Professional Documents
Culture Documents
Human Capital
Theory (HCT) Critical Conflict
Theory (CCT)
THEORETICAL FRAMEWORK II
Human Capital Theory presumes that education or
training like TVET transfers useful knowledge, dexterities
and skills for better life time earnings, thus leading to
economic growth, technological progress (Becker, 1964;
Schultz, 1975; Robert, 1991; Ladipo et al., 2013).
Critical Conflict Theory underscores the fact rather than
education reflecting the noble functions enunciated by the
functionalists and several other theorists, it has been used
by privileged segment of the society to engender social
inequalities ranging from class, race, and gender (Liasidou,
2009; Kendall, 2010). This justifies the need for QA in the
school setting to redress the conflict in education or TVET.
RESEARCH HYPOTHESIS
Flowing from the theoretical framework are:
H0: There is no significant relationship between Technical
Vocational Education and Training (TVET) and technological
progress for national development.
H0: There is no significant relationship between Technical
Vocational Education and Training (TVET) and skills
acquisition for self-employment.
H0: There is no significant relationship between Technical
Vocational Education and Training (TVET) and preparation of
students for the world of work.
H0: There is no significant relationship between Technical
Vocational Education and Training (TVET) and Quality
Assurance in institutions.
Materials and Method