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
CHAPTER ONE
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)
STUDENTS DISTRIBUTION
|
Colleges
|
1999/2000
|
2000/2001
|
2000/2002
|
2002/2003
|
2003/2004
|
2004/2005
|
Key
|
|
M
|
F
|
M
|
F
|
M
|
F
|
M
|
F
|
M
|
F
|
M
|
F
|
GTC Ado-Soba
|
993
|
209
|
954
|
570
|
1006
|
270
|
978
|
225
|
861
|
178
|
1008
|
192
|
M
= Male
|
GTC Agidingbin
|
401
|
96
|
520
|
122
|
507
|
120
|
526
|
96
|
462
|
97
|
398
|
98
|
F
= female
|
GTC - Epe
|
289
|
14
|
343
|
5
|
333
|
9
|
294
|
12
|
200
|
11
|
171
|
13
|
|
GTC –Ikorodu
|
681
|
144
|
894
|
196
|
951
|
128
|
805
|
165
|
939
|
189
|
872
|
177
|
GTC -Ikotun
|
806
|
240
|
903
|
304
|
868
|
265
|
875
|
228
|
600
|
170
|
793
|
243
|
Total
|
3,863
|
4591
|
4421
|
4,204
|
3,707
|
3,965
|
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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