Data Collection Techniques The distribution and collection of completed data was done by the researchers by twenty four Graduate Students of Agricultural and Chemistry Education of the College of Agricultural and Science Education, Federal University of Agriculture, Makurdi, Nigeria. Four graduate Students were assigned to each of the five North Central States and the Federal Capital Territory, Abuja, after a comprehensive two weeks training and orientation. Ninety seven per cent of the instrument was recovered and analyzed. Data Analysis Technique Data analysis was accomplished Computer Software Package (): percentages, mean, analysis of variance (F-ratio) and Spearman’s Rank Order correlation Coefficient (rs). The mean response was based on five-point weighted / Likert-type scales namely: Very Strongly Agree – 5, Strongly Agree – 4, Agree – 3, Disagree – 2 and Strongly Disagree – 1. Accepted response of 3.50 mean of mean score and above was adopted on the basis of Tackman (1972) and Awotunde and Ugodulunwa (2004) concepts of scaled items. Statistical tests were carried out at 0.05 level of significance (P). Result Table 2: Percentage Distribution of the Perceived Degree of Awareness of the Necessity for Promoting and Sustaining Effective Technical Vocational Education and Training (TVET) Partnership in North Central, Nigeria. Degree of Awareness Respondent Category I Respondent Category II Mean of mean percent TrEdr (N=1202) TrrEdAdm (N=206) TrEPSM (N=2,753) TrEPMgE (N=1,470) Remakes Very highly 8.12* (98) 3.12(6) 7.13(196) 5.33(78) 4.59 Highly aware 45.03(542) 59.12(122) 39.09(1098) 40.17(591) 37.05+ Aware 40.11 (482) 29.02(60) 43.12(1187) 33.67(495) 36.48 Unaware 5.01(60) 4.41(9) 6.28(173) 1048(154) 6.55
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*