ABSTRACT
This research work was aimed at
identify the constraints to the effective implementation of vocational
education program in private secondary schools in Alimosho Local government
area of Lagos State. The research work
was limited to six randomly selected private secondary schools and addressed
the research questions of this work. The main instrument for data collection
was the use of questionnaire administered to about 23% of the target
population; students (N = 90) and teachers (N = 24).Frequency, simple percentage
and chi-square statistical tool were used to analyze the significance
differences in the constraints to effective implementation of
vocational/technical education in private secondary schools in Alimosho Local,
Government, Area of Lagos, State. The
findings revealed a dearth of private organization participation in the funding
of vocational education, in adequate training facilities and teaching aids:
insufficient instructional materials and work-shops, library, buildings and
equipments in the schools and that the schools lack the fund to finance such
educational project and the teachers’ attitude towards the teaching of
vocational/technical subjects. The recommendation of this study if well
implemented, will not only help improve the standard and students’ interest in
vocational/technical education, but would also help increase the level of
manpower that is needed for economic growth. Two key recommendations are that,
adequate facilities and teaching aids should be provided in schools so that the
students can properly equipped themselves for future challenges and that
private sectors should invest in this area as a part of their social
responsibility.
TABLE OF CONTENT
Title
Page i
Certification ii
Dedication iii
Acknowledgement iv
Table
of Content v
Abstract vi
CHAPTER ONE
1.0
Introduction 1
1.1 Background of the study 2
1.2 Statement of the Problem 5
1.3 Purpose of the Study 7
1.4 Research Questions 8
1.5 Significance of the Study 9
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction 10
2.1 Scope of Vocational Education 12
2.2 Importance of Vocational education 13
2.3 Historical development of vocational
education 15
2.4 Objectives of vocational education 21
2.5 The 1969 Curriculum Conference and National
Policy on
Education 1977 revised in 1981 22
2.6 The components of National Policy on
education on
Vocational Education 26
2.7 The Objective of National Policy on education
on vocational
Education 30
2.8 The challenges, problems and constraints of
implementation
of Vocational education in private secondary schools in
Alimosho Local Government Area of Lagos State. 31
CHAPTER THREE
3.0
Research
Methodology 35
3.1 Design
of The Study 35
3.2 The
Population of The Study 36
3.3 Samples
and Sampling Procedure 36
3.4 Instrument
for Data Collection 37
3.5 Validity
of The Instrument 37
3.6 Reliability
of The Instrument 38
3.7 Administration
of The Research Instrument 38
3.8 Method
of Data Analysis 38
CHAPTER FOUR
4.0
Data analysis
and discussion of Results 39
4.3 Test of Research Questions 55
4.4 Decision Region 56
4.2 Discussion of findings 64
4.3 Principal Findings 65
CHAPTER FIVE
CONCLUSION
AND RECOMMENDATIONS
5.0
Conclusion 66
5.1 Educational Implications 67
5.2 Limitation 67
5.3 Recommendations 68
REFERENCES
APPENDIX
I
APPENDIX
II
CHAPTER ONE
1.0 INTRODUCTION
Throughout
the world, vocational and technical education programmes have been recognized
as that aspect of education which leads to the acquisition of practical skills
to solving the problems of unemployment and poverty level of any nation. Hence, there is no gain saying the fact that
education is the instrument par excellence that is universally used for the
development of any civilized society (Mrs. Oghogho U. Gbinigie)
1.1 BACKGROUND
OF THE STUDY
The
history of formal education in Nigeria dates back to 1842 with the coming of
the Christian missionaries. Their initial primary objectives was to convert the
heathen or the benighted Africans to Christianity that is the worship of God
through Christ.
In
1960s the aim of education in Nigeria was to produce manpower needs of the
country through regular education system with curricula to match the three
types of secondary school – grammar, technical and commercial were then
available (Madumere 1999).
Fafunwa
(1984) explains that the over-emphasis on literary education was doing Nigeria
little good. To compensate her needs at the technical level, the 6-3-3-4
system of education incorporated pre-vocational courses at the junior
secondary school level with a view to exposing individuals with vocational
inclination to that direction.
Before
this period, many criticisms have been levied on the failure of education to
provide adequate vocational and technical education over the years. Ogbazi (1988) observed that despite the rapid
industrial expansion throughout the world, Nigeria still lacks sufficient young
men and women with appropriate skills, abilities and services that can compete
favourably with the world market.
Ochiagha (1995) further stressed that such an increase in pool of
knowledge and skills in the economy will result in economic growth. In the same
way, lack of skills and knowledge constrains economic development. Baba (1999) opined
that for many years past, Nigeria was
relying on foreign government to provide vocational manpower to boost her
manpower shortage. The short comings of
literary education have lead many people to advocate for the establishment of
vocational and technical education.
Formal
Education started fully in Nigeria during the Colonial era. It developed from
the early forms of reading, writing and arithmetic (that is, the three Rs) to a
stage where the London General Certificate of Education, Ordinary level
Syllabus (the so-called O-level) was used to guide instruction in Secondary
Schools (Fafunwa, 1974). These Secondary
Grammar Schools were fashioned in such a way that did not accommodate the
vocational technical subjects, and as a consequence trade centers and colleges
were established. Here, the City and
Guild (Intermediate) Certificate of London.
The Federal Craft Certificate or the Ministry of Labour Trade Test
Certificate also was awarded to successful candidates. The Federal Craft and Trade Test Programs
were put in place by the Federal Government of Nigeria mainly to improve the
understanding and competences of artisans and technicians.
In
view of the fact that most of our youths pass through the secondary grammar
schools (as the trade colleges were fewer in number), following the political
independence of Nigeria, there was a realization that the type of education our
colonial masters left with us needed a critical re-examination of their worth:
of content, objectives, relevance, methods, administration, evaluation, and so
forth. According to Ezeobata (2007),
this period saw a state of affairs in Nigerian education where every subject
had to “prove its usefulness” to retain a place in the School Curriculum. Probably, this was what led the then National
Educational Research Council (NERC) to convey an historic curriculum conference
at Lagos in 1969, which Okeke (1981, p.10) has described as a ‘culmination of
people’s dissatisfaction with uncertainty of the aims of education’. This conference recommended new set of goals and
provided directions for major curriculum revision upon which the national
Policy on Education of 1977 and the revised policy in 1981 were based.
Against
this background of national aspirations, a new educational system commonly
referred to as the ‘6-3-3-4’ system of education emerged. Among other innovations, the system provided
for pre-vocational and vocational curricular offerings at the junior and Senior
Secondary Schools respectively. For
the first time in the history of
education in Nigeria, vocational and technical education subjects were, as a
matter of national policy, to be offered side-by-side, and hopefully enjoy
parity in esteem with the more academic courses hitherto run by the Secondary
Grammar Schools under the old Colonial-based system of education.
To
this end, the National Curriculum on Agriculture, Introductory Technology, Home
Economics, Business Studies (Junior Secondary School level), Agricultural
Science, Clothing and Textile, Home Management, Food and Nutrition, Typewriting
and Shorthand, Principles of Accounts, Commerce, Woodwork, Technical Drawing,
Basic Electronics, and Auto-mechanics came into being in Nigerian Secondary
Schools. As one of the innovations that
should distinguish the products of the new system from the old school work was
now based on these Curricula in both private and public schools from 1982 –
driven by the governments directive that post-primary schools should be more comprehensive,
which the national Policy on Education had earlier proposed in 1981.
There
is no doubt about the usefulness of these programs in secondary schools
provided errors or specific weakness of the ‘process’ (if any) are identified,
and remedial measures taken for improvement.
There is the fear that most research reports about the implemented
curriculum favour the patronage of public schools with little or no regard to
private secondary school.
1.2 STATEMENT OF THE PROBLEM
Just
like no nation can improve the standard of their economy without first of all
increasing the manpower of the economy through acquisition of skills and
knowledge that is gotten on the platform of vocational and technical
education.
For
Nigeria to excel technologically there is the need for the effective
implementation of vocational education program in government owned secondary
schools and private secondary schools.
The government should not leave the entire project on the private
individuals who are running the school at a cost, and are for profit motive.
Since this does not increase their earning, there is little or nothing they can
do.
In
spite of the importance of vocational education to the development of both
individuals and the society at large, there is no much emphasis placed on the
effective implementation of vocational education programs in Nigeria. The frequent occurrence of low students’
participation in vocational education courses has been a great concern to
all-well-meaning individuals, institutions, industries and Nigeria as a nation. It is in the light of the above, that this
study was carried out to ascertain if there are factors responsible for the
non-effective implementation of vocational education program in private
secondary schools.
1.3 PURPOSE
OF THE STUDY
The
purpose of the study is to:
1.
Identify the roles private sector plays
in the funding of vocational/technical educational programme in the private
secondary schools.
2.
Ascertain the availability and use of teaching
aids in teaching of vocational/technical subjects in the private secondary
schools.
3.
Identify the teacher factor that might
inhibit the effective implementation of vocational education programme in
Nigerian private secondary schools.
4.
Ascertain the effort being made by the government,
teachers and parents towards enhancing the effective implementation of
vocational education in Lagos State.
5.
To identify the causes of decreasing
interest of private sector participation in the funding of vocational/technical
education programme in the private secondary schools.
6.
Identify the students’ factor that might
inhibit the effective implementation of vocational education programme in the
private secondary schools.
1.4 RESEARCH QUESTIONS
This
research is designed to address the following research questions:
1. What are the roles private sectors plays in
the funding of vocational education programme in the private secondary schools?
2. What are the facilities and teaching aids in
use for teaching vocational/technical
subjects?
3. What are the teachers’ factor that might
inhibit the effective implementation of vocational education program in
Nigerian private secondary schools?
4. What are the efforts being made by the
government, teachers and parents towards enhancing the effective implementation
of vocational education in Lagos State?
5. What are the causes of decreasing interest
of private sector participation in the funding of vocational/technical
education programme in the private secondary schools?
6. What are the students’ factor that might
inhibit the effective implementation of vocational education programme in the
private secondary schools?
1.5 SIGNIFICANCE OF THE STUDY
1. It will
help to know the effectiveness of the implementation of vocational education in
Nigerian economy.
2. It will
suggest the ways to go about achieving the well desired vocational education in
Nigeria.
3. It will
help to redirect the attention on the need to improve the standard of
vocational and technical schools and centers in Nigeria.
4. It
will help the Government to know the areas private schools are lacking the
resources to fully implement vocational/technical education in Lagos state.
5. Suggest possible ways private sector can
invest in the vocational programme.
1.6 SCOPE OF
STUDY
This
study cover, randomly selected private schools in Alimosho local Government
area of lagos state. These schools are six in number which are:
1.
Great Michael Comprehensive College
2.
Legacy High School
3.
Pacific Comprehensive College
4.
Highgrade Comprehensive College
5.
Finland Secondary School
6.
Sunbeam
Secondary School
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