University of Nigeria
Research Publications
NWUGO, Angelina Onyinyechi
Author PG/M.ED/S/90/8728
Problems Militating Against the Preparation of Secondary School Students for Agricultural
Title Occupations in Owerri Educational Zone of Imo State
Education Faculty Faculty
Education Department
October, 1991 Date
Signature Signature
FACULTY OF EDUCATION PROBLEW km'PI1ATING AGAINST THE PREPARATION QF SECONDARY
SCKOC& STUDENTS FOR ACifEICULTURAL OCCUPATIONS IN OWE- EDUCATIONAL
A PHWtCT REPORT SUWITTED TO THE PE;PARTlGNT CF VOCATIONAL
EDUCATIGN, IN PARTIALFULFWNT OF THE Rt;UUIRE;IIclENTS FOR THE
AVJMD CF MASTERS DEGm IN AGRICULTURAL EDUCATION.
NWUGO, ANGELINA ONYIMECHI (MRS)
PG/MED/S/ 9O/8728
DEPARTMENT OF VCCATIONAL EDUCATION
UNIVERSITY OF NIGEKIA, NSUKKA.. Nwugo, Angelina 0. a post-graduate student in the Department
of Vocational Education and with Registration Number ~G/ME~/S/90/8728 has satisfactorily completed the requirements for the degree af
Masters in Agricultural Education.
The work embodied in this thesis is original and has not been
subnitted in part or full for any other diplma or degree of this
or any other University,
SUPERVISOR. iv.
DEDICATION
This work is dedicated to my husband and children for their
1w, mozal and finan0is.l support. I wish to express ~y gratitude to all wha contributed In no measurable way to make this work a success.
In particular, I must express my profound gratitude and deep appreciatim to my supervisor, Dr. J. N. Ogbazi without whose patience, guidance and personal dedication and commitment, it would have been
Wsible for me to bring this project to this stage.
My thanks also go to the typist, Mrs. A. C. Onwuka who pains- takingly and diligently typed all the manuscripts.
Finally, I an most grateful to my husband for his mature,
+mibxdimding, mmal and financial support throughout the whole exercise. TABLE OF CONTENTS
i
CEXTIFICATION *ma orno 0.0 ii
APPROVAL PAGE 0 0 0 0 iii
DEDICATION 0 0 0 0 0 0 iv v TABLE OF CONTENTS ...... vi
LIST OF TABLES .. 0 0 . .. vii THESIS ABSTRACT ...... viii CHAPTER ONE: IN'PRODIJCTION .. . Background of the Study 1
Statement of the Problem 4
Purpose of the Study 4
Significance o< Study 5
Resemch Questions 5 Hypotheses ...... 6 Assumptions of the Study 6
Limitations of the Study 7
Definition of Operational Terms 7
CHAPPER TWO : R13TIEW OF P3LAl1ED LITERATURE 0
Traditional African Education t 1
Development of Western Education hi Xigesia .. 7 2 Development of Vocational Education in Nigeria. 73
Emergence of New Education in Nigeria ... re* 13 Problems of Prepaxing Senior Secondary School Students for Occupations in Agriculture ... 7 5 CHAPTER TWO t The Need for Qualified Agricultural Scienoe
Teachers in Senior Secondary School ,. , , l l l 15 Funding of Agirucltural Education in Senior
The Agricultural Science Curriculum for Senior Secondary Schools ... ,.. ... ,,. ... 18 Importance of Resources and Infrastruew in the Preparation of Students for Occupations in
Agriculture...... ,, ,,. ,@. 19 Vocational Guidance and Agricultural Education. 21 The Place of Co-operative Vocational Education in the Preparation of Senior Secondary SchooL
Students for Occupcltione in Agriculture, 2 3
Sample ...... am .ae me* .a* 26
Procedure for Sampling ... *a. ere a** 2 6 Description of Instrument ... ,. ... 27 Validation of the Instrument. ,., .., ... 28 Reliability of the Instrument . ... ,.. 2 8 Administration of the Instrument ...... 29 Technique of Data Analysis .. . .. 2 9 CHAFE3 M)m: DATA PRESEN!FATION, ANALYSIS, FINDINGS AND
DISCUSSION eae earn a*. oea a erne 32 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of Introduction ...... +. 59
Summary of Procedures Used ... .r* .. a. 59 Summary of Findings ...... 60
Recommendations ...... ** .go 6 1
Implications of the Study ... 0. a** 62 SUGGESTIONS for Further Research
~CES:0.. .*. ..a boo .*. .a. eee err ow. ere 65
APPESIDICES~ .** 0.. ..* ... **...... * ... w.. 70 A List of Sample Schools in Each Local Government Area of
the Owerri Educational Zone ...... a ... B Cover Letter to Agricultural Science Teachers ...... C Questionnaire for Agricultural Science Teachers ......
D The6-3-3-~Education-l.lSystemCha;rto ... .a. LIST OF TABLES ~ii.
The Location and Population of Secondary Schools and Agricul- tural Science Teachers in Owerri Educational Zone of Imo - State. Summary of Number of Schools and Teachers Initially Sampled Summary of Number of Teachers Finally Used as the Sample. Distribution of Questionnaires and Percentage Return. Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture as Perceived by Agricultural Scienoe Teachers. Presentation of Four (4) Major Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture. Strategies for Improving the Preparation of SSS Students for
Occupations in Agriculture as Perceived by Agricultural Science Teachers. Comparism of Mean Responses of Male and Female Respondent~ the Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture. Comparism of Mean Responses of More Experienced and Less Experienced Respondents on Identified Problems Militating
Against the Preparation of SSS Students for Occupations in Agriculture. The pwposes ind out the major problems
militating agains Students for -upations
in agrLuul&ure an kling the problems in the
Ovorri Education
Two research questions andhull hypotheses were posed, The
hypotheses were tested at 0.05 level of si@ifioance, The population smprioelt a total of 318 agricultural science teachers from a total
of 110 Secondary Schools that offered agricultural science up to the
SSCE level in the gone. The sample mneisted of 200 agricultural
-hers from 72 secondary schools rmdomly selected from
the 140 in the zone.
Using the systematic rsndom sampling technique and questionnaire instrument, the data gathered were analysed using mean and T - test. At the end of the investigation, the following findin- were made:
1. About 88.5 per cent of the identified problems were considered
by the agricultural science teachers as critical.
2, Among the identified problems, four were considered major.
However the issue of frustration arising from fund release
for agricultural projects by most school heads was considered
the greatest problem among a majority of the respondents. 3. Majority of the raspondents felt that one of the most effec- tive strategies far tackling the problems was adequate funding
of agricultural p:ro jects in secondary (~hoolm. Proper vocational guidance of students before their enrol-
ment in Agricultural Science at the SSS level, as well as
the recruitment of well qualified, experienced and competent
were identified as important
a1 education in
tions in agricul-
There was no significant difference between the male and
female (except on the issue of fund release by heads of
institut~ons)a.e we11 as the more experienced and less
experifme& rwpmdents regarding the problems,
Based on the findings the following recommendations were made:
Universities and Colleges of Education concerned with the
productiori of vocational agricultural teachers should
increase their production.
There should be joint funding of school agricultural projcubo
by government, P.T.' s, Roard of Governors, almni associations
and other interested groups.
Adequate materials, tools and machines including infrastruc-
turd facilities for agriculture should be provided in
secondary sch001sr
Agricultural curriculum for SSS Students should be functionally
related to business and industry through co-operative occu~s-
tion& education.
Vocational guidance should he an integral part of achool
agricultural curriculum and co-operative occupatic~nal
eduoati on, -.-- CHAPrER ONE
INTRODUCTION
Background 0 f The Study r
The role of apiculture in the industrial and economie development
of a nation is too obvious. This is because there is hardly any industry
that does not depend on a well developed agriculture for its raw materials.
A look at some of the developed countries of the world, for example,
the United States of America, indicates that the backbone of the
industrial and economic positidn it inxupies today is rooted in a well-
deve1oped;rgricultural base. On the other hand, a country that negle~ts
apicoulkre finds itself in a chain of soaio-egonomic and political
problems. Such a country is often faced with wide spread food shortages,
hunger, starvation and , lack of peace.
3Liftrks~Z@?)righUy ~bswedthat "people whase stoma.chs are empty
cannot have peace".
In Africa it seems that the ability of the people to feed them-
selves is seriously becoming a very big problem. Nwadishi (1987:r 12),
lpmented thus:
" ...8888888 agriculture, the main stay of the African countries has been relegated to the background. Food problem is increasing
in leaps and bounds and hunger is becoming a permanent problen." . Nigeria, a country of compLex cultural diversity and enormous economic potential resources, has about 80 percent of her population
engaged in agriculture, producing different kinds of food and cash crops,
It is the sixth largest producer of petroleum and this commodity accounts
for about 90 percent of its fore:^ export earnings. 2 l
Before the discoverp of oil in the 19608, Nigeria was self-sifficient in food production and export some to neighbouring countries. But in the eaxly 19808, Nigeria suddenly degenerated from being Black
African1 s largest food exporter, to being its largest importer.
Margolis (1 983) and Dateline Africa (t984) observed that in 1980, the Nigeria food import bill stood at j?! 1.5 billion annually and in
1983 the bill came down to $ 716,8 million with $ 118~4millimn being spent on the importation of rice alone.
The factors which have contributed to the almost perenial hunger situatian in Nigeria sinas the 197- em be classified under two be-r They are:
1, the nbural factors, such as drought, flogd disasters, outbreak
of epidemics, and so on, These natural factors may happen with-
out warning and often times prove very difficult to oontrol.
2, the artificial factora such as wars, poor agricultural policies,
poor agricultural education curriculum and implementation, lack
of adequate processing and preservation of products, etc,
mewe artificial factors are man-made and could therefore be
easier controlled than natural factors.
The ugly food situation in Nigeria since the 1970s was not caused so much by natural disasters as by the neglect of proper agriou1tura.l education of the youths in schools which should have equipped them with the right agricultural skills. These unemployed youths migrate into the urban areas in pursuit of the "petro nairawl Although a lot of maey and efforts had been spent in the past on gigantic agricultural projects in Nigeria as a means of reversing the urgly food situation for the better, yet hunger still pesists in the country. The Operation Feed the Nation (OFN) of 1975 and the Green Revolution of 1979 - 83 were such gigantic agricultural progra- mmes embarked upon by gavernment which of course never justified the huge amounts of money invested in them. It has now come to be realized that if these huge amounts of money were made available to enlightened rural farmers, the food situation could have been better.
It is in the realization of the futility of the past agricultural programmes and policies that the Federal and State governments have
evolved new agrixiltural strategies for increasing food production in
& ccluPtry. Such new strategies inclube We agricultural programmes under the BsGWna2 Urcctorate of Employment (NDE) and the Directorate
of FooC, Roads and Rural Infrastructure (DFRRI), the liberalization of agricultural loans, abolition of import duty on agricultural equipment, creation of agricultural insurance scheme to
$ protect farmers' investments, lit&alization of trade in agricultural commodities and the employment of more agricultural extension workers to educate the rural farmers.
On the education of the youths, government had adopted a new
National Education Policy of which one of the main objectives is to prep- Senior Secondary School leavers for occupation in agriculture,
This objective is based on the assumption that in the past, Secondary
School leavers were not equipped with the necessary skills in agriculture that would have enabled them to be immediately self employed in the farm ti^* 4. Statement of Problem
The inclusion of agriculture as a core subject in both junior and senior secondary curricula of this country is not by chance. In the first place, food production by ageing farmers is not keeping pace with the growing population. Secondly, the nation can no longer afford huge import food bills due to the dwindling oil revenue. Thirdly, the inability of many young school leavers to secure employment after school is becoming embarrasing not tm3y to the government but also to the e&ire Nigerian society.
It seems therefore that there must be something wrong with the teachiq and learning of agriculture at the senior secondary school level
W makes students unable to acquire skills needed for entry into agri~ulturaloccupations. Could it therefore mean that inadequate teaching personnel, lack of infrastructural facilities and equipment,
inadequate curriculum md funding can militate against the preparation of senior secondary school students for occupations in agriculture and make them remain what. Ayoub (1 981 ) described as "educated unemployables"?
Based on the foregoing background, this study was aimed at identifying S the major problems militating against the preparation of senior secondary school students for occupations in agriculture. mose Of The Study:
The objective of the study were to:
1. find.out the major problems militating against the preparation
of senior secondary school students for occupations in
agriculture. S 2. identify the stra"- yies that could be adopted to improve on
the preparation of senior secondary school students for occupe
tions in agriculture.
The Significance- ?_fThe Studvt
The importance of this study can be seen from the fact that this research is dealing with a current and t. opical issues in Nigeria - Youth unemployment and hunger are obvioualy on the increase. The situations if left unchecked mad, be detrimental Ito both the students and society.
The significmce of the study lies in the extent to which its findings will help to reotify the anomalies which hinder adequate preparation of senior aeo4ndary SL 701 stu2ants for occupations in agriculture. The rectification of tk,. er.omalies, if vpwill require a series of measures thought fit by the pvemm?t, educ*~,onal and curriculum planners and the exeoutors themselves so tl 5 the presLLLtyouths before they leave school, must have acquired employ~oleskills in agriculture that will enable $hem to be useful to th-- =fv- ~d +l -. ,.--i- - -f Zarpe.
Researah&ues tionfi:. i The study sought to provide answers to the following questions:
1. What are the major problems militating against zhe preparation of
senior secondary school students for occupations in agricu&ture?
2. What are the possible strategies that could be adopted to ensure
adequate. preparation of senior secondary school students for
occupations in agriculture? Hypotheses:
From the above research questions, the following hypotheses were 1- Male and f male respondents in this study do not differ significantly in their mean responses of identified 2. lkre experienced (teaching experience 10 years and above) and less experienced (teaching experience below 10 years) teachers of agriculture do not differ significantly in their mean. responses of identified problems militating against t~ie preparation of secondtsy school students for agricultural occupatians. %ssumptions 95 The Study: The following assumptions were made in this study: 1. That not all senior secondary scho~lsin Owerri Education Zone offer agricultural science. 2. That students if provided with both hurnan and material resources should be able to acquire agricultural kncwledge and skills needed for entry into agricultural occupations, Limitation of the Stu* One obvious limitation of this study was the use of teachers of agriculture only to provide data for this study. Definition Of Terms: Aaricul tural Occupation: It refers to agriculturd related activities one could perform in order to earn a living. Pmrenticeship System: Informal occupational training in which the trainee (apprentice) - . is attached to a master oraftman .. for an agreed period of time . Co-o~erative-Education : It is co-o~trativearrangement between sehool and empbyers, enabling students to receive part-time wacational instruction in the school and on-the-job training through part-time employment. The primary goal of co-operative education is to prepare the student 5 for gainful employment. Educational Facilities: These are human and material resources needed to facilitate the acquisition of agricultural skills and knowledge by students e.g. teaching personnel, agricultural experimental laboratory, land labora.tory, tools and equipment, live stock unit, agricultural library e tc. Multilateral Education: Education that teachea the child different knowledge and skills at the same time. On-The Job Traininat Instruction in the performance of a sewentially planned task given a student leamer by the employer during the usual working hours of the occupation wages must be paid and comply with Federal and State Minimum Wage Laws, In addition, learning experiences at the training station comprises both the applQation of the theory of and the technical skill aspects of the learning W+.;nno the proper ahamter, attitude and personality development of the student learner as gemrat goals of the training situation at the training station, Related Vocational Instruction: In - school courses specifically designed to improve personal and social skills, provide needed basic education and/or develop relevant occupational skills and knowledge in agricul&ure, The course should be regularly scheduled, should compliment the leaning experiences at the training station, and should be planned and developed to meet the specific needs of the individual student. The content of the course should consist of the theory of the occupational skill the specific related information, and the general related instrubtion necessary to whieve personal success in the world of works. 9. Student Learner: A student enrolled in co-operative vocational education in Agriculture. Teacher - Co-ordinator: A member of school staff who teaches qriculture to students preparing for employment and co-ordinates classroom instruction (related classroom) with learning activities at the training station. He is also responsible for the evaluation procedures of the programme. -Traditional Education: 0-a1 system of education practised in Africa before the advent of Western and Tslamic education on the continent. Trainir- Agrc - nnt: A statement of dundamental agreements regarding the participation of student in a work environment. Initiated by the School, the agreement reflects a voluntary and co-operative commitment on the part of the teacher - co-ordinator, employer parents and students. Training Plan : A format for delineating, for each studerit, the learning experiences and tasks to be undertaken at the training station, often paralleled with classroom units of instruction, The training plan co-operatively determined usually becomes a part of the training agreement, Training Sponsor: The individual to whom the student - learner looks for instruction and training at the training atation. The on the job training sponsor may be the owner or manager of farm of business or a responsible individual appointed by management Vocational Guidance: The process of helping a person to develop and accept an integrated and adequate picture of himself and of his role in the world of work to test this concept against reality, and to convert it into a reality, with satisfaction to himself and benefit to society. Super, (1951 ). 6-3-34 System: A new educ~tionalsy~tem in Nigeria that allows for six years in primary school, three years in junior secondary school, three years in senior secondary school, and four years in the university. 5 CHAPTER TWO REVIEW OF RELATED LITERATURE Traditional African Education; Before the arrival of two important foreig religions; Islam and Christianity, which influenced education in Nigeria, only traditional educational system existed in the country. Moumouni (1 968) highlighting the characteristics of traditional African Education, states that the system was a collective venture and intimately tied to the social life of the people both in the material and spiritual sense. It was also multivalent in terms of its goals and the means employed to aecomplish them. Fafunwa (1974) states that the aim of traditional African srduca;t;ion was multilateral and the end objectives ware to produce an iodixUwJ wfio was honest, reepctable, skilled, eo-operative and conformed to the social order of the day. He adds that one of the seven eardinal goals of traditional African education was vocational training. Vocational training under the traditional African education, fell under three main groupss agriculture, trades and crafts, and the professions. Training was largely run under the apprenticeship system. According to Callaway (7964) the child was apprenticed to his relatives, eraftmen or friends in particular fields in order to ensure discipline and concentration. Learning a trade often began with personal service to the master who will feed and cloth him, and after some years of promising useful- ness, he woulfi then gradually, be introduced to the craft of the guardian. But in agriculture, the child was always attached to his parents, guardian or relatives and he or she picked up the agricultural Deva.&o-~mentOf Western Education In Nig-t The arrival of Christian religion in Nigeria in 1942, with it Western Education, culture and tecfiology, But the educaClon given by the missionaries concentrated on teaching rearling, writing and arithmetic. The main objective was to produce persons who would write and read the bible and help in evangelization, According to Fafunwa (1 974), the first voaational school in Nigeria, the Tope Industrial School' for deliquent children,was established by the Roman fWhdjca Churoh in q876 at Badagry. Beside this school which was later -9 closedL not much effort was made towards Vocational education 3n Nigeria within the period under review. In ?922, -the Phelps - Stokes Fund of America investigated the education being given to Afrjcus by the colonial masters and reported that: 1. the education given to the African had been too literary and too classical to be useful, 2. at the end of the school cowse, the school leavers were still not fit to meet any of the definite needs of the cdmmunity except possibly those employed as clerks for the commercial houses or those who bec~me teachers, and 3. there had been over production of people who would write and t&k, and under-supply of those who could till (the soil) and repair (machinery). The report therefore recommended the establishment of advanced te~hniaal~agrioulturaland teacher training institutions fn African countries, 13. - Development Of Vocational Education In Nigeria; In 1925, following the Phelps - Stokes Report, the British Government ioQued a memorandum on education which was almost a complete adoptim of the recommendations of Phelps - Stokes Report. This memorandum guided the Nigerian education policy and development from 1925 to 1945. As Nigeria was administratively divided into three regions the North, East and West the regional governments adopted different vocational educational systems while the East and West established trade centres, trade schools, and comprehensive secondary schools which offered both academic and vocational courses, the Borth established vocational training centers and craft schools. In later years, a number of education committees and commissions were established by the Federal Government to give advice on various a@?eC& of policy regarding education and manpower development for the country, but none considered the training of the vocational teacher a ~riority. Ehergence Of New Education System In Nigeria8- - By the mid 19608, the Nigerian public was vociferously questioning the validity of the educational system being practised in the country as it failed to meet the needs of the individual and the society. This public feeling was a re-echoe of the Phelps - Stokes observations of 46 years earlier. Three factors were responsible for this situation8 1, The educational system adopted by Nigeria before and after her independence followed the traditional British education pattern, 14. It should be noted that enough was not done by educational commissions and committees to change or modify the education system or curriculum to reflect the country's need, The priority given to liberal Arts education which mainly produced "writers" and "talkers" and the neglect of vocational education which produced "doers" is another factor that has led to the present state of affairs. Finally, the lack of co-operation between industry and the jnstltu- tion makes it difficult for the institutions to graduate people with employable skills. The National Curriculum Conference of 1969, which involved people from all walks of life was an attempt to formulate a new national mxrrhulum, What emerged from this exercise was a new educational $&stanwith strong er $~asFs on vocational educatim, The system known as 6-3-3-4 system which originated &n 7981, allows the child to be introduced to vocatimal courses, including agricultural education, $very early in life, According to Aghenta (1 983), the new system of education though expensive, would accelerate the Nigerian Social revolution, economic self reliance and development and political stability, The system would also eradicate the white collar job orientation inherent in the old colonial education system. Problems Of Preparing Senior Secondary School Students For Occupations - In Agriculture : As clearly stated in the National Policy on Education, one of the objectives of Agricultural Education at the Senior Secondary level is to enable students to acquire relevcant knowledge and skills in agriculture which will enable them fit into job in industries, businesses and also for self employment. How this desired national objective could be achieved greatly depend to a large extent on how best the available resources both human and material are harneesed and utilized. The NJed For Qualifii Agricultural Science Teachers- In Senior Seeondq -Schools: In any nation, development is the result of the activities of its people. When decisions are made by men and women in authority, such decisions need to be properly implemented by specialists and people with the rs~perImow-howto effect desired results. The teachers needed to train students for occupation in agriculture must be trained and prepared Kor such important functions. The Nigerian Education Research Council (1980) agrees with this view. Ajala (1987) stressed that the purposes of education, however well defined and inspiring are not self executing. Human, physical and material resources must be harnessed harmoniously and efficiently together, as well as co-ordinated and managed effectively to attain the desired end of education, That is to say that the success of preparing Senior Secondary School Students for occupations in agriculture depends to a large extent can how well the available resources are co-ordinated and utilized, The Senior Secondary School Students are expected to offer a variety of courses in the area of technical, agricultural commercial, basic sciences arts and cra.ft. These areas require enough trained and qualified teachers. The modern concept of occupationd training aims at mak5ng the lsarner have rsbequeke skills and knowledge not only in his specific field of study but also in other relevant subject areas that will enable the learner survive in the chosen occupation, Tnis concept has obvious implications for both the teacher who is preparing students for occupations in agriculture and the curriculum. Ivowi (1983) and Olaitan (1985) agreed that although the competency in the skills being 'taught to students of A.gricultura1 Saience is an obvious nec~esityin ~~?apsrrfa8;ihm for employment, but that the present emphasis on this alone is inadequ& in the light of changing occupational concepts involving the application of eoiences, Mathematics, related knowledge and general education. 0 ther renowned vocational educators like ' Bayne (1976) Lynch (1979). Luff and Suzuki (1980) have described these complementary bodies of knowledge as "specific traitsn or "non technical competencies" and go on to stress that they axe very important in successful employment and job survival. Thus Sayor (1 981) emphasized that curriculum should be planned and organised to incorporate these traits . Funding Of ~~iculhtblEducation: The National Policy on Education requires enormous amount of finance for the achievement of its objectives. fiau&the idea of the educationaJ. policy was conceived at a time when Nigerian econonIy was buoyant as a result of the oil revenue but the situation has now dwca.f;ically deteriorated primarily beoause of global inflation and the adoption of Structural Adjustment Programme in Nigeria. The Nigeria Educational Reseaxch Cmcil (1980) observed that reourrent cast for the type of junior secondary school envisaged is yet unhown but a consideration of the scale of equipment required, the number of qualified teachers for the programme, the consumable materiials to be used in the laboratory and workshop will indicate a high reourr& cost, Viewed againat this background, the magnitude of both themurrent and capital costs will always be beyond the means of state governments. Therefore for the programme to survive, the Federal Government will have to shoulder a considerable part of the financial r burden. Kwekwe (1979) observed that lack of funds to improve the educational system, poor management of educational programmes and available scarce resources, too much political maneuvering, and the reaf that to identify problems in the system mav result in loss of employment or appointment, are factors that could hinder the achieve- ment of educational goals. As at now some State Governments cannot pay their teaohers adequately and this leads to constant strike action by the teachers. In Imo State, the funding of agricultural education in secondasy sefior,la is through the allocation of 50k out of the school fees paid by each student. This fee is part of the equipment fee paid by each student in the school. Thus a school with a population of 300 students for example would generate W150.00 per tern for agricultural activities. Osondu (191). explains that this paltry sum is usually given to agricultural science depastrnent as loan which is used to purchase farm imputs such as improved seeds and seedlings, livestock, fertilizer and othexchemicds. Labour is usually provided free by the students. Since the funding of agricultureal science education in Secondary Schools depends on the student population, this may have obvious implications for schools located in urban centres which ncrmally have bigger student population but less land space and schools sited in rural areas which have less student population but a relatively large expanse of land space available for cultivation. The Agricultural Science Curriculum For- Senior Secondary Schoolsr One of the objectives of the Senior Secondary School Agricultural education as contained in the agricultural Science Curriculum for Senior Secondary School in Nigeria is to "prepare Secondam School students for occupations in Agriculturew Considering the high rate of unemployment in Nigeria today, one wonders whether this objective is vjlgarousely pureed as it should be. For the purposes of achieving the objectives of the Senior Secondary education, the curriculum was structured around three major concepts, namely, Production, Protection and Economics while tepios relating to these concepts were organized into six units namely; basic concepts, crop production, Animal production, Agricultural Ecology amd systems, Agricultural Engineering, and Agricultural Economics and Extension. The planners of the curriculum suggested the use of the "guided discovery method'' to teach the contents of the currioulun hiuch that "learning - by - doing" is emphasized with the aim that students who work through the curriculum are able to produce food and other agricultural products for themselves and their comunity. In addition to the agricultural curriculum, students of agricultural Science are made to study other essential subjects to acquire what Luff 7 1-60 .. et a1 (1980~~called%on - technical competencies" which would serve as "survival skills" for the agricultural students in the practice of the occupation. artance Of Resources And Infrastructure In The Preparation Of Students Egr Occupations In Agriculture: In preparing students for occupations in Agriculture, resources and ingrastructure such as library, laboratory, lar.5, tools and equipment, functional livestock units, processing structures and % irrigation systems should be provided, Without these resources and infrastructure, the quality of employment preparation given to students is likely to be poor. Olamiyan (1980) observes that *when schools lack such facilities they provide any type of education without qualityn When quality is lacking in school, it is likely that students will not be adeqwhly prepared for employment when they leave school. 19. Ecology and systems, Agricultural Engineering, and Agricultural Economics and Extension. The planners of the curriculum suggested the use of the "guided discovery methodw to teach the contents of the curriculum such that "learning - by - doing" is emphasized with the aim that students who work through the curriculum are able to produce food and other agricultural products for themselves and their community. In addition to the agricultural curriculum, students of agricultural Science are made to study other essential subjects to acquire what Luff 7 1-80 1 .. et a1 (1 980~~called%on - technical competenciesw which would serve as "survival skills" for the agricultural students in the practice of the occupation. Im~ortanceOf Resources And Inf ras tmcture In The Preparation-~ Of Students Occupations In Agriculture: In preparing students for occupations in Agriculture, resources and ingrastructure such as library, laboratory, lar,ci, tools and equipment, functional livestock units, processing structures and r ir~igationsystems should be provided. Without these resources and infrastructure, the quality of employment preparation given to students is likely to be poor. Olamiyan (I 980) observes that "when schools lack such facilities they provide any type of education without quality" When quality is lacking in school, it is likely that students will not be adquzbely prepared for employment when they leave school. 20. One of the most important instructicaal facilities in schools is the school library. Ldeniran (1971) observes that "Libraries help to inculcate in students the habit of individual investigation and it should be a place for housing carefully chosen books for the use of students. It is unfortunate that in most school libraries in Imo State of Nigeria where one exists, one hardly sees books on agricultural science, not to talk of agricultural journals and -es. Another vital facility in the school is the laboratory. It is an irony that in most schools in Imo State Agricultural Science has 5) no laboratory. According to Nwohu (1 982a"~ackof or inadequate science equipment makes leming so uninteresting, difficult and even frustrating. Nwohu sees experiments by students as "active learning" which he says "is not only enjoyable but can also improve proplest 5 atkitubs and enable them to learn specific skills". Technology in our schools can only be achieved when students are provided with the materials needed. What all these point to is that the provision of an agricultural science laboratory in a echo01 will enable students to acquire employable skills. Agrieved over the issue of inadequate :3) facilities in schools ~kgwu(1981 f stated. "It is mere self delusion if not outright nai~i@for us to split our heads talking of qualita- 21. Again Oluwole (1987) sees the lack of facilities and inadequate teachers in our schools as the main problems facing the implementation of the National Policy goal of preparing students for occupation in agriculture. According to Oluwole the unprecedented expansion at all levels of education has not been %tched with 6 corresponding iB.rsasa4 U the number of qualified teachers, equipment and facilities. Hence efforts should be made to provide Senior Secondary School Students with adequate resources and infrastructure to enable them acquire employable skills in agriculture before they leave school. Vocational Guidance And Agricultural Education; Much has been written and said in favour of proper guidance of students. Myers (1941) Glanze (1974) and Okorie (1981) all agreed that career and vocational guidance should be an essential and integral part of the total education effort of the youth. Through guidance a clear understanding of oneself, aptitudes, abilities, interests, ambitions, resources, limitations and their causes which are necessary f~rany meaningful choice in careers is established, For sometimes now, it seems the Nigerian student has often been left to himself in the choice of a vocation which he does by a trial and error method. This negligence has often led to the production of uncontented uncommitted and frustrated work force in Nigeria. Okam (1966) is of the view that a job secured by a Vake - what comesw attitude such as widely practised in Nigeria, cannot be backed up by the same strong feeling of acceptance and justification as one that has been obtained after careful thought and comparing it with other available jobs. As Ukwuoma (1980) observes "to accept what ever job that comes without the necessq considerations results in the employment of ill-equiped, incompehnt and frastrated youths in our economy ...... ,w Hence Patterson ( 1971) waxns against "leaving the vocational future and career choice of students to chancem, The importance of career guidance and counselling in the Nigerian educational system has been highlighted in the New National Policy on Educatian. Ogidi (1983) observes that the New Education Policy required that students are counselled into their chosen careers so that people do not work on "wrong jobs", Apart from this fact, if our educational system W camcellscl jn the school settings, the incidence of school d-4 -kwld be redwed to a great extent. There is no doubt that there is need to expose students of Senior Secondary agriculture to career and vocational guidance and counselling. Among other things, such exposure will enable the young student to be more motivated to embrace the study of agriculture and thus enable him S to acquire sealable agricultural skills for gainful employment and ultimately take to scientific agriculture that will help to sustain the Industrial base of the country through the production of enough raw materials needed for the industries, .I tmLSPB 23. The Place Of Co-operative Vocational Education In The Prepara- tion Of Senior Secondazy School Students For Occuuations In Amiculture : Generally, lack of employable skills and experience have been identified as two major factors responsible for unemployment in Nigeria. Efforts to correct this malady have been made by the govern- ment through the establishment of the Open - Apprentice Scheme of the National Directorate of Fknployment (NDE) in March 1986. The scheme aims at imparting knowledge and skills to young school leavers who have no employable skills so that they could be employed or be self employed. The education of the Nigerian youth for any vocation including agricultural occupations must include the concept of "co-operation kcatianal educationtt. Evans and Herr ( 1978) defined co-operative vocational education as an arrangement between school and employers which enables students to receive part time vocational instruction in the school and on-the-job training through part time employment. t One of the major advantages of the concept of co-operative vocational education is the on-the-job training it offers the students learner at a training station which is appropriate to the occupational objectives of the student; related to relevant existing career opportunities.and is of sufficient duration to enable the student develop sufficient necessary competencies that will make him better employed. 24 This kind of working relationship between the school and Agricultural concerns and with the students and their parents should bs explored and developed for the instructional progranmes to be successful. Obviously, the adoption of the concept of co-operative vocational &ation in the preparation of the senior secondary school students for occupations in agriculture would be 8, radical innovation in the instructional methods and whioh would radicdtly improve the employability of the students in their chosen agricultural occupations. CHAPTER THREE POrnTIC~T: The population of this study comprised all the agricultural science teachers in Owerri Educational Zone of Imo State, The zone is made up of 7 Local Government Area, 139 Secondary Schools with q16 offering agricultural science up to Senior Secondary School Certificate examination level and a total of 318 agricultural science teachers as shown below. TABLF: I The Location and Population of Secondary Schools and Agricultural Science Teachers in Owerri Educational Zone of Imo State. Total. No. of Total No Total Nor of Secondary Offering Teachers in Schools in Agric. Sc, up the Sec, Sch. the Zone to SSCE level Offering Agric. Sc, up to SSCE level Owerri 104 Mbaitoli 44 I keduru 42 Aboh Mbaise 3t Ezinihitte 23 Ahiazu Mbaise 35 0ha ji/~gbema/ogut a 38 -SOURCE8 Information and Statistics Unit Secondary Education Management Board, Owerri, Imo State 8th July 1991 . 26. Sampler The sample for the study consisted of 200 agricultural science teachers from 72 Senior Secondary School randomly selected out of a total of 310 which offer agricultural soience up to the senior secondary school certificate examination level in Owerri Education Zone of Imo State. Procedure- for Samplina The systematic random sampling technique was used to get the number of schools and teachers to be represented in the sample. The sampling was done separately in each of the seven Local Government Areis in the Owerri Educational Zone, The reason for adopting this me to srneum that every school has the chance of being picked. Table I1 Summary Of Number Of Schools And Teachers Initially Sampled: Total Wa, Total No, Total No. of Schs, of A@cS of Teachers Offering Sq, Teach- Sampled @ Apic . SC. in the 66 66% up to SSCE Schools > I Level - - iL-- 1 Owerri "* , Mbaitoli 44 3 . I keduru 42 4 Aboh Mbaise 32 5. Ezinihi t te 23 6. Ahiazu Mbaise 35 38 -31 8 27, Harmer, only 200 agricultural science teachers were finally used as the sample because 10 of the instruments were not properly completed and so were discarded. l'*.ble I11 S- S- - Of Number- Of Teachers Finally Used As The Sample: - -- Total NO. of Total No. of ~eachers/~nitiallyTeachera Finally - Sampled Used for the Study. Owerri Mbai toli Ikeduru Aboh Mbaise Ezinihitte Ahiazu Mbaise Ohaj i/~~berna/oguta Description Of Instrument The questionnaire was considered a valid instrument for eofleating data for this study. It was specifically designed for agricultural science teachers and consisted of three sections. Section one d@t with preliminary Qiformation, while section two dedth with problems considered to militate against the preparation of Senior Secondary School Students for occupations in agriculture, This section consisted of four parts. Part A dealt with teaching personnel problems, B materials and infrastruc-1;ural problems, C financial problems and D problems arising from curriculum. Section three was bn strategies that could be adopted to improve on the prepara- tion of Senior Secondary School Students for occupations in agriculture. The questionnaire items were constructed using the four points Liksrt Scale. The respondents were required to tick (.<.,'.) against the response category that best satisfied their opinion. In all, there were forty questionnaire items to be completed by the respondents. Validation Of ~nstrument: The instrument was face validated by expert in Agricultural mation from the Department of Vocational Education, University of Nigeria Nsukka. Reliability Of The Instrument: The Test-Retest Method was used to find out the reliability of the instrument. The mean scores of the items of the instrument were 5 computed and ranked for the pretest and post test administration of the questionnaire. The ranks obtained were correlated using Speermants Rank Order Coefficient of Correlation. S = Speerman Coefficient of Cokrelation N r Number of items D~ = Deviation between ranks E = Summation sign. A reliability coefficient of 0.71 indicated $hqt the instment Administration Of The Instrument: - A brief letter of introduction indicating the purpose of the study was attached to each copy of the questionnaire and administered I either personally or through some agricultural science teachers currently marking S S C E agricultural Science Scripts in Owerri centre of Imo State, In all 210 questionnaires were given out and all of them were collected as shown below. Later 10 were discarded because they were wrongly filled, Table IV Distribution Of Questionnaires And -'Percentage Return: L. No. of Questionnaire No, Returned G. A* Given Owerri Plbaitoli Ikeduru Aboh Mbaise lbzinihitte Ahiazu Mbaise 0haji/~gbema/oguta - Technique- Of Date Analysis: The data- collected were analysed using mean and T - test, Mean ( X ) The four point Likert Rating scale was used to rate the responses to the items on the questionnaire thus: Strongly Agree - 4 points Agree - 3 points Disagree - 2 pointa Strongly Disagree - 1point For each item the responses were tallied and weighted, The wei&ted frequencies were use3 to determine the mean score for eaah item wing - the fomular X rc EFX N Where- X L: Mean E = Sum of 3 G Frequency of responses X 3 nominal value of response M = Number of respondents To obtain the group mean score, the mean score of each item in the group was added and divided by the number of items in the group, 5 A mean value of 2.5 was used to get a decision point of 2.55, hymean score of an item above 2.55 was taken as agreed, below it was regarded as disagreed. This was obtained by adding a11 the nominal values assigned to the response categories and dividing by the number or response categories. Upper limit of 0.5 was added to ob+& 2.55 thus r 4 +3+2+1 = 10 10 :. 4 = 2.5 2,s + 0.5 = 2.55 T - Testt To test for any significant difference in the mean response8 of male and female teachers, more experienced and less experienced teachers of agriculture, the t - test of significance was eamputed for eaoh hypothesis using the formula: Best (1981) Where s I) XI P Mean for grouo 1 = Mean for group 2 X2 S: = Variance for group 1 N, L NO. of respondents in group 1 Nt = No. of respondents in group 2 Variance s F (I)* F e Frequency n u No of respondents. 32 CHAFTER FOUR DATA PRESENTATION. ANALYSIS AND Pl;[SCUSSme This chapter tabulates,analyss and discussas the answers to the research questions of the study, in addition to testing the two & hypotheses stated. The study posed two research questions. The first dealt with four problem areas considered essential to the study, These problem areas were the teacher - related problems, resources and infrastructural-related problems; financial-related problsms; and curriculum related problems. The second research question was on strategies that could be adopted to improve on the preparation of Senior Secondary School Students for occupations in agriculture. The two hypotheses stated were to determine whether any significant difference existed in the mean reapollsee of (a) Male and female agricultural science teachers and (b ) More experienced and less experienced agricul turd science teachers with regards to the identified major problems militating against the preparation of SSS students for occupations in agriculture. Table V shows a total of 35 response items used to elicit the opinions of the respondents (Agricultural Science ~eachers)regarding which problems they perceived as militating against effective preparation of SSS students for occupations in agriculture. The mapause itma were divided under four main axeas, A, B, C, D as shown. 33. The responses and their mean scores, group mean scores and overall mean scores were tabulated as shown in table V, Table V. Problems Militating A~ainstThe Preparation Of SSS Students For- CTccupations In Agriculture As Perceived- BY Agricultural Science Teachers,- No, A Teacher Related Problem Mean - - -Score Shortage of qualified teaching personnel 3.21 The use of wrong method in =importing agricultural skills to students 3.00 Over loading Agric, teacher with school work 3.26 The use of wrong methods in assessing students' performance 3 04 Most teachers have no interest in professional improvement activities such as seminars and workshops, -2.46 Na. A Teacher Related Problems Weighted Mean Score Most agric. teachers have no interest in practical work Some agric. teachers use agri- culture as a punitive measure for students1 misbehaviour. Group Mean = 2.78 B Resources amdafrastructural Helated Problems : Inadequate land space for the integration of agricul- tural theory with practice ~ack/inade~uatebasic agric- ultural tools for crop produc- tion. Absence of modern machines such as tractors, ploughs, hasrows ridgers, planters etc. Irregular supply of fertili- zers for students to acquire skills in fertilizer applica- tion. No. B Mean -Score Irregular supply of pest i- cides for students to acquire skills in pest control 3.33 Irregular provision of herbicides needed for skill acquisition in weed control. 3.14 Irregular supply of impro- ved plant varieties for practical purposes 3.08 Some schools 1 k water which is very necessary for off-seasor nroduction of crops and rearing of animals 3.22 Lack of a functional poultry unit in school for students to acquire skills in poultry production. 3 -29 Irregular supply of impro- ved animal varieties for practical purposes 3.39 Mean Score - - Lack of a functional piggery unit for students to acquire skills Fn pig production. 3.36 Lack of a functional sheep and goat rearing unit for students to acquire skills in sheep and g0a.t production. 3.02 Lack of a functional rabbitry for students to quire skills in rabbit product ion. 3 39 Absence of a functional fish pond for students to acquire skills in fish production. 3 041 Inadequate equipment (e .g. feeders, drinkers etc) for raising livestock in school. 3.01 Irregular supply of animal fee'ds and drugs. 2.85 Lack of electricity 2.7 Absence of inddor labora- tory for experiments 2-92 _I d Res 7 No. I D Mean (2) Scor - - 26. Lack of library with agricul- tural textbooks, journals and magazines 122 27. Lack of storage facilities e.g. silos, rhumbus, cribs, freezers and fridges. 24 Group Mean = 3.19 C Financial- Related Problemst 28. Inadequate funding of agricul- tural projects by Government. 10 29. Frustration of fund release by the head of institution. 8 f 30 Lack of financial support for school agricultural projects from organizations such as Farent Teacher Association, Board pf Governors and School alumi association. 32 Group mean = 3.35 - Responses Yo. 3 Curriculum Related Problems SD Me an It (1 Score 7 Heavily overloaded curriculum. 0 2.95 Insufficient agric. period alloca- tion on school time-table 15 2.85 Unsuitable time allocation of agricultural practical periods on school time table. 4 3-14 Absanoe of co-operative education be tween school and industry. 23 3.01 Absence of vocational guidance before students' enrolment for agriculture. 2 3.32 Group mean = 3.09 N = 200 I - 5 Findings t Teacher Related Problems: Seven response items were used to elicit the opinions of the respon- dents (~griculturalScience Teachers) regarding teacher - related problems affecting the preparation of senior secondary school students for occupations in agriculture. With a mean score of 3.26, some of the agricultural science teachers considered strongly that "overloading of Agricultural Science teachers with school workw other than the usual teaching of the subject, was the greatest teacher-related problem adversely affecting their job. The next highly rated problem of "shortage of qualified teaching personnel in the school system had a mean score of 3.21". The respondents did not consider lack of interest in practical work on the part of agricultural science teachers and the use of agriculture by some teachers as punishment for students' misbehaviour with mean scores of 2.11 and 2.39 respectively, as serious teacher related problems militating against the preparation of senior secondary school students for occupations in agrioulturs. On the whole with a group mean ecore of 2-78 msajority of the respondents agreed that teacher related problems have adveree effect on the preparation of senior secondary sehool students for occupations in agriculture. Resources And Infrastryctural Related Problemsr - - - -response items were used to find the opinions of the respon- &art& in this area. The respondents rated "Absence of modern machines suah as trwtors, harrows, ridgers, planters, etcw (mean score 3.48) as .the major resowee and infrastructural problems militating against t the preparation of the students for occupations in agriculture. With a mean score of 3.46, the agricultural science teachers considered "Lack of storage facilities ...... " as the second resources and lnfras- tructural problem militating against the preparation of the students for occupations in agriculture. However, the teachers felt that lack of library with agricultural textbooks, journals and magazines (mean score 2.7) and *'lack of electricity" (mean score (2.7) among the least resources ad infrastructural problems affecting the preparation of senior secondary schml student.6 for occupations in agriculture, Financially - Related Problems: Three major response items were used to assess the opinion of the respondents regarding the financially related problems which tend to militate against the preparation of senior secondary school students for occupations in agriculture. The respondents considered frustration of fund release by the head of their institutions (mean score 3.51) as the greatest financially - related problem they usually encounter in the process. They felt that inadequate funding of agric~ltu~alprojects by government (mean score 3.47) was less a problem than getting money meant for agricultural projects from their principals. However, the respondents considered lack of financial support from sources othec -than -men*, such as the P.T.A. s, or alumni associationrr (mean score 3.05) as the least financially - related problem. Generally with a group mean score of 3.35, the respondents considered financially related problems a major handicap in the prepasation of students for occupations in agriculture. Curriculum-- Related Problems: I This part of the questionnaire dealt with five response items relating a to curriculum related problems militating against the preparation of senior secondary students for occupations in agriculture, The respondents felt that the absence of vocational guidance before studenta*enrolment in agrlcul- ture (mean score 3.32) was the greatest curriculum - related problem, They aleo considered the absence of co-operative education be tween school and Industry (mean score 3.01) as another curriculum related problems, On the whole however, the respondents felt that, to a high degree, (group mean 3.05) curriculum related problems obviousely militated against the preparation of senior secondary school students for occupations in agriculture. All in all, four (4) major problems were identified by the respondents. The major problems were perceptions of the respondents which had the highest mean score in each of the four problem.areas. These were collected and listed with their mean scores. a able VI). Table VI. Presentation Of Four (4) Major Problems Militating Against The Preparation OF SSS- Students For Occupations In Agriculture. - Probldm Mean Score C - Frustration of fund release by head of institutions Absence of modern machines, such as tractors .. etc Absence of Vocational guidance before students' enrolment for Agricultural Science. Overloading Agricultural Science Teachers with school work. Group Mean Score A number of strategies for improving the preparation of SSS students for occupations in agriculture were also perceived by the respondents a able VI1). Table VII Strategies For Imroving The Preparation Of SSS Students For Occupations In Agriculture: Item Strategies Yean No Score .*-," - L -. 36. Provision of well qualified and competent teachers of agriculture. 3.22 37 Adequate provision of infrastruc- tural facilities and equipment for the teaching and learning of agriculture . 3.42 j8. Adequate funding of agricultural projects in schools. Integration of agricultural theory with pactice through co-opera- i, tional education between school and industry. 3.17 40. Emuring proper vocational guidance before studentst enrolment for agriculture. 3.34 -- Table VII shows the rating of the perceived strategies for improving the preparation of SSS students for occupations in agriculture. With a mean score of 3.52, the respondents considered strongly that for effective preparation 43 of the students, adequate funding should be provided for agrioultural projects in schools. The respondents also considered adequate provision of infrastructural facilities especially, electricity and water, as well 2s modern agricultural equipment mean score 3.42, as a very important strategy. Although the respondents agreed that the integration of agricultural theory with practice through co-operative education was important strategy mean score 3.17, yet they did not perceive it essential in relation to the provision of enough funds for agricultural projects in secondary school. Hypothesis One. Male and female respondents in this study do cot differ significantly in their mean responses of identified major problems militating against the preparati on of senior secondary school students for occupations in agrioulture (Table ~111). In order to test for hypothesis one, the data obtained from the male and female respondents regarding the problems militating against the preparation of SSS students for occupations in Agriculture were recorded, f cheir mean responses and t-values calculated as shown in table VTII. The calculated t - values at 0.05 level of significance, were compared with the table t - value of -+ 1.96 to determine whether there were significant differences between the opinions of the male and female respon- dents. Any calculated t - value greater than table t - value of 1.96 was regarder7 to be significant while those less than the table t - value were taken to be naa-9wifiant (table VIII). Table VIII Comparism Of Mean Responees of Male and Female Respondents On The Major Problems Militating Against The Preparation Of Senior Secondary School- Students For Occupations In Agriculture. - Item Teacher Related Problems Males No . v - - 1 Shortage of qualified teaching personnel 2. The use of wrong method in importing agricultural skills to students 3 Qvarbading agric. teacher with school work 4 The use of wrong methods in assessing students performance 5 Most teachers have no interest f in professional improvement activities such as seminars and workshope. 6. Most agric. teachers have no interest in practical work. 7 . Some agric. teachers use agric. as a punitive measure for students' misbehaviour Group Resources And Infrastructural Related Problems: - :tern ales -Females -No* -: 8. Inadequate land space for the integration of agricultural theory with practice 0.39 9 ~ack/inade~uatebas ic agricultural tools for crop production. 0.33 10. Absence of modern machines such as tractors, ploughs, harrows ridgers , planters etc. 0.36 11. Irregular supply of fertilizers for students to acquire skills in fertilizer application. 0.62 12. Irregular supply of pesticides for 5 q+~?d~,ats+o -- w;rn :kills !- .rest 0.46 control. 13. Irregular provision of herbicides needed for skill acquisition in weed control. 0.6 14. Irregular supply of improved plant varieties for practical purposes -0.66 r' - .. - I tem - Males Females -No. 15. Some schools lack water which is very necessary for off-season production of crops and rearing of animals . Lack of functional poultry unit in school for students to acquirc skills in poultry production. Irregular supply of improved animal varietiea for practical PurrPo-. Lack of a functional piggery unit for students to acquire skills in pig production. Lack of a function sheep and goat rearing unit for students to acquire skills in sheep and goat product ion. Lack of a functional rabbitry for students to acquire skills in rabbit production, Absence of a functional fish pond for students to acquire skills in fish production. ------I Item Males Females -No. 22. Inadequate equipment for raising livestock in School. 2 3 Irregular supply of animal feeds and drugs. 24 Lack of electricity. 25 Absence of indoor laboratory for experiments. 26. Lack of library with agricul- tural textbooks, journals and magazines. 27 - Lack of storage facilities e.g. silos, rhbus, Cribs freezers and fridges. Group Financial Related-- - Problems r 28, Inadequate funding of agricul- tural projects by Government. 29. Frustration of fund release by the.head of institution. 30. Lack of financial support for School agricultural projects from organisations such as PTA, b - - I tem Females- No. I .L Bomd of Governors and School alumni association. Group Curriculum- Related Proble?~ 31 Heavily overloaded curriculum 32. Insufficient agric. period allocation on school time-table. 33. Unsuitable time allocation of agricultural practical periods on school time-table . 34 Absence .of co-operative educ* tion between school and indus- try 355 Absence of vocational guidance before studentst enrolment for agricultuYa. Group Overall * Significant difference observed at the 0.05 level. Items 3, 10, 29 and 35 (table ~i);there was no significant difference in the mean responses of the male and female respondents except in item 29. In otherwords, there was a concensus of opinion among the male and female respondents except in the issue of release of funds by school principals. Thus the first null hypothesis was accepted except for item 29. KYPOTHESIS TWO. More experienced and less experienced teachers of agriculture do not differ significantly in their mean responses of identified major problems militating against the preparation of senior secondary school students for oooupations in agriculture. In order to test for the null hy-pothesis number two, the data obtained %WD the respansee af the mom experienced and less experienced agricultural science teachers were documented as shown in table M. Using the calculated t- values, the data were analysed accordingly. 5 Table (IX) Cornparism Of Mean Responses Of More Experienced And Lesa Experienced Respondents On Identified Major Problems mil it at in^ Against The Preparation Of Senior Secondary School Students For Occupations In Agriculture: - - Nore Lesi 1tem Teacher Related Problems Experieneedo Experienced 0 No. X1 : x, I s: T-Value - 1. Shortage of qualified teaching personnel 3.26 0.58 3.18 0.5 8.36 - - + - -, item More Less No. -EPrperienced Experienced - 2 . The use of wrong method in imparting agricultural skills to students. 3 Overloading agric. teacher with school work 4 The use of wrong method in assessing studmts performance. 5' Most teachei ,: h-,ve no interest in professional improvement activities such as seminars and workshops. 6. Most agric. teacher- have no interest in pratical work. 7 . Some agric. teachers use agri- i culture as a punitive measure for studentst misbehaviour. Group Re sources qdInfra~ truc tural Related Problems: 8. Inadequate land space for the integration of agricultural - theory with practice. - I ten No. CI 9. ~ack/inade~uatebasic agricultural tools for crop production 10. Absence of modern Madines such as tractors, ploughs, harrows *gers, planters etc. 11 . Irregular supply of pesticides for students to acquire skills in pest control. 12. Irregular supply of fertilizers for student to acquire skills in fertilizer application. 13. Irregular provision of herbicides needed for skills acquisition in weed control. 14. Irregular supply of improved 1 plant varieties for preactical purposes 15.. Some schools lack water which is very necessary for off- season production ?f crops and rearing of animal. i 6. Lack of functional poultry unit in school for students to acquire skills in poultry produc~ on. 7 Item -No . 17. Irregular supply of improved animal varieties for practical purposes. 18. Lpk of a functional piggery unit for students to acquire skills in pig production. 19. Lack of a function sheep and goat rearing unit for students to acquire skills in sheep and goat product ion. 20. Lack of a functional rabbitry for students to acquire skills in rabbit production. 21 . Absence of a func%ional fish pond for students to acquire skills in fish production. 22 r Inadequate equipment for raising livestock in school. 23. Irregular supply of animal feeds and drugs. 24 . Lack of electricity. 25 . Absence of indoor laboratory - for sfgeriments . - I tern NO 0 7 26. Lack of Library with agric- ultural textbooks, .journal and Ma&*, mes. 27. Lack of storage facilities e.g. silos, humbus, cribs fresers and fidges. Group Financial Related Problems: 28. Inadequate funding of agric- oultural proj ec ts by govern- ment. 29. Frustration of fund release by the head of institution. 304 Lack of financial support for school agricultural projects from organizations such as P.T.A., Board of Governors and School alumni association. Group -- -- I tem No . - C- Curriculum Related Problems 31 Heavily overloaded curriculum. 32 Insufficient agric period allocation on school time- table 33. Unsuitable time allocation of agricultural practical periods on school time table. 34, Absence 05 Co-opeative edu- cation between school and industry. 35' Absence of Vocational guidance before students' enrolment 5 for agriculture. Group. Overall (a) N = 80 (b) N = 120 * = Significant difference observed at the 0.05 level. With regard to the four (4) major Problems earlier identified, namely items 3, 10, 29 and 35 (table VI), there was no significant diffe- rence in the mean responses of the redpondents hence the number two null hypothesis was accepted. 55. Discussion: The purposes of the study were to find out the major problems militetting again& the preparation of SSS Students for ocoupations in agrioulture and to determine the strategies needed to overcome the problems, To aamy out the investigation, two research questions were asked, The first sought to identify the major problems hinrlPring the preparation of SSS Stduents for occupations in agricu- ture. The second question sought to determine the strategies that would be helpful in solving the identified major problems. The means and ranks shown in Table V reveal that 88.5 percent received ratings above the acceptable mean score level of 2.55 in a 4 - point scale. This implies that most of the identified problems soPsL;idered very critical by the respondents. However, for the purposes of the investigation, four major problems were identified and ieolated, one from each of the four categorized problem areas. These four major problems are shown in table VI. With a rank ordering of the major issues, the issue of 5 "Frustration of fund release by head of institutionsn appeared top on the list. The frustrations arising from nollrreaease of fund by principals to the agric-science teachers for school farm projeots appear so high that they tend to demoralize the teachers and frue- trate their efforts in preparing their students adequately for occupations in agriculture. Osondu (1 991 ) explaining the situation, admits that enough money was not really made available to Principals for agricultural projects in schools because the 50k per student officially allocated for school agricultural projects was grossly inadmpate ad especially critical for schools with low student populatim. 56 The iasue of the absence of modern machines such as tractors, ridgers, ...... etc mean score 3 was ranked second as one of the major problems. It is obvious tha.t schools would not be expected to purchase these machines on account of their high costs, but it would appear that the reepondents in rating the problem very high, seem to support the theory that "effective vocational (~gric)training can only be given where training jobs are carried on in the same way, with the same maohines and tools as in the occupation itself". Pmer(1949). By and large, all boils down to the question of funds. Kwekwe, (1 979), the Nigerian Education Research Council (1980) and many other renowned educators and researchers have pointed out that the new system of education would require considerable scale of equipment and cmaumable materials and that lack of funds would bjaderthe achievement of the educational goals, of which the prepara- tion of SSS students for occupations in agriculture is one of the goals. The issue of the "absence of vocational guidance before students' enrolment for agricultural Science" (mean score 3.32) was coneidered by the respondents as the third major problem. Myers (1941), Glanze (1974) and Okorie (1981) agree that career and vocational guidance should be essential and integral part of educational effort of the youth, . The National Policy on Education (1981) emphasized the importance of vocational guidance in the new education system. Vocational guidance exposes the student to all the occupational information needed to enable him progress in his chosen occupation. The respondents considered this a major problem probably because most of them are not professional vocational guidance counselors and so find it a handicap in their efforts to prepare their students for occupations in agriculture. The issue of "over loading agricultural science teachers with school work" other than the teaching of the agricultural subject, was considered a major problem by tho respondents. This view supports Olaitan (1985) who wmed that overloading the agricultural science teaoher with school work has the adverse effect of rendering him ineffective. It is obvious that in some schools, the agricultural science master, is invariably made the labour master, and when he has no time to teach his subject, he falls to the temptation of punishing erring students in the farm. Imo State (1984) condems this practice because students so punished grow up to hate agriculture. In comparing the mean responses of the Male and Female respondents with regard to the four major problems, co able VIII) no significant s difference was observed except in the issue of '@frustrationof fund release by that school prinoipal". The observed significant difference indicated that male respondents rated the problem higher than their female counterparts. This situation may be attributed to the percep- tion that male agricultural science teachers usually appear more hard working and enterprising in the school farm projects than their female counterparts, hence they feel the frustration more. 58 Also in comparing the mean responses of the more experienced and less experienced agricultural science teachers regarding the four major problems a able IX), no significant difference was observed in their mean responses. The mean score responses on the strategies for improving the preparation of the SSS Students for occupations in agriculture were recorded in table VII. "Adequate funding of agricultural projects in schools" (mean score 3.52) was considered as the most important strategy. Obviously, if adequate funds were made available to the agric, science teacher, he would be able to provide most of the agricultural imputs needed including, perhaps hiring of tractors and other modern agricultural mxhinery that would be very relevant to the preparation of the agricultural students for occupations in the pzofeesim. With a group mean score of 3.33, the respondents considered all the strategies essential. However, the least rating given to the "integration of agricultural theory with practice through 00-operative ;ducation between school and industry" did not appear suprising. The concept of co-operative vocational education, though known to most of the agricultural science teachers through their education, but it is yet to be integrated &nd practised in the Imo - State secondary school system. Ayoub,,et a1 (1981), Evans, (1969) and Evans and Herr (1978). all have emphasized the desirability of integrating co-operative voca- tional education in the preparation of the youth for various occupations including agriculture. CHAPTER FIVE SUMMARY, CONCLUSIONS ANT) RECOIQXNJV-TIONS . i& - Statement of the ProbhJ@ The problem of agriculture in the industrial and ebonomic growth of any .nation is too obvious. This is because there is hardly any industry that does not depend on a well developed agiculture for its raw materials, Hence, the inclusion of agriculture as a core subject in both junior and senior secondary school curricular of the nation is not by accident. Unfortunately, many young school leavers have failed to secure employment after school and this is becoming embamaging r.ot only to the government but also to the entire Nigerian society. 1170 primary purposes of this study were to find out the major problems militating agai: 3t the preparation of senior secondaly school students for occupations in agriculture and to determine the ak.&egies needed to overcome the problems. To carry out the investigation, two research questions were posed and two null "ypotheses stated. Summm of Procedures Used: The population of the study comprised a total of 318 agricul- tural soience teachers from a total of 110 secondary schools that offer Agrioultural Science u;, to the SSCE level in the Owerri Educa~ tiana3 Zone of Imo - State. The sample consisted of 200 agricultural science teachers from 72 secondary schools randomly selected from the HO in the Zone. 60. The instrument for data collection was the questionnaire which was made up in three sections. Section 1 dealt with preliminary in- f onnation on the respondents. Section 2 consisted of 35 response items divided into 4 parts. While section 3 consisted of 5 response items. In all 40 response items constructed in Likert form with 4 response categories were used to elicit opinions of the respondents. The instrument was face validated by vocational agricultural expert from the Department of Vocational Education, University of Nigeria Nsukka while the Test - Re-test Method was used to determine the reliability of the instrument before its administration to the respondents either personally or through some agricultural science teachers that marked the 1991 SSCE Aericultural Science Scripts. The data collected were andysed using the mean and T. test at 0.05 level of significance. Summary of Findings: Based on the analysis of the data collected, the following major gindings were made:- About 88.5 per cent of the identified problems were considered by the agric. science teachers as critical able v). Among the identified problems four were considered major, co able VI). However the issue of frustration arising from non- release of funds by most schoc.1 heads was considered the greatest problem among a majority of tho respondents. Majority of the respondents felt that one of the most effective strategies for tackling the problems was adequate funding of agricultural projects in seco?idary schools. 61. Proper Vocational guidance of students before their enrolment in agricultural Science at the Senior Secondary School level, as well as the recruitment of well qualified, experienced and oo~rrpetentagrlcultnral science teachers were identified as important strategies for dealing with the problems, The introduction of co-operative vocational education in the preparation of the students, for ocoupations in agriculture was identified as one of the major strategies. Recommendations:- In the light of the findings in this study, the following recommendations are made :- Universities and colleges of Education concerned with the produe- tion of vocational ~iculturalteachers should step up their yew* intakes so as to meet up with the increased demand for this category of teachers in the school system. Funding of agricultural projects should not be left to the government alone, the school P.T.A., Board of Governors, alumni associations and philanthropic individuals/organizatione should also help. Adequate materials, tools, equipment and machines including infrastructural facilities should be provided in senior secondary schools if students are to he trained adequately for entry level occupations in agriculture. Agricul turd curriculum for senior secondary school students should be functionally related to business and industry through co-opera- tive occupational education if students are to acquire employable skills before they leave school. 5. Vocational guidance should be an integral part of agricultural curriculum in schools to enable students make wise career choice, and to progress and advance in their chosen agricultural occupations . Implications of the Study: The findings of this research have sane implications for the agricultural science teacher; the school adninistrator (principal). the government and thd curriculum planners, Aqricultural Science Teacher: This study would be of immense help to the agricultural science teacher by exposing him to the probleat6 that militate against the pkeparation of secondae school students for occupations in agriculture and the strategies needed to improve on the preparation of students for occupations in agriculture, It was therefore hoped that secondary school studmts could be adequately prepared for entry level occupations in agriculture if agricultural science teachers could be committed, dedicated and enthusiastic, wben provided with the necessary 6 materials and the right environment to do the job, The School ~"inistrator: This study would help to create awareness to the head of institution that he could constihte a problem in the preparation of secondary school students for occupations in agriculture by diverting to other use 'or failing tu release funds meant for agricultural projects in the school, 63, Thus by avoiding these practices, he would be helping hensely in the preparation of students for agricultural occupations. GovernmenQ With the present emphasis by the Government on the production of enough food for the people and enough raw materials for our industries as well as souring unemployement in the country through self-reliance, it becomes very necessary for students to acquire employable agricultural knowledge and skills befare they leave school, The government shovld as a mqtter of urgency see that on13 professionally qualified agricultural science teachers are recruited to teach vozational agriculture in secondary schools. The government should also step up the amount of funds given tg schools for agria&$ural projects and ensure that the training environment for the students is conclusive, The failure to the Government to adopt sane of the identified strategies would mean continued hunder and unemployability of secondary school products, Curriculum Planneqt The result of the research would enable curriculum planners plan agricultural education curriculum that would reflect the needs and gspirations of the learner and the society by eradicating the identified curriculum related problems and incorporating in the curriculum the identified strategies that would lead to adequate preparation of secondary .school students for agricultural occupations , Conclusion. There is urgent need to give agricultural education its proper place in this country. The problems militating against the ~dequate preparation of senior secondary school students for occupations in agriculture could be minimised if agrioultural science teachers, the head of institutions, the government and curriculum planners could adopt the identified strategies. Failure by the different groups to adopt and implement the strategies accordingly may mean that unemploy- ment would continue. So also would the agro-based industries continue to suffer from underdevelopment while hunger, malnutrition and coarse would continue to ravage the nation, C Suggestion for Further Research. Based on the findings of this study, the researcher hereby suggests that the following studies be carried outt- I An @valuation of agricultural education funding in Senior 6 Secondary Schools. 2. A follow up study of the agricultural graduants of Senior Secondary Schools. Adeniran, F. (1 971) & ibraries in Nigerian Secondam- Schoo~ducatia in Niaeria Towards Better Administration, Ife: Institute of Education IJniversity of Ife . Aghenta, J. A. (1983) The Problems and Strategies in the Development of Teachers for the 6-3-3-4 Structure in Nigeria. Benin Journal of Educational Studies Vol. 2, No. 2, (7). Ajala, A. A. (1 987). Availability of Educational Resources for the Effective Teaching of Pre-Vocational Agriculture in Secondary Schools in Anambra State of Nigeria. Journal of Research in Learning and Teaching Vol. I No. 1 (7) 1 Ayoub, S, Ambatchew, Am, Chisanga, P. (1981) The Place of Co-oper,, hive Fducation in Africa (panel isc cuss ion) . Journal 2f Co-operative Education, 17, 70 - 78. Bayne, G. K.. (1976). Occupational Competence Involves More Than Skills and Knowledge. Journal of Industrial Teacher Education, Vol. 13, No. 3, 41 - 47. Berg, I. (1 970). Education and Job. New Yorkr Centre for Urban Education. Best, J. W'. (1981). Research in Education. U.S.A. Prentice - Hall Inc . Callaway, A. ( 1964). Nigeriat s Indigenous Education: The Apprentice- ship System. Odu University of Ife Journal of African Studies, 1 (11, 63. 66. Curle , A. (1 970). Educational Strategy for Developing Societies. London; Tavistock Plication. Dateline Africa, (198l4) Nigerian Food Imports. West Africa. (2) 20, 412. Editorial Comment, (1991). Teachers and Strikes. Daily Star July 31; - - Evans, R. N. (1 969) Education for Ehployment , Michigan: Institute of Labour and Industrial Relations, University of Michigan, -, R. N. (1969) Co-operative Education Advantaqes Disadvantages and Factors in Program Development. American Vocational Journal I:!+ No. 5 19 - 22, 58. Eua~s, R. No & Herr, E. L. (1978). Foundations of Vocational Education, ColLumbus, Ohio: Charles E. Merill Publishing Company. Fafunwa, A. B. (1974). History of Education in Nigeria. London: George Allen and Unwin Ltd. Federal Government of Nigeria, (1981) National Policy on Education, I Lagos. Gilli, A. (1979). Education for Work. Elmsford New York: Collegium. Harris, E. E. (1977). Handbook for Co-operative Vocational Educatiaq- Illinois: Illinois State Board of Education. Igwe, S. 0. (1980). Secondary Education in ImocState of Nigeria: An Analysis of Problems and Prospects for the Nineteen Eighties. rim Journal ofsucation. Vol . 2, No, 1 . 67 . Igwe, S. 0. (1982). The Concept and Implications of the 3-3 Secondary School System in Nigeria. Nigerian Statesman, Wednesday October 27, 21. Ivowi, U. Ma 0. (1 983). New Emphasis on Curriculum for Pre-Vocational Wining, Journal of Nigerian Educational ~esearchAs sociation, RL, 3, NO. 7, 2t - 27. Iwuagwu, B. (1981) Burning Issues in Nigerian Educational System. Nigerian Statesman September 14, 3. John, R. L. and Marphet, E. L. (1960). Financina the Public Schools. New Jersey: Prentice Hall Inc. Kittriea, N. (1 987). Academics and African's Food Crisis. S-~day -Concord, February 8, 12. &%.&we, H. (1979). Liberia's VationaJ. Education Policy Goals and Factors- Affecting their Achievements, Unpublished E3. D. Thesis, University of Southern California. b Luff, R. L. and Suzuki, W. N. (1980). Non-Technical Employment Competencies for Secondary Co-operative Work Experience Students, The Journal of Vocational Education Research, Vol. V, No. 1, 71 - 80. Lynch, R. C. (1979) The Job of Getting the Job. Technical Education Msrgolia, J. (1 983). Austerity Prompts Nigeria Expulsions. Bfrica Report (28), 2, 24. Moumouni, A. (1968). Education in Africa. London: Deutsh. 68 National Curriculum Conference ( 1969). Recommendations for Curriculum Reform in Nigeria. Nigerian Education- . Research Council (1 980) Perspectives of Quantities in Nigerian Education Lagos. Nwachukwu, A. (1 991 ) . Ikwuano/~rnuahia Teachers Still on Strike. Sundav S~ectatorJuly 1b - 20. Nwadi~lhi, B. (1 987) Academics and Africa Food Crisis. Sunday Concord February 8, 12. %oh, L. (1982) Stop Toying with Education. Sunday Nation June 13, 5. Ogigi, S. A. (1983) The New National Policy on Education. Process and Implementation. A Paper Presented at a Seminar for Post Primary School Students-and Guidance Counsellors in Orlu. March 1983. Okam, E. C. (1966). Career in Nigeria. London: Evans Brothers Ltd. Okorie, J. U. (1981). The Significant Roles of Vocational Guidance in I, Education. The Educator (16th Issue), University of Nigeria, Nsukka. June 1981 25 - 26. Olaitan, S. 0. (1 985) Competency - Based Professional Improvement Needs of Agricultural Science Teachers in Secondary Schools: The Ondo state Experience Issues in Curriculum Evaluation and Yocationd Education in Nigeria, CON Monograph Series No. 1 161 - 173. 69.. Okere, J. N. (1979). Educational Problems in Irno - State. Nigerian Statesman. October 4, 5. Olamiyan, F. I. (1 980). Recepee for Qualitative Education, National -Concord July 21, 5. Oluwole, F. (1987) Education Policy Problems Identified, Guardian. March 21,' 2. Onwuka, U. ('I$&). Curriculum Development for Afric*- Lagos: Afia r Pe 'Publishers Ltd. Dcrorrdu, C. N. (1 991). Keynote Address Presented at a One-Day Workshop Or&anisectfor Agricultural Science Teachers in Owerri Zone by the Zonal Office, Secondary Education Management Board, Owerri on Monday, June 211th 1991 . &Smg!qmvO. H. (W4). An Introduction- to Counselling, in the School. New Pork: Harper and Row Publishers. Prosser, C, A, et a1 (1949). Vocational Education in a Democracy, % Chicago U.S.A. American Technical Society, Saylor, G. J. et a1 (1981 ). Curriculum Planning for Better Teaching and Learning. N. Y. Holt, Rinehart and Winston. 70. APPENDIX ,Pi. List of Sample Schools in each Local Government Area of - the Owerri Educational Zone. Owerri Local Government Area: Government Secondary School, Owerri Girlsv Secondary School Egbu Owerri Girlst Secondary Sohool Holy Ghost College ESPekUku High School Naze Secondary School, Naze Girls' Secondary School, Akwakuma Ngor Okpala High School Comprehensive Secondary School, Emekuku Obinw Cirld Secondary School Nekede Secondary School Ihiagwa Secondary School Ama)rohia-Vbi Secondary Sohool k Emeabiam Comprehensive Secondary School Am Day School Obinze Community Secondary School, Orogwe A+u Comprehensive Secondary SchoolS Avu Community Secondary School Nguril Umuaro Unruohiagu Secandary Twhnical School Irete Secondary Technical School, Irete Ermnanuel College Owerri Owerri Grammar Secondary School, Imerienwe Okpala Secondary School Obube Secondary School, Ulakwo. Mbaitoli Local Government Ares: -. Obazu Community Secondary School Community Secondary School, Mbieri Girls' Secondary School, Umueze-Ogwa Presentation Secondary School, Ogbaku Qrodv Sec onday Feuhnf cal Scbol Obaau Girls' Secondary School Ngugo Comprehensive Secondary School Ifakala Community Secondary School Ugirike Community Secondary School Mbieri Secondary Technical School, Jkeduru Local Government Area: Jkosgba Girls' Secondary School Atta Girls' Secondary School Amaimo High School, Ikeduru Umudim Secondary School Girls' Secondary School, Akabo Amaimo Community Girls' Secondary School Comprehensive Secondargr School, Iho-Dimeze Comprehensive Secondary School, Ogwa Avuvu Comprehensive Secondary School. Aboh- - Mbaise Lccs! bovernment Areat Enylogugu Secondary School Mbaise Secondary School Nguru Secondary Commercial School Okwuato Secondary School mutu Secondary School, Mbaise Community Boys Secondary School, Lagwa Chokoneze Secondary Technical School Ecinihitte~ocaltarea: Girls' High School, Onicha Mbaise Exiddo Girls' High School Obizi High School Ife Secondary School, Ife - Mbaise Aawmaa Secondary School. Ahiazu -Jlocal Govement Area! Bayc Secondary School, Eherazu St. Patrick's Secondary School, Ogbe Community Secondary School, Arnuzi Otutu Secondary Commercial School Ahiazu Community Secondary School Ihenworie Girls' Secondary School Okirika - Nweke Secondary School Obodo Ahiara Comprehensive Secondary School w4, , $4 3 ,/" " a Oha.,i~/~gutaLocal Government Area: (.ha Trinity 'High Sahool, Oguta Priscillia Memorial Secondary School St. Michaels Secondary School Orsu-Obodo Egbema Secondary School Asaa Secondary Conanercial School Awara Community Secondary School Ohaji Rlgh School, Ngbirichi Agwa Secondary School Ohba Secondary School, Ohoba, APPENDIX B. 74. Girls1 Secondary School, Akwakuma - Uratta, Pa Be BOX 1790, Owerri . 5th July, 1991. The Agric, Science Teacher, REQT~ESTFOR COMPLEKTION OF RESEXRCH- 01~13s- I am a Postgraduate student of the University of Nigeria, Nsukka undertaking a study on major problems affecting the preparation of Senior Secondary School Students for occupations in agriculture. Your School among others has been selected for this research. This questionnaire is designed to enable me investigate and carry out this study conclusively. Your assistance is hereby solicited through your responses to the questionnaire items contained herein. Umtimately, I assure you that any information given will be treated with utmost confidentiality 2nd be used only for the purpose of this study and nothing more. Sinoerely yours, APPENDIX C. 71 Q,UESTIONNA.IREFOR b-GRICULTURAL SCIENCS TEkCHERS SECTION Om PRELIMINARY INFOFMf,TION- Name of School: Please tick (J) where applicable, L.G.A. where School is Situated: 0verri Mbaitoli /1 Ikeduru 1-1 Aboh-Mbaise 1-1 Eeinihit te j-1 Ahiazu-Mbaise /-7 ohaji/~gbema/Oyta 1-1 What grade of Teacher are you ? WW. Science Teacher with teaching qualification B.Sc. Apic. Science Teacher with teaching qualification I-/ N.C.E. (in Agric. ducati ion) Teacher -1 0thers: Please specify. Teaching Experience : 5 1 - 4 yrs; 5 - 9 yrs, 10 - l4 yrs; 15 - 19 yrs; 20 Yrs ad above- SECTION TWO: In this seotion you are required to tick u)in any of the colums to indiaate your opinion. Interprete the scale as follows: SA - StronglyAgree; A - Agree D - Disagree ; SD - Strongly Disagree. PART Do The Cnllowi~~&axe curriculum related problems militating against the prepare- tion of senior secondary students for occupations in agriculture; haxily overfw cnrr~ulum Insufficient agric. period allocation on school time-table. Unsuitable time allocation of agri- cultural practical periods on school time table, Absence of co-operative education between scllool a-_d industry, Absence of vocational guidance before students enrolment for agriculture. SECTION 'ITBEE What are the strategies that could be adopted to improve on the preparation of Senior Secondary School Students for occupations in Agriculture? Provision of well qualified and competent teachers of agriculture. Adequate provision of infrastruc- turd facilities and equipment for the te~hingand learning of Agrimlture; PART B. Material resources and infrastructural problems militating against the prepara- tion of Senior Secondary Students for occu~ationsin Agriculture include the following: - 8. Inadequate land spme for integration of agricultural theory with practice. 9. ~ack/inade~uatebasic agricultural tools for crop production. 10. Absence of modern machines such as tractor@, ploughs, harrows, ridgers, planters etc. 11. Irregular supply of fertilizers for students to acquire skills in fertilf zer application. 5 12. Irregular pror9ei.m of herbicides needed f% all acquisition in weed control. t3, Irregular supply of pesticides for students to acquire skills in pest control. 14. Irregular eupply of inrproved plant varieties for practical purposes. 15. Some schools lack water which is very necessary for off-season production of arops and rearing of animals. PART B C0N'FD.z Lack of a functional poultry unit in who01 for students to acquire skills in poultry production. 1rregLl.a~-~lg of improved animal varieties for practioal purposes. Lack of a funciAxaJ pQgpzy uit for students to acquire skills in pig produc- tion. Lack of a functional sheep and goat rearing unit for students to acquire skills in eheep and goat production, Lack of a function rabbitry for stt&a&s k+emq4x.e dtills in rabbit production. Absence of a hctional fish pond for students to acquire skills in fish production. Inadequate equipment (e .g. feeders drinkers etc) for raising livestock in school. Irregular supply of animal feeds and drugs. Laok of electricity, PART 3 corn. Absence of +-A:= lahombry for experiments Lack of library with a+pAculturd textbooks, journals and magaaines. Lack of storage facilities e.g. silos, rhumbus, cribs, freezers and fridges. PART C. FIN1 NCIAL RELATED PROBLEMS The following are problems of financing agricultural projects for senior second- ary students. Inailequate funding of agricultura!l projects by Government. Fgw@ation ef fud ralease by the haad of inotitution. Lsbok of financial support for school agricultural projects from organizations such as Parent Teacher Association, Board of Warnore and School alumni Associa- tion, PART D. %&illc-r I ,me curriculum related problems militating against thd pwb ^ . ,%: ' .' tion of senior aecondary studen%&f&k occupations in agricultures Heavily overloaded curriaulwn Insufficient agric. period allocation on school time-table. Unsuitable time allocation of agri- cultural practical periods on school time tabl?. Absence of fo-operative education between sc 901 a. l industr3- Absence of vocational guidance before students enrolment for agriculture. SECTION 'MRJZE What are the strategies that could be adopted to improve on the preparation of Senior Secondary School Students for occupations in Agriculture? Provision of well qualified and competent teachers of wiculture. Adequate provision of infrastmc- tura facilities and equipment for SECTION THRJ3E C0NTD.r 38. Adaquate funding of agricultural projects in schools. 3% I-ation of agricultural theory with practice through co-operative occupational education between school and industry. 40. Ensuring proper vocational guidance before studentsf enrolment for agriculture. NATIONAL POLICY ON EDUCA THE 6-3-3-4 EDUCATIONAL SYST IC~LLEGES OF j t I 1 PROFESST~NAL j -KEY EDUCATION 1 UNIVERSITIES 1 J Ages 18-2-4 A. Admission A. SSC TC I1 / A. SSC/TC I1 Requirements ( B. Entrance Exam I 1 B. Matriculation I 1 B-D. Depends on 1 0. Mode of Entry I C. Continuous j I Examinationn 1 I the Institutiod C. Mode of I Assessment & I 1 C. Continuous I I E. Professional Assessment I Examination I I Assessment & 1 I Certificate(s) 1 D. Examining I D. College of Ed I 1 Examination I 1 & Diploma(s) 1 1 D. Polytechnic 1 . Body IE. NOE I I D. Universities I 1 E. ND/HND j E. Certificate(s1 I E. Bachelor's I to be Obtained I Degree 1 1 Certificate (JSC) I ( B. Based on JSC Result I chool Certificate 1 1 B. Entrance Examiriatiod I C. Continuous Assessment & I ntinuous Assess- I C. Continuous Assess- 1 National Exalninations i nt & National 1 f ment & National I I D. West African Examinations 1 I Examinations 1 I Counci 1 (WAEC) 1 ppropriate Federal I 1 D. National Teachers (E. Senior School Certificate j nistry/Department I I Institute (NTI) & I AEC) & any other I 1 MinistriesofEd I ederal Government I 1 E. Teachers' Grade I1 I 1 Certificate (TC 11) I . Trade Test/Crafts- 1 manship Certificate I I Ju~~IoRSECONDARY SCHOOLS ~ges12-15T3T I A. Must have Primary Scltool Certificate (PSC) i' i 8. Common Entrance Examination i I C. Continuous Assessment and State ~xaminatio$ I D. Ministries of Education I 1 I I. I E. Junior School Certificate (JSC) - I 8. ~e~istration- 1 I C. Continuous Assessment and Internal ~xarnifia:tons I I D. State Ministry of Education I 1 E. Primary School CertiFica~e(PSC)