IMPROVING VOCATIONAL EDUCATION AND TRAINING AMONG SENIOR SECONDARY SCHOOLS FOR SKILL DEVELOPMENT AND SELF-RELIANCE IN NIGERIA
| Format: Ms Word | 1-5 Chapters | Table of Content|
INSTANT PROJECT MATERIAL DOWNLOAD
Study Level: BTech, BSc, BEng, BA, HND, ND or NCE
Amount: ₦3,000.00
ABSTRACT
The aim of this research was to investigate solutions to improve vocational education in secondary schools in order to promote skill development and self-reliance. The study was specifically developed to discover the existing learning process in vocational education, the problems of vocational education learning, and solutions to improve vocational education learning in senior high school for skill development and self-reliance. Three research questions were posed, and three hypotheses were developed, with all hypotheses tested at the (0.05) level of significance. The cross sectional survey design was used for the study, and data was collected via questionnaires for students and teachers, each of which contained 18 items separated into three sections. This study’s sample population consisted of 50 respondents from eight different secondary schools in Plateau state; the data obtained or collected were analyzed using frequency, mean, standard deviation, and the t-test. There were findings and recommendations. The findings revealed that most vocational subjects are taught theoretically without adequate practical lessons to balance the learning processes, owing to a lack of adequate training facilities and equipment, a shortage of vocational teachers, insufficient funding of vocational education, a lack of emphasis on the practical aspect of vocational education, poor planning, and societal misconceptions about vocational education, among other factors. It is therefore recommended that the government improve vocational education infrastructure and equipment through adequate funding, that guidance and counselling units be established in all skill acquisition centers to encourage students to study vocational and technical education based on their aptitude, and that technical and vocational teachers at all levels be retrained to bridge the gap between school training and industry. Parents should be encouraged to let their children choose a career based on their aptitude.
TABLE OF CONTENTS
Title page – – – – – – – – – – i
Certification – – – – – – – – – – ii
Approval page – – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgement – – – – – – – – – v
Table of Content – – – – – – – – – vi
Abstract – – – – – – – – – – – xi
CHAPTER ONE: INTRODUCTION
- Background of the study – – – – – – – 1
- Statement of the problem – – – – – – – 6
- Purpose of the study- – – – – – – – 7
- Significance of the study – – – – – – – 8
1.5 Research questions – – – – – – – 9
1.6 Hypothesis- – – – – – – – – 10
1.7 Limitation of study -` – – – – – – – 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The concept of vocational education – – – – – 11
2.2 The current learning process of vocational education in Secondary
School for skill development -` – – – – – 14
2.3 The challenges and constraint to learning vocational education in
Secondary school for skill development – – – – 16
2.4 The strategies for improving learning of vocational education in
Secondary schools for skill development and self-reliance – -19
CHAPTER THREE: METHODOLOGY
3.0 Introduction – – – – – – – – 21
3.1 Research design – – – – – – – – 21
3.2 Area of the study – – – – – – – – 22
3.3 Population of the study – – – – – – – 22
3.4 Sample and sampling method – – – – – – 22
3.5 Instrument for data collection – – – – – – 23
3.5.1 Validation of instrument – – – – – – – 24
3.5.2 Reliability of the instrument – – – – – – 24
3.6 Method of data collection – – – – – – 25
3.7 Method of data analysis – – – – – – – 25
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation – – – – – – – – 28
4.2 Discussion of findings – – – – – – – 42
CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATION AND SUGGESTION FOR FURTHER STUDIES
5.1 Restatement of the problem – – – – – – 45
5.2 Summary of procedure used – – – – – – 44
5.3 Summary of major findings – – – – – – 44
5.4 Conclusion – – – – – – – – – 47
5.5 Recommendation- – – – – – – – 47
5.6 Suggestions for further studies – – – – – – 48
References – – – – – – – – – 49
Appendix I – – – – – – – – – 50
Appendix II – – – – – – – – – 51
Appendix III – – – – – – – – 54
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education, in its broadest sense, is a type of learning in which people’s knowledge, abilities, and habits are influenced through teaching, learning, or study. Individuals receive either liberal, general, or vocational education. Vocational education is an educational instruction that has been methodically designed to assist an individual to gain the fundamental skills, information, talents, and understanding required for skill development and self-sufficiency. Education is not only a tool for increasing efficiency; it is also a powerful weapon for increasing democratic involvement and improving the overall quality of individual and communal life. Education enhances functional and analytical abilities, allowing individuals and communities alike to gain more access to labor markets and lives.
Skills and knowledge are the engines of any country’s economic progress and social development. Because education is the means of creating socioeconomic transformation in a society, skills and knowledge are the motors of any country’s economic progress and social development. Countries with higher and better levels of knowledge and skills adapt to globalization’s challenges and opportunities more effectively and quickly (Vijay, 2008).
To attain these objectives, a flexible education and training system that provides the basis for learning, secondary and postsecondary education, and the development of needed competencies as a way of achieving lifelong learning is required. Okoro (1993) defined vocational education as any type of education whose major goal is to prepare people for work in a recognized occupation.
According to Immaculate (2005), vocational education is the methodical impacting of experiences on an individual in order to be appropriately ready for a good job in a recognized occupation. According to Mamman, Jirgi, and Mubarak (2013), secondary education has lost some of its purpose due to a lack of functional education.
According to Ezeobata (2007), the adoption of the 6-3-3-4 educational system began in 1982 and introduced several reforms to Nigeria’s educational system. The vocationalization of the secondary school curriculum is one of the innovations. Prior to the 1982 education reform, Nigerian secondary schools primarily trained pupils for basic white collar occupations, leaving many unemployed.
Efforma (2005) bemoaned the youth’s rising reliance on white-collar occupations, which are becoming scarce these days. According to Efforma, job companies value skills above certifications and encourage young people to achieve self-sufficiency through skill development.
According to Mamman et al. (2013), the level of youth restiveness has gone beyond control levels, and a significant number of dropouts with no specified skills lack employment to enable them to earn a livelihood. As a result, many parts of the country, particularly Plateau state, with its optimal population, are unemployed because to a lack of skills that would enable people to be self-sufficient. As a result, some have turned to drug addiction, armed robbery on the streets, while others are used by politicians for their own benefits and selfish profits, while others are used for crisis, bombing locations due to a lack of job possibilities, to name a few.
According to Ijaiya (2003), an unemployed engineer or lawyer is unlikely to resort to violent crime to make ends meet, but an unemployed secondary school leaver is more likely to become a drug addict or arm robber since these young school leavers are at a key moment of their development. Functional vocational education at the secondary school level could be used to solve this problem. Secondary school education is the form of education provided during adolescence and is divided into two levels: junior secondary school (J.S.S) and senior secondary school (S.S.S).
According to Fafunwa (2002), the specific goals of secondary school education are to develop manipulative abilities (manual dexterity), inventiveness, respect for the dignity of labor, and, most importantly, a healthy attitude toward technical education. Baiyelo (2005) highlighted that with the advent of vocational education in secondary schools, introductory technology, now Basic technology, was introduced at the J.S.S level to expose students to the principles of technology in the solutions of daily living.
While at the S.S.S level, Ijaiya (2003) noted that, vocational subjects like auto-mechanics, electronics, metal work, technical training, wood work was introduced to train students in skill development to become employable or to be self-reliance. Skill development begins with assessing which skills are important for your desired career development, skill development means developing yourself and your skills sets, to add value for your career development. Even with the program of vocational education in place at the secondary school level, students still lack the basic skills for self-reliance; this is due to the poor learning process of vocational education at this level.
Ijaiya (2003) stated that, the reality in our secondary schools after several years of launching vocational education, technical subjects are still suffering from neglect, very few secondary school in the Plateau state are offering subjects like electronics, woodwork, metalwork, auto-mechanics etc. also, Olufunke observed that parents prefer their children to study commercial subjects so as to become accountants, lawyers, bankers, pharmacist, administrators etc. Ijaiya further noted that, even the few schools that offer these technical subjects, how many of them can boast of a standard workshop? Only schools that converted old classrooms into workshops can boast of one, even then, some of these workshops are there without machines and equipment leading to a situation where these technical subjects are being taught theoretically in many schools without the practical lessons. Some of the current learning processes as noted by Ijaiya include teaching practical subjects in a very large crowd of students. Skill acquisition demands a lot of individual practice and close supervision so that the trainee can use the skill independently.
However, the current learning process of vocational education cannot be drifted from the numerous problem and challenges facing it and technical education in general. According to Enahoro (2008), some of these issues include a lack of adequate training facilities, a shortage of vocational teachers, inadequate funding for vocational education, inadequate remuneration for vocational teachers, a negative public perception of vocational education, and a lack of emphasis on the practical aspect of vocational education. Nonetheless, there are techniques that, if implemented more strictly, will tend to strengthen this vital area of education in Plateau state secondary schools. According to Mamman et al. (2013), some of these initiatives may include providing all necessary trades facilities, establishing skill acquisition centers in secondary schools, and establishing counseling and counselling units at all levels of learning. Vocational education teachers at all levels should be retrained, and programs should be adequately funded.
1.2 STATEMENT OF THE PROBLEM
The high level of youth unrest has gotten out of hand. Many dropouts who lack a specific expertise are unable to find employment that will allow them to support themselves. Due to a lack of skills that would allow them to be self-employed and independent, many members of the state’s ideal population are now unemployed. As a result, some have turned to drug abuse or armed robbery on the streets, while others are used by politicians for their own personal gain and crises to be sparked. Functional vocational education, which starts in secondary school, might be the answer to this problem. The secondary school children lack the fundamental abilities needed to be independent after they graduate. This can be the result of inadequate expertise at that level and poor perception. Even after the introduction of vocational education in our secondary schools, technical disciplines continue to be undervalued. For example, only a small number of secondary schools in Plateau State provide classes in building technology, electronics, woodworking, metalworking, and aeromechanics. In order to build skills, this study aims to determine the existing learning process in high school vocational education. The study aims to identify some of the obstacles or hurdles to obtaining the necessary skills through vocational education as well as ideas to enhance vocational education instruction in secondary schools for skill development and self-reliance.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the strategies for improving vocational education and training among senior secondary schools in Plateau state for skill development and self-reliance. Specifically, the study is set to determine the following:
- The current learning process of vocational education in secondary school for skill development.
- The challenges or constraint to learning vocational education in secondary school for skill development.
- The strategies for improving learning of vocational education in secondary schools for skill development and self-reliance.
1.4 SIGNIFICANCE OF THE STUDY
The findings of this study will be of benefit to the students, teachers, schools and school administrators, curriculum planners and the society at large.
The student will appreciate the various trades and become aware of the opportunities available in vocational education. This will lead them try to develop skills that will make them self-reliant after leaving school.
The study will be very useful to the teachers as to recognize the importance of vocational education for skill development at the secondary level, exploring the teachers mind through attainting seminars, workshops on vocational education whereas teaching students about the benefits of craftsmanship and how to also earn a better living.
The educational administrators will be able to assemble up to oversee that vocational education and training among secondary schools are valued and their responsibilities so that the students will acquire the appropriate manipulative skills.
This study will also help the curriculum planners to be aware of the rightful and functional types of curriculum needed by students in secondary school in order to achieve the objectives of secondary education.
The society will gain from this study because if vocational education is put in place at the secondary school. This will improve the socio-economy of the society as many of the youths will be equipped with the various vocational skills, with technological background and foundation enabling them to be self-reliant or even self-employed and create employment for others. Thus, the level of crimes and other social vices in the society will be reduced and remedied effectively.
- RESEARCH QUESTIONS
The following research questions are formulated to guide the study:
- What are the current learning processes of vocational education in secondary schools for skill development?
- What are the challenges or constraint to learning vocational education in secondary school for skill development?
- What are the strategies for improving learning of vocational education in secondary school for skill development and self-reliance?
1.6 HYPOTHESIS
The following null hypotheses formulated to guide the study:
- There is no significant difference between the mean responses of teachers and student on the current learning processes of vocational education in secondary schools for skill development?
- There is no significant difference between the mean responses of teachers and student on the challenges or constraint to learning vocational education in secondary school for skill development?
- There is no significant difference between the mean responses of teachers and student on the strategies for improving learning of vocational education in secondary school for skill development and self-reliance?
- LIMITATION OF THE STUDY
This study is limited to improving vocational education and training among senior secondary schools for skill development and self-reliance in Jos South Local government area of Plateau State.
USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)
PAY ₦3,000 HERE TO DOWNLOAD MATERIALS
DISCLAIMER
WE ASSIST OUR CLIENTS BY PROVIDING QUALITY RESEARCH MATERIALS FOR ACADEMIC PURPOSES.
THIS MATERIAL IS FOR RESEARCH PURPOSES ONLY AND SHOULD BE USED AS GUIDELINE.
DO NOT COPY THE ABOVE MATERIALS VERBATIM (WORD FOR WORD)