INVESTIGATIONS INTO THE FACTORS RESPONSIBLE FOR LOW ENROLEMENT INTO VOCATIONAL AND TECHNICAL EDUCATION PROGRAMMES
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INVESTIGATIONS
INTO THE FACTORS RESPONSIBLE FOR LOW ENROLEMENT INTO VOCATIONAL AND TECHNICAL
EDUCATION PROGRAMMES
CHAPTER ONE
INTRODUCTION
Background
of the Study
In Nigeria,
education has contributed immensely to the national development and the achievement
of political independence, that the average Nigeria parent strongly believes in
it as a potent instrument for preparing individual or children to become active
participants in the socio economic and political development of the country.
(Nwadiani 1997).
Since the
end of the 1960s and the early 70s, Nigeria found herself in buoyant economy
because of the oil boom. As a result of this, a lot of investments were made
both in commerce as well as in industries. Many industries sprang up in many
urban centres and cities like Lagos. Port-Harcourt, Enugu, Ibadan, Kano,
Kaduna, Owerri, Akure, Abeokuta, Oshogbo just to mention but few. Construction
industries were equally boosted, many roads and fly-overs were constructed. The
establishment, approval and construction of the new federal capital Abuja also
followed.
All these
areas of engineering demand the services of competent professionals: from
Architects to the craftsmen. It was during this period that the country’s
shortage of manpower both in industry and commerce became obvious, hence
government decided to improve on the training of technical personnel both at
tertiary and professional levels, this led to the upsurge in the number of
technical colleges in the country (Adenle 1991).
In pursuance
of this commitment, the Mudasiru administration appointed a number of high
powered committees to look at different facets of Education. Among these was
the committee to review Vocational and Technical Education (VOTEC) in Lagos
State, this committee consisted of seven members and was headed by professor
A.O. Seriki. Towards the end of Mudasiruadministration, between August 1984 and
1985 the ministry of Education was re-organized to carry out among other
things: the planning of Technical Education needs of the state. This was the
first bold step the Lagos State Government has ever taken towards the
improvement of VOTEC; unlike many state in the country which were noted for
Technical Education. Lagos Starter is a late state in the establishment and
running of Government owned Technical Colleges, Apart from the first Technical
College in Nigeria and of course in Lagos state, was the Federal Science and
Technical College Yaba Established in 1948.
The thought
of establishing the state owned Technical Colleges in Lagos State evolved
partly as a result of the fact that VOTEC has become the only panacea to combat
the menace of drop out youths (Gasper 2003).
In the
report submitted by professor Seriki on the review of VOTEC in Lagos State in
1984, he recommended amongst others, establishment and adequate funding of
VOTEC in the state. The reports also recommended the definition and nature of
VOTEC in Lagos state. The report recommended that technical colleges should
consist of two sections namely the junior and senior technical.
To date
there are five technical colleges owned and founded by the Lagos State
Government and they are:
1. Government Technical College –
Odomola – Epe
(Manpower
Development Centre)
2. Government Technical College –
Ikotun
3. Government Technical College –
Ikorodu
4. Government Technical College –
Agidingbin
5. Government Technical College – Ado –
Soba
These
Colleges run technical education programme training on Electronics,
Automechanics, Building, Woodwork, Agriculture, catering and Hotel Management,
Secretarial Studies etc. The oldest Technical College in Lagos State – the
Industrial Manpower Training Centre which was later charged to Government
Technical Colelge – Odomola – Epe was
established by the joint effort of chief Adebowale (Adebowale Electronics) and
the Lagos State chambers of commerce and industries in 1984 for the training of
industrial workers and training of people in technical and technological
subjects in order to produce skilled manpower for the industries. The school
was taken over by the state Government in 1985 in fulfilment of Seriki report.
Until early
1989 when the curriculum of the five technical colleges was up-grated to suit
the National Board for Technical Education curriculum leading to the award of
the National Technical Certificate (NTC) after successful results in the
examination conducted by the National Board for Business and Technical
Education Examination Board (NABTEB) (Adenle 1991).
In pursuance
of VOTEC development, various efforts made by Government to empower Nigeria
Youths, according to the Mitchell Group, Inc. (2003) in Nneji (2005) includes;
- The National Directorate
of Employment (NDE) with sub-programmes such as the Vocational Skill
Development, National open Apprentice Scheme and school on wheels.
- The Youth Empowerment
Scheme (YES) with sub-programmes such like the Capacity Acquisition Programme
(CAP), and the Mandatory Attachment Programme (MAP).
- The United Nations
Development Programme (UNDP) assisted Skills Development Centre.
- The private sectors,
especially oil – sector related companies such as Chevron and Shell had
projects to provide vocational training and Micro-financing loans to youth in
the oil communities.
- Non-Government
Organisation (NGOs) such as the Nigeria Opportunities Industrialization Centre
(NOIC) also provide vocational training.
In
corollary, a youth without a skill is a youth without a future. Acquisition of
VOTEC skills brighten the future of Nigeria Youths.
The National
Policy on Education emphasizes the need for pre-vocational, vocational and
Technical Training as an avenue for self-employment, self-reliance and
increased productivity. It will also promote national prosperity and enhances a
measure of socio-economic, political and technological independence (Olaitan
1985).
Despite all
the laudable efforts by the Government and the role of Technical education in
national development, there is still the problem of “decline Enrolment” of
Youths into Lagos State technical colleges, this is further compounded by the
fact that the unskilled youths rely soly on Government for employment because
of their inability to be self-employed as a result of lack of skills.
It has been
proven by experts that while the growth of enrolment into VOTEC remains low,
the growth of job opportunities for graduates for VTOEC continue to be on the
increase (Brady 1999). He further states. “Many more millions job positions are
going begging for skill Welder, Mechanists, Electricians and Plumbers, Health
care workers, and repair people of all trips”.
A close
examination of a report by the National Population Commission (NPC), (1991)
revealed that only about 45 percent of graduates from post-secondary
institutions nation-wide were employed, if at all, in the job that had no
direct relationship to their major fields of studies and among graduates of
liberal arts programmes, the figure was put at about 69 percent; while about 87
percent of graduates from VOTEC prgrammes were gainfully employed in the areas
of which they were trained.
Enrolment
figures, projections and issues that normally feature in the report of
educational, administrators and planners, official reports of the Federal and
State ministry of education, State and Local Schools boards and individual
school’s authority.
Indeed, the
statistic divisions of these establishments compile enrolment figures and based
on these figures make projection of developmental trends into the future. The
poor patronage of youths into Technical Colleges in Lagos State has a stalling
effect on economic and human resources development and negative impact on the
employment generation policies of the state government.
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