THE CONSTRAINTS TO THE EFFECTIVE IMPLEMENTATION OF VOCATIONAL EDUCATION IN THE PRIVATE SECONDARY SCHOOL
ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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
1.0
INTRODUCTION
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
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment