The cardinal purpose of the study is to determine the influence of workshop equipment on students’ technical skills acquisition in Buruku Local Government Area. In order to generate adequate information needed to actualize the purpose of this research the following research questions were posed: What is the availability equipment/materials for learning VTE subject? What are the attitude of the policy makers/proprietors towards the learning of vocational subjects? What are the parent’s attitudes towards the learning of VTE? What are the student’s attitudes towards the learning of VTE subjects?
The research work covered the whole of secondary schools in Buruku local government area of Benue state. This study is delimited to finding the causes and influence of workshop equipment on students’ technical skills acquisition in secondary schools with in Buruku Local Government area as an area of coverage. The researchers deliberately chose Buruku Local Government Area because they feel no research of this nature has been carried out on the topic in this area. The topic will only cover skills acquisition of students.
Table of Contents
INTRODUCTION
REVIEW OF RELATED LITERATURE
RESEARCH METHOD
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS
SUMMARY CONCLUSIONS AND RECOMMENDATIONS
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Vocational and Technical Education (VTE) is an aspect of education designed to prepare students for industry, agriculture, commerce, home economics which is usually provided at the senior secondary or lower tertiary level. According to Federal Republic of Nigeria (FRN) (2004), the National Policy on Education (NPE), technical education is an aspect of education that leads to the acquisition of practical and applied skills as well as the basic scientific knowledge. In this sense, it forms a practical segment of education that involves skills acquisition. Therefore, technical education is a subject of vocational education.
Similarly, vocational education can also be seen as the education designed to prepare individuals for gainful employment as semi-skilled or skilled worker or technicians or sub-professional in recognized occupations and in new and emerging occupations or to prepare individual for enrolment in advanced technical and vocational programmes.
Vocational education can be explained in terms of training designed to advance an individual’s proficiency in relation to his or her present or future occupation, training or re-training which is given in schools or classes under public supervision and control; provision of systematic training experiences which are designed to fit individuals in recognized occupations. Thus vocational education is that part of total educational system which offers courses leading to the acquisition of specific skills to enable one to perform certain job. Sometimes vocational education offers re-training to upgrade workers already in employment. It is directed towards the preparation for occupational life since its recipients are equipped to face the challenges of the world or work.
VTE education has historically been known as “education for work”. It has focused on providing leaners with the skills and knowledge that is needed to successfully transit to the workspace. The present VTE education system in Nigeria is broad and complex spanning many grade levels subjects’ areas and educational institutions.
Before the coming of the missionaries in 1840s that brought formal western education to Nigeria, the occupant of this geographical region had their basic means of sustaining their existence. This basic means ranged from Agricultural activities, pottery, mining, hunting, wood and metal technology and cloth making. These activities required tools and implements such as hoes cutlasses, axes and arrows as well as practical skills. A significant feature of the traditional education emphasized on vocation. Vocation in the society, therefore indicate the necessity of vocational education to meet the demand of the society in areas like farming, art craft, black smiting, clothing and wood technology etc.
According to Abdulahi, (2008), VTE is that aspect of education that involves the acquisition of techniques and application of the knowledge of the science for improvement of man’s surrounding. (VTE) prepares one for the world of work with which the individual become self-reliant and can make contributions to the development of the society. As employers look for new talents every year from new graduates, it is important to not only have a solid education, but graduates that have features that stand out from the rest of the graduating students.
With the economy being more globalized than ever, it is important to have background and a skill set that allows graduates to become immersed in the global economy right from graduation. It is important for these students or graduates to have skills in innovation and technology education to be ready to fit into the global market place on which today’s economy depends on.
From the inception of Nigeria’s independence in 1960, there have been continuous struggle by various administration to put Nigeria on the right path of western from development, one important strategy it has involved all this while has been a continuous and massive investment in education at the primary, secondary and tertiary levels for the development of human resources. In line with this fact the revised national policy on education FRN (2004) succinctly pointed out that one of the VTE educational aim and objectives is to give training and impart the necessary skills leading to the production of craft men, technicians and other skilled personnel who will be enterprising and self-reliant and to enable young men and women to have an intelligent understanding of the increasing complexity of technology.
Ali (1990) in Ugwuenua (2005, p.21), stated that one of “the main purpose of training of an individual which the individual would find useful in the real world of work”. And to improve the recipient’s performance or to help him or her attain a required level of knowledge or skill which will be beneficial to the society. Ali further stressed that the level at which the objective have been attained is usually determined through the evaluation of the students. Such evaluation according to Enyi (2006) could be either formative or summative at the primary, secondary and tertiary levels of education through various achievement test.
However, in Nigeria as in other developing countries of West Africa, emphasis is mostly cognitive skills; thereby abandoning the affective and psychomotor aspect of education which is the bane of VTE that leads not only to the holistic development of an individual but also to immediate community and the society at large.
Emphasis on education measurement has up till now, has no psychomotor aspect. That notwithstanding, the level of outcome or academic prospect of learners in VTE subjects in secondary schools to some extent, on the circumstances of the teaching/learning clarify the environment in which the learner operates (Nwana, 2009).
However the level of attention to which VTE subjects receive in Nigeria’s secondary schools today remain appalling. This is as a result of foundation with which it was laid by the founders of education in Nigeria. This makes the learning of VTE subjects in the secondary schools more problematic in Nigeria. With the inception of western education years back 1842, there has transformation of traditional types of education which was still vocational in nature into some sort.
According to Okorie, (2001 p. 10) “the second world war brought more consciousness of the need to develop VTE. This was as a result of lessons learnt from experience of war technology that was growing” Okorie further explained that various forms of vocational subjects like rural science, domestic science, agriculture and handcraft were taught at the post primary level pre-vocational to vocational level schools. At the primary level, pre-vocational to vocational level schools were established such as apprenticeship schools, craft school, technical school and later colleges of arts, science and technology to teach skills in wood work, metal work, telecommunication, auto-mechanics and masonry. Akpa, (2005, p.52) stated that “after independence apprenticeship schools, craft schools, and trade centers were upgraded to technical colleges and colleges of Art, science and technology to polytechnics, colleges of education and universities offering technical education courses.” Many other bodies with roles to play in VTE Like; National Business and Technical Education Board (NABTEB), ministry of science and technology etc. were also established.
1.2 Statement of the Problem
One of the principal role of VTE institutions is to promote skills acquisition among the youths through training. This is a sure step towards achieving the goals of vocational technical education. Skills acquisition leads to self-reliance and self-employment among graduates of vocational technical education. Uzoagulu (2008) opined that manipulative skills cannot be effectively impacted theoretically and that laboratories, equipment and tools are very much required in the training for practical skills acquisition. Ogbuanya (2007) observed that government in realization of the importance of tools, equipment and laboratories in skills training and scientific knowledge has to provide funds for tools, equipment and laboratories at the secondary and tertiary institutions in Nigeria.
Anyakoha (2008) stated that these equipment, tools and laboratories lack maintenance. The unfortunate and regrettable state of equipment, tools, and laboratories have been attributed to the inability of the operators to apply preventive and total maintenance culture as at when due According to Okeke (2002), a technical teacher is a specialized instructor who must be able to adapt his introduction to technical and vocational needs and interest of his students. However, the question remains; where is the proper foundation for the learning of VTE subjects in secondary school in Buruku local government area? Are there enough and up-date equipment for the teaching of VTE subjects in the secondary school? Are there well equipped and properly trained teachers in the field of VTE subjects in the secondary school?
1.3 Purpose of the Study
The cardinal purpose of the study is to determine the influence of workshop equipment on students’ technical skills acquisition in Buruku Local Government Area. Specifically, the study sought to:
1. Determine availability of equipment/materials for learning VTE subjects.
2. Determine the attitude of the policy makers/proprietors towards the learning of vocational subjects.
3. Determine the attitude of parents towards the learning of VTE.
4. Determine the attitudes of students towards the study of VTE subjects.
1.4 Research Questions
In order to generate adequate information needed to actualize the purpose of this research the following research questions were posed;
1. What is the availability equipment/materials for learning VTE subject?
2. What are the attitude of the policy makers/proprietors towards the learning of vocational subjects?
3. What are the parent’s attitudes towards the learning of VTE?
4. What are the student’s attitudes towards the learning of VTE subjects?
1.5 Research Hypotheses
During this research work, the following research hypotheses were duely formulated for the study:-
1. The availability of equipment/materials does not significantly influence students’ technical skills acquisition in secondary schools.
2. The attitudes of the policy makers/proprietor towards learning of VTE subjects does not significantly influence students technical skills acquisition in secondary schools.
3. The parents’ attitudes towards the learning of VTE subjects does not significantly influence students’ technical skills acquisition in secondary schools.
4. Students’ attitude towards the learning of VTE subjects does not significantly influence students’ technical skills acquisition in secondary schools.
1.6 Significance of the Study
This study work may be significant to the students, parents, policy makers, proprietors. This is because the study may hopefully create awareness among students, parents educational policy makers and school proprietors and government officials on the influence of teacher’s factor on the performance of students in vocational skills.
1. Students: specialization with skills will help students and would enable them engage in income yielding ventures, if even they were unable to secure paid jobs. It brings about the awareness to the students as they will discover the hidden potentials in them, their strengths and how to work on their weaknesses to have a fulfilled future. Denga (1982) reported that skills help the students to develop confidences better equipped and able to handle problems peculiar to early adolescence in the junior secondary school. It will also enable them to make wise choice of furthering their education as well as making a rightful choice. Nwangwu (2008) pointed out that acquisition skills will play important role of reducing the incidence of social evil resulting from unemployment.
2. Parents. The study will also help parents to support their children practically. These include case management that links families with services education on child development and parenting practices and social support through relationship with service staff and other parent. Obasi (2009) opined that the family is the first school for the child, it therefore inspires into the child all the values and positive attitudes needed for the success in an academic environment. The research work will also help the parents to realize the role about what is right or wrong in the child early education.
3. Policy makers/proprietors. The study will help expose the policy makers/proprietors on a confortable platform to rationally decide on the type of policy/administration under which to subjects in the secondary schools. The policy makers. proprietors would find these findings very useful as the information so derived would help re-orient them towards a more ration allocation of their meager financial resources in favour of the provision, extension and maintaining of facilities and equipment.
The research would re-orient education planners and policy makers in the local government as a source of secondary information to other researchers in the related fields. Awangwu (2009) opined that practical techniques in junior secondary school will expose the students to many technical and vocational programme and encourage them to identify their areas of interest and positive occupation in the early life. It will also help to equip them with required training at appropriate institutions of their choice.
1.7 Scope of the Study
The research work covered the whole of secondary schools in Buruku local government area of Benue state. This study is delimited to finding the causes and influence of workshop equipment on students’ technical skills acquisition in secondary schools with in Buruku Local Government area as an area of coverage. The researchers deliberately chose Buruku Local Government Area because they feel no research of this nature has been carried out on the topic in this area. The topic will only cover skills acquisition of students.
1.8 Operational Definition of Terms
Education: education is a process of teaching training and learning especially in schools or colleges to improve knowledge and develop skills
VTE education: this is a type of education that provides the skills, knowledge and attitudes necessary for effective employment in specific occupation
VTE subjects: the VTE subjects in junior secondary school are:
i. Agricultural science
ii. Business studies
iii. Introductory technology
iv. Home economics
The VTE subjects in senior secondary school are:
i. Typewriting
ii. Accounting
iii. Agricultural science
iv. Computer science
Technical: is relating to a particular subject, art or craft or its techniques that is concerned with applied industrial science
Implementation: is the carrying out, execution or practice of a plan, a method, or any design, idea, model, specification standard or policy for doing something. As such implementation is the action that must follow any preliminary thinking in order for something to actually happen.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction.
The chapter deals with the review of related literature to the study. It therefore covers the conceptual framework, empirical studies and the summary of literature reviewed.
2.2 Conceptual Framework
The section discusses the conceptual framework of the study under the following subheadings;
- The Concept of VTE
- Technical Education
- The Role of Vocational Education
- Problems of VTE
2.2.1 The Concept of VTE
VTE education is an aspect of education designed to prepare students for industry, agriculture, commerce, home economics which is usually provided at the senior secondary or lower tertiary level. The ultimate goal of traditional African education was to produce a man or a woman of character, with the useful skills appropriate to his or her status in life. As the result there was no question of unemployment then the and where it had existed at all. It was very minimal. That is a symbolic relationship has existed between education and work in traditional African as in all early culture.
Similarly, Okoro (1993) also noted that VTE education is any form of education whose primary purpose is to prepare persons for employment in recognized occupations. Hence, vocational education provides needed skills, knowledge and the altitude useful for effective employment in particular occupation. Also, national Policy on Education (2004), pointed out one of education objective which is the acquisition of appropriate skills, abilities and competences (mental and physical) as equipment for the individual to live and contribute to the development of his society.
The researchers therefore agree with the assertions of Fafunwa and Okoro that the vocational education is for self-reliance. Any societies that do not have background or base for the development of its young ones will or may never develop rapidly and this will result to continuous crisis, fear and unemployment.
According to Agbasi (2005); some of our youths take to the street life in our communities especially in big urban centres townships due to unemployment. The researchers therefore posed the following points as the main purpose of vocational education.
- For acquisition of skills
- To make an individual a self-reliance person
- Provide employment and reduce unemployment
- To make the society a productive one and nation at large
- To provide an avenue for promotion/conservation of African materials culture
- To reduce level of waste and make an individual useful to himself and the society
2.2.2 Technical Education (TE)
Technical education is a type of education that prepares students for jobs involving applied science and modern technology. It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education.
According to Abdulahi (2008) technical education is the aspect of education that involves the acquisition of techniques and application of knowledge of the improvement of man’s surrounding. Therefore there is a great demand for technical and vocational education as a result of the national policy emphasis on technical and vocational courses at junior secondary school level and the senior levels.
Osuala (2000), asserted that development of individual skills, creates an avenue for creative and national development. He further posed that for a nation to develop through empowerment of citizenry, the stake-holders have to strategize to combat constraints. The learning of vocational subjects in our various secondary schools remains essential stressing it down the history. The traditional education provided upspring with the opportunity to learn that aspect of trade in which the family or image is known for or is good at. For instance, making of water pots, rearing of animals, palm wine tapping.
2.2.3 The Role of Vocational Education
In the first instance VTE education ought to have been made and referred to as a faculty of VTE education. This is because of its large and important nature to the economic development of the country.
According to Ekpenyong (2001), the following are the objectives of VTE education.
- To produce graduates who can teach effectively at senior secondary schools and tertiary institution.
- To equip graduate to pursue graduate work in education
- To enable them to fit into administrative cadre in government and institutions of higher learning.
- To produce skilled manpower with a strong background required for self-reliance and self-employment if the need arises.
2.2.4 Problems of VTE
VTE training in Nigeria was designed to help various people become eligible for employment. However, this form of education has been bogged down by various problems including the ones below;
- Lack of finances: while people wish to study, they do not have a source of income to cater for their fees. The government is also unable to pay for these individuals, making it almost impossible for many to acquire this education.
- Substandard facilities: institution responsible for providing this type of education lacks the financial capacity to buy or construct modern facilities. This makes it difficult to provide high-quality education
- Inadequate training: some of the lecturers or teachers in institutions lack enough skills to handle the people they are in charge of.
- Staff transfer: constant movement of teachers from one institution to another due to various reasons makes it difficult for those being trained to remain focused. It also upset the system and curricular flow.
- Lack of skilled manpower: that is acute shortage of vocational technical teachers. The lack of skilled manpower is said to be worse in such critical field as constructions, oil and gas, telecommunications, manufacturing and solid minerals extraction, areas in Nigerian are said to be suffering losses to foreigners. This is because students graduating from the post primary level and tertiary levels had poor background in their vocational education career which Buruku local government secondary school have suffered the same (Editorial report dated October 26, 2014).
A skilled worker is any worker who has special skill training, knowledge and (usually acquires) ability in their work. A skilled worker may have attended a college, university or technical school or a skilled worker may have learned their skills on the job. Examples of skilled labour include crane operators, painters and plumbers, craftsmen with varied levels of training or education (National Research Council 2001).
Editorial report dated October 26, 2014 by some concerned groups observed that Nigeria lacks requisite manpower, and technical skills which should be of premium concern to every citizen. The Nigerian Labour Congress (NLC), Trade Union Congress (TUC) and the Construction and Civil Engineering Senior Staff (CCESSA) in recent times, for instance complained about the death of skilled manpower in virtually all sectors of the Nigerian economy. Indeed, experts say the development explains why nationals of other countries in Nigeria in search of greener pastures are becoming extremely successful and wealthy, on the one hand, while the average Nigerian is retrogressing, becoming poorer and barely surviving above the poverty line or the other.
Qualified teachers and poorly trained teachers is another problem facing the implementation of technical college curriculum. Black and Atkin (1996) indicated that challenge facing African science, technology and mathematics (STM) educators are how to use existing resources to achieve their new goal. Science technology and mathematics (STM) teachers have to set up classroom routines using available resources and routines that they believe are practical innovative and creative. The teacher must devise instructional strategies that will ensure meaningful learning in spite of scarce resources. The varieties that affect teaching and learning students’ behaviour, students background knowledge, readiness for learning, social status, availability of VTE products, ICTs are changing fast in contemporary Nigeria. Teachers trainers at all levels, including education should attach themselves to urban and rural schools to obtain first-hand information and experience about these variables.
Otuka (2001) believed that familiarization with the working of schools in both setting will arm them to guide the students effectively rather than using old training techniques or untested theories on newly emerging problems. Otuka (2001) concluded that the teacher is the key; a well-trained and motivated teacher will make the difference in coping with any curriculum. Lindsley (2007), introduce the use of precision teaching that has its roots in tree-operant, means that “students’ are free to respond at their own pace without having restraints placed on them by the limits of the materials or the instructional procedures of the teachers.”
Babafemi (2009) opined that most parents would not encourage their children/word to attend VTE colleges to make a career because such schools and careers are view with contempt and regarded as the only option for the intelligent students, disposition to science has been a major concern of all realizing the overriding importance of science and technology in the modernization process globally. This realization made the Federal Republic of Nigeria to stipulate a ratio of 60:40 in favour of science in the (FRN, 2004).
Odetoyinbo (2004) reported that the state of pre-college education in mathematics and science and technology in the United State described the situation as worrisome in the sense that students do not particularly like science and technology and the dislike is acquired early. Nigeria since its independence in 1960 has been struggling with designing and implementing a sustainable educational curriculum that adequately prepares her children for adulthood. Several years later the country faces the rising tide of an educated but unemployable workforce; as Nigerian students’ graduates from secondary, technical and tertiary institution without essential workplace skills. Maarinho, (2009) based on inarticulate policies, inadequate research and poor planning, curriculum implementation has become ineffective and lack any useful feedback mechanism anchored in review, analysis and redesign process.
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