University of Nigeria Research Publications
KEKE, Mary Benedicta
Aut
hor
PG/MBA/97/20006
Title
The Importance of Technical and Vocational Studies in Post Primary Institutions in Imo State
(with Particular Reference to Ahiazu L.G.A)
Facu
lty
Business Administration
Dep
artm
ent
Management
Dat
e 1998
Sign
atur
e
TI IE I M P O R T A N C E OF ' f E C N N I C A L A h D VOCA'f l O N A L S T U D I E S IN POST PRIMARY INSI'I'I'U'I'IONS
IN IRIO S T A T E ( W I T H PAR'I'ICULAH KE17ERENCE T O AHIAZU L.C.A.)
DEI'AK'I'MENT OF MANAC;EILIEN'I' FACULTY O F UUSINLSS ADMINIS'I'IIATION
UNIVERSITY OF NIGERIA, ENUGU CAMPUS
DEDICATION
To the greatest Honour and Glory o f the Most Blessed Trinity
- ' r l w 1;'utlier. ' fhc son i l l id tl ic Ho ly Spiril.
I acknouhlgx rhe contributions 01' Dr PI N Onu, Mrs.. . . . . Utle who
liellwd me with advice during the hard limes
TABLE OF CONTENT
Title Page . . . .
Approval page . .
Dedication . . . .
Acknowledgement . .
Table of Content
List of tables .. . .
1'1 1,\1'7'1:11 ONE - P R O H L
. . . . . . . .
.EM A N D ITS SI'_1"TINC
1
I I
. . . 111
i v
v
v i
vii
I
13
I0
10
I X
Public percept ion of vocational and technicat education . . . .
New outlook into technical and vocational education . . . .
Avallab~l~ty 01' techn~cal/vocational institutions . . . , . .
Problem and success of hu~nan resources development through
technical/vocatiolial education . . . . . . . . . . Government's. efforts to promote technical and vocational education
C H A P T E R T H R E E - RESEARCH DESIGN A N D METHODOLOGY Sources of data . . . . . . . . .. . . .
D'ial't ing of' t h e questionnaire . , . . . . . . ..
Reliability of the instrument .. . . . . . . . . . .
('lloosing the popular ion and sample . . . . . . . .
Qucs~ionnaire administration
'I'rear ment 01' data
4. CHAPTER FOUR - PRESENTATION OF DATA
5 . ( ' I lA l " l ' l~ l< l*'lVl; DA' I 'A ANALYSIS . . . ,
'I'csting 01' hypothesis One . . . . . . . . . . . .
'I'esting o f hypothesis Two . .... . . . . . . . . . .
Tcsr ing 01' Ilypothesis Four . . . . . . . . . . . .
('HAPTER SIX - INTERPRETATION. MEANING AND DISCOVEKY. . . . . . . . . . . . .
7. CHAPTER SEVEN - DISCUSSION OF FINDINGS
CHAPTER EIGHT - SUMMARY A N D RECOMMENDATION 1 02
AREA FOR FURTHER RESEARCH .. . . . . . . 104
131BLIOGRAPI-IY . . . . . . . . . . . . 109
APPENDICES
LIST OF TABLES Sex of' Respondents . . . . . . . .
Age of Respondents . . . . . . . .
Educational qualification of respondents . .
Occupation 01' respondents . . . . . .
I%rm of educational system preferred . . . .
Educal ional system preferred and responses . .
Responses from secondary education . . . .
For practical and theoretical skills . . . .
For clli~ractcrislics of secondary sclmol .. . .
Teachers qualifications .. . . . . . .
Graduare rechnical teachers . . . . . .
Rating of technical teachers . . . . . .
~ssess~nenr of school in terms of equipment ..
Importance of technical/vocationa1 graduates . .
Available of tecll~lici~l/vocatio~li~l awareness by Inlo-state
licspo~ltlcnts . . . . . . . . . .
No . 01' respondenrs . . . . . . . . .
I ~ ; I I ~ ~ ~ c " L Y I by I;ICJ\ 01 ' sk i l led technical p e r w ~ i r i e l :\ s y s ~ c ~ i ~ ; - ~ t i c \ ) I ~ l ) ~ l ~ i I I l i l \ l ~ 01'
l ~ : \ ( ' l i ( ~ l ~ O l ~ N l . ) 01. 'I'E('1 INICy.4L A N D VO(':\ ' l ' lONAl.. l l l . )U( ' / \ ' l ' lON
' I 'cchnic ;~ l c d ~ l c i ~ t i o l l is concerned w i t h I C ~ I C ~ ~ I I ~ ~ ;~ppl ie t l scierices, spccii i l
[ I -ai l l ing i n appl ied sciences, rechnical procedures and sk i l ls required ti)[- the
~ ) ~ i i c ~ i c e o1'11xdc 01. ~)r~ol i .ssio~i t.specially those i ~ i \ , o l \ . i l i g r l ie Llse ol' ~ i i i ~ c l i i ~ l c v Y 01.
c ~ c ~ r l i e t i i ~ i i ~ ~ i ' I ' ~ ~ l 1 1 l i ~ i l l educat ion e11lpll;lsizcs rhc t ~ r ~ d e ~ x i ~ ~ l t l i ~ i ~ i ~ ~ l t l
1kli)r.e the Br.itisll illtervention in Nigerii~ in the late part ol' rl~e nineteen111
ctlucatiorl 111 rhose days, was to teach people how 11) eat-11 a living 1 ~ y beco~iiitig
i l q were appl.e~it~ced Vocational education theti clisured that goods and services
d' Niger-ia, so wcl.c they opening secondary scliools \vhich served their needs 01'
go\iel.nlwlir established the Nassarawa School (technical school) which had
NI'W I~~I>UCA'flONAL. f'0I.iCY FOR BRI'I'ISI-I Al'RICAN COL,.ONII~S IN
ctlycar~onal policy l i )r 13ririsIi African Colonies \sliicli srnted that education slivi~ld
hc adol)retl to rhe rncntality, aptitudes, occupations and ~rnditions of' the L . ~ \ I . ~ ~ L I s i
- ~)col)lcs. coriserc.ing =!as I:dr as possible al l sound i111d Ilewlthy ele~lic~lrs i n llic I'i101'ic
01. 111e11 st)ciaI lil'c
I I'ollowi~ig llic uiloption 01' the 1925 etli~cario~i policy li)v 13rilish AIi.ica11
I I I I ~ ~ I I Illis programme included courses i n Electricity, SLII-vevins atid
111 10.34, Yaba I-ligher College of Educariotl was ollicially opxed Tlic
ctlucarion given ar I ~ L ' Yaba I-liglw College was ~ l l i l i n l y vocarional i11ld led to [he
~ t ' t ' l l ~ l i ~ i l l i ~ i s l i l i l~~s ol'ti'red in~erliiediate courses i n e~rgit~eel-ing, the rr& cc;.llll.es
. .Alrlioirgh, i r is ~)ossihle ro take technical si~b,jects in rhe gener;ll school cerrilici~te ot' ectucorion and senior school e>ci~n~in;ltions; the ni~nihel oi' secondiwy scliools able to offer many of such sul?jccrs are srill ve1.y. lkw
'I'llc f i r - S I \/ear syllal)i~s covers the follo\cilry ~ l l i l i n to1)ics. ILle~nc.ll~.i ol'
~c~ . lm ica l t l~-a\vir~g, material, \vorkshop pr;ic~iccs, crlcrgy, c lec~r i c i~y , r lw l l ine,
Ill11 O ~ ~ l l ~ l l ~ h l l 01' l l l i ~ l l l ~ ~ l l i l l l ~ ~ ill111 ~ i t l l ~ ) ~ c ilgl ~ ~ L I ~ I I I ~ L ~
I inder t e c l l ~ ~ i c i ~ l driiwitlg, the student is exposed to d r a w i q ecluip~llen~ u l d
I l l i I l C l lilI>, ~ ~ i l l C 5 illltI C O l l S l l ' ~ ~ ~ l i ~ ) l l , l>l.L!c Ilillld S k ~ l ~ I ~ l l l $ ~ l l l d ~~Oil l ' t ! ~ ) l ' i l ~ l l ~ L ! 'l 'llis is
10 c l ~ b l e ll le stutlcnt l o sl ie~ch simple solids i ~ n d tools prupol~ional ly a ~ l d also
( I I \~hI i l~ .~OO~I I)0ill~I ~ ~ I ~ I C I I C L ! '1'111s IS 1 \ 0 1 l i l l~ /\l'l 1 1 15 I ' L ~ ~ ~ ' I I ' L ' ~ ~ 10 i \ S ~ ' 1 l g i l l ~ ' ~ ~ l ' i l l ~
I ' l l c ~I-C;II i111pct educarional sysreni in Imo Srare has on economic
IJlitIo~rbtetlly., a lot of' academic attention has been given to issues in
c..tl~~carltu~ conipi.~red w i ~ l i seco~~da~.y /g~-a~i i~nar school education, the extent of the
i i ~ i t l ~~idirst~.iwl development of :I slate or nation.
. . lib1111 s i ~ ~ l ~ p l c canrlol a p p l y I ~ u l ~ d r e d .percenI 1 0 p o p i ~ l i ~ ~ i o ~ l . l h i s is l i m i ~ i ~ l g in
This is concerned wit11 tcacliing applied scierices special
11-iiining tin applied sciences, 1tx4inici1l procedures and skills
~tcli~ired for the practice of trildcs or- PI-ol'essiori espccii~ll) those
i~l\,olving the lrse of machinery or scientific equipment. Tecliriical
C C I L I C ~ I I I O I ~ wlphi~siixs lhc ~ 1 1 ~ ~ ~ ~ 1 ' ~ l i l l l ~ ~ l l l ~ illKI ~ > l X ' l l ~ i l ~ il~~~dl~'illit)ll
01' Iwsic principles of mathen)a~ics i111cl SC~L ' I ICCS I ~ I I ~ ~ C I 111,111 I I I C
i l~~i~inrne~it ol' pluliciency in ma~il~al shills 11 has thc objcct~\ c ol'
preparing graduates for occupations be~ween the skilled ~ I A S and
rile engineering or scientific occupation.
\ !oc;~tio~~i~l !<tluc;rtion:
Vocatiunal education is intended to equip persons ti^ ind~~st~~iiil or
corn~iic~ciiil occupation. Tlie ctlucario~l or instruction Iiji\\l be
obtained either formally in trade schools, tecli~iical seconclary
schools or i n on-the-job training progrnlnmes or mow i~iliw~iially
by picking up the necessary skills on tile job withou~ actual
s~~l)crvision
Vocational education wllicl~ pli\ces 11iaJor e111plusis L I I I O I ~
inipar-ting n~anual skills to a n individual to prepare him lbr- a single
occupatio~i or t r a c k It is generally otli-red in vocational schools or
trade schools, or- comprehensive high schools.
A ~ x w e s s 01' training and insrri~ction which is designed 10 give
knowledge i~nd develop skills
;~y)c 'c~?; 01' s~~Oliil i~l. \ , ~ ~ ~ l l l i i ~ i ~ l ~ ~ L I C ; I I I C ) I I \vliicI~ 11s I-ep01.1 qi~alitied as Nigeria's
I ~ ~ O S I L I I S C I \ I C ~ I ~ I C ~ I I I ~ ) I ~ ~ \ I 1 1 ~ ~ t l . "
' l ' l i ~ 1 ' C ' ~ ~ O I l \ b ~ ' l I l ~ ~ l l l h ~ l ~ I t ) Sily: 011 2111 ~ I ~ C S \ \ L ' Iiil\;C IiCill.CI 111~' ~ 0 1 ~ 1 ~ ) ~ i l i l i l
I I I ; I I ~ ~ c h ~ ~ i e i i ~ l i ? ; il1.c ill ~ ~ I ~ I ~ C I . O L I S I Y sliorl ~ t ~ p p l \ / i111il Illill I'i~cilitics li)r ~ ~ , i ~ i t i i ~ i g
I i i ~ i i ~ l t ~ i ~ t e I I is tlt~l~lic\!ilble rhal 11ic co~nplt~illl made i n 1050 irboi11
'\'~gcv.ia's. riccd li)~. ~ecliliicel and vocrional cdtlcalioli is e.\aclly ~ l i c > same
L . O I ~ I ~ ~ ; I I I ~ I ~ i i ;~dc 111 I000
'l'lic repol-1 o1'I)ikc's commission for 1k1el.n Niycria ( 1000 s~ared. \\.e are
1111111\111g 01' il I \ , p C ' 01' il ~c:hOO1 1ltXe~~ill'Il'j il li1l.g~ S C ~ O O ~ wllicll d~Vclol)s S t l ~ l l
\ i\I-lcIy ol'classes acadeliiic, lecliliical and ot1ie1.s I l i i ~ t lie needs ol'a \;c1.1' large
( ' K l . ! \ ' l l \ ' l 1.Y
l )Cl '5Ol lS I~CLYI 1 0 CXl)l'CSS l h ~ l l l ~ ' ~ \ C'h <'I c ' i t l I \ c ' l ~ 1'11 iIL.1 I \ 11 it.5 I Ilill iI1.C
. . I I ~ I I I I I I I I I 1 1 \ .oc.;\ l io~~ c . i lwa l ion ~ r a i w ; jrc.l.stws I ~ I I c.~nplovrncnt b\ SI\ 111s
1l1c.m t tw k ~ ~ o \ v l e d y e . sk i l ls and attitudes they ~.ec lu~~- t r I n order 10 elitcl- i n l o and
I ~ I ; \ ~ \ L ~ ])I ogress 111 t h c ~ ~ clioscri occupar ions 111 O I ~ C I t o he ~ ~ . e i \ t i \ c ill) i ~ i c I i \ ~ i d ~ ~ a l
11i11st t l i o ~ ~ o i ~ i ~ l i l y i ~ ~ i d e ~ ~ s t i i ~ i d 111s ,job arid must Ikel t l i i ~ t l ie is ~ i i i ~ k i t i g c o ~ i t ~ ~ i l ) ~ ~ t i o t i
1 0 ?;ocic>~\, 'I'lic mo re c lu i~ l i l i c t l r? I w s o l i is l i ) r t l ic \ \ ( ) I% Iliilt l ie docs r l i ~ l I I ~ ~ I . C :
. I '~~l l i I Ic. t l Iic w i l l hc i111d ~ I i c I i i w e acco~i ip l ishrnenl lie' C i l l i c l a i ~ i i
.,Igtllsibo ( I08 l pp 2 18-237) in his lecti~re pointed
1 1 I S not surprising that the al'fective ol!jccrive of' ~echnical education
I I '1'11oi1gll this point hi^^ been taken cir1.e wirh respect to ~ l i o s e ill p o s ~
\C~~~() I I~ I~I I \, t ~ ~ * l i ~ \ i ~ ~ i ~ l c ~ I I I ~ ; I I ~ ~ I ~ OIII\~ T l i ~ Ni11i01li11 l 'o l ic- \~ 011 I-;(IIIC-;II~~II sI;1ItBi
One major fault of the National Policy on Education acco~ding to Okoro
( IO(1I p 5 3 ) is that i t still gives lower status to vocalional irnd technical educ~~\ io~ i
ml places unnecessary obstacle in the 'wiry 01' ~t l~ i i c~ l t > \\ llo cliocw ro ~ L I I sue il
\ ocational technical programme at the secondary school level
The National policy states that trade centres anti similar vqcational centres
\voi~ld be &tablistled to absorb junior secondi~ry schoul Icavurs \ V I I O cvuld
proceed to senior secontiary. This is usually inte!petcd to Inean rliat illicl- the
, ii~nior se~ondary, students woitld not be sepat.ared into two g r o u p s the
pi\~ilegcd group who would go to senior scco~itli~ly scliool (as potcnrial
ullriidntes for university, polytechnics and college ol' educatiorl) atid ~Jle ullder-
privileged groups who would have virtually n o prospects ol' lilrthering their
education beyond the technical college or trade cc11t1.c level. I t is rhe~~et'olx not i n
tioubt t t ~ t the senior secondary school has higher pws~ige and wo~~lt i be preklxxi
to the technical college or trade centre by parents i~nd students even in cases
\i Iwe stildenls \ Y C ) L I ~ ~ hi^\/^ hred better in trade centrc 0 1 technical collcgc
[lie prospecls oi' those who receive vocational etluci~tic)~l on [lie seco~ldilry school
still expected to be f i ~ r more intelligent than those \vI10 C O L I I ~ 1101 S C C ~ I I . ~ iid~liissi~n
into senior secondary schools.
AVAILABILITY OF TECHNICAL - VOC ATIONAL. INSTITUTIONS
' Irnarhiagbe (1992, vol I ) said that rhe plirlosopliy and o~jecri \~es of'
\ocational a~id twhliical education however beaut~ti~ll\ espressetl. \ i t 1 1 r w i a i n a
Illere paper work if only a handful of vocational tecliriical colleges, exist I1c1.e and
there i n this countly. He compared this with the evolution of q~~antity of
secondary schools. The vocational and technical schools lial,e ~.eiiiai~icd sci1nry ill
nulnber He quoted that in 1985, less than 120 vocational technical colleges were
.. filnctioning with the enrolment of over 8 million The ratio of enrolment in
vociltional technical colleges to secondary schools stood at some 1.33.
National policy on education, section 6 (50 xxiii) recoiiimends thar every Local
Govelminer~t Area sliould have a technical scliool, md section 6 (50 rcvii) also
~uunmel ids that Stare Governments should establisli iiiulri-purpose vocationwl .
cenrres or other similar institutions for artisan trairiing The researcher obserws
that in the state (Imo State) these governments' measures for the develop~nent of
technical education seem to be a dream or a story to be [old
From the information collected froni the pay roll schedi~le, Feb I999
'l'lie technical schools in Imo State are two (2). The techliical secondary school
are ten (10). The commercial/comprehensive secondary schools are 3 5 while
grammar secondary schools are ninety (90).
The major aim of the new policy is to nlake senior secondar'y leavers
easily employable. According to Okoro (1991 p 43) compreliensive schools like
111oi1gh hey at-e riot synonymous. Technical educat io~~ is a special gildc ol' .
crluca~io~i also Iiavc theit own levels o n technical cdi~catir)n
I c I ro I ~ I I t e c l ~ i c ~ ~ s I I I \Ye l ~ \ c also
III;III~ ot' r l ~ e developing c o i ~ r i t l k , this h i~s IICL~II i I losing I x~ l l l c~ i1II
I The pace of economic develop111c.111 IMS hccn too . I . ~ I s I 1 i ) 1
11hs i r~ i t l l1ew >hills alc beins created. Thcse new jobs and sk~lls recli~ire
Il;~\,c ;I good ni~~iiber of'liiglily rl-aineti arid rale~irctl ~,col,lc \Yhat Nigeriil Iii~s 1101,
h ~ ~ c l ' i a n - s na~ional education should be orientcd to\val-ds establishing Inore
N~geria (NAN) recently in September 1985 carried 0111 i~ su~-vey -in I4 stalcs ot'thc
I:ctleration on the availability of technical teachers. According to N A N , the ratio
of' ~echnical teachers to o t lw secondary scliool ~eaclicl-s is lieavil y lopsitlcd in
l'a\x,ur ol' the latter. The states covered were Kana 1 3261220 ('I-oss Iliver-
0UU712.;2, A11irnlbl.a 0494/579, Seni~e 37 16/450, Gonyola 237/246, I<aduna
1540197 The agency concluded that the ni~mber of technical teachers is
illadcilua~e ti^ 11ie needs ot'the new system
I'lre litc~~atuse has shown that the ef1i)l.t~ p u ~ i n by the go\.evnmcnt to
Dccsee Nu 9 ot' 1977. Its filnctions under the decree include.
( a ) To ad~, ise the Fedesal blilitasy Govesnmellt on I I O L V to co-osdilli~te all aspects 01' technical and vocational education falling outside the un~vct~~siries i ~ l l d 10
~ ~ l d i c ~tcommcr~dat iw~s O H national policy ncccssasy l i ) s the tvi~ini~~g ot' rechnicians, craftsmen, and other middle level and skilled manpower.
( h ) To determine - - the skilled and middle level manpower needs ofthe coi111tr.y in inclustsial, corn~iwscii~l and othcr selevi~nt liclds li,l the ~ L I I ~ ~ S C 01' l.>Ii1111litlg training facilities
(c.) Ti) lily down standards of skill to be attailled and to continually review sucll sr;ll~tlards as rlecessitated by technological arltl 11aticwa1 tieetls
i t a s established by Decree No. 47 of 197 1 to pso\lide the necessary tinancia1
111 addition, government's concem aboi~t rho acute shortage ol' skillet1
secretariat They visited USSR and Poland t o recruit lecti~lws in
e x i s t i n g polytechnics and colleges ol' ~ccli~ioluyy by \ :a l - io~~s state
tec l in i c i~ l colleges prov ide advanced cl-afi coirrscs I)>, upgrading i n s l i ~ u l i o n s The
i~cccptecl these suggestions (Dosunmu, 1982) Wlo~xx)ver despite the rise iri lie
DESIGN OF THE STI .'DY
:\R11A O F STUDY
'I'lw population of study comprised some selected post primary insri~i~~ions
i n Al~iazu Local Governn~ent Asea.
I)ISCRIITlON OF SAMPLE:
A sample method of this study came from rhirreen (13) secondary scllools,
r\velve private ( 12) vocatio~d schools (mainly co~nniercial schools appsoved by
, I he government) and one ( 1 ) technical college (govtts~lnlent tecl~nical) i n Alliazu
Four of tlwn were used for this study as well as some self-employed and
civil servants who were visired in their offices. 'I'lle scllools are:
I . Ah,iara Government Technical College.
2. St. Paul's Institute of Secretarial Studies Ekwesazu.
Stncc* rlic ~ssutt id' I'echrlical/vocario~~al ctluucio~r allif secorliiir~.v/g~.ii~ll~~~ar
scllool ecii~cation sysrcm seem to be the same all over rhe srare, rhc- resc;r~.cIier
Jc~~rricA 1 1 \$,l.W 10 co~rlir)c- ~lrc 1~usci11t11 \I 1111111 1111' I k ~ ~ i \ l ~ L ) \ . c I I I I I I C I I I ; I l L ' i l b 0 1 '
choice
A~11~7'1-lOl~ OF DATA COI,L.ECTION:
- 3 I he questionnaire administered to the selected post-primary schools were
;IS 1i)llows:
Technical college: Number of questionnaires was 42
Ni~niber. of respondents was 40
Sccolldary school: Nirrnber of questionnailts was 30
Nuniber of respondenrs was 30
\/ocatiollal SC~OUI. Nimber of questionnaires was 22
Number of respondents wi~s 2 2 .
The total number of questionnaires administered was hundred The
I'RI,Al'M ENT OF DATA
I h a collected through questionnaires are presented and analysed
2 sri~ristically, where possible tl~rough the US(: of the chi-square (x ) a~ialysis
NE('ESS.4RY INFORbl.4TION
Tlie tbrlnula for x2 cht-square distribution useti
x2 - - E ( ~ i - e i ) ~
el
Where: oi represents observed value (t'reclucncy)
ei represents expected value (frequency)
Level of significance: level of significance is 0 05
Ikgree of li-eedom: The degree of freedom is 3
2 ('hi-stli~i~~.c (s ) ~ l i ~ l i ~ l i c s is i~sctl.
pL. = represents compi~ted/calculated chi-scluase.
x?,. - - [represents table of criticill chi-square value.
1-10 - - N u l l Iiypothesis.
I-I,, - - Alternative hypothesis.
1 t' x?, i x2, then the altesnative hypothesis is rejected
while the null hypothesis FI,, is accvpted.
It ' x?,. > x2,, then the alte~xative hypothesis I i I , is
xcepted while the null hypothesis H,, is rejected. 'I'he hypotheses are presented
one atier the other according to the responses obrilined C)uestionnai~.e ;II their
own time while others were generous to f i l l the clileslionnaire i n the psesence of
I he rescarchel-.
111 spite of a11 the efforts made to get the accurate information needed, and
the correct nunlber of the questionnaires, about two were 1101 set~~rmed, ~ili~liing ,:I
( O H ' I I I ) ~ ~ i ~ i t - l y ~!iglil p!~x.c~il I . C I ~ I I . I \ which still I ~ C ~ M C S L ~ I ~ I S i I Iiigh l)CI.CCI1liIgC
CHAI'TEI\ FOUR
I'KESENTATION OF DATA.
'This chapter contains all tlie data collcctctl i l l 11ic course of the licltl aspect
ot'the research war-k. This includes the de~nograpliic inl'omation of the
respondents.
'l'lic entir-c populatio~i ol'tlie respo~idenrs is I N ; I ~ C 111) 01'34 I I ~ ~ I I C S i111d (14
I'eniales. They are staft' and students of Post Primary Institutions used for the
( I ) Sex. TABLE I : .
STAFF AND STUDENTS OF TI-IE INSTITUTIONS
SEX NO OF RESPONDEN'I'S '?/o OF RESPONDENTS
1 . -- - -. - - . -- . I. . . -- A~id students of post-primary institutions used f b ~ thc s ~ i ~ d p .
1 .
The age group of the respondents cluster around 125 years which is about
03?4 followed by the age group of bet\veen 30-35 ~ i v i ~ i g a percentage ol';~bout
AGE DISTRIBUTION OF RESPONDENTS
3 . Educational Qualitications:
The educational q~~alifications of the respondents rmge from HND and
HSC An their highest degree with a percentage rate of 30%. Others are students of
ditf'esent pust-primary institutions ranging as follows secondwy school p~~pi l s
-109/0, vocational instit~~tion 18% and 12% respectively Table three replxsents the
'l'Alll,L: I l l
QUAI-IFICATI'ONS OF RESPONDENTS
Q ~ ~ a l i l i c a t ion I NO OF RESPONDENTS / 'XI OF RESPONDEN'I'S
- - - -. . -- .-- - - -- VOCATIONAL t 11.24
. . . . -- -- I= .- .. - . . .-. - - .- t loo I 1'Ol"AL
5 Occupation of the Respondents
Mosl of the respo~idents are stude~lls, and urieruployed post-
pr~iiarylsecunclary school graduates making LIP 6 O " o ot'tlie sespondents This i s
I'~)llowctl by I caclic~.~, 22 'giving a percelilnge 01' 22 45, 01 hers are en1 l.cplxneurs
n ~ a k ~ n g a percentage of 4 of the respondelm and 5% of unemployed ~~nrversity
gi~itduates (Youth Corpers) Below is the table.
'I'A13LE IV
OC'('UPAT1ON OF IIESPONDENTS
-- .
O('CUPATI0N NO.OF RESPONDENTS
--
('IVIL, SERVANTS
% OF RESPONDENTS -7
p~tferred forni of edimtional system About 22 of' them preferred voctional
school uhicll is the same as 22.5% o ~ ~ t of 0 8 sespollderlts I0 or 10.4'% i ~ n d 57 os
58.2% 01' the respondents', the highest number of ~-esporldents pl.efesrecl secondasy
school (58 2%)
01'1'01iTU N ITY
TE('./VOC. SCHOOL
I n rable 6, it can be seen . tha t 44 out of 40 respondents or SO 70%
resl)onded that their preference of teclinicallvoci~~ional education is to gain
.ot' \:oc~tiollal educarion because they lacked sponsorship lo secondary educatirin.
locared within their reach. I n other words, the preference for technical and
\/ocational education generally conrlotes the easier enlployment opportunity
T4RL.E V11
RESPONSES FOR SE('0NDARY EDI.I('ATION
-. .
OI'TJOI<'l'I.INITY FOR
ENTERING
LJNIVEI~SII'Y
From the data presented in table 7, it can. be seen that 37 or 75.5% of the 49
I csl)onde~tq~rdt'erred secondary school education because i t will pitpare them for
secondary education o~lt of' parental choice.
The above responses show that the students ;we very niuch aware of the
difference between technical and secondary educiltion iind C O I ~ S C ~ O C I S I ~ made their
FOR PRACTIC'AL AND TtlEOIIII~I'IC'.~I_ SI<ILLS
From the dala presenled in table 8, 01 oi l~ ol' 08 rtspo~ide~its or 02.8°/~
~ q ~ m l e ~ l ~ s said "No" to the fact that techllicallvocational educatiorl system
cquips individuals to cope with the challenges ofunernploy~nent
CHARACTERISTICS OF SEC'ONDARY
- . - . - - . . - - . - . - . . . - - NO.OF RESPONDENTS-- %F MSrJONDEN'TS
respondents said "No" to the statement that secondary school education creates
i~ne~nploy merit if target of firthering thei r studies is not met.
IMPORTANCE OF TECHNICAL/VOC./Z'l~ION/\L EDCJ('A1'ION
, - . . - - .- YI'S .
L I ~ the go\vth of industsialisation in any country while 6 out of 08 or 6.1%
I-espwded negatively to the statement. 'The posi~ive Iuponse of 03 0% sllous t11iit
/ RESPONDENTS
OCCLIPAI'ION TRAINED
. ----- MAINLY SE1.F EMPLOY13D
RESPON IDENI'S
0 ~ 1 t of the entire population of 98, ~ w l m ~ t l c i ~ r s , 54 or 5 5 . 1'%1 I . L ' S ~ ) I I ~ C ~
111 i1111 l~ sellkrnployed while 12 or 12.2% of twponcle~lrs agree that teclmicnl and
\ocational gradi~ntes are scarce or few in nunlber One can deduce fi-on1 this the
'f.AI3LE XI1
AVAILABLE I'OST-PRlblAIIY INSTITUTIONS
From the data presented in table 13, 24 out 01'08 I-espondents 0 1 16 9 ,
rcy)o~ided that the cli~aliiicat~on of their tei1cI1el.s 15 WASCICity and Guilds.
kla~jor~ty of the respondents indicated that the qilalification of' their teachers is
N('l~/ONI) with a percentage rate of 42 9 while 57 out 01'98 or 40.1% indicated
that the qualification of their teachers is BSCII-IND. From the resear-ch data,
niaicwity of' the teachers with WASCICity and Guilds; NCEIOND comprise the
leachel-s i n nwst vocational and technical schools.
01. 4 I .W0 iiidicated, ~lut hiving graduate technical tcachcrs in their schools '1'111s
rihlc can be used to confirtll the third observation niade i n table I I , that technical
yr.aduales are few when compared with the schools where their services are
1':413LF. S\ ' I
ASSESSblENT OF THE SCHOOLS IN TERMS OF EQLIlPtvIENT
rable 10. 18 our o f 49 respordents 131. 36.7% indicated that their
1 equipped, 9 out of49 respondents or I S.3Oh indicated that theirs i s
I;iir.ly cquippcd while 22 or 44.8% o f the respondents indicated thal their scliool is
' 1101 \veil eqiripped. Table 16, shows tha~ rnajori~y ol'tl le scllools are not well
CREATION OF TECHNICAL AND VOCTIONAL AWARENESS BY
From the data presented in table 17,. i t can bc seen tlli~t strongly a g e c has a
~ I S I L'C t l l i l t I I T ~ o - s I ~ ~ ~ ~ educatlonal system creates a lot of awareness f o ~
t cch~ l i c i~ l / \~uca t ion~~l schools while I8 or 18 4 % of'the respondents did not agree.
, 1 1 ) conclusi6n, the awareness strongly agreed can be seen or contil-mixi by the
L * I . L ' C ~ I ~ I \ ot'technical secondary schools which are technical i n name and pure
ctl~~ci~lion alld its graduates more than secondm-y school education
i111d 11s gr.acluates more than secondary school education, 2 1 or 2 1 4% of the
sclwol edimtion while 13 or 13 3% of the respondents agree with rhe statenlent,
\ h a \ Inlo State educt~tional system encourages the technical and vocational
CHAPTER F IVE
ANALYSIS 01; I)r\'l'A
I I 'l'he t e c l ~ ~ ~ i c ' i ~ l l v o c a ~ i o n a l education does not equip individui~ls with basic
skills of practical knowledge and theoritical knowledge which help them to cope
.\vitI~ cl inl le~yx of elnployment.
I I , The tecl~nical/vocational education equips graduates with basic skills uf
piwtical knowledge and theoritical knowledge which help them to cope with
'1'111s hypotl~esis i s to be tested with data obtained ti-om tables 6 and 7 represeuted . .
ilgilti) I ) c I o \ v
- -- I, , \ V / \ I l . / \ I l l1 , l , l ,Y 0 1 : l Y L l I L K
From table 15, a contingency table is found
Expected frequencies (ei) are attached to the above contingency table
usins the f'ollowing formula.
Expected frequencies (ei) - - Row total x column total (jverall total
The table now becomes:
I TECH.IVOC.1
EASY EWLOYMENTIENTRY
1JNlVERSlTY
PREFERENCE I
40.5
LACK OF SPONSORIPARENTAL
--
I ~ V A I L A B ~ L I T Y OF SCHOOLS
7
TOTAL 1 49
SEC./GRAMM. I1 I TOTAL
s ?, .- I0 7476 and . x',, .05 - 5.90 1
(':1lci1I1.t1ed/computed chi-square value ( 10.7) is grei~ter that (>) the critical chi-
Since the decision rule is to reject Null liypothesis if'calculated chi-square
V ~ I I L I ~ is greater than the critical chi-square value, lhwA'ure reject Null hypolhesis
( t l o ) which stares that, the technical/vocatiotial etli~catiori does not eqi~ip
g ~ , ; l d ~ ~ i l ~ e ~ with basic skills ol' practical knowledge anrl theoretical Imwledge lo
theoretical knowledge to cope with cliallenges ol'cnlployment
Testi;ig of Hypothesis l l
Null I lypoll~esis I-I,,
. - I'lw decision I<irlc
opporti~nities available for technical and \/ocarional school gl.aduarcs rlian
1 I , , Illwst;ite does no1 have more technicallvocatiollal educatioll institutions
l ' l w Ilypotlicsis is to be tested with the data obtai~lcd li-om tables 5 and 12
talxun thc table, a contlligency table i s to~.nied Relo\v
I Ile table nou beculnes
- - -. . . -. -.
I I'0S'I'-I'RlhIARY SCHOOLS I
/ I ~ ~ S T - P R I M A K Y SCHOOL
1 I'REFEKKED
POST-PRIMAKY SCHOOL
/ AVAILABLE
TECHNICAL SECONDARY --/T V O C
The decision Rule
Itelect Null Hypothesis and accept Alternative liyporliesis i f the calculated chi-
siluase value is more than the critical value. 0
x2,,.os
critical cIii-sqi~a~-e value
calcula[ed chi-sqi~are value.
('ritical chi-square value x2,,.05
Level of significance - - 0.05
Degree 01' freedom (df) - - (x-I) (1.4)
\Y hese C Number of columns - - 3
It Number of rows 2
(dl) = ( 3 - I )(2- I ) 2
( 'vit ical vk~lire ul' O 05 at 3, df = 5.90 I
; Calculated chi-square value ( x2A
pi = 8.4482 and
Observed l i u l w ~ l c y
Expected l'reclue~lcy
+ 14.5 -- I.3Ci6S
x2, - - x2 0 05 because 8.4482 5 991
('alc~~lated chi-square value (8 4482 ) is greater- than (..-) the critical chi-square
\ nlue (5 09 l )
Silicx the decisio~i rule is: reject Null liypo~hesis if calculated cl~i-silu;r~-e
\ ; I ~ L I ~ i s geates I lian the criticill chi-square value. tlw~-eliwe- Reject nul l
Iiypotliesis (I-I,,) which states that, Imo-state has not Illore tecl~nical/vocatio~ial
cil~~catior~ ~nstitutions when compared with secondary school education.
And accept ahernat ive hypothesis which states tliat, Imo-state has niow
1ccll1iiciil/\locatio11al education institutions when conlpasecl wilh secondary school
education. . .
'l'esting of Hypothesis IV
Nul l Hypvt liesis H,,
I I , , 'I'lic great impi~cl educalio~i syslelll i l l Illlo-slatc Iins 011 ecolioniic
dcvelopmenl of the slate does not reduce mass u~le~nploylllent.
Allernalive Hypothesis (HI)
11 I The geat ilnpacl educational system ill Inlo-state has on economic
development of the state reduces mass unemployrnent.
This hypolhesis is to be tested with I.esponses obtained tiom tirbles 17 and
1 S ~.cpl-escnted again below.
From the table, a contingency table is produced below:
.- -- .
IWSPONSE OPTION Xll l TOTAL
tl\cpwteetl frequencies (ei) are attached tu thc contingency table using the
li)lIi)wing ibrn~11i1:
I:speclcd trequency (ei) - - Row Total_--x Column Total o\ c K I I I I O I ~ l l
I e Bos - - 59x981196 = 39.5
- . - 50x981196 = - 7 0 5
- - 55x981196 = 27.5
- - 55x981196 = 27 5
- - 82x981196 = 4 l
- - 82x981196 = 4 l
. The table now becomes
- -- -. <
S'I'KONGI,Y AGREE 38(29.5) ---+- -
NOT AGREE 1 S(4 1 )
. -.
l ' 0 - l . A ~
-
'l'lle d e c ~ s ~ o n Rule
Itcjcc~ Null Hypothesis and accept Altel-na~ive Iiypotliesis it' the calcula~ed chi-
' p stl11i11.t' \ / ~ I I L I ~ ,, > x2,,.05 i . e . i f ~" ;? , . 05
wliere. x2,,.05 - critical clli-sqirarc valuc -
x2, - - calcula~eti chi-square value (x',)
I C'ri~ical chi-square valuc x2,,.05
Level of significance - - 0 :0 5
Ihgtx of' lieedom (dt) - - (c-I) ( ] . - I )
Where C Number of columns - - 3
R: Number. of rows 3 -
(dt) = (3-I)(?-I) = 2
('ntical value of' 0.05 at 2 df = 5 00 I
( 2 ) ('nlci~lated chi-square value x2, .
With x',. = E ( ~ i - e i ) ~ ,
el
where: o i - Observed frequency -
ei - - Expected frequency
Box - - ( 3 8 - ~ 9 . 5 ) ~ + 29.5 :-: 2.4401
- - (2 1 - 2 9 . ~ ) ~ t 29.5 = 2.449 1
?PL - 45.5405 and x2 0.05 - 5.99 I -
('alculated and computed chi-square value (45 5405) is greatel: t h ~ ~ ( ' - ) the
cr~tical chi-square value 5.99 I . Since the decision rule is: reject Null hypothesis
it'calculatttd ctri-sqirare value is greater than the c.alire, therefore, null hyporliesis
\ \ . h i c ~ h s l ; ~ l c ~ t h i ~ l rllc LJI'CiIl i 1 l I l ) i l ~ l L . ( ! L I c ; ~ ~ ~ L ) I ~ ~ I ~ S \ ~ S I L \ I ~ ~ 111 IIIIL)-SI;IIC 11i1s U I I
~ . co~ lo~n ic development of [he state does not reduce Inass elnploynlent is re.1ected.
And, accept alternative hypothesis ( H I ) \vllicIi states, the great impact
cducarional systeni in Imo-state has on econolnic dttvelop~nenr ol' rlle srnre
I c t l~~ccs Illass employ nlenr.
'I'e.sring 0 1 ' Hy1)othesis V
N u l l Hypothesis (H,,)
I I . , l 'hc irlllucncc of' ~cacllcrs ir~ld equipnlc111 i l l i~llplcme~lling the I I W policy
ot'o-3-3-4 systeni of education does not achieve the needed manpower
Alternarive fdypothesis 11 I
1 1 1 I 'he intlwnce of teachers and equipment i l l i~llplenlentirlg h e llew policy
ol'b-3-34 system of' education does not achieve the needed manpower. This
II\,potllcsis is 10 he ~csled \vit l i tllc data obti~illcd l i o~i l 1i10lc~s 15 u~ld I0 I cl)~.c~sc.~llcd
,19ai I ) l~clow
I : ! l l l , l * l < Q ! l l I l I
1 . l ~ l iAC~ I l l i iG
1 I<;\'I'INC;I.4SSESSlNG I 1 t*;()I IIPRlENT I - --- - - I l l l l l s - I I I C I l l l < / W I . l
i l ~ . ~ ) l ~ l l ' l ~ l ~ l ~
i IWIS'EKESTED ; 1'1~.:2CI-~I'.I</I~AlRl,Y EQUIPPED , _ - . . - - i I I .I.-A/lO~l'lVATED/NOT' . I
I l~ ,Q~~lPI~f - ; l3
'I'OTAL , , _ . - - -- - \
From the table, a contingency table is prothced below:
.
TEAC tIi.:I<S
X 1
73
- -- o
-~ - . ..
2 4
9 7 ---
EQUIP. XI1
I.\pected frequerlcies ( G I ) are attached to he con~i~lgetlcy table using the
. l i ) I l o ~ \ ~ ~ ~ g fimnula.
The table now becomes
INTERESTED TEACtIEIUWELL 73(60.46)
'1'1-'ACI~IEIVFAIRLY EQUIPPED p-pppp
I I .L.-MOI'lVATED/NOT 24(30.56)
The tlecision Rule
lieject Null Hypothesis and accept Alternative hypothesis if the calculated chi-
squa1.c. \ i~ lue is more than the critical chi-square \.slue
I c 11. x2, x2,,.05
wlwse: x2,, 05 - cl-itical chi-scli~a~-e value -
x2,. - - calculured chi-square value
I <'r.itic:~l chi-squar-e v;~lue x2,,.05
L.evel of significance - - 0.05
Degl-ee of freedom ( d o - - ( 4 ) (r-I)
\YI~ere C': Nil~nber of columns 3
R: Number of rows - - 2
Critical value of 0.05 at 2 (It' = 5.99 I
2 Ciil,Culated chi-square value x2,
x:, -- 20.7567 and x2 0 0 5 -. - 5.99 1
x ?, X' 0 0 5 because 20 7507 > 5 '19 1
('alculated or cunlputed chi-square vdlue 29.7507 i s greater than (I>) rhe crirical
~111-square value 5 99 1
Since the decision rule i s Reject Null Iiypotliesls ~f calcula~ed clir-square
\ a lw is geater than the critical chi-square value, tllereliwe: Reject (Ho) which
stiiles that the influence of teachers and equipnlenl in implenlenting the new
1circ1le1.s and equipment in implementing the new policy on 6-3-3-4 systcnl of
ctlircaticw acliieves ~leeded manpower
CHAPTER SIX
('i~lculatiolls li-om the test of hypothesis here sllo\v tlla~, the calculated chi-
sclLl;lre vi~lue of 10.7476 is greater than the critical chi-scl~1ar.e value of 5.99 1 . As
;I ~ t su l t of this, the null hypothesis (H,,) which states illat, techllicallvoca~io~~i~l
cct~~catiori does not eclillp graduates with basic skilla 0 1 ' prac~ical I i~l~wlcdgc and
~llcoritical knowledge to cope with challenges ol'eniploynwnt is rejected While
ctlucation equips graduates with basic skills ot'practici~l and ~heoritical lirlowledge
10 cope wi~h challenges of employment is accepted
Acceptance of the alternative hypothesis (k11)'in this case relates dil-ectly
to tlic sub-problcn~ 1 of this study which sccks to 11laIie distinction hct\veen
teclinical/vocational education and secondary scllool education. The for me^. keeps
copdt'i~ce the challenges oi 'e~nplo~ment in the state and in the society.
Iil-om the calculations for the test o f this hypo~hesis the result slio\\.s that
~ h c calculated chi-square value o f 13.8328 i s ~I.~;IIL'I. tli;\ti the criticill c l i i - ~ ~ ~ u i ~ s e
\.~IIuc 01..?.84 I
.;is a resulr o f this, the null hypothesis (H,,) which states that there itre not
\ccor~tlar y school gsilduates i s rejected and the alternative Iiypotliesis (1-1)) which ', .
sl i l les that, these are more job opportunities available for technical/vocational
y . ; ~ d ~ ~ a t t s than secondary school gaduates i s accepted.
Acccpti~ncc ol'tl ic altcrriativu liypotlwsis ill this ci\sC sIiu\vs 1 1 ~ 1 ~ I l c ~ c is '
~cl i~t ionship between job opportunities land educii~ional system adopted. In the
l'he~analvsis shiws that calculated chi-sqt~t~se value o f 8 4482 ih 21-ea~er
~ h a n the critical chi-sqi~are value o f 5 99 1. As a ~.esult ol' this, the null hyput llesis
(I I,,) wliicli states t l ia~ Imo-slate does not Iiilve mose ~echnicallvoca~iona)
i r ~ s ~ i ~ ~ ~ t i o ~ i s wt ie~i compared will1 secondary school c d ~ ~ c a ~ i o ~ i i s sqjec~ctl l'hc
alternative hypothesis (HI) which states that lmo-state has more
teclillical/vocatio~ial education institutions when compared with secondary school
tdiicatinnal institutions is accepted.
.4cceptance of the alternative hypothesis relates to what was expressed in
the sub-problem number 3 . The availability of these institutions brings the
a\vareness to the pupils and parents. Creating an easy access for the pupils to
a\,ail themselves of technical and vocational education as well..as secondary
crlilcation, will bring harmony in the econonlic lilk d ~ h c peoplc.
l'echnical education or vocational inslitutions should include posl-
secondary institutions. The idea of vocational education should imply not n~erely
commel.cial schools, there are also other forms of vocational education such as
agr~icul~i~r~al educalion, home-economics education, business and ofiice education
" and lechnical education which is a specird grade of vocational educaiion to
I-1Y POTHESIS IV
The test of hypothesis shows that calculatect chi-square value is 46 17 17.
rhis is greater than the critical chi-square valite of 5 991. Therefore, the null
hypoihesis (H,,) which states that the great impact educational system in lmo-state
Iias oli economic develop men^ of the state does not reduce mass unemployment is '
rqected The alternative hypothesis ((HI) which stkites that the great impact
ccIuci\tion~rl system in Imo-state has on econo~iiic development of the state
~ c t l ~ ~ c c s mass unernploynlent is accepted.
The acceptance of the alternative hypothesis I-elates directly to the fourth
sub-problem. 111 reality, educational system has impact on ecunonlic and
technological development of the nation. Educational system here relates to the
type of education adopted by the state as the case may be. For e.?ample, a state
" like Imo-state may adopt mainly the general education, which is received for the
general cultural development of the individual which it may be useful in several
occupations, it is not normally a vital part o!' any particular occupation.
l'ecll~lical/vocational education system prepares people for employment i n the
occupation of their choice
. Econonlic development can refer to the living condition of the people.
General education and tech~~ical/vocatio~~al education are two inter-related
i~spec tmf education which should prepare all students if they are to make
rlwirnurll contribution to the society. Employnient opportunity is one ol' the b
~)ositive impacts but where only general education is mainly hvoured,
unemployment is certain to be high.
The analysis sliuws that calculated chi-squm value ot' 29.75b7 is gra te r
I I I ~ the critical chi-sqoare oi' 5.991 as a result o f this, tlie null hypothesis (H,)
wli~ch states that the influence of teachers and equipment in implementing the
IICI+ policy on 0-3-3-4 systeni of education does 11ot achieve the needed
rnanpo\ver is rejected while the alternative hypothesis (1-11) which states that the
influence of teachers and equipment in implementing tlie new policy on 6-3-3-4 '
i y hreln i)l' educat ion achieves the needed nianpo\ver is iiccepted.
The acceptance of tlie alternative hypothesis ( 1 4 1 ) reveals tliar teaclws and
'cquipiitmt are very much needed in schools in order to achieve the new policy on
education This new policy otl education aims at integration ol'general ed~~cation
,ind tecl~~lical/vocatio~ial education in order tb p~'oduce manpower needed lbr the
The aim of or the yearning for industri;llisatio~i is to give. everybody
oppo~~uriity to yain a living, to be employed, to be productive, to make Nigeria a
odi~cing natloll and to raise Ilel living cordit ion or sta~idii~d ot'livi~lg
DISCIISSION A N D FIN1)INGS.
'I'hc tirs~ finding as predicted by the ~~ ivc~ t iya t iu~ i of hyputliesis one
~mcaled the recellt awareness of the value of recli~iicnl a n d vucar~cml educittlun
111 the soclety l ' h~s is expressed in the responses made by the respondents during
The findings revealed thar though every respondent expressed prel'erence
1i)r L I I I ~ \ . c I . s ~ ~ ~ . they illso opted for technical voc;~iio~li~l cducaiion with ~l lc sole
reason ot'getting easy enlploynient opportunity.
Tile researcher's personal interview and discyssio~i with some learned
1iic11ihe1-s pf [lie society, exposed their pre-i~ldeperldent notion of'
rcclinici~l/vocatio~ial educatio~l One made a pitiable remark to a girl he h e w to
be intelligent who opted for Hotel and Catering Management i n these words, "this
i s ;t talent wasted" tmst of our learned Nigerians have not found time to lisle11 lo
, . I lie second hypothesis posits that technical vocational education equips its
p d ~ a i e s with basic skills of practical knowleclge which helps them to cope with
10 an ;~ l tamt ive educational opportunity for ecwli)~nic development and Ibr
Increilsc in the standard o f living which can be achieved by increased
Production as defined by classical econonlist i s the creation o f Utility
(saristktion) According to Iniaga (1994 p. 22) the stiuidard o f living o f a country
IS tleter.rlllllcd by i t s capaclty to produce goods and services for c u ~ l s ~ y p t i o n over
the tilnda~nental factor o f production. Stressing the importance o f resou~wful
I)crsons, Imaga ( 1994. 23) highlights that, all oilier lilcturs ol' p~.ocluciio~l can
Iwconle productive only upon labour productivity as an indicator- o f the efticiency
wii l i which the sum total o f productive resources in the system have been
.-. ~nobilized ro provide for the society's needs . . . . 1 Ilus, the higher the pluiuciivity
lilI>\)l~r, (given the aniount of labour deployed) the higher the capital incollie ill an
cc.i)~lo~lly, 11lcttf i)r c, laboi~ l pr.otluciiviiy i s i~ ld ic i~t ivc u l ' l l ~ c s~antlard ol' l i v ~ n y ol'sr
. pa~.ricul;~r community fi-om macro econon~ic and ~na~lagernent point o f view"
Si) \he 1110112 ~e~l l l l ic i l l lv~cat ional education equipspeople with prxt ical
;tnd theoritical skills, the more the labour which i s the basic factor o f production,
round oirr areas uf research are mainly private coinnlercial schools and lilshion
' design cenrres which are regarded as a reserve ti)r poor parents \vho ci~nrior i~t'ford
secondary education for their children or for less intelligent people The past .. .
.itdependent educational system in Imo-state continiles to neglect technical and
\~oca~ional education and i\S a result, most ot' her pcaple are i~nskilled labourers
i ~ ~ l d some senii-skilled operatives. I t has also p~.ol i .ssio~~l nien and cle~dis but
cvcry highly tlcveluped socieiy. l'lieir strong bii~s to\var.ds the traditional Iircrary
i ~ r ~ l academic sihjects is reflected in its lack of respect for mariital skills and
rhc pi~blic service comniission ( 1974 p. 38) a h o i ~ ~ grmlnar scllool, i t is said t l ~ t
rlie programnie has some educational value for those pursuing higher stuclies, its
\,al~les to the terniini~l students constitutes (70%) sc\:enry pescent of the oirl 1,111 of
secondary gramnias schools. This is the crux ot' the problem for the students,
pal'ents and society at large.
The point made in rlie daily times investi~ation (Feb 1986) which
~,c\;ci~lcil nlnss descl-lion tion1 scllools by students in pl;~tcni~ slate cilll also apply
to Imo-state. The Con-lmissioner for Educatio~l, Plateau State, Mohamuned, was
. qi~oted :la saying Ihilt IIilrelltS now question tllc ~ . i ~ I i ~ ~ l i \ l e fur sendi~lg people to
school whcn there are no jobs.
' hocicty, vocational and technical education 11~1l;e i t possible for them lo f i l d
\ i o ~ k As the Nigerian society is gradually ~llcj\:ing towards industrialisation,
people need skills i n order to take up the jobs in industry and business t l ~ t we
tio\+, beco~ning available
According to the findings of the fifth hypothesis, the intluence of teachers
<\ccor-di~lg to our field research work, ecpipnle~l~ are generally lacking i n the
rcchnical and vocational schools. Most techn~cal and vocational teachers are
h~lo\vn to be holders of City and GuilddWAEC' ('crtilicate, NCE/OND and a few
I,l.cai~sc, Iic noted a considerable disparity i,n the levels ol'co~npetence r,ftecllnicnl , .
~rlsttwtors and opined Il1i11 the level of basic edi~catitw. the standard 01' ah i l l aliil
csperie~lce iu a given trade as well as the raining in modern techniques of
lilst~uctions are important problem areas
\4 el C' b1.0~1gllt ti) the schouls. The inability to i nstall I hose equipn~ent rellect the
l i i ~ h of technical teachers or technicians wlio possess the technical know-how
The tilldings from third hypothesis show that Imo-state has less
'I'lie existing technical schools lack both instructors and nod el-n equipmen1
IL'~I\ e the school l i )r Il lole 1uc1 ative jobs
'l'lie devclopnicnr ol'tc.chnical and vocational i ~ l s t i ~ ~ i t i o ~ ~ s arc esse~i~ i ,~ l l'ov
occupational skills. Only a small fraction o f the secondary school graduates enter
the university or other institutions o f higher ,education Those who cannot enter
\he university are thrown into the labour market often with no occupational
~mparation other than the ability to read and write. A considerable nunibel. of
secondary school leavers firil the general cerlilicille of education zxirrnini~~ion
Those individuals are not able to continue their education and have'nothing to ., -
?tiow for their period o f education i n the secondary school. They are forced to
SUMMARY A N D RECOMMfi~NUATION
S U M M A R Y :
'T'liis research work extensively studied the importance of technical and
vocatio~ial studies in the post-primary institutions in Imo-state. Although it was
limited to Ahiazu Local Government Area of Imo-state, necessary information for
the study was obtained through the use of different tools such as questionnaire,
111ter-views and references to related literatures.
Date cullcctcd were subjected to appropriate s~atis~ical tools ol' i ~ i l i ~ l y ~ i ~
and the result so obtained were interpreted, giving ~iiealiings which logically Icd I
h tore people are found changing their. ~nintls ahour [lie ilnage 01' ~cclillicul
;111d \.oc.arit)l\al school c 'd~lc~tio~i but l.i.o~l\ 1I1e I ) C I . S O I ~ ~ I I disci~ssio~l 01' [he
I . C S C ~ I I . ~ ~ I ~ I . wirli sunie lecrirre~x it seemed that il l l l i l \ j need ano11ic1- dec.;ldc, 10
I I 111051 I l l c i l i ~ d l l l l l i l l l ~ 0 1 1 l l l ~ Illlllge i l l l d villllc ul'
I'ccl~r~ical/vucatio~~al educa~ion for themselves us tllcir rtllatio~is
I ~ I . C ' C ~ R l h l E N 1 3 ~ L , A1W.45 1'01< FUK'I'I-IEI( KHSI : i \ l~ ( ' l 1
' l ' lw IIII~OII~II~CC 111' ICCIII~IC~~I and vwa~ l c r l l a l s l u d ~ c s canriot be w e r
I t i t It is suggested that this ~-esearcll sl lc~irlt l be cont inircd i n sinlilar.
( I ) \Yh~ch of the t'ollow~ng forms ol' Educatiori system do you pr-cl'er'? l'hick
( i ~ ) l'echnical Education C] (13) secondary Education I-A ( c . ) v ~ ) ~ i ~ l i O t l i ~ l ~ S ~ L J C ~ I I ~ L ) I I S-I
( 2 ) You prel'er Technical/vocatio~~i~l because
( 2 1 ) YCILI hope to get employment move easily aliw studies 0
(b ) you did not get anybody to sponsor you in secondary school 0
( c ) technical school is available in your locality
( I ) ) yotlr pnlmts pldkr secondary scl~oi)l C;;.ducalion 0
Yes 0 No 0
reclinical/vocatio~ial graduates
Which of the following post-primary i~lstiturions use available in y o u r town/ar'ea?
( I> ) Secondary school 0
What qualitication is y011r teachers holdi~ig''
) U'ASCICity and Guild 0
( (1 ) OTHERS 0
1-10 you have gtxhatcs, technical leaclic~~s'? (cg, E l ~ ~ l ' i c i ~ l etwjrwm, hlechanical, Civil, Agric, Hotel & Catering) Yes 0 ' N o 0
tlow will yoi~ rate your tech~iical teachel-s"
(a) Interested technical teachers 0
( b ) UII-interested technical teachers 0
( a ) Well equipped 0
(b) Fairly equipped 0
( a ) Strongly agree 0
(b) Agree 0
(c) Not agree 0
The Imo-state educational system encwrage the teclinicc~l/vocwtional education and its graduates more than seco~lcl;~~,y scl~ool educaliori
('1) Strongly agree 0 (e) Ag-ee 0 (t) Not agree L-T]
Ozor-o, 0. ( 1073) Introducing Technology into N i y x i i ~ n secondary seliools West A l i ' i ~ i ~ ~ l Jor~rni~l of Education XVII (2 ) PI'. 24 1-2.52
I 1hc.j~. R Onyeorrsara ( 1066) Education for social I<eco~~struct~on, L.ayos n/lt~cmillan & Co (Nigeria) Ltd 1966
Wetirich, I<alpli, C & Wenrich, J . Williiun ( 11)74), lxi~dcrsliip i n Aclmi~lisl ~ ' n ~ i o ~ i of' vocational and '17echnical education ('ulirrll~ls Ohio: ( . ' ! ~ ~ I I . ~ C S E i\.Icrril publish in^ Company.
I,'aIi~nwa, A Babs ( 1074) History of education i n Nigeria Lot~clon George Allen and Unwin Ltd.
In \ , c s~~ iwn~ i n Edi~caiiun ( 1960) Report of the ('onin~ission on posl school Certificate and higher education i n Nigeria (Ashby I<eport) Lagps I;c.ilc~~i~l Millistry 01' Edtlci~lisn
Nduka 01w1i ( 1064) Weslern Education and tile Nigcr i i~~~ (lulturill B ~ I c ~ ~ & I . L ~ L I I ~ ~ Ibadan: Oxford University Press.
I:eilwiil (;overnment of Nigeria ( 1977) Natiunal I'ol~cy on Education, Lagos 1-etleral Ministry of Information, (lievrsetl I OZI I ) I Jnpi~blishetl t I~esis/mimeographs
