CHAPTER ONE
1.0 INTRODUCTION
1.1 Background
of the Study
Vocational education are among the
vital tools an individual can use to be developed. It has played a vital role
in tertiary institutions in Nigeria. Vocational education is about work and training
for useful employment in trade, industries, agriculture, business and home
making etc. the emphasis on vocation 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 compassing knowledge and
information needed by any workers to enter and make progress in employment on a
useful and productive basis. Vocational education contributes to the production
of good citizens by developing their physical, social, civic, cultural and
economic competencies.
One of the goals of the technical
and vocational education as documented in the National policy on Education
(2004) is to give training and impart the necessary skills to individuals who
shall be self-reliant. When this goal is adequately achieved, it would lead to
a sustainable technological development. Raymond, (2007). Suggested vocational
education and training should be made interesting by gearing the students
towards self reliant to discourage unemployment syndrome. Vocational education
is an important part of the education system with one element of increasing
employment opportunities it is an essential component of strategies to reduce
and prevent child labour. Many children drop out school because they do not see
the relevance of education to their lives. In many cases, the decision not to
send a child to school is taken by the parent, who would rather have their
children enter the workplace as they do not see how learning to read, write,
and do sums can help put bread on the table (source). In order to influence the
decisions of at – risk children and their parents, education should have a
tangible end, particularly in terms of improving future employment prospects.
In such circumstances and where older children are concerned, the focus should
be on the transition from school to work, either through vocational education
or skills training programs.
Vocational subjects are instructions intended to equip
person’s for industrial or commercial occupations. It may be obtained formally
either in trade Schools, technical secondary schools or in on-the job training
programmes or more informally by picking up the necessary skills on the job.
Technological development and advancement revolved around a sound vocational
education programme as citied by Otuage, Mayes (2010) in (Bulus, 1991)
vocational skills in schools is a relative modern development. Akaniwor (1988)
observes that the bed rock of any technical break through is the existence of
appropriate skills, abilities ad competence both mental and physical as
equipment for the individual to live in the society is a dynamic instrument of
change. According to Bulus (1991) vocational education involves the acquisition
of skills and competences that can help individuals to function productively in
industries and commercial occupation.
Self-reliant is one’s own efforts and abilities
(Merrian, 2006). When somebody acquires skills in any occupation, such person
can establish his or her own business and even employ others. Igweh (2008) such
person is self-reliant. Bassey (2009) declared self-reliance as that which
pre-supposes the attainment and autonomy without unnecessary resorting to
begging or browning. He opined that “a self-reliant individual is one that
achieves steady supply of his needs, one that diversifies his resources to
reduce dependency on other assistance. Self reliance emphasizes growth
development and development in the life of a citizen, politically, socially and
economically. Igweh (2008), stressed that the most suitable definition development
in terms of reduction in the levels of poverty, illiteracy, and unemployment
and income inequality. However, Faladum, Omeogiafor and Ezeaku (1999) in Nwogu
(2009) remark that National development compasses social and political
development as well as economic development as well as economic development
which is defined as the attainment of a number of ideas of modernization such
as a rise in productivity social and economic equity improved institution and
values”. Economic development is an important part of general development in
any society.
The influence of parents in the development of
students interest in vocational subjects cannot be over emphasized. This is
because parents 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. Parent forget that every type of work, once it is beneficial
to the individual and society, is worthy sign of potential success in students
vocational pursuits requires 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 subjects. Osuala (1992) opined that, At the heart of our society
and economic problem is a national attitude that implies that vocational
subjects are designed for somebody else’s children and is mean 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 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 in
vocational subjects. 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 year
discovered is the highly motivated teacher of 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 and strategies of teaching and
learning adopted.
1.3 Statement
of Problem
In spite of the importance of
vocational education to the development of both individuals and the society at
large, there is not muct emphasis placed on the effective strategies of
teaching and learning vocational subjects in Nigeria. The frequent occurrence
of low students’ participation in vocational education courses has been a great
concern to all-well-meaning individuals, institutions and industries. Despite
all efforts made to recognize it, yet little or no attention has been given to
it. No meaningful development was made in the area of vocational education
Unitial 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.
Vocational subjects ought to attract
many students because of it laudable importance but reverse has been the case.
The reasons for this probably 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 the requests skill 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 females
students receive formation and be able to work solution to problems. Also, it
enables the students to acquire skills, abilities essential for independent
life meet up with personal and family needs more especially in this economic
difficulties.
1.4 Significance
of the Study
It is hoped that this study would provide
valuable insight to the government, head teachers of secondary schools,
teaching and learning approach that will improve vocational education subjects in Abakaliki L.G.A Ebonyi State. The findings
of the study could provide the ministry of Education with data on how secondary
school head teachers can implement the strategies for improving
teaching and learning of vocational subjects. With investigations, the
government is likely to be in a position to come up with strategies to improve
the managerial skills of head teachers in order to be more effective in
teaching and learning of vocational subjects.
1.3 Purpose
of the Study.
The study meant to
investigate the strategies for improving the teaching and learning of
vocational subjects in secondary schools in Abakaliki L. G. A. Ebonyi State
Nigeria especially to
1. Determine
the influence of student’s interest towards the study of vocational subjects
2. Determine
the quality of the vocational subjects and the instructions used.
3. Ascertain the availability and use of
teaching aids in teaching and
learning of vocational subjects.
4. Identify
the student and teacher factors that might inhibit the effective teaching and
learning of vocational subjects in secondary schools.
1.5 Research
questions.
For the purpose of this research, the following
research questions are posed.
1. What
are the level of students interest in the study of vocational subjects.
2. What are the influence of teachers
qualification on the attitude o f
vocational subjects.
3. What
are the teaching facilities available for teaching of vocational subjects in
secondary school?
4. What
are the factors that might inhibit the effective teaching and leaning of
vocational subjects?
1.5 Scope
of the study.
The study is strictely restricted to five
secondary schools in Abakaliki urban area of Ebonyi state.
CHAPTER TWO
2.1 Concept
and Definition of Vocational Subjects
2.1 Vocational training are instructions
intended to equip person’s for industrial or commercial occupations. It maybe
obtained-formally cither in trade schools, technical secondary school or in
on-Job training programmers or more informally by pack up the necessary skills
on the Job.
Technological development and
advancement evolved ground a sound vocational educational programmed as cited
by Otuaga Mayes (2010) in (Bulus 1991:41) vocational skills in schools is
relatively modem development.
Akaniwor (1988: 41) observed that the bed rock of any technical breaker
through is the existence of appropriate skill, ability or abilities and
competence both mental and physical as equipment for the individual to live in
the society is a dynamic instruction of change”? According to Bulus (1991:30) vocational
education involves the acquisition of skills and competences that can be of
help to the individual to function productively in industries and commercial
occupation. Until the 19th century such education, exept for the
professions, was provided only by apprenticeship. This situation was partly due
to the low social status associated with such instruction as opposed to a
classical curriculum which was considered “necessary for a youth with growth of
individualization during the 19th century. However, several European
countries, notably Germany, began introducing vocational training in education
in great Britain, however, opposition to vocational education persisted into
the 20th century.
Although
a few trade and junior vocational schools and technique schools were
established by local authorities before the world war II by the 19th
century, public (common) vocational schools in the united state consisted of
manual training and practical arts. These programmers were generally expanded
until 1917 when federal aid was provided to public schools for trade and
industries, therefore, vocational education, also catted career and technical
Education, prepares students for jobs and careers that are based on mostly
manual or practical activities.
According
to (Okoro, 1993). It has also been explained as the sum total of all
educational experiences systematically organized and presented by an
institution to enable the learner acquire basic productive and practical skills
(Oharisi, 2007) therefore state that vocational subject also called career and
technical Education, prepares students for jobs and careers that are based on
mostly manual or practical activities. The term does not apply to the
development of profession acquired via tertiary institutions. Vocational
education is low in theoretical or academic activities and is generally related
to related to learning a specific trade or occupation.
Vocational
education teaches procedural knowledge for auguring a skill or trade
concentrates on research, theory and abstract knowledge. Prior to the Indus
trial revolution, the apprenticeship system and the home were the principal
sources of vocational education and training. Since the society has been forced
by the decline of handwork to develop institutions vocational education. Today,
vocational education can be at the secondary or postsecondary level and can
make appreciable use of apprenticeship or mentorship. Under the British
colonial government, vocational education in Nigeria initially developed independently
of the state, with bodies such as the RSA and City & Guilds setting
examination and offering certificates in vocation Technical education focuses
on specific trade such as automobile repairs or mechanic, welding, plumbing,
electrical craftsmanship or electrician,
hair dressing tailoring and barbing etc, and has until recently been associated
with the activities of lower social class of people. As a result it attracted a
level of stigma in the past.
However, with economics advancement
and the demand for higher levels of productivity and efficiency, the place of
vocational subject has become better appreciated. The labour market has become
more specialized and nations are demanding higher levels of skills at different
levels. Government and businesses are increasingly investing in the future of
vocation education through publicly funded training organizations and
subsidized apprenticeship (Source) At the post- Secondary level, vocational
education is typically provided by polytechnics, institution of technology or
trade schools.(Source)
Vocational
education has diversified over the 20th century and now exists in
industries manufacturing, retail, tourism, information technology, Agriculture,
Cosmetics and Cottage industries etc.
According
to Igwebuike (2007) these are some vocational fields and their related
occupations, in the table below.
|
Educational
field
Agriculture
Distributive
|
Occupation
categories Agribusiness, Agric marching food processing, horticulture
Distribution and marketing of textiles foods, gore rat merchandize.
|
|
Health
Occupation
|
Nursing,
Medical equipment operators, dental assistants, medical records technicians
|
|
Home
Economic
|
Clued
care, Clothing service, clearing, Nutrition, home management.
|
|
Office
occupation
|
Date
Processing, Computer and Office machine operators, book keeping, stenographic
services, printing
|
|
Technical
and Industrial
|
Constructor
trades, building trades, manifesting mainframe and repines
|
|
Information
Technology
|
Electronies,com
Electronic, computer
programming, telephony, machine tool design.
|