The Transfer of Requisite Civil Technology Hands-on Practical Skills to Student Teachers in South African Civil Technology Teacher Training Universities

Enhancement of Tertiary Institutional Workshop and Practices as a Strategy for Increasing Innovations in Technology Education

“…Eexperiment that technical and vocational education are very much still ignored in the aspect of adequate fund, employees, modern amenities, staff motivation which subsequently are raiding the country of the fiscal growth to be contributed by graduates of technical/vocational education. Equally, [16] maintains that in Nigeria the present state of technology education services is very poor; there is no strategic means to mending wrecked and dented tools or means of procuring first-hand tools. [16] furthermore, add that there is slight or no concern on the part of government, teachers and students for the improvement of the present state of facilities.…”

“…Equally, [16] maintains that in Nigeria the present state of technology education services is very poor; there is no strategic means to mending wrecked and dented tools or means of procuring first-hand tools. [16] furthermore, add that there is slight or no concern on the part of government, teachers and students for the improvement of the present state of facilities. [13] pointed out that technology education departments in some Nigeria tertiary institutions do not have laboratories or workshop space let alone usable equipment and facilities and where they exist, they are grossly inadequate, as the laboratories only have the items or equipment that were provided when the departments were established.…”

“…A deep reflect on [13] view will make us to understand that, allowing technology education to assume it full potentials by providing all the necessary workshops tools and equipment alongside with re-strategizing on workshop practices, will lead to substantial technological development which in another word can be referred to as innovations. [16] pointed out that the quality of technology education programmes is greatly determined by the number of students who acquire the skills for the economic development, knowledge and values needed by society.…”

“…As such it becomes very clear that technology education in Nigeria is not assuming it full potentials. [16] quoted Fritz to have put forward that the traditional pedagogy of workshop-type technical subjects was, and still is, in many cases, "demonstration and follow"; he said it has been used to good effect in the development of student aptitudes, chiefly in industrial skills. However, technology education"s evolution is transforming the subject from one that requires learners to imitate teacher-prescribed industrial hand-and machine-skills to one that is argued as being unique in the school curriculum.…”