DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION

In today's fast-paced and competitive business environment, organizations are constantly seeking innovative strategies to enhance their performance and maintain a competitive edge. Employment training and development have emerged as crucial components of organizational success, enabling employees to acquire new skills, knowledge, and competencies that drive productivity and efficiency. This study investigates the impact of employment training and development on organizational performance, with a specific focus on the department of Vocational and Technical Education, University of Benin. The descriptive survey research design was adopted, with a population of all administrative staff from within the faculty of Education, University of Benin, Benin city, Edo state. A proportionate sampling technique yielded a sample size of 60 respondents. Four research questions were raised and answered in the study. Data was collected using a structured questionnaire and analyzed using mean and standard deviation. The findings of this study reveal a positive correlation between employment training and development initiatives and organizational performance metrics, including employee productivity, job satisfaction, and retention rates. The study also identifies key factors that influence the effectiveness of training programs, including leadership support, employee engagement, and opportunities for skill application. The results of this study provide valuable insights for organizational leaders and human resource practitioners seeking to optimize their training and development initiatives and enhance overall organizational performance. The study's findings have significant implications for the development of evidence-based training strategies that drive business success

This study was carried out to determine the influence of technical teacher training on the competencies teachers posses in teaching basic technology in Edo state. Five research questions were raised to guide the study and four null hypotheses were tested at 0.05 significant level for the study. Descriptive survey research design was used for the study. The population of the study was 400 basic technology teachers of Oredo local government area of Edo State. Simple random sampling technique was used to select 100 respondents for the sample. The instrument used was a structured questionnaire. The instrument was validated by three experts. Pearson’s Product-Moment Correlation Coefficient (PPMCC) was used to compute reliability of the instrument which gave a correlation coefficient of 0.72. The data collected was analyzed using descriptive statistics of mean and standard deviation and t-test was used to test the hypotheses. The result of the analysis shows that for a basic technology teacher to be considered competent such teacher must have, gone through teacher training, good knowledge of subject matter, proper usage of instructional aid and methods, good classroom and laboratory management skills and proper evaluation techniques. The t-test analysis showed that the four groups of teachers (male & female, rural & urban, experienced & inexperienced and public and private secondary school) did not differ significantly in their rating on the variables that is important for effective teaching of basic technology by teachers. It was recommended among others that Edo state Ministry of education should employ only qualified and trained technical teachers for basic technology, and the state government must also enforce the same strategies in the private sector. The performance of basic technology students is directly influenced by the qualification and quality of the teacher taking the subject.