THE CONSTRAINTS TO THE EFFECTIVE IMPLEMENTATION OF VOCATIONAL EDUCATION IN THE PRIVATE SECONDARY SCHOOL
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THE
CONSTRAINTS TO THE EFFECTIVE IMPLEMENTATION OF VOCATIONAL EDUCATION IN THE
PRIVATE SECONDARY SCHOOL
ABSTRACT
This
research work was aimed at identify the constraints to the effective
implementation of vocational education program in private secondary schools in
Alimosho Local government area of Lagos State.
The research work was limited to six randomly selected private secondary
schools and addressed the research questions of this work. The main instrument
for data collection was the use of questionnaire administered to about 23% of
the target population; students (N = 90) and teachers (N = 24).Frequency,
simple percentage and chi-square statistical tool were used to analyze the
significance differences in the constraints to effective implementation of
vocational/technical education in private secondary schools in Alimosho Local,
Government, Area of Lagos, State. The
findings revealed a dearth of private organization participation in the funding
of vocational education, in adequate training facilities and teaching aids:
insufficient instructional materials and work-shops, library, buildings and
equipments in the schools and that the schools lack the fund to finance such
educational project and the teachers’ attitude towards the teaching of
vocational/technical subjects. The recommendation of this study if well
implemented, will not only help improve the standard and students’ interest in
vocational/technical education, but would also help increase the level of
manpower that is needed for economic growth. Two key recommendations are that,
adequate facilities and teaching aids should be provided in schools so that the
students can properly equipped themselves for future challenges and that
private sectors should invest in this area as a part of their social
responsibility.
CHAPTER ONE
1.0INTRODUCTION
Throughout
the world, vocational and technical education programmes have been recognized
as that aspect of education which leads to the acquisition of practical skills
to solving the problems of unemployment and poverty level of any nation. Hence,
there is no gain saying the fact that education is the instrument par
excellence that is universally used for the development of any civilized
society (Mrs. Oghogho U. Gbinigie)
1.1 BACKGROUND OF THE STUDY
The history
of formal education in Nigeria dates back to 1842 with the coming of the
Christian missionaries. Their initial primary objectives was to convert the
heathen or the benighted Africans to Christianity that is the worship of God
through Christ.
In 1960s the
aim of education in Nigeria was to produce manpower needs of the country
through regular education system with curricula to match the three types of
secondary school – grammar, technical and commercial were then available
(Madumere 1999).
Fafunwa
(1984) explains that the over-emphasis on literary education was doing Nigeria
little good. To compensate her needs at the technical level, the 6-3-3-4
system of education incorporated pre-vocational courses at the junior
secondary school level with a view to exposing individuals with vocational
inclination to that direction.
Before this
period, many criticisms have been levied on the failure of education to provide
adequate vocational and technical education over the years. Ogbazi (1988) observed that despite the rapid
industrial expansion throughout the world, Nigeria still lacks sufficient young
men and women with appropriate skills, abilities and services that can compete
favourably with the world market. Ochiagha (1995) further stressed that such an
increase in pool of knowledge and skills in the economy will result in economic
growth. In the same way, lack of skills and knowledge constrains economic
development. Baba (1999) opined that for many years past, Nigeria was relying on foreign government to
provide vocational manpower to boost her manpower shortage. The short comings of literary education have
lead many people to advocate for the establishment of vocational and technical
education.
Formal
Education started fully in Nigeria during the Colonial era. It developed from
the early forms of reading, writing and arithmetic (that is, the three Rs) to a
stage where the London General Certificate of Education, Ordinary level
Syllabus (the so-called O-level) was used to guide instruction in Secondary
Schools (Fafunwa, 1974). These Secondary
Grammar Schools were fashioned in such a way that did not accommodate the
vocational technical subjects, and as a consequence trade centers and colleges
were established. Here, the City and
Guild (Intermediate) Certificate of London.
The Federal Craft Certificate or the Ministry of Labour Trade Test
Certificate also was awarded to successful candidates. The Federal Craft and Trade Test Programs
were put in place by the Federal Government of Nigeria mainly to improve the
understanding and competences of artisans and technicians.
In view of
the fact that most of our youths pass through the secondary grammar schools (as
the trade colleges were fewer in number), following the political independence
of Nigeria, there was a realization that the type of education our colonial
masters left with us needed a critical re-examination of their worth: of
content, objectives, relevance, methods, administration, evaluation, and so
forth. According to Ezeobata (2007), this period saw a state of affairs in
Nigerian education where every subject had to “prove its usefulness” to retain
a place in the School Curriculum.
Probably, this was what led the then National Educational Research Council
(NERC) to convey an historic curriculum conference at Lagos in 1969, which
Okeke (1981, p.10) has described as a ‘culmination of people’s dissatisfaction
with uncertainty of the aims of education’.
This conference recommended new set of goals and provided directions for
major curriculum revision upon which the national Policy on Education of 1977
and the revised policy in 1981 were based.
Against this
background of national aspirations, a new educational system commonly referred
to as the ‘6-3-3-4’ system of education emerged. Among other innovations, the system provided
for pre-vocational and vocational curricular offerings at the junior and Senior
Secondary Schools respectively. For
the first time in the history of
education in Nigeria, vocational and technical education subjects were, as a
matter of national policy, to be offered side-by-side, and hopefully enjoy
parity in esteem with the more academic courses hitherto run by the Secondary
Grammar Schools under the old Colonial-based system of education.
To this end,
the National Curriculum on Agriculture, Introductory Technology, Home
Economics, Business Studies (Junior Secondary School level), Agricultural
Science, Clothing and Textile, Home Management, Food and Nutrition, Typewriting
and Shorthand, Principles of Accounts, Commerce, Woodwork, Technical Drawing,
Basic Electronics, and Auto-mechanics came into being in Nigerian Secondary
Schools. As one of the innovations that
should distinguish the products of the new system from the old school work was
now based on these Curricula in both private and public schools from 1982 –
driven by the governments directive that post-primary schools should be more
comprehensive, which the national Policy on Education had earlier proposed in
1981.
There is no
doubt about the usefulness of these programs in secondary schools provided
errors or specific weakness of the ‘process’ (if any) are identified, and
remedial measures taken for improvement.
There is the fear that most research reports about the implemented
curriculum favour the patronage of public schools with little or no regard to
private secondary school.
1.2 STATEMENT OF THE PROBLEM
Just like no
nation can improve the standard of their economy without first of all
increasing the manpower of the economy through acquisition of skills and
knowledge that is gotten on the platform of vocational and technical education.
For Nigeria
to excel technologically there is the need for the effective implementation of
vocational education program in government owned secondary schools and private secondary
schools. The government should not leave
the entire project on the private individuals who are running the school at a
cost, and are for profit motive. Since this does not increase their earning,
there is little or nothing they can do.
In spite of
the importance of vocational education to the development of both individuals
and the society at large, there is no much emphasis placed on the effective
implementation of vocational education programs in Nigeria. The frequent occurrence of low students’
participation in vocational education courses has been a great concern to
all-well-meaning individuals, institutions, industries and Nigeria as a
nation. It is in the light of the above,
that this study was carried out to ascertain if there are factors responsible
for the non-effective implementation of vocational education program in private
secondary schools.
1.3 PURPOSE OF THE STUDY
The purpose
of the study is to:
1. Identify the roles private sector
plays in the funding of vocational/technical educational programme in the
private secondary schools.
2. Ascertain the availability and use
of teaching aids in teaching of vocational/technical subjects in the private
secondary schools.
3. Identify the teacher factor that
might inhibit the effective implementation of vocational education programme in
Nigerian private secondary schools.
4. Ascertain the effort being made by
the government, teachers and parents towards enhancing the effective
implementation of vocational education in Lagos State.
5. To identify the causes of decreasing
interest of private sector participation in the funding of vocational/technical
education programme in the private secondary schools.
6. Identify the students’ factor that
might inhibit the effective implementation of vocational education programme in
the private secondary schools.
1.4 RESEARCH QUESTIONS
This
research is designed to address the following research questions:
1. What are the roles private sectors plays
in the funding of vocational education programme in the private secondary
schools?
2. What are the facilities and teaching aids
in use for teaching vocational/technical
subjects?
3. What are the teachers’ factor that might
inhibit the effective implementation of vocational education program in
Nigerian private secondary schools?
4. What are the efforts being made by the
government, teachers and parents towards enhancing the effective implementation
of vocational education in Lagos State?
5. What are the causes of decreasing
interest of private sector participation in the funding of vocational/technical
education programme in the private secondary schools?
6. What are the students’ factor that might
inhibit the effective implementation of vocational education programme in the
private secondary schools?
1.5 SIGNIFICANCE OF THE STUDY
1. It will help to know the effectiveness of
the implementation of vocational education in Nigerian economy.
2. It will suggest the ways to go about
achieving the well desired vocational education in Nigeria.
3. It will help to redirect the attention on
the need to improve the standard of vocational and technical schools and
centers in Nigeria.
4. It will help the Government to know the
areas private schools are lacking the resources to fully implement
vocational/technical education in Lagos state.
5. Suggest possible ways private sector can
invest in the vocational programme.
1.6 SCOPE OF STUDY
This study
cover, randomly selected private schools in Alimosho local Government area of
lagos state. These schools are six in number which are:
1. Great Michael Comprehensive College
2. Legacy High School
3. Pacific Comprehensive College
4. Highgrade Comprehensive College
5. Finland Secondary School
6. Sunbeam
Secondary School
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