AN ASSESSMENT OF SCHOOL INPUTS AND ITS IMPACT ON THE PRODUCTION OF QUALITY TECHNICAL TEACHERS IN PRIVATE SECONDARY SCHOOLS IN LAGOS STATE
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF THE STUDY
In any culture, the value of high-quality technical education cannot be overstated. In both developed and developing nations, technical vocational education and training (TVET) has been identified as the primary emphasis for economic growth (Olaitan, 2000). Technical and vocational education, particularly in a developing nation like Nigeria, provides a solution to rising unemployment at a time when the job market is decreasing globally. The primary goal of technical and vocational education (TVET) is to prepare skilled workers in applied science, engineering technology, and commerce to run, maintain, and sustain Nigeria's economic operations in order to achieve fast socioeconomic growth. The FME publishes an annual report every year (FME, 2009). TVET is a method of training for vocational areas and successful involvement in the workplace as part of general education. TVET is intended to impart essential skills and competences leading to the development of entrepreneurial and economically self-reliant people with the ability to create employment and decrease poverty as part of lifelong learning and preparation for responsible citizenship. As a result, vocational education has a distinct relationship to the workplace and may be distinguished from traditional academic education.
Technology and vocational education, according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2001), is a broad phrase for the study of technologies and associated disciplines that includes the development of practical skills and knowledge in addition to general education. According to this viewpoint, technological education should play a significant role in national development by providing people with the skills and competences necessary to be gainfully employed in a variety of professions and to progress in those positions. The United States of America (US) and Russia, for example, have made significant investments in science and technology education. These countries have implemented technology education at all levels of their educational systems, in the form of technical and vocational education. According to Krueger (2005), at the upper secondary level in the EU, more students were enrolled in the technical and vocational stream (57.6%) than the general stream (42.4%), with 77 percent of upper secondary students in West Germany and Austria and 72 percent in Italy enrolled in vocational studies. The European nations place a strong focus on technical and vocational education. In a similar vein, the Indian government, realizing that a large-scale spread of TVET is essential for development, launched a massive program to strengthen the existing system of TVET institutions in various communities with the help of the World Bank under the Technical Education Project phase III (Ray, 2003).
Nigeria has a diverse economy and is still considered a developing nation after 50 years of independence (Oguntoye, 2004). It is a country with a wide range of issues. It has been noticed that there is severe unemployment in Nigeria, with the bulk of graduates from educational institutions wandering the streets looking for work. They are unskilled at industry and unable to generate jobs for themselves due to the kind of education they received. Because of unemployment, poverty is at an all-time high. Nigeria, according to Ejiogu (1995), needs to work smarter, not necessarily harder. Our economy is characterized by low output as a result of inadequate manufacturing techniques (Olaitan, 2000). The Nigerian government established Technology Education after realizing that TVET holds the key to self-sufficiency, long-term economic progress, and national development. The (FRN, 2004) National Policy on Education was adopted.
The current Nigerian Technology Education Curriculum stresses skill acquisition and growth. As a result, technical and vocational education has been implemented at all levels of the country's educational system. Technical and vocational education is provided at several levels, as outlined in the National Policy on Education's educational framework.
In terms of policy, the Federal Government of Nigeria's National Policy on Education (FGN, updated 2004) lays out the expectations and objectives for Technology Education at all levels of education in Nigeria. It is intended to give kids the fundamental tools for future educational development at the elementary level. At this level, a strong focus on technical knowledge is required. Pre-vocational electives, such as Introductory Technology, Business Studies, Agriculture, and Home Economics, are available at the junior secondary school (JSS) level. The need of practice is emphasized. Senior Secondary School (SSS) offers a wide range of occupational options. Universities, Polytechnics and Monotechnics, and Colleges of Education (Technical) provide a variety of Technical and Vocational Education programs at the postsecondary level. These are intended to contribute to national development by providing appropriate high-level personnel training in a variety of technologies, among other things.
To expand the scope, technical and vocational education (TVE) is offered in Nigeria in both non-formal and formal educational settings, as well as at the secondary and university levels. In essence, universities of agriculture and universities of science and technology are at the top of the list of institutions where TVE may be obtained, with 14 such institutions in the Federation. With the creation of the Federal University of Technology, Owerri (FUTO) in 1980 and the Federal University of Technology, Akure in 1981, these specialized TVE-oriented institutions came on board in the 1980s (FUTA).
If it is to deliver on its considerable potential to contribute to overall productivity and employment growth, skills are essential in the structural adjustment of economies and must be an integral component of wider development plans. Workers and businesses must be able to acquire new technical, entrepreneurial, and social skills as economies shift away from agricultural production and toward manufacturing and service sectors. The transition of all elements of production from lower to higher value-added activities is slowed by the inability to acquire new skills due to a lack of basic education or opportunity. In 2007, Onyene, Salisu, Johnson, and Olusanya published Onyene, Salisu, Johnson, and Olusanya. Education is a multi-faceted industry that offers services to many areas of the economy. It has ties to the following sectors: population and social welfare, labor and women's development, health, mass media, higher education, research and technology, industry, and socioeconomic progress. It has been proven that a nation's social, economic, and industrial growth is determined by its degree of technical progress and acquisition. Any country's wealth and economic independence are proportionate to its degree of scientific and technical progress. Most developed nations have long focused on implementing measures that would lead to self-reliance, sustainable economic growth, and national development in order to address the issue of poverty and a poor quality of life index(Oguntoye, 2004). All countries confront the issue of increasing their workforce's ability to react to their own national development requirements as well as the demands of a constantly changing, more internationally competitive globe. Individuals, businesses, and communities will increasingly rely on a pool of transferable and renewable skills and knowledge in order to succeed in the future. In the short and medium term, high-quality technical teacher training, as well as high-quality professional development for teachers currently in the classroom, are required to enhance TVET. A modest increase in teacher quality may result in significant improvements in student outcomes (UNESCO, 2004). Technical teacher training is a kind of educational experience that helps people learn how to manipulate objects in their chosen profession. Each technical instructor has received specialized training in classroom and workshop teaching. The instructional goals of technical and vocational teacher education are to provide the required human resources for commercial, industrial, and self-employment enterprises via training. Certain school input elements must allegedly be in place to favorably contribute to the creation of qualitative technical teachers in Colleges of Education, among others, in order to improve efficacy in the development of qualitative technical teachers. Curriculum, lecturers' attitude, morale, and dedication, administrative management abilities, learning time, and availability of instructional resources and equipment are examples of school inputs utilized in this research. There are quantifiable characteristics that determine the quality of technical teacher production at the institutions examined. These characteristics represent the outcomes of the pupils' learning. The learning outputs measured in this study are students' performance in Technical and Vocational Education courses, as well as their perceptions of these courses. According to Paiko and Yaduma (2007), the Nigerian National Policy of Education (FRN, 2004) recognizes that no education system can be better than the teachers who manage and operate it. This is especially true in the field of technical education. The importance of technical education in nation building, as well as the high cost of setting up and running a technical educational program, are two major reasons why those charged with leading technical education institutions should be highly professional, adequately qualified, and highly skilled in order to be effective in their roles.
1.2 THE PROBLEM'S STATEMENT
The shortage of qualified technical instructors seems to be jeopardizing efforts to execute the technical education component of the National Policy on Education (Oguntoye, 2004). Competent technical instructors' unfulfilled responsibilities in the nation's human-power growth seem to be significant, since if the quality of her teaching stock is poor, pupils or their goods will seldom advance beyond their teachers' expertise. The growth of TVET in Nigeria is being hampered by these unfilled positions. The policy provision emphasizes that technical education training should be a deliberate attempt to gain experience, which would allow for a change in behavior. In this way, training satisfies every person in Nigerian society's unfulfilled need to learn, which comes from a desire to provide purpose to their life. As a result, it is critical to guarantee that knowledge imparted to students throughout their studies is of the highest quality, ensuring a long career, self-help, and self-actualization, rather than simply information (Oguntoye, 2004). "Teacher education experienced significant losses," Afemike said, "since more emphasis was put on how to teach rather than what to teach."
Another significant issue is a lack of sufficient teaching personnel, both in terms of quantity and quality. The two most pressing problems facing Nigeria's education system today are insufficiency and relevance, when seen from two perspectives. Thus, by number, it is implied that there is a shortage of adequate teachers in the quantity of teachers available for the various levels of technical education, in which case, the nation would have to continue producing, as the United Nations Development Programme (UNDP) intended when she established the first ever technical college, the Federal College of Eduction (Tec).
Another issue is the scenario in which current institutions' carrying capabilities have been surpassed as a result of the exponential increase in student population in the past two decades, according to the Nigeria University Commission (NUC, 2005). At all levels of the system, the current quality and relevance of material, as well as the competency of the teaching stock, leaves a lot to be desired.
As a result, it's possible that the National Policy on Education (NPE) doesn't represent today's societal requirements, given the country's economic challenges. This study backs up the notion that "excellent instructors produce good pupils, allowing the system to renew its teaching supply." Poor instructors, in turn, will produce poor pupils and, as a result, poorer future teachers. Furthermore, in the context of a competitive global skilled market, a lack of management skills among college administrators may be a significant issue impacting TVET program performance (Oguntoye, 2004). Poor financial management will inevitably result in a lack of current tools and equipment, poor facility upkeep, and insufficient instructional materials, with the accompanying frequent school closures and inadequate covering of the curriculum throughout the program's duration. Because of a lack of sufficient input into institutions of education, there are currently no indications or measurements of product quality (technical). Nigeria also has an unprecedented high unemployment rate, owing to a lack of skills among youths and poor job opportunities; a high crime rate, extensive reliance on the government for wage bills to survive, a high rate of hunger owing to low income, and a slew of other social issues stemming from TVET's ineffectiveness. This study looked at the relationship between input factors (like curriculum, academic staff TVE perceptions, work morale, administrative managerial skills, learning time, and the availability of instructional materials and equipment) and the production of quality technical teachers in the face of these challenges. In accordance with the Millennium Development Goal 3 (MDG 3) guidelines, the research also determined the explicit gender-based character of enrollment into the TVET program.
1.3 OBJECTIVE OF THE STUDY OBJECTIVE
The overall goal of the research is to:
- It is important to assess the degree to which teachers' perceptions affect the development of high-quality technical teachers in private secondary schools in Lagos State.
- to draw attention to the impact of academic learning time on the quality of technical teacher production in educational institutions.
- to determine the impact of modern machine and equipment availability on the quality of technical teacher output in colleges of education.
1.4 RESEARCH QUESTIONS
The following research questions guide the objective of the study:
- To what degree do teachers' perceptions affect the development of high-quality technical teachers in private secondary schools in Lagos state?
- What is the impact of academic learning time on the quality of technical teacher production in educational institutions?
- What is the impact of modern machinery and equipment availability on the quality of technical teacher output in colleges of education?
1.5 SIGNIFICANCE OF THE STUDY
The research was important because it revealed that school input variables affect the development of quality technical instructors in Nigerian institutions of education in the south west.
In addition, the data collected in this research offers an empirical foundation for evaluating/analyzing the impact of school inputs on students' perceptions of learning outcomes in TVE. Researchers and other professionals may want to use the findings of this study to conduct similar studies in other parts of the nation.
Furthermore, it has given policymakers, curriculum writers, and educational administrators with the necessary knowledge and framework about the significance of effectiveness in the development of quality technical instructors in their institutions.
Researchers looking at the efficacy of school inputs in other institutions or organizations will benefit from the results of this study.
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