Indian Journal of Science and Technology
Year: 2013, Volume: 6, Issue: 4, Pages: 1-9
Babawuro Shu’aibu1 *, Muhammad Sukri bin Saud1 , Hassan Bello2 , Yusri Kamin1 and Yahaya Buntat1
1 Faculty of Education, Universiti Teknologi Malaysia, [email protected]
2 Vocational and Technology Education, [email protected]
*Author For Correspondence
Faculty of Education
Developing sound and relevant Information and Communication Technologies (ICTs) policies in education and higher learning institutions in particular is still not exhausted in some developing countries around the world. Despite ICTs adoption in education, mostly higher institutions of learning deploy the use of such facilities without relevant policies guide showing how, what, where and when these facilities are going to be utilised. In order to develop ICTs policy in those institutions, specific areas for consideration need to be developed. Therefore, this study aimed at developing a model based on linear regression and Structural Equation Modelling (SEM) of significant determinants that need to be given priority during ICTs policy formulation in Technical and Vocational Education (TVE) in Nigerian higher institutions of learning. One hundred and forty (140) respondents comprised of policy makers, administrators and lecturers responded to a structured questionnaire addressing research question and its corresponding hypothesis. A conceptual model developed consisted of 7 observed variables that will serve as areas that should be considered in ICTs policy for TVE programmes in Nigeria. A model was recommended for adoption and implementation in higher institutions offering TVE in Nigeria
Keyword: ICT policy, Technical and Vocational Education.
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