AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Benefits of high technology in Vocational Technical Education
Qualitative and functional high technology in vocational technical education aims at
improving the efficiency of an individual in specific knowledge, skills and techniques to gain
employment and also assist individual in performing functions and duties as self employee or
otherwise. The benefits derived from high tech in vocational technical education by
communities, nations and individuals cannot be over emphasized, such benefit includes:
1. Skill acquisition:
Certain skills, knowledge and attitude are required by the society from her members to
enable them contribute their quota to the development of the society and the country at
large. Qualitative and functional high technology in vocational technical education offer
such skills, knowledge and attitudes used to operate and service the nation’s industries.
2. Manpower development:
Vocational Technical education helps to meet the needs of a country by planning and
providing programmes which satisfy employees and employers in whose needs are
occupations. According to Osuala (2007), updated technical programmes take into
account the local, state and national manpower needs. Ukeye (2008) opined that the
economic potentialities of education, whether general or technical lies largely on its
effects on man-power resources as education is the only indicator of a rise in economic
well-being of the society. The fact that Nigeria is in great need of manpower in different
field of human endeavour places vocational technical education in a very high position
of importance. VTE provides for high, middle and low manpower needs, for operation at
homes and industries. The manpower developed also satisfies our civil services needs.
3. Improvement in pottery production or making:
With the acquisition of skills and knowledge, a person who is technically educated can
operate potter’s wheel machines, apply modern techniques of modelling and make use of
clay materials for better and more effective pottery productivity. With highly skilled
manpower, the time spent in production is greatly reduced, while the quality and
quantity produced are increased.
4. Improvement in technology:
Jomok (2005) explained vocational technical education as the intentional planning of the
education system that is an establishment and preserver of culture (technological culture)
deliberately geared towards the type of technological and traditional development
upheld. Nigeria and other developing countries are making rapid progress in terms of
quality and quantity of goods and services rendered. This is only made possible as a
result of VTE training under formal and informal education. As earlier stated, VTE
provides skilful manpower who themselves helps to maintain and improve the existing
technology.
5. Production of skilful craftsmen:
Skilled craftsmen such as sculptors, potters, painters, weavers and carvers can be
produced with the aid of technical education. This set of trained personnel assist to
procure goods such as flower vase, woven cane chairs, basket etc.
6. Special education for handicap:
Vocational Technical education provides a good education opportunity for the handicap
that may be having some physical challenges. For instance, the blind and deaf and even
lame are trained to become good craftsmen and women. This makes themselves reliance
and productive citizens.
7. Provision of career guidance:
Vol. 3(3) 2017 www.benchmarkjournals.com Page 85
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Vocational Technical education provides career information which aids students relate
their interest needs and abilities to occupational opportunities and changing requirement
of career entry and achievement.
8. Independent:
One of the commonest problems in most developing countries is unemployment. VTE
offers individuals abilities and opportunities for self employment. For instance practical
art offers one the opportunity to be self employed at a small or large scale art gallery, art
studio and a lot more. One can be self employed as a painter, an artist, a sculptor and so
on. With the skill acquired in fine and applied arts, as a home economist, one may
engage oneself in fashion designing, sewing, bakery, textiles designing and cooking.
Other areas that one can be self employed with the help of technical education include
welding, carpentry, typing, mechanic, electrical, electronic installation and services.
The effect of high-tech on available jobs
High-technology will clearly affect the number of jobs available in the economy, the
kind of job that are available and skills required for those jobs. However, it is not known for
sure what these effects will be. It is extremely difficult to assess how technology will affect
the number of jobs available in the future economy, since according to Rumberger (2006),
technology both destroy and creates jobs. Robots, he said for example, replace operative
workers who do welding, painting, and other vocational operations in manufacturing, but the
increased use of robots will also creates jobs for those who produce and maintain them.
According to Rumberger, two studies, one by the Up John Institute for Employment
Research (1993), the other from the Institute of Economic Analysis (1994) all based in the
United States, have suggest that the number of the job created by the increased use of robots
will be high. Many people believe that new technologies will create significant new
employment opportunities. Thus, the Federal Government of Nigeria and many states
government have lunched major campaigns to attract new high–tech industries because they
believe that this sector of the economy will be generating most of the future jobs. They
further believe that those industries will require large highly educated, professional and
technical workers. The United States Bureau of Labour and Statistics (2009) however
disagree with their belief; its estimates that only small proportion workers are currently
employed in firms that manufacture electronics components, computers, aircraft and other
high–tech products.
Another way to measure the impact, technology will have on employment is to focus
on occupation rather than industries. The United States Bureau of Labour and Statistics
(2009) defines high- technology occupations as those occupations that require intensive
knowledge of technology involving the skills of computer specialist and technicians. It is
true that particular occupations related to new technologies are apt to grow rapidly in the near
future. According to Uwameye (2004), jobs for computer services technicians will increase
100 percent over the next ten years, faster than any other job in the economy. Although
increased use of technology is not likely to produce many new jobs or perhaps enough jobs in
the future economy, it is likely to have a wide spread effect on the skill requirements of
existing jobs especially on vocational technical education. According to estimate published in
September, 1992 issue of Scientific American by the Arthur D. Little consulting firm, about
half of all the American workers will be using display terminals in their jobs by the end of
the 2020.
All examination of variety of new technologies leads to similar conclusions. The
modern cash register provides one simple example; the cashier no longer needs to know how
to add and subtract because the machine does all for them. In some cases the cashiers do not
even have to know the price of an item, they simply press the keys that correspond to the
Vol. 3(3) 2017 www.benchmarkjournals.com Page 86
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
item purchased; the machine enters the price of each item, adds them up and figures the sales
tax as in the case of advance technologies. The cashier simply enters the denominations of
the bill received and the machine calculates the correct change.
In the office, word processors have reduced the order of preparing of letters and other
documents through the use of typewriters. Now the typist can correct typing mistakes before
printing a document. Newer machines can now correct most spelling mistakes as well. In
the future, machines will even be able to correct grammatical errors and so on.
Developments in computer hardware and software have made it easy even for a
novice to use very sophisticated computers with little or no computer experience. Future
developments promise more sophisticated machines and a wider variety of applications.
Nevertheless, the skills required to use the machines will continue to decline as long as the
operators of the machines are not trained. While earlier technological developments helped to
reduce the physical requirements. Despite the foregoing, the future impact of technology on
work is still highly speculative. This uncertainty about the future makes the task of education,
particularly vocational technical education extremely difficult. Today’s students must prepare
for the future world of work that is essentially unknown. Many existing jobs may simply
disappear, while others will be transformed. In order to operate in such a world, Uwameye
(2004) has suggested that workers will have to be flexible, as jobs change, they will have to
acquire new job skills. It is also, likely that many workers will change jobs more often than
before because they will move around the country or because they interests will change.
The challenge to Vocational Technical Education
The primary goal for teaching vocational and technical education is to teach students
both practical and theoretical aspects of the subject matter but unfortunately, this is not
obtainable in our school (Obanya 2009). Several authors have identified factors causing this
problem to include the lack of adequate instructional materials and/or poor ineffective
teaching method. Uyanya (2007) has singled out the expository approach, said to be the
dominant teaching method commonly used for instruction in schools. The expository
approach, according to him, is instruction in which the teacher stands most of the time giving
verbal explanations in the form of talk-and-chalk while the students listen and write notes
from the chalk-board. Uyanya describe such teaching method as inadequate and limited that
tends to negatively affect the learners’ views of practical concepts and associated methods.
Omenkeukwu (2002) opined that unless urgent measures are taken to curb the problem, the
poor attitude towards vocational and technical education in Nigeria educational system will
continue to persist.
Traditional, teacher-centered methods of teaching do little to advance conceptual
understanding and critical thinking. In Nigeria, however, evidence shows that this is the
dominant pedagogical mode. Orano (2001) mentioned that among other outdated
instructional techniques, rote learning, which focuses on the memorization and regurgitation
of facts; is still in use. He further pointed out that this form of instruction and learning
hampers creativity and does little to foster innate abilities for problem solving and decision-
making. He calls for the need to incorporate child-centred approaches in curriculum
development. These approaches foster cooperation, tolerance, self-reliance, and self-
expression. According to Orano, when teaching and learning is directed towards the needs of
the students, there is an accompanying tendency to make sure that they fully understands the
material they are being taught. The focus is no longer on how much a student can remember,
but how he understands; what meaning he makes of his understanding; and, whether he can
apply the knowledge and meaning in real-world situations. In order to checkmate the
seeming ignorance of the use of appropriate teaching methods by some teachers and to spice
up those who are indifferent to their use, adequate supervision of instructional activities
Vol. 3(3) 2017 www.benchmarkjournals.com Page 87
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
should be mounted by the relevant government agency. The role of the Areas Inspectorate of
Education (AIE) is relevant in this regard.
The need to be flexible in the world of work means that vocational-technical
education students will need a strong, basic high-technological skill. They will need to
master verbal, mathematical communication, analytical skills. These skills will serve as a
foundation upon which they can build new job skills as high-technology set in. They will no
longer be able to acquire all the education and training they will need throughout their lives
when they are young. Rather they will have to return to school as adults to acquire new skills
as jobs change and as they change jobs.
The challenge facing vocational technical education is to prepare students for this
unknown future, to give them the skills they need to survive and prosper in high-technology
world of work.
Conclusion
High-technology is an important force that will increasingly shape the nature of work
in the future. To be able to understand this force to ensure the maximum benefit from it,
students will need an increased understanding of high-technology, not simply for their jobs,
but for their lives as adults. Managing VTE for national development should take a new
dimension to revamp our shattered and battered existing VTE based institutions. As a
launching pad to industrialization and technological beginning, this paper calls for
governments’ and individuals’ improved attitude to work in this sector of our economy.
The ongoing economic recession invites the move for prudent, diligent and God-fearing
attitude in revitalizing our technical colleges to yield desired dividends in the provision of
self employment, and nationally sustained development. The enterprising results from well-
maintained and managed technical colleges’ high-technology programmes can only lend
possibilities for the much desired cultivation of local products, encouragement of market
mechanisms, free enterprise and enduring economy. It requires the students, the teachers,
governments and individuals to put hands on deck, honest management is the demand, and
the time is now.
The Way Forward
The leaders of the nation, non-governmental organizations and vocational technical
education administrators should carefully examine the following factors and re-adjust the
processes of delivering of vocational technical education to learners and trainees so that its
functionality and effectiveness as a tool for national development will be upheld.
1. It is important that financial management as it relates to vocational technical education
be properly handled, ensuring that adequate fund is earmarked to VTE operation and
practices. In this regards, incentives can be created and given to VTE skills practitioners
to jeer them in their high-technology developmental activities. When this is assured,
national development will become evident as individuals will be contributing to the
overall Gross Domestic Product (GMP) and per capital income will be raised.
2. The government should be courageous enough in insisting that only professionally
qualified and competent teachers are involved in the teaching of VTE courses. Premium
should also be placed on a teacher's area of specialization which is very basic to the
success of the high-technology programme. The best of theories in education has opined
that no educational system could rise above the level of quality of its teachers.
Vocational and technical teachers must be highly trained and acquire enough skills to be
able to communicate their high-technology skills to students effectively.
3. As a measure towards enhancing the study of high-technological skills in vocational
education subjects, there is need for students to go on field trip (study trip). Where
Vol. 3(3) 2017 www.benchmarkjournals.com Page 88
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
appropriate, students should be released to participate in SIWES (Students Industrial
Work Experience Scheme). These learning experiences would permit the students to
study equipment and layout of office, observe employees at work and appreciate
technical procedures, study the relationships between departments as well as acquire
knowledge and skills necessary for the effective functioning of high technology in the
society.
4. As an intervention strategy at overcoming the problem of inadequate qualified and
preponderance of unqualified/untrained teachers, the government should support the
production of more vocational technical education graduates in tertiary institutions
through awareness of the relevance of VTE to high technology world of work.
5. Membership of the professional association, the Association of vocational and
Technical Educators of Nigeria should be encouraged and, if possible, made mandatory
for all the Vocational and Technical education teachers. This would help in updating
their knowledge of high technology and relevant teaching methods.
6. The vocational and Technical education curriculum in our schools needs to be
appropriately enriched to accommodate subjects like technical communication,
consumer education, entrepreneurship and computer appreciation. This could rather be
described as "complete career exploration" which promotes intelligent career choices
and high technology development.
7. The Federal and State Government should make it a point of duty to build
infrastructural facilities including functional workshops in all vocational and technical
institutions across the nation with adequate provision of workshop equipment and tools
to make teaching and learning of the skill-based subjects meaningful. This way,
students will have the opportunity to engage in practical works, which is the major
aspect of the curriculum.
8. Students should be encouraged to have interest in the skill-based (vocational and
technical) subjects, hence should be accorded appropriate recognition. There is need for
a change in the mind-set of youth to see self-employment as an option and be prepared
psychologically and emotionally for it. This will enable them to be more motivated in
identifying high technology opportunities. To this end, high technology in VTE should
be made integral part of vocational and technical teaching-learning process.
9. With the recent emphasis on the need for youth self-employment, the Federal
Government is equally expected to create the enabling environment that will promote
high-technology by ensuring constant power supply in the country, without this the
youth will become discouraged and return to idleness.
10. Practical project work in vocational and technical subjects should be made compulsory
for JSS 3 and SSS 3 students as part of their requirements for graduation. Each student
should produce marketable product or service and such products should be put up for
exhibition. This will further create motivation for high technology to strive.
11. Parents, teachers, principals, students, policy makers and other education stakeholders
should be made aware of the findings of this study, during Parent-Teachers Association
meetings, Town Hall meetings, seminars, conferences and workshops.
12. The Federal/State government should expeditiously provide the instructional materials
and facilities in the right amount in all our schools. Infrastructure decay in schools
needs to be urgently reversed. Sufficient funds should be expended in this regard. Thus,
government's discriminatory attitude in funding education should be stopped forthwith
in order to redress this imbalance and purchase basic equipment needed for teaching and
learning of high-technology in vocational technical education.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 89
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
13. The Federal/State government, Education Planners and Policy Makers should embrace
this strategy if the VTE must play its role for the effective sustainable development in
Nigeria.
References
Federal Government of Nigeria (2004). National Policy on Education. Yaba Lagos: NERDC
Press
Jomok, A. (2005). Vocational and Technical Culture: The Nigerian Statesman. June 1st p.2
Maddison, J. (2006). Education in the Micro Electronic Era. London: Thatford press Ltd.
Obanya, P. (2009). Thinking and Talking Education. Ibadan: Evans Brothers (Nigeria
publishers) Ltd.
Omenkeukwu, B. (2002), Towards Improving Quality of intake in NCE Programmes in
Nigeria, in S.I.
Orano, R. N.(2001).Vocation and Technical Education in Nigeria; Seminar/workshop on
strategies for introducing new curricular in west Africa. Lagos, 13th -17th November.
Osuala, E.C. (2007). Foundation of Vocational Education. Calabar: Centaur Press.
Rumberger, R. W. (2006) Third World Academic of Science: Computers and information in
Development Countries. Stanford: University Press.
Situ, O. M. (2009). Principles and Methods in Vocational and Technical Education.
Nsukka, Nigeria: University Trust Publisher.
Ukeye, G. (2008) ‘Overview of Science, Technology Society: Interaction’ In P. Alozie (Ed)
Technology, Science and Environment: A current overview. Aba: Vitalis Books.
Uwameye, R. (2004) Vocational Education and Technical Education Today, 5 (1+2) Kaduna:
National Board for Technical Education.
Uyanya, R. E. (2007). Teachers’ motivation and work ethics. Nigerian Journal of Technical
Education, 6 (1), 10-15.
Vol. 3(3) 2017 , Page 90
www.benchmarkjournals.com
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Linkages as a Parameter for Benchmarking Vocational and Technical
Education for Sustainable National Development
Ndifon, Joseph Ndem
Department of Business Education
Cross River State College of Education,
Akamkpa, Cross river state
Phone no: 08035900655
E-mail: [email protected]
Dr. Udoh J. Akpan
Vocational Education Unit
Department of Curriculum and
Instructional Technology
Cross River State College of Education,
Akamkpa, Cross River State
Abstract
As the spectrum of occupation expands, the complexity of Technical and Vocational
Education Training grows, specialization multiples at one end of the spectrum while at the
other end, planners find themselves overlapping traditional disciplines to provide instruction
demanded by analyses of training required for new jobs. This paper examines the role of
linkages as benchmark for technical and vocational education training; it defines technical
and vocational education and also discusses the parameters for linkages and implication for
national development. Its philosophy and objectives; mentioned was made on the challenges
facing linkage parameters and suggested solution for functional vocational education
training in Nigeria.
Keywords: Linkages, Parameter, Benchmarking, Sustainable Development.
Introduction
Throughout history, there has been continuous technological change, and it has
always influenced the culture of man and always affected his way of life. Fortunately,
national attention to the problems of vocational and technical education has convinced many
that preparation for the world of work is an essential function of any society.
A modern economy needs people who are vocationally trained so as to undertake the
mass production goods and services needed by members of the society; such training makes
them efficient in manufacturing business, management and the methods of distributing the
manufactured goods. The importance of providing skilled manpower to modernize
production is recognized in Nigeria and captured in the National Policy on Education.
This paper will among other things examine linkages as parameter for benchmarking
Technical and Vocational Education and training and bring into clear perspective its value as
it affects curriculum, quality of instruction, vocational institutions monitoring, quality of
teachers and their linkages to entrepreneurship; and will further discuss issues that will form
Vol. 3(3) 2017 www.benchmarkjournals.com Page 91
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
parameters for benchmarking Vocational and Technical Education with implication for
sustainable national development.
Concept of Linkages in Technical and Vocational Education and Training (TVET)
Robert as cited in Olawepo (2012) defines Vocational and Technical Education as “a
type of education or training designed for preparing the individual learner to earn a living”.
In other words, it is the branch of knowledge that deals with industrial arts, applied sciences
and engineering. In the same vein, the National Policy on Education (2013) defines it as “that
aspect of education which leads to the acquisition of practical or applied skills as well as
basic scientific knowledge”. On the other hand, Vocational Education is defined by
Imahiagbe (2010) as “that of providing the individual with knowledge, skills and attitudes
required inn the world of work”. The foundation for understanding a more comprehensive
definition of Vocational Education was offered by Dyrenfurth (1984) in a monograph by
American Vocational Association titled “Secondary Vocational Education and the National
Studies”. He defined Vocational Education in the following way:
“Vocational Education is an entire continuum of programmes ranging from
the most general career and technology orientations through to the most
job specific post secondary training programmes. Encompassed by this
definition are systematic career development programmes, explorations of
technology (such as Industrial arts and Home Economics), and of course
the core of job entry, upgrading and refraining programmes. Vocational
Education also includes the vitality necessary services that buttress the
practice of the profession; guidance and counselling, special needs
programmes, placement services, curriculum development, research and
pre and in-service teacher-specialist and administrative education. The
programmes and services encompassed by this continuum may be
arbitrarily classified as being occupationally specific or non specific”.
Agumuo (2005), advocated thus: It is essential, that Vocational Training Institutions
maintain mutual linkages for cooperation, exchange programmes and sharing of technical
ideas and information relevant to their self employment agenda. Linkages therefore, are as
essential as monitoring. Linkages should be adequately monitored if it is meant to yield
positive impact on programme updating, comparison and standardization. Linkages help to
maintain network of cooperation which may offer, expose or enable some less developed or
advanced vocational training institutions to benefit from the services of more experienced
experts who may come in to assist the growing institutes either on lease request or on
exchange programme schedule.
Linkages facilitate mutual understanding in streamlining training patterns to meet
with current trends in craft and trade. Linkages are considered essential because it helps in
up-dating programme content as well as facilitating trainees exchange programmes and filed
trips aimed at widening and extending their horizon of knowledge and experience in specific
chosen area of training. More so, vocational training institutions linkages help to expose
trainees to possible future business opportunities as well as alternative business linkages. As
trainees come in contact with experts outside their training environment, they find fortune
establishing new relationship as well; and may wish to keep and nurse the relationship till the
expiration of their training. Later in their entrepreneurial life, they may decide to re-validate
such linkage and use such experts as mentors in their chosen craft career. Linkages are
Vol. 3(3) 2017 www.benchmarkjournals.com Page 92
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
usually beset with barriers. According to Agomuo (2005), the most common barriers to
effective linkages building is inadequate communication. Administrative complication can be
a barrier when rules and regulations among network partners are complex, inconsistent or
conflicting.
Agomuo (2005) noted that vocational training institutions should develop effective
linkages with other institutions should develop effective linkages with other institutions and
agencies with self employment programmes. Vocational training institutions for self-
employment must work with established institutional networks and utilize existing
institutions rather than create new ones. It is essential that vocational institutions maintain
mutual linkages for co-operation exchange programme and sharing of technical ideas and
information relevant to their self employment agenda. Linkages help to maintain network of
co-operation which may offer, expose or enable some less developed or advanced vocational
training institutions to benefit from the services of more experienced experts who may come
in to assist the growing institutes either on lease request or on exchange programme
schedule. The Prince of Whales cited in Akhalkas (2007) noted that no business can survive
for long as an island of wealth in a sea of poverty where organizations should pool
collaboratively to project, protect and provide for one another.
Amanda (2009) posited that linkages can facilitate mutual understanding in
streamlining training patterns to meet current trends and are considered essential because
they help in up-dating programme content as well as facilitate trainees’ exchange
programmes and field trips aimed at widening and extending their horizon of knowledge
programmes and experiences in specific choosen area of training. Moreso, vocational
training institutes linkages help to expose trainees to possible future business opportunities as
well as alternative business linkages. As trainees come in contact with experts outside their
training environment, they find fortune establishing new relationship as well as may wish to
keep and nurse the relationship till the expiration of their training. Later in their
entrepreneural life, they may decide to re-validate such linkages and use such experts as
mentors in their choosen careers.
Vocational Skills for Entrepreneurship and National Development
Okafor (2009) restated that priority areas for which key vocational skills and
competences are required for entrepreneurial development includes:
a) Agriculture and rural development skills which are required for the application of
improved agricultural techniques and technologies to traditional farming, food
preservation and storage. Other areas include diversification of crops as well as urban
farming and gardening. In promoting agriculture and rural development through the
infusion of scientific knowledge and technical skills, socially and culturally
embedded practices should not be ignored.
b) Public health and water resources; Nigeria needs human resources to help improve
public access to health care, good drinking water, disease prevention, sanitation and
nutrition. In this regards, Technical and Vocational Education Training programmes
in basic healthcare, traditional medicine, drug store management, and public hygiene
will be necessary.
c) The delivery of quality Technical and Vocational Education Training is dependent on
the competence of the teacher; competence measured in terms of theoretical
knowledge, technical and pedagogical skills as well as being abreast with new
technologies in the workplace.
d) Linkage between vocational and general education forms a separate parallel system
within the education system with its own institutions, programme and teachers; this
Vol. 3(3) 2017 www.benchmarkjournals.com Page 93
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
situation tends to reinforce the perception of inferiority of the vocational track. It is
therefore important to create and articulate a synergy between Vocational Education
and general education.
e) Linkage between formal and non-formal TVET: It should be possible for students
who drop out of the school system to learn a trade to re-enter the formal vocational
school. To do this, students should be able to acquire relevant practical skills in the
non-formal sector.
f) Linkage of Technical and Vocational Education and Training (TVET) to the labour
market advances the ultimate aim of vocational training which is gainful employment.
TVET programmes therefore have to be linked to the job market and in this way, the
socio-economic relevance of TVET can be enhanced.
g) Traditional skills: Business management and entrepreneural training programmes in
Nigeria should help develop indigenous skills associated with the manufacture of
traditional articles and crafts, as employment opportunities in the formal sector
shrink, the acquisition of business management and entrepreneurship skills for self-
employment becomes a major imperative in the design of vocational training
programmes.
h) The curriculum should be a combination of core compulsory life skills courses and
elective vocational skills courses of short duration (6-18months), modular in
conception, business and entrepreneurship- oriented, and small class sizes (maximum
of 30 trainees per class): the training providers should be responsible for initial
selection of trainee as well as guidance and counselling.
Barriers to Effective Linkages in TVET
According to Jibril (2008) the most common barriers to effective linkages building is
inadequate communication. Administrative barriers can be reduced if rules are normal and
non-binding; further, a major barrier to networking or linkages is inter-agency competition
and the tendency of individual agencies to protect their own authority and responsibility.
Planning perspective can create linkage barrier and short-term planning cycles may
discourage the development of long range inter-agency corporation, as do different
institutional objectives, and confusion about the respective roles of different institutions
(Agomuo, 2005).
Strategies for Addressing Linkage Challenges in Vocational and Technical Education
Training (TVET)
Okafor (2009) proposed the establishment of an advisory council comprising of
representatives from industrial establishment who should promote linkage between
institutions and the employing bodies. The TVET institutions, industrial or commercial
establishments could have further relationship in terms of frequent exchange of information
on course offerings, employment opportunities, placement of graduates, employment
requirements, condition of service provision of facilities for industrial practice and periodic
attachment in factories and commercial establishments. Similarly, occupational surveys
could be carried out to determine national needs as well as obtaining comprehensive body of
information concerning occupational life of the people, available jobs, qualifications
required, training facilities available as well as highlights of employment opportunities. In
the absence of a comprehensive occupational data, training institutions should try to obtain
information necessary for planning Vocational and Technical Education. Industrial
Vol. 3(3) 2017 www.benchmarkjournals.com Page 94
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
commercial and agricultural sectors have to be looked into, not only for vacancies and types
of jobs available but for possibilities of expansion, modernization and development.
Active participation by all co-operating agencies at all stages of decision making,
along with clear agreement on operating procedures will increase the likelihood of self-
employment. Thus, vocational training institutions’ management need to monitor linkages
continuously, develop strategies for problem solving and provide incentive for staff to
network and promote effective self employment. It is desirable that vocational training
institutions identify existing and missing linkages, assign relative importance to each linkage,
access current status of existing linkages, decide if they should be formal or informal,
consider possible changes and identify sources of linkage finance (Agumuo, 2005).
Conclusion
Active participation by all co-operating agencies at all stages of decision making,
along with clear agreement on operating procedures will increase the likelihood of self
employment. Thus, vocational training institutions management need to monitor linkages
continuously, develop strategies for problem solving and provide incentive for Vocational
Training Institution’s staff to network. To promote effective self employment, it is necessary
that vocational training institutions identify existing and missing gaps, assign relative
importance to each linkage, assess the current status of existing linkages, decide if linkages
should be formal or informal, consider possible changes and identify sources of linkage
finance.
Recommendations
In view of the above, the following measures are suggested a benchmarks for the
promotion and practice of Vocational and Technical Education Training:
1. Government should promote awareness to the general public on the need to embrace
and utilize Vocational and Technical Education for sustainable national development.
2. Vocational-Technical Colleges should be repositioned, equipped and funded to
nurture and feed higher education with potential materials for vocational, science and
technology disciplines.
3. Federal and State Governments should set up and strengthen agencies that network
linkage opportunities for the benefit of training institutions.
4. Institutions management should develop and deepen synergy with industries with a
view to carrying out routine placement of trainees for desired experience.
5. In order to complement government effort, institution should involve other local
craftmen and industries in order to produce some machines or machine parts.
6. Technical teachers should be involved in curriculum development and writing of
relevant textbooks.
7. Special funding vehicles in the character of TET fund should be dedicated for the
funding of vocational-technical education sub-sector.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 95
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
References
Agumuo, E.E. (2005). Entrepreneurs Development Education. An Unpublished Lecture Note
(Postgraduate Programme) Ebonyi State University, Abakaliki.
Akhalikas, B. (2007). The role of business linkages in changing corporate landscape.
Retrieved from www.bus.link.org/eduamf.
Amanda, F. (2009). Strengthening the enabling environment for linkages. South Africa’s
National Business Initiative. Retrieved from www.bizlink.org/edu/entrepreneurs.com.
Dyrenforth, M.J. (1984). “Secondary Vocational Education and the National Studies”.
Monograph, American Vocational Association, USA.
Federal Republic of Nigeria (2013). National Policy on Education (Revised Edition). Lagos
NERDC Press.
Imarluagbe, K.O.(2010). Linkages and Vocational Education Development: Challenges of
implementation. Journal of Vocational Education and Training, Vol. 2, No. 1,
NERDC Press, Yaba Lagos, pp. 83-88.
Jibril, C. (2008). Business linkages: Lessons, opportunities and challenges. Retrieved from
www.bizlink.com.
Oduma, C.A. (2006). Integrating entrepreneurship development in education. A new
dimension for programme relevance. A paper forwarded for publication in the Journal
of Business Education, Ebonyi State University, Abakaliki.
Okafor, S. (2009). Graduate unemployment in Nigeria: A poser for the National Policy on
Education. Journal of Issues in Nigeria Education. Minna: Mega Press 1(3), p. 18-25.
Okafor, S. (2011). Education for what? A case for critical and creative thinking, education
and employment, Ogwashiukwu Martin Industrial Press and Pub. Co.
Olawepo, A. A. (2012). The role of vocational technical education in national development.
A Journal of Technical Teacher Education, Vol. 1(1), NERDC Press, Yaba, Lagos,
pp. 78-86.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 96
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Impact of Skill Acquisition on Entrepreneurship for Wealth Creation and
Sustainable National Development in Technical Colleges in Rivers State.
Engr. Amaechi O. J., Obed, O. O,. Orlu, I, &
Thomas, C. T.
Faculty of Vocational and Technical Education.
Ignatius Ajuru University of Education,
Port-Harcourt Rivers State.
[email protected]
[email protected]
[email protected] /
[email protected]
08034831161, 07035090656,
08038887695 /08066811166
Abstract
The study investigated the Impact of Skill Acquisition on Entrepreneurship for Wealth Creation and
sustainable National development in Technical Colleges in Rivers State. Two research questions
guided the study. Survey research design was adopted in conducting the study. The total
population for the study was 200 respondents which comprises of 60 Technical college
teachers and 140 technical college graduates. A structured questionnaire based on four point
scale was used as the data collection instrument. The questionnaire was validated by three
experts from the Department of Industrial Technical Education, Ignatius Ajuru University of
Education, Rumuolumine Port Harcourt. Cronbach Alpha reliability method was used and a
reliability coefficient of 0.74 value was obtained. The research questions were analyzed using
mean and standard derivations to answer the research questions and It was recommended that;(a)
The Nigerian Technical institutions should be encouraged to carry out short service skill acquisition
programme for 6-12 months through the provision of facilities, machines and quality man power
(b)there should be provision of adequate facilities, machines quality manpower. (c) the trainee should
be motivated by Government after graduation.
Keywords: Entrepreneurship, Skill Acquisition, Sustainable National Development and Technical
Colleges.
Introduction
Technical Vocational Education and Training plays a critical role in the National
development. In fact the Nigerian government views it as a poverty reduction strategy,
UNESCO (2004) identified the two major roles of Technical Vocational Education and
Training (TVET) plays in National development as: the urgent need to train the workforce
for self-employment and the necessity to raise the productivity of the informal sector.
Governments at all levels are renewing efforts to promote technical and vocational education
and training (TVET) with the conviction that development of skills enhances productivity
and sustains competitiveness in the global economy. TVET thus plays a role towards the
world of work and emphasizes on the acquisition of such employable skills, which is a
Vol. 3(3) 2017 www.benchmarkjournals.com Page 97
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
fundamental for driving the industrial and sustainable economic growth, and which is a key
to building this type of technical and entrepreneurial workforce which Nigeria needs to create
wealth. TVET therefore is a means through which training needs of learners from different
socio-economic and academic backgrounds are responded to, thus preparing them for self
employment and sustainable national development. The youth, the poor and the vulnerable of
society can therefore benefit from TVET.
A research by UNESCO (2007) shows that about 130 million young people of ages
between 15-24 years in developing countries are classified as illiterate, among them being
women with about 59% illiteracy. And that a high number of illiterate youth and those with
low schooling are living in rural areas and are never trained adequately thus are poorly
prepared for productive work. Going by such a scheme whereby majority of our youth are
not empowered with skills that are necessary for self employment and sustainability, then our
countries will still lag behind development. In Nigeria, governments, industries, Non-
Governmental Organizations and the general public are much aware of this urgent need as
the countries strive to be globally competitive in the economic ties. This urgent need was
reflected in the aim of the UN Decade of Education for Sustainable Development plan,
(ESD) 2005–2014 launched by UNESCO on 1st March 2005 (UNESCO, 2007). This
initiative seeks to integrate the inbuilt values in Sustainable National Development into all
aspects of learning to encourage changes in attitude that permit for a more sustainable and
independent society.
The only way to empower the masses is to provide them with adequate and
qualitative education in order to make them job creators (Sekenu, 2004). Many countries of
the world have considered Technical Vocational Education and Training (TVET) as relevant
in equipping young people with technical skills that would enable them engage in productive
lively hoods. TVET is the foundation of nation’s wealth and development. It is a type of
education that is meant to produce skilled and technical manpower necessary to restore,
revitalize, energize, operate and sustain the national economy and substantially reduce
unemployment (Amadi, Orlu and Obed, 2015). According to Federal Government of Nigeria
(2004), technical and vocational education and training is a form of education involving, in
addition to general education, the study of technologies and related sciences and the
acquisition of practical skills, attitudes, understanding and knowledge relating to occupations
in various sectors of economic and social life. This specialized education offered in technical
institutions is saddled with training of middle level manpower, including Technical Colleges.
Technical Colleges in Nigeria are established to produce craftsmen at the craft level
and master craftsmen at the advance craft level. The courses offered at the technical colleges
leads to the award of National Technical Certificate (NTC) and Advance National Technical
Certificate (ANTC). The curriculum programmes of technical colleges according to Federal
Government of Nigeria (2004) are grouped into related trades. These include;
electrical/electronic trades, building trades, automobile trades and mechanical trades.
However, the new world economy requires innovation, training, reinventing in
vocational education and entrepreneurship training that will significantly favour the youth.
Entrepreneurship skills could help the youth acquire the mind set and know-how necessary to
make self-employment or viable career option. The concept of entrepreneurship has been
explained by various authors in various ways. However in all, the basic issues remain
constant. For instance entrepreneurship has been defined as: The willingness and the ability
of an individual to seek out investment opportunities in an environment and be able to
establish and run an enterprise successfully based on the identified opportunities (Gana,
2008). In line with the above definition, Ihekwoba, (2007), viewed entrepreneurship as what
occurs when an individual develops a new venture or a new approach to an old business or
Vol. 3(3) 2017 www.benchmarkjournals.com Page 98
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
idea or a unique way of giving the market place a product or service by using resources in a
new way under conditions or risk. A clear manifestation of effective manipulation of human
intelligence as demonstrated in creative performance. It seeks to find out how best graduates
can convert their education to intellectually productive ventures in order to bring out the best
in an individual. It involves risking financial, material and human resources in a new way in
the course of creating a new business concept or opportunity within an existing firm
(Steinhoff and Burges, 2003).
The major aims of Entrepreneurship according to Oborah (2006) outlined
entrepreneurship to include the following:
1. To provide meaningful education for the youths, which could make them self-reliant and
subsequently encourage them to derive profit and be self dependent.
2. To provide small and medium sized companies with the opportunities to receive qualified
graduates who will receive training and tutoring in the skills relevant to the management of
small business centers.
3. To provide graduates with the training and support necessary to help them establish a
career in small and medium sized businesses.
4. To provide graduates with training in skills that will make them meet the manpower needs
of the society
5. To provide graduates with enough training that will make them creative and innovative in
identifying new business opportunities.
6. To provide graduates with enough training in risk management to make uncertainty almost
possible and easy
7. To stimulate industrial and economic growth of rural and less developed areas.
Furthermore, Atakpa, (2011) submits that one of the strategic aims of
entrepreneurship is to produce graduates of international standard with appropriate
knowledge and skills in their various fields of study who will be highly employable and able
to employ themselves. There is a great need to develop skilled personnel to update relevant
skills to meet the requirements in the world of work. Looking at skill acquisition from
industrial development, there is need for training programmes for persons of all working ages
to help meet demands for new skills and adaptation to changes in industrial structure. Okorie
(2000) made it clear that the country’s strive for industrial development also means that more
well trained managers and technicians are needed to manage adequately the problems which
are likely to arise mainly because of shortage of personnel with long industrial experience.
The individual retiring after long industrial services, replacement as a result of sickness,
death, accident that can lead to amputation or fatality and so on. There are workers with
nonchalant attitude to work and working relationship with others must be corrected through
skill acquisition. Some of these weak points and deficiencies include: inadequate practical
knowledge on the job that requires specification and precision inadequate educational or
professional background of practical oriented work. The worker may lack the initiative,
managerial training, and poor relations with co-workers and reluctance to carry out manual
work. Inadequate safety training and lack of skills for maintaining or keeping to rules and
regulations of the company. It can also be seen as insufficient loyalty skills to a constituted
authority or organization. The training needs and acquisition of skills are in great requirement
in every points and situation mentioned because these are likely to have adverse effects on
employee’s productivity and retard industrial progress in the country (Okorie, 2000).
Skill acquisition involves the mastery of practical skills and knowledge in any
vocational and technical field of study. Skill acquisition in Nigerian educational system could
be through technical and vocational education. This is done through teaching, training,
Vol. 3(3) 2017 www.benchmarkjournals.com Page 99
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
retraining, practical experience and on-the-job training (Uzoka and Bayode, 2010). Skill
acquisition can be attained in the following areas in technical colleges:
electrical trade
mechanical trades. etc
Therefore, the main goal and objectives of electrical technology trade in technical
colleges according to NBTE, (2001) is to equip trainee with further knowledge and skill to
enable him carry out all types of domestic and industrial electrical installation and
maintenance work.
On completion of this programme, the trainee should be able to:
1. Know the wiring of special installations.
2. Make and interpret electrical wiring drawing of equipment contained in the manufactures
drawing.
3. Know the distribution and utilization of AC and DC power supply in industrial and
outdoor
installations up to 11 KV, Protect electrical installation from lighting and corrosion.
4. Understand the working principles of various types of lifts, escalators and elevators and
be able to install and maintain them.
5. Know the installation of types of discharged lamps.
6. Know the disadvantages of low power factor and how power factor may be improved.
7. Know the testing and maintenance of overhead distribution and transmission systems.
Further-more NBTE (2001) stated the objectives of mechanical technology trade in
technical colleges as the following:
1. Understand workshop safety rules and their application in machine shop.
2. Know the physical properties, manufacturing process and application of ferrous and
nonferrous metals in common use
3. Select and use common measuring, marking out, cutting and striking tools.
4. Understand the basic working principles of drilling machine and be able to use it for
various types of screws treads rivets, and be able to rivet and cut screws by hand.
5. Understand the application of various types of screw threads and rivets, and be able to
rivet and cut screws by hand.
6. Understand the ISO system of tolerances and fits their application in engineering
production.
7. Produce simple engineering components on the bench.
8. Understand the essential features and working principles of the center, lathe and carry out
basic operations such as turning, step turning facing, taper turning., knurling, chamfering and
undercutting.
From the above, it is evident that this type of education if it is given the necessary
attention and properly implemented can produce quality graduates that will foster job
creation and reduce unemployment and alleviate poverty in Nigeria. This could be realized
when the graduates are self-reliant by establishing their own business, small/medium scale
enterprises. Job creation through entrepreneurship is one of the cardinal means of solving the
numerous problems facing Nigeria. When ample job opportunities are created, it will
invariably help in taking the youths away from criminality, prostitution, drug use and drug
abuse, violence, crime and civil unrest among others (Olorunmolu, 2008). Creating an
enabling environment for ample employment opportunities in the society through
establishing cottage, small/medium scale enterprises in Nigeria would help in achieving these
objectives.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 100
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Statement of the Problem
The objectives of entrepreneurship clearly show that it is concerned with the
development and survival of both the individual and society. Competencies of individual’s
entrepreneurial skill in TVET are designed to lead the beneficiaries’ to self-employment,
economic self-sufficiency, and employment generation through short or long-term training.
This has lead African countries including Nigeria to realise that TVET is necessary to create
wealth and sustainable national development through skill acquisition. However, Okere and
Nwankwo, (2009) explained that TVET skill development is the way forward, by harnessing
of resources and promoting economic stability, wealth creation and ensuring personal and
national greatness through entrepreneurship. Okorie (2000) made it clear that the country’s
strive for industrial development also means that more well trained managers and technicians
are needed to manage adequately the problems which are likely to arise mainly because of
shortage of personnel with long industrial experience. The foregoing underscores the need to
investigate Impact of Entrepreneurship Skill Acquisition among youths for Wealth Creation
and sustainable National development in Technical Colleges in Rivers State.
Purpose of the Study
The general purpose of the study is to assess the Impact of Skill Acquisition on
Entrepreneurship for Wealth Creation and sustainable National development in Technical
Colleges in Rivers State. Specifically, the study explored the;
1. Impact of in industrial electrical installation skills on Entrepreneurship for Wealth
Creation and sustainable National development in Rivers State.
2. Impact of mechanical craft practice skills on Entrepreneurship for Wealth Creation
and sustainable National development in Rivers State.
Research Questions
Four research questions were formulated to guide the study
1. What are the Impact of industrial electrical installation skills on Entrepreneurship for
Wealth Creation and sustainable National development in Rivers State?
2. What are the Impact of mechanical craft practice skills Entrepreneurship for Wealth
Creation and sustainable National development in Rivers State?
Methodology
This study adopted a descriptive research design and was carried out in the technical
colleges in Rivers State. The total population for the study was 820 respondents. Random
sampling technique was used to sample 300 respondents which comprises of 60
instructors/teachers, 240 students. A questionnaire based on four point rating scale was used
as the data collection instrument. The instrument used for data collection was a structural
questionnaire. This developed questionnaire was structured and grouped into four parts.
Part1: Seeks personal data of the respondents. Part 2: Contains items which seek information
on industrial electrical installation. Part 3: Deals with items which seek information on
mechanical craft practice. Section 2 was structured on a 4-points rating scale of Strongly
Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed (SD). The questionnaire
was validated by three experts, two from the Department of Industrial Technology Education,
Ignatius Ajuru University of Education, Rumuolumini and one from Department of
Technical and Science Education, Rivers state university of science and technology. For the
Vol. 3(3) 2017 www.benchmarkjournals.com Page 101
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
purpose of obtaining the internal consistency of the instrument, Cronbach Alpha reliability
method was be used and Cronbach alpha of 0.942 value obtained will represent the reliability
coefficient of the instrument.
Results
1. What are the Impact of Entrepreneurship Skills in industrial electrical installation
among youths for Wealth Creation and sustainable National development in Rivers
State?
Table 1: mean and standard deviation of the Impact of Entrepreneurship Skills in industrial
electrical installation among youths for Wealth Creation and sustainable
National development in Rivers State
S/N Entrepreneurship Skill in Industrial X1 SD1 R X2 SD2 RM
Electrical Installation MK
K
Ability To: Students Instructors/Te
achers
1. Install different types of ducts and 3.39 .837 A 3.23 .881 A
trunkings wiring
2. Apply simple surface wiring for 3.53 .826 SA 3.44 .926 A
industrial installation
3. Apply Conduit wiring for industrial 3.10 .939 A 3.11 .858 A
installation
4. Identify the different types of ducts and A A
trunking e.g. metallic and non - 3.11 .772 3.26 .897
metallic.
5. Identify, select and maintain tools and AA
equipment used for ducts and trunking 2.97 .986 3.09 .989
systems.
6. Identify types of bus-bar trunking and AA
recognise the 3.04 .755 3.18 .889
necessity for accurate marking-out
when cutting holes.
7. Explain how to bend, Set, Shape, File AA
and fabricate
accessories used in connection with 3.09 .903 2.97 .954
ducts and trunkings using the
appropriate tools and equipment.
8 Explain how to join lengths of ducts and A A
trunkings using rivets, screws or 3.11 .994 3.04 1.01
adhesives.
9 Apply the necessary safety measures as A A
provided for by the. 3.32 .841 2.88 .880
prevailing statutory regulations
Installation Of All Types Of
industrial Electrical Machines And
Equipment.
10 Lift, handle, mount, and align AC and AA
DC machines and 3.28 .940 2.84 .882
equipment.
11 Select flexible conduit correctly for 2.75 .982 A 3.34 .797 A
machine terminations.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 102
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
12 Select the correct size of cable for the 3.05 .833 A Benchmark Journals
appropriate machine installations. A
3.16 .902 A
13 State the principle of operation of a 2.83 1.09
Starter. A
2.70 1.05
14 Test for correct rotation, short circuit 3.14 .953 A 2.86 1.02 A
and earth fault.
Data in table 1, revealed the responses of both students and teachers. The students has a mean
ranging from 2.75 – 3.53 and a standard deviation of 0.77 – 1.09. While the teachers has a mean
ranging from 2.70 – 3.44 and a standard deviation of 0.79 – 1.05. This indicates that both students
and teachers agreed to a high extent that Skills in industrial electrical installation would equip
youths for Wealth Creation and sustainable National development in Rivers State. In
extension, the standard deviation shows that they were very close in their responses.
2. What are the Impact of Entrepreneurship Skills in mechanical craft practice among
youths for Wealth Creation and sustainable National development in Rivers State?
Table 2: mean and standard deviation of the Impact of Entrepreneurship Skills in mechanical
craft practice among youths for Wealth Creation and sustainable National
development in Rivers State
S/N Entrepreneurship Skills in Mechanical Craft X1 SD1 RM X2 SD2 RMK
Practice K
Bench Operations:
Ability To: Students Instructors/Tea A
1. Select and use of hand tools A chers
3.23 .834 3.02 .876
2. Perform basic, routine layout A A
3.40 .821 3.22 .932
3. Read and comprehend information on A A
3.39 .840
orthographic prints and job process sheets 3.09 .722
for routine manufacturing operations. A
3.03 .982
4. Perform hand fitting and minor assembly. A
3.18 .658
5. Perform bench cutting tasks such as sawing, 3.05 .924 A A
2.98 .744
reaming, and tapping.
A
6 Describe the essential features and use of A 2.88 .982
the following: micrometer, vernier caliper, 3.19 .953 A
Venier height gauge and combination set 3.07 .923
7 Perform marking out exercise on plane 2.99 .881 A A
2.92 .951
surfaces including profiles
A
8 File a piece of metal to given specifications A 3.04 .886
using any of the following: Cross filing,
draw filing, filing square and 2.95 .990
flat surfaces
9 Test surface for flatness using surface plate A
and try square and state precautions to be 2.98 1.03
taken to avoid pinning
Vol. 3(3) 2017 www.benchmarkjournals.com Page 103
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
10 Apply various hammers and mallets e.g ball A Benchmark Journals
1.04
pein, rubber mallets, etc for engineering 3.19 A
purposes A 1.15
.838 2.92
11 Cut metal and other engineering materials
2
to given specification using the adjustable 3.07 A
hacksaws, junior hacksaws, 3.35 .935
piercing saw, etc drills and Drilling.
Metal cutting operations:
12 Identify basic metallic and non-metallic 3.09 A A
materials 3.04 .808 2.87 .898
3.19
13 Identify and use most accessories and A A
tooling for machining operations 3.12 .947 3.16 .727
3.39
14. Choose an appropriate speed and feed for a 3.19 A A
given operation .766 3.06 .963
3.26
15 Perform basic process planning, setup, and A A
operation of common classes of machine 3.32
tools such as turning, milling, drilling, or .982 3.07 .884
surface grinding machines.
A A
16 Select and use coolants appropriately. .774 3.11 .970
17 Make suggestions for improving basic A A
machining operations within a structured .860 3.02 .935
improvement process.
A A
18 Apply safety procedures for all machining .856 3.28 .902
operations and material handling and
disposal within their responsibility. A A
.776 2.88 .825
19 Follow standardized work procedures in a
limited range of standardized work contexts
under direct supervision.
Data in table 3, revealed the responses of both students and teachers. The students has a mean
ranging from 2.95 – 3.40 and a standard deviation of 0.65 – 1.04. While the teachers has a mean
ranging from 2.87 – 3.39 and a standard deviation of 0.72 – 1.15. This indicates that both students
and teachers agreed to a high extent that Entrepreneurship Skills in mechanical craft practice
would equip youths for Wealth Creation and sustainable National development in Rivers
State. In extension, the standard deviation shows that they were very close in their responses.
Discussion of Findings
The findings of the study revealed that Entrepreneurship Skills in industrial electrical
installation among youths would enhance Wealth Creation and sustainable National
development in Rivers State. This is in line with Olorunmolu, (2008) who explained that
entrepreneurship skills in industrial electrical installation will invariably help in taking the
youths away from criminality, prostitution, drug use and drug abuse, violence, crime and
civil unrest among others. Creating an enabling environment for ample employment
opportunities in the society through establishing cottage, small/medium scale enterprises in
Nigeria would help in achieving these objectives.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 104
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Further-more the study revealed that the Entrepreneurship Skills in mechanical craft
practice among youths would enhance Wealth Creation and sustainable National
development in Rivers State. This findings is in line with Gana, (2008) who explained that
the willingness and the ability of an individual to seek out investment opportunities in an
environment and be able to establish and run an enterprise successfully based on the
identified opportunities.
Conclusion
The study focuses on the Impact of Entrepreneurship Skill Acquisition among youths for
Wealth Creation and sustainable National development in Technical Colleges in Rivers State. The
findings of the study shows that Entrepreneurship Skills in industrial electrical installation
among youths would enhance Wealth Creation and sustainable National development in
Rivers State. Creating an enabling environment for ample employment opportunities in the
society through establishing cottage, small/medium scale enterprises in Nigeria would help in
achieving these objectives. In extension, the study revealed that the Entrepreneurship Skills
in mechanical craft practice among youths would enhance Wealth Creation and sustainable
National development in Rivers State.
Recommendations:
The following recommendations were made in line with the findings of the study:
Entrepreneurship should be integrated in to industrial electrical installation and
mechanical craft practice course in technical colleges as it will invariably help in taking the
youths away from criminality, prostitution, drug use and drug abuse, violence, crime and
civil unrest among others.
Government should make policies that Create an enabling environment for ample
employment opportunities in the society through establishing cottage, small/medium scale
enterprises in Nigeria as this would help in achieving the objectives of entrepreneurship.
References
Amadi, S.W, Orlu, I & Obed, O.O (2015). Effect of Inquiry-Based Teaching Technique on
Students’ Performance in Lathe Machine Operation. International Journal of
Entrepreneurship Development Education and Science Research. 3 (2) 1-12.
Atakpa, R.A (2011) Entrepreneurship Education: A Sine Qua-non in Business Education in
Nigeria. Book of Readings, Association of Business Educators of Nigeria (ABEN) 1
(11)
Federal Republic of Nigeria (2004). National Policy on Education, Nigeria. Yaba, Lagos,
Gana, J.S.S (2008) Entrepreneurship. Kanada, Joefegan Associate Ltd
Ihekwoaba, M.E. (2007) Entrepreneurship in Vocational and Technical Education. Lagos:
Mukugamu Brothers Enterprises
National Board for Technical Education (2001). Revised curricula for technical colleges and
polytechnics. Kaduna. NBTE
Vol. 3(3) 2017 www.benchmarkjournals.com Page 105
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Oborah, J.O. (2006). Business Education and Entrepreneurial Development. A Survey of
Enteprise Opportunities. Business Education Journal 2(2). 34-38.
Okere, S.U.N & Nwankwo, N.N, (2009). The measures household in Nigeria can adapt to
alleviate poverty. JOURNAL OF home economics research. (Heran) 10.45-58.
Okorie, J. U. (2000). Developing Nigeria Workforce. Calabar: Page Environs Publishers.
Olorunmolu, J.O. (2008) The Challenges of Entrepreneurship Education Programme in
Nigeria: The Perspectives of Millennium Development Goals (Mdgs). Sahel Journal
of Teacher Education Maiden Edition 1(1) 33-39.
Osuala, E.C. (2010). Principles and Methods of Business and Computer Education. Enugu:
Cheston Agency Ltd Pub.
Oyedokun, T.(2003). Entrepreneurship Structure and practice: Ibadan Asada Publication.
Sekena, M. (2004).The dimension of poverty in Nigeria and the problem of Empowerment.
The comet.January,10, 6.
Steinhoff, D. and Burges, J.F (2003) Small Business Management. New York: McGraw-Hill
International.
Timmons, R. (2007) New Ventures, Creation: A Guide to Small Business Development. New
York: Appleton Century Craftsline.
UNESCO. (2004). Synthesis report: Improving access, equity and relevance in technical
vocational education and training (TVET). Bangkok, Thailand: UNESCO
UNESCO. (2007). Participation in Formal Technical and Vocational Education and
Training Programmes Worldwide - An Initial Statistical Study. UNESCO Institute for
Statistics Montreal,Canada.
Uzoka, I. and Bayode, K. (2010). Constraints to skill acquisition in vocational agriculture in
educational system in Nigeria. Journal of qualitative Education. 6(1), 118 – 121
Vol. 3(3) 2017 www.benchmarkjournals.com Page 106
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Benchmarks in Entrepreneurial Tiling Competencies Required by Building
Trades Students for Employability and Sustainable National Development
in Imo State
Gregory Madu Okparaeke, Ph.D,
&
Christoper N. Okorieocha Ph.D
Department Of Industrial Technology Education,
College of Education
Michael Okpara University of Agriculture
Umudike Abia state
[email protected], [email protected]
08037562946408063977328,
Abstract
The study is to evolve benchmarks in entrepreneurial tiling competencies required by
building trades students for employability and sustainable national development in Imo state.
This is with a view to preparing the students in entrepreneurial tiling competencies that will
enable the students of building trades to acquire practical skills in tiling works and business
to earn their living after graduation. The data of the study was analyzed with mean and
standard deviation. Research question and t- tested hypothesis guided the study. The area of
the study is Imo state. Survey research design was used for the study. Total population of 48
respondents made up of 16 workshop assistants and 32building trades teachers from the four
technical Colleges in Imo State were used for the study. The entire population was used for
the study, therefore consensus sampling was adopted as the sample of the study. Five experts
building technologist Abia State College of Education (Technical) validated the instrument of
the study. The reliability coefficient of .89 emerged through Cronbach Alpha. The result
showed benchmarks in entrepreneurial tiling competencies required by building trades
students of Technical Colleges in Imo state as employability for sustainable national
development. The tested hypothesis at p< 0.05 level of significance indicated that there was
no significant difference on the mean rating of the respondents on benchmarks
entrepreneurial tiling competencies required by building trades graduates of Technical
Colleges in Imo state as employability for sustainable national development. Therefore the
Ho was up held. Recommendation base on the findings of the study such as exposing the
students to practical competencies in tiling works and doing tiling work for people outside
the school to earn their living after graduation and others were made.
Key Words: Tiling Competencies, Benchmarks in Building Trades, Employability skills
and Sustainable National Development.
Introduction
It is no longer news but rather known reality that book makers, thinkers and even
scholars of the universe had proclaimed the twentieth century a golden era of human
Vol. 3(3) 2017 www.benchmarkjournals.com Page 107
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
development since aero planes, helicopters, airships, ships, flying boats, motor vehicles,
trains, electricity, electronics, computers, cities, roads, ports, bridges, agriculture transformed
and building structures emerged during the said century. The twentieth century also
witnessed many wars which include two world wars with scores of other wars, civil strives
and the development of such machines of wars like fighters, bombers, armored vehicles,
bombs (atomic and others) , nuclear war heads, missiles (ballistic/intercontinental) and
chemical weapons. Expansion of military that led to modern fighting forces such as the army,
navy, and air force became more organized, trained and efficient.
The above military break through impacted negatively on human race that resulted to
mass death and sufferings. According to Hook(1955) the existence of heroes in some society
and military successes in wars co-notes death and suffering to human beings. Furthermore,
during the twentieth century modern medicine made the curing of diseases hitherto
proclaimed in-curable. Also training in medicine, law, engineering, pharmacy, accountancy
and others changed from apprenticeship to formal educational programmes. Slave trades was
equally abolished while many nations gained their independents from their colonial masters.
Hook (1955) in his book “Hero in history” proclaimed that technical innovations and
achievements of the twentieth century were as a result of technological development and
industrialization efforts of the previous centuries. Okparaeke( 2013) who agreed with the
above submission added that the emergence and adoption of competencies which advanced
the educational systems, trainings, removal of all barriers/ free entries into
occupations/professions by over coming labour guilds and discriminations with the shift of
production of goods and services from homes to industries, factories and work sites laid the
foundation to twentieth century transformation .
Others are division of labour, mass production of goods, use of management
efficiencies, improved transportation system and global free market economies transformed
technological development and industrialization. Competencies could be seen as such
attributes like knowledge, technical skills, attitudes and managerial abilities which facilitates
performances of tasks that transcends to high class production of goods and services. Apart
from the influences or impacts of competencies on the said century, mention should be laid
on the contribution from free enterprise spirit that led to the unprecedented venture into
manufacturing, shipping, raw materials production, distribution, banking, aviation, and
urbanization. This spirit was responsible for the emergence of core investors all over the
world whom as a result became employers of labour/administrators and the coordinators of
human and material resources in the production of goods and services.
According to Consulting (2015) competencies are broad based concepts which
embodied all aspects of various technical and task components which are readily observable
as to facilitate performance in occupations. Consulting added that competencies include the
abilities to use knowledge, understanding practical and thinking skills to perform effectively
to national or international standards required in employment. Consulting concluded that
competencies should be composed of from two to seven elemental skills as key competency
clusters that enables the learner to achieve mastery in occupations after a training
programme. Competencies had therefore taken supper dimensions or stages at the national
and international productivities and human resources development systems. To Lorriman,
Young and Kalnauckas (1987) all the nations like Japan, Germany, England, France, USA,
China, Russia and others that had adopted or incorporated competencies in their man
power/technological training and developments are among the leading nations of the world
called developed countries. Even Okparaeke (2013) submitted that the expertise attributes
Vol. 3(3) 2017 www.benchmarkjournals.com Page 108
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
that converted hither to green forest to Built Environment for such human habitation like
bungalows, upstairs, multi-stories, edifices, sky scrapers, ports, stadia, dams, highways,
bridges and others for residential, industrial, agricultural, educational, administrative and
commercial buildings manifested by team work that involved professionals: builders,
architects, surveyors, quantity surveyors, town planners, estate managers, facilitators and sub
professional grades like technicians, craftsmen and artisans emanated from the transforming
influences of competencies in the construction industries. The craftsmen played more
significant roles in the development of the built environment than the professionals
concerned with planning/design, surveying, preparation of bills of quantities,
management/supervisions and others while the craftsmen worked as work men, head men,
fore- men and supervisors involved in the preparation of working drawings, preliminary site
operations, setting out of structures, trench excavation, walls construction, land scalping,
finishing, wood working, painting/decorating and many more. Bamaisile (2004)concord that
the craftsmen than the professional team in the construction industry contributed most in the
rapid transformation of the built environment adding that while the professionals took charge
of the administration/ construction management the craftsmen were directly involved in
construction production processes.
Even in Nigeria where foreigners dominated the construction industry with their
expatriate professionals the craftsmen worked with both local and foreign professionals.
According to Free Dictionary (2017) Craftsmen are skilled and adept trade workers that use
hand tools, power tools and automated machinery daily to carry out tasks, jobs or duties in a
given occupation. It is a person who practices crafts with great skills. Craftsmen of the
construction industry are trained in the technical colleges since organizations like the
Nigerian Railways, Nigerian Ports Authorities and many others no longer train craftsmen for
the nation (Obiegbu 2002).Okorie in Ede and Attama (2010) said that technical colleges are
principal technical institutions where craftsmen are trained to middle manpower at the
secondary school level with entry qualification as Junior Secondary School Certificates
where they graduate after three years of obtaining National Technical Certificate (NTC).The
building construction trades like: Brick and block laying, concreting, introduction to building
construction, Engineering and building drawing, wall, floor and ceiling finishing, wood
work, plumbing/pipe fitting, painting and decorating.
According to Federal Government of Nigeria (FGN) (2004) to achieve the goals of
technical colleges should include the graduates furthering their education, getting
employment and being self employed/employing others. Getting self employed and
becoming employers of labour as recommended by FGN (2004) transcend to
entrepreneurship. Entrepreneurship is defined by Nwaokolo (2003) as the ability to set up
and effectively manage an enterprise as different from being employed in paid employment.
Since Aminu, Usman and Sanusi (2012) wrote that entrepreneurial and technical education at
secondary school level will make the students to be trained as job creators rather than job
seekers and that they will not be found in the record of unemployed persons.
Therefore the entrepreneurial tiling competencies should equip the building trade
students of the technical colleges to be self employed and employer of labour. Tiling is an
aspect or area of building finishing which involves the use of tiles with cement mortar or
adhesives to cover surfaces like floors, walls or roofs. Okparaeke (2008) tiling serve as
finishes and cover to walls, floors or roofs which protect the structures from weather and
create peasant appearances. According to free web tiling is closely associated with many
parts of construction industry bond products such as natural stone or other synthetic materials
Vol. 3(3) 2017 www.benchmarkjournals.com Page 109
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
on walls, floors, roofs or staircases in houses, commercial, industrial and public buildings.
aatinfo.com added that tiles in building construction are thin plates or elements use to cover
surfaces like roofs, floors and walls in glazed or unglazed forms based on materials and types
of tiles involved.
Adding that extensive uses had been made of ceramic tiles for decorative effects
through out buildings both inside and out sides.Ezeji and Onoh (2008) presented that high
taste, appearances, cleanliness and hygiene are now important considerations in buildings
that had necessitated the use of tiles in hospitals, food storage and lavatories (toilets and bath
rooms)which has made tiling of almost every buildings on high demand. Ezeji and Onoh
added thatin this modern era, tiled surfaces are very popular because it provides durable
bright easily cleaned and cheaply maintained surfaces that exist in assorted and varieties of
designs, colours and sizes. Ndineze (2014) wrote about various types of tileswhich tillers
could earn their living from as: ceramic tiles made from special clay, concrete tiles made
from coloured cement and hard wearing aggregates, terrazzo tiles made from white cement
and coloured marble aggregates, mosaic tiles made from natural stone, granites marbles,
quartz and coloured glasses, Synthetic floor tiles : Thermoplastics tiles are made from
binders, asbestos fibre and mineral filler- asphalt binder is use to produce black, dark brown
and red coloured tiles while binder of plasticizer resin is use to produce yellow, blue and
green coloured tiles.
The linoleum tiles are made from linseed oil, natural/synthetic resins and pigment are
appliedon canvass with burlap or rag felt backing. The vinyl tiles is similar to vinyl asbestos
but have 30-60% of polyvinyl (pvc) called pvc tiles made from pvc as binder, plasticizers
extenders, fillers and colouring agents. Rubber tiles are made from natural rubber mineral
pigment and mineral fillers in rolls or sheets to be cut to sizes before use. Stainless tiles
consist of stainless plate of 1mm with embossed surface of grey colour to make the tiles non
slippery. It is backed with composite material of 10mm the tile which is produced in one size
of 11x459x450 is laid to rigid back ground of concrete or wood. Note that synthetic tiles are
laid with organic based adhesives as the binder. Most of the above varieties of tiles are very
expensive and used in magnificent structures like royal palaces, government houses,
hospitals, hotels, industries, ports and many others. Since the twentieth century till date as
mentioned earlier tiling of building had received prominence to the extent that all the floors,
internal/external walls are now tiled. Even fences are tiled to the extent that tiling is replacing
plastering/rendering and cladding of external walls.
This is indicating that a lot of prospects lye for those in the tiling occupation and
prospective entrants hence the study entrepreneurial tiling competencies required by the
required by building trades graduates of Technical Colleges in Imo state as benchmarks
employability for sustainable national development. Bench mark according to business
dictionary is the standard or set of standards use aspoint of reference for evaluating.
Therefore, the entrepreneurial tiling competencies as bench mark for employability will
strive towards training or preparing technical college graduates to possess mastery in tiles
laying, marketing (buying and selling businesses) and management to levels of proficiencies
will serve as standards or yard stick of measuring employment provision in the construction
industry. When this reduce unemployment, poverty and promote human empowerment to
continuity bases of developing the national built environment then sustainable national
development will evolve. Benchmarks in entrepreneurial tiling competencies for
employability will be towards the mastery of entrepreneurial technical competencies which
centers on preparations and laying of walls and floors tiles. The study which should work
Vol. 3(3) 2017 www.benchmarkjournals.com Page 110
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
towards overcoming entrepreneurial challenges listed by experts such as lack of complete
training implement, qualified trainers, inability compete bid to secure contracts from clients
and lack of experience to execute projects. This study will address the above constrains to
institutionalize entrepreneurial practices among the graduates to make unemployment a thing
of the past through empowerment for durable national development.
Purpose of the study
The purpose of the study is to determine benchmarks in entrepreneurial tiling competencies
required by building trades students for employability and sustainable national development
in Imo state. Specifically, this is with a view to establish benchmarks in entrepreneurship
tiling that will enable the graduates of building trades to acquire practical skills in tiling
works to earn their living.
Research Question: What are benchmarks in entrepreneurial tiling competencies required
by building trades of Technical Colleges in Imo state for employability and sustainable
national development?
Null Hypothesis
Ho: There is no significant difference in the mean rating of the respondents on benchmarks in
entrepreneurial tiling competencies required by building trades students for employability
and sustainable national development in Imo state.
Methodology
Survey research design was adopted for this study. The adoption of survey research
design was due to the fact that the researcher will collect information from the respondents as
they were without interference. The area of the study is Imo State with concentration on the
four public technical colleges viz Government technical college Owerri, Technical college
Ahiara Mbaise, Technical college Okohia Osu Mbano and Technical college OkporoOrlu.
Total population of 48 respondents made up of 32 building trades teachers 16 workshop
assistants from the four technical Colleges in Imo State were used for the study. Since the
population of the study is of manageable size, the forty eight respondents were used for this
study. Therefore, consensus sampling was used. The instrument for data collection was a
structured questionnaires comprised of 22 items with five response options rating scale of:
Highly Required (HR) =5, Required (R) = 4, Undecided=3, Not Required=2 and Not Highly
Required (NHR) = 1 were used for this study. The instrument was face validated by five
experts from Abia State College of education (Technical) Arochukwu. Their suggestions
were used for the improvement of instrument before it was administered to the respondents.
The reliability of the instrument was obtained by single administration of the instrument to
30 technical teachers and workshop assistant of the building trades in the technical colleges
in Abia State. Cronbach Alpha was used to calculate the reliability coefficient .This yielded
internal consistency value of .87. The instrument was administered to 48 respondents with
the help of three research assistants. All the 48 questionnaire administered the respondents
representing 100% were collected back and used for the study.
Data Analysis
The analysis of data was done with mean and standard deviation to answer the research
question and the NULL hypothesis was tested with t-test at p 0.05 levels of significance
and degree of freedom of 2 and 46. The decision rules were based on any item with less than
3.5 as entrepreneurial tiling competencies not required while any item above 3.5 was
Vol. 3(3) 2017 www.benchmarkjournals.com Page 111
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
regarded as entrepreneurial tiling competencies required. The 3.5 is the upper limit of
average of 15 = 3.The tested null hypothesis with the calculated value less than the table
5
value showed null hypothesis Ho which indicated that there is no significant difference in the
mean ratings of the respondents on the entrepreneurial tiling competencies required by
building trades graduates of Technical Colleges in Imo state as benchmarks on employability
for sustainable national development.
Research Question: What are benchmarks in entrepreneurial tiling competencies required
by building trades of Technical Colleges in Imo state for employability and sustainable
national development?
Table 1:Benchmarks in entrepreneurial tiling competencies required by building
trades of Technical Colleges in Imo state for employability and sustainable national
development.
N=48
S/N Entrepreneurial tailing competencies X SD t-cal t-table Df Result
Value Value
1. Interpreting working drawing 3.8 1.1 0.22 1.54 46NS R
to facilitate laying the tiles processes.
2. Carrying out physical measurement of 3.7 1.1 0.24 1.54 46 NS R
the floor, wall or roof to enable estimation
of the quantities tiling materials
3. Able to carry out the necessary calculation 3.5 1.0 0.38 1.54 46 NS R
that will make the estimation of tiles with
materials possible
4. Preparing surfaces to be tiled by (scrapping, 3.9 1.2 0.28 1.54 46 NS R
cleaning, clearing, washing and wetting).
5. Assembling the correct tools 3.6 1.2 0.34 1.54 46 NS R
and equipment required for commercial
tiling work.
6. Perfecting the use of tiling tools and 3.5 1.1 0.26 1.54 46 NS R
skills to enable their uses for tiling work
perfecting competencies of tiling equipment 3.7 1.1 0.32 1.54 46 NS R
such as manually or electrically
operated tiles cutting machines and others.
7. Assembling of the tiling materials 3.8 1.2 0.45 1.54 46 NS R
such as tiles, cement(ordinary and coloured)
or organic based adhesive, water, aggregate
and others before commencement of tiling
operations.
8. Mixing cement with water to form cement 3.6 1.2 0.75 1.54 46 NS R
grout to receive the floor tiles
9. Spreading by pasting the adhesive on a 3.6 1.1 0.62 1.54 46 NS R
well prepared floor surface for the laying
of the ceramic or synthetic floor tiles
10. Laying of ceramic tiles on mortar bed on 3.9 1.2 0.44 1.54 46 NS R
layer of adhesive by placing, leveling and
tapping with small rubber mallet to finish
Vol. 3(3) 2017 www.benchmarkjournals.com Page 112
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
the floor tiles laying processes
11. Laying of broken ceramic tiles on layer of 3.7 1.1 0.53 1.54 46 NS R
mortar bed by placing, arranging
various sizes/colours then pouring cement
grout and scrapping the surface with old
rubber slippers to form crazy tiled surface.
12. Using lin seed oil/turpentine or saw dust to 3.6 1.2 0.60 1.5446 NS R
lean the surfaces of laid tiles to remove
dirts, oil or stain to form neat smooth surface
for habitation
13. Rendering the wall surface to prepare the wall 3.6 1.1 0.72 1.54 46 NS
R crapping/ cleaning, with water
14. Soaking of ceramic tiles for the walls or floors 3.9 1.2 0.48 1.54 46 NS
R
to be laid with cement mortar in clean water
to be drained dry before laying.
15. Laying tiles on rendered or un-rendered wall with3.6 1.1 0.28 1.54 46
NS R
cement mortar of 1:1 or 1:1.5 stick on the tile
back in butter form ready for laying on the wall.
16. Spreading organic based adhesive with laying or 3.8 1.0 0.28 1.54 46
NS R
notched trowel to rendered wall on surface on
section of 2m2to be able to lay the tile within
one hour of the adhesive setting time.
17. Place and tap with mallet tiles which the back 3.9 1.3 0.60 1.54 46 NS
R
are buttered with cement mortar to the rendered
or un-rendered wall.
18. Place, fix and tap ceramic or synthetic tiles not 3.5 1.2 0.53 1.54 46 NS
R
buttered with adhesive rather the adhesive
rubbed on the rendered wall.
21 Fill with white or coloured cement the 2mm joints 3.7 1.2 0.54 1.54 46 NS
R
of the wall tiles and clean with soft duster or cloth.
22 Conclude the ceramic floor tiling by laying with 3.6 1.1 0.42 1.54 46 NS
R
cement mortar uniformly cut ceramic tile skirting.
Key – X – mean, SD – Standard Deviation, t-calculated value, t–tab.t–table value, R-
Required and NR – Not Required
The result of the table showed mean range of 3.5 –3.9 this mean range is above the
minimum 3.50 as required. The table equally indicated the standard deviation range of 1.0 –
1.3. This range showed uniformity in the responses of the respondents and that the mean is
not far from each other. The outcome of the NULL hypothesis tested at <0.05 level of
significance at the degree of freedom of 46 indicated that all the calculated t-valueS WERE
lower than the t-table value. This showed that there is no significant difference in the mean
Vol. 3(3) 2017 www.benchmarkjournals.com Page 113
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
rating of the respondents on entrepreneurial tiling competencies required by building trades
graduates of Technical Colleges in Imo state as benchmarks employability for sustainable
national development.
Discussion of Finding
The finding of the study showed that all the mastering of entrepreneurial technical
competencies (laying of tiles) are required by the building trades graduates of Technical
Colleges in Imo state as benchmarks employability for sustainable national development.
This corresponded with Kreh (1990) who wrote that mastery in technical competencies
require that the vocational trainees should combine technical instructions of the trade with
apprenticing to acquire practical skills by observing skilled craftsmen work, learning proper
use, care, and safe handling of tools and equipment.
The trainees, he added should be exposed to the real job of the trade to start by
performing diligently/faithfully, develop safe working habit, they concluded that as the
students start their practical learning with mock practical work their speed will be very slow
but as they become skilfully perfect in the productive job of the occupational trade they will
work with agility and their performing speed will increase. Similarly on the finding out
come, Ndineze (2014) instructed that training in tiling and other construction practical works
should be learning by doing, exposures to the real work and working under supervisions.
Even Arodele in Ajonuma and Oguguo (2012) added to the above that school based practical
work in every trade should be operated in form of apprenticeship scheme the college
workshop should be operational even after the normal school period or even during the
weekends to enable the students gain mastery of productive skills and build up their on the
job experiences.
Conclusion
In capitalist society competition, experiences and survival of the fittest takes
dominance in manufacturing, marketing, transportation, distribution, service based
occupations, paid employment, financial/human resource management and many other
entrepreneurial ventures. The school leavers of various levels whom their educational policy
needed to form the new crops of entrepreneurs designed to tackle the employability problems
prevalent among graduates to promote sustainable National development are faced with
many odds such as: the students are exposed to no practical work or mock practical work
which do not impact productive competencies, lack insufficient or obsolete training
materials, tools and equipment, poor implementation of the entrepreneurial policy, non use of
such supporting staff like craftsmen or technician as workshop staff, teaching staff who lack
practical instruction competencies. Graduates who do not possess production competencies
are unemployable, cannot be self employed nor employ others.
The way forward remains the development of entrepreneurial competencies in all
facets of human endeavour’s such as: technology, agriculture, education, engineering,
business and many others. The study on benchmark in entrepreneurial tiling competencies
required by building trades graduates of Technical Colleges in Imo state as employability for
sustainable national development will therefore serve as standard through which the
development of entrepreneurial competencies that will reposition the entrepreneurship
education in the Nigerian education institutions at various levels. The competent tiling
entrepreneurs to be produced by the study should be models or standards that should be
replicated in other building trades or other technical trades to produce competent technical
entrepreneurs whom as a result long term existence will turn towards sustainable national
Vol. 3(3) 2017 www.benchmarkjournals.com Page 114
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
development. The recommendations made in this study should serve in the achievement of
set goals.
Recommendations.
From the findings of the study the following were recommended:
There should be modification of the technical college policies, programme and
curriculum to make the trade practical instructions more productive oriented
instead of the present mock nature of the practical works.
Certificated craftsmen with practical experience from the construction industry
who had been involved in building production areas like material production,
block laying, concreting, tiling, terrazzo making, plastering/rendering and floor
screeding, painting/decorating and plumbing and pipe fittings should serve as
workshop assistants for practical building trades in the technical colleges
Entrepreneurship education should be redesigned and be well implemented in the
educational institutions to produce graduate entrepreneurs for national sustainable
development.
Technical college workshops should be commercialized to be involved in
consultancy services/production of goods and services for clients to expose the
students to productive competencies with which to secure employment or become
entrepreneurs.
Facilities for practical instructions such as: tools, equipment and materials should
be sufficient for every student to use and be a replica of the types use in the
construction industry to enable the students to acquire modern technological
competencies
More fund should be allocated to technical education institutions to enable the
training of students in technical institutions in entrepreneurship.
The will be graduate entrepreneurs should be granted non interest or soft loan to
enable them establish business ventures.
References
Ajonuma, E, T. & Oguguo, R. E (2012)Assessment of Entrepreneurship Education at
Tertiary Education : An Imperative for Sustainable Development in
Nigeria..InBolarin TA and Kolo A (Eds) Entrepreneurial Education .Lagos The
Nigerian Academy of Education.
Aminu, H.M, Usman, Y. D. & Sanusi, H. (2012) The Place of Entrepreneurial education
inTechnical Education.In Bolarin TA and Kolo A (Eds) Entrepreneurial Education.
Lagos: The Nigerian Academy of Education.
Consulting, J.G.N. (2015)Competency Based Training Tutorial. From http:// home att.net/-
jnimmex/competency.htm. Retrieved 20/06/2015.
Ede, E.O. & Attama FO (2010) Workshop management techniques needed for improving the
performances of metal work teachers in the technical colleges in Abia and Enugu States.
Technical and Vocational Education Journal 2(1) 1-14.
Ezeji, S.C.O.A. &.Onoh, B.C.E.C. (2008) Building Maintenance and Repairs. Enugu:
Cheston
Vol. 3(3) 2017 www.benchmarkjournals.com Page 115
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Agency, Q. Hook, T. Sidney, U. (1955) The Hero in History Boston USA. Beacon Press.
Lorriman, Young & Kalnauckas (1987) Upside down Management revolutionizing
Management and development to Maximize Business Success, London: MC Graw Hill
Book Company.
Nwaokolo, POE (2003) Related thoughts in vocational education: The Developing World
Experience Onitsha Stan Nigerian Company.
Ndimneze, FN (2014) Building Finishing and Concrete Technology and
Practice.Owerri:Lord
Dubem Publishers.
Kreh, RT(1999) Masonry Skills Third Edition. USA:DelmarPublishers Inc.
Obiegbu, M.E. (2002) Training and Retaining Craftsmen for Nigerian Construction Industry
the
Millennium Challenge.The professional Builder. Lagos Journal of the Nigeria Institute of
Building 57-62.
Okparaeke, G. M. (2008)Maintenance of Building and Civil Engineering StructuresInEzeji,
SCOA &Onoh, BCEC(Eds) Building Maintenance and Repairs Enugu: Cheston Agency
Press Ltd.
Okparaeke, G. M. (2013) Mechanisms for Enhancing the Competencies of Building
Technology
Education Graduates of Universities in South East Nigeria. Unpublished Thesis of
Department of Vocational Teacher Education University of Nigeria Nsukka.
Okparaeke, G. M. (2017) Entrepreneurship Technical Drawing and Building with Computer
Applications for Colleges and Universities Vol. one, Owerri. Shacks Printers and
Publishers.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 116
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Benchmarks in Technical Vocation Education and Training (TVET) for
Sustainable National Development in Nigeria
Zakari Buba MAGAJI
Department of Vocational and Technical Education
Faculty of Education
Ahmadu Bello University, Zaria
Abstract
Countries are today grappling with the imperative of achieving sustainable national
development in line with the United Nations sustainable goals of 2015, which aimed at
eradication poverty in all forms. The paper, benchmarks in technical vocational education
and training for sustainable national development of Nigeria, discussed the concept of
Technical Vocational Education and Training (TVET) taking into cognizance its
implementation, challenges and strategies for achieving a TVET programme that align with
international best practices. The paper also, addressed the concept of benchmarking and the
need for benchmarks in TVET as bases for comparing its practices and processes in Nigeria
and its implementation in other countries. This would help in setting educational standards
and putting on ground an effective TVET programme that offer practical and employable
skills, competencies, experiences and attitudes that are acceptable in the global labour
market. The concept of sustainable development was also discussed and indices for
attainment of sustainable development were articulated. The paper concluded that to achieve
sustainable national development in Nigeria, an effective TVET programme and regular
benchmarking is fundamental, if best practices are to be achieved.
Keywords: Benchmarks, vocational and technical education and training, sustainable
development
Introduction
One of the topical issues in the world today, is the issue of educational benchmarks
and sustainable national development. Every nation of the world emphases the fundamental
issue of sustainable development which is made possible through the delivery of quality
education. According to Ban Ki-moon (2015) Education is a fundamental right and the basis
for progress in every country. Parents need information about health and nutrition if they are
to give their children the start in life they deserve. Prosperous countries depend on skilled
and educated workers. The challenges of eradicating poverty, combatting climate change and
achieving truly sustainable development in the coming decades compel us to work together.
With partnership, leadership and wise investments in education, we can transform individual
lives, national economies and our world.
National development is more than just physical infrastructural development; it is
multi-faceted and covers things like development of economic, political and social
components, industrial development, provision of full employment to a nation’s citizens,
good and affordable health care, provision of good drinking water, provision of clean air and
good standard of living. To achieve sustainable national development requires putting on
Vol. 3(3) 2017 www.benchmarkjournals.com Page 117
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
ground educational programs that offers quality skills in line with global practices. A quality
technical vocational education and training (TVET) program will contribute tremendously to
Nigeria’s national development; it is therefore, a panacea for sustainable development
problems faced by nations in this contemporary era (Magaji, 2017).
For the last couples of years, the Nigerian university system came under attack by all
concern who criticized it for its inability to produce graduates that can compete favorably
with graduates from other parts of the world. It was also, criticized for producing half-baked
graduates who could not be employed in the global labor market or be admitted for further
education in universities in other countries of the world, reason being that the Nigerian
university curriculum and content delivery were not meeting global set standards and quality
of educational practices and processes was far from meeting global best practices. On
international rating of universities, Nigerian universities were far down the ladder in terms of
equipping there graduates with requisite skills required by the global labor market. The
curriculum content emphasized abstract theory rather than development of practical skills for
driving the nation’s socio-economic and industry wheel (Magaji, 2017).
Concerned about this inadequacies and flaws in the Nigeria’s university education,
instigated the National Universities Commission (NUC) in 2007 to take giant strides to
correct these anomalies and imbalances observed in the educational system, by coming up
with the document Benchmark Minimum Academic Standard (BMAS) for undergraduates in
Nigerian universities. The essence of which was to regulate the academic standard of these
universities in all courses. Though universities were allowed some flexibility in terms of
designing course nomenclature and content delivery but must not function outside the
benchmark. The benchmark came up with the same curriculum for all universities rather than
each university operating in a world of its own as a single entity. The benchmark minimum
Academic standard for Nigerian universities was an attempt to bring back the Nigeria’s
educational system to its past glory and to restore to it, its face value by comparing its
standard in terms of curriculum content and delivery with other universities in other parts of
the world and to emphasize global best practice. It is meant to make our graduates more
competitive in relation to their counterparts in other parts of the world in order to cope with
the challenges of globalization. It is good for a nation to sometimes, take stock of its
development performance indices in terms of quality and practice and gauge them against
that of other nations. This may serve as baseline to measure the nation’s progress as this
would help her understand whether or not development objectives are being achieved.
Benchmarking involves making comparative analysis of basic practices and processes by say,
a country, organization, institution and even individuals and to measure these performance
indices against that of others, to see if they are compatible, if not, what measures must be
taken to ensure the attainment of best practices (Magaji, 2017).
Technical Vocational Education and Training in Nigeria
There is a wide range of perspectives as regards what vocational and technical
education is, this diversity as to what it is, reflects individual perception, understanding and
opinion. Ekpenyong (2011) said that the confusion surrounding the meaning of the terms
‘vocational’ and ‘Technical’ education can be easily traceable to the different interpretations
attached to them. It is common to find the terms been used compositely when they should be
used in a restricted sense and vis-à-vis. Most a times, where the terms are used conjointly,
some individuals (scholars inclusive) view ‘vocational’ to mean business subjects or studies,
and ‘technical’ to mean technical subjects or studies.
In view of the above assumptions, TVET will be defined as viewed by various
authors. Ekpeyong (2011) defines Vocational Education as ‘the education designed to
Vol. 3(3) 2017 www.benchmarkjournals.com Page 118
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
prepare skilled personnel at lower levels of qualification for one or a group of occupations,
trades or jobs. Okoh (2000), also views Vocational Education as part of the total experience
of the individual whereby he/she learns successfully how to carry on a gainful occupation
which involves the development of skills, knowledge and attitudes required for success in the
occupation. Nigerian Educational Research and Development Council (2008), defined
Vocational Education as those aspects of education which involves general education; the
study of technologies and related science; and the acquisition of practical knowledge,
understanding, attitudes and skills relating to occupations in various sections of economic
and social life. Therefore, Vocational Education is a comprehensive term i.e. it prepares
individuals for occupational fields and for effective participation in the world of work.
Furthermore, Technical Education is that aspect of education which leads to the
acquisition of practical and applied skills as well as basic scientific knowledge [Okoh, 2000].
Ekpeyong, 2011], defined Technical Education as “education designed at upper secondary
and lower tertiary levels to prepare middle level personnel (technicians, middle management,
etc) and at university level, to prepare engineers and technologists for higher management
positions. The concept of Vocational and Technical Education is therefore a single and
inseparable concept used to describe the education for the acquisition of socially acceptable
skills (Okoh, 2000). Ekpeyong (2011), defined Vocational and Technical Education (TVET)
as “a comprehensive term referring to the educational process when it involves, in addition to
general education, the study of technologies and related science and the acquisition of
practical skill and knowledge relating to occupations in various sectors of economic and
social life. Vocational Technical Education according to Usman (2012) is a systematic study
of techniques for making and doing things.
In the past decades vocational and technical education in Nigeria was in the
background, being looked down upon as inferior compared to courses like engineering,
medicine, law and a host of others. Government, educational planners and stakeholders in
education, fail to perceive it as having the potential for making meaning contribution to the
nation’s economic and industrial development. Today, vocational and technical education has
taken its pride of place as perhaps, that essential aspect of education which provides requisite
practical skills necessary for Nigeria’s sustainable national development. Vocational and
technical education is now accorded a new respect worldwide as a functional field that
provides the beneficiary with functional skills for employment in white cola jobs or as an
entrepreneur. This new respect follows the scenario of the challenges of global plummeting
national economies and unemployment with recurring decimals.
The Nigerian government like other governments has recognized the new horizon
and now realized the importance of vocational and technical education as a panacea to
sustainable national development. It came up with a strategic policy framework for
implementing an effective and sustainable VTET program. According to George (2014)
Technical and vocational education and training (TVET) is back on the development agenda
of many African countries after years of benign neglect, instigated by a complex set of
reasons that included budgetary constraints and criticisms of the World Bank in the early 90's
on its direction and focus
Vocational and Technical Education and Training (VTET) is that aspect of general
education which offers the beneficiary practical skills, competencies, experiences, and
attitude required by the world of work and the global labour market or for self-employment.
According to Nwogu and Nwanoruo (2014) vocational technical education and training is
that form of Education that leads to acquisition of practical skills, which will enable an
individual to be gainfully employed in a chosen occupation to become self-reliant, in order to
contribute to overall national development. George (2014) explains that Technical and
Vol. 3(3) 2017 www.benchmarkjournals.com Page 119
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
vocational education and training (TVET) has emerged as one of the most effective human
resource development strategies that African countries need to embrace in order to train and
modernize their technical workforce for rapid industrialization and national development.
Vocational and technical education in Nigeria is offered at both formal and informal
levels and is given in dosages depending on the level of education, from primary to the
universities, polytechnics, colleges of education and trade centers. Informally, there are
apprenticeship programmes organized by master craftsmen all over the country, this range
from carpentry, blacksmithing, upholstery, wielding, hair beautifying saloons, motor
mechanics, panel beating, pot making etc. Formal VTET covers a wide variety of specialized
areas which are learned in formal institutions these include; engineering, electrical,
woodwork, auto mechanic, electronics, agriculture, home economics, business administration
and business education to mention but a few.
Technical Vocational Education and Training Program in Nigeria and International
Best Practices and Strategies
The nature of technical vocational education and training programme all over the
world is to provide the recipient with practical skills, competencies and experiences so that
he/she can function as member of the nation’s workforce or be self-employed. The
acquisition of these skills raised people who contribute meaningfully to development of the
nation. George (2014) stressed that the primary objective of all technical and vocational
education and training programmes is the acquisition of relevant knowledge, practical skills
and attitudes for gainful employment in a particular trade or occupational area. George
(2014) further explains that the need to link training to employment (either self or paid
employment) is at the base of all the best practices and strategies observed world-wide.
In recent years, in view of the rapid technological advances taking place in industry
and the labour market in general, flexibility, adaptability, and life-long learning have become
the second major objective of technical vocational education and training. The third
objective, which is particularly, important for African countries, is to develop TVET as a
vehicle for rapid industrialization, as well as economic empowerment and social mobility of
the individual.
For Nigeria to achieve an effective VTET programme that will stand the test of time
the country must formulate a national policy for nurturing and sustaining the programme.
George (2014) invariably, effective vocational and technical training begins with the
formulation of a national policy and the establishment of a national implementation body,
either as a semi-autonomous body or as an agency within a designated government ministry.
In Nigeria for instance, we have the national board for technical education NBTE a body
established to implement VTET.
Magaji (2014) advanced the following strategic policy framework for achieving
international best practice:
i) Enhancing the quality of training
Training for high-quality skills requires appropriate training equipment and tools, adequate
supply of training materials, and practice by the learners. Other requirements include relevant
textbooks and training manuals and qualified instructors with experience in enterprises. Well-
qualified instructors with industry-based experience are hard to come by, since such
categories of workers are also in high demand in the labour market. But they could be
suitably motivated to offer part-time instruction in technical and vocational schools.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 120
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
ii) Assuring relevance and employability of trainees
Assuring the employability of trainees begins with effective guidance and counselling of
potential learners in the choice of training programmes in relation to their aptitude and
academic background. Employability presupposes the acquisition of employable skills that
are related to the demands of the labour market. Labour market information systems and
tracer studies which track the destination of graduates in the job market can provide useful
feedback for the revision of training programmes so as to enhance the employability of
trainees.
iii) Improving coherence and management of training provision
In order to ensure coherence and management of training provision, it will be
necessary to establish a national agency or body to coordinate and drive the entire TVET
system. Depending on the country, this agency could be under the umbrella of the ministry of
education and vocational training or stand on its own as an autonomous body. In either case,
the coordinating agency should include representation from all relevant stakeholders,
including government policy makers, employers, public and private training providers, civil
society, alumni associations, and development partners.
iv) Flexibility of training and life-long learning
Life-long learning has a beneficial effect on the development of a high quality TVET system.
This is because the skills of the workforce can be continually upgraded through a life-long
learning approach. This also means that learners who have had limited access to training in
the past can have a second chance to build on their skills and competences. Life-long
learning also involves the recognition of prior learning, whether in the formal or non-formal
system. A National Qualifications Framework can provide the needed flexibility and
coherent framework for life-long learning within the entire TVET system through the
creation of equivalent qualifications across all the sub-sectors of vocational and technical
training: formal, non-formal and informal.
v) Status and attractiveness of TVET
Enhancing the status and attractiveness of TVET will involve changing perceptions and
attitudes of the public about technical and vocational education. For this to happen, the use of
role models in TVET and the involvement of successful entrepreneurs in motivation
campaigns, especially in schools, will be necessary. An embarrassing shortage of role models
is one of the banes of TVET. Technical and vocational education should be seen as a valid
passport to a good job and not as a second best choice or the only educational route for the
academically less endowed.
Challenges of Vocational and Technical Education in Nigeria
Idialu, (2007) lighted challenges of vocational and technical education as Thus;
a. Poor Organization and Slow Pace of Implementation:
b. Shortage of Qualified Manpower:
c. Lack of Equipment and Infrastructural Facilities for Teaching and Learning
d. Low Level of Funding
e. Poor Remuneration of Vocational Technical Teachers
Concept of Benchmarking
Today, countries and people have come to terms with the reality of globalization and
the topical issue of global best practices. Nations are now grappling with the imperative of
Vol. 3(3) 2017 www.benchmarkjournals.com Page 121
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
keying into the mainstream of the globalization effort via benchmarking. Benchmarks
involve an evaluation of current practices and processes of doing things and comparing them
against practices of other countries or organizations. Educational benchmarks are vital tools
that aid in setting educational standards in line with best practices in education in terms of
quality knowledge, competencies and employable skills delivery. Benchmarks can be done
either through comparative studies of educational practices of countries or through
performance outcomes indices.
While comparative studies have long been a source of influence on educational
policy-making in Nigeria (for example, Shears & Mathews 1983), benchmarking as a
specific form of study is a much more recent phenomena. Benchmarking originated in the
private sector and focused on process improvement, typically in industrial situations, with the
aim of giving an individual company a competitive advantage in the marketplace.
Understanding how other organizations are able to achieve a certain level of performance and
then incorporating these ideas into one’s own organization is the underpinning philosophy of
benchmarking (Department of Finance and Administration 1996).
The term ‘benchmarking’ is used to describe a large variety of different measurement and
evaluation technologies which have been brought together with one single aim: the
improvement of organizational performance. Some define benchmarking as a technique
similar to process mapping (for example, analyzing work processes and comparing them to
‘best practice’). Others see benchmarking as an activity whereby outcomes or results of
similar organizations are compared.
Benefits of Benchmarking
Benchmarking as a tool for organisational improvement offers a range of benefits for
organisations.These include:
1. Changing the culture of organizations from being inward-looking to being outward-
looking.
2. Improving the quantity and quality of performance information within an
organization.
3. Making monitoring of agency performance by executive government and other
stakeholders easier, thus improving accountability importance of understanding
context.
Benchmarks in Technical Vocational Education and Training for Sustainable National
Development in Nigeria
Benchmarks in vocational and technical education and training (VTET) are
fundamental for sustainable national development of Nigeria. Benchmarking requires
continues comparison of the entire VTET programme in Nigeria with that of other countries
in terms of its curriculum, content delivery and the type of skills required in the global labour
market. This gives the bases for reforms that would ensure the attainment of equity and
uniformity in educational quality in line with global best practices leading to production of
qualified workforce for sustainable national development.
Concept of sustainable development
World’s attention has now turned to sustainable development of nations. This could
mean endurance of systems and processes to sustain development, which can only be
achieved through quality education at all levels and for everyone. National development is all
encompassing and has transcended the confines of mere physical infrastructural
transformation of our environment to include a number of variables. The concern for a world
Vol. 3(3) 2017 www.benchmarkjournals.com Page 122
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
that is rid by plummeting national economies, poverty, disease, global warming, insecurity
and humanitarian disasters, caused the united nations to come up with the policy statement
document containing courses of action to eradicate poverty in the world.
The Sustainable Development Goals (SDGs) replace the eight Millennium
Development Goals (MDGs), which expired at the end of 2015. The MDGs were established
in 2000 following the Millennium Summit of the United Nations. Adopted by the 189 United
Nations member states at the time and more than twenty international organizations, these
goals were advanced to help achieve the following sustainable development standards by
2015. The sustainable development goal sets to put an end to poverty in all its forms
everywhere in the world through:
1. Food – End hunger, achieve food security and improved nutrition and promote
sustainable agriculture.
2. Health – Ensure healthy lives and promote well-being for all at all ages.
3. Education – Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.
4. Women – Achieve gender equality and empower all women and girls.
5. Water – Ensure availability and sustainable management of water and sanitation for
all
6. Energy – Ensure access to affordable, reliable, sustainable and modern energy for all
7. Economy – Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all.
8. Infrastructure – Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
9. Inequality – Reduce inequality within and among countries.
10. Habitation – Make cities and human settlements inclusive, safe, resilient and
sustainable
11. Consumption – Ensure sustainable consumption and production patterns.
12. Climate – Take urgent action to combat climate change and its impacts.
13. Marine-ecosystems – Conserve and sustainably use the oceans, seas and marine
resources for sustainable development.
14. Ecosystems – Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss.
15. Institutions – Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive
institutions at all levels.
16. Sustainability – Strengthen the means of implementation and revitalize the global
partnership for sustainable development.
Conclusion
It is obvious that for a nation to achieve sustainable development, it must have the
right type of educational programmes that ensure the delivery of sound knowledge, good
practical and employable skills, competencies and attitude that serve as ingredients for
national development. Benchmarks in vocational and technical education provide avenues for
comparing VTE practices and processes in Nigeria with that of other countries, to see if its
programme implementation is effective or something ought to be done in order to have what
is the global practice. Benchmarks aid in setting of educational standard in line with global
best practices leading to sustainable national development.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 123
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Recommendations
1. The national universities commission (NUC) should embark on regular benchmarking
of technical vocational education and training programme in the country in order to
ensure that its delivery is in line with global best practice.
2. To achieve quality technical vocational education and training for sustainable national
development of Nigeria, the NUC should encourage all universities to establish
collaboration and linkages with other universities in other parts of the world to ensure
equity in quality TVET delivery.
References
Abdullahi, B. B. (2012). The Role of Web Resources and Technology as Instructional and
Learning Tool in Vocational and Technical Education for National Transformation.
Journal of Vocational Studies 6(1). 56-75, August.
Ban Kimoon (2015) United Nations Development Programme (UNDP) 2015 Global Summit
On Sustainable Development Goals; New York.
Akombi, I. (2005). Strategies for Ensuring Quality in the Teaching of Vocational Education
in Secondary Schools. Journal of Qualitative Education 1(2). 111-122
Ekpenyong, L.E. (2011). Foundation of Technical Education: Evolution and Practice for
Nigerian Students in Technical and Vocational Education and Adult Education,
Policy Makers and Practitioners. Benin City: Ambix Press Ltd.
George, A. (2007) Vocational Technical Education and Training for Industrialization.
Retrieved from www.google.com on the 6th march, 2017.
Idialu, E. E. (2007). Quality Assurance in Teaching and Examination of Vocational and
Technical Education in Nigeria. Retrieved on 6th April, 2013
from:http://www.freepatentsonline.com/article/college-student-journal/
169306809.html
ISSN 2039‐2117 Mediterranean Journal of Social Sciences Vol. 2 (5) October 2011
National Universities Commission (UNC) (2007) Benchmark Minimum Academic Standard
(BMAS) document.
Magaji, Z. B. (2017) Accessing the Degree of Compliance Business Education Programme
In Ahmadu Bello University, Zaria with the National Universities Commission
(NUC) Benchmark Minimum Academic Standard. Being paper presented at the
National Association of Business Education Students’ week.
Nigerian Education Research and Development Council (2008). Teachers Handbook for the
New Basic Education Curriculum. Lagos: NERDC Printing Press.
Nwogu, P. O. & Nwanoruo, C. C. (2014) Vocational Technical Education and Training for
Self-Reliance:Towards National Development.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 124
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Okoh, E. C. (2000). Fundamental Issues in Vocational and Technical Education. Kontagora:
Amaka Enterprises.
Ugwuja, S. I. (2010) Vocational technical education and development
retrieved from www.google.com on Friday, February 26, 2010.
Usman, H. N. (2012). Techniques of Vocational and Technical Education in Human
Resources Development and Utilization. Journal of Vocational and Technical
Education 7(1), 78-82, April.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 125
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Quality Management: A Panacea for Customer Satisfaction in Food Industries
in Nigeria
Akaninyene Peter Ekanem,
Saviour Afangide Udofia
&
Ifiok Inieke Ufford
Department of Vocational Education
University of Uyo, Uyo
Akwa Ibom State
08064246276/
08033099507
Abstract
The main focus of this study was to investigate the extent to which quality
management in food industries can promote customers’ satisfaction. The study
reviewed the related literature on the quality of management systems. It was
discovered that it involves the application of high managerial skills to achieve the
goals of the industries. The compliance of the management with the rules governing
the industries in terms of safety of the products is paramount to achieving customers’
satisfaction. It was also discovered that customers’ satisfaction involves producing
product that possess utility. It was concluded that quality management system is
imperative if customers’ satisfaction is to be achieved. It was recommended that
training should be organized by top-management for the staff in the industries.
Key words: Quality Management, Customers’ Satisfaction and Food Industries.
Introduction
This study presents the concept of customers’ satisfaction in relation to quality
management. Business organizations are aware that in order to improve their business
performance they need to satisfy customers’ needs and to deliver a high quality product.
Companies decide to invest in quality management system because it is believed that this will
guarantee success in delivering high quality products and therefore customers will be
satisfied.
Quality management (QM) is a philosophy and a set of guiding principles that
represent foundation of an excellent organization and to ensure survival of industrial
organizations in the competitive economy of today. Besterfiled, (2009) stated that quality
management is a technique that underscores the continuous improvement of products and
services quality to satisfy customers and enhance productivity and the emergence of
management practice. The focus on the development of quality management in the US
appears to have begun around 1980 in response to Global competition. In the last three
decades, Quality Management has become pervasive and widely accepted in manufacturing
services, government, healthcare and banking subsectors of the developed economies.
Temitine (2003) asserted that continuous attempt has been given to Quality Management in
the industrialized countries but researchers investigated quality practices in the developing
countries in the last ten years.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 126
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
According to Moballeghi and Moghaddam (2011), there is a growing awareness that
a well-designed and well-executed Quality Management process is one of the most effective
routes to increase product and service quality, productivity and profitability. Quality of
products has been identified as one of the critical determinants affecting the performance of
most organizations in Nigeria. Poor quality and substandard and products are in wide
circulation alongside the attendant adverse effect on the lives of the citizens and the
economy. The government of Nigeria established the legal and the institutional framework
to curb the ugly trend and menace in the country. The government of Nigeria also set up
regulatory agencies such as Standard Organization of Nigeria (SON), National Agency for
Food, Drug and Administrations Control (NAFDAC), Nigerian Drug and Law Enforcement
Agency (NDLEA) and Consumer Protection Council (CPC) to safeguard the unsuspecting
public against ethical practices and improve the quality of goods and services produced by
business organizations.
According to Aluko (2004), Quality Management is a business philosophy that
embodies the belief that management process must focus on integrating the idea of customer-
driven quality through an organization. The aims of these agencies are that all organizational
activities initiated by the management of entities should be targeted at satisfying customers
with high quality products and services. This is to ensure the attainment of competitive edge
in the market place. Quality Management underscores the continuous improvement of
product quality and service delivery. According to Hinton and Schaeffer (2009), Quality
Management is a disciplined approach to keep the attention and actions of organizational
members on tasks towards providing greater customer satisfaction. This stresses that all
efforts of employees and management of organization must have the customer in focus.
Quality Management is composite word which integrates the team “quality” and
“management”. In Quality Management Philosophy, management is seen as providing
impetus and the prime mover for making total quality the guiding principles of the
organization. In view of the postulates of the quality management philosophy, the goal of
Quality Management is customer satisfaction, continuous improvement of quality and
productivity.
According to Ross (2005), Quality Management means thinking of quality with
respect to all functions of the enterprise. It is a system’s approach that considers every
interaction among the elements of the organization. Quality Management is a proactive and
prevention-based approach that focuses on organizational members and processes with
customer driven leadership Quality Management is unique and a philosophy that has a
cutting edge over the traditional reactive approach of quality control because it brings about
quality improvement. Jarrel and Easton (2008) contend that what constitutes quality
management is a subject of debate. Management scholars articulate that quality management
consists of process focus, systematic improvement, companywide emphasis, customer focus,
management by fact, employee involvement and development, cross functional management,
supplier performance and supplier relationship and recognition of Quality Management as a
continuous competitive strategy.
Implementation of quality management in the Nigeria manufacturing industires is not
encouraging. According to Chikodili (2010), one of the functional challenges of the Nigerian
Manufacturing Industry is the implementation of a holistic management that improve
competitiveness in the global economy. Implementation of Total Quality Management in
Nigeria requires conscious and concerted effort of the leadership and all employees in
consideration of the constituents of Quality Management as highlighted by quality gurus.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 127
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Kotler (2004) defines customers’ satisfaction as the situation experienced by an
individual and related to comparison of perceived characteristics of products and
expectations of that individual concerning those characteristics. According to Zeithamal and
Bither (2000), customers’ satisfaction is the product or service evaluation in terms of whether
that product or service has met customers’ needs and expectations. According to Fornell
(2008), customers’ satisfaction is condition for customers’ retention and loyalty. a necessary
condition for customers’ retention and loyalty. Kawso & Glowa (2000) presents multiple
positive effects of customers’ satisfaction as improvement of brand image, company
reputation and positive recommendations. Constant need for communication with customer
and the ability to listen to their opinions about products or services is becoming a very
important issue. It is a customer who decides which product or service offering represents the
highest value. Customers’ decision determines the future of the organization. A manufacturer
or service provider is force to provide the customer with the information that he/she demands
to satisfy expectations and fulfill customer needs.
The concept of marketing orientation assumes that determining the needs and
demands of target markets as well as supplying the demanded level of satisfaction to
customers more effectively than competitors is the key to achieving of enterprises good by
limiting strategies of increasing market share and switching to strategies of increasing
customers satisfaction. Numerous quality management systems can be helpful to achieve this
state because knowledge about the customers and his/her needs if becoming necessary to
develop and implement the efficient quality programme of every enterprise. Customers
satisfaction measurement that function as a specific type of early warning system for
management could be seen as an activity that serves that goals sales level and profit
generated by the enterprise can be seen as the ultimate measure of future activity results,
while customer satisfaction measure can indicate the future customer’s behaviour and as a
consequences, what results the enterprise can expect.
Woodruff and Gardial (2006) define satisfaction as a positive or negative feeling of
the customer related to the value received as a result of choosing a specific product offer in a
specific situation. In defining customers’ satisfaction, the emotional aspect of it is highlighted
by defining satisfaction as a mental state, which is the emotion expressing satisfaction or
dissatisfaction with the choice made in the act of purchasing.
In other words, it is the comparison of the expected product quality, perceived
product, it quality and the importance of its different characteristics. Schneider (2000)
suggested that customer’ satisfaction can be treated as a result of the psychological process in
which the customer compares the perceptible level of enterprise operation, There are two
concepts of customers’ satisfaction, that is, the transaction- specific satisfaction and
cumulative satisfaction.
Customer Satisfaction and Quality
Sureshcander, Rajendran and Anderson (2006) agreed that an increase in quality is
likely to increase the customers’ satisfaction, therefore service quality and customers
satisfaction are closely related. Oliver, (2005) stated that service quality is often positioned as
antecedent of customers’ satisfaction. Even contemporary definitions of quality frequently
refer directly to customers’ satisfaction.
Countries like Japan, Sweden, and United States raise the issue of quality and
customers’ satisfaction. The importance of this relationship is included in the regulations of
the International Standard Organization (ISO).It is customer contentment, and customer
perception concerning the level to which his expectations have been satisfied. Quality awards
such as the European quality Award and the Malcom Baldrige Award treat customers’
Vol. 3(3) 2017 www.benchmarkjournals.com Page 128
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
satisfaction as one of the most important areas in an organization during assessment of
quality.
The attainment of true customers’ satisfaction, the companies need to achieve quality
not only by eliminating the causes for direct complaisant but also by providing their
products with an excellent, attractive quality. In order to understand customer satisfaction,
everyone within the organization should consider continuous improvement as something
normal.
Banks (2006) Firms make significant investments in quality programmes with the
hope of generating huge increase in profitability. Return on investments in the process of
delivering high quality (implementation of quality management system) can be seen through
increase in sales. The more the quality improves, the faster the sales increases, because
satisfied customers buy more.
Quality Management in Food Industries
Quality management with the (ISO) standard are broadly applied in polish food
enterprise, which presents a different situation in comparison to food enterprises in Nigeria.
The accession of Nigeria to European Union did not cause urban adjusted process in the
polish food sector in the area of product safety and quality improvement resulted in an
increased share of exports in food industry sales from 13.7% in 2003 to 18% in 2005 and the
increasing positive balance of trade in agricultural food products. Increased production and
sales, particularly exports, resulted in a significant improvement of results in the financial
standing of the food industry, which is a beneficiary of integration. Programmes among at
development of quality orientation (Like quality management) in organizations are currently
implemented in Nigeria to an increasing effect. Practices shows, however, that implantation
of the ISO standard or basics of quality management, through implementation of the quality
management does not always bring the expected results in the form of increased sales of
products or services.
In Nigeria, ISO norms are not widely implemented in the food industry. Quality
certification using the ISO standards is very popular in many industries, electric and technical
industries, where all management and manufacturing processes are well controlled. In the
food industry, quality control measurements are focused on food safety rather than the
quality of the processes. One of the most often used standards is Safe Quality Food (SQF). It
is quality programme recognized by the Global Food Safety Initiative (GFSI), an
organization representing over 70% of food retail revenue world-wide and is managed by the
food marketing institute,. Currently, there are two SQF 1000 for farmers/producers and SQF
2000 for food manufacturers and distributors. SQF 1000 and 2000 codes are based on the
principles of Hazard Analysis at critical control point (HACCP),Codex, ISO and quality
management systems. So there is already some level of implementation of these ISO
standards. however, companies in Nigeria do not go through the certification process,
because of the addition costs associated with certification and a bureaucratic overload that
the theory perceive will accompany ISO certification gives assurance to retailers that the
food from suppliers has been produced, prepared and handled according to internally
recognized standards.
Conclusion
Based on the findings of this work, it was concluded that customers’ satisfaction in
food industry in Nigeria are trying to improve their competitive position through the process
of quality management. The path to improve in this area leads to management of customer
satisfaction. The focus on quality improvement is logical although biased, because the
Vol. 3(3) 2017 www.benchmarkjournals.com Page 129
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
surveys for this research have been distributed among employees whose primary
responsibility is involvement in quality management.
Recommendations
Based on the conclusion, the following recommendations were made:
1. That management of food industries should have regular in-service training for skills
acquisition in quality management.
2. All stakeholders of quality control should ensure that the expenditure on quality
control is justified through proper monitoring, checks and inspection to forestall
customers’ complaints, defective and returned products, loss of good will and
ultimately boost productivity of the food industry.
3. The management should initiate total quality management drives that crisscross the
entire organization in regular basis to attain and sustain high quality standards and
meet customers’ satisfaction.
References
Anderson, S. W.,(2006) “Customer Satisfaction and Price Tolerance”, Marketing Letters,
7(3), 19-30.
Anderson, F. R. (2007) “Customers Satisfaction Productivity and Profitability”.
Differences between Goods and Services; Marketing Science, 16(2). 29-145.
Al-swadi A.K. & Mahmood (2012). “Quality Management, Entrepreneurship Orientation
and Organizational Performance: The Role of Organizational Culture”. African
Journal of Business Management, 6(13) 4717-4727.
Aluko M. Odugbasan O., Gbadamosi G., & Osuagwu L. (2004). Business Policy and
Strategy. Lagos: Longman.
Arora, C. K. (2006). Total Quality Management , New Delhi; S. K. Kataria & Sons.’
Bank (2006) “Zarzadzanie Przez Jakose; Trans Management Through Quality
Gobethner iska, Warsaw,P.27.
Besterfiled, D. H. (2009). Total Quality Management Review, New Jersey: Prentice Hall
Incorporation.
Bolton, (2008) “A Dynamic Model of the Duration of the Customer’s Relationship with a
continuous Service Provider: The Role of Satisfaction; Marketing Science, 17(1). 45-
65.
Bond, Q. (2003) “Customer Satisfaction and the Marketing-quality Interface,
Journal of Business & Industrial Marketing. 18(3), 204-218.
Bowles (2002) “Is America Management Really Committed to Quality” Management
Review, 81(4), 42-46.
Clark R., (2008) “Customer Complaints, advice on how Companies should
respond based on an empirical Study”. Journal of Consumer Marketing. 9(3) 5-14.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 130
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Chikolida U.N. (2010). “The Imperatives of Quality Improvement on Manufacturing
Industry in Nigeria: An Overview of Quality Management”, Ph. D Seminar Paper
Presented at the Department of Management, University of Nigeria, Enugu Campus,
Nigeria.
Easton, G. S & Jareel, S. L. (2008). “The Effect of Quality Management on
Corporate Performance: An Empirical Investigation”. The Journal of Business,
71(2), 253-307.
Feng, M; Terziovski, M. & Samson, D (2008).”Relationship of ISO 2000: Quality
Management, Certification with Operational and Business Performance” Journal of
Technology Management, 9 (1) 22-37.
Fotopoulos C. B. & Psomas. E. L. (2009). “Impact of “Soft” and “Hard” Quality
Management Elements on Quality Management Result” International Journal of
Quality and Reliability Management, 26(2), 150-163.
Freng, J. Prajogo D. and Sohal A. S. (2006). “The Impact of Quality Management
Practices on Performance: A Complain Study between Australia and Singaporean
Organization”. European Formal of Innovation Management, 9 (3), 269-278.
Furnell, Wernerfelt, (2008) “Defensive Marketing Strategy by Customer Compliant
Management” Journal of Marketing Research, 337-3456.
Fornell (2008) “A National Customer Satisfaction Barometer. The Swedish
Experiences, Journal of Marketing 56 (1).6-22
Grant, Sharic, Krishan (2004) TQM’S Challenges to Management Theory and
Practices”, Sloan Management Review, 35(2), 25-35
Cravens, Holland, Lamb Jr. Moncrief III (2008) “Marketing Role in Product and Service
Quality”, Industrial Marketing Management, 17(4), 285-304.
Hinton, T. & Schaffer, R. (2009). “Successful Change Programme begin with Result”.
Harvard Business Review, (7) 80-89
Institute of Organization and Management in Industry, Orgmasz in Poland (2009)
www.orgamas3.PL
Kotler (2004) “Marketing Analiza, Planowanie, Wdrozenie Kontrola” Marketing, Analysis,
Plans, Implementation and Control) Gobethe & Ska, Warsaw, Poland.
Kottler, Armstrong(2007) “Marketing: An Introduction”, Prentice –Hall
Moballeghi M. & Moghaddam, G.G. (2011).”Linking Quality Management and Financial
Performance” 3rd International Conference over Information and Financial
Engineering CIPEDR (12) LACSPT Press, Singapore.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 131
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Moore, Hopkins & Hopkins (2008) “Quality and Empowerment Progammes; duel paths
to Customer Satisfaction”, Managing Service Quality 8(2)133-141.
Oliver (2005) “attribute need Fulfillment in Product Usage Satisfaction”, Psychology and
Marketing 12(1), (1-14).
Oliver (2009) “Whence Customers Loyalty”? Journal of Marketing, 63. 33-44.
Parasurama, Zeutam, (Berry (2005) “Conceptual Model of Services Quality and its
implications for Future Research’, Journal of Marketing, 49, 41-50.
Powers, Bendall-Lyon (2002) “Using Complaint Behaviour to improve Quality through
the Structure and Process of Service Delivery”, Journal of Consumer
Satisfaction, Dissatisfaction and Complaining Behaviour,. 15, 13-21.
Ross, J. E. (2005). Quality Management: Text Cases and Readings. Boca Raton , FC;
St Lucie Press.
Rust & Zahorik (2003) “Customer Satisfaction, Customer Retention and Market Share”,
Journal of Retailing, 69. 145-156.
Scheider (2008) “Kunder-Zufriedenheit, Strategic Messung Management”, Verlag
Moderne Industric Landsberg.
Woodruff (2007) “Customer Value; The Next Source for Competitive Advantage”,
Journal of the Academy of Marketing Science, 25 (2) 139-153.
Zairi (2006) “Effective Benchmark: Learning from the best”, Champ and Hall, London.
Zairi (2000) “Managing Customers Satisfaction: A Best Practice Perspective”, The TQM
Magazine, 12(6), 389-394.
Zeithan B. & Biltner S. (2000) Service Marketing, Integrating Customer Focus Across
the Firm, “Irwin MC Graw-Hill, Boston, MA.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 132
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
Effect of Concept Cartoons on the Academic Performance of Pupils’ in
Basic Primary Science in Ogbia Local Government Area of Bayelsa State,
Nigeria
Prof. Onwioduokit, Fidelis A.
Department of Science Education (Physics),
University of Uyo, Uyo Akwa Ibom State
Ogu, Malachy N. &
Osu, Azuanamibebi D.
Department of Physics,
Federal College of Education (Technical) Omoku
Email: [email protected]
Abstract
In this study, concept cartoon approach is introduced as a teaching and learning approach, which
took account of constructivist views on learning in Basic science in primary schools. Also, a number
of concept cartoons were created and used in various primary science classes in an attempt to find
out the potential benefits of teaching with concept cartoons. The design used for this study was a
quasi experimental design (a pre test-posttest control). Two major instruments used in this study were
achievement test called Basic Science Performance Test (BSPT) and Basic Science Ability Level Test
(BSALT). Data were gathered with the research instruments were analyze using Mean, Standard
Deviation (S D) and t-test statistics at p < 0.05 alpha levels. Based on the findings of this research, it
was concluded that the use of cartoons in teaching and learning have strong and positive influence on
pupils’ achievement in Basic primary science. Further, it revealed that cartoons positively enhanced
constructive learning, cooperative learning and collaborative learning amongst peers.
Keywords: Cartoons Concept, Academic Performance, Basic Primary Science,
Introduction
Basic Primary Science Education is pivotal to the development of any nation and all efforts
geared to improve on pupils’ participation and high academic achievement should be sensitive to
schools’ setting. Basic Primary Science is the one upon which monumental superstructure of
secondary and tertiary educations are solidly erected. If the foundation is faulty, then the whole
system is faulty. However, the benefits of Basic Primary Science to the nation are overwhelming, as it
is the bedrock of all development brought about by modern science and technology. The most
unfortunate thing is that little attention is paid to the development of human and material resources in
primary school sector (Aluko (2007). It was on this that the National Policy on Education ( FGN,
2013) stressed that the rest of education system is built in primary education and it is the key to
success or failure of the whole system in education.
The main objectives of teaching Basic Primary Science in Primary schools are to:
1. develop basic science skills like observation, recording and classification.
2. communicate effectively and scientifically.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 133
AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
e-2536-750, p-2536-751X
Benchmark Journals
3. devise schemes for solving identified environmental problems.
4. develop scientific attitudes like curiosity, honesty and objectivity etc.
5. demonstrate interest in studying science at higher levels of education.
However, these important objectives for teaching Basic Primary Science embodied in national
statements such as National Policy on Education cannot be achieved if Primary School teachers
continue to feel inadequately prepared, lack confidence to teach Basic Science effectively in our
Primary schools.
Science concepts are often perceived as being very abstract and difficult to grasp and
understand especially for children, as it requires imagination, observation, calculation and
explanations. Hence, the use of constructivist approach in teaching Basic Primary Science concepts is
considered very important as it provides the active participation of pupils’ in the learning process.
This use of the principles of constructivism in providing active participation of pupils’ in the learning
environment is thought to help learners to construct their knowledge meaningfully, permanently and
makes pupils to grow up as science literacy.
The constructivist approaches stated that the existing knowledge of pupils’ is of great
importance in the learning process and learning occurs through cognitive and social processes. The
constructivist approach also stresses the individual’s creation of knowledge and construction of
concepts in the learning process (Mathew 1997). According to this approach, knowledge cannot be
imposed and transferred from the mind of one knower to the mind of another (Driver, Asoko, Leach,
Mortima and Scott 1994, Saban 2000, Thramboulidis 2003, Karagiorgi and Symeou 2005). Therefore,
constructivism is based on the use of prior knowledge in the construction of new meanings.
Knowledge construction in the learning process by imposing meaning to learning experiences
reflects the basis of the constructivist approach (Nunes and McPherson 2003). It stated that learning is
a process by which learners construct meaning in their minds by connecting between their
experiences and new information (Naylor and Keogh 1999, Nunes and McPherson 2003). Fox (2001)
summarized the main features of the constructivist approach as follows:
i. That learning is an active process.
ii. That knowledge is constructed rather than passively taken by learners.
iii. That knowledge is constructed and not discovered.
iv. That all knowledge is individual.
v. That all knowledge is constructed in social environments.
vi. That learning is the process of understanding real world.
According to constructivist, knowledge is actively constructed by learners trying to attribute
meaning to their experience by taking necessary information from outside (Tezciand, IIiikci 2003,
Yurdakul 2005). Hence, it emphasizes development of learners’ ability in solving their real life
problems thereby making learners’ to be more responsible in the learning process (Kilic Karadenis
and Karatas 2003, Akara and Yildirin, 2004). The constructivist theory does not leave the teacher out
of the learning process but says that the teacher is the person who uses his methods and techniques
because guidance must be based on the understanding of each pupil’s current existing cognitive
structures (Ben-Ari 2001). Concept cartoons in the teaching/learning process enhances pupils’
understanding of abstract concepts taught and discusses different opinions presented daily in
classroom situation which is of great importance to the constructivist.
Concept Cartoons as a Teaching Strategy: Capturing pupils’ attention and engaging them during
lessons is at time’s challenging and frustrating since science concepts are perceived as abstract and
difficult to grasp and even when teachers try to explain them in as simple manner as possible they run
the danger of over simplifying these concepts. It is also common for pupils’ to develop
misconceptions about these concepts. How then can we help our pupils’ to fully comprehend complex
science topics? This calls for the effective use of concept cartoons.
Vol. 3(3) 2017 www.benchmarkjournals.com Page 134
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
African Journal of Educational Assessors (AJEA) is a multidisciplinary international, pear reviewed journal published three (3) times a year by the Forum of Educational Benchmarkers in Nigeria. This journal promotes the exchange of ideas by bringing together academics/researchers across the globe. As research has become increasingly interdisciplinary, the essence of a multidisciplinary journal is to show the inter-relatedness of academic disciplines through research. AJEA maintains an open access policy. The decisive criterion for accepting a manuscript for publication is scientific quality
Discover the best professional documents and content resources in AnyFlip Document Base.
Search