ABSTRACT
One of the goals of Technical Vocational Education (TVE) according to National Policy on Education (NPE, 2004) is to give training and impart necessary skills to individuals who shall be self reliant economically. A major problem confronting TVE in Nigeria today is rooted in the failure of technical colleges to impart appropriate skills, knowledge and attitudes to the students for gainful or self- employment upon graduation. The problem has been largely dependent on shortfall in training facilities (work shop, equipment, tools etc.) according to Olaitan et al (1999)and Okorie (2000), as well as imbalance between theory and practice (Akpan, 2003) among others. The research study developed a framework on cooperative education for enhancing skill acquisition of Radio, Television and Electronic work (RTVE) students of technical colleges in South Eastern States. Survey research design was adopted in carrying out of the study. Six research questions and three null hypotheses guided the study. A structured questionnaire with six sections was used as the instrument for data collection. It was validated by three experts who were not part of the study. The population consisted of a total of 221 respondents (27 electrical technology trade teachers in 8 state technical colleges and 194 staff of electrical / electronic engineering department in the broadcasting corporations) in
Abia, Imo and Enugu States. The data collected were analyzed using mean ( x ) and standard deviation to answer the research questions. The three null hypotheses were
tested at 0.05 level of significance. The study found that cooperation between technical colleges and industries will enhance the acquisition of skills of technical college students in radio, television and electronic works. A systematic format is to be followed to guide the students both at school and on-the-job. Based on the findings, some implications of the study were indicated and appropriate recommendations made.
CHAPTER I
INTRODUCTION
Background of the Study
The level of development of a nation’s industry and commerce is a reflection of the international status of the country. The survival of Nigeria as a self-reliant, economically sufficient and technologically advanced nation largely depends on the production of a knowledgeable and skilled workforce. Vocational/technical education constitutes the local base for technological development.
The Federal Government of Nigeria (FGN) (1981) in the National Policy on Education (NPE) stated that technical colleges are designed to prepare individuals to acquire practical skills, basic scientific knowledge and attitudes required as craftsmen and technicians at sub- professional level. The implementation of the above stated policy objective by the federal and state governments led to the establishment of technical colleges in nearly all the states of the federation, with the aim of ensuring that the teaming youths acquire the much needed employable skills which would prepare them to take up their appropriate roles in the technological development of the nation.
In technical colleges, radio, television and electronic work is a course offered under the electrical technology trade as reflected in the NPE (Federal Ministry of Education) (FME) (2004). The other courses under this trade are-electrical installation and maintenance work as well as appliances repairs. The trade is intended to provide the trainee with the knowledge and skill to enable the student learner install, maintain and repair domestic and industrial equipment and machines, and as well effect repairs on radio and television and other electronic gadgets. Students who enroll into such courses in technical colleges are expected upon graduation to have acquired skills in the area to be able to become self reliant. Unfortunately, students graduate from technical college without skills for reasons largely depending on the gross under funding of
the programme as well as poor teaching (Akpan, 2003). According to Akpan (2003), teaching appears to be restricted mainly to the presentation of facts to the students. Very little attempt appears to be made in the use of resource materials and processes that would have exposed the students to the acquisition of skills and the development of correct attitudes., Akpan (2003) still commenting, opined that budgetary restrictions, inadequate administrative support and lack of teacher effectiveness and competence have greatly affected the acquisition of appropriate skills and competencies by students. Ikwuagwu (1992) found out that teachers lack appropriate methods, skills and strategies for teaching effectively, hence, inadequate skills acquired by students.
One of the national goals of education which is derived from the philosophy of Nigeria’s education according to the Federal Ministry of Education (FME 2004: 8), is the “acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society”. The policy statement in its emphasis on three broad goals of vocational education stressed so much on skill acquisition. Technical Education programme is cost intensive and the government is not meeting up with the provision of equipment and facilities for effective running of the programme in the institutions of learning. An alternative is to make use of existing industries within the environment where the schools are located to serve as laboratories/workshop for training of the students in skill acquisition. Cooperation between industries and institutions is very necessary for the smooth running of the programmes. Therefore the NPE encourages cooperation between industries and institutions for training. This is in a bid to take care of the fact that government alone cannot fund the programme. For the programme not to meet a dead end, cooperative vocational education is imperative.
A cooperative education plan is to formally integrate student’s academic study with production work experience in cooperating employer organizations.(Masons, Haines and
Furtado, 1981, Osuala, 2004, Osinem and Nwoji, 2005). Through the interaction of study and work experience, students enhance their academic knowledge, personal development, and their professional preparation. In preparing for a particular job, working at the job is important. Supplementing classroom and laboratory instructions with actual work enables a learner acquire skill in that particular job. According to Mirabile (1985), young people sometimes find it difficult to think abstractly like adults hence, the learning is better when they see the theory in operation and thereafter have an opportunity to practice what they learn. Cooperative education programme thus, provides a world of work environment for students to apply and augment classroom skills and knowledge, and to learn to appreciate the meaning and importance of what is been learned. According to Goma (2000) Cooperative education is a simple method of instruction which can be applied to a variety of educational purposes. When this cooperative method of instruction is used for a vocational education programme of instruction, it is referred to as cooperative vocational education (Goma, 2000).
Struck (1930), one of the earliest proponents of cooperative education defined it as a form or type of part -time training where approximately one half of the time is spent in school and the other half in industry. According to him, the keynote to successful programme is cooperation for purposes of training.
Ogbazi (1985) defined cooperative education as a method of instruction. Apart from the fact that it uses the laboratory experience of a real life setting to make instruction relevant, it encourages the student while in school and increases their vocational competency. Cooperative education facilitates the acquisition of necessary skills and work habits by students. Abimbade (2002) sees this type of programme as to teach the young people how to learn, develop their analytical skills and to teach them values and behavior which will facilitate their longtime integration in the workforce. Osuala (2004) defined cooperative education as an instructional plan, which combines learning gained through regularly scheduled supervised employment in the community
and vocationally oriented in school instruction. It is a structured method of combining academic education with practical work experience. Cooperative education is a programme or scheme carefully planned and executed in order to augment or raise the level of acquisition of employable skills in technical colleges. Thus students work through a cooperative arrangement between school and employers. There is a systematic scheduling of coordination of activities planned and supervised by the school and employers so that each contributes to the student’s education and employability. The job experience of the student not only contributes to the occupational competency, but can make learning a pleasant experience. For the students, it means developing personal initiative, learning to work with others in the adult world, and recognizing the importance of attitude and behavior in association with co-workers.
The primary objective of Cooperative Vocational Education (CVE) is instruction. Hence, it provides three types of instruction: In-school, On-the-job (training station) and Vocational Student Organization (VSO) instructions. The Vocational Students Organization (VSO) is a means of helping students develop leadership and group membership skills which prepare them for satisfying adult citizen-employee roles. VSOs according to Osuala (2004) are an integral part of the vocational education programme. While many are oriented to specific occupational areas, most are co-curricular which suggests that the students’ organizations or clubs are a vital element in the total programme curriculum. Generally, they serve to maximize learning situations related to the students career goal, provides an opportunity for the student learner to gather useful career information, relate positively to others in a variety of situations and to participate in activities that increase occupational competency.
The cooperative education framework would be a guide for the effective delivery of the teaching-learning process. Danielson, (1996) defined framework in teaching/learning as those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Similarly, framework for teaching
can be said to be set out objectives to enable pupils to become fully literate (www.standards.dfes.gov.uk). In line with this, the Georgia Systematic Teachers Education Programme (GSTEP) (2005) pointed out the following framework which should be followed in achieving quality teaching and learning which is proven to be effective cutting across all levels of study. These are: Content and curriculum, knowledge of students and their learning, learning environments, assessment, planning and instruction and professionalism. Framework is a supporting frame, format or guide from which complicated ideas are developed or on which decisions are made. The framework about to be evolved for use in technical college electrical technology trades is to enable the students combine classroom theory with on-the-job experiences which will in turn give them a realistic view of their chosen career. They have opportunity to work with professionals who have appropriate skills as well as become conversant with the world of work environment. In the framework, the two experiences are systematically planned by both the school and the employer. Following the format or guide will enable the student to follow the course content as well as the steps in acquiring the skill systematically. The cooperative education framework will lead to better application of learning, improve balance in vocational capabilities and give room for greater relevance of curriculum and instruction. A few technical colleges in Lagos state have initiated this plan in running their programmes, while those in the South East have not. It is therefore against this background that the researcher sought to develop the framework for cooperative education for enhancing skill acquisition in radio, television and electronic works in technical colleges in the states under study.
Statement of the Problem
The goal of technical education is to learn skills, practice it and be perfect in it. Hence, technical colleges were established to train individuals to acquire practical skills, basic scientific knowledge and attitudes required as craftsmen and technicians at sub-professional level, to meet the manpower needs for national development. A greater proportion of the problem confronting
technical education in Nigeria today is rooted in the failure of technical institutions to impact appropriate skills, knowledge and attitudes to the students for gainful or self employment upon graduation. The ultimate goal of any technical institution is skill development (Uzoagulu, 1998). Skill development takes place at every level of the school system (Yoshida, 2007). Huber (2007) discovered that skills development provides the nation with the labour force needed for competitiveness and growth and as well enables young school leavers, the unemployed and other job seekers to perform gainful economic activity for a better living. The effort is geared towards poverty reduction.
Achieving the goals of technical education in technical colleges in the country is far below actualization because institutions are not well equipped to translate classroom theory into practice or simulation of real work situation. The apparent low level of exposure of students in training to acquire practical skills in the school workshops is largely dependent on lack of physical facilities (workshop, laboratories, equipment and tools) (Okorie, 2000). Agreeing to this fact, Olaitan, Igbo, Ekong, Nwachukwu and Onyemachi(1999) observed that the shortfall in training facilities has led to little or no practical experience from the school before graduation. Aina (2000) stressed that failure rates have been associated with quality and quantity of teacher, and quality of teaching methods and facilities. Supporting the problem of poor attainment of goals, Akpan( 2003) also identifies imbalance between theory and practice in addition to other factors mentioned. The problems identified are hinged on limited or dwindling nature of financial allocations to technical colleges by the government. These allocations according to Oranu and Okeke (1993), Okorie (1993) has been grossly inadequate,the effect of which is the poor performance of the graduates in work places after graduation (Ezeji and Nkajimele, 1986 and Ulinfun, 1988).
Workshop practice, industrial training/production work have been viewed as a partial panacea to the perennial shortage of training facilities in technical colleges. The production/service units are
not functional if/where it exists owing to lack of finance and general lack of interest of the staff and students for production/service activities. Students Industrial Work Experience Scheme (SIWES) is not meeting the practical needs of students either because the supervision is not adequate or thorough. Cooperation between establishments and institutions provided in the NPE is viewed as a positive step towards reducing the problems, particularly that of improvement in the method of teaching as well as in the provision of teaching equipment, tools and machines.
Purpose of the Study
The general purpose of the study was to develop a framework on cooperative education for enhancing skill acquisition in radio, television and electronic work in technical colleges in South Eastern States of Nigeria. Specifically, the study was designed to determine:-
i) The objectives for the technical college level cooperative education in radio, television and electronic work.
ii) On–the–job skills in radio, television and electronic work to be emphasized at the training stations.
iii) The policy framework for the establishment of cooperative education at the technical college level.
iv) The role of the school (teachers, cooperative education coordinator) in the cooperative education plan.
v) The role of the community (industry, philanthropist, trade associations, non governmental organizations) in the cooperative education plan.
vi) The role of the home (parents, guardian) in the cooperative education plan.
Significance of the Study
The findings of this study if utilized would be of immense benefit to technical college students, technical teachers, industries, schools, the community, parents, curriculum planners
(National Board for Technical Education, NBTE, NERDC ) and the government. The findings of the study if implemented would make technical college students to be more practically inclined and as such they can be self –employed upon graduation. They gain work experience, academic credit and financial reward which will bring about greater sense of responsibility and dependability.
For the technical teacher, there is job satisfaction. The essence of the training is to impart appropriate skills that would lead to self-reliance.
Industries would employ graduates with both theoretical and practical competencies. They would gain valuable employees who are already conversant with the world of work environment and are enthusiastic about contributing to the growth of the business/establishment, thus improving the public image of the business. Also, the industries participate in community endeavor to prepare young people for occupational life and adult citizenship.
Schools also benefit because the facilities of cooperating employer are used as laboratory/workshop for practical training in the community. This actually fosters and maintains close partnership between school and community. Educational opportunities are extended beyond the schools physical and financial resources, such that curriculum is expanded because of the utilization of community resource, which in turn provides more individualized instruction.
A school-community relation is developed given students opportunities to stay back in the community with their skills to contribute their own quota on community development. Unemployment in the community is reduced to its barest minimum. There is also a provision of constant labour resources and the community’s pattern of job stability is improved because students in their localities are given job skills and civic competence.
To the parents, teenage tension guidance and counseling is to enable the student identify their career interest. The leisure time of the children are constructively utilized. When the students are engaged using a greater proportion of their leisure time to study and work, parents
are relieved. Parents are proud of their wards since they have a skill and can take care of themselves when the need arises. As they progress in that trade, they can become employers of labour.
The government stands to benefit as well in the sense that the goal of the programme is achieved
– technical college graduates are self-reliant because they have a skill. Skill acquisition by the citizens of the country goes a long way to curb social problems arising from unemployment.
The essence of planning a programme is to achieve an aim. When a programme in Vocational Technical Education is planned, it is for the participants to acquire skills and competencies. Curriculum planners would have achieved the goal of planning the curriculum of a programme. From the result at hand, areas that need improvement would be noted. In developing or planning a curriculum, irrelevant course content are dropped and basic or fundamental issues are highlighted. A blueprint is drawn that would be adhered to for desired goal.
Research Questions
The following research questions guided the study-
1) What are the objectives for the technical college level cooperative education in radio, television and electronic work?
2) What on–the–job radio, television and electronic work skills are to be emphasized at the training stations?
3) What policy framework supports the establishment of cooperative education at the technical college level?
4) What is the role of the school in the cooperative plan?
5) What is the role of the community in the cooperative plan?
6) What is the role of the home in the cooperative plan?
Hypotheses
H01 There is no significant difference in the mean of the responses of electrical technology teachers and electrical/electronic workers regarding the objectives for the technical college level cooperative education.
H02 There is no significant difference in the mean of the responses of electrical technology teachers and electrical /electronic workers regarding on-the-job electrical technology trade skills to be emphasized at the training stations.
H03 There is no significant difference in the mean of the responses of electrical technology teachers and electrical /electronic workers regarding the policy structure supporting the establishment of cooperative education at the technical college level.
Delimitation
The study was delimited to radio, television and electronic works in technical colleges. Electrical installation and maintenance work did not form part of this study.
This material content is developed to serve as a GUIDE for students to conduct academic research
DEVELOPMENT OF THE FRAMEWORK ON COOPERATIVE EDUCATION FOR ENHANCING SKILL ACQUISITION OF RADIO TELEVISION AND ELECTRONIC WORK IN TECHNICAL COLLEGES IN SOUTHEASTERN STATES OF NIGERIA
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