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PREFERENCE OF COMMERCIAL SUBJECTS TO NON COMMERCIAL SUBJECTS AMONG SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

  1. Background of the study

Before the release of the National Policy on Ed ucation (NPE) in 1977 by the Federal Government, Secondary  education  was  organis ed  into  grammar schools , technical s ch ools , vocational and commercial s ch ools . Th ere were a few comp reh ens ive s econd ary s ch ools in th e count ry, b ut th ey were mainly owned and managed b y p rivate p rop rietors . Attemp ts b y th e Fed eral  Government   in   th e   1960s   to   intro d uce   comp reh ens ive   h igh s ch ools  d id  not   get   much   p op ular   s upp ort   and   th e   p rop os al  was ab and oned as a national s ch eme. Both p arents and stud ents p referred th e gramma r   s ch ools ,   and   th e   tech nical   s ch ools   were   accep ted   as   a s econd -b est ch oice.

Th e    vocational   and    comme rcial   s ch ools    were    p erceived    as s anctua ries for th os e wh o could not p ass th e comp etitive entrance examinations into th e grammar and tech nical s ch ools , or d id not h ave enough money to enrol in th em.

Th e National Policy on Ed ucation wh ich was revis ed in 1981, marked a  rad ical d ep arture  from  th e  inh erited  British  s ystem  to  th e  American system of ed ucation. Pop ularly referred to as th e 6-3-3-4 s ystem, th e Policy p rovid es for 6 years of p rimary s ch ooling, 3 years of junior s econd ary and 3 years of s enior s econd ary ed ucation, and 4 years of univers ity ed ucation. Sixth   Form  was  ab olish ed ,  and   th e  d istinction  th at  h ith erto  existed b etween   grammar,   tech nical,   vocational   and   comme rcial   s econd ary s ch ools  was  eliminated .  In  effect,  every  s econd ary  s ch ool  b ecame comp reh ens ive in comp os ition and ob jectives

  1. Statement of the problem

There have been the challenge of the proper orientation of secondary school students before they make choice of commercial subjects as a preference to non-commercial subjects. This work gives a further explanation and analysis into the subject of discuss.

  1. Objectives of the study
  2. To understand the impact of preference of commercial subjects to non-commercial subjects
  3. To understand the factors responsible for preference of commercial subjects
  1. Research questions
  2. What is the impact of preference of commercial subjects to non-commercial subjects
  3. What are the factors responsible for preference of commercial subjects
  1. Research hypothesis

H0: There is a relationship between students’ orientation and awareness and their preference of commercial subjects to non-commercial subjects

H1: There is a relationship between students’ orientation and awareness and their preference of commercial subjects to non-commercial subjects

CHAPTER TWO

Literature review

In a developing country like Nigeria, it can b e argued that the main function of Secondary education should be to prepare the majority of young p eop le for the lab our market and a s elect few for higher ed ucation. In a s urvey cond ucted b y Nwagwu (1989, 358) it app eared th at alth ough th e National Policy on Ed ucation h ad p rojected clos e  to  100  p er  cent trans ition from p rimary s ch ools to junior  s econd ary  s ch ools  b y  th e mid -1980’s , and  ab out  70 – 80 p er  cent  trans ition  from  junior  to  senior s econd ary s ch ools , th e p ercentage th at moved from p rimary to s econd ary was much lower, wh ile th at of th os e wh o cont inued from junior to s enior s econd ary ed ucation was h igh er th an p rojected b y th e p olicy p lanners . However, opp ortun ities for h igh er ed ucation were very much limited wh ile p aid emp loyment in th e mod ern s ector  of th e  econom y was  d ifficult  to find .

Difficulty in ob taining ad miss ion into h igh er ed ucational institutions in Nigeria is a res ult of a comb ination of factors . First, th ere are very many s econd ary s ch ool leavers comp eting for vacancies in th e few h igh er institutions . Th is is d ue to th e rap id , rath er unp lanned and uncoord inated exp ans ion  of  th e  s econd ary  s ch ool  s ystem.  For  examp le,  in  1979/80 s ess ion, th ere were 1,553,345 s econd ary stud ents in Nigeria with 543,564 or 34.9% of th em b eing females . By 1989/90 s ess ion, th e corresp ond ing figures were 2,901,993 stud ents , with 1,240,525 or 42.7% b eing females . (Fed eral Ministry of Ed ucation, 1985, 1990). In effect, with in 10 years , th e s econd ary s ch ool p op ulation h ad d oub led , and th e p ercentage of females h ad increas ed from 34 .9% to 42.7%.

Second ly, alth ough th ere h as b een a large increas e in th e numb er of tertiary institutions , cand id ates h ave often not taken full ad vantage of th e d ifferent   typ es   of  h igh er   ed ucational  institutions   availab le   and   th e d ivers ified p rogramme s th ey offered . For  illustration,  accord ing  to  a Fed eral Government rep ort (1991) b y 1970/71 s ess ion, th ere were only s ix univers ities with a total enrolment of 14,502 stud ents ; s even Ad vanced Teach er Training Colleges (now just called Colleges of Ed ucation) with 3273  stud ents ;  and  five  Tech nical  Institutes/Polytech nics  with  2620 stud ents . By th e 1995/96 acad emic year, Nigeria h ad 37 univers ities enrolling over 250,000 stud ents ; 63 Colleges of Ed ucation with ab out 75,000 stud ents , and 33 p olytech nics with a total enrolment of over 97,000 (Ukeje, 1995). Neverth eless , with a p op ulation p ut b y th e National Pop ulation Commiss ion at 105 million, b ut estimated b y exp erts from p revious figures and th e p op ulation growth rate of 3.3% to b e ab out 120 million, we can s ee h ow gross ly inad eq uate th e availab le tertiary institutions are.

Too  great  an  obs ess ion  with  th e gramma r  s ch ool concep t  and  th e d es ire of many s econd ary s ch ool stud ents to  enter  a  univers ity, rath er th an a p olytech nic or a College of Ed ucation h as b rough t in its wake certain acad emic and emp loyment p rob lems for th e stud ents , ed ucational and  econom ic  p lanners , and  ultimately for  s ociety and  th e  nation. Th is p erh aps exp lains wh y th e National Policy on Ed ucation laid  s o  much emph as is on p re-vocational s ub jects in th e Junior Second ary Sch ool (JSS) and vocational s ub jects in th e Senior Second ary Sch ool (SSS). In th e JSS, stud ents stud y any two of th e following four p re-vocational s ub jects :

1.      Intro d uctory Tech nology

2.      Local Crafts

3.      Home Econom ics

4.      Bus iness Stud ies .

Th e  two  s elected  s ub jects  are  in  add ition  to  10 core  s ub jects  taken  b y ever y stud ent. Th e ten ar e:

x  English Language

x  Math ematics

x  Language of th e environment or locality

x  One major Nigerian Language (Haus a, Ib o or Yorub a)

x  Integrated Science

x  Social Stud ies .

x  Creative Arts (Mus ic or Fine Arts)

x  Practical Agriculture

x  Religious Stud ies

x  Ph ys ical and Health Ed ucation.

At  th e  Senior  Second ary  Sch ool,  th e  following  core  s ub jects   are comp uls ory: English Language, a Nigerian language and Math ematics . One of th e following s ub jects must als o b e taken: Ph ys ics , Ch emistry and Biology; and one s ub ject ch os en from English Literature, History or Geograph y; p lus Agricultural Science or a vocational s ub ject. In add ition, every stud ent must offer th ree elective s ub jects not  alread y offered  as core s ub jects . One of th es e electives may b e d ropp ed at th e end  of th e s econd year in th e SSS d ep end ing on th e ch oice of career. Accord ing to th e Fed eral Ministry of Ed ucation (1992, p . 241) of th e National Policy on Ed ucation (NPE), th e comb ination of  th es e core and elective s ub jects would  enab le  a  stud ent  to  offer  Lib eral Arts,  Science  or  a  vocation  in h igh er ed ucation, and if b ound for th e lab our market, sh e/h e would h ave knowled ge and s kills th at would offer a wid e range of job opp ortun ities .

Th us , at th e SSS level and b as ed on th eir p erformance in th e JSS Certificate Examination, stud ents are class ified into th e following streams : Science, Lib eral Arts, Commerce or Bus iness , and Tech nical Group . Th ere h as b een wid espr ead criticism of th e training and streaming p rogramme of th e National Policy on Ed ucation  b y  b oth  s ch olars  and  emp loyers  of lab our. Accord ing to analysts like Nwagwu (1989) and Olotu (1987), th e ed ucation given h as b een s een as inad eq uate, th e p rogramme s h ave b een h aph azard ly imp lemente d and , h ence, th e lofty ob jectives h ave remained unattained .  Th e  reas ons  h ave  b een  traced  to  sh ortage  of  teach ers , esp ecially for th e p re-vocational and tech nical s ub jects ,  and  gross ly inad eq uate   instructional  materials   and   worksh ops   for   th es e   critical s ub jects wh ich constituted th e main focus and innovation in th e p olicy.

Ind eed ,  th e  auth or  agrees  with   Ad es ina   (1982,  p .  26)   th at   an ed ucational s ystem h as not  d evelop ed  if it  cons istently fails  to  ach ieve ed ucational ob jectives , and if it cannot s olve p rob lems of unemp loyment and und er-emp loyment, or th e p rob lem of sh ortage of critical  s killed manp ower.

Th e Fed eral Government (1981,  p .  16)  in  th e  National  Policy  on Ed ucation emph as is ed th at th e b road aims of s econd ary ed ucation were to  b e  p rep aration  of young  p eop le  for  us eful  living  in  s ociety  and  for h igh er ed ucation. UNESCO (1974) stress ed th at tech nical and vocational ed ucation were ess ential for s econd ary ed ucation to b e ab le to meet th e d evelop mental needs and asp irations of ind ivid ual stud ents . For s ome, it will b e immed iate entry into th e world of work. For oth ers , it is ad miss ion into h igh er ed ucation to acq uire more knowled ge s kills , and to mature as a p rofess ional or oth er resp ons ib le p os ition with in th e lab our market. Th e q uestion is  wh eth er  Nigerian  s econd ary s ch ools , as  restructured  und er th e NPE, h ave s ucceed ed in gett ing young p eop le s ufficiently p rep ared to make reas onab le and realistic ch oices b etween furt h er ed ucation and th e emp loyment market?

Th e  comp uls ory  learning  of  p re-vocational  s ub jects  in  th e  junior s econd ary s ch ools and vocational s ub jects in th e s enior s econd ary along with th e trad itional arts, s cience and s ocial s cience s ub jects is intend ed to eq uip stud ents to h ave a b road er p ers p ective and field of ch oice b oth for furt h er   acad emic   work   and   emp loyment   p urp os es .   However,   s ome s ch olars like Heyneman (1987, p . 68) h ave argued th at it is b ette r to train th os e wh o are tech nically orientate d in tech nical s ch ools th an in th e general or comp reh ens ive s econd ary s ch ools as p rovid ed for in th e National Policy on Ed ucation. Moreover, s ome s ch olars like Foster (1987) and Blaug (1977) were of th e op inion th at often we  exp ected too much from stud ents wh o received tech nical and vocational ed ucation in sp ecial streams in comp reh ens ive s econd ary s ch ools and even from full s ep arate vocational s ch ools . In th eir view, th e level and typ e of s kills acq uired b y th es e stud ents could not b e linked d irectly and effectively to th e lab our market. Th is s ituation, coup led with th e keen comp etition for ad mission into th e few tertiary institutions ) and th e s lim and d wind ling opp ortun ities for emp loyment informed th e d ecis ion  to  cond uct  th e  res earch  th at  is rep orted in th e next s ection.

Between 1993 and 1994, th e auth or cond ucted  a  stud y  on  s econd ary stud ents ’ acad emic and career p references . At worksh ops , s eminars and conferences , s econd ary  s ch ools h ad b een b ad ly  criticis ed for failing to take th e teach ing of th e tech nical and vocational s ub jects s erious ly. For examp le, d uring a s eminar h eld in Benin in July 1996 (Iwu, 1996), p rincip als of s econd ary s ch ools  exp lained  th at  government  itself h ad  not  mad e  it p oss ib le for effective teach ing and learning of th e s ub jects to take p lace b ecaus e th e relevant teach ers were not app lied wh ile  instructional materials , facilities , eq uip ment and op erating funds were  not  availab le. Th e p rincip als and teach ers als o b lamed p arents and stud ents th ems elves for living in th e p ast b y p utting too much p remium on th e grammar s ch ool typ e of ed ucation and wh ite-collar jobs . Th erefore, it was d ecid ed to investigate th e imp act, if any, th at th e imp lementat ion of th e National Policy on Ed ucation at th e Second ary level migh t h ave mad e on stud ents wh o went th rough th e p rogramme with sp ecial reference to wh at th ey would like to d o after grad uating from th e s econd ary s ch ools . Th e auth or was  als o  p articularly  interested  in  h ow  th ey  p erceived  teach ing  as  a p rofess ional career.

Th e  p op ulation  of th e  stud y  cons ists  of stud ents  from  s econd ary s ch ools in Imo State. Th e State is one of th os e officially class ified b y th e Fed eral   Government   as   ed ucationally   ad vanced   States.   It   h as   h igh p op ulation d ens ity and th ere is very keen comp etition for p laces in th e tertiary institutions and for emp loyment in th e p ub lic s ector. A total of 360 stud ents comp ris ing 180 b oys and 180 girls constituted th e s amp le for th e stud y. Th ey were d rawn b y d elib erate stratified s amp ling tech niq ues from s even s econd ary s ch ools . Four of th e s ch ools were in urb an areas wh ereas th ree were located in th e rural areas . Th ere were two b oys ’ s ch ools , two girls ’ s ch ools and th ree mixed s ch ools in th e s amp le.

Final year stud ents in th e s econd ary s ch ools were us ed as a s amp le b ecaus e th ey h ad to make th e imp ortant d ecis ion of th eir lives wh eth er to cont inue  with  th eir   acad emic   asp irations   b y   s eeking  and   ob taining ad miss ion into a tertiary institution, or to  move  into  s ociety  to  s eek emp loyment  or  b ecome  s elf-emp loyed .  Wh eth er  th eir  p reference  was h igh er ed ucation or th e lab our market, th ey h ad to d etermine wh ich typ e of h igh er ed ucation or th e typ e of emp loyment th ey asp ired  to  ob tain. Stud ent-teach ers    on    teach ing    p ractice    h elp ed    to    ad minister    th e q uestionnaire. Th e main q uestions centred on  th e  stud ents ’ interest  in furt h ering th eir ed ucation; th e typ e of emp loyment th ey would p refer after grad uating from  th e  Second ary s ch ool or  a  tertiary institution, and  th e major reas ons for th eir p references .

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