COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
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CHAPTER ONE
INTRODUCTION
Background of the Study
Technical and Vocational Educationeducation plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Okorie (2000) asserted that the world of today is advancing daily in technology. The daily changes in technology therefore calls for the need to pay attention to Technical and Vocational EducationColleges.
Technical and Vocational Educationeducation are those aspects of educational process involved in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (FGN, 2004). According to Okorie (2000) there are complexities surrounding social political and economic life of mankind. These complexities have necessitated a form of education that will meet the challenges and the changing complexities of technology.
Some of the trades found in Technical and Vocational Educationcolleges are electrical installation and maintenance practice, radio and television repair works, mechanical craft practice, fabrication and welding, auto mechanics, plumbing and pipe fitting, carpentry and joinery as well as building trades. The objectives and goals of the Technical and Vocational EducationColleges are tailored towards skill acquisition for employment. Technical and Vocational EducationColleges are also recognized as a good base for the training of skilled manpower that can be effectively utilized to contribute to the technological excellence and economic reliance of the nation. Ezeji (1988) also stressed the importance of skill acquisition in national growth. He emphatically contended that Nigeria’s social and economic problems would be drastically reduced if people were given adequate vocational training in skills. This could be achieved through administrative means.
Administrative process is the act of piloting the affairs of the school system with the sole aim of achieving the set educational objective of the school as well as the society. It is a process which constantly involves decision making, organizing, communicating, stimulating, coordinating and evaluation. It is the use of human and material resources to achieve desired goals and objective of the school (Igbo, 2002). These administration functions compounded with problems.
The administrative problems according to Obi (2004) includes: poor financing, indiscipline, erosion of principal power, inadequate human and material resources, lack of motivation for teachers, non involvement of teachers in curriculum development. These problems do not allow the Technical and Vocational Educationcolleges to meet their set goals practically. However, it is unfortunate that Technical and Vocational Educationcolleges in Anambra and Imo state are not giving students these Technical and Vocational Educationorientations needed to acquire saleable skills in the trades they are being trained for, as a result of administrative problems facing the Technical and Vocational Educationcolleges. These administrative problems have affected the Technical and Vocational Educationcolleges so much that nothing is achieved practically in making the students acquire relevant skills.
Olaitan, Nwachukwu, Onyemachi and Ekong (1999), Oko (2000), Obi (2004) and Asuquo (2005) in their separate contribution to the problems of technical/vocational institution, highlighted the problems of Technical and Vocational Educationcolleges to include: poor financing, lack of equipment, tools and material, lack of qualified teachers, indiscipline, and inability of teachers to comprehend the curriculum, non-payment of teachers salary and allowances to teachers as and at when due. Ogwo (2005) also asserted that there is always a cool war between liberal education educators and Technical and Vocational Educationeducation educators especially when it comes to disbursement of fund. The liberal educators see no need for Technical and Vocational Educationeducation. Although some of these problems may not be peculiar to Technical and Vocational Educationeducation but Technical and Vocational EducationColleges suffer more because of its composition, which requires updating of tools and equipment.
Most of the administrators and teachers of Technical and Vocational Educationcolleges find it difficult to operate the programme of Technical and Vocational Educationcolleges. This is because they are not involved in planning the curriculum. Okorie (2001) noted that the curriculum being implemented by Technical and Vocational Educationcolleges teachers were developed and handed over to them to implement. It is important to note that the more teachers identify with curriculum activities the more they will readily accept and implement the curriculum. This is because genuine participation tends to generate psychological ownership of the resulting programme (NTI, 2000).
Another problem confronting the administration of Technical and Vocational Educationcolleges in Anambra State is lack of qualified teachers. Teachers to teach various trades are not enough. In some Technical and Vocational Educationcolleges, trades like foundry, radio and television, furniture crafts that are not taught to students simply because of shortage of Technical and Vocational Educationteachers to teach the trades. This inability to train students in some of these essential trades has resulted that some Technical and Vocational Educationcolleges are glorified secondary schools.
Although government has been trying to solve these administrative problems of poor financing, indiscipline, lack of motivating of teachers in so many ways, there is need to device other strategy that will reduce these administrative problems in support to what government is doing. Hornby (2001) defined strategy as a plan that is tended to achieve a particular purpose. Olaitan (2005) described strategy as a determination on further goals and vision, which is aspired towards the comfort or benefits of the citizens. This is done in order to enable the Technical and Vocational Educationcolleges to compete favourable in any aspect of technology with other nations of the world without a feeling of inferiority or low quality in technology.
Statement of the Problem
The goal of Technical and Vocational EducationColleges in Nigeria is to produce competent craftsmen with sound theoretical and practical knowledge. However, contrary to this prospect to bestow on the students of Technical and Vocational EducationCollege programmes, majority of the students have been completing the programme without being competent craftsmen. Majority comes out with little or no proper practical orientation, which could not earn them pay, or make them self-employment or worse still allow them to gain admission into higher Technical and Vocational Educationinstitution for advancement in their academic pursuit. Ogwo (2005) noted that beside the general unemployment situation in the country, products of Technical and Vocational EducationColleges are found to possess less than satisfactory level of employment skills. These poor quality products from Technical and Vocational EducationColleges necessitated the United Nations Education, Scientific and Cultural Organization (UNESCO) and National Board for Technical and Vocational EducationEducation (NBTE) working jointly revised the programme of Technical and Vocational Educationcolleges (UNESCO and NBTE, 2003). These have not solved the administrative problems because the major issue have not been addressed.