SPECIAL GUEST PAPER PRESENTATION 1

Citation of ENGR. DR. DAUDA ADEKUNLE FOLARIN

Engr. Dr. Dauda Adekunle Folarin was born on March 14, 1965, in Ibadan. Professionally, he is a registered engineer, a Fellow of the Nigerian Society of Engineers (FNSE), and Fellow, Institute of Electrical and Electronic Engineers (FNIEEE), Fellow, Institute Policy Management Development (FIPMD). Engr. Folarin is a Chief Lecturer in the department of Electrical and Electronic Engineering. He specializes in Smart Distribution Network and High Voltage Engineering.

Engr. Folarin is a great researcher in the field of Engineering and have worked in various academic institutions. He has over 100 articles to his name in peer reviewed journals and conference proceedings and a member of the editorial board of many reputable journals. He has served as external examiner for Electrical and Electronic Engineering department in quite a number of polytechnics and colleges of technology within Nigeria. He has extensively demonstrated interest in Electrical and Electronic Engineering which led to his appointment as an expert for agencies like the National Board for Technical Education (NBTE), PrimeGrid Renewable Energy Ltd, SAPOL Engineering Consult, etc.

Engr. Dauda Adekunle Folarin is currently the Dean, School of Engineering Technology, Federal Polytechnic Ede. In 2023, he was appointed as the National Coordinator and Chairman of the COMPODET Technical committee for the ND and HND Students’ Project Competition for the year 2023 for all Polytechnics and Colleges of Technology in Nigeria. Currently, He is Chairman, Committee of Deans of the Polytechnics and Colleges of Technology (COMPODET), Chairman of the South West Forum of the Nigeria Institute of Electrical and Electronic Engineers (NIEEE), Chairman of the NIEEE, Osogbo Chapter. Engr Folarin is happily married with a good number of children and grand children.

PAPER

LESSONS FROM WORKSHOP AND THE CLASSROOM IN TECHNICAL TRAINING: A LECTURER'S PERSPECTIVE

1.0          INTRODUCTION

The automotive industry is a crucial contributor to economic development and serves as a fulcrum for the industrialization of countries in the world. The sector covers transportation, manufacturing, agriculture, defence, and power generation. Its design, manufacture, and sales drive economic growth and provide employment opportunities and significant export potential. Nigeria’s government has recognized the importance of the automotive industry, identifying it in the country’s Industrial Revolution Plan (NIRP) as a way to rebuild the economy. Nigeria’s population of over 200 million and a rapidly growing middle class make it a ready market for investors in the automotive sector. Due to a lack of domestic vehicle production, Nigeria heavily relies on imports of vehicles. Still, in the 1960s, private companies like R.T. Briscoe, UAC, Leventis and SCOA started assembly of Completely-Knocked Down (CKD) and Semi-Knocked Down (SKD) vehicles in Nigeria. However, experts will perform the servicing and maintenance of such vehicles and other automobile equipment in Nigeria.

2.0          WHAT IS A WORKSHOP?

According to Dictionary.com (2023), A workshop is a seminar, discussion group, or the like, emphasizing the exchange of ideas, demonstration and application of techniques and skills.

Radi?-Bojani? (2018) describes a workshop as an educational program or training designed for a group of people, with practical content tailored to the needs and interests of the participants. It is intended to promote cooperation and mutual support among participants and reinforce the methods/techniques/strategies to achieve common goals. Workshops can be organized in different contexts, such as in education and engineering. Workshops are commonly used for teacher education and professional development programs. In engineering, workshops are organized for an exchange of technical ideas, sensitization on a developed solution and collaborations in modern technology and innovation.

2.1          AUTOMOBILE WORKSHOP

An automobile workshop is where numerous automotive jobs such as assembly, repair, servicing, production, coating, and exhaust gas detection are performed. Automobile workshops are built to satisfy the demands and requirements of the automotive industry. The goal is to improve the efficiency, automation, and safety of automotive processes that can further reduce accidents and disasters.  (Sheng et al., 2021).

3.0          CLASSROOM

According to Dictionary.com (2023); a classroom is a room, as in a school or college, in which classes are held. A classroom is a space where teaching and learning activities occur to gain experiences. Traditionally, people view a classroom as a place of the teacher’s authority (Murti, 2021). However, the purpose and effectiveness of the classroom need to be emphasized. The design and affordances of the classroom should shape the activities of the student’s interactions and use subject-specific language. Therefore, the classroom is influenced by cognitive, social, cultural, emotional, motivational and curricular factors (Shuell, 2001).

4.0          TECHNICAL TRAINING

Technical training focuses on technology-related knowledge and skills, encompassing school-based, civic, industrial, and informal training. It is a fundamental human right to empower youth through technical training and ensure their contribution to economic growth and development. Technical and vocational education and training (TVET) is often provided in formal school systems but has evolved into the mainstream of general education in many countries such as Nigeria. Technical training aims to provide individuals with the knowledge and skills necessary to succeed in the workforce and contribute to economic development. In industries, technical training is crucial in improving supply chain management and giving organizations a competitive advantage.

5.0          INTER-RELATIONSHIP OF WORKSHOP, CLASSROOM AND TECHNICAL TRAINING IN STUDENT DEVELOPMENT

Workshop, classroom, and technical training can be harmonized to improve the quality of education by incorporating various strategies and practices in a conducive environment. Professional training and education programs have been shown to significantly increase students’ competence quality, enhancing their technical ability, knowledge, and study intelligence (Karsono, 2023). Vocational practices in classrooms and workshops at technical and vocational education training (TVET) colleges have improved the interrelationship of students and lecturers in hands-on practical activities (Adelabu, 2021). Workshop tools management techniques, such as planning, organizing, and coordinating, are essential for sustaining quality vocational education in technical colleges (Nwakanma and Lilian, 2020). Additionally, the lecturer’s abilities in preparing Classroom Action Research (CAR) can be improved through workshops, increasing the quality of lectures and activities. By integrating these approaches, the needs and requirements of students in various fields of study will be efficiently enhanced and productive (Barnawi et al., 2019)

This facility will provide quality automotive training for young people in the West African sub-region. It will serve as a regional hub for training young school leavers and enhancing their skills in their chosen fields. It will also support access to quality automobile maintenance and servicing by fostering trust, communication, and collaboration between trainees, high-net-worth individuals, and client institutions (Samuel, 2022).

Figure 1: Interrelationship between the lecturer, students and workshop.

6.0          IMPORTANCE OF COLLABORATIONS OF STUDENT IN SKILL ACQUISITION

Collaborative learning is a type of educational experience that involves students working in pairs or small groups to discuss concepts or find solutions to problems. It benefits deeper learning, promoting higher-level thinking, oral communication, self-management, leadership skills, student-faculty interaction, increased retention, self-esteem, responsibility, exposure to diverse perspectives, and preparation for real-life situations. To use collaborative learning, educators should introduce group work early in the semester, establish ground rules for participation and contributions, plan for each stage of group work, explain how groups operate and grade students, help students develop necessary skills, consider using written contracts, and incorporate self-assessment and peer assessment. Strategies for larger group work projects include developing rapport and group cohesion through icebreakers, team-building, and reflection exercises, creating a group work plan, establishing ground rules, assigning roles, allowing students to rate each other’s contributions, and checking in with groups intermittently.

7.0          COLLABORATION OF GOVERNMENT IN PROFESSIONAL BODIES FOR SUSTAINABLE DEVELOPMENT

Hathiramani (2019) described the Nigerian automobile industry as a goldmine, yet untapped; Nigeria’s automotive industry has the potential to diversify the economy through value-driven supply chains and scalable backward integration. The industry is a significant driver of job creation, supporting nearly eight million jobs in the US, paying $500 billion in annual compensation, and generating $70 billion in personal tax revenue. It is also a significant anchor of high-value innovation, growth, and inclusive prosperity for global economies, making it a top 10 job multiplier in the US. Therefore, the Nigerian government needs to tap into this asset and support the course for economic and development growth, contributing immensely to the GDP growth and employment creation for teeming youths in our country.

7.1          WAY FORWARD TO ACHIEVE THE COMMON GOALS

  1. The Nigerian Society of Engineers, COREN, the Federal Ministry of Education, and other educational stakeholders should collaborate with the National Automotive Council to create a skills development roadmap.
  2. Original Equipment Manufacturers (OEMs) should collaborate with Polytechnics, universities and associations to create an engineering curriculum centred on automotive technologies and design for student’s full involvement.
  3. The Federal Ministry of Education should increase scholarships and educational incentives to boost the number of skilled workers in the auto industry.
  4. The government should provide training and re-training of skilled and unskilled personnel through workshops on procedures and market opportunities for automotive products in Nigerian markets.
  5. Collaborate with the Federal Road Safety Corps to establish awareness and safety information on national and international best practices for reducing automobile accidents on roads.
  6. Collaborate with the Ministry of Industry Trade and Investment to establish readiness resources, utilize funds, and participate in national and international automotive trade events to showcase Nigerian automotive products and abilities.
  7. The Federal Ministry of Education should partner with the Raw Materials Research Council and the Nigerian Society of Engineers plans to establish an automotive innovation and research fund.
  8. National Automotive Council and Nigerian Customs Service should reduce export constraints, eliminate duplicate processing steps, and establish funds for subsidized credit or grants.

REFERENCES

Adelabu, F. M. (2021). Pedagogic practice in classroom and workshop at technical and vocational education training colleges: In M. Makgato & G. Afeti (Eds.), Advances in Higher Education and Professional Development (pp. 136-161). IGI Global.

 https://doi.org/10.4018/978-1-7998-2607-

Barnawi, B., Junaedi, J. and  Rosidi, R. (2019). Improve Teachers’ Ability in Compiling Classroom Action Research Through Workshop Activities.

http://cdn-odi-production.s3-website-eu-west-1.amazonaws.com/media/documents/SITA_Nigeria_Automotives_report_April_2023_final_LZPPxwT.pdf

https://www.vanguardngr.com/2019/08/nigeria-auto-industry-goldmine-yet-untapped-hathiramani/

Karsono, B. (2023). Competence quality improvement through professional training and education. AKADEMIK: Jurnal Mahasiswa Ekonomi & Bisnis, 3(2), 86-95. https://doi.org/10.37481/jmeb.v3i2.591

Murti, L. (2021). Introduction: Intersectional strategies in the classroom. In L. Murti & G. M. Flores (Eds.), Gender, Race, and Class in the Lives of Today’s Teachers (pp. 167-169). Springer International Publishing. https://doi.org/10.1007/978-3-030-73551-7_16

Nwakanma, S., & Lilian, I. (2020). Workshop tools management techniques needed for sustaining quality vocational education in technical colleges in rivers state. International Journal of Scientific and Research Publications (IJSRP), 10(9), 158-163. https://doi.org/10.29322/IJSRP.10.09.2020.p10519

Radi?-Bojani?, B. B., & Pop-Jovanov, D. M. (2018). Workshops in education: Theoretical and practical issues. ????????? ??????, 9(9), 223. https://doi.org/10.19090/mv.2018.9.223-234

Sabreena, Ahmed and Ratnawati, Mohd., Asraf. (2018). The workshop as a qualitative research approach: lessons learnt from a “critical thinking through writing” workshop. Sheng, Jie., Dong, Chaoyang., Huo, Hongjun., Zhang, Wei. (2021). Workshop conveying device for automobile parts.

Samuel Oloyede Oriowo. (2022). Automobiles, Road Safety Initiative Launches Infrastructure, Holds Automotive Industry Award. Retrieved from independent.ng: https://independent.ng/automobiles-road-safety-initiative-launches-infrastructure-holds-automotive-industry-award/

Sheng, Jie., Dong, Chaoyang., Huo, Hongjun., and Zhang, Wei. (2021). Workshop conveying device for automobile parts.  

Shuell, T. J. (2001). Teaching and learning in the classroom. In International Encyclopedia of the Social & Behavioral Sciences (pp. 15468-15472). Elsevier. https://doi.org/10.1016/B0-08-043076-7/02449-9

PAPER PRESENTATION BY THE DEAN, SCHOOL OF ENGINEERING TECHNOLOGY, ENGR. DR. DAUDA ADEKUNLE FOLARIN, AT THE 2ND ANNUAL NIGERIA AUTOMOTIVE INDUSTRY AWARD HELD ON THE 27TH OF NOVEMBER, 2023 AT THE SHERATON HOTEL, LAGOS STATE, NIGERIA.

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