Enabling Psychosocial Environment for Effective Technology Education: Implications for Youth Empowerment

Abstract

Education is an instrument of change. The society looks on education for its improvement. The National Policy on Education aims at meeting the national needs and objectives. The issues of whether the needs and objectives of this nation can be achieved technologically by the youths are a question to be answered by this paper. Meanwhile, the paper investigated the existing Technology Education Institutions' psychosocial factors for empowering the youths with and without special needs with a view to establishing the possible relationship it may have with their performance. The study focused specially on FCEE (Federal College of Education, Eha-Amufu) for the proximity.One research question was used and one hypothesis was tested at the 0.05 alpha level of significance. The results showed no significant relationship between the psychosocial environment and youth empowerment. The implication of the study is that greater attention should be paid to the physical and social environment of the Technology Education Institutions so as to enhance youth empowerment with or without special needs, which will motivate them to be self-employed and be able to solve national problems.

Investigating the Effectiveness of Life Skills Training Guide on Pre-service Science Teachers’ Development of Professional Knowledge Regarding Entrepreneurship Skills

“…The science education process aims to provide students with innovative skills such as non-traditional entrepreneurship (Pounder, 2016). The prominence of STEM (Science, Technology, Engineering, Mathematics) education in meeting the innovative skills deficit in the future has enabled STEM to be regarded as a tool for comprehending entrepreneurship skills (Eltanahy et al, 2020;Ezeudu et al, 2013;Kelley et al, 2020;Sarı et al, 2022;Winkler et al, 2015). Another prominent subject is the development of students' entrepreneurial skills in agriculture and husbandry in science courses and enabling them to make career plans for being an entrepreneur (Purwanto & Supriadi, 2019).…”

The investigation of middle school students’ entrepreneurial skills in terms of Entrepreneurship-Based STEM Education: A mixed method study

“…STEM education has a sub-field called E-STEM (Entrepreneurship, Science, Technology, Engineering, Maths) (Caldwell et al, 2018). It is aimed to acquire entrepreneurial skills as well as other acquisitions via this field which is composed of the integration of entrepreneurship and STEM education (Ezeudu et al, 2013). In addition to the main goals of STEM education, orienting individuals to professions that include entrepreneurship has been one of the goals of this sub-field (Langdon et al, 2011).…”

Uncovering Strategies to Improve Student Engagement and Enhance the Engineering Education Curriculum

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“…The use of workshops to distil the optimal strategies for success is well-documented particularly in terms of their long-term effectiveness in curriculum planning and design [3], [4]. Motivated by the tenets of design thinking, the workshop aimed to avoid how initiatives falter because of ignoring the connection between needs and outcomes, and the omission of eliciting prototypes to solicit feedback be it in course design [5], social innovation integration [6]- [8], service learning [9], or entrepreneurship [4], [10], [11]. The objective of the workshop was to examine the implementation of an exploration and design (E&D) project on new interventions or strategies and provide guidance on ways to address potential challenges to curriculum redesign toward the adoption of service learning and social innovation in an engineering curriculum.…”