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THE ADEQUACY
OF MANPOWER AND INSTRUCTIONAL RESOURCES FOR THE IMPLEMENTATION OF VOCATIONAL
EDUCATION
ABSTRACT
This study
investigated the adequacy of Manpower and instructional resources for the
implementation of Vocational Education in Abia State Secondary Schools. The
stratified proportional sampling technique was used to select the 206
vocational Education teachers and 76 Head teachers that participated in the
study from 76 schools out of 190 schools that ran Vocational Education
programme.
Two types of
instrument were used for gathering the data required for meeting the demands of
the four research questions and two null hypotheses of the study.
The first
among these differentiated with the title Resource Indices for Document
Analysis (RIDA). The second instrument was a 2-part (A&B) questionnaire
titled Vocational Education Resources Availability Assessment Questionnaire
(VERAAQ). The response pattern for the VERAAQ was a 4 point modified likert
scale with weights that ranged from 4, 3 through 2 to 1 on the four scale
continuum.
Means and
standard deviation were used to answers for the research questions while z-test
statistics were used to test the null hypotheses at 0.05 level of significance.
Findings
which shows that no significant difference exists between
the mean scores of Vocational Education teachers and head teachers on
the adequacy of Instructional Resources
for Vocational Education implementation.
Recommendations
included that more qualified teachers should be employed in the Secondary
School to teach Vocational Education subjects in order to meet up with the
deficiency in the available quantity of Vocational Education teachers. Since
lack of technical know-how was found.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Vocational
education refers to systematic learning experiences designed to fit the child
for gainful employment as semi-skilled or skilled workers, technicians or even
professionals in their chosen occupations. Vocational education prepares
learners for jobs that are oriented towards manual or practical activities
which are related to specific trades, occupations or vocations. According to
Federal Republic of Nigeria (2004), vocational education is an integral part of
general education. It is a means of preparing for occupational fields and
effective participation in the word of work. It is also an aspect of lifelong
learning and a preparation for citizenship. More so, it is an instrument for
promoting environmentally sound and sustainable development, and a method of
alleviating poverty.
In
consequence, the former 6-3-3-4 education system and the current Universal
Basic Education (UBE) programme also lay emphasis on vocational education because
of the importance the system attaches to employment opportunities and
acquisitions of practical skills for productivity. The National Policy on
Education (2004) clearly shows the scope of occupational areas that vocational
education should provide, such as Business Education, Distributive Education,
Home economics education, Health Education, and Agricultural Education.
However, in this study, vocational education will simply refer to only Business
education and Agricultural education because these two areas constitute
compulsory courses on vocational education in secondary schools in Nigeria.
Business
education prepares students for occupational positions in the public and
private industrial endeavours. The areas of specialization in business
education are bookkeeping (Accounting) secretarial practice (shorthand, typing
and the use of computer). Agricultural education as part of vocational
education prepares students for vocational positions in private and public
agricultural establishments. The areas of specialization are crop science,
livestock production, and Agricultural mechanization. However, at the secondary
school level the Business and Agricultural education programmes generally are
designed to provide basic knowledge and skills that cut across the areas of
specialization in the two fields of these vocational subjects.
Adequacy of instructional resources
for Vocational Education programme in these two areas, therefore, involves the
acquisition of resources (human and material) required to sustain the
implementation of Vocational Education Programme in Secondary Schools. The
resources under focus therefore are human resources (Vocational Education
Teachers) and instructional resources, required to sustain Vocational Education
Programmes. Adequacy of human resources therefore refers to adequate quality
and quantity of teaching or instructional staff. Quality staff approximates to
appropriate caliber of teaching staff.
In this regard, the policy stipulates for the minimum qualification for
entry into teaching profession in Nigeria, as the Nigeria Certificate in
Education (NCE) in the relevant areas (FRN, 2004) for vocational education in
secondary schools. Other qualifications include university degree in Education,
or post graduate degree in education, Higher National Diploma (HND) with
Education background in the relevant areas. The quantity of teachers needed is
generally determined by stipulations regarding teacher pupil ratio. For general
courses it is usually 1:40 however for practical courses the ratio is 1:20.
Thus, in the course of this study the teacher/pupil ratio will be used to
determine the adequacy of quantity of teachers. Instructional resources are the
necessary aids that facilitate teaching and learning. Instructional resources
add impetus to programme implementation and sustenance. Key instructional
resources needed in Business and Agricultural education include; classrooms,
chalkboard, textbooks, libraries, computers, printers, photocopier,
laboratories, workshops, Agricultural farms, such as poultry farms and fish
ponds
Therefore,
adequacy of instructional resources for the implementation of vocational
education (Business and Agricultural) specifically involves the acquisition of
or putting together the human (teachers) and instructional resources required
for the implementation of vocational education in secondary schools in Abia
State. It therefore becomes necessary to examine the adequacy of instructional
resources for Vocational Education as they relate to the implementation of
vocational education programmes because inadequacy of resources in these areas
will impede the success of the vocational education programmes. The researcher
therefore, intends to look into adequacy of manpower and instructional
resources for the implementation of vocational education in secondary schools
in Abia State.
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