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.