APPRAISAL OF THEORETICAL MODELS OF PSYCHOMOTOR SKILLS AND APPLICATIONS TO TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) SYSTEM IN NIGERIA

Abstract

Technical and Vocational Education and Training (TVET) is recognized by many as the greatest weapon that can be used to achieve desirable changes and development of a nation. The learning experiences in TVET may occur in a variety of learning contexts, including educational institutions and work places. Effective human performance in (TVET) consists of the successful interactive effects of skills, knowledge and attitude. TVET programmes, therefore, aim to develop all three of these domains of learning but with greater emphasis on psychomotor domain which deals primarily with practical skill development of an individual. Literature abound with a variety of theoretical models classifying psychomotor skills which can be used in defining instructional objectives in TVET. This paper therefore attempted to highlight each of these models of psychomotor domains and their pplicability in defining objectives for skill development of learners in Nigerian TVET system.