Technical and vocational education in Nigeria for productivity and long-term development
CHAPTER ONE
INTRODUCTION
THE STUDY BACKGROUND
Technology is defined as the systematic application of scientific or other organized knowledge to a practical task, which implies that when one uses the knowledge gained elsewhere to solve a similar problem in another environment successfully, then technology has taken place.
Technical education necessitates a large number of teachers because the skills that must be taught necessitate that the teacher be able to teach more than three at all levels. In order to be a successful technical teacher, one must be able to perform multiple tasks and eventually work for themselves.
The goal of vocational education is to help students acquire and develop the skills, knowledge, and attributes necessary for successful employment or advancement in specific occupations. Learners need to be well-versed in the material they’ll be covering in order to be successful.
When young people have a better understanding of what they need to know about the work and skills they will need in order to succeed in their chosen profession, they will be better equipped to do so. The study of technology and related science, as well as the acquisition of practical skills and knowledge relevant to various occupations in various spheres of economic and social life, constitute vocational technical education (Abokede, 2000).
There is a separation between the sources of technical education and the educational courses when designing a double major in technical education. Courses in the teaching-learning of technical education are based on educational methods and techniques. In order to help the country’s educational advancement, colleges of education aim to broaden their students’ knowledge and supply of qualified experts.
1.1 STATEMENT OF THE RESEARCH QUESTIONS
Because these students are still in their formative and impressionable years and ages, when ideas are still very fluid and amendable to change, our educational institution is to blame for the current situation. A child’s later life will benefit greatly from the habits and attitudes he or she develops now.
Vocational and technical education must undergo a paradigm shift in our country. As a primary school student is highly receptive to learning, vocational and technical education should be introduced into the curriculum. It has been proven that poor reading comprehension results in poor comprehension, which in turn affects individual performance. There are a number of factors that could pose a challenge to the rapid advancement, among them:
Technical education’s contribution to national progress may be slowed by political instability in government policymaking on science and technology processes.
It’s possible that inadequate funding for technical education will slow the rapid progress that can be expected from a university.
In colleges of education, students’ ability to acquire new skills can be hampered if lecturers use inappropriate methods and techniques for technical and vocational education.
The teaching-learning process can be slowed down by an unfriendly environment and excessive relaxation.
If care isn’t taken, colleges of education in Nigeria will not be able to sustain their growth, which could deter the development of manpower and the genuine aspirations of the people. Additionally, it can have a negative impact on the number of students who enroll in these institutions, as well as their productivity and efficiency in the classroom.
1.3 PURPOSES OF THE STUDY
The goal of technical and vocational education is to foster a curiosity and a sense of invention among educators and students alike. Intuition or a learned skill or knowledge can inspire a creative spirit. According to the decree on the purpose of technical and vocational education, the provision of technical knowledge and skills necessary for agricultural, industrial, commercial, and economic development are among the objectives of technical education. Ensuring a steady stream of self-reliant and entrepreneurially minded workers by providing them with the training they need to develop the necessary skills.
As a matter of fact, the trainees of technical and vocational education should not only be intermediate products in the hands of others, but also finished products that can re-invest in their own human capital stock skills and knowledge, in other words, the trainee must be given the training that makes him or her not only an intermediate product, but also a finished product that can re-invest in his or her own human capital stock skills and knowledge.
1.4 THE IMPORTANCE OF THE RESEARCH
Those in the field of technical and vocational education will greatly benefit from this study’s findings.
The study’s findings will have a significant impact on the implementation of high-quality technical and vocational education.
The research will also serve as a guide for developing a technical and vocational education curriculum aimed at helping students reach their full potential.
Ideally, it will add to the body of knowledge on technical and vocational education issues in schools already in existence.
1.5 RESEARCH QUESTION
The investigator will need to answer these questions as part of his or her research.
Do low-quality technical and vocational education teachers have an impact on secondary school students’ ability to learn technical and vocational subjects?
In what ways does a technical or vocational education benefit young people?
Is there a link between a lack of technical and vocational training and a lack of learning?
Does a well-rounded education in technical and vocational fields help students learn more?
Is it possible that inexperienced teachers could harm students’ ability to learn in the field of vocational and technical education?
THEORY OF CONSCIENCE
For the Research Project, the following hypotheses are based on the research questions posed above.
Technical and vocational education helps students achieve a well-balanced academic and personal life.
Students’ ability to learn technical and vocational skills in school is negatively impacted by underqualified teachers.
Education in technical and vocational fields can result in NCE teachers with the skills and values necessary for educating a new generation of students.
1.7 AIM OF THE EXAMINATION
The researcher has restricted herself to secondary and tertiary education in order to avoid unmanaged work. Included in the list of schools are:
Educators’ Training Institute, Ekiadolor, Benin
Second, Mosogar’s Physical and Health Education Program
Thirdly, the Mosogar High School for Girls
A secondary school in Ufuoma, Nigeria
Jesse Elementary and Secondary School
DEFINITION OF TERMS
To put it another way, technical education is the systematic application of scientific or other organized knowledge to a real-world problem-solving task.
Training for specific occupations is known as vocational education, and it is aimed at providing students with the tools they need to succeed in the workforce.
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Technical and vocational education in Nigeria for productivity and long-term development