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University of Nigeria Research Publications
Aut
hor
OGBATA, Anthony O. PG/M.Ed/88/6638
Title
Status of Implementation of the Technical
Curriculum of the National Policy on Education in Senior Secondary Schools in Imo State
Facu
lty
Education
Dep
artm
ent
Vocational Teacher Education
Dat
e
May, 1995
Sign
atur
e
UNIVERSITY OF NIGERIA, N S U W
FiiCULTY OF EDUCATION
STATUS OF IMPLEMENTATION OF THE TECHNICAL CURRICULUM OF THE NILTIONLL POLICY ON EDUCATION IN SENIOR SECONDLRY SCHOOLS IN IMO STATE
A the'sis presented to the Department of Vocational Teacher Education, University of Nigeria, Nsukka in partial fulfilment of the requirement for Master of Education degree in Industrial Education.
Approved
Dr 0. M! Okoro (Project Supervisor)
- External Examiner
MAY 1935
i
not been submi t t ed i n p a r t o r f u l l f o r any o t h e r d e g r e e
of t h i s o r any o t h e r Unive r s i ty .
T h i s t h e s i s r e p o r t i s whole h e a r t e d l y
d e d i c a t e d t o t h e H & B Posse.
iii
ACKNOWLEDGEMENTS
I wish t o e x p r e s s my s i n c e r e g r a t i t u d e t o my
p r o j e c t s u p e r v i s o r , Dr. M. M. Ckoro f o r h i s s u b t l e ,
b u t e f f e c t i v e gu idance i n t h e c o u r s e o f t h i s s t u d y .
~ l s o , my s i n c e r e g r a t i t u d e g o e s t o my p a r e n t s ,
Mr and Mrs C . 0. Ogbata, who, of c o u r s e , p rov ided me
4 w i t h t h e much needed mora l and f i n a n c i a l s u p p o r t .
ina ally, I wish t o t h a n k t h e Mike p o s s e f o r
e v e r y t h i n g . God b l e s s .
Ogbata, Anthony 0.
May 1995
LIST OF TABLES
Sampling Pattern for Schools, Principals and Technical Tenchers used in the Study - a 36
Distribution of Respondents on the Lssess- ment of the Implementaticn of the Technical Curriculum S o . .*. .. .. 40
Factors which Constitute Serious Problems in the Implementction of the Technical Curriculum 0 - . . O . .. m e 42
- Ranking of the identified F-c..tcrs in the order in which they Constitute 2eric-r;~ Problems (made by principzls) .,. a . 4-4
Ranking of Identified Fnctors in the order in which they Constitute Serious Problems (made by teachers) ,,, 0 0 1 O D 46
Correlation of Ranking made by Principals and Technical Teachers on the order in which Identified Factors Constitute Serious Problems . . . * a .. 47
Extent of Execution of Hen sures Ldopted by the Government to tackle the Froblens Facing the Implementgtion of the Curriculum o m * . 0 a a * .. 50
TABLE OF CONTENTS
APPROVAL PAGE 0 . .
CERTIFIC,ATION 0 . .
DEDICATION ... ACKNOWLEDGEMENT . . . LIST OF TABLES - O n
ABSTR4CT - 0 9
a . O . . iii . a 0 0 . iv
INTRODUCTION o - 0 0 - e o .. I
Background sf the Study Statement of the Problem Purpose of the Study Significance of the Study Research Questions Hypothesis 9 0 .
Limitations of the Study fissumptions of +;'.I? Ltudy Definition of Terms
Primary Education 0 0 1 O I
Junior Secondary Education a 0 a a e
*& d for the Policy I e . 0 0 .
Re * * (;f the Policy 0 .f'ol,icy
. . O
Origin 0% 0 0
Goal of the 0 0 0 . *
the New Pclicy - o
Implementation Rf -, . nicnl xducltion Inferior Label on TC?@~! n 0
Shor-tage of Cpalif ied ~ e b h ? icnl Teachers .. Shortage of Essentid ~ ~ u i p n ~ W Facilities Improper Organisation of curricuf3fl
0 0
Lack of 1-dequnte Funding 0 a 0 0 0
Lack of Effective Public ~nlightenment Programme - - a
- 9 0 - 0
CHAPTER I11 METHODOLOGY O O . a O .
Population e .2 .. Y O .
Sample 0 0 0 Y o -
Description of Instru~ent O U O
Validation of Instrument . O .
Method of D?.ta Collection - O m
Method of Data 2,nalysis * . L.
CHAPTER I V
Tables .- o
Hypothesis
Summary of Principal Findings - . . Conclusions g o o m e .
Implications of the? :; ib~rdy ., U '. Recommendations ... -.. Suggestions for Further Research
REFERENCES O O . . . o
vii
A b s t r a c t
The main pu rpose o f t h i s s t u d y was t o a s s e s s t h e l e v e l of
i m p l e m e n t s t i o n of t h e t e c h n i c a l c u r r i c u l u m i n S e n i o r Secondary
s c h o o l s i n Imo s t - t e , a s w e l l a s problems a s s o c i s t e d wth i t .
~ l s o , a n a t t e m p t .was made t o a s c e r t a i n what mewsures t h e
government h a s s o f z r t a k e n t o t a c k l e t!?e:{e problems. A s t u d y
sample o f *79 r e s p o n d e n t s , 67 p r i n c i p a l s and 112 t e c h n i c a l
t e a c h e r s was s e l e c t e d from 67 out of 171 s e n i o r Secondary s c h o o l s
w i t h i n t h e Loea l Government rea as s t u d i e d i n t h e s t a t e . The #
q u e s t i o n n a i r e was used as t h e i n s t r u m e n t f o r d a t a c o l l e c t i o n ,
Two q u e s t i o n n a i r e s , w e r e developed t o p r o v i d e answers t o f i v e
r e s e . ? r c h q u e s t i o n s , which were fo rmula t ed t o g u i d e t h e s t u d y .
The mean, p e r c e n t a g e s and spearman r a n k o r d e r c 4 r r e l a t i o n were
used t o a n a l y s e t h e d a t a c o l l e c t e d and t o t e s t t h e h y p o t h e s i s
g e n e r a t e d - The d a t a a n a l y s i s showed, among o t h e r t h i n g s , t h a t ;
1 . t h e f mplementa t ion of t h e t e c h n i c a l c u r r i c u l u m wi t h i n
t h e s t a t e h a s s o f a r been of l f ave rage f f per formance;
2, l a c k of a d e q u a t e e q u i p m e n t / f a c i l i t i e s c o n s t i t u t e s t h e
most s e r i o u s problem i n t h e imp lemen ta t ion of t h e prqgramme;
3. l e s s t h a n 3Wb of t h e t o t a l enro lment of s t u d e n t s i n
S e n i o r Second2ry s c h o o l s a r e i n t h e t e c h n i c a l c o u r s e s . I
viii
B a ~ e d on t h e f i n d i n g s o f t h i s s t u d y , i t was concluded t h a t
a l o t sti.11 rema ins t o be done t o improve t h e imp lemen ta t ion of
t h e t e c h n i c a l c u r r i c u l u m i n 1m4 ~ t . 2 t e . p o r e s o , as t h e r e e x i s t s
a g r e a t d i s p m i t y Setween t h e p e r c e p t ; on of p r i n c i p a l s and t h a t
o f t e c h n i c a l t e a c h e r s on t h e o r d e r i n w h i c h , t h e i d e n t i f i e d
f a c t o r s c o n s t i t u t e s e r i o u s problems. Pence , some i m p l i c a t i o n s of
t h i s s t u d y , recommendat ions end s u g g e s t i o n s f o r f u r t h e r s t u d y b
were o u t - l i n e d .
INTRODUCTION
Background
Year a f t e r y e a r , thousands cf school l e a v e r s a r e
be ing produced i n t h e numerous post-primary i n s t i t u t i o n s
found i n Imo S t a t e . However, f o r reasons ranging from
poor academic performance t o f i n a n c i a l incompetence,
only ve ry few of these post-primary school graduates a r e
a b l e t o cont inue t h e i r educat ional p u r s u i t s . g r e a t e r
ma jo r i ty of them, who a r e unable t o s a t i s f y t h e va r ious #
requirements f o r e n t r y i n t o h igher i n s t i t u t i o n s , r e s o r t
t o t h e only opt ion open t o them - t o go job-seeking.
However, a c l o s e r examination would r e v e a l t h a t only a
ve ry n e g l i g i b l e p e r c e n t e ~ e of t h e s e job-seekers succeed
i n secur ing some form o f emplcyment - no mat t e r t h e work
condi t ions .
For t h e o t h e r s , r n t h e r unfo r tuna te ones, t h e y
d e f i n i t e l y have t o nake a l i v i n g , somehow, So, many of
such even tua l ly r e s o r t t o such " su rv iva l ' ' a c t s which many
of u s would cons ider a s being c r i m i n s l o r deplorable .
Now, looking back a t t h e o r i g i n of t h i s eventua l
outcome, one cannot he lp n o t i c i n g t h e inadequacy of t h e
type of educat ion wh ich w::s given t o t h e s e ind iv idua l s .
The system of formal educat ion , which e x i s t e d before now
,we8 such t h a t i t afforded its r e c i p i e n t s ve ry l i t t l e hope
su rv iv ing on t h e i r own
3
2 . a
- i n t h e world of work. It was l i t e r a r y i.n n a t u r e and v e r y
l i t t l e , a t t e n t i o n was g i v e n t o t h e a c q u i s i t i o n of p r a c t i c a l
s k i l l s , on which t h e r e c i p i e n t s cou ld c a p i t a l i z e i n t h e a b s e n c e
of employment o p p o r t u n i t i e s i n t h e e s t a b l j shed b o d i e s .
SO, i t came t h a t w j t h t h e slump i n t h e Nati.on1.s eccnomy,
which r e s u l t e d i n t h e d r s s t i c d r o p .i.n t h e rt?.te of employment i n
i n d u s t r i e s , and o t h e r e s t a b l i shment s , and t h e consequent c a l l
by t h e F e d e r a l Government f o r t h e evolvement o f a n i n d i g e n o u s
t e c h n o l o g y , emphas js w s s now s h i f t e d t o t h e a c q u i s i t i o n o f
s k i l l s and t e c h n i q u e s which a r e t e c h n o l o g i c a l l y v i a b l e . Accord-
i.ng t o Bqike (1985) w h i l e m i l l i o n s o f p e o p l e among t h e educa ted
m e unemployed, m i l l i o n s o f j obs a r e e w a i t i n g t o be done; b e c a u s e
p e o p l e w i th t h e r i g h t e d u c a t i o n , t r a i . n j n g and s k i l l s cannot b e
found. The i m p l i c l t i o n of t h i s s t a t e m e n t is t h e need f o r t h e
i m p l e m e n t a t i o n o f t h e n n t i o n l s new p o l i c y on e d u c a t i o n - w i t h
emphas is on i t s t e c h n i c a l e d u c a t i o n a s p e c t .
The new n a t i o n a l p o l i c y on educa t i. on, s t r u c t u r a l l y
r e f e r r e d t o a s t h e 6-"-7-4 sys tem of e d u c a t i o n , was conce ived
i n 1976, and came under i n p l e m e n t a t i o n i n 1982. The sys tem, a s
i t s name irnpli es, r e p r e s e n t s s i x y e a r s of p r i mary e d u c a t i o n ,
t h r e e ye , - r s of J u n i o r Secondary e d u c ? t i o n , and t h r e e y e a r s o f
p r ; mary e d u c - t i o n , t h r e e y e s r s of S e n i o r Secondsry e d u c a t i o n - of c o u r s e , depend ing on t h e s e t i s f a c t o r y scsdemic pe r fo rmance ,
and a v a i l a b i l i t y o f o t h e r n e c e s s a r y r e s o u r c e s ( f i n a n c i a l and
o t h e r w i s e ) . L a s t l y , f o u r y e a r s of u n i v e r s i t y e d u c a t i o n . T h i s
r e p l a c e d t h e former 6-5-2-3 sys tem of e d u c a t i o n , which had been i n
o p e r a t i o n s i n c e t h e adven t of f o r m a l e d u c a t i o n i n N i g e r i a . The new
sys t em o f e d u c a t i o n p r o v i d e s f o r a j u n i o r s econda ry e d u c a t i o n
which w i l l cons i st of b o t h pre-voc? t i o n s l snd academic c o u r s e s .
Examples of such c o u r s e s a r e wood-work, metal-work, Home Econo-
mics E d u c e t i o n , ~ l e c t r o n i c s , Mechrni c s ( u n d e r p r e - v o c a t i o n a l )
and o t h e r c o u r s e s such s s X s t h e m a t i c ~ , ~ n g l i s h Language, , A g r i . c u l t u r e , and phys i c a l E d u c s t i o n . The i .mplementa t ion o f t h i s
new sys t em of e d u c a t i o n w i l l e n s u r e t h e c o n s e r v a t i o n and f u l l
u t i l i z a t i o n o f t h e n a t i . o n l s m a t e r i a l and human r e s o u r c e s ; which
would, i n e f f e c t , b r i ng abou t r a p i d economic development , r e d u c e
unemployment and e n s u r e a b e t t e r s t a n d a r d o f l i v i n g .
The adequacy of techri i c a l manpower i n Imo S t . + t e , which w i l l
be - b l e t o p r o v i d e q n d rn3 i . n t a in t h e e s s e n t i a l amenities l i k e
wa te r qnd e l e c t r i . c i t y i s becoming a b i t i n g need. These a m e n i t i e s
r e q u i r e q u a l i t a t i v e and q u a n t i t a t i v e c r a f t s m e n , a r t i s a n s and
t e c h n i c i a n s f o r t h e i r main tenance ; b u t t h e s e t y p e s of s k i l l e d
p e r s o n n e l a r e not a v a i l a b l e i n ~ u f f i c i e n t q u a l i t y and q u a n t i t y
i n t h e a r e a -
However, w i t h r e f e r e n c e t o t h e t e c h n i c a l c u r r i c u l u m o f
t h i s new sys tem of e d u c e t i o n , i t i.s p e r t : ' n e n t t o n o t e t h a t t h e
provi. si on of a d e q u a t e t e c h n i c a l manpower, es r :cn t i a l equipment ,
and f a c i l i t i e s and t h e much needed f u n d s h a s been a problem t h a t
h a s p lagued t h e programme s i n c e i t s i n c e p t i o n . The e d u c a t i o n a l
p o l i c y s t a t e s t h a t t e c h n i c a l e d u c a t i o n shou ld b e a b l e t o , among
o t h e r t h i n g s , t r a i n manpower a t s u b - p r o f e s s i o n a l g r a d e ; p r o v i d e
t h e t e c h n i c a l knowledge and v o c a t i o n a l s k i l l n e c e s s a r y f o r econ-
omic development , p r o v i d e peop le who can a p p l y s c i e n t i f i c knowled
knowledge f o r t h e conven ience of msn, and s o on. i l l 1 t h e s e , and
o t h e r s i m s s t a t e d i n t h e p o l i c y , l o o k l o f t y . Rowever, i t i s a
known f a c t t h a t even t h e b e s t of p o l i c i e s cou ld b e f r u s t r a t e d a t
t h e imp lemen ta t ion o r e x e c u t i on st lgec The u n i v e r s a l P r imary
E d u c a t i o n (UFE) programme i n Ni g e r i R s t a n d s as one o f such 'well
a r t i c u l s t c d schemes o r p o l i c i e s t h ~ t neve r s t o o d t h e t e s t o f t ime .
It is t h i s f e a r of what would become o f t h i s new sys tem of educa-
t i o n , i f no t w e l l implemented i n I m o S t - t e , t h s t p rompts t h e .
a u t h o r t o do t h i s r e ~ e q r c h wi th a view t o a s c e r t a i n i n g t h e k e y
a - p e c t s of t h e p o l i c y which need t o be compe ten t ly e n f o r c e d f o r
t h e imp lemen ta t ion of t h i s p o l i cy t o be s. s u c c e s s i n t h e a r e a .
s t a t e m e n t of t h e problem .- - - - - -- .- -.-- . . ---
The need t o modify t h e o l d sys tem of e d u c a t i o n , h m d e d down
t o u s by t h e c o l o n i a l m a s t e r s ( a n d s l .z ivishly r e t s i n e d and adhe-
r e d t o s e v e r a l y e n r s a f t e r i ndependence ) was recogni . sed by t h e
new N a t i o n a l P o l i c y on Educa t ion . The o l d sys tem f a i l e d t o
p r o v i d e a d e q u a t e l y f o r v o c a t i o n a l e d u c s t i o n i n i t s c u r r i c u l u m ,
The seconda ry s c h o o l s were t h e Grammar Schoo l t y p e , which l a i d
emphas is on l i t e r a r y e d u c a t i o n - cramming of poems and p r o s e s ,
as w e l l as r o t e memor iza t ion of f a c t s and f i g u r e s . S u b s e c t s
such a s E n g l i s h Language, Mathemat ics , ~ i i s t o r y , Re l i gi on,
E n g l i s h L i . t e r a t u r e , and such o t h e r s , were r e g z r d e d a s t h e o n l y
marks of e d u c a t i o n .
The new N n t i o n a l P o l i c y on E d u c a t i o n , however, t e n d s t o
r e v e r s e t h e s i t u a t i o n i n f ~ v o u r of v o c a t i o n a l e d u c n t j o n , i n
gener .q l , snd t e c h n i c a l e d u c s t i o n , i n p a r t i c u l a r . Thus, t h e
p r e s e n t Seconda ry , School c u r r i culum, a s p r a c t i sed i n a l l s t a t e s
of t h e f e d e r a t i o n , i n c l u d e s p r e - v o c a t i o n a l and v o c a t i o n a l sub je - #
c t s , such a s I n t r o d u c t o r y Technology, Home Economics, T y p e w r i t i n g ,
p r a c t i c a l A g r i c u l t u r e , and o t h e r s .
The s u c c e s s f u l imp lemen ta t ion of t h e pol i -cy i s e x p e c t e d t o
l e a d t o t h e r e s t o r a t i o n of t h e r e a l v a l u e of e d u c a t i o n - a s a n
i n s t r u m e n t f o r development and s e r v i c e t o t h e n a t i o n and humanity,
However, o b ~ e r v a t i ons by t h e r e s e a r c h e r , as w e l l a s v i ews
e x p r e s s e d by s e v e r a l e d u c a t i o n i s t s and w r i t e r s ( ~ i d a , 1985;
Fafunwa, 1967; Oranu, 1988) i n d i c a t e t h s t t h e imp lemen ta t ion of
t h e new N a t i o n a l p o l i c y , as i t a f f e c t s t h e t e c h n i c a l c u r r i c u l u m ,
i s c h a r a c t e r i s e d by numerous problems. These problems r a n g e
from i l l - e s u i p p e d war!-:shops t o l a c k of p r o f e s s i o n a l l y competent /
n u m e r i c a l l y a d e q u a t e t u t o r i a l and n o n - t u t o r i a l p e r s o n n e l needed
f o r t h e s u c c e e s f u l e x e c u t i o n of t 9 c prqgrnmme ( B i d a , 1985). But
t h e n i n what p r o p o r t i o n s have t h e s e i d e n t i f i ed problems a f f e c t e d
( h i n d e r e d ) t h e imp lemen ta t ion of t h e t e c h n i c a l cu r r i cu lum.
Determini ng t h i s would r e v w l t h e e v t e n t of imp lemen ta t ion o f
t h e progr-mme.
p u r p o s e of t h e S tudy - ..-. - -- ---.- . - ...-
The p u r p o s e s o f t h e s t u d y a r e a s f o l l o w s :
1. To assess t h e l e v e l of imp lemen ta t ion o f t h e t e c h n i c a l
c u r r i c u l u m i n S e n i o r Secondary S c h o o l s jn Imo s t a t e .
2. TO d e t e r m i n e t h e f a c t o r s which h i n d e r t h e i m p l e m e n t a t i o n
of t h e t e c h n i - c a l c u r r i c u l u m o f t h e new N a t i o I l ~ l P o l i c y
on E d u c a t i o n i n S e n i o r Secondary S c h o o l s i n Imo S t a t e .
CI -. To d e t e r m i n e t h e o r d e r i n which t h e s e f a c t o r s c o n s t i t u t e #
seri o u s problems i n t h e i mplementa t ion o f t h e t e c h n i c a l
c u r r j culum,
4. To a s c e r t a i n what measures t h e government h a s adop ted
s o f a r t o t a c k l e t h e s e i d e n t i f i e d problems and what
f u r t h e r measures a r e proposed.
5. To g e n e r q t e o t h e r measures which may i r n p r w e t h e
i m p l e m e n t a t i o n o f t h e progrsmme, if adop ted .
S i g n i f i c a n c e of t h e S tudy ------. . - I n view o f t h e l a r g e f i n r n c i s l r e s o u r c e s t h a t hqve been
committed i n t o t h e implement. t i o n o f t h e t e c h n i c a l c u r r i c u l u m ,
i t becomes ; m p e r q t i v e th- i t no t o n l y shou ld emphas; s be l t t i d
on t h e b e n e f i t s o f t h e : v:r.rnme, b u t 3 1 ~ 0 , a l l p o s s i b l e
e f f o r t s s h o u l d be msde t o e n s u r e I t s s u c c e s s f u l imp lemen ta t ion ,
The s i g n i f i c a n c e of t h i s s t u d y c o u l d b e l i k e n e d t o t h e
r o l e o f e v a l u a t i o n i n s c h o o l s - t o o b t a i n i n f o r m a t i o n which
w i l l b e used i n working o u t s t r , x t e g j . e s f o r t h e i.mprovement
o f t h e sys tem. But t h e n , t h i s cqn o n l y be mean ing fu l when t h e
cauces and mngni tudes o f e x i s t i n g problems a r e known, which i s
t h e major d r i v e bf t h e s t u d y .
R e s e a r c h q u e s t i o n s --- ~ h i s s t u d y seeks t o f i .nd s n s v e r s t o t h e f o l l o w i n g
1. What i s t h e a se s smen t of t h e i m p l e m e n t a t i o n of t h e
t e c h n i c a l c u r r i c u l u m o f t h e new N a t i o n a l P o l i c y
on Educa t ion?
2. \l!h3t ? r e t h e f 7 c t o r s which h i n d e r t h e i m p l e m e n t a t i o n
o f t h e t e c h n i c a l c u r r i c u l u m of t h e new Nn t iona l
P o l i c y on Educs t i on?
9. In what o r d e r do t h e s e f ? . c t o r s c o n s t i t u t e s e r i o u s
p rob lems i n t h e irnp1ernent:ition o f t h e t e c h n i c a l
c u r r i c u l u m ?
4, what measures h a s t h e government zdop ted s o f a r t o
t a c k l e t h e s e i d e n t i f i e d problems 2nd what f u r t h e r
measures a r e p roposed?
~ y p o t h e s i s - The observed r e l s t i o n s h i p between t h e r a n k i n g s of prin-
c i p a l s and t h o s e of t e c h n i c ~ l t e 3 c h e r s on t h e o r d e r i n which
t h e i d e n t i , f i e d f - c t o r s c o n s t i t u t e s e r i - o u s problems i n t h e
implement-ti on of t h e t e c h n i c 3 1 curr i .culum i. s st n t i e t i c a l l y
s i g n ? f i c * n t ( a t -01 l e v e l ) .
L i m i t a t i o n s of t h e s t u d y -.- - -.-... - ~ h j , s s t u d y i s bound by t h e f o l l o w i n g l j m i t 3 t i o n s :
1. The s t u d y i s l i m i t e d t o o n l y :;eni o r Secondary s c h o o l s
2. The s t u d y c o n c e r n s o n l y t h e t e c h n i c 3 1 c u r r i c u l u m of
t h e new Na t ion31 P o l i c y on Educq t ion .
~ s s u m p t i o n s of t h e s t u d y ------- I n c s r r y j n g out t h i s s t u d y i t i s ~ s s u m e d t h a t
p r i n c i p a l s and t e c h n i c a l t e 2 c h e r s 3 r e i n a p o s i t i o n t o
p r o v i d e v a l i d i n f o r m a t i o n f o r t h e s t u d y .
Def in i t i o n o f Terms
T e c h n i c a l T e a c h e r s : - Those t e a c h e r s who t e a c h t e c h n i c a l
c o u r s e s such as m e t a l work, wood work, t e c h n i c a l drawing ,
e l e c t r o n i c s , e t c .
Cur r i cu lum: - The sum t o t d of a l l t h e p l s n n e d e x p e r i e n c e s
i n t h e form of s p e c i f i e d c o n t e n t o r s u b j e c t m a t t e r , l e a r n i n g
a c t i v i t i e s and e v i l u h t l ot A i r o c e d ~ r e s c o m c i o u s l y o r g a n i s e d
and execu ted by t h e s c h o o l , ( , i g u s i o b o , 1984).
T e c h n i c a l c u r r i c u l u m - ;\ copy of t h e c u r r i c u l u m (as . --.--
d e f i n e d a b o v e ) p r e p a r e d f o r t h e t e c h n j c a l c o u r s e s by t h e
F e d e r a l M i n i s t r y of E d u c ~ t i o n , i n t h e N a t i o n a l p o l i c y on
CHAPTER 2
REVIEW OF RELATED LITERATURE
The new e d u c a t i o n a l sys t em, o t h e r w i s e c s l l e d t h e 6-3-7-4
sys tem of e d u c a t i o n , h a s b e e n a house-hold name i n t h e ncademic
c i r c l e f o r * u i t e some t i m e , However, i t i s p e r t i n e n t t o n o t e
t h a t t h i s *newm e d u c a t i o n a l p o l i c y i s not r e a l l y a s new a s i t may
sound; f o r any p o l i c y t h a t i s over " 0 y e a r s o l d canno t b e s a f d t o
be new, P e r h a p s t h e c o r r e c t nomencle ture s h o u l d b e !Ithe m e s t c u r r e n t /
c o n t r o v e r s i a l N a t i o n a l F o l i cy on Educqt i on" , (F; funws, 1987).
The l e n g t h o f t i m e of t h e p o l i c y l , ~ e x i s t e n c e , when matched
a l o n g s i d e i t s l e v e l of imp lemen ta t ion , g i v e s c r e d e n c e t o the tc la im
t h a t a l l i s not w e l l w i t h t h e imp lemen ta t ion of t h e p o l i c y . For
t h i s r e a s o n , an e x t e n s i v e r e v i e w h a s b e e n done on l i t e r a t u r e r e l a t e d
to t h e 6-3-3-4 sys tem o f e d u c a t i o n w i t h p r t i c u l a r emphas is en
i t s t e c h n i c a l a s p e c t . T h i s r e v i e w h a s t e e n grouped under t h e
f o l l o w i n g h e a d i n g s :
1. A r e v i e w of t h e new N a t i o n a l F q l i c y on T d u c s t i e n
( H i g h l i g h t on t h e o l d e d u c a t i o n a l s y s t e m ) ,
2 . ~ r n p l e m e n t a t i o n of t h e New p o 1 ; c y : Emphasis on t h e
T e c h n i c a l E d u c a t i o n c u r r i c u l u ~ .
T h i s system of e d u c a t i o n r e p r e s e n t s s i x y e w s of p r imary
educ: . t ion, t h r e e y e a r s of j u n i o r s econda ry s c h o o l (JSS) e d u c s t i cn
and t h r e e y e a r s o f s e n i o r s e c o n d 2 . r ~ s c h o o l ( s s S ) e d u c a t i o n .
F i n a l l y , it entail% four years of t e r t i a r y or u n i v e r s i t y
p r imary E d u c a t i o n ( 6 y e a r s ) - .. - --- - The o b j e c t i v e s a r e o u t l i n e d a s f o l l o w s :
The development of permanent l i t e r a c y and numeracy; t h u s ,
g i v i n g room t o t h e a b i l i t y t o communic;te e f f e c t i v e l y .
1,aying a f o u n d a t i o n f o r sound, r e f l e c t i v e 2nd s c i e n t i f i e
t h i n k i n g , t h r o u g h c i t i z e n s h i p e d u c s t i o n as a b a s i e for
s u f f i c i e n t p a r t i c i p a t i o n i n , and c o n t r i b u t i o n t o t h e l i f e
of t h e s o c i e t y .
c h a r a c t e r mould ing , mora l tr3i ni ng and sound a t t i t u d i n a f
development ; e a r l y a d a p s t s t i on t o t h e enbironment i n
which t h e c h i l d r e n f i n d t h e m s e l v e s ; t h e p r o v i s i o n of
mani p u l a t i v e s k i l l s development f o r t h e c h i l d r e n wi thi&
t h e i r l i m i t s o f i n d i v i d u a l c n p a c i t y .
J u n i o r Secondary E d u c a t i o n (7 y e s r s ) : -- - --..- ..-. --. - T h i s is p r o j e c t e d as t h e > r e - v o c a t i o n a l and academie s t a ~ e
qf t h e s econda ry e d u c a t i o n . Yere, t h e p u p i l s w i l l b e t a u g h t
a l l t h e b a s i c s u b j e c t s whfch would e n a b l e them t o a c q u i r e
f u r t h e r knowledge and d e v e l o p s k i l l s .
S e n i o r Secondary E d u c a t i ~ r ~ (7 y e a r s ) : -_ . ---- -.-. . -. -- . - . - .. - -- - A . . .--- _- ~ h i s i s for t h o s e p e o p l e who a r e a b l e and w i l l i n g t o have a
comple t e (6 -yea r ) s econda ry s c h o o l e d u c ~ t i o n . ~ h o u g h comprehens ive ,
t h e p u p i l s w i l l have a c o r e c u r r i c u l u m simed z t b roaden ing t h e i r
knowledge snd out - look .
Core c u r r i c u l u m i s d e f i n e d a s s u b j e c t s t h a t shou ld b e
o f f e r e d b y e v e r y p u p i l i n a d d i t i o n t o hi s o r h e r s p e c i a l i t i e s .
s u b j e c t s under t h i s 2'-2 sys t em of e d u c a t i o n a r e c l a s s i f i e d as
f o l l o w s :
(a) Core s u b j e c t s :
~ a t h ' e m a t i c s , (and/or one o r two of p h y s i c s , Chemis t ry
and ~ i o l o g y ) . ,,
~ n g l i s h Language: ~i g e r i a n l a n g u a g e s ( 2 t o be o f f e r e d
by ezch ~ ? . r ; l . ) ,
s o c i a l s t u d i e s : - one of l i t e r a t u r e i n ~ n g l i s h / b
Hi st o r y / ~ e o g r a p h y . A r t and ~ u s i c :
p r a c t i c a l , ~ g r ; c u l t u r e .
R e l i g i o u s and Morsl ~ n s t r u c t i o n .
p h y s i c a l ~ d u c . t i o n .
p re-vocnt iona .1 s u b j e c t s ( 2 s u b j e c t s t o b e o f f e r e d
by each p u p i l ) .
( b ) p r e - v o c a t i o n a l s u b j e c t s : - -- -.- - ---- wood work,
Meta l work
~ e c h a n i c s
Loca l C r e f t s
Home Edonomics
B u s i n e s s s t u d ? ss
( c ) Non-voczt ional Q e c t i v e s : .---- .. -
Arabic s t u d i e s
French Language
~t is i m p o r t a n t t o n o t e t h a t t h e two l e v e l s of s e c o n d m y
e d u c n t i o n may n o t b e t a k e n w i t h i n t h e ssme env i ronmen t , b u t
s h o u l d complement e a c h o t h e r . * ( s o u r c e : R ? t i o n a l p o l i c y on
~ d u c ~ t i o n ) . Need f o r t h e p o l i c y ---_--- _ _ _ _ -.--- .I_
~ u i t e s l o t h a s been r - i d ?bout t h e o l d 6---7-4 sys t em of
e d u c - t i o n . But i n a l l , one t h i n g i s obv ious , snd t h i s i s t h a t ,
i t was i n s d e q u l t e . The o l d educ. t ion31 sys t em, which was i n
o p e r , . , t i o n f o r s o many y e w s , ms hlnded down t o u s by o u r c o l o n i a l t
m a s t e r s . However, i t proved t o b e t o o scsdemic 3nd of l i t t l e
r e l e v a n c e t o t h e n e e d s of t h e jnd j v i d u s l and t h e s o c i e t y
(Ohikhens , 1974). The r e c i . r i e n t s of such e d u c n t i o n were
f a s h j oned s f t e r a common o c c u p a t i o n - w h i t e c o l l s r jobs , B r i g g s
(1981, p.17), s t a t e d t h a t t h e e d u c r t i o n sys t em we i n h e r i t e d was a
good one b u t c o u l d h<ive f a i r e ? : b e t t e r , g i v e n 3. d i f f e r e n t s i t u a t i o n .
lie sa5.d t h e sys tem f a i l e d i n KigerS? b e m u s e i . t n e g l e c t e d t o
t a k e i n t o c o n s i d e r n t i on our c u l t u r - 1 ~ n d s o c i 5 1 bqckground. He
a l s o d e s c r i b e d t h e sys tem 7 s h;v;ng f ~ i l e d i n l a y i n g t h e
found:l t ion f o r economic freedom by p rov j d i n g t h e manual s k i 11s and
e x p e r t i se n e c e s s a r y f o r ~ u c c ~ s s f u l i n d u s t r i 3 1 2nd s g r i c u l t u r 3 1
development .
I n sgreement w i t h R r i . g ~ - s , S o l - ri n (1963, p, 77) t agged i t
" e d u c s t i o n f o r p r e s t i y e " -- v'ri.ch he 5.i: J must b e absndoned, He
c r i . t i c i . s e d i t s over-dependence on m e r e cr ! r t ; f i c 2 t e s .
~ c c o r d i n g t o cookey (1981,p.25), t h e sys t em was a
p roduce r of p e o p l e who cou ld r e a d , w r i t e and p a s s e x a m i n a t i o n s -
The sys t em w a s such t h a t p a s s i n g exam: n a t i o n s and o b t a i n ? ng a
c e r t i f i c a t e was r e g a r d e d as t h e u l t i m a t e . Obum (1987, p. 5)
sai.d t h a t t h e sys t em was such t h a t t h e d e e p e r i t s r e c i . p i e n t s went
i n t o i t , t h e more t h e y were removed from t h e r e a l i t i e s of t h e i r
envi ronment ; s u b e e q u e n t l y , t h e l e s s p s o d u c t i v e t h e y became.
Ajayi. (1985, p. 7) lamented t h - t t h e o l d sys t em had produced
t o o m-iny "drop o u t s i i , and c o n t r b u t ~d t o t h e unemployment prob-
lem s t a r i n g o u r c o u n t r y i n t h e f ace . ~ i o b a k u (1980, p. 1 8 ) ,saw
t h e sys t em as b e i n g c a l c u l a t e d t o educ: t e t h e p e o p l e o u t o f t h e i r
envi . ronment , i n s t e a d of f i . t t i n g them i n t o i t .
Most of a l l , w l t h t h e poor st t e of t h e na t i . o n s economy,
and t h e consequen t d r i v e f o r s e l f - r e l i ance. The o l d e d u c a t ' on-
sl o r ? e r , whi,ch produced peop le f o r o n l y c l e r i c n l / e x e c u t i v e
pos4 t i o n s w s s found i n a p p r o p r i n t e . 4 sys tem of e d u c z t i o n was
s o u g h t , whi ch would enhance p d u c t i v i t y of i . t s r e c i p i e n t s and
s e l f development . T h i s l e d t o t h e f o r m u l a t i o n of t h e new p o l i c y
on educa t i on,
O r i g i n of t h e p o l i cy -- A s mentioned e a r l j e r , t h e bss i s f o r t h e new N a t i o n a l
P o l i c y on ducati ion was formed i n September -969 a t t h e N a t i o n a l
c o n f e r e n c e on c u r r i c u l u m . Thus , i t t o o k about n i n e y e a r s a f t e r
Niger i a ' s fndependence t o a r r i v e 3.t t h e c o n c l u s i o n t h a t t h e
~ r i t i s h c o l o n i a l sys tem o f e d u c a t i on was i n e f f e c t i v e i n mee t ing
~ i . g e r i a f , r n e e d s and a z - p i r - t i o n n qnd, t h e r e f o r e needed a revleu,
From t h e n on , s e r i e s o f r e s e a r c h e s were i n i t i a t e d by N i g e r i a n
E d u c a t i o n i s t s i n t o t h e p r o s p e c t s of implement ing t h e 6-3-3-4
sys t em of e d u c a t i o n i n N i g e r i a - t i l l d a t e , many a r t i c l e s have
been w r i t t e n ; many r e s e r c h e s have been made; and many more o f
such a r e p r e s e n t l y b e i n g produced. Consi d e r a b l y , t h e e v e l u t i on
of t h e p o l i c y t o o k a nusber of y e a r s . I n h i s mmary , 0nabanj.1 o
(1970) o u t l i n e d t h e s t a g e s t h r c u g h whi ch t h e p o l i c y h a s evo lved :
, The f i r s t s t a g e was t h e 1969 N a t i o n a l Confe rence or,
c u r r i c u l u m developme?t, The s o l e s im o f t h i s c o n f e r e n c e was t o 1
revi.ew t h e o l d and i d e n t i f y new g o - 1 s f o r N i g e r i a n e d u c a t i o n ,
b e a r i n g i n mind t h e needs of a d u l t s and y o u t h s i n t h e t a s k of
n a t i o n bui l d i n g ,
2, The second s t . g e i.n t h e e v o l u t i o n of t h e p o l i c y waa
t h e work of t h e semin,?r i r! I.:+gos ( ~ u n e 1971) under t h e chairman-
s h i p of Adebo, S.O. T h i s mee t ing hsd a good c r o s s - s e c t i o n a l
r e p r e s e n t . ? t i o n of N i g e r i a , g e o g r a p h i c a l l y , The recommendat ions
of thi a Seminar were approved by t h e F e d e r a l Government o f
N i g e r i a t o w a r d s t h e c l o s e of 1976 and p u b l i s h e d a s w h i t e p a p e r
i n 1377. ~t w a s , however, r e v i s e d i n 1981 and t h e t a k e - o f f
p l a n s drawn.
1t i s note-worthy a t t h i s s t a g e t h a t t h e new N a t i o n a l
P o l i cy on E d u c a t i o n was conce ived and p l anned d u r i n g t h e p e r i o d
of economic buoyancy ( t h e oi.1 boom e r a ) o n l y t o b e r i p e f o r
i m p l e m e n t a t i o n i n t h i s p e r i o d of poor economy,
Goal of t h e p o l i c y - Under t h e o l d system of e d u c a t i o n , t h e r e was a wide gap
be tween academic and vocst. i o n a l educ-, t i on and t h e i r l e v e l s of
imp lemen ta t ion . However, under t h e new sys tem a n a t t e m p t h a s
b e e n made t o p u t t h e e x t e n t o f voc .q t iona1 e d u c a t i o n at par w i t h
t h a t o f academ?c e d u c a t i o n . T h i s i s p roposed th rough t h e i n t r o -
d u c t i o n of a wide r a n g e of v o c a t i o n a l c o u r s e s - which would be
o f f e r e d by p u p i l s a l o n g s i d e o t h e r c o u r s e s . David West (7982 , p . 3 )
no ted t h - t under t h i s new ~ y s t e m of e d u c a t i o n , t h e r e i s a f o r m a l b
a ' tempt t o i n t e g r a t e b o t h - c -dem;c -nd v o c ~ t ; o n ~ l educr-tion - t h e
cogn; ti ve , t h e a f f e c t i v e --nd t h e prycho-motor e s p e c t s of sduca t -
i o n - 1 p l n n n i n g are co-ord ;n- ted o r i n t e g r r t e d . T h i s is j n o r d e r
t o c o r r e c t t h e m i s t a k e s of t h e p s s t , f i l l t h e g . p s c r e s t e d by t h e
former sys t em and produce t h e much needed mrnpower.
Based on t h e above g o q l s , Ohikhena (7974 , p.25) saw t h e
i n t r o d u c t i o n of t e c h n o l o g y i n t o t h e new J u n i o r Secondary as
a r . :gh t s t e p i n t h e r i g h t d i r e c t i d a . Accord ing t o him, t h e r e
seems t o b e no b e t t e r wey t o f i t s econds ry s c h o o l l e a v e r s t o
life t h e n t h r o u g h t e c h n i c a l educ- t i .on b e i n g made p a r t o f t h e i r
g e n e r a l e d u c a t i o n .
Imp lemen ta t ion of t h e New P o l i c y : ~ m p h a s i s on t h e - - - - - - .- -^--.I-^ - -.- .- ---- Techni c a l Cur r i cu lum -
Very o f t e n i n Ki, t.r7 -, , 2nd r;ui t c s a d l y , s o , what is f a r
from t h e s o c i e t y i s n o t n o b l e i d e a s , b u t t h e imp lemen ta t inn of
t h e s e ideas , ( ~ r a n u , 1988). Thus, ~ g b e juma ( 1 9 8 2 , ~ - 7 ) n e t e d
t h a t one problem i n t h e p s s t h s s been t h e l e c k of imp lemen ta t ion
of s e v e r a l a m b i t i o u s d e s j g n s ai-med a t u p l i f t i . n g N i g e r i a f rom h e r
s o c i a l , p o l i t i c u l , economic and e d u c a t i o n a l problems.
T a l k i n g abou t Techni c a l Educaton i n Niger: a , i t ms.y b e
i mpor tan t t o n o t e t h a t t h e a t t e n t i on g i v e n t o Techni, c s l Educa t ion
in t h e New N a t i o n a l p o l i c y on S d u c s t i o n i s n o t t h e f i r s t t o b e
a c c o r d e d t h i s t y p e of educst i . on, A c t u a l l y , t h e f i r s t c o n c e s s i o n
g i v e n t o t e c h n i c a l e d u c a t i o n was i n 1987, w i t h t h e p n q v i s f o n
of addi t i . ona1 g ran t - in -8 i d i n t h e Educat i o n s l Ordi nance f o r b
i n d u s t r i a l s c t i v i t i e s i n NIgeri s n s c h o o l s . Accord ing t o T?iwo
(1974, p . 3 ) t h i s was f u r t h e r demons t r3 t ed by t h e e s t a b l i s h m e n t of
a n i n d u s t r i a l s e c t i o n i n t h e Hope ! : redel l i n s t i t u t e , whi ch t au -
g h t c r p e n t a r y as one of i t s courf ies; t h e o t h e r s b e j n g c o p p e r i n g ,
p r i n t i ng, t a i l o r i n g and n g r i c u l t u r e . Also, t h e Bonny ~ o v e r n m e n t
Schoo l c u r r i c u l u m was made t o i n c l u d e cdrpentary/wuod w r k , type-
w r i t i n g and t e l e g r a p h y , I n s equence , t h e p h e l p s - s t r o k e s r e p o r t
on E d u c a t i o n i n A f r i c s (1922) devo ted much s p a c e t o voca t i ona l /
t e c h n i c a l e d u c a t i o n .
c o n t t n u e d e f f o r t s by t h e government I n t h e 1750's l e d t o t h e
e s t a b l i s h m e n t of t r a d e c e n t e r s , c r a f t s s c h o o l s , t e c h n i c a l c o l l e g e s ,
fa rm i n s t i t u t e s and e x p e r i m e n t a l comprehens ive s c h o o l s .
( ~ ~ f u n w a , 1974). There were seconda ry modern s c h o o l s e s t a b l i s h e d
i n t h e Western Region i n 1955 t o p r o v i d e p r e - v o c a t i o n a l s k i l l s .
In t h e E a s t , t h e r e were t h e Ikoku and Dike commission on
e d u c 3 t i o n a l sys t em i n e a s t e r n Niger i a (1962). Note-wrothy is
t h e f a c t t h s t b o t h commi.ssions emphasized t h e impor t ance of
t e c h n i c a l e d u c a t i o n (Onsbamiro, 1987).
With t h e above , i t c - n b e obee rv rd t h - t t h e s w a r e n e s s o f
t e c h n i c a l e d u c a t i o n i n N i g e r i q 4 s abou t ''1 c e n t u r y o l d . ~ u t , t h e
l e v e l o f p r o g r e s s made i n t h 7 t f i e l d k 1 3 s no t been v e r y n o t i c e n b l e .
Techni c a l e d u c ; ~ t i o n i n Ni r e r i a h a s a l w s y s been p l agued b y seri e~
of problems. S O , t h e f e a r b e i n g e x p r e s s e d i n s e v e r a l q u a r t e r s b
now is whether t h i s "vers ion ' l of t e c h n i c 5 1 e d u c p , t i o n , u n d e r t h e
new p o l i c y , w i l l a t t a j n e reeson3.ble l e v e l o f imp lemen ta t ion .
However, t h e p r e s e n t t r e n d of e v e n t s i n t h e tnke -o f f of
t h e sys t em ss w i t n e s s e d i n many l o c a t i o n s i n t h e c o u n t r y i s not
encourag ing . J u s t l i k e i n p a s t c a s e s , p e c u l i a r f z t c t o r s h i n d e r
t h e imp lemen ta t ion of t h e t e c h n i c a l e d u c a t i o n programme, under
t h e new p o l i c y . ~ h e s e f s c t o r s hyive been i d e n t i f i e d a s be ing :
1. l 1 I n f e r i o r V l a b e l on 81echn ica l ~ d u c z t i o n .
2. S h o r t a g e of q u a l i f i e d Techni c a l T e a c h e r s .
7 . s h o r t a g e of e s s e n t i a l e q u i p m e n t / f a c i . l i t i e s .
4 . Improper o r g s n i ssti on of c u r r i c u l u m .
5. Lack o f a d e q u a t e fund ing .
6 Lsck of effect.;.:^ ~ ~ u b l i c e n l i gh t enment programme.
"1nf e r io r l r Label on ~ e c h n i c a l Educ? ti. on ---- ~ h e poor ach ievemen t s r e c o r d e d i n t h e i m p l e m e n t s t i o n o f
t h e t e c h n i c a l e d u c a t i o n c u r r i c u l u m of t h e new N a t i o n a l p o l i c y
on ~ d u c * . t i o n (and i n f - c t , p r e v i o u s t e c h n i c s 1 e d u c s t i o n progr;
arnmes) could b e a t t r i b u t e d i n a l w g e meysure, t o t h i s f a c t o r ,
I n s p i t e of t h e r a t h e r unconv inc ing s t e p s t 7 k e n by t h e government
t o b o o s t t h e image of t e c h n i c a l e d u c s t i o n and as such o b t a i n
f u r t h e r a c c e p t a n c e / r e c o g n i t i on , i t i s q u i t e l a m e n t s b l e t h s t no
s i g n i f i c a n t achievement h ~ ~ v e been r e c o r d e d . I t would e p p e a r t h a t
a l l e f f o r t s t o d e v e l o p t e c h n i c ? l e d u c ~ ~ t i on , ond s u b s e c u e n t l y , .
t e c h n o l o g y i-n f l i g e r i a h sve been s u p r e s s e d and s t u n t e d ( ~ z o ' r o , 1982).
p e s c r i b i n g t h e si t u s t i o n of t e c h n i c ? l e d u c a t i o n i n N i geri.a,
~ g u s i o b o (1984) s t a t e d t h s t t e c h n i c a l e d u c a t i o n i s i n a s i t u a t i o n
where most o f t h e Xigeri.311 populnce f i n d s d i f f i c u l t y i n d i f f e r e n -
t i a t i n g i t from t h e a p p r e n t i c e s h i p system. As such , i t ' s
r e c i p i e n t s s r e l ooked upon ss "sccldernic c s s u a l t i e s l ' . Taiwo
(1974, p. 33) gave t h e f a c t o r s r e s p o n s i b l e f o r t h i s poor image
of t e c h n i c a l e d u c a t i o n ss r a n g i n g frcm thesoc io-economic t o t h e
t endency of N i g e r i a n t o w a r d s t h e w h i t e - c o l l a r j obs and t h e i d e a
t h a t non-white c o l l a r j o b s o f f e r no th i ng b u t physj. c a l h s r d s h i p ,
low income r e t u r n and l i t t l e chance o f f u t u r e s u c c e s s
and advancement (Gambo, 1982) . Also i.n s u p p o r t o f t h i s v iew, A j a y i
(1967 , p. 517) saw Niger i .3ns s s p e r c e i v i n g t h u s :
VILiterzry e d u c a t i o n i.s a p p e s l i ng because i t is c l e a r t h a t a l t h o u g h i n d u s t r i a l e d u c a t i o n t e a c h e s s k i l l s , l i t e r a r y educn t i on t e2ches knowledge; and knowledge i s powerlr. G i v i n g l i t t l e c r e d i t t o t h i s view i s p e n r s e (1979, p. 1 7 ) who s s i d t h a t no p r a c t i c a l work j s e v e r done wi thou t t h e knowledge of t h e b r 2 i n ; ss such , e v e r y s k i l l e d worker i s r i c h i n p r a c t i c a l "knowledge". ~ o h a n e s (198Z, p. 6 4 ) went f u r t h e r t o ssy t h q t e x v e l l e n c e i n t h e psycho-motor i s 3s worthy as i n e i - t h e r of t h e c o g n i t i v e and s f f e c t i v e domains. However, t h i s d o e s not imply t h a t t e c h n i c s l e d u c s t i o n o n l y s t r i v e s f o r spych-motor deve lop- ment; as P i l k i t t (1973, p. 22) pu t i t t h a t t h e t t h e t e c h n i c a l worker combi n e s sdmi r a b l e l e v e l s of m a t u r i t y and deve lopn~en t i n t h e t h r e e domains of l e s r n i n g - t h e c o g n i t i v e , t h e s f f e c t i v e 2nd t h e psycho-motor - t o s r r i ve a t a p r o d u c t , whose f u n c t i o n i n g i s beyond t h e l e v e l of comprehensj,on b
of t h e f ~ u n s c h o o l e d ~ ~ m i nd17.
I n i t s own c o n t r i b u t i o n , t h e N7ti o n n l Bosrd f o r T e c h n i c a l
~ d u c - t j on (1984)' saw t h e 6;oblem n s m i s i n g from t h e srnbi v l l e n c e '. of t h e s o c i e t y ; d e s p i t e t h e r ecogn i t j on and i mportance o f s k i l l e d
-- . . - . ond Techn ic71 manpower, such rn?npower qnd t h e i r work ? r e s t i l l
t s g g e d w i t h i n f e r i w i t y 1 - b e l , The ~ t t i t u d e of t h e - p u b l i c , for
s l o n g t i m e , has been b i a s e d 3 g 2 i n s t t e c h n i c a a educstion, and
a s p e r s i on is c s s t upon i . t 9 s s u b j e c t f o r p e o p l e who cou ld n o t
make i t ; n t h e grammer s c h o o l , ( ~ g b e b i . , 1984) . Oeoro (1982) i n
h i s own c o n t r i b u t i o n s t 7 t e s t h a t s e c o n d w y s c h o o l e d u c s t i o n h a s
b e e n b i a s e d from t h e ou t i - e i i n f w o u r of l i t e r s r y e d u c a t i o n and
t h e p r o c e s s c o n t i n u e s t o regenerF: . te from t h e mere f 2 c t t h a t t h o s e
who o b t a i n e d u n i v e r s i t y d e g r e e s in t h e " r t s 2nd Humani t ies have
become - i d m i n i s t r a t i v e hezds and p o l i c y m.3kex-s i n government and
i t canno t b e expec ted t h - t t h e g e n e r l l i t y of such p e r s o n s
w i l l b e imbued by any o v e r - r i d i n g d e s i r e t o a l t e r t h e form
of e d u c a t i o n which h s s b rough t them t o where t h e y a r e .
Ozoro, f u r t h e r s t a t e s t h n t under t h e p reva i l i n g c o n d i t i o n ,
i t would appea r t o e v e r y smbi t; ous young p e r s o n t h s t t h e o n l y
way t o a t t n i n s o c i ~ l st - i t u s and p r e ~ t i g e i s t o o b t a i n l i t e r s r y
e d u c a t i o n i n t h e grammar s c h o o l 3nd c a p i t w l t h a u n i v e r s i t y
Arts d e g r e e ss 2 p a s s p o r t t o t h e much r e v e r e d a d m i n j . s t r a t i v e
poe t .
Okoro (1972, p. 17) noted t h ? t much 2g2i n s t ou r expec ta -
t i o n s , hi g h l y p l a c e d government of f i c i - 1s 2nd educclt' o n i s t s
p r e f e r cend ing t h e i r c h i l d r e n t o gr9rnm-x s c h o o l s i n s p i k e of
t h e i r much p u b l i c i s e d e m p h ~ c ; s on t h e i mpor tance o f t echni c a l
e d u c - t i o n . ~t would seem t h s t i n s p i t e o f t h e l l m s s t e r f u l l y "
1 . c o n s t r u c t e d s p e e c h e s on t h e i m p ? ~ & d f i C & of t e c h n j c s l e d u c a t i o n
and i ts g r e a t r o l e i n t h c 4.evclopmental s t r a t e g y , i n s p i t e of
t h e numerous p r o c l a m a t i cn:, O i ' n c reased amounts b e i n g vo ted f o r
t h e imp lemen ta t ion of t e c h n i c a l e d u c a t i on programmes (which
have never gone beyong mere r h e t o r i c s ) , t h e d e s i r e o f t e v e r y
few" Nigeri .sns who unde r s t and t h e i d e a l s of t e c h n i c a l e d u c a t i o n
t o s e e i t a t t a i n / a c h i e v e full r e c o g n i t i o n , has proven u t t e r l y
f u t i l e ( ~ j a y i , 1 9 8 6 ) ~
I f N i g e r i a i s t o b e f r e e from e c o n o a i c bondege; i f s h e
BE t o deve lop t e c h n o l o g i c - l l y , t!lr i de ; of s u p p o r t i n g
t e c h n i c - 1 e d u c - t i o n v e r b s l l y , w i t h o u t qnd c o n c r e t e a c t i o n s
shou ld b e d i s c - r d e d , p e r h a p s , o f g r e a t e r impor t ance is t h e
need t o c o r r e c t t h e misconcep t ion t h 2 t t e c h n i c s 1 e d u c a t i o n
i s t h e r e f u g e of t h o s e who n r e no t i n t e l l e c t u a l l y g5 f t e d .
A S a p o s i t i v e s t e p t o t h i s , Ford Foundat; ons (1966, p. 23)
recommended t h s t t h e l i t e r s t u r e r e a d i n p r i rnsry and
s e c o n d s r y s c h o o l s s h o u l d b e s o s e l e c t e d a s t o enhance t h e
s t a t u s of c r a f t s m e n 2nd t e c h n i c ; - s n s i n t h e e y e s of t h e
ch i l d r e n . Vocs t i o n a l i n s t r u c t i ons shou ld be avn i l s b l e o n l y
t o t h o s e who need i t , want i t qnd c3n p r o f i t by i t 1
( R o b e r t , 1957).
s h o r t age of Qumli f i ed Techni c a l T e a c h e r s - - -- --- --.. - --- - -- --..
Banjo (1974, p. 5 ) c o n t e n d s t h z t t h e s u c c e s s of any
sys t em o f t e c h h i c a l e d u c a t i o n depends on t h e q u a l i t y o f t h e
t e a c h e r s , H e o b s e r v e s t h a t technicq .1 e d u c ? t i o n , b e i n g s
l 'performance o r i e n t e d " u n d e r t a k i n g s h o u l d be c a r r i e d o u t
p r i m a r i l y by t e a c h e r s who c s n pe r fo rm i n t h e r o l e s which t h e y
a r e t r y i n g t o t e a c h . A l so , Agusiobo (1984) s t a t e d t h a t f o r
t e a c h e r e f f e c t i v e n e s s i n a v o c a t i o n a l s u b j e c t , t h e t e a c h e r
must be a m a s t e r of h i s s u b j e c t a r e a , i n p r a c t i c e . To this, . . . 8
t h e Ford Foundmti on (1966, p, 2 5 ) s u g g e s t e d t h a t v o c a t i o n a l
s c h o o l s shou ld u s e form-illy t r a i n e d c r a f t s m e n w i t h a p p r o p r i a t e
i n d u s t r i a l e x p e r i e n c e . ?"- .vse s t a t e m e n t s i n d i . c s t e t h a t t h e
i m p o r t s n c e of competent t e q c h e r s t o t h e s u c c e s s of s v o c s t i o -
n a l e d u c q t i o n progrsmme csnno t b e over-ernphssized.
p i l k i t t (1973, p, 71 ) b e l i e v e d t h a t competen t t e a c h e r s o f
t e c h n i c a l e d u c s t i o n s r e t h o s e who 3 r e knowledgeable enough
t o t h e e x t e n t t h n t t h e y c a n mske t h e i r s t u d e n t s a p p r e c i 3 t e
t h e d i g n i t y i n t h e m a n i p u l a t i v e s k i l l t r s d e . ~ l s o , p i l k i t t
( p . 72) s t 2 t e d t h y ~ t " t o t e 2 c h 3 c h i l d t h e a r t o f m n n i p u l 3 t i v e
s k i l l s r e o u i r e s s p s y c h o l o g i c ~ l r ? p p o r t between t h e t e s c h e r
2nd t h e c h i l d - t h e s t u d e n t . The t e ? c h e r s l t e c h n i q u e s h2ve
t o s p p e ~ l t o t h e I 1 c r e ? t i v e mentq l f ? c t o r u o f t h e c h i l d . The
c h i l d s h o u l d l e n r n t o u s e h i s mind b e f o r e h i s hands. T h i s
c a l l s f o r s ri g h t o r d e r i ng o f t h e p s y c h o l o g i c a l p r o g ~ e s s i ~ n of
t h e t e a c h i n g p r o c e s s . I n o t h e r words, t h e c h i l d s h o u l d b e
t a u g h t t o l e 9 r n t o pe r fo rm p r o c e s s e s by u n d e r s t s n d i n g t h e i r
b a s i c s snd n o t by d o i n g r e p e z t e d l y . The t e l c h e r s h o u l d p roduce
- '
8 t e c h n i c s 1 "rnindfl ?nd n o t ?I rnechlni c c l ~rh=ndll . T h i s r e q u i r e s
n t e - c h e r by p r o f e s s i o n ; no t by t r 3 d e .
~ l s o , A j s y i (1986, p. 1 9 ) con tended thzit a good t e a c h e r
shou ld n o t o n l y know t h e s ~ o j e c t he t e a c h e a , b u t s h o u l d a l s o
know t h e a p p r o a c h e s - t e c h n i c 3 1 , ~ s y c h o l o g i c a l , m e n t a l o r
o t h e r w i s e - t o employ i n o r d e r t h a t m?iximum d e s i r e d e f f e c t c a n
b e o b t a i n e d . The i m p l i c a t i o n of t h e s e s t a t e m e n t s i s t h a t ,
t e a c h e r s , p a r t i c u l a r l y t e c h n i c a l t e e i che r s , s h o u l d n o t j u s t
p o s s e s s t h e knowledge o f whst t h e y t e a c h , b u t s h o u l d a l s o
p o s s e s s t h e knowledge of 40w b e s t t o t e 3 c h whst t h e y know.
However, ~ j a y i (1986, p a 1 7 ) lamented t h a t some of t h e
t e a c h e r s we have i n our s econda ry s c h o o l s ( t e c h n i c a l t e a c h e r s )
a r e more l i k e n e a r - c s r p e n t e r s , b r i c k l a y e r s snd mechani c s ; who
have not t h e s l i g h t e s t j d e a of what p r o p e r t r a n s f e r of knowle-
dge and s k i l l i s s l l s b o u t . s t r e s s i n g on t h c impor t ance of
t r a i n e d t e a c h e r s f o r e f f e c t i v e imp lemen ta t ion of t h e new
s e c o n d a r y s c h o o l sys t em, Lar (1982, p. 1 1 ) c s l l e d f o r more
r e s e a r c h t o b e done on t h e new N a t i o n q l F o l i c y on ~ d u c 3 t i o n t o
r e v $ ew t h e c u r r i culum. Accordi ng t o h i m , wi t h o u t t r a i ned
t e e c h e r s , t h e e x e r c i s e w i l l no t b e 3 s u c c e s s . ~ b r s h i m 1 - . -
( 7 9 8 ~ ~ ~ . 7 , p o i n t e d o u t t h a t l n c k o f p e r s o n n e l c o n s t i t u t e s a
problem t o t h e system. He n o t e s t h z t t h e new sys t em w i l l r eq-
u i r e s p e c i s l i st t e a c h e r s who shou ld be t r s i ned ky p r o v i d i n g
s d e q u a t e f s c i l i t i e s nnd t e 3 c h i n g % i d s i n t h e t e s c h e r t r x i n i n g
c o l l e g e s . I n d e t e r m i n i n g Chi 18881 fJf F $ T ~ ~ ~ ~ s ~ for
t h e jmplementa t ion o f t h e v o c s t i o n a l c o u r s e s i n t h e J u n i o r and
S e n i o r Second2ry S c h o o l s i n Niger i 3 , I b r s h i m o b s e r v e s t h a t no
s t - t e IS up t o 50 q u z l i f i e d v o c q t i o n 2 1 t e s c h e r s i n i t s
employment.
Ogunsola (1976, p. 24 ) p o i n t e d ou t t h a t t h e r e f.s need t o
p r o v i d e L e t t e r t r z i n i n g 2nd r e r n u n e r l t i o n f o r t e s c h e r s t o
improve t h e i r economjc 2nd s o c i -,l s t 3 t u s . ~t i s no g a i n - s a y i n g
t h a t q u a l j f i e d t e a c h e r s p l a y a v i t s l r o l e i n msking any
e d u c s t ; o n s l sys tem -7 s u c c e s s . S; nce i t i . s o b v i o u s t h s t p e o p l e
o f t e n g i v e ou t of wha t t h e y h. lve, t r a i n e d t e a c h e r s w i t h good
e x p e r i e n c e s t ? n d a b e t t e r chsnce of c 3 r r y i n g o u t t h e i r job
more s s t ; s f ? c t o r i l y ~ n d e f f e c t i v e l y t h a n l e s s t r a i n e d ones.
F - f u n v - (1976, p. 8) b e l i e v e d t h n t t e 3 c h e r s , who i.n mmy i n s t a n -
c e s g r e e i t h e r v n t r 3 ; n e d o r u n s u r e , o r b o t h , cove r up t h e i r
own i g n o r 3 n c e by s t e p p i ng down t h e e . i ge r l e l r n e r s , i n s t e a d o f
g i v i n g them 9 s much enco1.r. gement ?a they c3n.
Homer (1966, p. 1 4 ) no ted t h , ? t f ~ c i l i t i e s , t r 2 i n i n g
# mat e r i 2ls, equi pment nnd p e r s o n n e l wi t h t echni c s l knowledge
a r e needed , b u t w i thou t i n s t r u c t o r s f u l l y competent i n t h e a r t
of t e s c h i n g , no t t r 3 i ni ng programme can be c o m p l e t e l y s u c c e s s f u l .
S h o r t a g e of E s s e n t i a 1 ~ q u i p m e n t / ~ - ~ c i l i t i e s --- - - -- ..-- - .-.- I n October o f 1984, t h e F e d e r ? l Government of N i g e r i a
o r d e r e d f o r l q b o r s t o r y snd workshop equipment t o t h e t u n e o f
V105 mil l i .on . T h i s was f o r d i s t r i but i -on t o t h e 21 s t a t e gover-
i t i s known t h a t s e v e r 3 1 of t h e s s i d equipment have b e e n
s u p y l i e d t o t h e F e d e r a l Government, which h a s i n t u r n d i s t r i b u -
t e d them t o t h e v 3 r i o u s s t a t e s . However, i t i.s no t y e t c l e a r
how much of t h e equjpment h::s been s u p p l i e d 5 y t h e m s n u f 2 c t u r e r s
and a l s o t h e q u 7 n t i t y r e c e i v e d from e3ch s t ? t e , o u t o f t h e a l r e a d y
s u p p l i e d s t o c k , N o n e t h e l e s s , t h e r e h:lve been r e p o r t s from
s e v e r a l q u a r t e r s of t h e c o u n t r y c o n c e r n i n g e i t h e r t h e s h o r t
s u p p l y of needed equipment 2nd f a c i l i t i e s o r t h e p o o r / w s s t e f u l
management of t h e s u p p l i e d o n e s , ow? ng t o i n a d e q u a t e p r o v i s i o n
of s t o r 2 g e f a c i 1 i t i . e ~ o r l . ~ c k of q u a l i f i e d p e r s o n n e l t o p u t t h e
equipment / fnc i l i t i e s t o p r o p e r u s e ; o r s combi n a t j on of b o t h
c a s e s .
I n a l l , i t i s c l e a r t h a t a much b e t t e r s i t u a t i o n cou ld
have p r e v a i l e d i f n d e q u s t e p l l n n i n g had been made. While
p f u n w a (1987) d i s 3 g r e e d w i t h t h e i d e s o f s t n r t i ng theprogramme
at t h e same t i me 311 o v e r t h e coun t ry . He f u r t h e r question^
t h e F e d e r o l Government on t h e i s s u e of p r o v i d i n g 2dequa te work-
s h o p s p - c e , t r 7 i n e d t e c h n i c a l t e a c h e r s snd e l e c t r i c i t y . He a lso
l n m e n t s on t h e "dumping" of equipment i n n r e a s t h a t have no
f a c i li t i e s f o r t h e programme. Whi l e we concede t h a t i t would be
unre . ? l i s t i c t o expec t such a g i g s n t i c scheme t o be f r e e of
i n i . t i . 91 problems, t h e p o i n t s t i 11 remsi n s t h ? t t h e r e w e n r e a s
where t h e government needs t o p u t j n more e f f o r t . rkechukwu
(1979, p. 9 ) s u g g e s t e d t h a t more money s h o u l d b e vo tedby t h e
F e d e r s l 'overnment ?nd S t 2 t e Governments t o f u r n i s h i n s t i t u t i o n s
w i t h up-to-dnte equipment snd f-rci l i t i . e s s o a s t o mlke them more
a t t r n c t i v e f o r b o t h s t u d e n t s - nd t e l c h e r s . i b a s l j i i 1.1982, P; 8) i d e n t j f i e d 13ck of equipment and f z c i l i t i e s i n s c h o o l s as one of
t h e problems d e t e r r i n g ti-- r e z d i n e s s o f s c h o o l s f o r t h e e f f e c t i v e
implement z t i o n o f t h e new scheme.
28
i m p r e s s i o n t h a t any scheme t h a t i s not g r a n d i o s e o r h i g h l y
soph i s t i c s t ed and e x p e n s i v e cannot work i n N i g e r i a . He f u r t h e r
n o t e s , f o r i n s t a n c e , t h a t ou r rnentali t y i s such t h 9 t i f we want
t o mechanise A g r i c u l t u r e , , w e t h i nk of t h e t r a c t o r and i n t e r n a -
t i o n a l h a r v e s t e r f i r s t , i n s t e a d of a b i c y c l e o r m o t o r c y c l e
s i z e p l a n t e r o r . h a r v e s t e r . s o s l s o , j.f we want a s c i e n c e
l a b o r a t o r y o r workshop, our mind g o e s s t r s i g h t t o a mighty
e d i f i c e t h ? t w i l l c o s t no t l e s s t h a n "100,00. I n s u p p o r t o f
t h i s S i e b p o i n t , ~ s n s o m e ~ u t i (1987) remarked t h ? t a s o p h i s t -
i c - t e d equ; prnent d o e s not n e c e s s a r i l y g u e r s n t e e good hospi tsJ .
t r e a t m e n t - i n f - c t , chqnces ? r e th-st such equipment mny
rem-in j u s t unpacked f o r l r c k of mqnpower o r know-how.
To t h i s , E n e j i .ydds t h - t t h e r e i s zi g r e - - t need f o r
d e v e l o p i n g ? c u l t u r e of p ruden t m?n.?gement ?nd m y ; n t ennnce of
av - i P b l e 1 0 ~ ~ 1 sad i mport ed q?&eyisls.
Improper o r g - n i s q t i o n of Cur r i cu lum - - Thi.s, p - i r t i c u l ~ s l y , cou ld be blsmed on t h e i . n s b i l i t y of
t h e c u r r i c u l u m p l a n n e r s t o u s e t h e few r e s o u r c e s s v s i l a b l e t o
o b t a i n maxi.mum p o s s i . b l e r e s u l t s . hi s c 2 l l s f o r b e t t e r
management of r e s o u r c e s . ~ e s c r i b i ng t h e s i t u a t i o n of Techni-
c a l Educq t ion i n Nigeri::n Second3ry c h o o l s , Orsnu (1988) lame
lamented t h a t t e c h n i . c l 1 e d u c a t i o n , ~t s e c o n d s r y l e v e l , as I t
e x i s t s now i s unco-orui.nr?ted, unpl3nned , i n a d e q u a t e and t o a
c~z#e&u:abt@ , e x t e n t , i r r e l e v ~ n t t o t h e c o u n t r y ' s needs.
29
T h i s , he b lames en t h e p r o l T f e r s t i o n of t h e t e c h n i c a l
e d u c a t i o n curri .culurn p l ann i ng commit t e e by i ndi vi d u s l s who a r e
no t s p e c i a l i s t s i n t h e f i e l d . ~t t h e imp lemen ta t ion l e v e l ,
whi.le he a r g u e s t h a t t h e t i m e a l l o t e d t o workshop p r a c t i c e i s
r a t h e r s m a l l c o m p s r a t i v e l y , he a l s o n o t e s t h a t t h e p r a c t i c a l
aspect i n v o l v e s t h e p r o d u c t i o n of t o o many p s e u d o - p r o j e c t s .
AS such, the s t u d e n t s f ;nd d i f f i c u l t y i n r e l s t i n g t h e i r prod-
u c t s t o r e a l l i f e u s e s .
Gi vi ng c r e d e n c e t o t h i s claim, ~ 5 e j i (1988) recommendad
t h a t t h e t e c h n i c a l c u r r i c u l u m shou ld be msde more f u n c t i o n a l .
TO t h i s , he s - y s t h s t i n s t e - d of sdki ng - wood-work s t u d e n t ,
f o r i n s t a n c e , t o produce t h e b a s i c j o i n t s used i n wood-work
(making u s e of plywood) o n l y t o h sng them upon a d i s p l a y boa rd ,
would i t no t b e more r e a s o n a b l e and b e n e f i c i a l t o t h e s t u d e n t
jf he were a sked t o produce s s t a n d a r d - s i z e d t a b l e and c h a i r ,
i n c o p o r a t i n g a l l t h e b a s i c j o i n t s i n t h e f i n i s h e d work. This
way, he s a y s , t h e y would f i n d u s e f o r t h e i r l a b o u r or e f f o r t s ,
and a s s u c h , a t t a c h v s l u e t o i t .
Lack of Adequate Funding
The {mpor t snce of f u n d s i n t h e e x e c u t i o n of any prc i jec t
canno t be o v e r - e m p h ~ s i z e d . P o l i c i e s , whether a l o n e orcombined
w i t h a p p r o p r i a t e o r g a n i s a t i o n a l s t r u c t u r e s , depend solely on
t h e p rov i s i o n of a d e q u s t e funds . Thi s i s more s o I n t h e oase
of t e c h n i c a l e d u c s t i a n programme.
AS s u c h , l a c k of a d e q u a t e f u n d i n g h a s been r e c o g n i s e d a s one
of t h e major f s c t o r s h i n d e r i n g t h e ;mp lemen ta t ion of t h e t ech -
n i c a l e d u c s t i o n c u r r i c u l u m of t h e 6-7-7-4 sys t em of e d u c a t i o n ,
Aghenta (1982, p. 342) r e c o g n i s e d a d e q u a t e f u n d i n g as a pre-
r e q u i s i t e f o r s u c c e s s i n t r s i ni ng s c t i v; t y , p s r t i c u l a r l y
t e c h n i c e l t r a i ni n g , whi ch i n v o l v e s e x p e n s i v e equi pment,
The achievement of g o a l s f o r deve lop ' ng and expanding
t e c h n i c a l (and v o c a t i o n s 1 e d u c a t i on , g e n e r a l l y ) e d u c a t b n w i l l
depend, t o a g r e ; t e x t e n t , on t h e q u a l i t y of t h r e e major
e l e m e n t s of i mplementat i on. #
These e l e m e n t s 3 r e :
(a) t h e t e a c h i n g s t & f f ,
( b ) equipment and f a c i l i t i e s , and
( c ) t h e gui dance p e r s o n n e l .
These t h r e e e l e m e n t s i n h e r e n t l y i n v o l v e f i n a n c e , It i s
snd t o n o t e t h a t q f t e r s o mnny pos tponements , t h e F e d e r a l
Government f i n a l l y i n t r o d u c e d t h e new p o l i c y i n i t s s a h o b l e ,
and c o l l e g e s i n 1982, ( even though Imo S t 7 t e s t a r t e d implement-
i n g t h e programme i n i t s s c h o o l s i n 1984).
Many s t 2 t e s i n t h e f e d e r a t i o n f a i l e d t o start implement ing
t h e programme due t o f i n a n c i a l c o n s t r 3 i n t s and c l a i m s of poor
p r e p a r a t i o n . The u n p r e p a r e d n e s s w a s e s p e c i a l l y pronounced i n
t h e v o c a t i o n a l c o u r s e s , .dh:ch form t h e bedrock of t h e new sys tem,
31
There were no t e x t b o o k s on t h e v a r i o u s s u b j e c t s t o be t a u g h t ;
most t e a c h e r s , i n c l u d i n g p r i n c i p a l s were unaware of t h e
c u r r i c u l a t h e y were t o p u r s u e ; l s b o r s t o r i e s workshops and
equtpment f o r d e m o n s t r a t i o n were no t 3 v s i l a b l e ; t h e r e were no
s u f f i c i e n t i n s t r u c t o r s f o r t h e v o c a t i e n s l c o u r s e s and p r o f e s s -
i o n s 1 g u i d s n c e , and c o u n s e l l o r s hod not been r e c r u i t e d . Some
s c h o o l s hrid workshops c o n s t r u c t e d , b u t hsd no equjpment t o u s e
i n htem; o t h e r s hzd enu; pmert, b u t no workshops. Yet, o t h e r s
h n d equipment snd workshops, b u t no t even s s i n g l e t r n i n e d
p e r s o n n e l who cou ld i d e n t i f y t h e equipment , l e t a l o n e i n s t a l l
them ( ~ ; d g , 1985).
The blame f o r t h e u n r e l d i n e s s s gc .ne r? l ly p u t on i n s d e q u a t e
p r e p q r 7 t i o n s c3used m ~ i n l y by 1 - c k of f u n d s 2nd 3 l s o by t h e
l a c k s d 3 i s i c o l stt i t u d e s of some members of t h e b u r e a u c r ~ c y ,
whose s t s t e s of o r i g i n were opnosed t o t h e new p o l i c y , f o r one
r e - s o n o r t h e o t h e r . Mb?kwe (1982) no ted t h q t 1 - c k of a d e q u a t e
f i n - n c e c o n s t i t u t e d 7 m-jor hinder-.rice t o t h e i m p l e m e n t s t i o n
of t h e new second7x-y s c h o o l s y s t e n ; i n Imo S t - t e . He f u r t h e r
d i s c l o s e d t h ? t u n l e s s t h e F e d e r a l Covernment i n c r e a s e d h e r
g r a n t s on e d u c a t i o n t o s t ~ t e s , t h e r e b 1 1 s no hope f o r p r o p e r
j mplernentat ion o f t h e p rog rmme i n t h e st , t e e O l a i t n n (1982)
f u r t h e r p o i n t e d ou t -I t h e o r y of v o c ? t i o n ? l e d u c a t i o n which
s tq tes t h u s :
,114hi l e e v e r y r e s s o n x b l e e f f o r t s h o u l d 5 e made t o r e d u c e p e r c n p i t s c o s t , t h e r e i s 3 m; n i mum beyond whi ch e f f e c t i v e v o c a t i o n s l e d u c 2 t i o n c2nnot be g i v e n , 2nd i f t h e c o u r s e d o e s not pe rmi t of t h i s minimum of p e r c a p i t s c o s t , v o c a t i o n s 1 e d u c a t i o n s h o u l d no t be s t temptedrr .
to to (1982 , p. 7 ) e x p r e s s i n g hi .a v iews on t h e p r o s p e c t s
of i mplementi ng t h e programme, asked whether ~ i g e r i a n s a r e
r e a l l y convinced th3,3t t h e c o u n t r y c?n a f f o r d t h i s sys t em of
e d u c s t i o n , i n view of t h e p r e s e n t s t ~ t e of t h e country,^
economy. W i lk: n s (198?, p. 1 9 ) b e l i e v e d t h s t t h e f u n d i n g of a +
t e c h n i c.1 e d u c a t i o n progrwnme i s s v e r y e v p e n s i v e v e n t u r e whose
i m m e d i ~ t e b e n e f i t s - c c r u e more t o t h e r e c i p i e n t s , t h a n t o t h e
government. M e t c s l f e (1985, p. 26 ) ngreed w i t h t h i s vlew and
f u r t h e r recommends t h 2 t s i nce voc i t i o n 3 l l y t r a i n e d i n d i v i d u a l s
needed a much r educed amount of i n - s e r v i c e t r a i n i n g w h i l e i n
employment i n i n d u s t r i e s , t h e r e b y s a v i n g them t h e c o s t o f such
t r a i n i n g , l e v i e s o r g r a n t s s h o u l d b e .'ni t i a t e d by t h e d
government , on t h e p w t o f i n d u s t r i e s nnd o t h e r e s t a b l i s h m e n t s
t o h e l p equa l i . s e t h e e x t e n t of f i n a n c i a l commitment.
~ z e s k u (1982, p. 5) saw f n s u f f i c i e n c y o f f u n d s a s a
problem which wi.11 h i n d e r t h e i m p l e h b n t a t i o n o f t h e p o l i c y .
Accord ing t o Ezeaku, n o s t of t h e s c h o o l s , i f no t a l l , a r e
ope ra t i -ng wi t h i nadequ2t e funds . Moreover, monthly a l l o c - t i on
of f u n d s t o S t - t e G o v ~ r n l n c n t s i s no t evough t o p sy i ts worke r s
- i n c l u d f n g s c h o o l t e a c h e r s - t ~ l k l e s s o f m-i intnining s c h o o l
equi-pment and ob t a i ni ng rnw rnnteri a l s f o r u s e i n t h e workshops.
CHAPTER I11
METHODOLOGY
Popu lz t i on
The p o p u l n t i o n t o whi.ch t h e f i n d i n g s of t h i s s t u d y
a r e t o b e g e n e r s l i z e d , cons< sts of p r i . n c i p a l s ( 3 3 2 ) , and
t e c h n i c a l t e 3 c h e r s (?79) of t h e 732 S e n i o r s e c o n d - r y
s c h o o l s l o c s t e d w i t h i n t h e ?O Loczl Government Are7s i n
sn mple b
The ' 0 Locs l Government 4 r e s s i n Irno s t f l t e a r e
grouped i n t o f i v e e d u c a t i o n a l zones . Out of t h i s number,
a t o t a l o f t e n L o c s l Government Areas were o b t s i n e d by
s t r a t i . f i e d r-indom s , ~ m p l i n g , t o cover s l l t h e f i v e
e d u c s t i o n a l zones . Then, 50% of t h e s e n i o r s econda ry s c h o o l s
i n emch of t h e s e ~ o c a l Gocernment Arens were r2ndomly
o b t ~ i ned t o form t h e s ~ m p l e f o r t h e s t u d y . I n a l l , a t o t a l
o f 67 s c h o o l s were s t u d i e d .
Ezeadi (1986) a l s o s rgued t h s t i t would be v e r y d i f f i c u l t
f o r i n s t n n c e , f o r t h e p ~ r e n t s of n J U ~ ; o r ~ e c o n d n r y s c h o o l
(JSS) g r ? d u a t e t o s c c e p t t h e c l s i m t h s t t h e i r wnrd i s o n l y
f i t t o proceed o n t o 3. c r a f t s t r s i n i n g progr3mme ( b a s e d on h i s
f i n a l JSS r e s u l t ) i n s t e a d o f p r o g r e s s i n g o n t o t h e s e n i o r
Secondsry s c h o o l . T1l;s h e c l ? ; m s , c ? n o n l y s t s n d 4 chnnce of
s u c c e s s i f t h e p A r e n t s 7re w e l l t u t o r e d on t h e i d e 7 l s o f t h e
6-----4 p r o g r - mme. ~ h u s , t h e i .mpor t?nce of g e t t i ng e v e r y segment of
segment o f t h e popu l - ce t o unde r s t2nd t h e new sys t em of educs- t
t i on connot be over-emph-s; 7ed. To t h i s , i t i s p e r t i n e n t t o
n o t e t h n t t h e p r i n t i n g of p o l i c y documents on t h e new s c h o o l
sys t em by t h e Nigeri:Ln Educ?t i ,on Rese:;rch C o u n c i l ( N E R C ) i s n
r i g h t s t e p i n t h e r i g h t d i r e c t i o n . a s such e f f o r t s s h o u l d b e
m!lde t o c i r c u l ? t e t h e documents t o a l l p o r t s of t h e c o u n t r y .
Ademols (1987, p. 3) f u r t h e r s u g g e s t e d t h s t t h e s e documents
be p u b l i s h e d i n a l l l o c ~ l d i l l e c t s f o r e3sy u n d e r s t a n d i n g by
t h e l e s s e d u c a t e d p e o p l e 2nd i f p o s s i b l e , r z d i o and
t e l e v i s i o n progrnmmes shou ld be organi s e d t o t h 2 t e f f e c t .
Table 1
sampl ing p a t t e r n f o r s c h o o l s , p r i n c i p a l s and ~ e c h n i c a l T e a c h e r s used i.n t h e S tudy
I
i Educa-1 LGA(S) I T o t a l I s e l e c - sample I t i o n a l . S e l e c t e d No of I t e d No p r i n c i - ' Techn. ~ o t s l
I zone 1 I s c h l s . , of s c h l s . p a l s I
i Teache r s1 sample , t I
(SSS) I ( 5 ~ ~ 1 I ..-..-.--- - -- -
I - ? 1 2 1 6 I Ab? ~ b a
------ --
I I oki gwe ; ~ s i u -
I i kwuato ! 12 ' 6 1 I I , Ehime I
i L I ~ b a n o
I 9 ! 5
i 1 16 . 8 i O r l u . Or lu 1
I I I 13 2 I
I
i ~ d e a t o 1 5 1 8 8 1 1 1 9 I i --' -. - " I - . . . - - . I - - . . . -. . - . . .
I I
I o w e r r i ; Owerri I I
j 1
2 0 ! I 0 1 0 I u rban I I
L
I
26 i 36 !
i I 7 7 I I k e d u r u ! I
I 1 9 16
1 I
D e s c r i p t i o n o f I n s t r u m e n t
The q u e s t i o n n a i r e was used as t h e i n s t r u m e n t f o r
t h i s . s t u d y .
A m i n i nues t i .onnai . re , whi ch w s s g i v e n t o t h e ~ e p u t y
c h i e f I n s p e c t o r of E d u c a t i o n , ~ u r r i culum F lann i ng U n i t , of
t h e s t a t e ' s ~i *istry of ~ d u c a t - b n , was d e s j gned f o r t h e
p u r p o s e of o b t a i n j ng pre-j.nf orrnati on on r e s e a r c h q u e s t i on 4 ;
which l a t e r formed a basis f o r d e v e l o p i n g t h e same r e s e a r c h
q u e s t i o n i n t h e main q u e s t i o n n a i r e , t
The main a u e s t i o n n a i r e , wh; ch was ndmin i s t e r ed t o
p r i n c i p a l s and t e c h n i c a l t e a c h e r s , was d i v i d e d i n t o two
s e c t i o n s - A and B. S e c t i o n A cont .z i ned q u e s t l h s
e l i c i t i n g g e n e r a l i n f orrngtion and a l s o p rov ided a n answer t o
r e s e a r c h q u e s t i on 1 .
s e c t i o n B i n v o l v e d t h r e e a r e a s o f q u e s t i o n s based on
r e s e a r c h q u e s t i o n s 2/3, 4 and 5 r e s p e c t i v e l y . I n a l l , 12
q u e s t i o n s were a sked A
V a l i d a t i o n of I n s t r u m e n t
The i n s t r u m e n t was s u b j e c t e d t o f a c e snd c o n t e n t
v a l i d a t i o n by t h r e e S e n i o r L e c t u r e r s of t h e Department of
V o c a t i o n a l Teacher Tducs t i on ( I n d u s t r i a l Techni c e l ) , u n i v e r s i t y of N i g e r i a , Nsukka.
Method of Data C o l l e c t i o n . - - - -
A copy of q u e s t i o n n a i r e I was f i r s t g i v e n , i n p e r s o n , t o
t h e Deputy c h i e f I n s p e c t or of ~ d u c a t b n , Cur r i cu lum p l a n n i ng
U n i t , of t h e s t a t e i s M i n i s t r y of ~ d u c s t i a n . T h i s was c o l l e c t e d
on comple t ion .
S u b s e q u e n t l y , ? 79 copi e s of q u e s t i o n n s i r e 2 were
d i s t r i b u t e d , by hand t o p r i n c i p a l s and techni . c a l t eachCrs of t h e
67 s e n i o r Second- ry s c h o o l s chosen f o r t h e s t u d y * Out of t h i s
number, a t o t a l of 162 c o p i e s of t h e q u e s t i o n n a i r e were completed b
and r e t u r n e d , t h u s r e p r e s e n t i n g a r e t u r n r - t e of 95.%.
Method of Data A n ^ l y s i s ---,--- ---. - -------
The a n a l y s i s of d a t a c o l l e c t e d was c a r r i e d ou t u s i n g t h e
mean and p e r c e n t a g e s . Spearman r ank-o rde r c o r r e l a t i o n was used
t o tes t t h e h y p o t h e s i s .
Data o b t q i n e d on r e s e a r c h ques t tm one was a n a l y s e d by
c o u n t i n g t h e number of r e s p o n s e s f o r each r e s p o n s e c a t e g o r y
and o b t a i n j ng t h e i r o v e r - a l l p e r c e n t a g e . The c a t e g o r y w i t h t h e
h i g h e s t p e r c e n t a g e r e s p o n s e , whlch must be a minimum of 5%,
was chosen t o r e p r e s e n t g e n e r a l opini .onr Though, a n a l y s e s of
d a t a c o l l e c t e d on P e s e a r c h q u e s t b n s two and f o u r were a l s o done
by coun t i ng response .? arid o b t a i ni ng p e r c e n t a g e s , a mini mum of 5%
p o s i t i v e r e s p o n s e was r e q u i r e d f o r any i t em t o be c o n s i d e r e d
s i g n i f i c a n t o r acce - t7b l . c -
I n a n a l y s i n g d a t a o b t a i n e d on r e s e a r c h q u e s t i on t h r e e ,
a mean r a n k i n g was o b t a i ned f o r e a c h of t h e ranked i t ems .
These were t h e n s r r a n g e d i n a s c e n d i n g o r d e r t o form a r s n k
o r d e r i n g . The Spesrman rqnk-order c o r r e l s t i on was u sed t o
t e s t h y p o t h e s i s , a t .O1 ai gni f i . c - -nce level.
CHAPTER I V
FRESENTATION A N D ANALYSIS OF DATA
I n t h i s c h a p t e r , t h e d e t a c o l l e c t e d w i l l b e a n a l y s e d ,
w i t h e view t o p r o v i d i n g a n s w e r s t o t h e a u e s t i o n s a sked i n
t h i s s t u d y .
Resea rch q u e s t i o n 1 -- - what i s t h e a s s e s s m e n t o f t h e i m p l e m e n t a t i o n of t h e
t echn j c a l c u r r c i ulum of t h e New ~ s t i o n a l P o l i cy on ~ d u c s t i on?
A t o t a l o f 162 r e s p o n s e s were o b t a i n e d on t h i . s #
q u e s t i o n . These were t a b u l a t e d and a n a l y s e d u s l n g p e r c e n t a g e s .
T a b l e 2 shows t h e d i s t r i b u t i o n .
T a b l e 2
~ i s t r i b u t i . o n o f Respondents on t h e A ~ s e s s m e n t o f ---- t h e ~ m v l e m e n t e t i o n o f t h e ~ e c h n i c a l c u r r i c u l u m
i Response I Frequency P e r r e n t a g e 1 I
.I------- ..-- -"- _ - _
i --$--------- I
Above a v e r a g e , 24 I 14.7
Below a v e r a g e I 9 - -------.-... -.--
T o t a l 1 62
From t h e t a b l e above , i t would be s e e n t h a t 79.9%
of t h e r e s p o n d e n t s a s s e s s e d t h e i m p l e m e n t a t f a n of t h e
t e c h n i c a l c u r r i culum t o be "averngell . ~ h ; s i s a much
h i g h e r p e r c e n t a g e t h a n fcabove ave rz -ge l ? , 74.7%; and below
average!, , 5.!t%. Based on a h i ghe r f r e q u e n c y and h a v i n g
o b t a i n e d a pe rcen t , sge excead ing SO%, i t c o u l d b e s a i d t h a t
t h e l e v e l o f i mplementat i on of t h e t echni c a l c u r r i culum,
b Resea rch n u e s t i o n 2 - --------
what are t h e f a c t o r s which h i n d e r t h e i m p l e m e n t a t i o n of
the t e c h n i c a l c u r r i c u l u m of t h e new ~ a t i o n a l F o l ; c y on
ducati ion i n S e n i o r S e c o n d v y S c h o o l s i n Imo S t ? t e ?
T h i s WAS answered u s i n g t h e r e sp0nse . s o b t a i n e d on
i t e m I ( s e c t i . o n B) of t h e main o u e s t i o n n a i r e . These
r e s p a n s e s were t a b u l a t e d and a n a l y s e d u s i n g p e r c e n t a g e s ,
as shown i.n T a b l e 1. Any f a c t o r w i t h a 5Q'b (and above)
p o s i t i v e r e s p o n s e was c o n s i d e r e d t o c o n s t i t u t e a s e r i o u s
problem.
F a c t o r s whi ch Const ; t u t e seri o u s P rob lems i n t h e
1 I Lack o f i n t e r e s t among s t u d e n t s
I
2 1 o r a t t i t u d e t o
I teachers !
3 Leck o f a d e q u a t e I
f u n d s I j I
I
I I 4 s h o r t a g e o f qua l -
i . f i e d t e a c h e r s I I 5 1 I n a d e q u a t e s u p p l y
I of equipment/
i f a c i l i t i e s
6 I ~ i f f i c u l t y i n a d j u s t i n g t o t h e new sys t em I
! 7 Poor pub1j.c e n l i g h - '
I ; tment programme I
8 / I n a d e q u a t e t i m e I a l l o t t e d
9 / Absence of needed workshops
i
10 1 Absence of ou-1 : - 1 f i e d p e r s o n n e l t o
I i n e t a l l e r u i pment
- - . --.-- --...- --..
N o - T - l No o f o f / D e c i s i o n r ; e~pon- j pos i t- pos i t i v q d e n t s i i v e p e s Respon- i
ponses { s e s i
I I
s e r i o u s problem
s e r i o u s : problem
t
s e r i o u s problem
1 f
t I
?t
I ?
t t
I 1
I 1
-
Going by t h e p r e s e n t s t o t e of t h e c o u n t r y l s economy, i t d o e s
n p p e l r t h a t f i nance , which i . s b3si.c t o t h e p r o v i s i o n of t h e
; mpor tsn t e l e m e n t s f o r t h e i m p l e m e n t s t i o n o f t h e new pol7 c y ,
w i 11 b e h,m-d t o come by. 1 n o t h e r words, i f such o t h e r . . .
e l e m e n t s ?s e ~ u i pment , methods - nd n- t u r e of i n s t r u c t ; on, t h e
t e n c h i n g s t - f f . The g u i d m c e p e r s o n n e l s r e c o n s i d e r e d , t h e
nmount of msney i nvolved ; E er?.ormous and t h e r e f o r e , a d e q u a t e
a r r3ngemen t s shou ld b e msde, 2s z m t t e r of p r i o r i t y , t o
meet t h e s e demsnds.
L?ck o f Ef f e c t i ve Pub14 c Enl; ght enment Progrqmme - .--- - . - -. -_.. . -- ... -I - - -.. - _.._. .. - ..-_-. --.-- .. ...- #
The i s s u e of poor p u b l i c en l igh tenmen t on t h e i d e s 1 of
t h e new ~ s t i o n l l P o l i c y on Educ- t ion i s not 2 s t r z n g e one.
~t i s v e r y c l e w t o s e e t h o t even ?t t h i s s t ~ g e of implemen-
t r - l t ion of t h e ~ o l i ~ y i n ~ i - g e r i 1, most N i geri.?ins, even from
t h e e d u c - t e d group, do no t know e x s c t l y wh?t t h e p o l i c y i s
a11 a b o u t . Ayeti gbO (1985, p. 5 ) no ted t h a t some p r i n c i p a l s
and t e a c h e r s i n Lagos S t 5 t e a r e y e t t o b e p r o p e ~ l y e d u c s t e d
abou t whnt t h e new sys tem rne2ns t o them 2nd t h e i r wards.
He d e s c r i b e s i t a s " s h e e r c s l l o u s n e s s l ' i f s t t h i s s t 3 t e of s o
much t a l k abou t 6 - 7 - 3 - ' ~ , t h o s e who zire t o d i s c h 3 r g e and impnr t
t h e new e d u c a t i o n d i r e c t l y t o t h e g e n e r s l p u b l i c do no t know
abou t t h e sys tem themse lves . He f u r t h e r c i t e s a n i n s t a n c e
of 3 s c h o o l p r i n c i p 2 l who needed t h e whole o f a week-end
t o s u p p l y , i n a few s e n t e n c e s , what 6-?-'-4 is a l l abou t .
T a b l e 3 c o n t i n u e d
~ o n - s u p p l y of !
s y l l a b u s e s 1 62
Absence of raw mat e r i a l s f o r p r s c t i c a l s I 62
Lack of emphas i s ; on t e c h n i c a l c u r r i c u l u m I I 62
I I 14 1 poor power s u p p l y ; I 62
15 j s h o r t a g e of a
I ' ~ecommended t e x t - ! I books I 1 I
162 '
! L
s', of pos i t i v e f D e c i s i o n Respo- 1
n s e s i - -.
s e r i o u s problem
I 1
#
!I
S l
IS
I t
From t h e above t a b l e , i t would be obse rved t h a t al .1 t h e
l i s t e d f a c t o r s , excep t i t e m \ 2 were c o n s i d e r e d t o b e s e r i o u s
problems by t h e r e s p o n d e n t s ( h a v i n g o b t a i n e d above 5096 p o s i t i v e
r e s p o n s e ) . I t em 2 - Itpoor a t t i t u d e of t e a c h b r s l r - o b t a i n e d a
42.3 p o s i - t i v e r e s p o n s e , and as such cou ld no t b e c o n s i d e r e d
a s e r i o u s problem.
Resea rch Q u e s t i o n 3 . -
I n what Q r d e r do t h e s e f a c t o r s c o n s t i t u t e s e r i o u s problem
i n t h e i mplementati on of t h e t echnj .ca1 c u r r i culum?
The r ~ s p o n d e n t s , c o m p r i s i n g 67 p r j n c i p a l s and 112 t e c h n i -
c a l t e a c h e r s of S e n i o r Seconds ry s c h o o l s , were r e q u e s t e d t o
r a n k t h e i d e n t j f i e d f a c t o r s i .n t h e o r d e r i n which t h e y
c o n s t i t u t e d s e r i ous problems i n t h e i mplementati 'on of t h e
t e c h n i c a l c u r r i c u l u m i n t h e i r s c h o o l s . I n t h e end , 65 r a n k i n g s
were o b t a i n e d from p r i n c i p a l s w h i l e 97 r s n k i n g s were o b t a i n e d
from t e c h n i c a l t e a c h e r s . These now formed t h e two g r o u p s of
r a n k i n g s . Fu r the rmore , a me-n r ~ n k i ng W ~ S o b t - i n e d on e a c h f a c t o r f o r
f o r each group of r e e p o n d e n t s . ~ h e s e mean r a n k i n g s were t h e n * a r r a n g e d p e r group, i n a s c e n d 4 n g o r d e r of m3gni t ude . These formed
t h e o r d e r s i n which t h e i d e n t i f i . e d f s c t o r s were c o n s i d e r e d t o
c o n s t j t u d e ~ e r i o u s problem^ b y t h e two g roups of r e s p o n d e n t s .
F i n a l l y , t h e Spe-rman rp?nk-o rde r c o r r e l c t ; on wss Used t o
examine t h e e x t e n t of c o r r e l - t i on between t h e two rqnkS n g s
o b t a i n e d from t h e two g roups , See ' I ' lb le 4 -nd 5.
T a b l e 4
Ranking of t h e I d e n t i f i e d F g c t o r s i n t h e o r d e r i n which t h e y c o n s t i t u t e ~ e r ? o u s ~ r o b l e m s ( m a d e by p r i n c j . p s l s )
F a c t o r s -1-1----- q Mean 1 Rmk : ! Ranking I Order
Inadeou3 te supp ly of ecu ipmen t / f s c i l j , t i e s
s h o r t a g e of qun1.i. f i ed i t eac.hers ! 2 . 3 2
I i Lack of a d e q u a t e funds1 2.8 f 3 I
T a b l e 4 c o n t i n u e d
I n a d e q u a t e t i m e a l l o t e d
Lack of i n t e r e s t among s t u d e n t s
poor a t t i t u d e of t e a c h e r s
Poor p u b l i c e n l i gh t enment p r o g r clmme
poor power s u p p l y
Absence of gu idsnce p e r s o n n e l
s h o r t a g e of recommended t e x t books
~ b s e n c e o f q u a l i f j ed p e r s o n n e l t o i n s t a l l s u p p l i e d equipment
Lack of emphas is on t e c h n i c s l c u r r i c u l u m
D i f f i c u l t y i n a d j u s t i n g t o t h e new sys t em
.qs would be s e e n on Tqb le 4 above , t h e p r i . n c i p a l s
c o n s i d e r e d t h e i nS,3deruate s u p p l y of e q u i pment 2nd f a c j l i t ies
t o be t h e most s e r i o u s problems f ? c i n g t h e imp lemen ta t ion of
t h e t e c h n i c a l c u r r i culum i n t h e i r s c h o o l s ,
T a b l e 5 below shows t h e r m k i n g obt3 ;ned from t e c h n i c a l
t e a c h e r s .
46 T a b l e 5
Ranking of I d e n t i f i e d F - c t o r s i n t h e Order i.n which t h e y c o n s t i t u t e Serj o - ~ ~ ~ p ~ % ' 6 ~ ( i i ~ b y Teacher%- -- --
Absence of raw m ~ t e r j a l s f o r p r a c t i c e 1s
actors
- . . - . . - -.--. r . . - - --.^ I---. . - .L .- .._-..--.
I n a d e q u a t e s u p p l y o f equ ipmen t / f ac i li.ti e s
Lack o f a d e q u a t e f u n d s
poor power s u p p l y
I n a d e q u a t e t i m e a l l o t t e d
Lack of emphas i s on technS c a l c u r r i culum
~ e a n ~ s n k i ng _ _
1 - 7
2 - 5
4.1
Lack of i n t e r e s t among s t u d e n t s 1 7 - 4 1 7
Rank Order
1
2
3
poor pub15 c e n l i ghtenment programme 1 7-7
~ b s e n c e of needed workshops I 8.3
s h o r t a g e o f q u a l i f i ed t e a c h e r s 1 9 - 7
S h o r t a g e of recommended t e x t b o o k s 1 10.7 1 1 1
NOn s u p p l y o f s y l l a b u s e s 1 11.5 I
D i f f i c u l t y i n a d j u s t j n g t o t h e new system 11.9 i Absence o f g u i d a n c e p e r s o n n e l 1 12.6
~ b s e n c e o f q u a l j f i e d p e r s o n n e l t o i n s t a l l s u p p l j ed equ j pment
I I
13.7 i L
poor a t t i t u d e t o t ;.il.:.;.:.:~.:: , I 4. 4
Tab le 5 shows t h a t i n a d e q u a t e s u p p l y of equjpment and
f a c i l i t 5 e s was a l s o cons i .dered , by t e c h n i c a l t e a c h e r s , t o b e t h e
most s e r i ous problem f ;c5 ng t h e i mplementat i on o f t h e t e c h n i c a l
currS culum. However, a c l o s e o b s e r v a t i on o f t h e r a n k i n g s
p rov ided by b o t h g roups would r e v e a l t h a t members of b o t h g r o u p s
do ho ld c o n t r s s t i ng o p i n i o n s on q u i t e a number of t h e i d e n t i f i e d
f a c t o r s , w i t h r e g a r d t o t h e o r d e r i-n which t h e y c o n s t i t u t e
s e r i o u s problems.
Hypothesi s - The obse rved r e l a t i onshi p between t h e r a n k i n g s of p r i n c i p a l s
#
and t h o s e of t e c h n i c s l t e a c h e r s on t h e o r d e r i n wh;ch t h e i d e n t i -
f i e d f a c t o r s c o n s t d t u t e s e r i o u s problems i n t h e smplementst ; on
of t h e t e c h n i c a l c u r r i c u l u m 4 s s t a t i s t i - c a l l y si gni f j c a n t
(at -01 l e v e l ) .
Tab le 6 shows a c o r r e l a t i o n o f r a n k i n g s o b t s i n e d from t h e
two g roups of r e s p o n d e n t s .
Note: R, - Rankj ng msde by P r i n c i p a l s
R2 - Rsnk5 ng made by T e c h n i c a l t e a c h e r s .
T a b l e 6
- F a c t o r s -7
i R~ - -- .. . --- -. t I
I n a d e q u a t e s u p p l y o f equipment/ f a c i l i t i e s !
+
d
1 O I
S h o r t a g e o f q u a l i f i e d t e a c h e r s 2 1 10 I
R2
1
-8 1 64 1
d
0
I
Absence of raw m a t e r j a l s f o r p r n c t i c a l s
Lack of a d e q u a t e f u n d s
Absence o f needed workshops
i n a d e q u a t e t i m e a l l o t t e d
~ a c k o f i n t e r e e t among s t u d e n t s
poor n t b l tmde of - teaoher s
poor p u b l i c e n l ; ghtenment programme
poor power s u p p l y
Absence o f gu idance p e f s o n n e l
s h o r t a g e of recommended t e x t b o o k s
Absence o f q u a l i f i e d p e r s o n n e l t d i n s t a l l s u p p l i e d equi pment
Lack o f emphasj s on t e c h n i c s l c u r r i c u l u m
~ i f f i c d t y i n a d j u s t i n g t o t h e new sys t em
Non-supply of s y l l a b u s e s
Spearman r ank-o rde r c o r r e l a t i o n , r s '
= I - 6 d2
x (>!2- I )
~ e c i s i o n : S i n c e t h e o b t a i n e d v a l u e f o r rs (0.54) ie
l e s s t h a n t h e expec ted v a l u e (0.60) a t -01
si gni f l c ance l e v e l , r e j e c t t h e hypo thes i s t h a t
t h e observed r e l a t j o n s h i p between t h e rank5 ngs
of p r i nci p a l s and t h o s e of t e c h n i c s l t e a c h e r s
on t h e o r d e r i n whjch t h e i d e n t i f i e d f a c t o r s
c o n s t i t u t e s e r i o u s problems j n t h e i m p l e m e n t a t i o n
of t h e t echni cal c u r r i culum i s st sti sti c a l l y
s; gni f j c a n t . #
Reses rch C u e s t i o n 4
what measures h a s t h e government adop ted s o f a r and
what o t h e r measures d o e s i t p ropose t o t a k e t o t a c k l e
t h e s e i den t ; f5ed problems?
The r e s p o n s e s o b t a i n e d on i. tem 2 ( s e c t i o n B) of t h e
main q u e s t i o n n a i r e were t a b u l 2 t e d , as shown i n T a b l e 7,
and a n a l y s e d u s i n g p e r c e n t a g e s . Any of t h e measures
t h a t o b t a i ned a 50% (and above ) p o s i t i v e r e s p o n s e was
c o n s i d e r e d t o have been " a c c e p t a b l y executed".
E x t e n t of Execu t i on of m e l s u r e s adop ted by t h e Government t o t a c k l e the--kFEc;'ng-€he Implement ?ti on ' o f t h e
~ e a s u r e s I ~ o of 1 N O of I I Respond-! Po,si t i ve ' I
e n t s pespon-
1 ( T o t - l l ) 1 s e s 1
I 1 Improved p u b l i c ; I
e n l ; ghtenment I programme 1 6 2 1
I
2 B-ck-up s u p p l y 1 '
o f s h o r t f - 1 1 i n i
equ i pment 1 1 6 2 ( i
3 ~ l l o c a t i o n of I more f u n d s t o s c h o o l s 1 162
4 p r o v i s i o n of i n - s e r v i c e t r a i n i n g f o r t echni c s l '
t e a c h e h s
% of I
Posi t i ve Responses
I
D e c i s i o n
N m AmE.
Note : A.E. = Acceptably e x e c u t e d
N.A.E. = Not a c c e p t a b l y execu ted .
From t h e t a b l e above , i t would be Eeen t h a t , even though
t h e r e a r e ? n d i c a t i o n s t h s t 2 1 1 t h e f o u r me-sures enumei-sted
above have come under e e e c u t j o n , o n l y two of them could b e s a i d
t o have been s c c e p t q b l y e x e c u t e d ; t h e s e b e i n g ( 1 ) Improved
p u b l i c e n l i ghtenment pro;.r.:nine (92.9% a n d ( 2 ) A l loca t i . on of more
f u n d s t o s c h o o l s (65.6%). These two j t ems r e c e i v e d
p o s i t i v e reFponPes which were above 50%.
T h e ,cecond p e r t of t h e ~ u e ~ t i o n - l lyhs t o t h e r measures
d o e s t h e government p ropose t o undertakel l - w ~ s qnswered by t h e
Deputy ch; e f 1nspec t .or of ducati ion, c u r r ' culum p l a n n i n g of
t h e st - t e s M; nj s t r y of ~ducc : . t i .on .
Answer: T O s u p p l y add j t i o n a l equipment t o 30 more seconda ry
s c h o o l s w i th i .n t h e S t q t e .
However, a s a t t h e t i m e d a t a f o r t h i s s t u d y were b e j ng
c o l l e c t e d , t h e p a t t e r n of d i s t r i b u t j o n o f t h e s e equipment had
n o t been e s t a b l i shed.
Resea rch Q u e s t i o n 5
whst o t h e r messures msy b e h e l p f u l i n a n at tempt t o
f u r t h e r 4 mprove t h e 4 m p l e m e n t ~ t i on of t h e t e c h n i c o l c u r r i culum?
Th; s q u e s t i o n was answered by p o l l i n g t h e o p i n i o n s made
by p r i n c i p a l s and techn; c s l t e a c h e r s used i n t h e s t u d y .
The s u g g e e t i o n s were msde a s p r e s e n t e d below:
1, ExS s t i n g t echn ; c.21 t e e c h e r p r e p 2 r q t i on progr-mme
shou ld be evp-nded s o t h - t a 1 3 r g e r number of
t e c h n i c - 1 t p - c h e r s cou ld b e produced. i \ l s o , ~ . n 7 r c e p t a b l e
,?ccept .?b le s t s n d ~ r d s h o u l d be e s t 3 b l i shed.
2. A r e p r e p e n t - t i v e E-mple of t echn ic .1 t e .3che r s i n t h e
c o u n t r y shou ld b e 'nvolved :n t h e p l a n n i n g 2nd purah-
q s e of workshop equS pment f o r s c h o o l s .
3. A c c u r p t e i n v e n t o r i e s shou ld b e t q k e n of equ;pment
t h 3 t :re ? v - i l q b l e qnd t h o s e needed i n s c h o o l s s o
t h 2 t s u p p l i e s ? r e no t d u p l i c2 t ed .
4. T e c h n i c * 1 t e c h e r s s h o u l d b e provi ded w; t h 2dd; t; o n a l
a l l o w a n c e s t o cover workshop p r s c t i c e s .
5. The t;me a l l o t t e d f o r workshop p r s c t i c e s shou ld be
ex tended t o ?t l e q s t t h r e e h o u r s s o ss t o mnke i t
more res l i sti c.
6 . Loca l commun;ti.es i n which s c h o o l s a r e s i t u s l t e d b
s h o u l d b e encoursged t o p a r t ; c i p s t e An t h e fund:ng
of t h e ; r t e c h n i c a l programmes.
7. A more p r n c t i c - 1 emphssi s s h o u l d b e p l s e e d on t h e
t ~ c h n C c a 1 curr-%xlum o f t h e N-t4on-I. P o l i c y .
CHAPTER V
SUMMARY OF FINDINGS, CCNCLUSIONS A N D RECOMMENDATIONS
Re-s ta tement of t h e Problem ---- -----
It was i n r e a l i z ~ t i on of t h e i n h e r e n t d e f e c t i n t h e
p r o v i o u s e d u c a t i o n a l sys tem - t h e 6 5 - 2 4 sys tem - t h p t
t h e F e d e r ~ l ~ov ' e rnmen t evo lved t h e new sys t em of e d u c a t i o n - t h e 6-7-3-4. However, i.t i s worthy t o n o t e t h a t t h e previous
sys t em of e d u c s t i o n w s s o n l y d e f e c t i v e t o t h e e x t e n t t h a t i t
was not c o m p a t i b l e wi t h o u r n a t i o n a l g o a l s and a s p i r a t i o n s - #
whi ch emphasi z e t h e promot i on of Loca l p r o d u c t i on t h r o u g h
t h e acqui si t i on of t e c h n o l o g i c a l ( s a l e a b l e ) s k i 11s. An
answer t o t h i s yearn:ng was conce ived i n t h e new sys t em of
e d u c a t i o n - S n t h e i n t r o d u c t i on of v o c a t i o n a l c o u r s e s - t h e emphas is beS ng on t h e t e c h n j c a l c u r r i c u l u m , I n f u l l
p u r s u i t of t h i s aim, s e v e r a l m i l l i o n s of Na i r a was d i v e r t e d
t o t h e pu rchase of needed eqyipment by t h e F e d e r a l Gavernment.
However, e v i d e n c e s abound, t h a t t h e imp lemen ta t ion of t h e
t e c h n i c a l c u r r i culum, s o f a r , d o e s not j u s t i f y t h e huge
f i n a n c i a l i n v e s t m e n t s made by t h e government, his ; s s o
because t h e implementa t i on of t h e programme h a s been
c h a r a c t e r i z e d by s e v e r a l p roblems, r a n g i n g from i l l - e q u i p p e d
workshops t o l a c k of competent p e r s o n n e l , Based on t h ; s,
t h i s s t u d y was conducted f o r t h e fo l1ow;ng r e a s o n s :
1. T O assess t h e implernentat i on of t h e t e c h n i cal
c u r i culum so f a r . 2, To i d e n t i f y t h e f - c t o r s which c o n s t ; t u t e problems i n
t h e i mp1ernrnt-l t: on o f t h e t echn ' c 3 1 d u r r ; culum,
3, To o b t a i n t h e o r d e r ;n wh;ch t h e s e f ~ c t o r s c o n s t 4 t u t e
various problems i n t h e ;mplementa t i on of t h e
techn; c s l c u r r ; culum-
4, A s c e r t a i n what m e p m r e s t h e government h?c s o f a r
adopted t o t - c k l e t h e i d e n t i f i e d problems.
~ l s o , what new rneFsures.
5. To g e n e p a t e o t h e r ways t h r o u g h which t h e
imp lemen ta t ion of t h e t e c h n i c a l c u r r i oulum c o u l d b e
improvede
Summary of p r i nc i p a l F: nd; n g s
The p r i n c i p a l f i n d i n g s of t h i s s t u d y are as f o l l o w s :
I. T h e implementa t ; on of t h e t e c h n i c a l c u r r i c u l u m i n
s e n i o r s e c o n d a r y s c h o o l s i n Irno S t a t e h a s
been a.verage s o f a r .
2. The f o l l o w i n g f q c t o r s h ;nder t h e smp lemen ta t i on of
t h e t e c h n i c a l c u r r ; culum 4n Imo state.
( a ) I n a d e q u a t e s u p p l y o f equiprnent / fac l l i . t i e s .
(b) Lack of i n t e r e s t among s t u d e n t s . b
( c ) p e o r a t t i t u d e of t e a c h e r s .
( d ) Lack o f a d e q u a t e f u n d s
( e ) S h o r t a g e e f qua l ; f ; ed t e a c h e r s .
( f ) I n a d e q u a t e t i m e a l l o t t e d .
( g ) iff; c u l t y i n a d j u s t i n g t o t h e new sys tem.
( h ) Poor publ ; c e n l i g h t enment programme.
( j ) Absence of needed workshops,
( j) Absence of qua l ; f i ed p e r s o n n e l t o ; n s t a l l
s u p p l i e d ecu; pment.
( k ) Non s u p p l y of s y l l a b u s e s .
( 1 ) nbxence of r s w m a t e r i a l s .
(m) Lack of emphasi s on t e c h n + c e l c u r r i c u l u m .
( n ) Poor power supp ly .
( 0 ) s h o r t a g e of recommended t e x t b o o k s .
( p ) ~ b s e n c e o f g u i d a n c e p e r s o n n e l .
7 - Even though p r i nc i p a l s and t cchni c a l t e a c h e r s
jo i n t l y a g r e e t h a t ; nadequa te s u p p l y o f equ i pment/
f a c i 1; t i e s c o n s t ; t u t e s t h e most s e r i o u s problem
i n t h e ; mplementat; on of t h e t e c h n i c a l c u r r i culum,
t h e ; r p e r c e n t i o n s d i f f e r g r e a t l y on t h e o r d e r i n
which t h e o t h e r ; d e n t ; f i ed f a c t o r s c o n s t ; t u t e
serf one problems ( o n l y 0.54 c o r r e l a t ; on ) .
4. The gove rnpen t has s o f a r adop ted t h e fol1ow;ng
measures t o t < l c k l e t h e problems f a c ' n g t h e t e c h n i cpl
c u r r ; culum.
( a ) ~rnproved p u b l i c enlq ghteiunent programme.
( b ) Back-up s u p p l y of s h o r t f a l l ; n equipment. P
( c ) A l l o c a t 5 o n o f more f u n d s t o s c h o o l s ,
( d ) prov i s i on of i n-serv; c e t r a i ni ng f o r
t echn; c a l t e s c h e r s .
5- So far o n l y measures "au and lfc" above have been
a c c e p t a b l y execu ted i n Sen: o r Secondgry Schoo l
i.n Irno S t a t e .
6 . I n a n a t t e m p t t o f u r t h e r improve t h e i m p l e m e n t a t i o n
of t h e t e c h n i c a l c u r r i c u l u m j t h e government
p r o p o s e s t o s u p p l y add; t i o n s l equi pment t o 70
more secoridary s c h o o l s w: t h i n t h e s t a t e .
57
L e s s t h a n ?O?h of t h e t o t a l enro lment of s t u d e n t s i n
S e n i o r s e c o n d s r y s c h o o l s a r e ; n t h e t e c h n q c a l
c o u r s e s .
Less t h a n 15 p e r c e n t of t h e p r i n c i p a l s of Sen;or
Secondary S c h o o l s :n Imo S t n t e a r e g r a d u a t e s i n
t e c h n i c a l 3 r e s ~ .
76 teacher^ have b e n e f i t e d from t h e t e c h n i c a l
t e s c h e r ' r r . ; r.-' ng ilrogramme (TTTF) + n Imo $ a t e
s i n c e i t s i n c e p t ; o n i n 198l , ( i t i s note-worthy , however, t h a t no t a l l of t h e s e b e n e f i c ; a r ; e s
have been t e c h n ; c s l t e a c h e r s ) .
C o n c l u s i ons
Based on t h e f4nd:ngs of t h 4 s s t u d y , ; t c a n be
concluded t h a t a l o t s t ; l l rems;ns t o be done s o as t o
; mprove t h e ; mplementat i on o f t h e t echni c a l c u r r i culum
i n Imo S t a t e . Numerous problems seem t o h i n d e r t h e
! mplementat; on of t h e programme i n d i f f e r e n t p r o p o r t i o n s .
Another o b s e r v e t i o n t h a t i s worthy of n o t e i . s t h e g r e a t
d i s p a r i t y between t h e p e r c e p t i o n s of pr4 n c f p a l s and
t e c h n ; c a l t e a c h e r s on t h e o r d e r i n wh; c h t h e i d e n t i f i e d
f a c t o r s c o n s t i t u t e s e r i o u s problems. T h i s may be
a t tr: b u t a b l e t o a communi c a t i on t a p between pr; nc; p a l s and
t e c h n i c a l t e a c h e r s ; o r , ; t may a l s o be t h s t t h e members of
one of t h e two g roups ( o r b o t h ) do no t have a good grasp of
58
t h e r e a l i s s u e s concern 'ng t h e imp1ementat;on of programme.
c o n s i d e r q n g t h e f a c t t h a t ' t may be v e r y d : f f ; c u l t f o r t h e
government t o t a c k l e t h e ; d e n t = f ; e d problems, a l l a t once , 4 t
t h e n becomes n e c e s s s r y t h a t a n a c c e p t a b l e o r d e r o f ;mpor tance
b e e s t eb1 : shed f o r t h e s e problems s o t h a t t h e most s e r i o u s
o n e s may b e t a k e n c:)re o f , pendi ng t h e t r m e when r e s o u r c e s
V ; 1 1 b e a v h ; l a b l e t o t s c k l e t h e o t h e r l e s s s e r ; o u s ones.
However, one f a c t t h a t s t q n d s o u t 43 t h e t more money
needs t o b e comm: t t e d t o t h e prov: s; on o f needed equ; pment
and f ac ; l 4 t; e s , 2 s w e l l a s pe r sonne l . b
~ m p l i c n t ; ons of t h e S tudy . .
The f i n d i n g s o f t h i s s t u d y have t h e fo1low;ng i m p l i c a -
t; ons.
1, The government h s s n o t kept a c l o s e mon i to r o v e r
t h e i mplementat i on of t h e t e c h n i c a l c u r r i culum i n schools.
p e r h a p s , thd 8 exp la ; n s why t h e s u p p l y of c e r t a i n faa; l i t i e s
t o s a h o o l s a re r e p e a t e d l y d u p l i c a t ed.
2. he techn4 ~ a l c o u r s e s d o n o t have a d e q u a t e
r e p r e s e h t a t J o n a t s c h o o l p r : n d ; p a l s t s l e v e l . ( o n l y 15%).
? A There 4s a cbmmunication gap be tweeh p r i n c i p a l s
and t e c h n i c a l t e a c h e r s on 4 s s u e s concern; ng t h e
t s c h n i c a l cdrr4 cblum.
4. Many t e c h n ; c a l t e a c h e r s t a k e a d v a n t a g e of t h e
poor s u p p l y of equi.pment/fac; 1; t; e s a s an excuse n o t t o do
t h e i r d u t i e s eff: c; e n t l y .
5- T h o ~Cchnical Teacher Training Programme, 59
(TTTP) has bebn inadequately organised so far.
6. There is a relatively small percentage of
pupils enrolled in the technical courses.
7 . ~ h & po4r notion of the public about the
technical courses hampers the implomentation hf tha ' technical cuariculum.
8. An improvement is needed in the implementation
of the technical curriculum.
Recommendations
Based on t h ~ findings of this study, the researther
deems it necessary to make the following recommendations:
1. Up-dated records should be dept by the State's
Ministry of Education on the situation of the
technical curriculum in each school within the
State.
2. The government should seriously re-assess its . ..
position on tho i s x e of non-technical teachers
benefitting from the technical teacher training
prograrnmt. It is the view of the researcher that
this practice be stopped immediately*
3. The school's manap;ement board should involve an
increassl number of qualified technical-based
persons in the ~.dzini.strntion of schools.
4. Principals and technical teachers should relate
more closely on issues concerning the implementation
of the technic21 curriculum. It is the view of the
researcher that if n common understanding exists
between principals and technical teachers on issues
concerning the implementation of the technical
curriculum, it will be easier to generate effective
measures to tackle the problems.
5. The government should provide more funds for the
expansion of existing technical teacher preparaeory
programme s . 6. The government should involve a representative . - . . .#
sample of technical teachers in the planning and
purchase of workshop equipment for schoolso
7. Technical teachers should be further encouraged by
the government through the provision of allowances
for laboratory practices,
8. School administrators and curriculum planners
should allot more time to workshop prectice to make
it realistic,
9, School administrators shoul3 ~ ? l . i e efforts to enligh-
ten the general public on the ideals of the technical
curricul%mo
61
T h i s i s v i t a l a s t h e ~ e n e r a l pub l i c has a l o t t o
c o n t r i b u t e t o t h e success of t h e programme.
On t h e whole, the government should make n i. c c
concerted e f f o r t t o f u r n i s h t h e programme with t h e
much needed facilities and perc:onnel, which a r e
l ack ing*
Suggest ions f o r -- Fur the r Research
A s tudy o f t h i s na tu re could be c a r r i e d f u r t h e r t o
determine t h e problems f a c i n g the teaching of in t rodu-
c t o r y technology a t t h e Jun io r Secondary School l e v e l .
The r e s u l t s obtained from t h i s could be compared with
those obtained i n t h i s s tudy*
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S o l a r i n , T. ( 1 9 6 3 ) ~ "The secondary schools t h a t Af r i ca needsv1. West Afr ican Journal of Education, Vol. -. - 7, Po. 2, June.
Taiwo, C O O . (1974). t fPre-vocat ional and pre- technica l educat ion i n s c h o o l s t t e West Afr ican ~ o u r n a l of Bducation, Vol, X V I I , No. 1, Feb.
Wilkins , P.S. (1775). Vocational Educations: -.----. An overview. Memphis: P ~ n t h e r and ~ a f l ' s .
APPENDICES
APPENDIX I
THE QUESTIONNAIRE
Department of Vocational Teacher Education University of Nigeria Nsukka
21st September, 1989
Dear Sir,
C;;UESTIONI~I ON STATITS OF IMPLEMENTATION OF THE 5'ECHMICUL CURZTCULUM OF THE: NEW NATIONAL POLICY ON EDUCATION IN SENIOR SECOND~LRY SCHOOLS IN IN0 STATE.
I am a student in the above Institution and Department, I am presently conducting a research which is aimed at ascertaining the level of implement- ation of the technical curriculum of the new National Policy on Education in Senior Secondary Schools (SSS) in Imo State.
. - It is believed that your office can offer information which would be of great value to the study.
Kindly respond to the following questions to the best of your knowledge,
Thanks for your co-operntiono
Yours faithfully,
Ogbata, A. 0-
QUESTIONNAIRE
STATUS OF IMPLEMENTATION OF THE TECHNICAL
CURRICULUM OF THE NEW NATIONAL POLICY OR
EDUCATION I N SEPTIOl? SECONDARY SCHOOLS I N
IMO STATE
1, I n view of t h e problems f a c i n g t h e implementation
of t h e programme i n t h e s t a t c / c o u n t r y , t h e gover-
nment has adopted a number of measures, a t
d i f f e r e n t l e v e l s , t o t a c k l e t h e s e problems,
P lease l i s t which of these measures your 3 t a - k ' s
Education S e r v i c e s has benef i ted from.
( a ) O . O O . . O . O . . O O O O ~ O 1 O O O O O O O . ~ O O O O O O O O O O O O O O . O O
( e ) ~ o o o o o o . o o o o o o ~ o o o o o o o o o o o o o o o o o o o o o o ~ o ~ o o ~ .
2. Are t h e r e any f u r t h e r measures which t h e government
proposes t o tnke t h a t a r e t o your knowledge?
P lease l i s t ,
(b) 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ~ 0 ~
3. How many t e a c h e r s i n your S t a t e ' s Educatian
Service have so f a r b e n e f i t t e d from t h e t e c h n i c a l
t eacher t r a i n i n g programme (TTTP) s i n c e
i t s incep t ion?
UNIVERSITY OF NIGERIA., NSUKKlr
DEP,lRTMENT OF VOCATIONAL EDUCATION
STILTUS OF THE II'U?LEl!'iiNTkTION OF THE
TECHNICliL CURRICULUM IN SEITIOR SECONDARY
SCHOOLS (SSS) IN IMO STATE OF NIGER111
This questionnaire is for ascertaining the status
of the implementation of the technical curriculum
contained in the new Notional Policy on Education, in
Senior Secondary Schools (SSS) in Imo State
The information given in this form will be treated as confidential. Kindly respond to a11
questions honestly and independently.
Thank you for your cooperation.
SECTION h
GEhEBiL I NFORTUTION
Designation: ....,.o....o.oo,..o..OODOOOODO~O.
subject area( s)
(b) O 0 0 0 0 . , 0 0 0 0 0 0 O D O . * 0 0
Has the Senior Secondary School (sSS) system been
introduced in your school?
Yes - /-/
If your response to the above question is "yes",
how long ago was it introduced? o . . . o o o o o . . . . years.
5 0
6.
7
8.
9.
1 *
the
69 What is the total enrolment of students in this
level in your school? O O O . , O . , O O . O . O . . . O . . ~ O O ~ O
Of this number, how many students are enrolled
in the technical courses? .,~O..O.O........o.ooo
How many technical teachers are presently
employed in your school? o.oe....o~~o....~o~..
Has your school been grnnted any equipment/
facilities/materisls by the government to fscili-
tate the teaching of the technical courses? #
Yes I-/' KO /-/
As an over-view, how would you assess the imple-
mentation of the technical curriculum in your
school?
Above average - 1-1 f~vernge - 1-7'
Below average ma SECTION B
Problems of Implenenting the Technical Curriculum
Below is a list of factors assumed to be hindering
implementation of the Technical Curriculum in your
school. Please rank these factors from 1 - 16, assign- ing the rank of 1 to the factor which constitutes the
most serious problem, Please indicate (-) against any
factor which does not spply to your school.
S/NO~ Factors which Constitute
I I I 1 I Lack of interest rrnong students I I
2 1 Poor rittitude of tenchers
3 / Tack o f adequate funds
4 1 Shortace of qualified tenchers
7 1 Poor public enlightenment programme
5
6
Inadequate supply of equipment/ facilities
Difficulty in adjusting to the new system
8
9
Inadequate time alloted
iLbsence of needed workshop
1 0 libsence of qualified personnel to install supplied equipment
11
12
15 1 Shortage of recommended textbooks
Non supply of syllabuses
~ibsence of raw materials for practicals
13
4
1 6 1 Absence of guidance personnel
Lack of emphasis on technical curriculu
Absence of poweb supply
2. Measures adopted by the Government to Tackle
the Problems of Implementing the Technical
Curriculum - Below is a list of measures the Government has
adopted so far with a view to overcoming the problems
hindering,the implementation of the technical curricu-
lum in the state, Plefise check ( - / ) ageinst which of
those measures your school has benefitted from.
--
ITNO ( Measures .doptrd hg the Government l ~ ~ s ~ o n s e
(a)
3 Suggested Measures for Improved Implementation of the Technical Curriculum
Improved public enlightenment programme
I
In addition to the measures adopted by the Government
(b)
(c)
(d)
above, please suggest other measures which would enhance
Back-up supply of short-fall in equipment
lillocation of more funds
Provision of in-service training for teachers
the implementation of the technical curriculum if
adopted.
APPENDIX I1
LIST OF SCHOOLS USED FOR THE STUDY
LIST OF SCHOOLS USED I N THE STUDY
hba Local Government ;;reg
1. Wilcox Plemorial Comprehensive Secondary School, i:iba
2. Sncrbd Henrt College, .;iba.
3- N ~ t i o n a l High School, Abn.
4, Secondary Technical School, Liba.
5 - G i r l s High School, Aha.
6 , Boys Technical College, libn.
I s i u k w u ~ t o Local Government Lrea
7- Isuochi Secondary School.
8. Isiukwuato High School.
9. Nneato Secondary School,
10. Secondary Technical Ovim.
11. Uturu Secondary School,
12. Lhaba Imenyi Secondary School,
Ehirne Mbano Local Government Area
13. G i r l s High School, Ummzeala
14, Community Secondary School, Umunumo,
15. Secondary Technical School, Unueleke, Umueze.
16. Nsu Comprehensive Xigh School, U~uanunu.
17- Secondary Technical School, Urnueze 1.
Ohaozara Local Government i~rea
18. Isiagu High School.
19, Government Secondary School, Okposi.
20. Uburu Secondary School.
Orlu Loca'l Government Area
21. Bishop Shanahan Secondary School.
22. Community Second~ry School. kwo-Idemili,
23, Girls Secondary School, Ihioma.
24- Ezinchi Secondary School.
25. Umuowa Secondary Technical School.
26. Community Secondary School, TTmuna.
27. Progressive Comprehensice Secondary School, Ihioma.
28. 1hite-owerr 4 Secondary School. Ideato Local Government hrea
:ikokwa High School.
Iheme Memorial ,;cconiinry School, Arondizuogu.
National High School, :,rondizuogu.
Urualla Girls High School.
iikokwa Secpndary Technical 3chool.
Unuma Isicku Secondary School.
Ugbelle Secondary School.
Umuobom Comprehensive Secondary School.
Owerri Loca l Government Area
37. Government Secondary School , Owerri.
38. Emmanuel Co l l ege , Owerri.
39- G i r l s Secondary School , Sgbu.
40. Holy Ghost Co l l ege , Owerri.
41. Emekuku High School.
42. Boys' Secondary School , ~ i z a r a e c b e l u .
4 3 Community Secondary School , Orogwe. I
44- Kkede Secondary School.
45, Naze Secondary School. .. . :. .*
46. :, L.yy comprehensive Secondary School. - . . . .,r . .
Ikedufu Loca l ~ o v e r n m e n t Lrea
47. h m a i ~ o High School.
48. Umudim Secibndary School. 'i\
49. A t t a Boys Secondary School.
50. Uaoagba G i r l s Secondary School.
51. ug$ri-lke ,-. ~ b m m u n i t ~ Secondnry School . ' *r'.
52. 0wu-i&kohia Secondary School.
53. Comprehensive Secondary School , Lvum
ikboh-Mbaise Local Government ,ires
54 Engiogugu Secondary School,
55. Mbaise Secondary School,
56. Nguru Secondary Community School, Nguru-Nweke.
57. Nguru Secondary Technical Gchool.
58. Cornunity Secondary School, Lagwa.
Unuahia/Ikwuano Looal Government Area
Government College, Umunhia, #
Girls Secondary Gchool, Unuahia.; 1.
Ibeku High School,
Olokoro High School.
Community High bchool, Old Umuahia.
Ohuhu Community Secondary School.
Community Secondmy School, Isingwu.
Unuopara Secondmy :;chool.
Girls' Second:,.ry ;~chool, Afugiri.
Recommended