ICT Competence Model for Sustainable Development of Technical Education in Higher Institutions in Nigeria

Sunday Rufus Olojuolawe, Adegboye Olalekan Oluwadamilola

Abstract


The relevance of Information Communication Technology adoption in the programme of technical education has broadly been canvassed. It seems no particular study has focused on the ICT model for the sustenance of technical education especially, in Nigeria. Therefore, this study aims to develop an ICT model suitable for the development of Technical Education in Higher Institution in Nigeria. The sample for the study was obtained from among the academics at the Bamidele Olumilua University of Education Science and Technology, Ikere-Ekiti and the Ekiti State University, Ado-Ekiti. A structured questionnaire was used to elicit responses from the critical stakeholders. The questionnaire consists of two sections (A and B). Section A was devoted to the demography of the respondents, and B was based on the constructs and sub-constructs of Information Communication Technology required for the effective functioning of the Technical Education curriculum. The data for the study was analysed using the Rasch Measurement Model. The Rasch Measurement Model is most effective for determining the item that best fits the model rather than self-elimination. Only the items with the model value of -5.44 (Slide presentation and LCD Projector), -5.44 (CDS and flash drives) and -13.33 (Scanners, cameras cellphones to acquire digital images) were found to be fit for inclusion in the ICT competence model for sustainable development of Technical Education in Nigeria. It recommended that future studies should be discipline based.


Keywords


Competence; Higher Institutions; ICT; Rasch Model; Technical Education

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References


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DOI: https://doi.org/10.17509/invotec.v21i1.83589

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