Theoretical models for evaluating engineering technology programmes in polytechnics in Nigeria
1 Department of Vocational and Technology Education, Rivers State University, Port Harcourt, Nigeria.
2 Department of Electrical/Electronics, Federal College of Education Technical (Omoku), Rivers State, Nigeria.
Review Article
GSC Advanced Engineering and Technology, 2022, 03(02), 052–059.
Article DOI: 10.30574/gscaet.2022.3.2.0038
Publication history:
Received on 18 April 2022; revised on 10June 2022; accepted on 12 June 2022
Abstract:
Polytechnic education in Nigeria was established to champion the technological advancement of the nation. Consequently, products of polytechnic engineering technology programmes (graduates of engineering from polytechnics across Nigeria) are expected to receive quality training capable of developing their skills and competence for excellent industrial operations. One of the numerous ways of achieving effective engineering education in polytechnics across Nigeria is through quality appraisal of programme. Theories and models therefore are adequately utilized in carrying out proper evaluation of educational programmes. Therefore, understanding relevant theoretical models applicable in evaluating educational objectives is very necessary to achieving reliable results. Therefore, the essence of this study is to outline and discuss relevant theoretical models for evaluating polytechnic engineering technology programmes in Nigeria with the aim of assisting technology and engineering graduates, lecturers and researchers to work assiduously towards the technological advancement of the nation. Consequently, CIPP model, Outcome-based evaluation model and Kirkpatrick’s model were key theoretical models discussed in this study.
Keywords:
Theoretical models; Psychomotor skills; Engineering; Technology education; Polytechnic
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