Affiliation:
1. Department of Education Leadership and Management, Faculty of Education, University of Johannesburg, South Africa
2. Faculty of Education, Butterworth Campus, Walter Sisulu University, Butterworth-Eastern Cape, South Africa.
Abstract
In Nigeria, the impact of the COVID-19 pandemic, which has caused many economies to crumble and claimed lives, has been a drawback to the teaching and learning of technical and vocational education and training (TVET). This paper examined the strategies scholars have identified in the previous studies to reposition and make effective the instruction of technical and vocational education in Nigeria post-COVID-19. A PRISMA protocol was adopted to document the analysis method and inclusion and exclusion criteria. The authors used relevant electronic databases (Google Scholar and Scopus) to search for qualitative and quantitative journal articles published in English between 2020 and 2022 on TVET in Africa. Studies that focused on primary education level were excluded. A three-step synthesis process was used to map the literature to the study objectives. It was found that teaching and learning in TVET in the post-COVID period can be improved by providing professional training programmes for teachers or instructors on relevant skills in a disruptive situation. This paper will guide the educational stakeholders (government, school administrators, teachers, and non-governmental organisations) on the effective strategies for teaching and learning TVET in Nigeria post-COVID-19.
Keywords: TVET, post-COVID-19, Nigeria, Strategies, Teaching and learning