EFFECT OF DREYFUS MODEL TRAINING OF CAREER GUIDANCE ON SOAP MAKING AND BAKERY SKILLS ACQUISITION OF APPRENTICES FOR EMPLOYMENT
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EFFECT OF
DREYFUS MODEL TRAINING OF CAREER GUIDANCE ON SOAP MAKING AND BAKERY SKILLS
ACQUISITION OF APPRENTICES FOR EMPLOYMENT
ABSTRACT
The main
thrust of this study is on the effect of Dreyfus Model Training of career guidance
on
Soap Making
and Bakery Skills acquisition of apprentices for employment in Niger State. The
model is
divided into five stages: Novice, Advance Beginner, Competence, Proficient and
Expert.
Eight research questions and eight null hypotheses tested at 0.05 level of
significant
guided this
work. The research design adopted for the study was the quasi experimental non
equivalent
group in which a total of 168 apprentices were purposively sampled from four
skills
acquisition
centres in Minna. The two instruments used for collection of data from the
respondents
were Bakery Skills Acquisition Test (BSAT) and Soap Making Skills Acquisition
Test
(SMSAT), each instrument consist of 20 items segmented into five stages. The
instrument
was
validated by three experts in Guidance and Counselling, Science Education and
Counselling
Psychology
out of which two are from University of Nigeria, Nsukka and one from Ibrahim
Badamasi
Babangida University Lapai, Niger State-Nigeria. The reliability of the
instrument in
terms of
internal consistency was based on a trial test conducted at Skills Acquisition
Section of
Women Day
College Minna with a sample size of 60 respondents, using the Cronbach Alpha
Statistics
with an index of 0.81 for the BSAT instrument and 0.80 for the SMSAT
instrument.
Four skills
acquisitions centres were purposively sampled for both experimental group and
the
control
group. The experimental group for soap making skills is located at Chanchaga
Skills
Acquisition
Centre Minna while the control group is located at Saint Clement Skills
Acquisition
Centre
Minna. Whereas, the experimental group for bakery skills is located at Talba
Youths
Skills
Acquisition Centre Minna with the control group at Women Day Centre Minna. All
the
four skills
acquisition centres were pretested and post tested on the two instruments after
treatment by
the researcher on Dreyfus Model Training. The data collected were analyzed
using
mean,
standard deviation and ANCOVA. The findings show that there was significant
difference
between the
mean achievement scores of apprentices after training on Dreyfus Model in soap
making and
those without the training. Similarly, there was significance difference
between the
mean
achievement scores of apprentices after training on Dreyfus Model in bakery
skills and
those
without the training. Finally, there were no significant interaction effect
scores differences
after
training on Dreyfus Model in soap making skills and bakery skills of
apprentices. These
findings
were discussed alongside with their implications and recommendations. One
recommendation
is for mass production of text books and learning materials for all levels and
forms of
education. This will open a window of new opportunity to teachers and
instructors of
skills
acquisition centres to employ the Dreyfus Model training which has inherent
advantage
because of
its systematic approach to problem solving. Limitations encountered during the
study
and
suggestions for further studies highlighted.
1
CHAPTER ONE
INTRODUCTION
Background
of the Study
In Nigeria
the birth of a child is heralded with fanfare and joy. The dream of any family
is to
educate the
child to acquire appropriate skills so as to contribute his quota to the
development of
his society
when employed. This view is further entrenched in the National Policy of
Education
as
encapsulated in one of the five main objective of Nigeria’s national
development plan which
is the
building of a land full of bright and opportunities for all citizens. To
facilitate the
attainment
of this objective, the skills acquisition at all levels had to be oriented
towards meeting
the demands
and aspirations for the common good of the society. In this direction, the
government
operating the different levels of education is over burdened, especially with
increase
in
population to providing adequate infrastructural equipment and personnel for
imparting the
required
skills for national development. Therefore, the Federal Republic of Nigeria
(FRN) goes
further to
state that government welcomes and encourages the participation of local
communities,
individual and other organizations that will lubricate the process of graduate
employment
through the provision of learning materials in schools, establishment of
institutions
and skills
acquisition centres across the country (Federal Republic of Nigeria, 2004).
An employed
person is capable of effective participation in the development of the
society.
According to International Labour Organization (ILO) as cited by European Union
Labour Force
Survey (EULFS) (2006) employed persons are those aged 16-74years who during
the week of
the survey performed work, even for just one hour in that week, for pay, profit
or
family gain
or were not at work but had a job or business from which they may be temporary
1
1
2
absent
because of illness, holiday, industrial dispute and education\training. In
another
perspective,
Economic Concept (2012) sees employment as an engagement of a person in some
occupation,
business, trade or profession. For the purposes of the work, employed person is
any
person
within the age range of 18-70years who works for himself or somebody during the
period
of the
survey. In Nigeria, 18 years is the entering point for voting in elections and
entry to higher
institutions,
while 70years is the highest retirement age in government sector in Nigeria.
Self
employed
implies working for yourself, family or employing others to work for you.
While,
working for
somebody connotes working for government, private organizations or individuals.
In
Nigeria, the
three tiers of government are the highest employer of labour followed by
multinational
corporations and companies. However, the dream of any person if employed is to
effectively
participate in the development of his society but the current state of graduate
unemployment
turns the dream to a nightmare.
Unemployment
signs are readily visible in our society but difficult to define as it is a
very
complex
phenomenon that involves issues related to that of lay-off workers, absentee
employee
as a result
of illness or students in school. The view point of unemployment in developed
countries
varies from that of developing countries due to level of industrialization that
characterizes
the society. According to International Labour Organization as cited by
European
Union Labour
Force Survey (2006), unemployed persons comprise persons aged 16-74 years
who are of
three groups: (a) Without work during the week of the survey, that is neither
had a
job nor were
at work (for one hour or more) in paid employment or self-employment; (b)
currently
available for work, that is, will be available for paid employment or
self-employment
before the
end of the two weeks following the week of the survey; (c) actively seeking
work, that
is, had
taken specific steps in the four week period ending with week of the survey.
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