The Influence of the Supply of Teaching and Learning Facilities Dokubo
THE INFLUENCE OF THE SUPPLY OF TEACHING AND LEARNING FACILITIES FOR VOCATIONAL EDUCATION PROGRAMMES ON THE EMPOWERMENT OF THE RURAL ADULTS IN RIVERS EAST SENATORIAL DISTRICT OF RIVERS STATE.
BY
DOKUBO, ISAAC N. Ph.D Department Of Technical Education, Ignatius Ajuru University of Education Port Harcourt [email protected]
Abstract Functional education is for the development of the community, while vocational skills are for the development of the individual. Vocational skills acquisition therefore has a rather psycho-socio and liberation attributes as opposed to the polttical attributes. Therefore, this meant that vocational education librates and transforms man into a self reliant being and hence empowers him economically and socially. The purpose of this study was to evaluate the extent to which the supply of teaching and learning facilities for vocational education programmes affects the empowerment of the rural adults in Rivers East Senatorial District of Rivers State, Nigeria. A question and hypothesis were posed to give direction or guide to the study. The population comprised all the 2,220 adult learners in vocational education programmes in 32 learning centres in Rivers East Senatorial District of Rivers State. A one-way analysis of variance statistical procedure was used in testing the hypothesis of the study. A hypothesis was slated in null form, and the dependent and independent variables were identified and the statistics for data analysis indicated. It was discovered that there is a significant influence of funding of vocational programme, supply of teaching-learning facilities, availability of qualified vocational education instructors, involvement of learners in programmes projects of vocational education and the provision of monetary stipends to learners on the empowerment of rural adults. It was recommended that learning environment should be provided with essential physical facilities and appropriate social working conditions that are free from tension and danger to lives and properties.
Introduction Over the years, successive governments had introduced vocational education programmes in the country. Such programmes included National Orientation N;jency (NOA), National Directorate fi:r 8TlJ:i:¥nert (NDE), Operation Feed the Nation (OFN), Directorate for Food, Road and Rural Infrastructures (DIFFRI), Mass Mobilization for Social and Economic Reconstruction (MAMSER), Better Life for Rural Women (BLRW) and Family Support Programmes for Women (FSPW). These programmes were intended to empower the rural adults for skill acquisitions, etc. Consequently, the effective implementation of the vocational education requires that the government should provide: adequate funds, teaching/learning materials, and qualified vocational education instructors. It also
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The objectives of vocational education according to Adebayo (1988) are: a) . To provide the technical knowledge and vocationa,l skills necessary fcr agricultural, industrial, commerdal adEIDUTi: development. b) ToptM::Etrained manpower i1 a pplied science, technology and commerce, particularly at such professional level. c) To give training and impact the necessary skills leading to the production of craftsmen, technicians and other skilled personnel who will be enterprising and self reliant etc.
Adebayo (1998) stated that vocational education can assist Nigerians to acquire the necessary skills and competence for occupation. He also observed that, from time immemorial, vocational skills and abilities were passed from one generation to the next. He also listed such skills to include: fishing, hunting, weaving and carving etc. He also said that, the outcome of training people vocationally could be rewarding and satisfying, since it could improve the living conditions of the citizens through the vocational education received. Actually, vocational skills development is an improvement from functional skills development, just like functional skills development is an improvement fro.m basic skills. Functional education is for the development of the community, while vocational skills are for the development of the individual. Vocational skills acquisition therefore has a rather psycho-socio and liberation attributes as opposed to the political attributes. Therefore, this meant that vocational education librates and transforms man into a self-reliant being and hence empowers him economically and socially.
Implementation ci \a::Cti::rB education programmes i5 E5S3iB fcr rual transformation crd ~ ci rl.JC3 dwellers, especially in Rivers State of Nigeria where the rate of poverty is very high (Onyisi, 2004). Some of these programmes could be designed to enable rural population acquire skills and knowledge necessary fcr employment, self-reliance crd rural community development. These programmes could be planned to take care of school drop-outs aspiring to own their small-scale businesses and those who wish to take employment in the private and public sectors of the economy. Ezeji (2005) posited that there had been a lot of youth restiveness, militancy and other social vices that would have been averted in Nigeria if appropriate vocational education skills were inculcated into these youths. Consequently, the incidence of youth restiveness and unemployment that could be associated with lack of vocational education programmes had been a cause for serious concern. Onyisi (2004) observed that several attempts made by governmental and non-governmental agencies towards poverty alleviation programmes and empowerments have thus proved abortive. Dokubo (2005) also observed that, attempts by previous governmental agencies such as, Directorate For Food, Road and Rural Infrastructures (DEFFRI), Operation Feed the Nation (OFN),
African Journal of Professional Research in Human Development; Vol. 11. No. 2, May, 2015 llB The Influence of the Supply of Teaching and Learning Facilities Dokubo the National Directorate for Employment (NDE) and National Orientation Agency (NOA) oil have cost Nigeria huge sums of material and financial resources to provide various forms of vocational education programmes for youths in Nigeria. The present paper is the influence of the supply of teaching and learning facilities for vocational education programmes on the empowerment of the rural adults in rivers east senatorial district of rivers state, Nigeria.
Purpose of the study The purpose of this study was to evaluate the extent to which the supply of teaching and learning facilities for vocational education programmes affects the empowerment of the rural adults in Rivers East Senatorial District of Rivers State, Nigeria.
Research questions This research question was posed to give direction or guide to the study: To what extent does the supply of teaching and learning facilities significantly influence the empowerment of the rural adults?
Statement of hypotheses The supply of teaching and learning facilities for vocational education programmes does not significantly influence the empowerment of the rural adults.
Significance of the study The knowledge of the extent the supply of teaching and learning facilities significantly influence the empowerment of the rural adults as a means of empowering rural adults in Rivers East Senatorial District of Rivers State of Nigeria is essential for self- reliance and self-employment, which are measures of sustainable peace and eradication of poverty in the economy. Knowledge of how vocational education empowers adults, might rep greatly i1 proffering solutions to the restiveness and ugly situations that are presently observed in the Niger Delta States of Nigeria and the entire counby at large. Specifically; the findings of this study might give more insight into the pattern of funding, supply of teaching and learning aids, availability of vocational education instructors, involvement of the target learning groups, nature of learning environment, provision of monetary stipends to the participants and the attitude of the Oil Companies, NGOs and other key providers in the vocational education scheme implementation.
Assumption of the Study This study was predicated on the following assumptions: a). There exist both vocational education programmes offered by government and non governmental agencies in Nigeria generally and Rivers East Senatorial District specifically. b) These programmes were deliberately designed to empower the adults in the rural communities
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Scope of the study The scope of this study covered the Rivers East Senatorial District in Rivers State of Nigeria only and was be limited to the eight (8) local government areas that made up the area namely; Emohua Local Government Area, lkwerre Local Government Area, Etche Local Government Area, Omuma Local Government Area, Port Harcourt City Local Government Area, Okrika Local Government Area, Obio/ Akpor Local Government Area, and Ogu-Bolo Local Government Area. The targeted rural adults included; bricklayers, electricians, auto mechanics, welders/metal workers, plumbers, and traders. This study was also limited in content to determining the funding, supply of teaching/learning facilities, availability of qualified facilitators, involvement of learners, learning environment, provision of monetary stipends and attitude of operators in vocational education programmes and empowerment.
Review of Related Literature The Federal Government of Nigeria (FGN, 2004) stated in its National Policy on education that vocational education must consist of workshop, industrial training and production work among others. The main aim of this training is to produce individuals who will acquire technical skills in advanced crafts at technical manpower levels. In an attempt to attain this objective, the various levels of Government in Nigeria have made huge expenditure towards procurement of tools and equipment relating to science education, engineering, agricultural education, home economics and allied courses for post primary and higher institutions. Vocational Education as cited in Ogundu (1998) is a branch of adult education profession that puts 'power and materials at work for man. Technicians use steel and concrete to construct buildings, dams, roads, tunnels and bridges. Technicians also transform waterpower into electricity that lights our homes and runs our industries. They harness the power of gasoline and other fuels that drive aeroplanes, trains, ships and automobiles. All these things have been achieved because of the effective use of equipment while undergoing training. In line with the above, Akaninwor (1992) stated that one fundamental feature of practical skill development is that it entails functional experience; it is a performance art which can only be achieved through a technical college. The acquisition of practical skills calls for coordinated interplay of the brain; eyes and the hands. Therefore, it is imperative that the various equipment, tools, materials and physical facilities must be provided to ensure result oriented vocational education. Ikpeamaonwu (1991) posited that the quality of instruction and learning is influenced by the way the training, laboratories and workshops are equipped. The workshops give both the instructors and the learners the visual and practical materials for instruction and learning in any course in vocational education. A study carried out by Okala (2003) showed that for skill demonstrations, the use of tools and machines are imperative. This also calls for repetition of manipulative exercises in order to acquire the needed competence. The school workshop provides a unique learning environment where the learner may experiment, test construct, repair, design, create, imagine and study. This shows that adequate supply of equipment is essential if we want our technical colleges to produce the needed and efficient output
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(students) at the end of their technical training. Supporting this view, Orikpe (1994) argued that practical work is essential where acquisition of skills is needed and also observed that practical work demands technical equipment in workshops
An unwillingness to effectively support technical education and lack of appreciation for the gains which could be derived from vocational Education programmes, may be resulting in the inability of technical education to meet its objectives. Supporting the above view, Akaninwor (2005) stated that lack of seriousness among some states in Nigeria with regards to the values and benefits of technical education and colleges have produced poor results with reference to the number of technical colleges they have. He also posited that our country requires more equipped technical schools to enhance the production of adequate number of tradesmen, etc., who would work in line with technicians and professional for effective industrialization. In a study carried out by Uzoagulu (1993), it was discovered that the major problem of developing vocational education in Nigeria is inadequate and non-functional training facilities. Mbata (1990) also observed that some workshop equipment were substandard not to talk of being properly maintained. Akpan (1983), in his contribution, stated that lack of equipment and tools make it impossible for the students to receive training that meets the standard for entry employment. He argued that, without tools and equipment, the vocational Education facilitators were handicapped, hence cannot go far in his work. The need for well equipped workshop for vocational Education programme can not be over stressed; this is because such a facility will help the facilitators and the learners to get the practical knowledge of their course of study. Akpan (1983) also stated that such products (learners) are much needed in the industrial sector and that even if such learners do not get employed by existing establishments, they are capable of employing themselves. Uzoagulu (1993) also observed that, as a result of some of the problems earlier stated, many learners in technical courses could not acquire the necessary skills required before graduating from the schools. This has affected adversely, the laudable objectives of the Federal Government of Nigeria and State Governments in investing heavily education empower the which should vocational in beneficiaries with skills for self-reliance
Research Methodology Study area The study area used in this study is Rivers state of Nigeria. Rivers State of Nigeria is one of the thirty six (36) states of the federal republic of Nigeria. This state was created out of the former Eastern Region on 27th of May, 1967 by the then regime of General Yakubu Gowan. It has twenty three (23) local government areas and its capital is Port Harcourt. It is situated at the south-south geo- political zone of this country. The Niger Delta Human Development Report (2006) confirmed that Rivers state has a land mass of 30,000 square kilometres made up of dry lands, water and creeks. FRN (2006) reported that the population of the state is five million one hundred crd eighty five thousand, four hundred inhabitants. (5,185,400). Furthermore, the state shares boundaries in the north
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with Imo state, in the North-east with Abia state, in the East with Akwa-Ibom state, in the South -west with Bayelsa state, in the North- west with Delta state and in the South with the Atlantic ocean. The state is located at latitude 40 30 (degrees) North of the equator and longitude 70 2 (degrees) East of the prime meridian. In addition, the state is noted for its traditions with different languages and cultural heritage. It has diverse ethnic groups which include, Ikwerre,
Population ofthe study This population comprised all the 2,220 adult learners in vocational education programmes in 32 learning centres in Rivers East Senatorial District of Rivers State. These learning/skills acquisition centres are located in eight (8) Local Government Areas that make up the Rivers East Senatorial District of Rivers State, namely; Ogu/Bolo Local Government, 8nohua Local Government, Fat Harcourt City Local Government, Ikwerre Local Government, Etche Local Government, Omuma Local Government, Okrika Local Government and Obio/ Akpor Local Government Areas of Rivers State. The researcher chose the adult learners for this study because they were the targeted group that could be empowered economically, socially, politically and psychologically by the use of effective vocational education programmes. The learners gave more reliable responses of the significant influence of the application of vocational education programmes and the empowerments of rural dwellers in this study area.
Sampling technique In order to obtain a reprehensive sample of the population for the study, the stratified random sampling technique was used. The first stage was the stratification of area of study using the local government areas as a criterion. After stratification, the simple random sampling was done in each stratum. According to Denga and Ali (1983), simple random sampling technique refers to the selection procedure whereby all the cases in the defined population have an equal probability or chance of being selected, and the selection of each case from the pool of cases is independent of the selection of another case.
Sample The sample size was 550 vocational education adult learners, selected from the eight (8) Local Government Area in Rivers East senatorial district, as shown in the tables 3. These figures are considered as representative of the total population of learners selected for the study.
Instrumentation The study collected its data using a structured questionnaire prepared by the researcher named Vocational Education Programme and Empowerment of Rural Adults Questionnaire (VEPERAQ).
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Construction ofthe instrument In constructing the instrument at the early stage, indices of vocational education programmes ~preceded by the cme:p:rdng empowerment indices. Vocational Education Programmes and Empowerment of Rural Adults Questionnaire (VEPERAQ) was divided into two sections. Section A dealt with demographic information, while section B had 48 items prepared in Iikert scale type questionnaire that had a four point responses options which ranged from strongly agreed to strongly disagree. Vocational education programmes were operationalized by classifying them into 8 sub- sections, such that items 1-6 dealt with funding of vocational education programmes, items 7-12 measured supply of teaching and learning facilities, items 13-18 measured the availabilities of qualified vocational education instructors, items 19 24 measured the involvement of-learners in programmes/ projects, items 25-30 measured learning environment, items 31-36 measured provision of monetary stipends to learners, items 37-42 measured the attitudes of oil companies and NGOs, while items 43- 52 measured the empowerment of the rural adults. The respondents ticked (v) the option that best corresponded to their degree of agreement or disagreement with the items of the questionnaire. As indicated earlier, there were four points response options ranging from strongly agreed (SA) rated 4 points, agreed (A) rated 3 points, disagreed (D) rated 2 points, and strongly disagreed (SO) rated 1 point for positively rated items. On the other hand, the negatively rated items were scored or rated in the reversed order of 1 to 4.
Validity of the instrument The instrument for data collection was given to two experts in the Department of Adult and Continuing Education, and one expert in the area of Test and Measurement, University of Calabar, Cross Rivers State for face and content validation. This was to ensure that the instrument measured what it was designed to measure and that the iterns conformed to the concepts and objectives of the study.
Reliability of the instrument In order to determine the reliability of this instrument on Vocational Education Programmes and Empowerment of Rural Adults Questionnaire (VEPERAQ), a trial testing was carried out by the researcher. The split-half reliability estimate method was used to test the reliability of the items used for the study. This method of reliability estimate, according to Joshua (2005) signified the internal consistency of the test items by measuring what they purported to measure. Fifty (50) copies of the questionnaire were distributed to vocational education learners in Ikwerre Local Government Area randomly selected realizing that they would not be used for the main study. The idea was to ensure that the instrument would be considered reliable enough to express internal consistency, when used for the main study.
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Methods of data analysis A one-way analysis of variance statistical procedure was used in testing the hypothesis of the study. A hypothesis was slated in null form, and the dependent and independent variables were identified and the statistics for data analysis indicated.
Hypothesis The supply of teaching and learning facilities does not significantly influence the empowerment of rural adults. Independent variables: supply of teaching and learning facilities Dependent variables: empowerment of rural adults. Test statistics: One-way Analysis of Variance (ANOVA).
Hypotheses testing and interpretation of results A total of seven null hypotheses were stated in an attempt to find solution to the problem of the study. All the hypotheses were tested a .05 level of significance. This null hypothesis proposed that, the supply of teaching and learning facilities does not significantly influence the empowerment of the rural adults. The independent variable was the supply of teaching-learning facilities while the dependent variable was empowerment of rural adults. The independent variable - level of supply of teaching learning facilities was categorized based on the mean perception of the respondents. Those who scored above the mean (3.00), were categorized as high, within the mean region as average and below the mean as low. These were compared using the one way analysis of variance statistical technique at an alpha level of .05. The result of the analysis was presented in table 8. The results presented in table 1 showed that rural adults that perceived the level of supply of teaching - learning facilities as average had a high mean empowerment (x = 32.64), followed by those who perceived the level of supply of teaching - learning facilities as being low (x = 31.46) and high (x = 30.79). When the mean were compared using the one way analysis of variance an F ratio of 13.058 was obtained. This value was found to be far greater than the critical F-ratio of 3.00 at .05 alpha level and with 2 and 547 degrees of freedom The null hypothesis was rejected and the alternative hypothesis retained. This finding implied that there is a significant . influence of the level of supply of teaching-learning facilities on empowerment of rural adults.
TABLE 1: One way analysis of variance (ANOVA) of the influence of level of supply of teaching and learning facilities on empowerment of the rural adults.
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Supply of teaching and N -·--~------learning facilities, ~ so Low 163 Average 31.46 3.33 193 High 32.64 3.21 194 30.79 4.14 Total 550 31.64 3.68
~~~---·--·
Sources of Sum of Degree variation Mean F Sig11 square of square freedom Between Groups 338.145 2 169.073 13,058 .000 Within groups 7082.57 547 12.948 Total 7420.720 549
Given the significant f-ratio, a detailed multiple comparison analysis using the fisher's Least Square Difference (LSD) was done to determine exactly which level of the supply of teaching - learning facilities differed significantly-from the .other in terms of its influence on the empowerment of rural adults. The result of the analysis is presented in table 9. Observation of the result in table 9 showed that the mean empowerment of rural adults who perceived the level of supply of teaching - learning facilities as average was significantly higher than that of rural adults who perceived the level of supply of the teaching - learning facilities as being low (t = -3.08; P<.05) and high (t = 5.06; P < 0.5). The pair wise comparison between low and high was insignificant (t = 1.75; P>.05). This finding implies that rural adults who perceived the Level of supply of teaching - learning - facilities as average felt more empowered than rural adults who perceived the level of supply of teaching - learning facilities as low and high.
Interpretation of result This hypothesis sought to investigate the influence of teaching and learning facilities on the empowerment of rural adults. The result of the analysis of data showed that the F ratio is 13.058. (F= 13.058, p<0.05,) This value was found to be greater than the critical f-value of 3.00 at 0.05 alpha levels and with 2 and 547 degree of freedom. This
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null hypothesis was rejected and the alternative was retained. This implied that there was a significant influence of teaching and learning facilities on the empowerment of rural adults. This finding agreed with (FRN 2004) which stated that vocational education must consist of workshop, industrial training and production units with the objective of producing individuals who have acquired manpower in technical skills. Akaninwor (1992) in his study also found out that various equipment, tools and physical faciHties must be provided to ensure result oriented vocational educational. This finding is also in agreement with the work of Orikpe (1994) which argued that practical work is essential if vocational education programme should succeed. Consequently, since the teaching and learning facilities give both instructors and learners the visual and practical knowledge the items under study, it is imperative that vocational education training centres should be properly supplied with adequate teaching learning facilities. Conversely, if the vocational educational centres are not adequately supplied with the needed teaching and learning facilities, this could adversely affect the vocational education programmes in Nigeria at large.
Summary of the study The study investigated the influence of supply of teaching and learning facilities on the empowerment of rural adults in Rivers East senatorial district of Rivers State Nigeria. A research question and corresponding hypothesis was provided to guide the study. The ex-post facto research design was adopted for the study. The stratified random sampling technique was used to draw the sample size of 550 rural adults from skill acquisition centres in the eight local government areas of the Rivers East Senatorial district. An instrument designed by the researcher, called the Vocational Education Programmes and Empowerment of Rural Adults Questionnaire (VEPERAQ) was administered on 550 rural adults and the data collected were subjected to data analysis using one way analysis of variance and Fisher's LSD multiple comparison' test. It was discovered that there was significant influence of the level of supply of teaching and learning facilities on the empowerment of rural adults. Rural adults who perceived the level of supply of teaching and learning facilities as average felt more empowered than rural adults who perceived the level of supply teaching and learning facilities as being low and high.
Conclusion The study revealed that there is a significant influence of funding of vocational programme, supply of teaching-learning facilities, availability of qualified vocational education instructors, involvement of learners in programmes projects of vocational education and the provision of monetary stipends to learners on the empowerment of rural aduits.
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