Abstract:
Technical and Vocational Education and Training (TVET) was established to make pre-service
teachers acquire practical skills, knowledge of job creation and self-reliance for national economic
growth and development. However, studies have shown that the outcomes of TVET (skills acquisition
and creativity) could not be achieved as a result of inadequate ICT resources. Previous studies focused
largely on improvisation and improvement of instructional strategies without much attention on the
use of ICT to teach TVET practical skills. A survey of TVET teachers in Lagos State showed that they
had low technology literacy and knowledge creation. Therefore, this study was carried out to
implement UNESCO ICT-Competency Framework (Technology Literacy - TL; Knowledge
Deepening - KD and Knowledge Creation -KC) for the acquisition of ICT-based teaching
competencies among Federal College of Education TVET pre-service teachers in Lagos State.
Competency and Engagement theories provided the framework. Design-based approach of mixed
methods adopted was in four phases – analysis, development, iterative and reflection, which were
carried out in 16 weeks. Multi-stage sampling procedure was used. Federal College of Education
(Technical), Akoka was purposively selected being a college of education with adequate technical and
vocational resources in Lagos State. Fourteen 200 level pre-service teachers were enumerated and
purposively selected in their ultimate year, where the bulk of the courses were taken. The instruments
used were Skill Acquisition (r=0.72); Technology Literacy Assessment (α=0.98); Knowledge
Deepening Assessment (α=0.87) and Knowledge Creation Assessment (α=0.94) scales, and UNESCO
training module. A session of focus group discussion was held with TVET class representatives.
Quantitative data were subjected to descriptive statistics and paired t-test at 0.05 level of significance,
while qualitative data were content analysed.
The majority of the participants (92.9%) were male. Pre-service teachers’ TL (85.0%); KD (78.5%)
and KC (73.1%) were high. Pre-service teachers demonstrated high creativity in use of ICT (ease of
use - 76.3%; engagement - 71.0%). There was a significant difference (t =5.302; df=13) between the
level of ICT use. The mean of level of ICT use before training was (𝑥̅= 80.07), while that of after
training was (𝑥̅= 142.50). Pre-service teachers’ knowledge of skills (71.4%); standard of work
(57.2%); autonomy of work (71.4%); coping with complexity (57.1%) and perception of context
(78.5%) were high. Despite preparation, pre-service teachers lack ICT skills. In addition, they prepared
ICT-based lesson notes which were used to teach Technical Drawing. They perceived the use of ICT
tools as relevant and related to achieving the objectives of TVET. They demonstrated acquisition of
practical skills and creativity after the training.
The implementation of UNESCO framework for the acquisition of ICT competency for Technical and
vocational education in Federal College of Education Akoka, Lagos was effective. The framework
should be adopted by technical and vocational education teachers.
