IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 153 INNOVATION IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) INSTRUCTIONAL DELIVERY: PROBLEMS AND PROSPECTS Obe, Pauline Ijeoma Ph.D1 Department of Industrial Technical Education University of Nigeria, Nsukka, Enugu state. Pauline.obe@unn.edu.ng & Madu, Maureen Anayo, Ph.D2 Department of Business Education University of Nigeria, Nsukka, Enugu state. maureen.madu@unn.edu.ng & Onah, Eunice N. Ph.D3 Department of Computer & Robotics Education, University of Nigeria Nsukka, Enugu state. eunice.onah@unn.edu.ng DOI: 10.13140/RG.2.2.29332.65925 Abstract This study investigated problems and prospects of innovation in (TVET) Instructional Delivery in technical vocational education and training (TVET) programmes in public universities in Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The study used survey research design and was carried out in Enugu States, Nigeria. The population of the study was 303 TVET educators comprising of 138 lecturers and 165 instructors of TVET drawn from public universities with TVET programmes in Enugu State. Questionnaire was used for data collection by the researchers with the help of one research assistant. The instrument was validated by three experts from TVET programmes in University of Nigeria Nsukka. Cronbach Alpha reliability method was used and an overall reliability coefficient of 0.87 was obtained. Data generated were analyzed using mean, standard deviation and t-test which was used to test the hypotheses at 0.05 level of significant. Generally, the study found out that innovation in instructional delivery of technical vocational education and training (TVET) programme in public universities in Enugu state is a welcome development and will be of great help in improving skills acquisition techniques, if the challenges associated with innovation are handled appropriately. The paper recommended among others the need for TVET educators to employ innovation in instructional delivery in TVET programmes despite its challenges; also, stakeholders should collaboratively ensure IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 154 that innovative equipment and facilities that will aid in instructional delivery in TVET programmes are provided in public universities in Enugu state. Keywords: TVET, Innovation, Innovation in TVET Instructional Delivery, Problems and prospects of Innovation in TVET Instructional Delivery Introduction The development of new digital technology has effected so many areas of Education including the instructional delivery of technical vocational Education and training (TVET). Technical, Vocational Education and Training (TVET) is a programme offered at different institutions that is aimed at acquisition of scientific knowledge and practical skills for economic and technical growth of a country. Audu, Kamin& Balash, (2013) defined TVET as the education for work or occupation that is geared towards the needs of the industries and work force. TVET is understood as comprising of education, training and skills development relating to a wide range of occupational fields, production processes, services and livelihoods (ILO, 2020). TVET thus is considered as a key instrument for equipping the workforce with the skills required for the ‘jobs of tomorrow’ (Tether et al., 2005). Technical, Vocational Education and Training is offered at secondary, post-secondary and tertiary levels and has the greatest potential to generate employment, sustain employment and reduce poverty in a society. TVET programme in the tertiary institution offer some programmes including Agricultural education, Business education, computer education and industrial technical education based on the capability each institution can carry. This study considered the TVET programmes as a whole since their instructional delivery are the same. (UNESCO, 2015) enumerated the component of TVET to include: the development of literacy and numeracy skills, transvers skills, citizenship skills among others. The development of new digital technology has in many ways transformed TVET skills to embrace the innovation in education, work and society. Innovation is described as a new or improved product that differs significantly from the previous products and that has been made available to potential users. (OECD/Eurostat, 2018). Innovation is capable of introducing new skills demands that impact education, training and employment. European Commission, (2011) and OECD, (2015) maintained that innovation is the main driver of future social and economic development. Innovation and technical changes are said to be associated with an increasing demand for high-skilled IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 155 workers, and a declining demand for low-skilled workers in modern economies (Arundel et al., 2006; Edquist, 2005). Innovation therefore is perceived as a ‘solution’ to different types of social, economic and environmental problems, with a specific focus on skill demand. TVET institutions innovate in different dimensions (organizational practices, ecosystem, teaching and learning processes, and products services). This study concentrated in the innovations in the teaching and learning processes (instructional delivery) of technical vocational education and training programmes. Instructional delivery is the art of teaching that create impact in the intellectual, economic and social development of a learner. Chapuis (2003) defines instructional delivery as a combination of knowledge and skills required for effective teaching. Logan and Logan in Agina-Obu & Onwugbuta-Enyi, (2017) described instructional delivery as a creative process which involves an imaginative person, who utilizes prior experiences, combines material, methods, ideas, and media in new and existing ways which help learners integrate learning and reinforce concepts. Chika and Ebeke (2007) observed that among many factors that influence learners’ achievement in schools, teacher’s instructional delivery seems to be the most critical intervening factor. A good instructional delivery therefor is the door way through which individuals could be imparted with skills and knowledge leading to reduction of unemployment, increase in economic development, poverty reduction and transformation of people’s attitude in their occupations. Innovations in TVET instructional delivery approaches and techniques refer to the development and implementation of new and relevant teaching and learning processes that aim to improve effectiveness, equity and delivery of TVET programs. Innovations in TVET teaching and learning is mostly seen in the use of information and communications technology (ICT). ICT can be seen as any device, networking components, applications and systems that allow people to interact in the digital world. It is also considered as the use of technological tools for exploring knowledge, supporting learning by construction to improve the effectiveness of teaching and learning (Januszewski, 2001). The use of ICTs in instructional delivery of TVET will help learners to familiarize themselves with new technology being used in different economic sector and to develop the technical skills necessary in modern processes and implementation. ICT applications according to Adaka (2010), provides assistive technology and bring to mind high-technology (hi-tech) devices that enhance meeting the needs of all categories of learners. Some of the ICT applications that should be used in TVET instructional delivery include; distant learning, open learning, fixable learning, blended learning, mobile IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 156 learning, virtual reality among others. These applications can only be successful if the ICT tools and resources such as computers, smart board, projectors and other projected materials that facilitate learning and improve performance are available. Bukhari, 2010; Singh and Hardaker, 2014; Ahmed, 2010; Hu and Hui, 2012; Fu et al., 2007) are of the view that non or poor availability of infrastructures, awareness and abysmal management of innovation tools have been hindering most teachers from using innovative instructional delivery in TVET programs. Drent & Meeliseen (2008) maintained that some challenges in the use of innovative facilities are seen in the installation, operation, maintenance of facilities, and staff among others. Other barriers according to UNESCO- UNEVOC (2019) include internal resistance to change teaching methods, pedagogical practices, the lack of access to new pedagogical equipment and others. Cedefop (2015) in his study indicated that some of the barriers that may hinder the innovation in TVET instructional delivery are the culture of teachers and schools such as pressure of work, habit and lack of confidence among others. University must therefore seek for effective ways of ameliorating the challenges facing the innovation in TVET instructional delivery. Tinio (2002) is of the view that issues like digital culture & literacy, ICT and teacher professional development, global awareness, investment benefits in ICT, resource constrain context, effectiveness, cost, equity, and sustainability should be looked into also, the acquisition of innovation skills in TVET instructional delivery should be addressed in pre-service teacher training and built on and enhanced in-service. Some prospects of using innovations in TVET instructional delivery according to Frederick, (2015) should include: Empowerment of learners, Enhancement of creativity and flexibility to instructional delivery, Achievement of better value, development of professional workforce and fulfilled and curious citizens. Teachers and trainers will also need support through professional development programmes. More so, there should be Monitoring, evaluation and quality assurance systems as it concerns innovation in TVET instructional delivery in the universities. Lack of innovation in TVET instructional delivery in universities has contributed much in lack of student engagement, satisfaction, perceptions, achievement, progression and motivation evidence in unemployment rate of TVET graduates (Cedefop, 2015). Seatter and Ceulemans, 2017 maintained that traditional methods of TVET instruction, such as lecture- driven delivery, have inadequately equipped students with the required competencies to make the transition from the classroom to today’s real world work. This can be attributed to the challenges encounter in use of innovation instructional delivery in TVET programs. This study therefore aimed at IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 157 investigating the challenges that hinder the application of innovations in TVET instructional delivery and ways of emolliating them. Purpose of the study The general purpose of this study is to investigate innovation in TVET instructional delivery with its problems and prospects in technical vocational education and training programmes in Enugu state, Nigeria. Specifically, the study determined: 1. To investigate the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state. 2. To investigate the prospects to the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state. Research Questions The following research questions guided the study: 1. What are the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state? 2. What are the prospects to the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state? Research Hypothesis There is no significant different on the mean response of lectures and instructors on the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state. Methodology The study adopted survey research design and was carried out in Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The population of the study was 303 TVET educators comprising of 138 lecturers and 165 instructors of TVET drawn from public universities with TVET programmes in Enugu State. There was no sampling since the population is of manageable size. A structured questionnaire was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability was used and an IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 158 overall reliability coefficient of 0.87 was obtained. The data was collected by the researchers with the help of one research assistant. Out of 303 copies of the questionnaire administered, only 288 copies were retrieved giving a 95% return rate. Data collected were analysed using mean and standard deviation to answer the research questions and t-test was used to test the hypothesis at 0.05 level of significant. Any mean value that is greater than or equal to 2.50 was accepted while mean values less than 2.50 were rejected. However, the null hypothesis was accepted if the p-value (t-calculated) is greater than 0.05 level (t-critical) but the null hypotheses was rejected if the p-value (t-calculated is less than 0.05 level value of the t-critical. Results Table 1 1. Mean and standard deviation of the response of lecturers and instructors on the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state. S/ N Item Statements Mea n S. D P-values Rema rks SIG 1 Unavailability of ICT tools in the universities. 2.73 0.7 1 0.17 Agree NS 2 Poor awareness, poor infrastructures and poor management of innovation in TVET instructional delivery, 2.61 0.7 7 0.16 Agree NS 3 Lack of skill for installation of innovation equipment 2.35 0.7 6 0.19 Agree NS 4 Lack of skill for operation and maintenance of innovation facilities. 2.57 0.6 7 0.31 Agree NS 5 Lack of time, resources and experienced staff 2.51 0.7 9 0.19 Agree NS 6 Resistance to changes in teaching method 2.75 0.6 9 0.09 Agree NS IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 159 S/ N Item Statements Mea n S. D P-values Rema rks SIG 7 Resistance to change pedagogical practices 2.63 0.7 2 0.1 31 Agree NS 8 Lack of access to new pedagogical equipment 2.54 0.6 6 0.11 Agree NS 9 Influence of teachers culture and school culture 2.66 0.7 7 0.18 Agree NS 10 Pressure of work and habit to work 2.57 0.6 4 0.16 Agree NS 11 Lack of confident on teachers 2.60 0.14 Agree NS 12 Lack of investment on the part of government 2.51 0.6 0 0.06 Agree NS Keys: SD- Standard deviation; REM-Remark; NS-Not significant. The data in table 1 revealed that all the 12 items have their mean values above the cut-off point of 2.50 indicating that the 12 items pointed out the challenges militating innovation in TVET instructional delivery of public universities in Enugu state. In other hand, the standard deviations of all the 12 items in table 1 range from 0.79-0.60 showing that the respondents were not far from each other in their responses. On the other hand, the hypothesis showed that all the 12 items in table 1 have their p-values greater than 0.05 level of significance. The null hypothesis was therefore accepted. This means that there is no significance difference in the mean responses of the TVET lecturers and the instructors on the items suggested hindering innovations in TVET instructional delivery in public universities in Enugu state. Table 2 2. Mean and standard deviation of the response of TVET lecturers and instructors on the prospects to the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state. IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 160 S/N Item Statements Mean S.D Remarks 1 TVET teachers should incorporate digital culture and literacy 2.64 0.64 Agree 2 There should be teacher professional development on innovative instructional delivery 2.59 0.71 Agree 3 There should be awareness of innovation instructional delivery of TVET 2.67 0.66 Agree 4 TVET stakeholders should invest into innovation of TEVT instructional delivery 2.55 0.67 Agree 5 There should be equity in the distribution of innovation equipment in universities 2.63 0.79 Agree 6 Acquisition of innovation skills in TVET instructional delivery should be addressed in pre-service and in-services training of TVET teachers 2.77 0.65 Agree 7 There should be empowerment of learners 2.52 0.72 Agree 8 There should be enhancement of creativity 2.57 0.66 Agree 9 There should be flexibility in TVET instructional delivery 2.56 0.77 Agree 10 There should be support for TVET professional development 2.73 0.71 Agree 11 There should be monitoring and evaluation as it concerns TVET innovative instructional delivery 2.35 0.77 Agree 12 There should be quality assurance system as it concerns TVET innovative instructional delivery 2.73 0.64 Agree IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 161 Keys: SD- Standard deviation; REM-Remark. The data in Table 2 revealed that the 12 items listed as the prospects to the challenges of innovation in instructional delivery of TVET programmes in public universities of Enugu state, have their mean values all above the cut-off point of 2.50 indicating that the items suggested are necessary prospects to the challenges of innovation in instructional delivery of TVET programmes in public universities in Enugu state. The standard deviation of the 12 items ranges from 0.79-0.64 showing that the respondents were not far from each other in their responses. Discussion The finding of the study in table 1 revealed that the 12 items that were pointed out as the challenges hindering the innovation of TVET instructional delivery were all accepted by the respondents. The implication of this finding is that the innovation in TVET instructional delivery of public universities in Enugu state is being hindered by many factor which in turn effects student’s acquisition of the innovative skills and employment after graduation. This is in line with Cedefop, (2015) who noted that Lack of innovation in TVET instructional delivery in universities has contributed much in lack of student engagement, satisfaction, perceptions, achievement, progression and motivation evidence in unemployment rate of TVET graduates. Drent & Meeliseen (2008) also maintained that challenges of innovation in TVET instructional delivery are seen in the installation, operation, maintenance of facilities, among others. Supporting this, UNESCO-UNEVOC (2019) indicated some challenges to TVET instructional delivery to include; internal resistance to change teaching methods, pedagogical practices, the lack of access to new pedagogical equipment and others. There is need therefore to look into ways of eradicating these challenges for proper innovation in TVET instructional delivery in public universities in Enugu state. The finding of the study in table 2 revealed that the 12 items that were suggested as prospects to the challenges to the innovation of TVET instructional delivery in public universities in Enugu state were all accepted as ways to eradicate the challenges for proper innovation to TVET instructional delivery. The implication of these findings is that the effectiveness of using innovation in TVET instructional delivery is based on following the above suggested prospects to the IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 162 challenges. This is in line with Tinio (2002) who is of the view that issues like digital culture & literacy, teacher professional development among others should be looked into for proper innovation in instructional delivery also TVET instructional delivery should be addressed in pre-service teacher training and built on in-service training of teachers. More so, Frederick, (2015) suggested some prospects to challenges of using innovations in instructional delivery to include: Empowerment of learners, Enhancement of creativity and flexibility to instructional delivery. It is therefore necessary that these prospects should be used to address the challenges of using innovation in TVET instructional delivery in public universities in Enugu. Conclusion The importance of TVET instructional delivery in universities cannot be over emphasized. The digital age has brought in the growing need for innovation into TVET instructional delivery in the universities. However, much need to be done on the challenges hindering the implementation of innovations in TVET instructional delivery. TVET programs in the universities should therefor incorporate the way out of these challenges to enhance for the production of high-level skills graduates needed in the digital world of work. Recommendations Based on the findings of the study, the following recommendations were made: 1. TVET educators should employ innovation in instructional delivery in TVET programmes despite its challenges. 2. Stakeholders should collaboratively ensure that innovative equipment and facilities that will aid in instructional delivery in TVET programmes are provided in public universities in Enugu state. 3. TVET stakeholders should organize training inform of in service, conference and workshop for update of TVET teacher’s skills and knowledge in innovative instructional delivery. 4. TVET stakeholders should ensure adequate funding to facilitate innovation in instructional delivery that will aid youth employment. IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 7. No. 4. (2021) ISSN: 2488- 9210 (Print) 2504-9038 (Online) Department of Philosophy and Religious Studies, Tansian University, Umunya 163 References Adaka, T.A. (2010). The need for training teachers in the use of digital Assistive technology for effective teaching of pupils with learning disabilities at the Primary School level. In Nkadi & Uchenna (Eds). Teacher Preparation and the Vision 20-20-20 in Nigeria. Enugu: Timex. Agino-Obu, T.N & Onwugbuta-Enyi, J. (2017). Teaching and measuring teaching performance in science. Journal of Education and Science, 7(1), 178-188. Arundel A., Lorenz E., Lundvall B-A. and Valeyre A. 2006. The Organization of Work and Innovative Performance: A comparison of the EU-15. DRUID Working Paper No. 06-14. Audu, R., Kamim Y. B. & Balash, F. 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