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HESWBL
11,1
92
Received 21 December 2018
Revised 6 November 2019
29 December 2019
Accepted 26 January 2020
Higher Education, Skills and
Work-Based Learning
Vol. 11 No. 1, 2021
pp. 92-110
© Emerald Publishing Limited
2042-3896
DOI 10.1108/HESWBL-12-2018-0140
Improving graduate outcomes
Implementation of problem-based learning in
TVET systems of Nigerian higher education
Ugochukwu Chinonso Okolie
Department of Vocational and Technology Education,
Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria
Elisha Nwonu Elom
Department of Technology and Vocational Education,
Ebonyi State University Faculty of Education, Abakaliki, Nigeria
Paul Agu Igwe
University of Lincoln, Lincoln, UK
Michael Olayinka Binuomote
Department of Vocational and Technology Education,
Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria
Chinyere Augusta Nwajiuba
Alex Ekwueme Federal University, Ndufu-Alike Ikwo,
Nigeria, and
Ntasiobi C.N. Igu
Department of Educational Foundations,
Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria
Abstract
Purpose – This study explores how the implementation of problem-based learning (PBL) in technical and
vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate
outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of
Nigerian HE.
Design/methodology/approach – This study follows the assumptions of qualitative research. The authors
interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees
were drawn from TVET teachers (n 5 33; 24 males and 9 females), Directors at National Board for Technical
Education (n 5 4; 3 males and 1 female), Directors of National Directorate of Employment (n 5 5; 3 males and 2
females), Directors at the Federal Ministry of Education (n 5 3 males), and industry executives (n 5 10; 7 males
and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using
NVivo 12 plus and analyzed through thematic analysis.
Findings – The results show that PBL in the Nigerian TVET system has positive implications for quality
TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve
students’ self-efficacy, allow students to construct learning on their own, enhance graduate competencies and
graduate employability. It also revealed six perceived possible major challenges to effective implementation of
PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in
Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying
real-life problems, among others. Participants offered benchmarks and actions and standards for improving
the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective
implementation of PBL in the TVET system of Nigerian HE (Table 1).
Originality/value – The results of this study are original and serve as an advocacy for Nigerian HE authorities
to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as
a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE.
Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this
study to increase HE and industry participation and partnership for quality of TVET program.
Keywords TVET, Nigeria, Pedagogy, Cognitive learning, Problem-based learning
Paper type Research paper
Introduction Improving
In Nigeria, technical and vocational education training (TVET) is offered at the upper graduate
secondary and tertiary education levels to train learners in applied sciences, technology, and
commerce, particularly at subprofessional levels (Okolie et al., 2019a). It aims to equip learners
outcomes
with the technical skills required for industrial and social development (Ansah and Kissi,
2013). According to Seyi (2014), at upper secondary level, TVET subjects include local crafts,
computer education, applied electricity, book-keeping and accounting, building construction,
auto mechanics, commerce, electronics repairs, clothing and textiles, food and nutrition, 93
painting and decoration, carpentry and joinery, home management, metalwork and
fabrication, technical drawing, shorthand, typewriting, and fine art. These subjects
prepare learners either for further studies in higher education (HE) institutions or to set up
small businesses to earn livelihoods and possibly train others. However, at the tertiary or HE
level, TVET areas of specialization include agricultural education, business education, home
economics, fine and applied arts, woodwork technology, building technology, electrical/
electronics technology, and mechanical/metal works technology.
These areas of specialization are studied from bachelor’s to PhD degrees in the Nigerian
HE system (Ayonmike, 2015; Okolie et al., 2019a). master’s and PhD degree holders in TVET
are usually recruited in Colleges of Education (Technical) and Universities to teach TVET
students on the theoretical aspects of the program, while the bachelor’s degree holders are
employed as technologists in the TVET departments to train students on essential technical
skills. Overall, TVET training in Nigeria leads to the production of crafts trainers, technical
college teachers, technicians, and other skilled people that can be enterprising and self-reliant.
Master’s and PhD degree holders that are unable to get teaching positions in the HE
institutions can open apprenticeship centers where people can be trained to acquire technical
skills informally. In this study, the focus is on TVET in Nigerian HE system.
TVET has deep roots in the US and Dutch school system, which pays attention to “high
standards in mathematics and provision of vocational education at ages 14–16 for a third of
all pupils, and comprehensive vocational education at 16þ” (Van-Ark, 1992). With an
emphasis on career and technical education, the Washington Office of Superintendent of
Public Instruction (n.d) defined TVET “as a planned programme of courses and learning
experiences that begins with exploration of career options, supports basic academic and life
skills, and enables achievement of high academic standards, leadership, preparation for
industry-defined work, and advanced and continuing education.” The national policy on
education of the Federal Republic of Nigeria (2004) defined TVET as an education program
that involves general education, the study of technologies, sciences, and acquisition of
saleable skills, attitudes, understanding, and knowledge about occupations in various sectors
of the economy. For clarity, this study adopts the OECD’s (2010, p. 149) definition of TVET as
an education program that “can have a major impact on economic competitiveness, by helping
to produce qualified workers whose skills are relevant to the labour market, preparing the
younger generation for work and developing the skills of older workers.” However, in some
advanced countries such as Germany, there is a strong emphasis on a dual system of TVET (a
combination of school-based training with work-based training), which is also regulated and
supervised by trade unions and employers (Deissinger, 2015). In developing countries such as
India, secondary (high) schools have vocational centers that offer vocational training for
lifelong learning together with general academic studies (Kumar et al., 2019).

Objective of the study

The major rationale underlying TVET is to produce graduates who are work-ready by
developing relevant knowledge and skills and to encourage training in essential real-world
skill sets such as critical thinking, problem-solving, communication, and lifelong learning
HESWBL (Jabarullah and Hussain, 2019). Jabarullah and Hussain (2019, p. 554) further explained that
11,1 “TVET is more hands-on and practical, with a greater emphasis on applied knowledge of
underlying theory to specific subjects.” This implies that TVET should be more practice-
based than theory-based. However, in Nigeria, this appears to be different as the TVET
curriculum allows over 67 percent theory and 33 percent practical lessons (see, e.g. Eze, 2013;
Momoh, 2012; Ojimba, 2012; Okolie, 2014; Okoye and Arimonu, 2016). We, therefore, argue
that the percentage allotted for TVET practical lessons may not be adequate for learners to
94 acquire the saleable skills needed to be work-ready. Several studies have pointed out that
TVET learners in Nigerian HE system are overloaded with more theoretical lessons as a
result of the predominant use of the traditional teaching methods, instead of more practical
lessons that allow learners to construct learning leading to skills mastery (Akombi, 2005;
Okolie et al., 2019a). We also argue that for TVET to effectively achieve its objectives in
Nigerian HE system, there should be a paradigm shift from predominant traditional teaching
methods to other innovative teaching methods such as problem-based learning (PBL) that
can allow learners to construct learning on their own and be able to proffer solutions to real-
life identified problems (Gwee, 2009).
Many studies have argued that TVET in Nigerian HE system lacks focus and quality due
to low-quality teaching and learning practices (see, e.g. Momoh, 2012; Ojimba, 2012; Okolie,
2014; Okoye and Arimonu, 2016). “TVET would fail to generate qualified skilled workers,
necessitating industries to invest in in-house training or take the risk of hiring unskilled
workers, liable for producing low-quality products.” (UNESCO-UNEVOC (2012, p. 7). The
British Council of Nigeria (2010) expressed concerns about the ability of Nigeria’s HE
institutions to produce quality and skilled graduates due to low-quality teaching and that the
crisis in the job market will worsen as growing numbers of unskilled HE graduates enter the
labor market. Many researchers have found that the majority of TVET graduates are not
employable and do not possess the competence to be gainful or self- employed (e.g. Okolie
et al., 2019a). While many scholars have blamed this challenge on the academic system
inherited from the colonial master, others have blamed the TVET curriculum, the teachers’
quality, and methods of TVET delivery in Nigerian HE institutions (see, e.g. Ayonmike, 2015;
Okoye and Okwelle, 2013; Oviawe et al., 2017). To address low skills acquisition and
incompetence of TVET graduates, which have attracted the attention of employers and
government in Nigeria, this study argues that better TVET teaching methods that allow deep
learning and specific skills mastery are imperative. It proposes the implementation of a PBL
approach in TVET delivery in Nigerian HE system for improving graduate outcomes.
An extensive search in the literature for studies on how PBL can be used to improve the
TVET program in Nigerian HE system yielded no significant results. It is on this backdrop that
this study intends to explore how the implementation of PBL in TVET system of Nigerian HE
institutions can improve quality graduate outcomes. The study is timely and can be a starting
point for research in the domain of improving the quality of TVET in Nigerian HE institutions.
The study is motivated by a need to learn how the implementation of an innovative teaching
approach such as PBL can enhance the quality of TVET learning in Nigerian HE system. Our
study is built on the rationale that PBL promotes cognitive development and deep learning that
in turn enhances performance through interaction with peers, teachers, and the environment
(McPaland et al., 2004).

Problem-based learning (PBL)

PBL is an instructional approach designed to enhance deep learning in which collaborative
group work is often used (Delaney et al., 2015). It is a pedagogical approach introduced in the
medical education decades ago in the US and other developed countries’ medical schools, to
provide learners the opportunity to work collaboratively and develop the ability to learn
under their own direction. PBL is an active learning strategy that encourages students to Improving
think of problem causes and how to solve the problems using innovative approaches (Gwee, graduate
2009). It also allows work collaboratively and promotes a student-centered approach. PBL is
also an instructional approach that helps teachers facilitate and stimulate students in asking
outcomes
questions to themselves for deep learning at their own pace (Barrows, 2002). Based on the
adopted definitions of PBL, it may suffice to say that the PBL approach can contribute to
improving self-efficacy, concomitant deep learning behavior, inhibit surface learning,
improve fast mastery of specific skills by observing group members (Jabarullah and Hussain, 95
2019). The TVET system in Nigerian HE may benefit from a PBL approach if adopted and
well-implemented for quality graduate outcomes.

Challenges to effective implementation of PBL

Despite the perceived positive impacts or advantages of the PBL approach, it, however, has
some challenges and barriers to its effective implementation. Hallinger and Lu (2011); Gorghiu
et al. (2015) and Summers and Dickinson (2012) found some of the challenges and barriers to
effective implementation of PBL, which include the following: (1) it requires a higher degree of
professionalism and deep content knowledge from the teachers; (2) it requires more efforts
from the students and the teacher; (3) the assignments completion can be time-consuming; (4)
the management of the class is complex than the normal traditional teaching method; (5) the
teacher needs to adequately guide the students in a way that may not inhibit inquiry; (6) some
students may be uncomfortable in a classroom with a PBL approach than in a traditional
classroom. Hallinger and Lu (2011, p. 282) found that there may be doubt about the acclaimed
educational outcomes of PBL, thereby causing anxiety that the outcomes of PBL may not be
very tangible. Also, another challenge could be a disruption of the usual and comfortable
teaching methods as well as fear of change of teaching method. Another challenge can be
institutional consistency in the use of PBL in Nigerian HE system having predominantly used
the traditional teacher-centered approach. Khairiyah et al. (2010) found that the quality
assurance system within most institutions affects the effective implementation of PBL. Liuzzi
(2011) found that one of the major challenges of implementing PBL approach in an institution
is the required space for conducting the PBL lessons. Other researchers identified student
factors, resources, and teaching conception of the HE teachers as major challenges or barriers
that affect the implementation of PBL (e.g. AlBuali and Khan, 2018). Lim (2012) found that
another challenge to the implementation of PBL is that it requires more time, expertise, and
commitment, which may require constant training and retraining of HE teachers to achieve.
Specifically, we asked the following questions:
RQ1. How can PBL be implemented in TVET system of Nigerian HE for quality graduate
outcomes?
RQ2. What are the issues, challenges, and barriers to effective implementation of PBL in
TVET system of Nigerian HE?

Theoretical framework
TVET requires an effective delivery method that allows learners to construct knowledge on
their own; therefore, adopting and implementing an innovative teaching strategy such as
PBL is recommended. The PBL is a constructivist approach that emphasizes inquiry-based
active learning that takes place through collaborative group interaction and results in
valuable outcomes, meaningful for learners and society (Alt, 2015). It enhances the
development of work-related skills by offering students the opportunity to integrate theory
and practice. As a learning model promoted by William Heard Kilpatrick and John Dewey,
HESWBL PBL was first practiced in the medical school of McMaster University Faculty of Health
11,1 Sciences, Canada, in the 1960s under the coordination of Howard S. Barrows (Gwee, 2009).
The school used the new and innovative teaching approach (PBL) for its students, which has
been in use globally currently (Moskovsky et al., 2013). Since the introduction of PBL into the
academic process, it has become an important educational approach that is based on student-
centered learning, experience-based learning, activity-based learning, interdisciplinary
learning, a focus on practical examples, and collaborative group learning. This form of
96 teaching approach may be highly useful in Nigerian TVET system if adopted and
implemented effectively by the TVET teachers. Savin-Baden and Major (2004) explained that
PBL is an educational strategy, philosophy, or an approach to teaching that emphasizes the
development of skills and students’ motivation to become lifelong learners. It has some
important advantages in teaching, which include (1) motivating students to be responsible for
learning, (2) helping students to develop understanding and knowledge in an integrative way
and acquiring knowledge that is sustainable over a lifetime, (3) helping students to gain skills
to communicate through problem-solving and experiencing diverse learning tasks (Gwee,
2009; Holm, 2011; Moskovsky et al., 2013).
As an educational approach, PBL takes into account the multifaceted nature of learning
and encourages practical experiments (Savin-Baden and Major, 2004). It creates a learning
environment where “inquiry activates self-directed learning, information mining, dialogue
and collaborative problem-solving can be incorporated in an educational programme to
enrich student learning experience” (Stanley and Marsden, 2012, p. 286). Through the PBL
approach, students can explore and converse fresh ideas in a group, tell each other about their
plans, which encourages learning (Pease and Kuhn, 2011). PBL supports self-efficacy and
offers learners information about their capabilities based on assessment and reflection on the
results obtained (Loyens et al., 2008; Holmes and Hwang, 2016). As a constructivist approach,
PBL involves observing others, which encourages learners to develop relevant skills and to
be knowledgeable. This approach motivates learners to master saleable skills that may not be
acquired through the traditional teacher-centered approach where students sit for hours to
listen to several theory-based lectures, as mostly practiced in the TVET system of Nigerian
HE. Based on the literature review, we, therefore, argue that implementing PBL in Nigerian
TVET system may enhance effective instructional delivery and allow learners to construct
learning while teachers act as moderators.
To plan the PBL program, teachers have to design problems that are not directed to
predictive answers but can trigger an in-depth research process of multifaceted topics to
learners. This implies that Nigerian TVET teachers have to create quality methods of
assessment and activities planning to ensure quality learning outcomes. PBL in Nigerian
TVET system may support a pedagogical approach and curriculum design method that can
encourage TVET learners to think of problem causes and how to solve identified problems.
This is because, it allows teachers to act as facilitators of collaborative learning and offer
learners opportunities to determine what to learn by using a student-centered approach
(Barrows, 2002; Trampusch, 2014). Since a thorough search in the literature shows a lack of
empirical evidence on how the implementation of PBL in Nigerian TVET system could
enhance quality learning outcomes, this study makes a significant contribution to the
knowledge of the TVET system in Nigeria and possibly to other developing countries. It also
contributes to answering calls for research and initiative to find better ways of improving the
quality of TVET graduates.

Methodology/research design
In this study, “interpretivism” is used as a philosophical standpoint that enables participant’s
perspectives and provides them with an opportunity to narrate their experiences
(Guest et al., 2012). Having considered the research objective based on the literature Improving
standpoint, we decided to use a qualitative approach to explore the subject of study and to graduate
capture comprehensive and rich information (Ary et al., 2010). The qualitative research
approach allowed participants to share insights, views, and personal experiences (Rolfe,
outcomes
2006), about how PBL in the TVET system of Nigerian HE could be implemented to enhance
effective TVET delivery and improve quality graduate outcomes. The study participants
were drawn from 15 public universities that offer TVET program from bachelor’s to PhD
degrees, and the public universities are within the six geopolitical zones of Nigeria. 97
The procedures for data collection are as follows: at first, we identified TVET teachers,
administrators, and TVET program designers through the National Association of Technical
Teachers (NATT) annual conference proceeding, which usually comes with presenters’
contacts (phone and email). The NATT conferences usually have in attendance TVET
teachers mostly in HE institutions, policymakers, industry experts, TVET fresh graduates,
and TVET postgraduate students across Nigeria. The NATT conference is the biggest
TVET gathering in Nigeria that is usually organized once every year. Through NATT’s
conference proceedings, which include presenters’ affiliations, mobile, and email contacts, we
got contacts from many TVET teachers, directors working with the National Board for
Technical Education, the National Directorate of Employment, the Ministry of Education,
industry executives (IEs), and TVET administrators. We also approached TVET
postgraduate students from five universities within the southeastern part of Nigeria. The
postgraduate students were approached in their respective institutions during master’s and
PhD thesis defenses. Those that declared interest in the study shared their contacts (email
and phone) with us.
Second, we sent an email and WhatsApp invitation letters together with research
participation consent forms to a total of 294 contacts we harnessed from NATT conference
proceedings and the TVET postgraduate students. The invitation letter introduced the
researchers, explained our research intentions, how we got their contacts, and then asked
for their interest to participate in the study. The research invitation letter also has a section
for a research consent form, which asked participants to provide brief personal information
such as age, sex, educational qualifications, and years of work experience. They were
assured of anonymity and that they can decline their interest in participating in the study
at any time. Within 60 days, we sent several emails and WhatsApp message reminders to
the 294 contacts. The motive for sending reminders was for interested participants to
indicate their interest in participating in the study. The process enabled the achievement of
97 (32.99 percent) responses (86 participants from NATT and 11 TVET postgraduates) that
indicated an interest in participating in the study. However, to ensure that only qualified
and experienced participants were selected for this study, we adopted an elimination
process.
Through the elimination process, 31 intending participants who have below 10 years of
work experience were disqualified, while 55 intending participants who have 10 years of
work experience and above were allowed to participate freely in the study. The intending
participants with less than 10 years of work experience were disqualified based on the
notion that people with fewer years of work experience may not have gained sufficient
experience in the field to offer meaningful contributions. The 55 participants are drawn from
TVET teachers (n 5 33; 24 males and 9 females), Directors at National Board for Technical
Education (DNBTE) (n 5 4; 3 males and 1 female), Directors of National Directorate of
Employment (DNDE) (n 5 5; 3 males and 2 females), Directors at the Federal Ministry of
Education (DFME) (n 5 3 males), and IEs (n 5 10; 7 males and 3 females). The participants
are in the age range of 39–63 years. On the other hand, the TVET postgraduate students
were particularly invited for a focus group; in order words, they did not participate in
interviews. It was easier to bring them together for the focus group since they are selected
HESWBL from public universities within the south-eastern region of Nigeria. Through purposeful
11,1 sampling (Palinkas et al., 2015), we selected 7 out of the 11 TVET postgraduates who
indicated an interest in participating in this study. The seven selected TVET postgraduates
comprise six males and a female between the ages of 29–43 years. The students consist of
three master’s degree and four PhD candidates in TVET departments of their respective
public universities. We considered only the postgraduate students with the notion that they
have completed the TVET undergraduate program and can confidently offer useful
98 information regarding TVET teaching and how it may be improved using other teaching
approaches.

Data collection and analysis

Interviews and the focus group gave us opportunities to explore, in an in-depth manner,
issues that are unique to the experiences of participants. It allowed us to gain insights into
how different phenomena of interest are experienced and perceived. A greater number of
participants (58.18 percent) were interviewed face-to-face. Also, 29.37 percent of the
participants were interviewed through phone calls, while 12.45 percent were interviewed
through WhatsApp calls. The motive for using the three different methods during the
interviews was to allow participants the freedom to express themselves. Participants who
were too busy for a face-to-face interview were interviewed through other methods. Also, the
majority of the participants who live and work in the far Northern part of Nigeria were
interviewed through phone and WhatsApp calls. Despite the three methods adopted during
the interviews, we ensured that the same questions were asked the participants. For the face-
to-face interviews, we spent a minimum of 34 minutes and a maximum of 49 minutes. For
WhatsApp and phone interviews, we spent a minimum of 28 minutes and a maximum of
39 minutes. However, the time variations do not affect the quality of interviews conducted as
the interviewer maintained a focus on getting in-depth rich information from the
interviewees. For the focus group, we assembled the seven TVET postgraduates in a
convenient location approved by all of them to ensure a smooth discussion of the subject of
study. The focus group lasted 57 minutes, and participants were made to have a deep
reflection on issues that have profound meaning.
We encouraged participants to choose a convenient time for the interviews and the focus
group. The interviews and the focus group were conducted strictly on the participants’
approval and convenience (Seidman, 2013). The interview places and focus group locations
were free of noise and disruptions. The interviews and focus group started with easy
questions that made the interviewees and focus group participants comfortable and
familiarize with the subject of the interview (Lingard and Kennedy, 2010). A few examples of
questions that the moderator asked the participants include: please can you tell me, what do
you understand about PBL? How have you applied PBL in teaching TVET courses in your
institution? Further, into the interviews, participants were asked questions such as: From
your experiences, do you feel that the use of PBL in the Nigerian TVET system can improve
TVET students’ self-efficacy and quality learning outcomes? How can implementing PBL in
TVET system of Nigerian HE improve students’ attitudes to meaningful learning, self-
efficacy and foster the development of saleable skills?
Data were collected through a semistructured approach seeking answers to the study’s
specific research questions. To facilitate triangulation, data from the focus group discussion
was used to validate responses from the face-to-face, WhatsApp, and phone interviews and to
explore more in-depth the themes that emerged from the qualitative research approach
(Creswell, 2013). Every interview and focus group discussion were recorded electronically
and converted into writing for analysis. We ensured that data were transcribed verbatim – a
time-consuming process. We started the process as soon as after completing the interviews
and focus group. This enabled us to identify analytical structures, similarities, and Improving
differences between different responses. The interview transcripts were coded using axial graduate
coding to enable the breakdown of core themes and relating codes (categories and concepts)
(Blair, 2015). Data were analyzed thematically using NVivo version 12 plus – a qualitative
outcomes
analysis program developed by the QSR to node responses of participants into themes based
on the key research questions that guide this study. To avoid bias and ensure confidentiality,
the interviewers were not involved in coding of the transcripts. Two coders with no prior
knowledge of the study were employed to code the interview transcript to ensure intercoder 99
reliability (see, e.g. Gibbert et al., 2008; Floersch et al., 2010).

Findings
The findings of this study provide suggestions on how implementing PBL approach in TVET
could improve quality learning outcomes in Nigerian HE system. The results of the analysis
focused on three key themes: (1) identifying learning outcomes, (2) adequate training and
retraining of Nigerian TVET teachers, (3) issues, challenges, and barriers to effective
implementation of PBL.

Identifying learning outcomes

Reflecting earlier discussion about the constructivist approach that emphasizes inquiry-
based active learning that takes place through collaborative group interaction, participants
certainly felt that adopting and effectively implementing PBL in TVET system of Nigerian
HE is essential in helping students develop relevant skills required to compete with the world
of work upon graduation. Participants suggested that despite the perceived cost implication
and resource-intensive nature of PBL, all Nigerian HE institutions should work toward
adopting PBL for improving graduate outcomes in their TVET departments. Participants
advised that adopting PBL approach in Nigerian TVET system can improve attitudes and
orientation of learners:
I am convinced that effective implementation of PBL in Nigerian higher education TVET system will
help learners enormously. You see. . .I must say that adopting a problem-based learning approach
requires an assessment of the current TVET courses to ensure that they in line with the demand of
the employers (TVET Teacher - 09).
Participants suggest that for effective implementation of PBL in the Nigerian TVET system,
the traditional teaching method, which is mainly lecture-based instructional delivery, should
be used minimally. They appeared to agree that teacher-centered education predominantly
used in Nigerian TVET system promotes memorizing of learning and therefore, may not
adequately allow TVET learners to develop relevant skills to be work-ready:
[. . .] to implement problem-based learning in Nigerian TVET system, we must promote student-
centered learning which canno’t be achieved through our usual traditional teaching method (TVET
Teacher- 05).
There seemed to be a suggestion from participants about a functional measure for assessing
learning outcomes of the Nigerian TVET graduates:
I think. . .we should develop formative and summative assessments to measure TVET learners’
learning abilities (TVET postgraduate - 05).
The participants reflected on how else the Nigerian HE can implement PBL in TVET system
for quality graduate outcomes; they recommended the need for a significant change in the
mind-set of teachers and students about the TVET program in Nigeria as well as the pattern
of learning:
HESWBL To effectively implement problem-based learning in Nigerian higher education TVET system, the
graduation of TVET students should no longer be based on written theory-based examination and
11,1 theses, rather through evidence of technical skills mastery achievable through PBL approach (TVET
Teacher -11)
As participants pointed out, the traditional methods of TVET delivery in Nigeria only allow
learners to perform well mostly during coursework and written examinations. However, the
performance of TVET learners in coursework and written examinations, as participants
100 noted, cannot be a quality evaluation method for determining the exact level of the students’
knowledge and skills mastery:
I mainly use the traditional teaching method due to the system we currently operate [Laughing].
Many of us can do better if the university management can encourage practice-based learning,
problem-based learning and out of classroom learning (TVET teacher-13).
This particular participant appears to blame the overdependence on traditional teaching
methods, which many participants have described as passive, on the management’s inability
to play their part in terms of designing problem-based learning TVET curriculum, which will
not allot more time to theories than practical exercises:
. . .our students will be better equipped if exposed to real-life problems through effective
implementation of problem-based learning. But, the higher education management/ authorities
should take the lead (DNBTE -3).
Participants pointed out that some TVET teachers who were trained abroad where PBL
approach is in use understand the importance and benefits of PBL approach and they
occasionally practice it. They advised that other TVET teachers that have been trained to use
PBL approach should endeavor to apply it during TVET delivery whether encouraged by the
institution authority or not:
I occasionally apply a problem-based learning approach when teaching my students, but it is very
stressful. . .I must confess that it requires adequate planning. I also notice that it is time-consuming
and could be financially demanding. Overall, it is innovative and enhances quality learning outcomes
(TVET Teacher - 02).
Participants seemed particularly reassured that PBL in TVET can help to reduce
overtheorizing the TVET program in Nigerian HE system:
We received more theoretical lessons during my undergraduate programme. Implementing the
problem-based learning approach could help to offer more practical experiential learning than what
is currently obtainable in Nigerian TVET system (TVET Postgraduate 03).
The majority of the participants decried the overdependence on lecture method of teaching in
TVET delivery and encouraged TVET teachers that have been trained abroad on the use of
PBL approach to embed PBL scenarios in their lesson planning to encourage students to
practice deep learning:
. . .I think that this is a step we’ve missed a very long time ago but I am happy that this idea is being
proposed by this study. This can serve as a starting point for further studies in this matter
(DNDE-02).
Drawing on the participants’ views, we would suggest that Nigerian HE authority should
consider exploring various avenues for implementing PBL in the TVET system for quality
graduate outcomes. This can help to build students’ motivation and interest through creating
scenarios to generate quality discussions, brainstorming, and deep learning, which improves
quality learning outcomes. Participants proposed an improved TVET system in Nigeria,
advocating continuous training and retraining of teachers to ensure that TVET learners meet
the demand of the modern labor market. The majority of the participants insist that though Improving
they have not practiced PBL in TVET delivery, implementing PBL in the TVET program of graduate
Nigerian HE system can improve students’ attitudes toward learning technical skills. It can
improve students’ competencies by allowing them to construct learning and learn at their
outcomes
pace while the teachers act as coaches instead of enforcers of knowledge. Participants noted
that implementing PBL in Nigerian TVET system can allow learners to be highly involved in
learning, which can foster the development of life skills. Analysis shows that PBL can help
Nigerian TVET students to ask problem-solving questions, search for pertinent information, 101
conduct researches, collect relevant data, think critically for data analysis, discuss and share
ideas with like-minded colleagues, and make informed decisions. These findings corroborate
the conclusion in the literature review (e.g. AlBuali and Khan, 2018; Jabarullah and Hussain,
2019; Gwee, 2009).

Adequate training and retraining of Nigerian TVET teachers

Participants noted that implementing PBL in TVET system of Nigerian HE can help in
improving the self-efficacy of graduates. However, they assert that to help TVET students
boost their self-efficacy, teachers’ competencies and ability to motivate students are
imperative. Participants pointed out that this could be achieved through the provision of
continuous training and retraining of TVET teachers by the HE management:
. . .to effectively implement problem-based learning, I feel that we need adequate training and
retraining. This can help us learn how to identify real-life problems for the students to work in
(TVET Teacher - 06).
This particular participant draws out the importance of using innovative teaching
approaches that can expose TVET learners to peer discussions, teamwork, and
collaborations for quality graduate outcomes. Participants pointed to revising TVET
curriculum in order to include PBL activities:
[. . .] I encourage the Nigerian higher education authorities to call for an overall revision of the
Nigerian TVET curriculum. Through this process, activities that support the use of PBL can be
included in the curriculum to promote a student-centered method of TVET delivery (IE -04).
Some participants suggested including more innovative learning activities to improve the
Nigerian TVET system:
Perhaps Nigerian universities offering TVET programmes should encourage work-based and
apprenticeship-based TVET degrees rather than full-time classroom-based TVET degrees (IE -02).
Participants noted that implementing PBL in Nigerian TVET system can help students
construct learning by watching their colleagues succeed at tasks that can reinforce their
beliefs in their abilities and self-efficacy. They pointed out that TVET teachers should be
trained to learn how to give students the freedom to choose a learning pattern:
. . .by applying a problem-based learning approach, my role as a teacher will be more innovative and
interesting. I can develop my students in several ways. . .like, improving their communication skills,
analytical skills, problem identification skills among others. This is so motivating and encouraging
(TVET-Teacher - 01).
Participants acknowledged that PBL in Nigerian TVET system can facilitate an instructional
delivery that supports active peer teaching and learning in an open-communication style and
improve meaningful learning that leads to quality graduate outcomes:
[. . .] I have used a problem-based learning approach to tutor TVET students I supervised during
their internship programs in the industry. From personal experiences, I found that my supervisees
HESWBL developed a higher ability to retain information after solving identified problems, which promotes
lifelong learning (IE - 05).
11,1
This particular participant’s expression shows that for effective implementation of PBL in
Nigerian TVET system, teachers develop skills in real-life problem identification, which can
be presented to students for proffering solutions. This can offer students the opportunity to
learn socially, think critically before decision-making, and analyze problems carefully before
102 concluding:
. . .I feel that effective problem-based learning implementation requires an effective partnership
between industry and TVET departments of Nigerian higher education to counter the limitations
and challenges associated with their usual traditional teaching approaches (DNDE- 04).
Participants appeared to agree that such establishment of an effective relationship between
the TVET system of the Nigerian HE and industry can have benefits in twofold: offering
training to the teachers and improving students’ employability through a transition from
school to industry:
. . . Implementing and adopting a problem-based learning approach in Nigerian TVET system will
enhance the smooth transitioning of TVET graduate from school to labour market and improve the
employability of TVET graduates (IE- 03).
Reflecting on how else PBL in TVET can improve the employability of graduates, one of the
focus group participants narrated an interesting experience about connecting theory to
practice and preparing learners for employment through a PBL approach:
During my six months of compulsory internship in the industry, I was merged with a group of six
TVET students with a seasoned industry-based expert as a supervisor. I learned many new ideas
and developed saleable skills in metal works and fabrication- an opportunity that I was not presented
with while in the school. I learned by connecting the theories I’ve been taught in the classroom with
practice through a problem-based learning approach that my industry-based supervisor adopted
(TVET postgraduate -3).
Drawing on the literature and the constructivists’ approach, PBL in Nigerian TVET system
would be dominated by circumstances that make learning easier, such as small-group learning,
independent learning, self-directed learning, collaborative learning, and active learning (in
agreement with Holmes and Hwang, 2016; Stanley and Marsden, 2012). It can allow students to
share experiences and knowledge collectively to construct learning. However, it requires
competent TVET teachers who may have undergone adequate training on the use of PBL for
improving teaching. Another important benefit that may be derived from implementing PBL
in Nigerian TVET system is that it can improve functional knowledge, help students to
develop self-assessment skills and competencies. However, as participants suggest, it is
important to create an environment with adequately trained teachers where TVET learners
can undertake critical thinking, research, and practice “how to do” and to solve problems.

Issues, challenges, and barriers to implementation of PBL

In the current study, participants identified perceived possible issues, challenges, and
barriers to effective implementation of PBL in TVET system of Nigerian HE. This theme that
made up the framework for coping with the identified perceived possible issues, challenges,
and barriers was extracted from the qualitative data and includes inadequacy of teaching and
learning facilities; corruption in Nigerian education sector; recruitment of unqualified
incompetent TVET teachers; difficulties in identifying real-life problems; poor training of
TVET instructors/teachers on PBL approach and current TVET curriculum containing more
theoretical lessons than practical lessons (presented in Table I).
Perceived issues, challenges,
and barriers
Inadequacy of teaching and
learning facilities
Corruption in Nigerian
education sector
Recruitment of unqualified
incompetent TVET teachers
Difficulties in identifying
real-life problems
Benchmark
Adequate learning facilities for the
PBL approach
Integrate corruption-prevention
components appropriately
Potential TVET teachers display
the necessary skills, experiences,
and education to complete the task
Creatively collaborate, critically
think, and effectively communicate
identified present and future
challenges
Improving
Proposed actions and standards graduate
outcomes
Inadequacy of teaching and learning
facilities can be improved
Provision of modern teaching facilities,
standard buildings, adequate digital
teaching facilities 103
Functional well-equipped workshops
and laboratories
Constant supply of electricity
Sufficient funding for maintaining the
facilities
Corruption in Nigerian education
sector can be prevented and controlled
Strengthening the legal foundations of
the institutions
Building awareness about corruption
prevention
Strengthening the code of conduct in
the HE system
Establishing appropriate authority to
identify corruption and make
recommendations for prevention and
imposing sanctions
Informing staff regarding their rights
and duties
Recruitment of unqualified
incompetent TVET teachers can be
controlled
Establishing a functional internship
and apprentice programs in the TVET
departments to provide competent
graduates a chance to show their
competencies
Building industry and education
partnership to enhance recruitment
efforts is imperative
Maximizing external recruitment
opportunities
Establishing workforce development
programs with the technical college
and vocational training institutes
Difficulties in identifying real-life
problems can be enhanced
Learning to identify issues of popular
interest to people
Brainstorming session to identify and
analyze people’s perceptions
Questioning and interviewing people Table I.
can be of help Framework for coping
Working in cooperative groups, doing with issues, challenges,
projects, and barriers to
Using other innovative teaching effective
methods implementation of PBL
in TVET system of
(continued ) Nigerian HE
HESWBL
Perceived issues, challenges,
11,1 and barriers Benchmark Proposed actions and standards

Poor training of TVET
instructors/teachers on PBL
approach
104
Current TVET curriculum
containing more theoretical
lessons than practical lessons
Table I.
Motivate TVET teachers to build
linkages with industry and
strengthen in-service training of
TVET teachers
TVET curriculum redesign
Poor training of TVET instructors/
teachers on PBL approach can be
enhanced
Strengthening TVET teachers in-
service education through
collaboration with industry
Promoting the continuing professional
development of TVET teachers
Development quality and functional
policies and frameworks for
professionalizing TVET teachers
Providing TVET teachers with
opportunities to access information
regarding new technologies used in
industry to enhance suitable teaching
modules
Employing TVET teachers as part-
time employees in industries for up-to-
date information concerning the
demand of industry
The curriculum can be improved
Incorporating high-quality research
initiatives
Including problem-based and self-
directed learning
Evaluating modules and curriculum
content
Cultivating inclusiveness and
transparency
Maintaining ethical procedures and
values
Including effective feedback,
mentoring, and learners’ support
Ensuring there is a balance between
theory, practical, and skills

Linked to the constructivist approach, the proposed actions and standards by the
participants can be relied upon for controlling the challenges and barriers to effective
implementation of PBL in TVET system of Nigerian HE for quality graduate outcomes.
Therefore, this study advocates that PBL be adopted and implemented in the TVET
system of Nigerian HE considering proposed actions and standards to achieve an active
learning strategy in Nigerian TVET system. The students will benefit from student-
centered learning, interdisciplinary learning, integration of theory and practice,
collaborating with peers to achieve solutions to identified real-life problems, and lifelong
learning.

Discussion and conclusion

The findings of this study show that people appear to have natural likeness about learning
new ideas when they are faced with challenges they know little or nothing about. People also
experience situational interest, which enables them to comprehend the information gap
between what they previously know and what they currently intend to know. This situation Improving
according to Barrows and Tamblyn (1980, p. 142) has been referred to as “cognitively induced graduate
experience of lack of knowledge which initiates knowledge-seeking behaviour and aims to
identify the knowledge gap through integration.” PBL has been identified by participants of
outcomes
this study as a vital teaching method that can offer Nigerian TVET learners relevant skills
mastery, attitudes, knowledge, and experiences to boost self-efficacy. They, therefore,
recommend the effective implementation of PBL in TVET system of Nigerian HE through
revision of TVET curriculum for the inclusion of PBL activities or programs for quality 105
graduate outcomes. This study found that the use of PBL in Nigerian TVET system can
contribute significantly to promoting lifelong learning and employability of Nigerian TVET
graduates. It is hoped that the articulated benefits of implementing PBL can motivate
policymakers and TVET curriculum planners in Nigeria to introduce the teaching approach
in Nigerian HE system.
The results of this study reveal some potential issues or challenges to the effective
implementation of PBL in Nigerian TVET system. It identified six perceived possible major
issues and challenges, which include but not limited to inadequacy of teaching and learning
facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent
TVET teachers; difficulties in identifying real-life problems; poor training of TVET
instructors/teachers on PBL approach and current TVET curriculum containing more
theoretical lessons than practical lessons. Participants offered benchmarks and actions and
standards for improving the challenges of implementing PBL in the TVET system of
Nigerian HE. This formed a framework for coping with issues, challenges, and barriers to
effective implementation of PBL in TVET system of Nigerian HE (Table I). This is important
in that the majority of the TVET teachers are used to the traditional teaching methods, which
offer TVET learners more theoretical lessons instead of more practice-based lessons that
facilitate student-centered learning.
The successful implementation of PBL in Nigerian TVET system will mostly depend on
teachers’ competencies and their ability to motivate and inspire learners. This could be
achieved through the recruitment of qualified TVET teachers, and training, and retraining of
TVET teachers. Also, building a strong partnership between government, institutions, and
industries is vital. From the framework, strengthening TVET teachers’ in-service education
through collaboration with industry and providing TVET teachers with opportunities to
access information regarding new technologies used in industry to enhance suitable teaching
modules. From the data analysis, it can be seen that for successfully adopting and
implementing PBL in Nigerian TVET system, teachers’ role will change from information or
knowledge presenters to problem identification and solving facilitators. This will help TVET
teachers to focus on monitoring, supervising and encouraging small-group discussions, and
asking relevant questions that can help students to think deep to enhance deep learning (in
line with Igwe et al., 2019; Okolie et al., 2019b).
The study found that despite the overwhelming benefits of PBL approach, it will require
adequate resources to enable TVET teachers and students to cope with its demands. Without
proper funding and provision of modern teaching and learning materials, tools, and
machines, PBL may not be well implemented. Also, TVET teachers should be adequately
trained to learn how to identify real-life problems for students to explore and proffer real
solutions. There is also an important suggestion by participants that the Nigerian TVET
system should shift from the predominant use of traditional teaching methods to a more
innovative teaching method such as PBL, which requires a redesigned curriculum to include
other innovative teaching approaches. This can enable students to construct learning on their
own, develop collaborative skills, strengthen interpersonal skills and intercultural
relationships that can enhance employability (in agreement with Boitshwarelo and
Vemuri, 2017; O’Brien et al., 2019).
HESWBL Limitations and implication for future study
11,1 This study failed to use experimental evaluation to better analyze how PBL has improved
learning outcomes in TVET systems, even though the actual problem can be analyzed in a
better way after the implementation of PBL in a TVET program. It is important to
acknowledge that PBL is not a widespread practice in the TVET departments of all the
public HE institutions used for this study; therefore, it is difficult to conduct an experimental
evaluation of how PBL improved learning outcomes of TVET students in such
106 environments. However, this study serves as an advocacy for Nigerian HE authorities to
explore how PBL can be implemented in the TVET system to improve graduate outcomes.
The study serves as a starting point for more research in the domain of improving the quality
of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other
developing countries could use the findings from this to increase HE and industry
participation and partnership for quality of TVET program. The findings from this study
could also contribute to increasing awareness of the need for a quality TVET system and the
professional development needs of the TVET teachers to work with industry to foster
students’ development skills required by the labor market. The findings from this study
could help the Nigerian TVET system to direct students early in their career development
through school-to-workplace learning, internships, and apprenticeship where TVET learners
could be exposed to hands-on learning.
Another limitation of this study is related to the number of participants from a few
selected public HE institutions in Nigeria. This is a potential limitation as the study was
conducted only in Nigeria. The study could have cut across other developing countries to
have an in-depth knowledge of what works in their TVET system. Secondly, the number of
participants limits the generalizability of the study results. Meanwhile, the limitations of this
study suggest opportunities for future studies. Future studies could also focus on widening
the scope of this study to cover other developing countries. For a more robust study, we
recommend the use of a quantitative research approach or mixed-methods research approach
to investigate how PBL can be effectively implemented in Nigerian higher education TVET
system with a larger sample. Regardless of these limitations, this study contributes to the
body of knowledge in areas of teaching pedagogy and calls for research into how to improve
the quality of TVET system in Nigeria and other developing countries for quality graduate
outcomes.

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About the authors

Ugochukwu Chinonso Okolie is a lecturer in the Department of Vocational and Technology Education,
Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria. His areas of research interest
include vocational skill development, higher education, career development, and TVET development in
developing countries. Okolie has published extensively in local and international reputable journals. He
is currently working on his third international edited TVET book series that will be published in 2020.
Okolie has presented research papers in major United Nations University, African Development Bank,
and university conferences across African and Asian continents. Ugochukwu Chinonso Okolie is the
corresponding author and can be contacted at: nonyeck@gmail.com
Dr Elisha Nwonu Elom is a senior lecturer with the department of Technology and Vocational
Education, Ebonyi State University, Abakaliki, Ebonyi State, Nigeria. Dr Elom has many international
and local journal publications and has attended and presented research papers in many academic
conferences.
Dr Paul Agu Igwe is a senior lecturer in strategy and enterprise in the University of Lincoln and has
worked extensively in many enterprise projects. His previous research and academic roles include
postdoctoral research and teaching associate at University of Plymouth. As a Research Fellow, he
undertook several funded research projects at Plymouth University, which include African Enterprise
Project, DFID/AFCAP Transport and Entrepreneurship Project, and European Union V1.8 million
INTERREG SMEs competitiveness project. His previous teaching at Plymouth University includes
modules in entrepreneurship, business strategy and economics. Prior to joining University of Lincoln,
Paul was a lecturer in International Business & Enterprise at Faculty of Business & Society, University
of South Wales, until September 2017.
HESWBL Dr Michael Olayinka Binuomote is a lecturer in the Department of Vocational and Technical
Education, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria. He is a seasoned
11,1 business educator and astute researcher with over 10 years of teaching experience in higher education
institution. His areas of interest, among others, include business education principle and practice,
entrepreneurship education, marketing education, and vocational guidance.
Dr Chinyere Augusta Nwajiuba is an associate professor of sociology of education at the Alex
Ekwueme Federal University, Ndufu Alike Ikwo, Ebonyi State, Nigeria. Her research interest focuses on
110 gender issues, social problems and effects on schooling, effects teachers have on students’ learning
gains, and teaching pedagogical needs. Currently, she is exploring the teaching approaches and
practices used by lecturers to enhance undergraduate students’ learning experiences in higher
education.
Dr Ntasiobi C.N. Igu is a lecturer in the Department of Educational Foundations, Faculty of
Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State Nigeria. She has a PhD in
educational administration and planning from Ebonyi State University Abakaliki. She is a 17-year
veteran educator who started her teaching career from Ebonyi State College of Education, before joining
the University. She has held administrative positions as Dean of School and Head of Departments. Her
areas of research interest are classroom management effectiveness of teachers, mentoring, and school
plants.

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