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THE PROBLEMS AND PROSPECTS OF TEACHING TECHNICAL EDUCATION IN NIGERIA SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Vocational/ technical education are among the vital tools an individual can use to be developed. It is a training for useful employment in trade, industries, agriculture, business and home making etc. the emphasis on vocation/technical; education is to prepare one for self reliance. American vocational association (1971) sees vocational subjects as those designed to develop skills, abilities, understanding, attitude, work habit and appreciation encompassing knowledge and information needed any workers to enter and make progress in employment on a useful and productive basis. It contributes to the production of good citizens by developing their physical, social, civic, cultural and economic competencies. The advent of formal education in Nigeria neglect vocational and technical education entirely. Despite all efforts made to recognize it, yet little or no attention was given to it. No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to total neglect, vocational education suffered a major decline in quality, number, policy and directive in Nigeria due to the total neglect. It was after the oil boom era 1970s that it dawned on the nation that there was acute scarcity of skilled manpower.
Osuala (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same. Technical education has been defined as that phase of education which seeks to help the
people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science.
The national policy on education (2004), stated the goals and objectives of vocational and technical education as follows:
(1) to provide trained manpower in applied science, technology and commerce particular at sub-professional grades.
(2) to provide technical knowledge and vocational skill necessary for agriculture, industries, commercial and economic development.
(3) to give training and impact the necessary skills leading to the production for craft-man, technicians and other skilled personnel who will be enterprising and self-reliant.
(4) enable our young men and women to have intelligent understanding of the increasing complexity of technology.
(5) to give an introduction to professional studies in engineering and other technologies.
Yole (1986) reported that occupational areas within which vocational and technical educational education subjects fall largely into are: Agriculture, Home economics, Business and mechanics, capacity, countering, Arts etc. However, Agriculture and carpentry remain improper choices because they do not attract much interest amongst the students. Anyakoha (2000) emphasized that Home economics is a unique and dynamic field of study. Its central theme is the improvement of lives of individuals, field of study1 that draws knowledge from many disciplines including science and humanities in order to fulfill its objectives. Bing a vocational subject that focuses on the welfare of individuals, families and societies, Home economics contributes meaningfully to the solutions of the problems of the society such as unemployment, poverty, malnutrition (Olcitan 2000).
Osuala (1992) also stressed that Home economics as a vocational subject is required to equip the learner with the knowledge of skill and attitude necessary for threw effective management of the home, it requires skills, wisdom, dedication, care, intelligence, unusual patience and very strong power of observation and imagination. Therefore, a student that has these qualities should study vocational/ technical subjects especially Home economics rather the reverse is the case. Federal Government wants vocational/technical education to occupy a prominent position in our secondary schools, Nigerian schools pay little or no attention to vocational/technical subjects. Teachers and students seem not to understand what it is all about and consequently, develop some contempt and aversion for the subjects. As such of vocational/technical subjects remain unhealthy. Many of the occupations and trades are regarded as ignoble and unbecoming. An average Nigerian parents does not want his son to earn a living as a full time farmer, a watch-repairer, a plumber, a house painter, for many Nigerians, these jobs are
for the poor and underprivileged. Padunny (1994) stressed that typically the higher the occupational status of the students parents, the positive their attitude towards science. This is to say that higher occupational parents would want their child to be doctors, engineering etc. without considering if the child would actually read science subject to achieve that. The influence of parents in the development of students interest in vocational/technical subjects cannot be over emphasized this is because parent seem to have much influence on children’s choice of educational career. The socio-economic status of parent of a child determines the type of career one choose to do, some parents have biased and rigid thoughts regarding the occupational choices of a child/children. Parents forgot that every type of work, once it is beneficial to the individual and society, is worthy and noble. (Nwankwo 1996). The result of this is a quasi calculated attempt to frustrate the good intention of the federal and state government about vocation/technical education. The quality sign of potential success in students vocational pursuits require the identification of the students interest, aptitudes, abilities, values and judgments, if these will be discovered, it requires a guidance counselor who will give the appropriate occupational information to the student with proper exposition to various opportunities available in the would of work. It is not surprising that students are not interested in vocational/technical subjects. Osuala (1992) opined that, at the heart of our society and economic problem is a national attitude that implies that vocational/technical subjects are designed for somebody else’s children and is meant primarily for the children of the poor. This same attitude is shared by students. Thus, it makes the students lack interest in the study of vocational subjects particularly Home economics.
1.2 Statement of the Problem
The importance of technical education to the world and to a nation’s technology breakthrough has been highlighted in the foregone section. This has been the reason why technical education is given prominence in the school curriculum and timetable. However, in Edo State, the teaching and learning of technical education have not been without problems. For some time now, there has been a growing concern over the poor teaching and learning of technical education with the resultant [poor and falling standard in secondary schools’ student performance in technical education. The West Africa Senior School Certificate Examination and other related examination body recognized in Nigeria have always indicated decrease in number of passes.
In addition, students are likely to attend schools that are poorly constructed with inadequate teaching and learning facilities. The curriculum with an overcrowded syllabus. Most technical education teachers lack teaching affective characteristic and insufficient teacher training program. On the side of students, is loss of interest in learning technical education and the teachers not showing enough motivation to arouse student’s interest in learning technical education?
To what extent would all these problems of teaching and learning technical education affect student performance in technical education education? All these prompted the researcher to identify problems of teaching and learning of technical education in some selected schools in Ovia North East Local Government Area of Edo State.
1.3 Purpose of the Study
The main purpose of this study is to find out the problems of teaching and learning of technical education in Nigerian schools by considering;
The qualities of teachers teaching technical education in Nigeria schools.
The activities of students toward learning of technical education in Nigeria schools.
The factors militating against effective utilization of available instructional materials in the teaching and learning of technical education.
It is the intention of the researcher to study the problems associated with the teaching technical education in addition, the reasons behind the students’ failure of technical education and lack of interest in the subject will be elucidated upon during the course of this research work.
1.4 Significance of the Study
The need for this research is to elicit useful information that could be the problems associated with teaching and learning of technical education in secondary schools. Not until useful ideas to the problems militating against technical education education is unraveled, through a research of this kind, we will not be able to suggest useful and workable solutions to the problems.
The research will be of help to policy makers in education, in review of curriculum development and implementation, proper repositioning of teacher training program and also be of help to teachers as it will expose areas where the teachers need to put more efforts in the teaching of technical education. It will further help teachers in employing better techniques and methods of teaching to the best understanding of the students. In addition, the findings of this research will help students concerned to appreciate the subject technical education, expose the importance of technical education, the wonders, fun and happiness it gives thereby encouraging them to put in more effort and to remove every negative sentiments, and fear students have towards the study of technical education.
The study is an eye opener to the general public in making people see the usefulness of technical education in day to day activities and the indispensible contribution of technical education in nation building. It makes the society have a grasp of their action and inaction towards mathematical education.
1.5 Scope of the Study
This study is a quantitative survey that will cover five secondary schools selected in Ovia north East Local Government Area of Edo State. Both sexes of teachers and students shall be used as subjects to get information on the teaching and learning of technical education through a self-report instrument (questionnaire).
1.7 Research Question
The following research questions are put forth to guide the researcher in this study:
Do technical education teachers have the required qualification to teach technical education effectively?
Are there enough teaching aids to teach technical education effectively?
Is the technical education syllabus overcrowded?
To what extent does the environmental influence affect the performance of student in learning technical education?
How do students perceive technical education as a student?
1.8 Definition of Terms
Problems: This can be seen as obstacle that is hindering the effectiveness of a thing.
Teaching: This is the process of imparting knowledge
Learning: This is a process whereby there is a relative permanent change in behaviour due to impartation of knowledge.
Academic Qualification: Is an academic skills quality or attribute that make somebody suitable for a teaching job.
Teacher Experience: This is a kind of skill acquired through being involved in teaching over a period of time.
Teaching Techniques: Is the procedure or skill required to impart technical education knowledge to the student.
Teaching Aids: Teaching materials that helps teacher in transmitting mathematical knowledge to the students.
Student Motivation: It is a positive reinforcement that stimulate students to show interest in learning technical education.
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