Home > Published Issues > 2015 > Volume 1, No. 1, June 2015 >

Enhancing Teaching and Learning of Electrical Power Engineering in the Nigerian Tertiary Institutions

Sani Barau
Technical Education Department, Hassan Usman Katsina Polytechnic, Katsina, Nigeria

Abstract—The paper carried out a review of relevant literature and observed that Nigerian graduates in electrical power engineering are strongly affected by unwanted factors such as inadequate provision for the massive admission of students, inadequate period for students’ practical, shortage of academic staff, lack of collaboration between schools and the industries, all of which constitute variables that are potentially controllable. Four gaps were identified between the industries as the major problems arising from the unwanted condition. It is concluded that electrical power engineering education can only be enhanced through provision of adequate facilities in our institutions, adequate teaching staff, continuous professional development program, adequate time for students’ practical and improve relationship between educational institutions and industries. In addition, the paper recommended that the curriculum should be modified to include a combination of the traditional teaching and inquiry methods of teaching through the use of virtual laboratory.
Index Terms—virtual laboratory, inquiry teaching method, traditional method of teaching

Cite: Sani Barau, "Enhancing Teaching and Learning of Electrical Power Engineering in the Nigerian Tertiary Institutions," International Journal of Learning and Teaching, Vol. 1, No. 1, pp. 55-58, June 2015. doi: 10.18178/ijlt.1.1.55-58