FEDERAL COLLEGE OF EDUCATION (TECHNICAL)
(FCET)GUSAU ZAMFARA STATE
IN AFFILIATION TO
FEDERAL UNIVERSITY OF TECHNOLOGY MINNA
ASSIGNMENT ON
Evaluation of Factors Affecting the Effective Teaching and
Learning of Vocational and Technical Education Courses in
Colleges a Case Study of FEDERAL COLLEGE OF EDUCATION
(TECHNICAL) GUSAU (FCET)
COURSE CODE: ITE326
By
SANI MUSA
DE2018/2/00014TE
300L
1
CHAPTER ONE
1.0
1.1
Introduction
Background of the study
Vocational and Technical Education is a form of specialized education for the occupational
positions in semi-skilled and skilled areas. Be that as it may, we cannot escape the assertion
that the real power for survival of any given social group is the discipline with which its
individual members set about the job of corporate living, with the intelligence and skills; they
bring to bear on the solution of immediate problems. Technical Education is more scienceoriented with emphasis on the application of scientific and mathematical principles as applied
in such fields as engineering, electronics, electrical, mechanical and automobile trades and
Vocational Education is the ability to use one’s skills gainfully and displays one’s intellectual
and economic horizon well enough to be able to tackle very effectively many of the economic
problems confronting individuals and the country as a whole. From the forgoing, Vocational
Education prepares individuals for the world of work (a very important factor in a man’s life).
Historically, Missionaries initiated Vocational and Technical Education in Nigeria during
colonial era, but for the products of such schools had slim chance of securing white-collar jobs,
perceived as distinctive sign of an educated man then but in the real sense technically minded
people are needed for the growth and development of any country of the world. As a result,
both students and parents then, and still now viewed Vocational and Technical Education as an
educational arrangement for low-achievers who could not succeed in purely academic
university education, but prepared them for blue-collar career in a society where upward
mobility depended on purely academic careers, a perception that almost smothered Vocational
and Technical schools nation-wide. The recommendation of the Phelps and Stokes
Commission on African Education advocating skill-oriented curriculum for the natives resulted
2
in re-emergence of Vocational and Technical Education, for in 1925, the colonial government
directed that the curriculum for the natives be adapted to the aptitude and occupations of the
natives, and at the same time preserving the healthy aspects of their culture. The directive was
in realization that Meaningful and productive educational system should be anchored on the
existing cultural patterns, and aimed at developing latent human potentials for overall human
growth and socio-cultural development. However, this initiative collapsed because the colonial
government failed to establish industries to absorb graduates from Vocational schools
(Fafunwa & Aisiku, 1982). Ever since, the Nigerian educational system has remained
academic, and literary, producing graduates without functional skills. These plans by
Macdonald on institutional development (like the Southern Department of Agriculture in 1899
and the Northern Department of Agriculture in 1912 at Samaru) failed to put- up the
background for this important and profitable education. Because the research activities were
started with major emphasis on export crops while work on food crops and maintenance of soil
fertility was of secondary importance (Ladipo 1985:231 – 245). This had deprived us Nigerians
with early interaction with Science Education and its Vocational consequences. France
encountered a similar problem in her colonies as stated by Watson (1981), Peacock (1980) and
Graig (1966): to address these problems, France introduced curricular [which was earlier
bookish in her colonies and were not suited to the need of local populace] to meet the need of
local educational policy. Watson and Peacock stated that paradoxically (situation displaying
contradictory future): When the British and French Empires were restless, new foreign policies
were in emergence. A keen competition led to new foreign educational policies and reform in
West African colonies – both in governmental activities and religious nationalism, Stock
(1899:45) and Oke (1936). The reforms saw the teaching of Vocational and Technical
Education subject in schools like Bonny Boys High School, in 1900; Hope Wadel Training
institute, Calabar as well as Nasarawa School in 1909, (Okorie 2001). Eventually, the Yaba
3
Higher College (now Yaba College of Technology) by the British Government in 1934 was
being established for Technical Training. Ma’aji (1984) noted that, the Technical Training
presumed and promoted conformity; learning which had little to do with equipping student to
lead a fuller life but conformist on a narrow sense. For example, in 1913 the two boarding
schools at Warri and Bonny according to Kirk – Greene (1968:147-87) had 151 adult
‘apprentices’ and 187 boys (these adults were associated with small boys with bad result). The
systematic presentations made by Okorie, Okoro and Grace in their text in respect of the topic,
Social discipline and modal development decision for Vocational and Technical Education
courses point conclusively: The ill disciplined, the impulsive will seek quick or apparently
ready-made solutions or fall a prey to grandiose – Large and imposing – but unpractical
schemes. These observations can be observed in the 1998 National Policy on Education of the
position of Vocational and Technical Education in Nigeria. It is being praised and set on a
pedestrian level; world apart from the 1986 National Policy on Science and Technology on
educational system with the demand of our 1999 National Constitution on “…independent
industrial capabilities”. A French Sociologist named Le Bon Gustave (1841-1931) drew our
attention on a serious note that “the balance members of any social group will see well ahead
and will cautiously feel their way through the building up of solid but slowly changing body
of tradition”. Land mark on Vocational and Technical Education on the first quarter by the
twenty-first century these educational practices are synthesis of principle of effective
competency teaching that has emerged from research and experience, from schools and private
organizations. However, our discussions on this mentioned issue above should deal mainly
with the fact that Vocational and Technical Education courses should not be taught for it selves.
It is the vehicle of national values, but when taught they should be set in context, based on the
real world, in favor of life, so as to give an ethical dimension to learning and to, the
development of ‘learning to learn’, both on one’s own and with others. Evidently, we should
4
focus our attention to the lack of infrastructures, the lack of teachers confronting many states
with internal domestic problems to overcome for which support the nation essentially.
Therefore, contents of Vocational and Technical Education curriculum in context should reflect
organized effort. These to make sure the adolescent students are able to demonstrate their
mastery of certain minimum skills (at university level) needed to perform task they will
routinely confront in adult life. The last time the curricula of Vocational and Technical
Education courses were drafted, critique and printed out for use in schools is about 20 years
ago with few adjustments that does not meet the yearning of Nigerian citizen. In between these
twenty years of the outgoing Century: the uses of these curricula have been overridden by
unprecedented technological advances (which have generated much progress and many
benefits for humanity). These advances have also raised important moral, social and cultural
challenges that makes the two curricula out of context on presents realities namely: Information
Technology: The emergence of the new information and communication technology
(representing a genuine revolution) is affecting all the fields of competence in Vocational and
Technical Education programme. Comparing the information rich with the information poor
states of the nation, there is no doubt that the digital divide exists. It would be indecent to ignore
it as it has contributed to making the two curricula out of use. This gap not only exists between
states, but also between towns within a state and between different social groups. A varied
change in the labor market, there are three economic trends currently occurring in the nation
which are also evident in some states, reduction in the employment opportunities to satisfy the
basic requirement of society in the art of Vocational and Technical Education programme, the
growth in the great number of jobs available in the service sector, the growth of informal
compared with formal employment. Taken together these three trends raised the urgent
question of the identity of university education in Vocational and Technical Education
programme. Some of its aspect is designed to train young people for some kind of job readiness
5
especially Technical, through a system of specialized options proposed initially at the age of
20 or 25 years. While that of Vocational is based purely on informative insight (which are nonmeasurable objectives) and appreciation of how vehicle functions. This is a dangerous trend of
producing on the adolescent non-functional education for adults’ life. If we still believe in
upholding to insight and appreciative objectives which of course the present Nigerian
educational contents of most curricula are hung with the aim of inculcating in the young: the
stored knowledge already accumulated, together with the values which have guided men
(people) in the past. However, (today in Nigeria), the effect of global economic factors is facing
the nation with a more reasonable aims of education – especially “to nurture the process of
discovery”. The reason is that, the modern Nigerian (people) are face to face with a situation
which has never presentation is that there is the urgent need for a new goal for education.
Learning how to learn, getting ourselves in the process of change and development. Thus,
process education becoming the primary aims of Technical curricula of our educational system
fitted for our present dispensation of educational funds. Hence, evaluation of factors affecting
the effective Teaching and Learning of Vocational and Technical Education courses in
Nigerian Colleges is the essence of this research work.
1.2
Concept of Technical and Vocational Education
Vocational and Technical Education can easily be traceable to the different interpretations
attached to them. It is common to find the terms used compositely when they should be used
in a restricted sense and vice versa. Sometimes, where
the terms are used separately, conjointly or interchangeably, some individual (including
intellectuals) interpret ‘Vocational’ to Mean business subjects or studies, and ‘Technical’ to
Mean Technical subjects or studies, or that which has to do with engine or metals. When used
in relation to school, ‘Vocational school’ is taken to Mean where only business subjects are
taught, while Technical school is taken to Mean where only Technical subjects are taught. This
6
goes to support the general notion that ‘Vocational’ means that which has to do with business
studies, while ‘Technical’ stands for that which has to do with Technical studies.
Vocational and Technical Education used as a twin term is geared towards occupations
requiring manipulative and Technical skill application. Vocational Education is the ability to
use one’s skills gainfully and displays one’s intellectual and economic horizon well enough to
be able to tackle very effectively many of the economics problems confronting individuals and
the country as a whole. From the forgoing, Vocational education prepares individuals for the
world of work (a very important factor in a man’s life). Technical Education, on the other hand,
is more science-oriented with emphasis on the application of scientific and mathematics
principle as applied in such fields as engineering, electronics, electrical, mechanical and
automobile trades. It is a type of Education that is meant to produce semi-skilled, skilled and
Technical manpower necessary to restore, revitalize, energize, operate and sustain the National
economy and substantially reduce unemployment (Federal Government of Nigeria, 2000).
Technical Education involves the use of knowledge of science, materials and energy to solve
problems and improve daily lives and our environment while Vocational Education may be
referred to as that aspect of education which leads to the acquisition of practical and applied
skills. Both Vocational and Technical Education aim at production. The National policy on
Education NPE (2004) regarded Vocational and Technical Education as an integral part of
general education in Nigeria. It therefore defined it in the following way.
Vocational Education is defined as the activities which aim at acquiring the skills, knowledge
and attitudes that are required for employment in a particular occupation, cluster of related
occupations or a function in a field of economic activity including business, agriculture, hotel,
catering, fine and applied arts, tourist industries, private and public services, etc. In a nutshell,
Vocational Education is concerned with the skills, understandings, attitudes, knowledge,
abilities and competences which a person needs to acquire in order to do or carry out a
7
particular job. It is also a form of education that emphasizes the development of occupational
and procedural skills needed as preparation for work.
Akaninwor (2004) defines Vocational Education as a type of education or training designed
for preparing the individual learner to earn a living (to be self-reliant).
Osula (2004) opined that any education which is necessary for effective employment in an
occupation if Vocational. He further explained that Vocational Education assumes that a choice
of occupation has made and that appropriate training is needed to enable an individual enter or
advance in his chosen occupation.
According to Okolocha and lie (2005) Vocational Education programs focus on the acquisition
of appropriate skills, abilities and competencies as necessary equipment for the individual to
live in adapts to the real work situation and contributes to the development of his society.
Uko-Aviomoh and Ajuluchi (2008) asserted that Vocational and Technical Education is said
to train or develop individual in the fields of vocation and technology so that the country can
through the activities of such experts enjoy the good fruit of technology and at the same time
contribute her own quota to the overall technological development of the world.
Vocational and Technical Education has also been described by Udoye (2005) as the education
that prepares students mainly for occupations requiring manipulative skills and is designed to
develop skills, abilities, understanding, attitude and work habits needed for useful and
productive basis. It therefore means that Vocational and Technical education is that type of
education that needs the inculcation of practical skills into recipients so that they will be able
to practice experiences; they acquired in real life situations.
Eya (2001) stated that Vocational Education is a preparation for occupation endeavors in
agricultural education and business education. This means that Vocational education is a
training, that equips learners with the knowledge and skills in the productive, distributive, and
service industries for self or paid employment, Vocational Technical education can also be
8
regarded as the education that enables one to acquire knowledge and skills in the Vocational
and Technical areas to systematically solve human or societal problems
General and academic education is seen as that which builds analytical skills, knowledge and
critical thinking. VET develops craftsmanship, practical experience and practical problemsolving. A ‘Vocation Means direction of life activities as renders them perceptibly significant
to a person, because of the consequences they accomplish, and also useful to his associates’ by
Stevenson, (2005).
1.3
Statement of the problem
For Nigeria to excel technologically there is the need to find solution to the factors affecting
the effective teaching and learning of Vocational and Technical Education courses in Nigerian
Colleges. In spite of the importance of Vocational and Technical Education courses to the
development of both individual and society at large, there is no much emphasis placed on the
Factors Affecting the Effective Teaching and Learning of Vocational and Technical Education
courses in Nigerian Colleges. The frequent occurrence of low students’ participation in
Vocational and Technical Education courses has been a great concern to all-well-meaning
individual, institution and industries. It is in the light of the above, that the present study was
carried out to ascertain if there are factors responsible for the Non-effective Teaching and
Learning of Vocational and Technical Education courses in Nigeria Colleges.
1.4
Purpose of the study
The purpose of the study is to look at the depth Evaluation of Factors Affecting the Effective
Teaching and Learning of Vocational and Technical Education Courses in Nigerian Colleges
[A Case Study of Federal College of Education (Technical) Gusau (FCET)]
Therefore, it is hope that the study would therefore unveil and expose some undesirable
situation expected of lecturer, student, parents and government as a Means of actualizing the
9
Vocational and Technical Education goals and objectives. Therefore, the purpose of the study
is highlighted below;
1. Identify the factors affecting the effective teaching and learning of Vocational and
Technical Education courses in Nigerian Colleges.
2. Ascertain the availability and use of teaching aids in teaching and learning of
Vocational and Technical Education courses in Nigerian Colleges.
3.
Identify the student and teacher factor that might inhibit the effective teaching and
learning of Vocational and Technical Education courses in Nigerian Colleges.
4. Ascertain the effort being made by the government, teachers and parents towards
enhancing the effective teaching and learning of Vocational and Technical Education
courses in Nigerian Colleges.
1.5
Research Questions
Factors i.e. challenges play significant role in the effectiveness of teaching and learning. This
has been commonly accepted by the public as well as the professional educators. This study
was set to answer the following questions;
1. Does lack of students’ interest affect the effective teaching and learning of Vocational
and Technical Education courses in Nigerian Colleges?
2. Do staff training and retention, staff situation and brain drain affect the effective
teaching and learning of Vocational and Technical Education courses in Nigerian
Colleges?
3. Do funding and facilities affect the effective teaching and learning of Vocational and
Technical Education courses in Nigerian Colleges?
10
1.6
Hypotheses:
1. There is no significant difference in the Mean responses of respondents, lack of
students’ interest affect the effective teaching and learning of Vocational and Technical
Education courses in Nigerian Colleges.
2. There is no significant difference in the Mean responses on staff training and retention,
staff situation and brain drain affect the effective teaching and learning of Vocational
and Technical Education courses in Nigerian Colleges.
3. There is no significant difference in the Mean responses on funding and facilities affect
the effective teaching and learning of Vocational and Technical Education courses in
Nigerian Colleges.
1.7
Significant of the study
This is relevant and importance to the Lecturers, Students, and Government in any way.
Helping to expose and Evaluates some Factors Affecting the Effective Teaching and Learning
of Vocational and Technical Education courses in Nigerian Colleges. It helps to stimulated all
financial and facilities support which before, how had been denied Vocational and Technical
Education course in Nigerian Colleges.
A major relevance was the likelihood of serving as guide to curriculum planners in selecting
and organizing appropriate content materials and methodology, aids, and the scope of
Vocational and Technical Education programmes for enhancing economic development of
Nigeria.
The study helps the Lecturers to adopt better method of teaching so as to enhance the
performance of students in their courses. It also helps the students to find meaning in studying
Vocational and Technical Education courses and make them to more familiar with modern
machinery. In the same way, this study helps the Government and Parents to know where it is
11
wanting and enable them to supply the necessary infrastructure, materials and equipment for
the success of Effective Teaching and Learning of Vocational and Technical Education courses
in Nigerian Colleges.
Conclusively, it exposed the parents to know the brilliancy and self-confidence of their children
in school as one of the factors affecting learning opportunities in school.
1.8
Scope of the study
This study focuses in of Federal College of Education (Technical) Gusau (FCET) Zamfara
State. In this school, emphasis was placed on Lecturers-student’s relationship. Government –
Head of Department relationship. In the school, also, Lecturers-Finalist and Semi-finalist
students was directly involved. Also, School-community relationship was also considered as
one of the factors that help in improving effective teaching and learning in the institutions.
Government was able to detect the problems that are affecting the effective teaching and
learning of Vocational and Technical Education courses such as funding, facilities, staff
training and retention, staff situation e.t.c and was help in improving the curriculum in order to
carry out the innovation of the effective teaching and learning in the institution.
1.9
Definition of terms
Vocational Education: - Is the ability to use one’s skills to gainfully and displays one’s
intellectual and economic horizon well enough to be able to tackle very effectively many of
economic problems confronting individuals and society at large.
Education: - It is the process of enabling individuals to live as useful and acceptable members
of a society.
12
Technical Education:- Is more science-oriented with emphasis on the application of scientific
and mathematics principle as applied in such fields as engineering, electronics, electrical,
mechanical and automobile trades.
Institute: - An organization that has a particular purpose such as scientific or educational work,
or where this organization is based.
ICT: - Information and Communication Technology
Teaching: - Is a way of guiding students in securing the amount of quality of experience which
will provide the optimum development of their potential as human being.
Lecturer: - A lecturer is a person who impart knowledge to the less privilege one
Student: - A student is a person who receive knowledge from an experience person
Government: - The body with the power to make and or enforce laws to control a country,
land area, people or organization
Learning: - An act in which something (quality of experience) is learned
VTE: - Vocational and Technical Education
ADB :- Asian Development Bank
13
CHAPTER TWO
2.0
Review of Related Literature
This chapter deals with the review of opinions, suggestion, views of educationists and authors
etc. as they relate to the topic under investigation. For easy accessibility, the reviews are made
under the following subheadings:

Instructional Roles of Teachers of Vocational and Technical Education in Nigeria

The Importance of Vocational and Technical Education courses at the university level

Applying Curricular for Effective and Innovative Teaching and Learning of Vocational
and Technical Education Courses

Creativity in Vocational and Technical Education courses

Conceptual Clarification of University Education

Variables acting as Factors Affecting the Effective Teaching and Learning of
Vocational and Technical Education Courses in Nigeria University

2.1
Summary of review of related Literature
Instructional Roles of Teachers of Vocational and Technical Education
In Nigerian University Education
One of the basic concerns of VTE is to bring about economic and technological development
through adequate training of students of the program who would be able to acquire the skills,
knowledge and values that are required in the world of work for effective performance. VTE
also aims at tackling the problem of low level of Technical skill, which is responsible for low
productivity and poverty in the developing countries like Nigeria. VTE may not achieve this
objective unless the instructors are able to fulfill the role of effectively teaching the students
(Okoro, 2005).
14
This role is possible if teachers of Vocational and Technical Education possess three basic
qualities or characteristics;
1. Practical occupational skill in an occupational area.
2. Theoretical scientific and technological knowledge in their area of specialization.
3. Pedagogical knowledge and teaching skills necessary in classrooms, laboratory and
workshop situations (Okoro, 2005).
These characteristic traits advocate that the technology teacher should possess adequate and
sufficient practical experience necessary for imparting the skills he possessed. However, there
has been the difficulty of getting VTE teachers who possess all qualities of practical skills,
pedagogical skills and industrial experience.
In case of this difficulty, Okoro (2005) suggests that VTE instructors who possess adequate
practical skills and industrial experience but who lack the pedagogical expertise should be
considered preferably.
Momoh (2008) noted that absence of adequate practical skills by VTE teachers would make
nonsense of the whole training program. Lack of practical skill will only boil down to mere
possession of theoretical information by students without adequate practical skills to effectively
engage in the occupational area for which the students received their training (Okoro, 2005;
Wipawin, 2004). Success will be achieved when the VTE teacher reaches out to society and
interact with the needs of society based on the existing agenda in the institution (Schutter and
Van der Sijde, 2000).
The use of ICT for instruction definitely reveals that the role of VTE teacher must
change if he must achieve positive result in his educational practice and instructional
delivery. It is expected that he must engage actively in what is going on outside his
institutions environment so as to communicate and impart knowledge with the newest
and most appropriate delivery methods (Lorensten, 2004). It is a wide overview that by
15
so doing, the VTE teacher must have succeeded in changing the existing industrial but
traditional cultures to becoming knowledge economics. Hence, it behooves the thoughtful
VTE teacher the role to use ICT devices to train students who can possess the ability to think
clearly and creatively. By this achievement, the VTE teacher must have succeeded in producing
students who can generate new ideas, invent new products, device new services and suggest
quality improvement necessary for improved economy (Wipawin, 2004).
It is believed that when students acquire skills, they make themselves more productive, able to
produce more output and income for a given amount of time and would commonly also make
themselves more adaptable to changes (Asian Development Bank-ADB, 2004).
Without a workforce that is continuously acquiring new skills, it would be difficult to reap
most of the returns from technological progress (Booth & Snower, 1996) as cited in ADB
(2004).
More so, World Bank (2002) as cited in ADB (2004) noted that technological change has
shifted demand toward higher skills in the labour force and that these new technologies are
knowledge and skill intensive, thus there is a need to train people to work with these
technologies (UNESDOC, 2001). The projection is that if people become skillfully
empowered, entrepreneurially oriented and creatively nurtured, these people could contribute
to environmentally sound sustainable development through their occupations and other areas
of their lives. The university environment must therefore, delineate the TVE teacher’s
role from that of a lecturer to more of a guide, resulting in learning being more
individualized and interactive process. This changing role of the TVE teachers as noted
by Singh, O’Donoghue and Worton (2005) should bear on the teaching style (methods),
teaching technique, and motivation to facilitate web-based instruction.
16
2.2
The Importance of Vocational and Technical Education Courses at Tertiary
Level
According to Dike (2005), Vocational Education and training “prepares learners for careers
that are based in manual or practical activities, traditionally non-academic and totally related
to specific trade, occupation or vocation.”
Chaedar (2002) asserted that, it is an “education designed to develop occupational skills.
Vocational and Technical Education gives individuals the skills to “live, learn and work as a
productive citizen in a global society”.
Dike (2004), suggested manual training that involves general instruction in the use of hand
tools was said to have developed initially in Scandinavia. However,
Vocational Education became popular in the elementary schools in the United States after 1880
and developed into courses in industrial training, bookkeeping, stenography, and allied
commercial work in both public and private institutions.
As the Columbia Encyclopedia (2001) noted some of the early private trade schools in the
United States include Cooper Union (1859) and Pratt Institute (1887), the Hampton Institute
(1868) and Tuskegee Institute (1881). The agricultural high school (1888) of the University of
Minnesota was the first regularly established public Vocational secondary school that
introduced extensive public instruction in agriculture. According to Chaedar (2002), the
number of public and private Vocational schools has greatly increased in the United States
since 1900. There was an impetus on Vocational Education during World War II (1939-1945)
when the armed services had great need for technicians that the civilian world could not supply.
There was a further upsurge on Vocational training from the Servicemen’s Readjustment Act
of 1944 (the G. I. Bill of Rights), which allowed World War II veterans to receive tuition and
subsistence during extended Vocational training. There was also the Manpower Development
Training Act (1962), the Vocational Education Act (1963), and the Vocational Education
17
Amendments (1968) and the Carl D. Perkins Vocational and Applied Technology Act (1984).
These programs help to improve the nation’s workforce and ensure that Vocational training is
available for economically (and physically) challenged youths. While Technical and
Vocational Education has continued to thrive in many societies Nigeria has neglected this
aspect of education. Consequently, the society lacks skilled technicians: bricklayers,
carpenters,
painters
and
auto
mechanics;
laboratory
and
pharmacy technicians,
electrical/electronic technicians and skilled Vocational nurses, etc. The hospitals are no longer
a place where people go to get their ailments treated, but a place they go and die. Tales abound
of how people die during surgeries and out of minor ailments. And the half-baked roadside
mechanics in the society cause more harm to vehicles when contracted to service vehicles, and
because of poor training some of the commercial drivers have sent many people to their early
death. The shabby performance of Nigeria’s house builders (mason/ bricklayers, etc) is no
longer news. For that individuals with important projects now use competent technicians from
neighboring countries. This is not to mention the havoc the poorly trained technicians have
caused in the power sector. Nigeria’s spotty electricity supply is the greatest bottleneck to
national development. And toiling all day in the field with knives, hoes, and shovels would not
feed the nation’s 170 million people. Mechanized farming requires Technical skills that could
be obtained in Technical and Vocational schools. Every facet of the economy has been affected
by lack of skilled technicians. The financial sector lacks technicians to regulate the banks and
to develop financial software to properly tackle the rising fraudulent activities in the banking
sector. Without security development is impossible in a society; no nation can sustain its
democracy if the citizens lack confidence in the police. The police violate the citizens’ human
and civil rights and lack forensic laboratory and fingerprint technicians to conduct criminal
investigations. And because of lack of tools to track down criminals there was a shameful
episode recently in the society where the police paraded a goat and sheep as a thief. It is only
18
in Nigeria that a human being could transform into an animal. And due to poor training military
officers are known to beat up the citizens who challenge their powers; the case of Miss Uzoma
Okere and some naval officers is a case in point the danger posed by environmental pollution
and fake drugs is alarming; the less educated in the society lack the skill to manage AIDS,
cancer and diabetes among other serious health problems. One wonders what the nation’s
health minister and the 36 state health commissioners are doing to tackle these issues. Any
person who still thinks that leadership is not a major cause.
2.3
Applying Curricular for Effective and Innovative Teaching and Learning of
Vocational and Technical Education Courses
The disparity in course content of Vocational and Technical education programme in Nigerian
Colleges and other tertiary institutions poses a great challenge for the standardization of the
programmed. It is therefore, concluded that Vocational and Technical Education Programme
in Nigerian Colleges has not attained the maximum level of performance of its potential role
of national economic development. This is due to neglect by the Federal Government, outlook
of the society and other variables that hinder its development and contribution to growth. The
curriculum designers should harmonize the course content of Vocational and Technical
Education programme in Nigerian Colleges and change the nomenclature of the degree offered
from (B.Ed) to (B.Sc.Ed). This will go a long way to standardize the programme to make it
more efficient and effective, and also entice the youth to enroll for the programme.
2.4
Creativity in Vocational and Technical Education courses
Every year, billions of naira are been spent for the importation of vehicle, food, agricultural
implements, electronics even razor blades from Shangai-China, in fact, virtually everything.
Meanwhile, the field of Vocational and Technical Education is not growing rapidly through
Vocational and Technical Education reliable and accurate researches, the national master plan
for Vocational and Technical Education (VTE) development in Nigeria in the 21st century.
19
(FGN 2000) stated that, good policies are on ground, particularly in the various national
development plans but, these are never faithfully implemented. The main reason for this is the
non-inclusion of plan implementation studies as a major component of project and programme
proposal.
Similarly, Okogie (2007) rightly pointed out that, most of the Lecturers have refused to update
their knowledge through quality research and going on sabbatical to meet current demand in
the educational system. How can a Lecturer from Ambrose Ali University Ekpoma go for
sabbatical in University of Benin? What will he learn from almost the same environment,
nothing new? Again, I am surprised when Lecturers do Ph.D for almost 15 years. Even though,
conducting research in Vocational and Technical Education in Nigeria is not taken seriously,
the potential of research and its capability on Nigeria economic advancement is not well
appreciated or organized as a Mean of eradicating poverty and actualizing vision 20:20:20.
Ukuma (2009) put it, Vocational and Technical Education research had suffered neglect and
under-investment in the last 56 years. The dreams of Nigeria’s at independence in 1960 for a
country that will free her citizens from all sort of scientific, technological, political and socioeconomic bondage was yet to come true, Nigeria at 56 years after independence has nothing to
show case in terms of Vocational and Technical Education development. We still import
vehicles spare parts, all our refineries are not operating or producing at normal capacity,
inadequate electricity supply to mention but a few. The complexities that burden the successful
and quality research conduction so as to re-engineer Vocational and Technical Education
cannot be overemphasized. This has been the phenomenon that has affected the development
of Nigeria. It is at this critical time that research in Vocational and Technical Education is
important in Nigeria, various questions are being asked why government funds and
international partner agencies continue to channel resources rounds after rounds on the entire
Vocational and Technical Education programme and no reasonable result is coming out. The
20
answer to this question bothering the minds of many Nigerians is that, there is need to ensure
that the investment made by Nigerian Government and partner agencies on Vocational and
Technical Education research last forever and Nigeria becomes a developed state or nation and
actualize vision 20:2020. It is pertinent to continue to advocate for the re-engineering of
Vocational and Technical Education in order to achieve creativity among students and conduct
research for Nigerian citizens to be self-reliance.
Scheefer and Moss (2008) pointed out that, Universities, Polytechnics and Colleges of
Education have used funds or finances allocated for them to established Vocational and
Technical Education programmes instead they used it to established other courses. Money or
funds for research related activities are either controlled by some of the chief executive officers
of the institutions and most of these permitted usually must have immediate application in the
classroom. The role of Nigerian Universities, Polytechnics, Colleges of Education and research
institutions throughout 56 years have not made much significant contributions to Vocational
and Technical Education which is aimed at preparing Nigeria citizens for acquisition of skills
and techniques that could lead to self-empowerment and employment in the global labour
market. It is unfortunate that, in Nigeria, not all Colleges and other tertiary institutions of
learning of comparable standing have established Vocational and Technical Education courses
or programmes. Research in Vocational and Technical Education if conducted would have
generated new ideas, identify, interpret and organize these ideas of scholars from other fields
that would lead to the improvement of practice in the Vocational and Technical Education for
economic empowerment, job creation and to actualize vision 20:2020.
2.5
Conceptual clarification of Tertiary/Higher Education
Only human capital can sustain growth (Kors, 2008). World Bank (2004) argued that
University Education is fundamental to all developing countries if they are to prosper in a world
economy where knowledge has become a vital area of advantage.
21
Ehiametalor (1988), the aims of higher education in Nigeria as outlined by the Federal
Ministry of Education (2004) section 8 (59) are:

Contribution to national development through high level manpower training.

Development and inculcation of proper values for the survival of the individual and the
society.

Development of the intellectual capabilities of the individual to understand and
appreciate their local and external environment.

Acquisition of both physical and intellectual skills which will enable the individual to
be self-reliant and useful member of the society.

Promotion and encouragement of scholarship and community services.

For national unity and the promotion of national and international understanding and
interaction.
Section 8 (60) of the federal ministry of education also state that higher education in Nigeria
should vigorously pursue these goals through:

Teaching

Research and development

Knowledge generation and dissemination and international cooperation

Dedicated services to the communities through extra-mural and consultancy services.
All these stated goals are closely related to quality education because as John Dewey rightly
pointed out, every experience of man counts as education.
Nigeria has a teaming population of over 170 million people. A growing population
necessitates some growth in University to accommodate the increasing number of students
seeking a higher education degree, yet the potential of Nigerian University system to fulfill this
responsibility is frequently thwarted by problems of finance, efficiency, equity and quality.
This article is focused of the following sub headings:
22

the Concept of Quality and Quality Assurance

Variables acting as factors affecting the effective teaching and learning of Vocational
and Technical Education Courses in Nigeria University
2.5.1 Conceptual Clarification of Quality
The concept of quality has attracted many definitions from several scholars. Kalusi, (2001)
argued that quality is a complex concept and there is hardly any consensus.
Asiyai and Oghuvbu (2009) defined quality as a measure of how good or bad the products of
higher education institutions in Nigeria are in terms of their academic performance and meeting
established standards.
Article 11 of the World Declaration on Education, (2003) sees quality as a multi-dimensional
concept which should encompass all the functions and activities in schools. High quality
delivery is a prerequisite for effective productivity in education industry and hence quality
education is an instrument for effecting national development.
According to Ekong (2006), quality builds knowledge, live skills, perspectives, attitudes and
values. When quality education is delivered high enough to meet set standards, the products of
education should be able to perform well in the world of work in real life situation. When
quality is low, performance cannot meet the set standards. Hence one can say that the quality
of education has declined below set standard.
2.5.2 Conceptual Clarification of Quality Assurance
Quality assurance is the process of maintaining standards in products and services through
inspection or testing of samples (Ramson-Yusuf 2005). Okebukola, (2010:3) noted that quality
assurance is an umbrella concept for a host of activities that are designed to improve the quality
of inputs, process and outputs of higher education system. In line with this Ayodele, (2007)
contend that quality assurance entails the quality of available instructional materials for
23
teaching, equipment, facilities, school environment, pupils, curriculum, quality of instructional
delivery and quality of teachers.
Quality assurance is designed to prove and improve the quality of an institutions methods,
educational products and outcomes (Oyebode, Oladipo and Adetome; 2008). Everyone has a
role to play in ensuring quality assurance in education. One of the key building blocks of quality
assurance in education is the development of minimum standards as in qualification of teachers,
the quality of teaching in institutions, expected educational achievement of students and the
development of a more rigorous management process for education so that the entire sector
develops stronger operating policies, procedures which are well documented and adhered to.
With time, this will develop into a total management system for higher education in line with
what is practiced internationally. Hence Akinpelu, (2000) argued that education without quality
can even be more dangerous than no education, stressing that without quality, education has no
value.
2.5.3 Variables acting as Factors Affecting the Effective Teaching and Learning of
Vocational and Technical Education Courses in Nigerian Colleges
Several factors pose as factors affecting the effective teaching and learning of Vocational and
Technical Education Courses in Nigeria University in the 21st century. These factors are
highlighted and discussed below:
Many Colleges in Nigeria were unable to build lecture halls, students’ hostels, equip
laboratories and workshops and payment of staff salaries, research grants, allowances and
medical bills (Ivara and Mbanefo cited in Asiyai 2005).
Even
the
FGN/ASUU
Re-
Negotiation Committee (2009) realized as widely acknowledged that the key to the survival of
Nigeria in the 21st century lies in the country’s ability to produce applied and theoretical
knowledge in science, technology and humanities and hence the Renegotiation Committee
arrived at a consensus on the need for a rational and scientific procedure for determining the
24
funding requirements to begin the revitalizing the Nigerian university system. Despites all
efforts made the Nigerian government have not showed enough commitment towards adequate
funding University.
2.5.3. 1
Inadequate teaching staff and poor quality of teaching staff
A big challenge to the attainment of quality Higher Education in Nigeria is the lack of academic
staff. Ajayi (2007) seems to concur with the above when he noted that good teachers are needed
for good education which in turn is indispensable for social change, social transformation and
national development. The importance of teachers cannot be over emphasized. Despite the
importance of teachers in the attainment of good education, Colleges in Nigeria are short of
Lecturers to adequately handle teaching and learning activities. The institutions because of
inadequate funding are not able to employ additional Lecturers. The few available Lecturers
are seriously over worked. Even in some Colleges in the country, because of shortage of
Lecturers their programmes are not accredited by the accreditation agencies. Attainment of
good quality in higher education requires teaching staff of adequate quantity and quality.
Bamiro, (2012) attributed the problem of de-intellectualization of the academia to low quality
of staff of some Colleges in Nigeria. Where there is inadequate teaching staff and poor quality
of Lecturers, the attainment of good quality in the university will be difficult.
2.5.3.2 Poor policy implementation
Poor policy implementation is a challenge to quality delivery in education. The poor quality
delivery is responsible for the abysmal low performance of graduates of colleges in Nigeria in
their world of work and the alarming incidence of examination malpractice.
Okoroma, (2001) noted that money the government votes for running the institution does not
get to the institutions and the little that gets there is normally wasted by education managers.
Additionally, in Nigerian institutions little attention is paid to teaching effectiveness of
25
academic staff. The “publish or perish” syndrome which places more emphasis on research
makes Lecturers to be more committed to research.
Akinmusuru, (2009) attributed the low quality of Nigerian College graduates to little attention
given to teaching effectiveness, stressing that institutional policies are not geared towards
making students learning a priority.
2.5.3.3 Lack of resources
Quality education is dependent on the quality and quantity of human and material resources
put in place in the university. The lack of infrastructures such as science laboratories,
workshops, students’ hostels, libraries and electricity will affect the quality of education. For
good quality delivery, these facilities must meet the minimum standard specified by the
National Commission for Colleges of Education (NCCE).
Students of the higher education in Nigeria are learning in dilapidated buildings which are
poorly ventilated, illuminated, furnished and environmentally depressing and disabling
situations. Even many Lecturers share small offices
2.5.3.4 Lack of information communication technology facilities
Another Factor Affecting the Effective Teaching and Learning of Technical and Vocational
Education courses in Nigeria is lack of information communication technology facilities in
institutions of higher learning. As part of her education reform effort Nigerian government
adopted information communication technologies in all levels of education since information
communication technology integration in educational practices is meant to improve teaching
and learning, enhance higher education research, enhance collaboration among peers and
improve quality of education. Unfortunately, most Colleges in the country, there is acute short
of computers, multi-media projectors, electronic white boards, and automation of lecture halls
and Lecturers offices. Even majority of the institutions are not linked with functional internet
connectivity. As rightly noted by Onuma, (2007) information and communication technologies
26
could be used to prepare lesson plan, collect data and analyze students’ achievement.
Curriculum content could be enriched through search from the internet by teachers. Through
such internet search, information and relevant school practices which are unknown to teachers
and students and which cannot be found in textbooks, can easily be downloaded for use.
Information and communication technology in education has been continuously linked to
higher efficiency, higher productivity and higher educational outcomes, including quality of
cognitive, creative, and innovative thinking (Olatoye, 2011). Despite the role of information
communication technologies in enhancing teaching and learning, researches abound in support
of lack of information communication technology tools in institutions of higher learning in the
country (Asiyai, 2010).
2.5.3.5 Lack of vibrant staff development programmes
Most Colleges in Nigeria lack staff development programme for training and re-training of
staff. Vibrant staff development programme on a continuous basis will help academics and
non-academics to clarify and modify their behaviour, attitude, value, skills and competencies.
In this way, they grow and develop in their knowledge and thus become more effective and
efficient in the performance of tasks. Staff development is paramount because knowledge of
today is only sufficient for today. In this era of knowledge explosion and emergent knowledge
based economy, staff development should be the priority of any nation.
Peretomode, (2008) argued that the weakness of post graduate programmes of some Colleges
in Nigeria required a strong staff development programme for staff. He maintained that
Colleges are staffed by Lecturers who are not familiar with the topography of educational
landscape and have never been expected to formulate their own philosophies of education or
their own views about teaching and learning.
Peretomode and Chukwuma (2007) in their study revealed that a significant relationship
existed between manpower development and Lecturers productivity.
27
In addition, Asiyai and Oghuvbu (2009) reported that lack of staff development programmes
accounted for the decline in quality of university education in Nigeria. Similarly, Adeogun,
(2006) noted that an employee who is not trained and exposed to continuous retraining in the
modern methods and new discoveries in his or her field will soon become irrelevant to the
organization. Due to lack of opportunity for retraining and none mentoring of junior Lecturers
by professors, the junior Lecturers are not exposed to new ideas, facts, theories and research
findings in higher education. Various scholars have reported the deficiency of Teacher
Education Programme in Nigeria (Okeke, 2001; Falayayo, 2004; Ajayi, 2007). This calls for
addition training of teachers if quality in university education is to be attained in the country.
2.5.3.6 Brain drain
A big factor affecting the effective teaching and learning of Technical and Vocational
Education courses in Nigeria is the problem of brain drain. Over the past decades, there has
been mass exodus of brilliant and most talented Lecturers to other sectors of the economy.
Some of the Lecturers left Nigerian Colleges to join the business world, some joined politics
while others left Nigeria for better services. As succinctly put by Alli, (2000) many experienced
and young Lecturers are fleeing Nigeria from the frustration of university life into more
rewarding and more challenging sectors of the economy and even to overseas countries. There
is diminishing scope of mentoring junior researchers by seasoned and senior Lecturers in
Nigeria due to brain drain. Brain drain has led to decline in research outputs from institutions
of higher learning in Nigeria vis-à-vis the disappearance of research centers in Nigerian
Colleges.
Research brings about improvement in teaching and learning (Asiyai, 2009) but when there is
exodus of brilliant and seasoned academics from institutions of higher learning, the quality of
education delivery is threatened.
28
2.5.3.8 Poor leadership
Poor leadership both at the government level and at the institution level have been a big
challenge to quality in higher education in Nigeria. Since the nineties, the government of the
country has not shown enough commitment to higher education development in Nigeria. One
of the several indices for properly evaluating government commitment to educational
development in any country is budgetary allocation and disbursement to education. UNESCO
had recommended 26% budgetary allocation to education based on GNP but the amount
allocated to education by Nigerian government has continued to be smaller when compared to
other African countries. For example, budgetary allocation to education as percentage of GNP
was 0.7%, South Africa was 7.9%, Ghana was 4.2%, Kenya was 6.5% and Sub-Sahara 4.2%
in 2005 (Uhunmwuangbo, 2005).
A World Bank Report cited by the Academic Staff Union of University (ASUU, 2013) noted
that in 2012 Nigeria’s GDP was 262.2 billion USD while allocation to education was 1.96
billion USD, the amount spent by Nigeria for the entire education sector being less than what
individual Colleges spend on education in some countries. It is clear that the government of the
country is not committed to quality education. Additionally, poor leadership of some Nigerian
university administrators has been a bane to the attainment of quality in higher education in
Nigeria. Accordingly, Osiebe (1995) argued that poor leadership of some university
administrators by not involving staff union members in decision making while Iyayi, (2002)
argued that dismissal of some academics without following due process were indication of poor
governance which made many academic staff de-motivated to serious academic pursuit.
Additionally, Bamiro, (2012) maintained that the unfavorable governance which lead to series
of strikes resulting to closure of some institutions for up to 177days since 1993 to the present
day accounted for low quality in university education in Nigeria. This unhealthy situation could
lead to strained relations between university staff unions and management, increased hostility
29
and aggression and increased mutual suspicion which are all threats to mutual co-existence for
the attainment of good quality in institutions of higher learning.
30
CHAPTER THREE
3.0
METHODOLOGY
This chapter explains some Technical methodological concepts and how they are employed in
the implementation or execution of the research process. However, this chapter is divided into
several segments and as such is discussed under this under listed description.
 Research Design
 Population of study
 Sample and Sampling techniques
 Research Instrument
 Reliability of Instrument
 Validity of Instrument
 Data collection
 Method of data analysis
3.1
Research Design
This research study is designed to investigate the Factors Affecting the Effective Teaching and
Learning of Vocational and Technical Education courses in Nigerian Colleges, a case study of
Federal College of Education (Technical) Gusau (FCET).
3.2
Population of study
Following the large number of respondents in Adekunle Ajasin University, the population of
the study consisted of 50 respondents from total population of one thousand (100) at the
Department of Vocational and Technical Education.
31
3.3
Sample and Sampling techniques
Colins (2007) posited that survey research design includes selecting a representative and
unbiased sample of subjects drawn from the group under study. The area of the studies is
Zamfara State. The population of the study is made up of 5 Lecturers and 45 Students in the
College. The tables in chapter four show the population of the study (Field work, 2017). The
random sampling technique was used to select 5 Lecturers and 45 Students from the Colleges.
A Likert four-point scale questionnaire titled “Questionnaire Factors Affecting the Effective
Teaching and Learning of Vocational and Technical Education courses in Nigerian Colleges”
with three sections (Section A-C) Section A is non-uniformity of courses, lack of students’
interest, Section B is on staff training and retention, staff situation and brain drain, and Section
C is on funding and facilities. Section A, B, and C has 8, 10, and 12 items respectively making
up a total of 30 items in the questionnaire was used for data collection. The questionnaire was
faced and content validated by the researcher’s supervisor from Department of Vocational and
Technical Education, Federal College of Education (Technical) Gusau (FCET) Zamfara State
and possible corrections were made as directed by the expert. The questionnaires were
administered to year three and four students respectively and the Lecturers of the Department
of Vocational and Technical Education who were found to be part of the sample under study.
3.4
Research Instrument
In collecting the necessary data for the study, the investigator was used questionnaire. A
questionnaire was designed for the respondents; each questionnaire had two segments. One
segment was used to seek information about the respondents, while the other segment
contained questions on Factors Affecting the Effective Teaching and Learning of Vocational
and Technical Education courses in Nigerian Colleges.
32
3.5
Validity of Instrument
This is the degree at which an instrument is accurate in measuring whatever is its purpose to
measure. The instrument for the study was a designed structured questionnaire. The
scoring scale of the instrument was meant to elicit the respondents’ level of agreement
on the listed items. Experts from Vocational and Technical Education Department, of
Federal College of Education (Technical) Gusau (FCET) validated the content,
language, relevance and adequacy of the items on the questionnaire. The instrument was
scrutinized by the researcher’ supervisor in the department, in terms of content and face
validity.
3.6
Reliability of instrument
To test the quality of measurement used in this study, a Mean and Standard Deviation were
used for the reliability of the research instruments. The comments and suggestions of the
experts were considered for improving the quality of the instrument. The researcher went round
the College to administer the questionnaires to the students and the Lecturers. Also he collected
the questionnaires on the spot which yield a hundred percent return rate. The Mean and standard
deviation was used to analyze the research questions. Furthermore, the hypotheses were tested
using the t-test statistics at 0.05 level of significance. According to Nworgu (2006) the t-test is
usually adopted in testing hypothesis about the difference between the sample sizes that is
large. Generally, a sample is considered to be large if its size is equal to or greater than 30.
The questionnaire was administered on 50 respondents from the institutions. The Pearson
Product Moment correlation coefficient was used to ascertain the reliability which yielded
0.902; the questionnaire carried the same pattern. After the researcher has administered the
questionnaire, the responses obtained from the respondents were found consistent.
33
3.7
Method of Data Collection
Questionnaires were used to collect data from respondents for the study. Questionnaires were
personally administered and collected back from the respondents instantly during the working
hours. The procedure was deemed it necessary in order to clear instantly any problems with
any of the respondents may in any ways encounter during the process of providing answers to
the questionnaire.
3.8
Method of Data Analysis
The analysis of the data was carried out based on the formulated research questions. The data
collected was properly recorded and tabulated to facilitate every analysis. Mean and Standard
deviation of respondents in different response categories for each item of the questionnaire
were obtained. Details of the results were shown in the following chapter.
34
APPENDIX
FEDERAL COLLEGE OF EDUCATION (TECHNICAL) (FCET)GUSAU ZAMFARA
STATE
IN AFFILIATION TO FEDERAL UNIVERSITY OF TECHNOLOGY MINNA
FACULTY OF EDUCATION
DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION
Questionnaire on Factors Affecting the Effective Teaching and Learning of Vocational
and Technical Education courses in Nigerian Colleges, a case study of Federal College of
Education (Technical) Gusau (FCET)
Dear Respondent,
The following statements are designed to gather information on Factors Affecting the Effective
Teaching and Learning of Vocational and Technical Education courses in Nigerian Colleges.
Please be sincere and honest in your responses. All responses shall be treated confidentially.
Thanks for your cooperation.
SECTION A
PERSONAL DATA:
Instruction: Please fill this section by writing in the space provided and with a tick () in
the appropriate box.
Name of Respondant_________________________________
Gender: (a) Male { }
(b) Female { }
Age: (a) 18-25 { } (b) 26-33{ } (c) 34-42 { } (d) 43 and above { }
SECTION B
Please answer the questions below. You are being provided with the following subheadings: Strongly Agreed (SA), Agreed (A), strongly Disagreed (SD), Disagreed (D).
Research question 1:
Does lack of students’ interest affect the effective teaching and learning of Vocational and
Technical Education courses in Nigerian Colleges?
S/N ITEM STATEMENT
1
SA
Students are not aware of the importance of Vocational and
Technical Education.
35
A
D
SD
2
Students are always afraid of practical work.
3
Students are afraid of Vocation and Technical Education due to
fear of calculation.
4
Societal perception that Vocational and Technical Education is
for all and unintelligent students.
5
Societal perception that Vocational and Technical Education is
for the less privileged in the society.
6
7
8
Inferior status
Education.
accorded
Vocational
and
Technical
Poor societal attitude towards Vocational and Technical
Education.
Students afraid to engaged in independent practical
projects
Research question 2:
Do staff training and retention, staff situation and brain drain affect the effective teaching
and learning of Vocational and Technical Education courses in Nigerian Colleges?
S/N
ITEM STATEMENT
SA
9
Lack of professional and experienced Lecturers.
10
Lecturers are provided with enough allowances.
11
Lecturers are well motivated.
36
A
D
SD
12
Poor demonstration employed by Vocational and Technical
Education technologists.
13
There is cordial relationship between Lecturers and students.
14
Poor retraining scheme for Vocational and Technical
Education Lecturers.
15
Lecturers’ nonchalant attitude to upgrade their skills.
16
Experts in academics moved to the industry where they
get better pay for their services.
17
Teaching methods used by Lecturers’ support skill
learning.
18
Trade Lecturers are busy with other duties in the
university(department)
Research question 3:
Does funding and facilities affect the effective teaching and learning of Vocational and
Technical Education courses in Nigerian Colleges?
S/N
ITEM STATEMENT
SA
19
Poor provision of consumable materials such as wood, nails,
wires, rods, and glues for students practical.
20
Poor provision of infrastructural facilities such as
recreational facilities.
21
Location of the University environment is conducive for
both teaching and learning to take place.
22
Inadequate equipped workshops and laboratories.
37
A
D
SD
23
Poor provision of instructional materials such as textbooks.
24
The classrooms and workshops are conducive for
instruction.
25
Workshops are usually opened for students’ use at least
four days in a week.
26
Tools and equipment for practical lessons are adequate.
27
Workshops for various trades are available for practical
lessons.
28
School Library adequately supports practical lessons.
29
University (department) has qualified technologists for
practical lessons.
30
Adequate workshop attendants who assist in practical
lessons.
38
REFERENCES
Acade mic Staff Union of University (2013). Nigeria’s University System and the
Menace of
Underfunding, ASUU DELSU Branch, September, 20
Adeogun A.A. (2006) Training and Experience as Predictors of Teacher’s Productivity in
Secondary School. International Journal of Educational Management 4 (1): 38-49.
Ajayi K (2007) Emergent Issues in Teacher Education and Professionalization of Teaching
in
Nigeria. African Journal of Historical Science in Education 3(1): 22-28.
Akaninwor, G. (2004). Self-Method as Applied to the Training of Vocational and Technical
Trainers. Special Method of Technology Instruction. Port
Publishing
Harcourt:
Company.
Akinmusuru J.O. (2009) the Curriculum as a Living Document for Achieving
for
Wilson
Sustainable Development. In: Proceeding of the 12th General
Education
Conference
on
Sustainable Development in Africa: The Role of HigherEducation, Abuja Nigeria 4-9
May.
Asian Development Bank-ADB (2004). Improving Technical education and
Vocational Training: Strategies for Asia. Internet accessed at
http://www.adb.org/publications. pp. 25-80
Asika, N. (2006) Research Methodology in Behavioral Sciences. Lagos: Longman Nigeria Plc,
2006.
Asiyai R.I. (2006b) Variables Inducing Trade Union Disputes in Nigerian University.
Nigerian
Journal of Guidance and Counseling 11(1): 146-154.
Asiyai R.I. and Oghuvbu E.P. (2009) An Empirical Analysis of the Causes and Possible
Solutions
to Decline in Quality of Tertiary Education in Delta state, Nigeria. Journal of
Sociology
and Education in Africa 8(2):1-13.
Asiyai R.I. (2010) The Roles of Information Communication in Management of
Education for Sustainable Development in Delta state, Nigeria.
Journal of Sociology and Education in Africa 9 (1): 157-168.
Bamiro (2012) The Nigerian University System and the Challenges of Relevance
In: Convocation Lecture University of Lagos, Akoka-Lagos 12 January.
39
Secondary
Banjoko, S.A. (2005) Production and Operation Management. Ibadan: Oluseyi
Press Ltd,
2005.
Berko, S.Y. (2008) An Enabling Legal Framework towards Enhancing the Efficiency and
Competitiveness of Nigeria Co-operatives. Enugu: Enugu Fishing Company, 2008.
Chaeder A. Alwasilah (2002): ‘‘Vocational Education must Provide Students with life Skills’’;
The jarkata Post; Feb 11, 2002.
Durosaro D.O. and Adegoke A.A. (eds) Higher Education and Globalization Lagos: StirlingHorden Publishers Ltd, pp.39-48.
Ekong J.E. (2006) Standard in Education and Quality Delivery as Imperatives for National
Productivity. Nigerian Journal of Educational Philosophy, 2 (2),
16-24.
Eya, G.M. (2001) Development and Constraints of Vocational and Technical Education in
Nigeria:
Implication for Nation Building in Nigeria Journal of Curriculum and
Instruction Vol. 10
No. 1 P. 58.
Fafunwa, A.B. (1974) History of Education in Nigeria, Long, George Allen and
Union.
Falayayo W. (2004) Education Practices in Nigeria: The Gap between the Status quo and the
Ideal: University of Ibadan Valedictory Lecture.
Federal Government of Nigeria (FGN) (2000): Technical and Vocational Education
Nigeria
in the 21st Century with the Blue-print for Decade
Ministry
of Education.
in
2001-2010 Abiya. Federal
Federal Republic of Nigeria (2004), National Policy on Education. Lagos, Nigeria: Nigerian
Education Research and Developmental Council.
Federal Ministry of Education (2004) National Policy on Education. Lagos: Education research
and development council.
Federal Government of Nigeria and Academic Staff Union of University Agreement, October
2009.
Grace L. O. (1994). Curriculum Theory and Planning ‘‘Uni-world’’ Education
(Nig.) Ltd P.11-15.
Graig, C. A. (1996); Europe since 1815; Holt Rinehart and Watson Passim.
Gustava L. B. Encyclopedia Britannica Vol. 6 P. 109.
40
Publishers
Ibeneme, O. T., &Eze, C. P. (2010). Revitalizing Technical and Vocational
for
the Achievement of Vision 2020 in Nigeria. Nigeria Journal of
Education
Curriculum
and
Instruction, 17(1): 1 – 5.
Idowu IA, Esere, O.M. and Omotosho A.J. (2011) The Challenges of Information and
Communication Technology and Higher Education System in Nigeria. International
Labour Organization (ILO) (2008). Conclusion on Skills for Improved Productivity,
Employment Growth and Development. Geneva:
International Labour Office.
Kirk green, ‘A. H. M.(1968)’ Lugard and the Amalgamation of Nigeria.
Kalusi JI, (2001) Teacher Quality for Quality Education Nigerian Journal of
Educational Philosophy 8 (2): 62-72.
Ladipo, A. (1985), ‘Nigeria Public Administration 1960. 1980 Prospective
Ibadan Heinemann an Education Book Nigeria Limited. P. 231-
Progress’
245
Lorensten, A. (2004). National, European and Global Collaborative Efforts to
Further the
Introduction of ICT into Colleges . Denmark: Aalborg University Press.
Ma’aji, C. Z. (1997) Understanding the Content of Science and Technology ‘Lead
Paper Presented at Workshop for Primary, Secondary Teacher. Kachia and Zangon
Katafi Local Government Area of Kaduna State. Unpublished Paper.
Momoh, S.O. (2008). Enhancing Teachers’ Competence in Research and Development
TVE
studies. A Paper Presented in a Seminar Organized by
Teachers of Technology (NATT) at FCE
15
in
National Association for
(Technical), Umunze, Nigeria, September
-18, 2008.
National Policy on Education (2004). Federal Ministry of Education, Federal Government
Press. Lagos, Nigeria.
Odetunde C. (2004) The State of Higher Education in Nigeria. Available at:
http://www.nigerdeltacongress.com/sertive/state of Higher Education (accessed 4
February 2004).
Oke, G. A. (1936), ‘A Short History of United African Church’ Lagos Passim.
Okebukola P.A. (2005) Quality Assurance in the Nigerian University System.
Nigerian Journal of Curriculum Studies 12(3): 1-5.
41
Okebukola P.A. (2005) Labour Market Expectations of Nigerian Graduates: A
National University Graduates Employer Needs Assessment Survey. Ibadan:
Heinemann Educational Books Nigeria Plc.
Okebukola P.A. (2008) Quality Assurance Mechanisms and Academic Mobility in
Anglophone
Countries: Case Study of Nigeria. Paper Presented at the
Building Workshop
on the License-Master-Doctorate (LMD)
University Gaston Berger,
Saint Louis, Senegal September,
Capacity
Reform
held
at
2008; 19-20.
Okebukola P.A. (2010) Five Years of Higher Education in Nigeria: Trends in
quality
Assurance. Available at: www.unilorin.edu.ng (accessed 5 March 2012).
Okogie, J. (2007, November 6) Vanguard Newspaper, p.14.
Okorie, J.U. (2001). Vocational Industrial Education League of Researchers in
Nigeria,
Bauchi, Nigeria.
Okoro, O.M. (2005). Vocational and Technological Education in Developing
Countries: The Place and Roles of the Teacher. Ebonyi Technology and
Vocational Education Journal (ETVET), Vol. 1 No. 1, 1-8.
Okoroma N.S. (2004) Principal-ship and Educational Accounting in Rivers State.
Journal of Research and Development in Education 2(1): 134-142.
Okoye, K.R.E. & Eze, T.I. (2008). Instructional Delivery System in Technical and
Vocational Education at the Secondary School Level in Nigeria. A keynote
Address Presented at a Seminar Organized by Nigeria Association for
of Technology (NATT) at FCE (Technical), Umunze, Nigeria.
Teachers
September 15-18, 2008.
Onwusonye, S.I.J. Tendering, Estimate and Contractual Arrangements in Building
Projects (Principles & Practice). Owerri: Ambix Printers, 2002.
Opeoluwa, I.O. The Management of Adult Education. Ibadan: Spectrum Books
limited,
2007.
Osuala, E. C. (2004). Foundations of Vocational Education. Enugu, Nigeria Cheston Agency
Limited.
42
Oyebade S.A, Oladipo S.A. and Adetoro J.A. (2007) Determinants and Strategies for Quality
Assurance in Nigerian University Education System. East African
Journal
of
Educational Research and Policy 2, pp. 63-81.
Peacock, H. L. (1980) 6th Edition ‘A History of Modern Europe 1789-1978’ London.
Heinemann
and
Education Books. Passim Report on Principals 1
conference on Discipline
Motivation in Schools’ (1977). University of Lagos.
Peretomode V.F. (2008) What is Higher in Higher Education. Benin-City: Justice
Jecko Press and Publishers Ltd.
Peretomode V.F. and Chukwuma R.A. (2007) Manpower Development and Lecturers’
Productivity in Tertiary Institutions in Nigeria. Journal of Education
English
Edition Poland, 5-11.
Schaefer, C. and Moss, J. (2008). The Roles of Colleges in Vocational
of
Studies,
Education. Journal
Vocational Education 13, 49-54.
Schutte, F. & Van der Sijde, P.C. (Eds) (2000). University and its Region. Examples
of Regional Development from the European Consortium of Innovative
University.
Twenty University Press.
Singh, G., O’Donoghue, J. & Worton, H. (2005). Study into the Effect of Elearning on Higher Education. Journal of University Teaching and Learning
Practice, 2 (1), 13-24.
Stevenson, J. C. (2005). The Centrality of Vocational Education and Training’. In Journal of
Vocational Education and Training, 335-354.
The Columbia Encyclopedia (6th Edition). Columbia University Press, 2001.
Uhunmwuangho S.O. (2005) Problems of Financing Higher Education in Nigeria.
Nigerian Academic Forum, 9 (4): 54-63.
Ukuma, S. (2009) Research in Vocational Technical Education; A Strategy to
Sustain
Competitiveness in the Global Economy for National Developments. African Journal
of Indigenous Development 5, 24- 258.
43
UNESDOC
(2001).
Revised
Recommendation
Concerning
Technical
and
Vocational Education. Paris: UNESCO Press.
Uzomah, B.C. Management Principles and Practices. Owerri: Wyde Printers, 2002.
Victor E. Dike: ‘Youth Vanguard’ UNESCO Tackles Nigeria Declines in Technical
and
Vocational Education. November 25, 2004.
Wipawin, N. (2004). Students’ Response to New Learning Technologies in
Thailand.Thailand: Sripatum University Press.
World Bank (2004) Improving Tertiary Education in Sub-Sahara Africa: Things that Work.
Report of a Regional Training Conference, Accra, Ghana.
44