ABSTRACT
Vocational education is a skill acquisition programme.
Every country especially Nigeria needs to recognize and put into practice
functional vocational education. Developments of many countries of the world
have been traced to the functionality of their vocational/technical education.
This paper therefore looks at the strategies for achieving effective vocational
education in Iberia. The paper examines the concept of vocational education. Vocational
education and general education, problems of vocational education. strategies
that could be applied and also make recommendations.
INTRODUCTION
The development of a country depends on her level of
manpower development. To achieve this, a country must have to train and retrain
her citizens in the area of current technology and also local acquisition of
skills in crafts. It is pertinent to note that any country that fails to pay
special consideration to vocational education is directly and indirectly
failing to achieve technological and technical development, which is the
bedrock of development in a country.
The need for skilled worker has been increasing at an
accelerated rate while the need for semi-skilled and unskilled workers has
declined dramatically. This, therefore, calls for strategies to be employed in
other to maximize the potentials available to achieve the desired vocational
education. The aim of this paper is to x ray the strategies for achieving
effective vocational education for sustainable development in Nigeria.
According to Olaitan, Nwachukwu, Igho, Onyemachi and
Ekong (1999) the task of vocational technical education is the transmission of
ideas, skills and values of work and environment, and what individual can do
with his or her life. According to them, there is the need to transmit cultural
related skills. This should take a very vital position since it is obviously
foolhardy to put sophisticated imported skills into the head of someone without
making sure that the person knows what to do with the skills or has the
resources and facilities to implement the skills.
Vocational education has been given various
interpretations. These interpretations have created loopholes in the strategic
application and achievement of goals it is supposed to achieve. Osuala (1995)
sees vocational education as an aspect of education designed to prepare skilled
personnel at lower levels of qualifications for one or a group of occupations,
trade or jobs. However, whichever way an authority defines vocational
education, it is important to note that vocational educational could be
received on vocational or a vocational basis depending on the aspiration of the
receiver (lkpe 2000). According to him, when vocational subjects are taken for
a purpose of a life-long career, it is vocational in nature but when vocational
subjects are studied for the purpose of general knowledge and personal wage, it
is a vocational in nature.
Concept of Vocational Education
Encyclopedia Americana (International Edition) (1991),
stated that the aim of vocational education is to prepare young people and
adults for useful occupations, particularly for skilled trade and
semi-professional careers. It may also update the knowledge and skills of
workers in occupations of this kind. Similarly, the general conference of the
united nations educational scientific and cultural organization (UNESCO) document
(1974) stated that technical and vocational education is used as a
comprehensive term referring to those aspects of educational process involving
in addition to general education, the study of technologies and related
sciences and the acquisition of practical skills, attitudes and understanding,
and knowledge relating to occupations in various sectors of economic and social
life.
According to Ikpe (2000) technical and vocational
education is further understood
to be
a. part
of general education
b. a
means of preparing for an occupational field
c an
aspect of continuing education.
He went further to state that the concept of
vocational education describes a phase of total education programmes which
emphases theory and practical skills training. It offers instruction in a wide
range of trades and occupations and also provides an individual (young or
adult) with necessary knowledge and skills to enable him fit into the world of
work.
Vocational Education and General Education
For many years now the relationship between vocational
education and general education has brought about differences of opinions among
individuals especially those in the field of education. According to Ikpe
(2000), teachers, administrators and other personnels employed in vocational
education take the position that vocational education and general education are
major divisions of the total education programme and that each of the divisions
are of equal importance and are both necessary in the education of workers.
Osuala (2004) stated that general education is an identified group of
educational experiences selected in order to develop in individuals those
competences that are characterized of a responsible citizen. General education
is tailored towards the preparation of a young person to acquire a broad or
general orientation without emphasizing on specific vocation. Some experts
suggest that vocational education is associated with utility while general
education has to do with culture. Vocational educators insist that general education
subjects do not provide education for specific competency needed in preparing
for or progressing in a vocation.
However, various studies have shown that individuals
differ in interest, needs and abilities. No single type or kind of education
programme is suited to the needs and capabilities of all individuals.
Vocational education is aimed at providing a person irrespective of age with a
continuous programme of planned learning experiences designed to enable him fit
into the world of work, It makes career information readily accessible to
enable the youths relate their interest, needs and abilities to occupational
opportunities that would enable them earn a living and discharge their civic
duties. General education and vocational education are interrelated in the
context of total education.
Problems of Vocational Education
Many problems have hindered effective function of
vocational education in Nigeria. These problems have also negated or retarded
development in this country. lkpe (2000) highlighted some of these problems to
include:
·
Colonial legacy
·
Inadequate
vocational educators
·
Poor budgetary
allocation
·
Inadequate
training institutions and facilities
·
Haphazard
implementation of vocational education curriculum Inadequate motivation
·
Poor
administration and supervision of vocational education programmes
·
Uncooperative
attitude of commercial and industrial firms to accept trainees for Students
Work Experience scheme (SIWES).
Colonial Legacy: The problems of vocational education could be traced to the British
educational policy in Nigeria before independence. It was inherited by Nigerian
administration on the attainment of political sovereignty on October 1. 1960.
From the beginning of education in Nigeria, the British colonial government did
not invest in vocational education. This contributed in making vocational
education appear to some people as education for the dropouts. Many Nigerian
students felt that studying vocational education is undignified and being inferior
(Osuala, 1995).
Inadequate Vocation Educators:
Dearth of professionally trained vocational educators
has continued to impede the growth of vocational education. Regrettably,
majority of the few available instructors lack both technical and pedagogical
orientation.
Poor Budgetary Allocation: Vocational education is a capital- intensive
programme. To achieve the aim upon which vocational education is established,
there should be adequate budgetary allocation. Unfortunately the budgetary
allocation for vocational education is always very small and insufficient to
procure and maintain instructional equipment, procure and maintain teaching
materials for learning etc.
Inadequate Training Facilities and Equipment: Training facilities, institutions, relevant personnel
and equipment are grossly inadequate. The dearth of training facilities is a
matter of serious concern. There is therefore the need for government to
establish and equip with up to date facilities and equipment, vocational
institutions. As at 1988 only university of Nigeria Nsukka offer all the
components of vocational education (In Agriculture, Business, Home Economics
and Industrial Technical Education) from undergraduate to post graduate levels
(Ikpe 2000).
Haphazard Implementation of Vocational Education
Curriculum: Many
schools across the country are yet to fully implement the pre-vocational and
vocational business education components. In most cases where the curriculum is
claimed to be implemented it is haphazardly done.
Inadequate Motivation: Lack of motivation for vocational- technical teachers
continued to deny Nigerian school system of professional vocational educators.
Many vocationally trained educators have left the field for other areas where
they are well motivated. The importance of vocational education demands that
teachers in that area should be well motivated.
Poor Administration and Supervision of Vocational
Education Programmes: Administration
and supervision of vocational education programmes by non-professionals has
continued to deter the growth of this phase of education. The administrators
and supervisors of vocational aspects of education are persons without the
relevant qualifications. Those who are in charge are doing so because of their
seniority and salary levels in such establishments.
Uncooperative Attitude of Commercial and Industrial
Firms to Accept Trainees for Students Work Experience Scheme:
Many commercial and industrial establishments usually do not accept students sent for placement in their firms for the purpose of industrial work experience. The refusal of these firms is not in the interest of national technical manpower development. The attitude of these organizations does not promote vocational-technical development in Nigeria. Similarly, they are acting contrary to the decree establishing Industrial Training Fund (ITF), which is the coordinating body of SIWES.
Many commercial and industrial establishments usually do not accept students sent for placement in their firms for the purpose of industrial work experience. The refusal of these firms is not in the interest of national technical manpower development. The attitude of these organizations does not promote vocational-technical development in Nigeria. Similarly, they are acting contrary to the decree establishing Industrial Training Fund (ITF), which is the coordinating body of SIWES.
Strategies:
The following strategies may be applied to reconstruct and refocus vocational education toward achieving the needed stand of vocational education in Nigeria.
The following strategies may be applied to reconstruct and refocus vocational education toward achieving the needed stand of vocational education in Nigeria.
• Practical Orientation- Vocational education should be
more practical oriented and less theoretical in all its
courses, it should not be too bookish. This explains the
paradox of African continent which according to Nkwa
(2008) in Okorie and Uzor (2009) is rich in human and
material resources but driven into poverty, debt and other
social ills by the level of development of its human capital.
more practical oriented and less theoretical in all its
courses, it should not be too bookish. This explains the
paradox of African continent which according to Nkwa
(2008) in Okorie and Uzor (2009) is rich in human and
material resources but driven into poverty, debt and other
social ills by the level of development of its human capital.
Management of Vocational Education- Vocational education is a special type of education. Those who do not understand the nitty-gritty of vocational education cannot effectively manage it. Vocational education will have its pride of place when vocational educators handle its management activities.
• Funding- Special
budgetary allocation should be created for vocational education in Nigeria. All
these years. there have been under funding of the education sector generally.
The government should adequately fund the education sector with special
attention to vocational education.
• Public Awareness and Attitudinal Change- The attitudes towards vocational education should be
changed through seminars, workshops, and motivation of vocational educators and
giving of scholarships to students in vocational education. It is common
knowledge to know that students who opt for practical oriented courses are
scarcely revered unlike their counterparts in academic education.
• Stealing of Ideas- There should be constant comparative studies to identify those aspects of foreign vocational education system, which could be adopted by Nigeria. It is not bad to steal good ideas and put them into practice for meaningful development.
CONCLUSION
In conclusion, in vocational education, learning how to learn or manipulate is an ultimate goal of the learner. This goal is of great importance especially today when new emphasis is been placed on life-long learning which is expected to provide people with new opportunities, responsibilities and challenges to exploit for survival. Vocational education should aim at promoting in the individuals the capability to reason, use instruction and understand changing relations through holistic thinking.
In conclusion, in vocational education, learning how to learn or manipulate is an ultimate goal of the learner. This goal is of great importance especially today when new emphasis is been placed on life-long learning which is expected to provide people with new opportunities, responsibilities and challenges to exploit for survival. Vocational education should aim at promoting in the individuals the capability to reason, use instruction and understand changing relations through holistic thinking.
It is therefore imperative the Nigerian government
should give adequate attention to vocational education, as it is a panacea to
all spheres of development in any country. Vocational education should be given
its pride of place by allowing only vocational educators to man the leadership
of vocational education. Budgetary allocation must be adequately provided;
proper motivation, training facilities and equipment etc. must all be
adequately provided and put into practice for effective vocational education in
Nigeria.
RECOMMENDATIONS
Vocational education should constitute the most viable and veritable vehicle for self-sustaining development. From comparative studies, vocational education has been the bane of development in most developed countries. In line with this, the writer, therefore, makes the following recommendations.
Vocational education should constitute the most viable and veritable vehicle for self-sustaining development. From comparative studies, vocational education has been the bane of development in most developed countries. In line with this, the writer, therefore, makes the following recommendations.
·
Vocational
education should be made to be a vital aspect of education in Nigeria. It must
not be in principle but in practice.
·
The government
should create a special workshop / seminar fund
for vocational education only. This will help to change the orientation parents
and students have for vocational subjects.
·
Policy makers in
the education sector must stop changing Nigerian education policy. For
instance, 6-3-3-4 system of education recognized the importance of vocational
education. It is rather very important to implement good policies.
REFERENCES
Encyclopedia Americana International Edition, Groiler Incorporate
(1991) Denbury Connecticut, USA.
lkpe, U.N (2000). An Introduction to vocational
business education in Nigeria, Calabar: Baaj International Company.
Okorie Ogbonnaya and Uzor, O. (2009). Business Education and
Human Capital Development in contemporary Africa: Issues, challenges and
strategies. International Journal of Educational research and
Administration vol. 6 No 2.
Olaitan, S.O., Nwachukwu, C.E, Igbo, C.A Onyemachi, GA.
and Ekong, A.0. (1999). Curriculum development and management in vocational
technical education. Onitsha: Cape publishers International Ltd.
Osuala, E.C. (2004). Foundations of vocational
education;
Onitsha: Cape publishers International LTD.
Onitsha: Cape publishers International LTD.
Osuala, E.C. (2004). Principles and methods of
business and computer education, Enugu: Cheston Agency Ltd.
Osuala, E.C. (1995). Office Organization and
management in Nigeria. Enugu: ACENA Publishing.
UNESCO’S recommendations concerning technical and
vocational education. General conference 17 October-19 November 1974,
Paris, France.
STRATEGIES
FOR ACHIEVING EFFECTIVE VOCATIONAL
EDUCATION IN NIGERIA
EDUCATION IN NIGERIA
DEPARTMENT
OF BUSINESS EDUCATION EBONYI STATE
COLLEGE OF EDUCATION, IKWO
COLLEGE OF EDUCATION, IKWO