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PERCEPTION
OF TECHNICAL TEACHERS ON FACTORS RESPONSIBLE FOR LOW ENROLEMENT INTO TECHNICAL
COLLEGES
ABSTRACT
This study
was designed to determine the factors responsible for low enrolment into
technical colleges in Lagos State. The study was a survey study which involved
the technical colleges in Lagos State. The population of the study was 30
technical teachers of technical colleges in Lagos state. The study was guided
by three research questions. The instrument for gathering the data was a
structure questionnaire. The questionnaire was subjected to face validation by
three experts. The reliability of the instrument was found to be .80 using test
retest method. The data collected were analysed using mean to answer each
research question. The study identified the societal attitude, economic and
value system responsible for low enrolment into the technical colleges in Lagos
State. Also, it identified intervention measures needed to improve enrolment
into technical colleges in Lagos State. The study recommended that: 1) The
Lagos state government through the Lagos State Ministry of Education should set
up strategies that will create awareness so as to make parents and students
know the needs and benefits of being craftsmen. 2) The government through the
Lagos state ministry of education should make available sufficient technical
teachers into technical colleges. 3) Industries and other Non-governmental
Organization should try to show that craftsmen education is important to the
country by participating in the funding of technical colleges and craftsmen
training programmes. 4) The Lagos state government should try and create
advocacy programmes such as seminars, workshop, conferences, T.V and radio
advert, other media e.t.c. for Technical and Vocational Education in Lagos
State.
CHAPTER I
INTRODUCTION
Background
of the Study
Vocational
and technical education is the type of education which provides its recipients
with skills, knowledge and attitude required in a chosen occupation.
Wenrich and Wenrich (1974) defined
vocational education in terms of the range of occupations with which it is
concerned. According to them, vocational education means a vocational or
technical training or retraining which is given in schools or classes under
public supervision and control, and is conducted as part of a programme
designed to prepare individuals for gainful employment as semi-skilled or
skilled workers or technicians or sub-professionals in emerging or recognized
occupations. These occupations according to Wenrich and Wenrich include
agriculture, home economics, trade and industrial education and business
education, Olaitan (2006) defines vocational/technical education as that aspect
of education which is a skill acquisition oriented form of training, based on
application of mathematics and scientific knowledge in specific field for self
actualization and development.
The Federal
Republic of Nigeria(2004) provides a more comprehensive definition of
vocational and technical education as ‘those aspects of the education process
involving, in addition to general education, the study of technologies and
related sciences and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupation in various sectors of
economic and social life. According to the Federal Republic of Nigeria,
Technical and vocational education is understood to be: An integral part of
general education; means of preparing
for occupational fields and for effective participation in the world of work;
an aspect of lifelong learning and preparation for responsible citizenship; an
instrument for promoting environmentally sound, sustainable development and a
method of alleviating poverty.
In Nigeria,
Vocational and technical education is available at three levels:
(1) Pre-vocational education or general
vocational education offered in Secondary schools
(2) Vocational (job specific) education offered
in Technical colleges and vocational centers
(3) Post secondary education offered at the
institutions such as Polytechnics and Monotechnics, Colleges of Education
(technical)
The Federal
Republic of Nigeria in her National Policy of Education (2004) defines the
goals of Vocational and technical
education as follows:
(1) Provide trained manpower in applied sciences,
technology and business particularly at craft, advanced craft and technical
levels;
(2) Provide for the technical knowledge and
vocational skills necessary for agricultural, commercial and economic development;
(3) Give training and impart the necessary skills
to individual who shall be self-reliant economically.
VTE involves
the acquisition of skills for employment. The individual who avails himself or
herself of the opportunity for vocational and technical education is the
primary beneficiary of the education because he/she will receive vocational and
technical skills that will allow him/her to be engaged in productive work
either for himself/herself or for an employer. Apart from enabling the individual
to hold productive employment, vocational and technical skills developed in the
course of training increases the productivity and earning capacity of the
recipient (Uwadiae, 1992). Other benefits include increased employability and
higher job mobility. People who have been trained for specific jobs in the
world of work are highly employable and less likely to suffer severe
unemployment than those who are bereft of specific occupational skills. As a
result of the versatile uses to which vocationally and technically trained
jobbers can put their skills, such workers can change jobs easily in search of
greener pastures and better jobs. According to Uwaidae, vocational and
technical education also enables a person to make intelligent use of products
of technology, utilize new technologies, develop better entrepreneurial skills
and become more innovative worker.
Although the
individual is the primary beneficiary of VTE, the society or nation is the
better of it. VTE reduces drop-out rate by providing training opportunities for
persons who are not satisfied with the forms of education that are distant from
the realities of the world of work. VTE also reduces the rate of unemployment
in a society. In a country like Nigeria where unemployment is the order of the day,
VTE is the best way of curbing the problem of unemployment. VTE could be
employed to develop saleable skills in student so that they can become easily
employable after school. VTE stimulates technological industrial development by
providing competent workers who are capable of developing and utilizing
technologies for industries and economic development. VTE is a mechanism for
meeting the man power needs of a nation in agricultural, technical, industrial,
business, paramedical, home economics and other clusters of occupations.
One of the technical colleges in
Nigeria is the technical colleges. According to Okoro (1998), Technical
colleges are regarded as the principal vocational institutions in Nigeria
because they give full vocational education intended to prepare students for
entry into various occupations. The courses offered in technical colleges
include mechanical trades, computer craft practice, electrical engineering
trades, building trades, wood trades, hospitality, and textile trade, printing
trades, beauty culture trades, business trades and host of others. Technical
colleges produce well trained technical manpower at various levels (operatives,
craftsmen and master craftsmen) and as in various technical and vocational
fields. Graduate from the technical colleges are award NABTEB certificates
which are National technical certificate (NTC), the National business
certificate (NBC) the Advanced National Technical Certificate and the Advance
National Business Certificate (ANBC). The minimum entry requirement into
technical colleges is the junior school certificate (JSC). Entry could also be
based on evidence of aptitude shown in the technical courses and a reasonably
good performance in mathematics and science. Technical colleges providing
job-specific training institutions within formal secondary education, produce
skilled labour (craftsmen). Vocational education programme in the technical
colleges is designed to produce competent craftsmen for the nation’s industrial
economic and technological development
Despite the
importance of craftsmen, enrolment into the technical colleges has been very
low. This low enrolment into technical colleges can be traced back to the
economical factors and value system in Nigeria. In Nigeria, People prefer white
collar jobs than manual jobs. This is due to the British-type liberal education
being received by Nigerian as part of her colonial legacy. Courses such as
medicine, accounting, commerce, are preferred by Nigerians at the expense of
courses that are manually oriented. White collar jobs are preferable to manual
jobs neglecting the fact that manual jobs is productive and increases the Gross
National Profit (GNP) of the nation
Coupled with
this economical and value system is the societal attitude to VTE programs.
Vocational and technical education in Nigeria is generally perceived as the
education for the ungifted and less privileged child. This problem could be
traced to the National Policy on Education provision for technical colleges in
Nigeria. Okoro (1999) stated that the National policy on Education (1981) gave
lower status to vocational and technical education and places unnecessary
obstacle in the way student who chose to pursue a vocational-technical
programme at the secondary school level. According to him, the National Policy
on Education states that trade centre, technical colleges and similar
vocational centres would be established to absorb junior secondary school
leavers who could not proceed to senior secondary school. This is usually interpreted
to mean that after the junior secondary school, students would be separated
into two groups- the privilege group who would go to senior secondary school
(from where universities, polytechnics and colleges of education draw their
students) and the underprivileged who would go to trade centres and technical
colleges and who would have virtually no prospects of furthering their
education beyond the technical college or trade centre level. It is therefore
no doubt that the senior secondary school has higher prestige and would be
preferred to the technical college or trade centre by parents and students even
in cases where students would have fared better in technical colleges and trade
centre
As
intervention measures to the situation, the National Policy was reviewed in
2004 and it tries to reposition the technical colleges. It states that students
who complete junior secondary school shall be streamed into senior secondary
school; technical colleges; out-of-school vocational training centre; and
apprenticeship scheme. According to the Federal Republic of Nigeria (2004), the
streaming shall be based on the result of tests to determine academic ability
and vocational interest; and as much as possible to achieve a transition ratio
of 50:20:20:10 respectively. This was a strategy to place technical colleges to
a fairer position than how it has been viewed by the public, but the policy
provision still regards technical colleges as education for the underprivileged
and ungifted students. .
Moreover as
part of intervention measures to improve technical college programmes. The
Federal Government also converted technical college programmes to full
secondary education with duration of six years offering senior school science
and normal craft and advanced craft programmes at senior secondary level to
attract entrants. Students from primary schools are now being admitted into the
junior college component of technical colleges to enable the technical colleges
stand a fair chance of having good quality entrants as well as provide an early
orientation towards VTE. Complementing to this, the Federal Government renamed
technical colleges to federal science and technical colleges. But low enrolment
is still witnessed in technical colleges.
Lagos State
government in this same bid has also made some concerned effort to improve
student’s enrolment into technical colleges. This includes the establishment of
the Ministry of Science and Technical College for proper monitoring of
technical colleges programmes. The Lagos State government has commenced the
implementation of policy aimed at strengthening its vocational and technical
education in the state. As part of strategies to reposition the technical
colleges, the Lagos State government has also renamed the state’s technical
colleges to state science and technical college and therefore has renovated and
equipped the five technical colleges in Lagos State.
The Lagos
State government also realized that technical colleges can play a major role in
the realization of the mega city project and also make school leavers
self-reliant and employers of labour in terms of skills acquisition therefore
presented 49 courses to NBTE for accreditation but 45 were accredited. All
these efforts were made to make the technical colleges attractive.
Irrespective
of the government intervention, low enrolment is still witnessed. The major
consequence or implication of the low enrolment is the massive wastage of
resources in terms of financial, material and human resources. Education is a
huge investment in human capital. By spending huge resources in technical
colleges, the society is forgoing present consumption in order to equip its
citizens with knowledge and skills which would make them more productive in
future. The investment in technical colleges implies that the same resources
will not be available for investment in other sectors of the economy. As long
as the enrolment into technical colleges remains low, the government resources
being spent on the improvement of technical colleges will be wasted.
Besides the
wastage of government investment and resources, the few students who get
admitted into the technical colleges are without prerequisite qualification.
They get into the technical college system with little or no interest in the
courses they offer. As a result of this, some student might drop out of the
system and end up as touts, okada riders and different kinds of miscreant while
the certificate of the product may have little or no importance to them.
It is no
news to anyone that the world is a global village, as time goes by there is
advancement in technology in manufacturing and servicing occupations. Nigeria
is also not left behind this technological advancement. People have to be
trained for the new jobs that are becoming available in these areas of
manufacturing and service occupations. Some of these occupations require not
only manual skills but also a high level of technology knowledge coupled with
broad education. Qualified persons trained in accordance with the principles of
VTE are needed for Nigeria advancing technology. In a situation where there is
low enrolment in technical schools, it will impossible to provide the necessary
manpower needed to meet up with this technological advancement.
Another
consequence of this low enrolment is increase in unemployment. There is high
level of unemployment in Nigeria. This is due partly to the fact that people do
not have the knowledge and skills that will enable take the available jobs or
to be self employed. Technical colleges are capable of enabling persons to
obtain the skills they need in order to fill the vacancies that exist and make
them self employed and thereby reducing the level of unemployment and youthful
unrest that characterized the Nigerian society. The low enrolment and the
consequences in Lagos State have continued to be a source of concern to
technical college teachers. This study therefore aims to determine the
perception of technical college teachers on factors responsible for low enrolment
in technical colleges in Lagos State.
Statement of
the Problem
As the
government is funding the technical colleges and ensuring that there is
continuous improvement in technical college program, there is suppose to be
improvement in enrolment into technical colleges so that the country can
produce the needed craftsmen produce for the technological advancement.
However, low enrolment has been witnessed in most of the technical colleges in
Lagos. The consequence of this low enrolment is that the resources that are
being invested into technical colleges will be wasted.
As technical
colleges are being improved and facilitated, there is supposed to be increased
interest in vocational courses and enrolment into technical colleges. The few
students who get admitted into the technical colleges are without prerequisite
qualification. According to Olaitan (1986), they get into the technical college
system with little or no interest in the courses they offer. The continuous
admission of student into technical colleges without interest in vocational
courses will continue to produce drop out and unskilled youths. This will
therefore lead to low production of craftsmen in Lagos State.
There is a
high level of unemployment in Nigeria. This is partly due to the fact that
people do not have the required knowledge and skills to secure and create jobs
to be self employed. The Technical colleges can produce individuals who are
capable of securing good jobs and getting self employed so as to overcome the
problem of unemployment. But as long as
there is low enrolment in the technical colleges, youths will continue to
remain unemployed which will lead to unrest and increases in vices in Lagos
State. Hence this study is to determine the perception of technical college
teachers on identification of the factors responsible for low enrolment into
technical colleges in Lagos State.
Purpose of
the Study
The major
purpose of this study is to identify the factors responsible for low enrolment
into technical colleges in Lagos State. This study sought to identify;
(1) Societal attitude responsible for low
enrolment in technical colleges in Lagos State
(2) Economical factors and value system
responsible for low enrolment in technical colleges in Lagos State
(3)
Intervention measures needed for improving students’ enrolment into technical
colleges in Lagos State.
Significance
of the Study
The
projected outcome, after the societal attitude has been identified, will be of
benefit to the Lagos State Ministry of Education. It will enable the ministry
to be aware of the responsible for running away from technical colleges. By
doing this it will enable them set up strategies that will create awareness so
as to make parents and students know the needs and benefits of being craftsmen.
The
projected outcome of the economical factors and value system will be of benefit
to the industry and the employers of labour. It will make them know they need
to participate in funding of technical colleges and craftsmen training
programmes. The benefit is that the society will realize that craftsmen are
important to themselves and the society.
After the
intervention measures needed for improving students enrolment, it will be of
benefit to the individuals and the society. It will make them realize that being
a craftsman will make them acquire skill to be highly employable and be
self-employed. The benefit is that the unemployment rate and drop-out rate will
reduce and there will also be low wastage of resources (material and human) of
the government.
Research
Questions
The
following are the research question for this study
(1) What are the societal factors
responsible for low enrolment in Technical colleges in Lagos State?
(2) What are the economical factors
responsible for low enrolment in technical colleges in Lagos State?
(3) What Intervention measures can we
suggest to improve students enrolment into technical colleges in Lagos State.
Assumption
of Study
In carrying
out this study, the following assumption was made;
1) The technical teachers in the
technical colleges will provide reliable and unbiased responses to the items of
the questionnaire
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