INVESTIGATIONS INTO THE FACTORS RESPONSIBLE FOR LOW ENROLLMENT INTO VOCATIONAL AND TECHNICAL EDUCATION PROGRAMMES IN LAGOS STATE TECHNICAL COLLEGES

TABLE OF CONTENTS

CHAPTER ONE

INTRODUCTION

Background of the Study 

Statement of the Problem                      

Purpose of the Study                                                   

Research Questions            

Assumptions of the Study                                         

Significant of the Study          

Scope/Delimitation of the Study

Limitation of the Study                

Definition of Terms                 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

The Problem of Definition and Meaning of VOTEC

Wrong Societal Social Perception toward TECEDU

TECEDU as meant for dropouts

TECEDU as meant for Non-intellectual

Lack of Proper TECEDU Guidance and Counseling Services

Government policies and its Effects on Enrolment 

Inadequate Funding of TECEDU Programme’s    

Lack of Basic TECEDU Facilities and Workshops  

Sub – Standard TECEDU Libraries

Inadequate TECEDU Audio – Visual Instruction

Poor TECEDU Laboratories and Workshops

GTC Ikeja Agidingbi (Workshops and Laboratories)                                                                  

G.T.C. Ado-Soba (Workshops and Laboratories)                                         

G.T.C Epe (Workshops and Laboratories)                                  

GTC Ikorodu (Workshops and Laboratories)                    

G.T.C Ikotun (Workshops and Laboratories)              

Inadequate Qualified TECEDU Leaders and Administrators                           

Production of Enough and Qualified Technical Teachers

Production of TECEDU Researchers and specialists

Poor Management of TECEDU Programmes

Summary of Review of Related Literature

CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

Research Design    

Population            

Sample and Sampling Techniques

Instrumentation        

Validity and reliability of Instrument                            

Administration of Instrument/Data Collection                              

Method of Data Analysis                   

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1             INTRODUCTION

4.2             PRESENTATION

4.3     ANALYSIS OF THE QUESTIONNAIRE 

CHAPTER FIVE

5.0      SUMMARY, CONCLUSION AND RECOMMENDATION

5.1      SUMMARY AND CONCLUSION

5.2      RECOMMENDATIONS  

REFERENCES

APPENDIX: QUESTIONNAIRE

INTRODUCTION

Background of the Study 

In Nigeria, education has contributed immensely to the national development and the achievement of political independence, that the average Nigeria parent strongly believes in it as a potent instrument for preparing individual or children to become active participants in the socio economic and political development of the country. (Nwadiani 1997).

Since the end of the 1960s and the early 70s, Nigeria found herself in buoyant economy because of the oil boom. As a result of this, a lot of investments were made both in commerce as well as in industries. Many industries sprang up in many urban centres and cities like Lagos. Port-Harcourt, Enugu, Ibadan, Kano, Kaduna, Owerri, Akure, Abeokuta, Oshogbo just to mention but few. Construction industries were equally boosted, many roads and fly-overs were constructed. The establishment, approval and construction of the new federal capital Abuja also followed.

All these areas of engineering demand the services of competent professionals: from Architects to the craftsmen. It was during this period that the country’s shortage of manpower both in industry and commerce became obvious, hence government decided to improve on the training of technical personnel both at tertiary and professional levels, this led to the upsurge in the number of technical colleges in the country (Adenle 1991).

In pursuance of this commitment, the Mudasiru administration appointed a number of high powered committees to look at different facets of Education. Among these was the committee to review Vocational and Technical Education (VOTEC) in Lagos State, this committee consisted of seven members and was headed by professor A.O. Seriki. Towards the end of Mudasiru administration, between August 1984 and 1985 the ministry of Education was re-organized to carry out among other things: the planning of Technical Education needs of the state. This was the first bold step the Lagos State Government has ever taken towards the improvement of VOTEC; unlike many state in the country which were noted for Technical Education. Lagos Starter is a late state in the establishment and running of Government owned Technical Colleges, Apart from the first Technical College in Nigeria and of course in Lagos state, was the Federal Science and Technical College Yaba Established in 1948.

The thought of establishing the state owned Technical Colleges in Lagos State evolved partly as a result of the fact that VOTEC has become the only panacea to combat the menace of drop out youths (Gasper 2003).

In the report submitted by professor Seriki on the review of VOTEC in Lagos State in 1984, he recommended amongst others, establishment and adequate funding of VOTEC in the state. The reports also recommended the definition and nature of VOTEC in Lagos state. The report recommended that technical colleges should consist of two sections namely the junior and senior technical.

To date there are five technical colleges owned and founded by the Lagos State Government and they are:

1.           Government Technical College – Odomola – Epe

(Manpower Development Centre)

2.           Government Technical College – Ikotun

3.           Government Technical College – Ikorodu

4.           Government Technical College – Agidingbin

5.           Government Technical College – Ado – Soba

These Colleges run technical education programme training on Electronics, Automechanics, Building, Woodwork, Agriculture, catering and Hotel Management, Secretarial Studies etc. The oldest Technical College in Lagos State – the Industrial Manpower Training Centre which was later charged to Government Technical  Colelge – Odomola – Epe was established by the joint effort of chief Adebowale (Adebowale Electronics) and the Lagos State chambers of commerce and industries in 1984 for the training of industrial workers and training of people in technical and technological subjects in order to produce skilled manpower for the industries. The school was taken over by the state Government in 1985 in fulfilment of Seriki report.

Until early 1989 when the curriculum of the five technical colleges was up-grated to suit the National Board for Technical Education curriculum leading to the award of the National Technical Certificate (NTC) after successful results in the examination conducted by the National Board for Business and Technical Education Examination Board (NABTEB) (Adenle 1991).

In pursuance of VOTEC development, various efforts made by Government to empower Nigeria Youths, according to the Mitchell Group, Inc. (2003) in Nneji (2005) includes;

-                      The National Directorate of Employment (NDE) with sub-programmes such as the Vocational Skill Development, National open Apprentice Scheme and school on wheels.

-                      The Youth Empowerment Scheme (YES) with sub-programmes such like the Capacity Acquisition Programme (CAP), and the Mandatory Attachment Programme (MAP).

-                      The United Nations Development Programme (UNDP) assisted Skills Development Centre.                                           

-                      The private sectors, especially oil – sector related companies such as Chevron and Shell had projects to provide vocational training and Micro-financing loans to youth in the oil communities.

-                      Non-Government Organisation (NGOs) such as the Nigeria Opportunities Industrialization Centre (NOIC) also provide vocational training.

In corollary, a youth without a skill is a youth without a future. Acquisition of VOTEC skills brighten the future of Nigeria Youths.

The National Policy on Education emphasizes the need for pre-vocational, vocational and Technical Training as an avenue for self-employment, self-reliance and increased productivity. It will also promote national prosperity and enhances a measure of socio-economic, political and technological independence (Olaitan 1985).

Despite all the laudable efforts by the Government and the role of Technical education in national development, there is still the problem of “decline Enrolment” of Youths into Lagos State technical colleges, this is further compounded by the fact that the unskilled youths rely soly on Government for employment because of their inability to be self-employed as a result of lack of skills.

It has been proven by experts that while the growth of enrolment into VOTEC remains low, the growth of job opportunities for graduates for VTOEC continue to be on the increase (Brady 1999). He further states. “Many more millions job positions are going begging for skill Welder, Mechanists, Electricians and Plumbers, Health care workers, and repair people of all trips”.

A close examination of a report by the National Population Commission (NPC), (1991) revealed that only about 45 percent of graduates from post-secondary institutions nation-wide were employed, if at all, in the job that had no direct relationship to their major fields of studies and among graduates of liberal arts programmes, the figure was put at about 69 percent; while about 87 percent of graduates from VOTEC prgrammes were gainfully employed in the areas of which they were trained.

Enrolment figures, projections and issues that normally feature in the report of educational, administrators and planners, official reports of the Federal and State ministry of education, State and Local Schools boards and individual school’s authority.

Indeed, the statistic divisions of these establishments compile enrolment figures and based on these figures make projection of developmental trends into the future. The poor patronage of youths into Technical Colleges in Lagos State has a stalling effect on economic and human resources development and negative impact on the employment generation policies of the state government.

Table 1:

Student Enrolment into Technical Colleges Distribution in Lagos State From: (1999/2000 to 2004/2005 session)                                                                                                    

Source: Figures culled and summarized from Statistic Division Units (SDU)     

The above table (1) show a vivid picture of the enrolment trends by sex distribution for the five (5) technical colleges in the state as at (1999/2000) to (2004/2005) sessions. 

The table showing the population figures of students that enrolled into the technical colleges in Lagos state for the respective years, culled from the Statistic Division Units (SDU) of the five (5) technical colleges in Lagos State. The figures are synonymous with enrolment trends since the number of in take determine the number of out-turn or candidates that register for the N.T.C examination being the terminal exanimation.

For 2001 (2000/2001) academic year, a total of 4,591 students enrolled for N.T.C. Examination. This was a poor enrolment figure if intake is to determine the out-turn. Again, during 2004 (2003/2004) session, a total of 3,707 students enrolled for N.T.C Examination. This was also poor. The table indicates a clear consistent declined student enrolment figures.

In general, one would have expected a crowded population in the technical colleges considering the fact that out of the huge numbers of post-primary schools (public, missionaries and privates) in the state, only five (5) were technical colleges as at December 2005.

The stead and consistent enrolment tilt in general education indicates that, the state is yet to grasp the place of Technical education in the present technology age, where nations are judged by their technological capabilities.

The current enrolment figures in the state Technical Colleges of Education is caused by lack of interest among post-primary school graduates which is as a result of ineffective implementation of the National Policy on Education for TECEDU. Effective implementation of the policy will no doubt promote the appreciation of technical courses by post primary school leavers and this will improve the enrolment into the state  Technical Colleges.

Ifayefunmi (1988) opined that, over the years, the trend in enrolment has been that of increase in general education to the total neglect of VOTEC. The belief of most parents or guardians and their wards has been education for “white collar job” against education for “self-reliance” inherent in Technical Education.

Statement of the Problem                      

The issue of youths in Lagos state, not possessing technical skills for employment position in the industries, could possibly be linked to “dwindling enrolment” into technical colleges: a situation that could have closed the unemployment gap in the state.

Several efforts made by government in tackling the menance of youths in Lagos State could have boasted the enrolment rates into technical colleges, but this is not so.

Stone (1993) opined that VOTEC graduates are more likely to be employed or self-employed and earn more money than their non-Technical counterparts, the need for increasment in enrolment rate of students into the state technical colleges becomes paramount.

This study, therefore, sets upon itself, to investigate into the factors militating against students Enrolment into Technical colleges in Lagos State, because the downward trend in enrolment of youths into TECEDU programmes could leads to – restiveness, restlesness, armed –robbery, stealing, cultism, rape, drugpushing, prostitution, human trafficking, poverty, hardship, economic instability and many others among our youths. Since all these could be attributed to lack of possession of saleable skills among the youths in Lagos State.

Purpose of the Study                                                   

The purpose of this study is to investigate into the factors militating against student’s enrolment into Technical college in Lagos State. Specifically, this study will;

1.           examine the extent to which government policies militating against student’s enrolment into Technical Colleges in Lagos State.

2.           identify the extent to which the wrong societal social perception of TECEDU militates against student’s enrolment into Technical Colleges in Lagos State.

3.           Determine how lack of proper TECEDU career guidance and counseling in schools militates against student’s enrolment into technical colleges in Lagos State.

Research Questions            

This study seeks to answer the following questions:

1.           What is the extent to which government policies militate against student’s enrolment in Technical Colleges in Lagos State?

2.           To what extent does the wrong societal social perception of TECEDU programme militates against student’s enrolment in Lagos State Technical Colleges?

3.           What is the extent to which lack of TECEDU career guidance and counseling in schools militates against student’s enrolment in Lagos State Technical Colleges?

Assumptions of the Study                                         

1.           It is assumed that the respondents are in good position to give relevant information on the questionnaire items and will respond to these items without bias.

2.           It is also assumed that the respondents for this study, who are the students, teaching staff and the principals of the three (3) state owned technical colleges are representative of other state owned technical colleges.

Significant of the Study          

This study is significant in proportion as it aims to:

-        Investigate into the factors militating against students’ enrolment into Technical Colleges in Lagos State.

-        Provide a base for follow-up study on the same topic for other sub-sequent researcher who may like to work on it.        

-        Provide sufficient information to the State Government on the production of leaders and Administrators for the technical colleges in order to meet the needs of management of TECEDU programmes in the state.

-        Guide the State Government in finding solutions to the perennial rate of poor enrollment of youths into technical colleges in the state.

Lastly, the study is important in the sense that it will immensely benefit the industries, companies, entrepreneurs and the general public who require youths to acquire relevant skills and knowledge for employment to sustain peaceful co-existence in Lagos state.                      

Scope/Delimitation of the Study

The study will be confined to the five (5) technical colleges in Lagos State, which are equally located in different local government area of the state. Although there are many vocational and technical institutions own by the private individuals as well as co operations in the state. There is also one Federal Technical College (Federal science and Technical College) in Yaba, Lagos State.

Limitation of the Study                

This study will be limited to the students of three (3) state owned technical colleges in Lagos State as respondents.

Respondents would not be allowed to express their feelings where there would have been but restricted to the item in the questionnaire.

Definition of Terms                 

1.           Technical Education 

Technical Education is defined as “that form of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge”.      

2.           Vocational Education

Vocational Education is “any form of education whose primary purpose is to prepare individual for employment in recognized occupations”      

3.           TECEDU 

The term TECEDU refers to Technical Education.

4.       VOCTEC

The term VOTEC refers to Vocational and Technical Education.  

5.       Vocational and Technical Education

Vocational and Technical education can be described as a comprehensive term which is referring to those aspects of educational process involving related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life.

6.       Occupation

Occupation is one’s principal employment, business, vocation, trade or other means of livelihood.

It is a specific job or work activities, it is society – center e.g carpentry and joinery, cabinet making are jobs under woodwork as an occupation.                       

7.       Labour

Labour is defines as the productive work for survival or support, requiring physical and mental effort.

8.       Job

Job is a definite piece of work undertake for a fixed price. A regular paid work that one do for an employer.   

9.       White collar Job

White collar job refer to job that do not require specific skills such as clerical work in offices.  

10.     Enrolment into Technical College  

This refers to number of students that are officially admitted into technical colleges. 

11.     Vocational Classes

These are classes designation in technical colleges which are equivalent to SS classes in the secondary schools.

VOC 1         -        SS 1

VOC 2         -        SS 2

VOC 3         -        SS 3

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