IMPACT OF TECHNICAL AND VOCATIONAL TEACHERS IN NURTURING TECHNOLOGY IN SECONDARY SCHOOLS

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IMPACT OF TECHNICAL AND VOCATIONAL TEACHERS IN NURTURING TECHNOLOGY IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background of the study

Technical education is related to age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work, from manual trades to high knowledge work. However as the labour market becomes more specialized and economies demand higher levels of skills, government and businesses are increasingly investing in the future of technical education though publicly funded training organization and subsidized apprenticeship or traineeship initiatives for business. At post-secondary level, technical education is typically provided by an institute of technology polytechnics, university or by a local community college.

Technical education has diversified over the 20th century and now exists in industries such as retail tourism, information technology, funeral service and cottage interties [4 & 5]. Technical and vocational education (TVE) has been an integral part of national development strategies in many societies because of its impact on productivity and economic development. Despite its contributions, the leaders of Nigeria have not given this aspect of education the attention it deserves. This is one of the reasons for the Nations underdevelopment. This paper discusses technical education as “the key to sustainable technological development”.

Technical Education and Technological and National Development

a Technical education “is a planned programme of courses and learning that begins with exploration of career potions, supports basic academic and life skills, and enables achievement of high academic standards leadership, preparation for industry defined work, and

advanced and continuing education;

b Technical and vocational education and training “prepares learners for careers that are based in manual or practical activities, traditionally non-academic and totally related to a specific occupation of vocation in other words, “it is an education designed to develop occupational skills”.

c Vocational and technical education gives individuals the skills to live and work is a productive citizen in a global society.

History of Technical Education

The provision of vocational and technical schools has a long history. Before the industrial revolution (1750-1830) home and the ‘apprenticeship system” were principal sources of vocational education but societies were later forced by the decline of handwork and specialization of occupational functions to develop institutions of vocational education [6].

Manual training that involves general instructions in the use of hand tools was said to have developed initially in Scandinavia (c. 1866). However, vocational education became popular in the elementary schools in the United States after 1880 and developed into course in industrial training, book keeping, stenography and skilled commercials works in both public and private institution.

The United States of America is not the only society that appreciates skills acquired through vocational and technical education, the Dutch school system is said to pay attention to “high standards in mathematics and the provision of vocational education at ages 14-16 for a third of all pupils, and widespread vocational education at 16+ [7 & 8].

Secondary (high) school in many other development concerns nations have vocational centers that offer vocational training for lifelong trade together with general academic studies. For instance, India and the “Asian Tiger” could not have become what they are without massive investment in technical education. However, because of recent changes in the world economy many vocational and technical schools have shifted emphasis to training in the computers and information technology [7 & 9].

While technical and vocational education has continued to thrive in many societies, Nigeria has neglected this aspect of education. In Nigeria, technology education was preciously not seen as fundamental for national development, or for the economic development, but for the schools dropouts and other social and political development within the nation and for individuals. However, [10] had argued that technology education is linked to human resources development and that this has an impact on more than just economic growth but also an impact on the wider development of individuals and societies.

Statement of the problem

The neglect of technical education is socially and economically injurious because it is robbing the nation the contribution the graduates would make on national development. Consequently, the society lacks skilled technicians: bricklayers, carpenters, painters, auto-mechanics, laboratory and pharmacy technicians, electrically electronic technicians, and skilled vocational nurses, etc.

Objectives of the study
To understand the impact of technical and vocational teachers in nurturing technology in secondary schools in malumfashi educational zone

To understand the relationship between technical and vocational teachers in nurturing technology in secondary schools in malumfashi educational zone

Research questions
What is the impact of technical and vocational teachers in nurturing technology in secondary schools in malumfashi educational zone
What is the relationship between technical and vocational teachers in nurturing technology in secondary schools in malumfashi educational zone