INFRASTRUCTURAL REQUIREMENTS FOR ESTABLISHING FUNCTIONAL MOTOR MECHANIC WORK SERVICE STATIONS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) INSTITUTIONS

Abstract

Purposeful technical and vocational education in motor mechanic work depends substantially on the availability of appropriate physical infrastructure. This study examined the infrastructural requirements for establishing an institution-based service station for motor mechanic training within a Nigerian university setting, anchored on Charles Prosser's principle that effective training requires learning environments that replicate actual workplace conditions. A descriptive survey design was adopted, involving 154 academic and industry-based respondents at Nnamdi Azikiwe University, Awka. Data were collected using a ten-item questionnaire adapted from Hong Kong's automotive competency standards, yielding a Cronbach's Alpha reliability coefficient of 0.77. Results showed strong consensus across respondent groups on the necessity of modern facilities, with industry-based respondents recording the highest mean scores, reflecting heightened awareness that vehicles equipped with intelligent sensors, electronic control units, and mechatronic systems require correspondingly advanced infrastructure. Key requirements identified included diagnostic equipment, quality lifts, specialized tools, computerized management systems, and safety provisions. The findings suggest that inadequate infrastructure undermines training effectiveness, producing graduates with competencies comparable to informally trained roadside mechanics. The study concludes that facility investment is a non-negotiable requirement for professionalism in motor mechanic training and recommends prioritized infrastructural upgrading aligned with contemporary automotive standards.