Highly 1.69 (20) 4.33(9) 3.58(99) 10.35 (152) 4.99 unaware Total 100 100 100 100 Note: * represent mean percent response score; + represent the accepted mean percent. score. Majority of the subjects (37.05 per cent) were highly aware of the necessity for promoting and sustaining effective Technical Vocational Education and Training partnerships in North Central, Nigeria as in Table 2. In addition, there was no statistical significant difference in the respondents’ perception of the degree of awareness of the necessity for promoting and sustaining effective TVET partnership in the states in North Central, Nigeria. Table 3: Mean Score Distribution of the Perceived Reasons in Promoting and Maintaining Effective Partnerships in Quality Agricultural and Chemistry Education Teachers’ Preparation in North Central, Nigeria Reasons Respondent Category I Respondent Category II Mean of mean (N=1202) TrEdAdm TrEPSM TrEPMgE Remarks (N=206) (N=2,753) (N=1,6470) Promotes education and 3.45+ 3.14 3.53 3.95 3.52* employment needs of graduates of TVET. Reduces educational and 2.98 3.64 3.45 3.57 3.44* employment gap for sustainable development. Encourage variety in 3.65 2.86 3.81 3.55 3.47* teaching /learning processes Enhances guidance services 3.45 3.51 3.69 3.09 3.44* to partner organizations and learners. Promotes effective skill and 2.99 3.66 3.72 3.44 3.45* knowledge transfer to learners. Sustains efficient 3.67 3.56 3.91 3.54 3.67* relationships. Channels TVET to societal 3.41 3.73 3.46 3.08 3.42* Enhances supervised 3.75 3.59 3.52 3.28 3.54* occupational work experience programme of TVET. Provides enhanced 2.99 3.45 3.95 3.88 3.57* instructional and support
Highly unaware 1.69 (20) 4.33(9) 3.58(99) 10.35 (152) 4.99 Total 100 100 100 100 Note: * represent mean percent response score; + represent the accepted mean percent. score. Majority of the subjects (37.05 per cent) were highly aware of the necessity for promoting and sustaining effective Technical Vocational Education and Training partnerships in North Central, Nigeria as in Table 2. In addition, there was no statistical significant difference in the respondents’ perception of the degree of awareness of the necessity for promoting and sustaining effective TVET partnership in the states in North Central, Nigeria. Table 3: Mean Score Distribution of the Perceived Reasons in Promoting and Maintaining Effective Partnerships in Quality Agricultural and Chemistry Education Teachers’ Preparation in North Central, Nigeria Reasons Respondent Category I Respondent Category II Mean of mean (N=1202) TrEdAdm (N=206) TrEPSM (N=2,753) TrEPMgE (N=1,6470) Remarks Promotes education and employment needs of graduates of TVET. 3.45+ 3.14 3.53 3.95 3.52* Reduces educational and employment gap for sustainable development. 2.98 3.64 3.45 3.57 3.44* Encourage variety in teaching /learning processes 3.65 2.86 3.81 3.55 3.47* Enhances guidance services to partner organizations and learners. 3.45 3.51 3.69 3.09 3.44* Promotes effective skill and knowledge transfer to learners. 2.99 3.66 3.72 3.44 3.45* Sustains efficient relationships. 3.67 3.56 3.91 3.54 3.67* Channels TVET to societal 3.41 3.73 3.46 3.08 3.42* Enhances supervised occupational work experience programme of TVET. 3.75 3.59 3.52 3.28 3.54* Provides enhanced instructional and support 2.99 3.45 3.95 3.88 3.57*
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