
In another view, education can be seen as a well as technologists. They said that those that
purpose-driven avenue for creating a conducive employ workers in organizations are in search of
knowledge and skill acquisition arena for graduates that possess relevant competencies,
effective learning to take place; which knowledge, and technical how as well as the
concentrate on performance tasks that engage capacity to be industrious and actively involved in
learners actively in the development of relevant problem identification as well as problem-solving
competencies necessary to be inculcated in the for the betterment of society. To develop as well
learner’s: intelligence, personality, noble as maintain long-term economic development in
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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
developing nations, it is imperative to utilize a solving activities that are similar to those in the
combination of human resources (technological actual occupations such as obtainable in Work-
knowledge) together with social competencies. Based Learning (WBL).

In actual practice, VTE is planned to empower WBL is an instructional procedure which

individuals who have to undergo training with the integrates learning in the classroom with learning
requisite survival competencies needed in the in the place of work and provides an avenue for
place of work as well as give technological improving learners’ performance tasks as well as
support necessary for coping with the rapidly training students to join a productive workforce
changing market demand globally via retraining (Schröder, & Dehnbostel, 2021; Boone, 2019).
opportunities that will lead to skill improvement. WBL is a word commonly utilized to designate a
In developed nations, VTE is conceived as an category of a university programme that focuses
avenue for enhancing sustainable occupational on partnering with universities and industrial
growth as well as healthy lifestyles via the organizations to bring out a novel channel of
acquisition of knowledge as well as practical knowledge and skill acquisition in the place of
competencies which can cope with the demands work. Research has established clearly that WBL
of a particular post in the workplace to translate approaches are relevant in the current
into improved national development, economic technological advancement and emerging trends
growth as well as a healthy lifestyle of the in technological growth globally, especially in
populace. The more sustainable ideas and meeting the technical manpower needs of the
practices that the workforce undergo, the better workplace (Schröder, & Dehnbostel, 2021;
the opportunities they will be exposed, to Drewery, Nevison & Pretti, 2016; Cappelli, 2014).
enhance their work performance on the job or Cappelli (2014) confirmed that WBL can
place of work. immensely train and retrain learners on job-
related tasks; to avail learners with the avenue to
VTE can develop marketable skills in a man which
acquire habits and ethics of the workplace in a
exceed their function as a production tool. It has
conducive environment for knowledge and skill
a close relationship between vocational-technical
acquisition. WBL also allows a person who is also
education and the world of work. Thus, the
“in the field;” to create mentorship associations
developments of VTE curricula in line with the
or mentor-mentee relationships with employees
world of work need to be analysed. The effective
of labour that could assist in “learning the ropes”
VTE should have a connection to the world of
of the job through engagement in real job tasks in
work; thus, it should be planned based on the
the place of work as well as to build necessary job-
work market prediction and demands. VTE is
based networks; and to create a good
related to workplace practices, industrial
understanding of the basic necessity to enter as
practices, skilled-based learning as well as
well as and progress in and occupation when
training play a vital function towards graduates to
employed, create a direction for career progress,
be able to make the necessary adjustment to
as well as develop a mechanism for continuous
cope with the changing demands of the
progress in the chosen occupation (Roksa,
employers of labour as well as working conditions
Trolian, Pascarella, Kilgo, Blaich, & Wise, 2017).
(Adebisi & Santosa, 2022) This implies that VTE
trainees in their preparatory stage should WBL is basically different from institution-based
undergo series of real work tasks and problem- learning in several approaches. In a normal
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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
educational institution, learners are engaging by current industrial organizations. A
majorly in specific learner-based tasks, while in a fundamental maxim of WBL according to the
WBL environment; the learners are usually given Alabama State Department of Education (2014) is
job tasks with other workers in the same that it could enhance more efficient knowledge
workplace to create an avenue for the learner or and skill acquisition activities for trainees
trainee to learn work skills from the workers as is compared to studying in an educational
acceptable in standard practice (Advance CTE, institution. Due to the fact that WBL concentrates
2015). WBL creates an avenue for trainees to more on actual job tasks than pseudo tasks, it
acquire technical knowledge and work skills from provides learners with an avenue to acquire
experienced workers. Furthermore, in an knowledge as well as skills in actual work
educational institution, learners are involved practices to foster better understanding between
basically in mental tasks, while in a WBL theory acquired from school and work
environment; the trainees integrate non- competencies acquired from the workplace. The
concrete ideas with concrete ideas as they find knowledge and work skills acquired through WBL
the solution to identified problems.in real life. stimulate creativity and improve learners’
Learners are guided to acquire competencies performance in actual job tasks and prepares
which are conceived to have general application, them for a smooth transition from school to
while in a WBL environment several of the work. WBL in VTE provides important benefits, by
learning tasks are centred on particular increasing employability and smoother school-to-
objectives, tools, equipment as well as methods work transition (Yoto & Bella, 2019).
(Drewery, Nevison & Pretti, 2016). They further
Hauge and Parton (2016) noted that WBL is
said that in the educational institution, learners
beneficial in the development of the required
basically utilize few numbers of equipment, while
work skills in VTE students and increases their
in the place of work equipment has multiple
chances of performing efficiently on the job.
functions and could be integrated. Leary (2012)
Effective WBL impact immensely towards
viewed WBL as an approach to knowledge and
eliminating the common problem of skill gap
skill acquisition that concentrated on university-
brought about by deficiencies in requisite
level thinking concerning employment or job
competencies. It helps to control unemployment
(unpaid or paid ) to enhance the identification,
among youth, improves creative thinking,
acquisition as well as application of personal plus
innovative practices, and business ideas as well as
organized knowledge, technological know-how
capable of enhancing peaceful co-existence by
as well as competencies needed to achieve
stimulating social inclusion in the society.
planned objectives of relevance to the trainee,
their institution of learning as well as their 2. Statement of the Research Problem
employer.
In recent times, world economies are driven by
Similarly, Atsumbe (2006) unveiled that when a industrialization that brings advancement in the
functional partnership is established between the utilization of innovative technologies as well as
educational institution and industrial advancement in machines which are mostly
organization; then the appropriate category of automated to enhance accuracy in production
competent manpower will turn out to cope with tasks in industries as well as organizations and
emerging technological-based difficulties faced companies globally. The increasing technological

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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
advancement in industrial activities brought demand and/or create jobs for themselves and
about by automation to drive production tasks others.
calls for the need to prepare trainees in VTE
3. Research Questions
institutions to empower them with the 21st-
century skills needed for effective performance To provide direction for this research work, the
to efficiently fit into the technical workforce to following questions were raised and answered:
enable them to make a meaningful contribution
1. What benefits are WBL in facilitating school-to-
to better social, environmental as well as the
work transition among VTE graduates?
economic status of a people (Dokubo & Dokubo,
2014). 2. What are the strategies for implementing WBL
in VTE programmes?
It is expected that over 75% of graduates of VTE
are to work immediately after graduation but 4.0 Methodology
there is a low level of absorption of VTE graduates
The research design utilized for this research
in the business world / industrial world (Yoto &
work was a descriptive survey. The research was
Bella, 2019). Many reports identify that there is a
conducted in selected higher education schools in
great need to up-skill the workforce through a
the Niger State of Nigeria, specifically in
partnership with industry as the rate of
institutions offering VTE programmes. The
unemployment among graduates of VTE is
population of the study is 455 which comprises
growing geometrically. The factors responsible
146 Lecturers and 309 Employers. A simple
among others are poor job skills and the gap
selection procedure with no bias was utilized to
between what schools teach and what industries
select the population elements of 265 which
demand. This implies that the competencies
comprise 102 Lecturers and 163 Employers. A
possessed by graduates are not appropriate and
four-point scale-rated data-collecting tool was
characterized by mismatch as regards the
utilized as the data-collecting tool.
demands of the world of work, inadequate
partnership with industries and related The data collecting tools undergo testing for
organisations, use of obsolete instructional appropriateness of content by selected
facilities and many others (Saba, Raymond & experienced researchers who are three in
Tsado, 2010). number from the VTE field. The statistical tool
called Cronbach’s Alpha was utilized to test for
In the current economy, there is a need of turning
the reliability of the content of the data collecting
out well-skilled and competent VTE trainees that
tool for appropriateness of content using
possess competencies relevant to the need of
computer enabled statistical package. The
industrial organisations is a necessity. The
indexes for the internal consistency of the data
teaching and learning should form habituation
collecting tool based on parts are 0.901 for Part A
and work culture for students so that after
and 0.862 for Part B. The index for the internal
graduation they will have reliable knowledge and
consistency of the data collecting tool for the
skills to be able to self-reliance, set up business in
total content was established as 0.912. A physical
their trade area, create employment, effectively
look at the outcome of the internal consistency
function in industrial organization as well as
index compared with established standards
related companies where their skills are in
showed that the developed data-collecting tool is
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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
appropriate as well as suitable for collecting close to each other in their opinion. Also, if an
information for this research work. Out of 265 item has SD which is the same or more than 1.96;
copies of the data collecting tool distributed it indicates that the respondent’s opinions were
during fieldwork to seek opinions, 232 copies far apart from the mean.
were retrieved culminating in an 87.5%
Table 1: Range of Values for the Scale Utilized
questionnaire rate of return.
S/N Response Option of Point
To provide answers to the questions raised in the
R.Q1 and 2
research, descriptive statistical tools (mean and Strongly Agreed 3.50 – 4.00
standard deviation) was utilized. Real lower and 2 Agreed 2.50 – 3.49
upper limits numeration value range displayed in 3 Disagreed 1.50 – 2.49
Table 1 was utilized in deciding on taking 4 Strongly Disagreed 0.50 – 1.49
judgement on the questions raised for the Key: R.Q = Research Question
research work. The nearness to the respondent’s 5. Results
opinion towards the mean was ascertained
utilizing the Standard Deviation (SD) statistical Table 2. Mean and S.D of respondents on the
tool. In this approach, if an item is having SD of benefits of WBL in facilitating school-to-
workplace transition among VTE graduates
below 1.96 showing that the respondents were
S/N ITEM Mean S.D RMK
1 Connections between classroom and real-world learning 3.59 0.09 S.A
2 High student completion rates of the programme 3.35 0.01 A
3 Improves the connection between trainees and the work place 3.54 0.11 S.A
4 Development of critical skills 3.68 0.32 S.A
5 It promotes mutual understanding between business and education 3.75 0.65 S.A
6 It enhances acquisition of new emerging skills in line with with current 3.86 0.12 S.A
practices in the workplace
7 Eliminates the necessity of buying exorbitant training tools and equipment 3.43 0.03 A
for work
8 It is a viable avenue for developing soft competencies like team working and 3.49 0.87 A
problem solving
9 Exposes trainees the importance of their occupational trade area to future 3.69 0.22 S.A
employment opportunities
10 Makes students more interested in studying 3.62 0.16 S.A

mean values of those that responded to the

As shown in Table 2, the lecturers and employers instrument were not widely apart from one
jointly agreed with items 2, 7 and 8 and strongly another and were closely related to each other in
agreed with other items as benefits of WBL in their opinion. The SD figures are an additional
facilitating school-to-work transition among VTE strength to the consistency of the mean values.
graduates. Similarly, the S.D of all 10 items in
research question one spanned between 0.01 - Table 3. Mean and S.D of respondents on the
1.87, all these individual figures were below the strategies for implementing work-based
established value of 1.96 which showed that the learning in VTE programmes

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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.

S/N ITEM Mean S.D RMK

1 Establishment strong school-industry partnership 3.78 0.01 S.A
2 Placement of students for industrial attachment 3.56 0.32 S.A

3 Cordial relationship between lecturers and industrial personnel. 3.71 0.19 S.A
4 Lecturers should have opportunity for industrial training 3.58 0.41 S.A
5 Engineers and technologies in industrial organizations should be assign 3.55 0.21 S.A
lecturing appointment
6 Programme should be designed for regular industrial visit 3.59 0.45 S.A
7 Employers should be involved in designing of the programme 3.83 0.09 S.A
8 Establishment of industrial training village in each state 3.87 0.67 S.A
9 Students should participate in industrial attachment every academic 3.57 0.08 S.A
session
10 Provide learners with frequent feedback on their progress. 3.62 0.18 S.A

Table 3 revealed that Lecturers and Employers The strategies for implementing WBL in the VTE
strongly agreed with all items as avenues for programme among others include establishing
implementing WBL in VTE courses. Also, the S.D strong school-industry partnerships, allowing
of all the 10 items spanned between 0.01- 0.67, all students to participate in industrial attachment
of these figures were below the 1.96 standard every academic session, and giving lecturers the
benchmark which is an indication that the mean opportunity for industrial training.
values of those that responded to the instrument 7. Discussion of Findings
were not too far away from one another and
On the benefits of WBL in facilitating school-to-
were also close to each other in the opinion which
work transition among VTE graduates, results
consequently is an additional strength to the
from the findings in Table 2 indicated that the
internal consistency of the mean values.
lecturers and employers agreed that WBL can
6. Findings of the Study develop students so that upon graduation they
will be able to make an easy transition to work
The benefits of WBL in facilitating school-to-work either through self-employment or take up
transition among VTE graduates are enormous employment. In support of the findings, Hauge
and include among others: the development of and Parton (2016) noted that WBL is beneficial in
critical skills, providing an opportunity to connect the development of the required work skills in
students in the classroom to real-world learning, VTE students and increases their chances of
equipping students with current work skills performing efficiently on the job. WBL create
needed in the industries that are in line with the avenues for acquiring relevant 21st-century work
newly emerging technological approach and skills in instructional delivery in educational
technical know-how for doing work as well as institutions to assist trainees (learners) to be
stimulating students' interest in studying to learn groomed to function effectively in the place of
new work skills needed for effective performance work (Schröder, & Dehnbostel, 2021).
on the job.

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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
An established understanding of WBL is that it is the workplace and advancement of such
capable of disseminating better and more competencies needed in the workplace is crucial
efficient knowledge as well as competency-based to the handling and coordination of industrial
opportunities for learners compared to normal personnel in tutelage and retraining programme.
learning in institutions which are usually WBL has been established to stimulate as well as
theoretically based. Research evidence revealed enhance learners in the acquisition of advanced
that because WBL concentrates on actual job technological competencies at their place of
tasks in problem-solving, it avails learners the work. Technological competencies, as well as
avenue real workplace expertise or problem- technical skills, could encompass: developing
solving competencies tasks needed to harness analytical competency; perfecting conversance
both school-based knowledge as well as skills with standard concepts and principles underlying
from place work thereby acquiring real-life procedures and, as demanded by several
innovative and emerging competencies needed organizations’ basic computer literacy skills (Yoto
for self-reliance and progress in employment & Bella, 2019). Technological competencies as
(Alabama State Department of Education. 2014). well as technical abilities in performing job tasks
involve displaying efficiency in performing
Several researchers emphasized that WBL can
practical job tasks as well as acquiring knowledge
transit students from school to the workplace
on standard approaches to learning and skill
without much stress. Also, WBL makes available
acquisition.
to trainees learning avenues that involve
knowledge plus skills which ordinarily could not On the strategies for implementing WBL in the
be acquired in normal educational institutions. VTE programme, results from Table 3 revealed
Training opportunities in WBL are structured or that for effective implementation of WBL it was
planned to link theoretical knowledge acquired agreed that there should be a strong partnership
from the normal educational institution with between schools and industries. To buttress this
competencies acquired from the trade area as point of view, Atsumbe (2006) in a study on
skilled workmen, trainees or internship school-industry partnership revealed that when a
personnel. It is obvious that WBL enhances the functional collaboration exists between the
acquisition of advanced technology; educational institution and industrial
competencies, advanced technical knowledge, organization, then the appropriate quality of
and the possibility of a more competent trained competent technical manpower would be trained
labour force which will enhance industrial to cope with the industrial challenges faced by
development as well as the productivity of the industries in the 21st century. These findings on
workforce. the strategies for implementing WBL in the VTE
programme were buttressed by Raymond and
Properly administered WBL activities develop
Abutu (2016) who in a study on WBL, found out
competency in educational institutions and it is of
that there is a need for reorganizing the
immense importance to the learners or trainees,
instructional activities and tasks s well as teaching
mentor, institution, community as well as
approaches in this skilled-based tutoring avenue
employer (Yoto & Bella, 2019). Findings also
to stimulate trainee’s motivation towards
revealed that WBL is seen as a viable avenue for
acquiring relevant competencies empowering
acquiring soft competencies like problem-solving
them with relevant tasks through WBL. The
as well as teamwork competencies. The finding
authors also found out that creating instructional
agreed with the study conducted by Advance CTE
activities and experiences for WBL as well as
(2015) that WBL develop competencies needed in
reviving VTE instructorship preparatory learning
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 Saba, T. M. Ph.D., Mamman, J. S. Ph.D. and Abutu, F.
experiences for the efficient administration of 1. An enabling environment should be created
WBL via more suitable instructional approaches is between schools and industries, to enter into
a good strategy for implementing WBL in the VTE partnerships for effective teaching and learning
programme. Researchers further emphasized in schools.
that if a strong partnership between vocational-
2. The government through Industrial Training
technical education and industries is formed, the
Fund and Tetfund should jointly build and furnish
educational institution will combine efforts in
an industrial training village in each state of the
combating similar challenges, technological
federation where students of various VTE
issues, problems, weaknesses as well as
programmes can learn skills.
strengths and this will go a long way in bridging
the wide existing gap between theory and 3. Since the achievement of standard
practice thereby enhancing the production of instructional delivery in schools depends upon
quality VTE graduates through WBL. the competencies and efficiency of instructors as
well as WBL trainers, focuses should be geared
8. Conclusion
towards viable avenues for acquiring relevant
To reduce the challenges of unemployment competencies as well as periodic retraining for
facing the graduates of VTE as a result of a those instructors working in schools plus
mismatch in skills development. WBL has been industrial trainers in the company or industries.
proven to be reliable for school-to-work
4. Students should be allowed to participate in
transition, as it provides an opportunity, to
industrial attachment every academic session
connect students in the classroom to real-world
instead of once. The programme should be
learning, and develops 21st-century
designed in such a way that in each session
competencies needed for effective performance
students spend at least two months in industrial
in the place of work. WBL has also been
attachment.
established to be a potent avenue to acquire and
advance special workplace competencies like 5. The students on industrial attachment
problem-solving as well as teamwork skills. To should be properly placed in the appropriate
implement WBL in VTE programmes all hands industries where relevant current work skills can
must be on the desk by establishing strong be learnt and not in organizations of convenience
industry partnerships, students should for students where current work skills cannot be
participate in industrial attachment every learnt.
academic session and lecturers should be given
the opportunity for industrial training. When References
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