ABSTRACT
The study was basically to assess the impact of vocational
education in community development in Ovia South West Local Government Area of
Edo State. A case study of Iguobazuwa community. Based on the purpose of the
study; five research questions were raised and tested in the course of the
investigation. The simple descriptive survey research method was adopted to
explore the issue. The questionnaire was developed and used for the collection
of data. A total sample size of 150 thousand adults participating in the
vocational education programme in the area were randomly selected and to
constitute the sample for the study. In analyzing the data gathered frequency
count and simple percentages was needed to analyze the data. The study revealed
that the problems hindering the disinterest of adults in the programmes and
these include; lack of awareness, culture, lack of instructional materials etc.
The study also revealed that the factors influencing the participation level of
the adult include financial independence, social demand and personal
upliftment. Based on the findings of the study, the following recommendation
were made that enlightenment campaign, establishment of more centers, motivation
and wide publicity will help to raise the level of adults participation in the
programme.
CHAPTER ONE
Introduction
Statement of problem
Purpose of the study
Research questions
Significance of study
Scope of study
Limitation of study
CHAPTER TWO
Literature review
CHAPTER THREE
Methodology
Data collection
Population of study
Sampling procedure
Method of data analysis
CHAPTER FOUR
Presentations and analysis of
data
CHAPTER FIVE
Summary Concision and
Recommendation
Summary
Conclusion
Recommendation
Suggestion for further research
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
Vocational education is as old as man. In traditional societies, there were
various institutional provisions developed for passing knowledge or skill in
specific trade from one generation to another. The traditional system of
learning was mainly informal. It emphasize on skilled development such as
black smitting, carpentry, pottery, weaving, tailoring, motor mechanic
etc. This system of learning prepares learners for careers that are based in
manual or practical activities, traditionally non-academic and totally
related specific trade occupation or vocation in other words it is education
designed to develop occupational skills. In traditional African society,
vocational training was based on the cultural role individuals were expected to
perform. For this reasons, the men were taught the trades of their father while
the women were giving training that would enable them to perform their cultural
functions such as home management (Osuala, et al, 1987).
In traditional societies, it is right to say that the aim of education was
character training and job orientation. Many people have the impression that
vocational education is for the drop-out of the formal education system but the
National Policy on Education (2004) emphasized the development of knowledge,
attitude and manipulation of skills. The policy envisaged that training
occupation at the junior and senior secondary schools should basically be
pre-vocational, that is, preparing students for entry into vocational skills
programmes in the future. Many people have begun to appreciate the significance
of vocational education. This system of education givens individuals the skills
to live, learn and work as a productive citizens in a global society. The
vocational education has many prospects; it can be used as a catalyst for
creating employment opportunities. Thus, it is a panacea for achieving the
Millennium Development Goals (MDGS). The impact of vocational education in
community development cannot be overemphasized. It provides relevant training
to individuals to be self-supporting and independent through one’s own labour,
thereby contributing economically and socially to the development of such
communities. With the current imbalance in the educational system and the
resultant effects of mass unemployment of school lavers, the National Policy on
Education envisages that vocational education would bail us out of the problem.
Vocational education exists in various forms which includes formal, informal
and non-formal education.
The formal education is the most popular in contemporary educational practice.
Instructional programmes and learning strategies take place within the four
walls of the school system. It runs from the pre-primary school to the tertiary
institutions. In addition to general academic studies, a variety of specialized
programmes and aimed at serving a particular age group. It is for a specific
period of time and certificate are awarded to the graduants. In the sphere of
informal section, vocational education is seen as a system in which every
individual acquired attitude, value, skills and knowledge from daily
experiences and educative influence and resources in his or her environment
from family and neighbours, from work and play, from the market place, the
library and mass media. for instance through informal education, a son picks up
skill from his father like farming, fishing, drumming, carving, mat weaving,
cloth weaving from the mother in the home through observation, it is not
systematic and not certificate oriented.
The National Policy on Education (2004) stated that non-formal education
consists of remedial, continuing vocational, aesthetic, cultural and civic
education for youths and adults outside the formal school system. There is no
age restriction, non-formal education is skill oriented. It is based on open
apprenticeship system. Nigeria is a classical example of a country that
practice the non-formal education. The period of apprenticeship varies from one
vocation to another. After an appreciable period of training, the master put to
test the level of skill acquired by the apprentice. The apprentice pays the
master for his training services and become fully initiated into the chosen
vocation. He will then establish himself in a trade or associate with his form
master or another master as a join-man, he is entitled to regular wages, which
is paid monthly. Regardless of the difference in the opinions among educators,
education can generally be regarded as an aggregate to all the processes by
which a person develop abilities, attitude and other forms of behavioural,
values in the society in which he lives. In other words, education is the
process that helps to develop the whole man physically, socially, morally,
mentally, politically sand technologically in any environment in which he may
find himself.
The success of a nation’s economy and community development depends on the
quality of its workers. Therefore, the programmes of vocational education is
designed to meet the educational and training needs of adults. It also provides
the adults with attitudes that will enable them to choose, enter into and
progress in any occupation of their choice. The programmes of vocational
education are also designed to provide qualified and well-equipped personnel to
apply scientific knowledge to the improvement and solution of environmental
problems for use and convenience of man. It also provide training to impart the
necessary skills leading to the production of craftsmen, technicians,
technology and the role technology plays in the world around us (Dr. Olatunde
A. Aworanti).
Vocational education is needed by adults who have left a full-time school
career, those employed and those who have been rendered unemployable due to
technological changes. Vocational education is also needed by person who
because of academic, social-economic background “handicaps” who cannot succeed
in the formal school programme. According to Wenrich and Wenrich (1974)
vocational education is the education that prepare youths and adult for
employment in a specific occupation or family of occupation by providing
competencies needed for such employment, vocational education prepared youths
for employment in industries, commerce and other enterprises by exposing those
qualified for it. It is also to provide experience for adult who are already
employed and whose skills have become absolute and then, require updating their
skills (Uwameiye, 1998). While its objective is to encourage the maintenance
and expansion of programmes and services, which are designed to meet the
occupational needs of the demands.
Vocational education may be full-time or part-time and it is certificate
oriented. It refers to all aspect of the educational process involving the
acquisition or practical skills with which to start a life of work to earn a
living (Osuala, 1987). Vocational education is characterized by its more
specialized nature. Its purpose is to prepare the individual for an economic
role in his society. It is directed at inculcating specific skills which will
enable the individual render certain specialized services of economic value
(Imhabekhia, 1992). The major occupation areas of vocational education include
vocational agriculture, health occupation, trade and industrial education,
business and office education (Osuala, 1987).
In Ovia South West Local Government adults are equipped with vocational
education which enable them contribute to the welfare and social well-being of
the society. The participants for the vocational services are between twenty
three to forty five years old, who have sufficient strength, intelligence and
emotional stability to work without excessive absenteeism and have a sincere
desire to work. Also, the centres serve as a functional literacy centers for
the adults who do not possess the first school leaving certificate. The
vocational centre facilitates the cooperative relations and placement of
graduates of the centres in local industries. In essence, community therefore
is primarily a social group occupying a more or few defined geographical area
and for one another (Anyanwe, 1987). Kidd (1978) sees development as the power
of people to solve their problems, experience and resources, pestilence and
starvation. We can deduce from this definition that development amounts in the
optimum realization of the well being of individuals in their community.
Anyanwu (1981), sees community development as the process in the life of a
community by which people plan and get together for the satisfaction of their
felt need. He emphasized further that community development is seen as a weapon
of mobilization through which social change could be engineered through
citizen’s participation. Vocational education on the other hand has been
described as a training which is given in school or classroom under public
supervision and control. It also refers to systematic learning experiences
which are designed to fits individuals for gainful employment in
recognized occupations as semi-skilled workers or technicians or sub-professionals
(Osuala, 1987).
STATEMENT OF THE PROBLEMS
Nowadays, a number of factors have filled increasing demand for education and
skills training. This include the increasing consciousness regarding the
quality of life, changing role and life pattern, growth in technology among
others. The changing role of adults and the need to encourage them to
participate more meaningfully in national development has led to the
establishment of a training centre. It is expected that the adults will take
advantage of the situation to enlist in the programmes to better their lost.
Study by Omoruyi (1998) revealed that the level of adults literacy and
continuing education programme is far from being satisfactory. It is generally
believed that the level of adult’s educational programme is still low
throughout the country.
It is therefore, seemingly certain that adult are yet to adequately and fully
take advantage of the numerous educational programmes designed for them.
Beside, not much is known abou6t the few of them who have benefited from the
programme in terms of the impact that they produced on the social milieu in
which they live. It will be improper to assume that vocational training offered
adults in the area that have impacted significantly on the development of the
beneficiaries in particular, their immediate community in general without any
deliberate efforts to explore the situation. In other words, it is difficult to
assume that the skill training or vocational training programmes have impacted
greatly on the people and their communities without any conscious effort to
systematically study the situation with a view to ascertain the state of
things. It is against this background that this study was designed. Hence, the
problem of this study therefore, is to investigate the impact vocational
education has on community development programmes in Ovia South West Local
Government Area; a case study of Iguobazuwa community.
PURPOSE OF THE STUDY
Based on the issues raised on the background and statement of the problem, this
study seeks to achieve the following purpose:
1. To
find out if the participation of adults in the vocational education programme
has impacted on their life and the community where they live?
2. To
ascertain the areas in which their participation in the programmes has affected
their lives and their community.
3. To
find out areas in which vocational education has influenced or impacted on the
development of the community of interests.
4. To
determine the attitude of the adults towards the vocational skills training.
5. To
determine the factors hindering the interest of adults in vocational education
programmes.
RESEARCH QUESTIONS
The following research questions were raised to guide the study;
1. Has
the participation of adults in vocational education has any significant impact
on the development of the community?
2. Has
government huge investment on vocational education in Ovia South West achieved
the desired result?
3. Has
vocational education been fully embraced in Ovia South West Local
Government Area of Edo State?
4. Do
the communities in Ovia South West see the vocational education as a means of
helping the community to grow?
5. What
are the perceived problems of vocational education in Ovia South West?
SIGNIFICANCE OF THE STUDY
The significance of this study cannot be underestimated. The study is
significant for a number of reasons. In the first, place, it will help to raise
the awareness of the adults folk on the impact of vocational education programme
and so strive for its success. The findings may assist planners for the
programme and policy makers to take appropriate policy measures that would help
to raise the level of adults participation in vocational education programmes
designed for them.
It would help the participants to know the importance of vocational education
as it would bring about development in the community. Besides, the findings of
the study will help I determining the extent to which adults are involved in
vocational education programmes, where in, adults have been more involved and
active as well as the area in which vocational education has impacted on the
development of the host community.
In additional, the study will help to draw attention to areas that would need
further investigation in relation to the issue of adults and involvement in
vocational education programmes in the community.
SCOPE OF THE STUDY
This study focuses on the impact of vocational education in community
development in Ovia South West Local Government Area, Edo State. it also hope
to investigate the problems militating against the programme.
DEFINITION OF TERMS
For the purpose of clarity and avoidance of ambiguity the following terms used
in the study are explained in contest in which they have been employed.
Community:
Is an area of social living marked by some degree of social coherence.
Development: As used here implies improvement in quality or standard of
living of the community. It involves having free access to education,
participation in the planning and implementation of programmes designed to
improve their lines.
Community Development: As used here referred to the movement for better living, which
remains a weapon for social change whose primary purpose is to bring about
change for better living through the willing cooperative effort of the people.
Training:
This is used to mean those activities which enable the acquisition or more
applied principles and skills of specialized nature, assisting people to play
more effectively their role.
Vocational Education: Is the process of preparing someone for specific career or
further specialized training. It includes the acquisition of practical
and applied skills as well as basic scientific knowledge.
Department | Education |
Project ID Code | EDU0091 |
Chapters | 5 Chapters |
No of Pages | 60 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2348039638328 |
Contact Us On | +2347026816414 |
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