ABSTRACT
This project work was to
determine the factors that contribute to low enrolment of students in
vocational/Technical education in secondary schools. This was initiated as a
result of the student’s apathy to the study of vocational subjects in secondary
schools. In carrying out the research, the focus was to identify the variables
or interest, gender, socio-economic status of the parents as it influences the
students choice of the study of Vocational/Technical subjects were raised top
guide the researcher designing the instrument to be used for the study.
Structured questionnaires were used for the data collection. A sample of
hundred respondents offering vocational/Technical subjects in senior secondary
schools were used. The mean frequency distribution and grand mean were used in
analyzing the data collected. Major findings were made on the factors that
influence the students attitude such as interest, gender, and socio-economic
status, the qualification of teachers and instructors and guidance councellors
motivated influence. Based on these findings, a recommendation for its
improvement was proffered. This study was carried out to find out the
factors that affect students low enrolment in vocational education in Edo
State. Chapter one gave the insight into the background of vocational education
courses, which are geared towards self-reliance or self-employment while
related literature was review in chapter two. The chapter three described the
design and methodology. It treated the significance, purpose and problems of
this study including the research question, which were administered, and the
result analyzed in chapter four. The study was then summarized in chapter five
and from the results in chapter four, conclusion and recommendations were made.
It is observed that students generally lack the zeal, interest and aptitude in
learning vocational and technical education courses. To accomplish this, three
departments were randomly selected in School of Education, Ekiadolor Benin and
they numbered one hundred. The instrument used in collecting data was the
questionnaire for the students alone without the teachers. Simple percentage
was used to analyze data collected from this respondent.
TABLE OF CONTENT
Chapter One
Introduction
Background of study
Statement of the problem
Objective of study
Significance of study
Research questions
Scope and Limitations of
the study
Definition of terms
Chapter Two
Review of literature
Chapter Three
Methodology
Design of the study
Population and sample
Instrumentation
Validity of the
instrument
Method of data
collection
Method of data analysis
Chapter Four
Data analysis and
interpretation
Chapter Five
Summary, Conclusion,
Recommendations and
Suggestions for further
research
REFERENCES
QUESTIONNAIRE
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.
The skill that teachers
exhibit in teaching influences the student enrolment in vocational/technical
subjects. Onwuka, (1981) postulated that the method of approach is very vital
in any teaching/learning situation. The way the teacher presents the subject matter
to the learner may make a student like or dislike a subject. Nwogwugwu (1989)
pointed out the need for blending theoretical and practical work in teaching of
subjects as to stimulate students interest more especially on vocation
technical subjects. The greatest single factor in teaching learning id the
teacher. No technique, no method, no device, no gadget can guarantee success,
but only an effective qualified teacher can adequately execute these. (Okafor,
1987). Thus the greatest motivating device yet discovered is the highly
motivated teacher of students are to be involved actively in teaching and
learning process in a way of projects, field trips, directed field activities
etc, note
learning and subject
centered orientation should be changed to a more practical and child centered
out-look.
The increase in
qualities and quantities of outputs should be primarily due to improvement in
the quality of the teacher. It is therefore the trust of this study to explore
the influential factors that affects the students on the study of vocational
subjects in Nigerian secondary schools.
According to Akenbi (2000) vocational education is the acquisition of basic
skills, which enable an individual to be gainfully employed in any sectors of
the economy. For any country to obtain any level of development, vocational
education must be put into consideration. Western education started in Nigeria
when the Christian Missionaries came. During this period, they were mostly
interested in teaching the word of God, converting souls and preaching the
gospel. Some people were not able to fellowship, some could not walk, see or
hear, therefore, they were taught how to make basket and this occupied them,
aids were given to them, active/alive and to make them feel at home.
Before the arrival of the missionary, vocational training had started at home,
children helping their mothers to cook, boys helping their father at farm. The
colonial administration participated in vocational/technical education given as
a separate plan outside that vocational education involves such field as
agricultural education, business education, marketing or distributive
education, trade and industrial education. Vocational education comprises of
vocational and technical training, which is given in schools a class under
public supervision and control. The development of skills is perhaps the
foundation on which vocation education is laid the assertion has been authorize
to the unanimous agreement of the three groups sample to the fact that vocational
education is designed to develop skills abilities understanding and attitude of
individuals. This agrees with the definition of committee on research and
publication of American vocation association (1954). The primary purpose of
embarking on skill development is to enable someone to do some work.
Olatain (1984) says vocational education refers to systematic learning
experience, which are designed to enable individuals for gainful employment in
recognized occupation as semi skilled workers or technical or professionals. It
equally included guidance and counselling in connecting with training and other
instruction directly related through an occupation. The benefits derives from
various vocational education cannot be over emphasized. It is the pride of the
nation to develop more vocational education in order to activate maximum
technologically.
Thorp et al (1930) in their reports they expressed the view that the aim and
objective of vocational education are as follows;
a.
The aim of technical education must be to provide or the requirements of
industry, commerce and society and to adjust itself to the changing needs of
the territory. The curriculum and organization must be adopted to meet national
and local demands and must not adhere to firm and immutable forms.
b.
Large number of men and women engaged in industry and commerce and in
professional and auxiliary, occupation lack the specialized knowledge and
training which would allow them to be efficient in their vocation and fit to
accept greater resp0onsibility, the course must be arranged so they can improve
their knowledge and efficiency while continuing employment.
c.
Special attention must be given to the training of teachers and personnel and
for institutions engaged into training of teachers particularly for secondary
schools and technical institutions and for institutions engaged in the training
of primary school teachers also for person engaged in social activities such as
youth and community center work or in community development generally.
1.2 STATEMENT OF THE PROBLEM
Vocational education has been known as a veritable discipline for the
attainment of self-reliance and can be seen in different dimensions. The
various skills acquisition centres in the state are expected to produce man
power at craftsmanship and apprenticeship levels. And it has been ascertained
that facilities, staff, finance etc are either lacking or not sufficiently
provided to achieve the expected desires. Although many technical schools and
other skill acquisition centre like college of education, polytechnics are
available in Edo state for the above purposes what is not clear now is that to
what extent is “vocational education helping in peace development of Edo
State”.
Vocational/Technical
education subjects ought to attract many students because of its laudable
importance but reverse has been the case. the reasons for this probably is due
to people’s perception that it does not require specialized kind of training.
The students have the feeling that even if one is at home at the requite
skills needs to learn
have to cook, farm, etc can be acquired without formal training.
People are ignorant of
the importance of the vocational subjects which could help males and female students
receive formation and be able to work solution to problems. Also, it
enables the students to acquire skills, abilities essential for independent
life met up with personal and family needs more especially in this economic
difficulties.
1.3 PURPOSE OF THE STUDY
The objective of study is to investigate the problems facing vocational
education in Egor Local Government Area. it is also to investigate the
following specific objectives;
i.
To know if
non-availability of finance is affecting students enrolment in vocational
education in Egor Local Government Area.
ii.
To know if vocational
education is really helping individual to be self-reliance.
iii.
To know if inadequate
infrastructural facilities is affecting the development of vocational
education.
iv.
To know if the local
government is really helping teachers and students of vocational education etc.
v.
determine the influence
of student’s interest towards the study of vocational/technical subjects.
vi.
Determine the influence
quality of the vocational/technical teachers and instruction.
vii.
Determine the influence
parental and socio-economic status influence on students choice of
vocational/technical subjects.
viii.
Determine the influence
of gender in the students choice and enrolment in vocational/technical
education.
ix.
Determine if the
students are effectively counseled on the choice of vocational subjects.
1.4 SIGNIFICANCE OF STUDY
This study will be of great importance to this development of new and old
vocational and technical education schools in Egor Local Government Area. The
study will also contribute immensely to the exploration of the vocation
education in Egor Local Government Area and suggest possible solution to the
problems identified.
Also, it will be significant to heads and director of the existing vocation and
technical education schools because it will expose other unnecessary roles and
problems that led to the total collapse of subsequent vocational and technical
schools in order to avoid them and ensure efficiency and maximum prosperity.
1.5 RESEARCH QUESTIONS
The following research questions were asked for the purpose for the
attainment of the above.
1.
Is non-availability of finance affecting the development of vocational
education in Egor Local Government Area?
2.
Is vocational education really helping individual to be self-reliance?
3.
Are inadequate infrastructural facilities affecting the development of
vocational education?
4.
Is Local Government really helping teachers and students of vocational
education?
5.
Is non-availability of staff or teachers affecting the development of
vocational education?
6.
What are the level of students interest in the study of vocational/technical
education/subjects.
7.
What are the influence of teacher qualification on the attitude of
vocational/technical subjects.
8.
What are parents socio-economic status influence on the attitude of students on
the study of vocational/technical education/subjects.
9.
What are the influence of gender/sex on the students choice of
vocational/technical education/subjects.
10.
What are the influence of guidance counselor on the students attitude towards
the study of vocational/technical education/subjects.
1.6 SCOPE OF STUDY
The study will be narrowed to school of Vocational and Technical Education, or
College of Vocational and technical Studies which offer vocational courses
which are; Agricultural Education, Business Education and Home Economics
Education.
1.8 OPERATIONAL DEFINITION OF TERMS
Vocational education: This is the education or sort of formal
training programme that trains students for work in a particular trade. It is
also the education that prepares people for specific trades, crafts, and
careers at various levels.
Agricultural Education: This is an instruction about
crop production, livestock, management, soil and water conservation and various
other aspect of agriculture.
Vocational and Technical
Education: Is an organized
educational activities that offer a sequence of courses that provides
individuals with the academic and technical knowledge.
Apprenticeship: Apprenticeship is an agreement between a
person (an apprentice) who wants to learn a skill and an employer who needs a
skilled worker. Apprenticeship combines on the job experience with technical
classroom training.
Trade and Industrial
Education: This education
prepares people for careers in a variety of trades including carpentry,
masonry, electrical and construction management.
Department | Education |
Project ID Code | EDU0109 |
Chapters | 5 Chapters |
No of Pages | 86 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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