University of Nigeria Research Publications

OGBATA, Anthony O.

Author PG/M.Ed/88/6638

Status of Implementation of the Technical Curriculum of the National Policy on Education in Title Senior Secondary Schools in Imo State

Education Faculty

Vocational Teacher Education Department

May, 1995 Date

Signature UNIVERSITY OF NIGERIA, NSUW FiiCULTY OF EDUCATION

STATUS OF IMPLEMENTATION OF THE TECHNICAL CURRICULUM OF THE NILTIONLL POLICY ON EDUCATION IN SENIOR SECONDLRY SCHOOLS IN IMO STATE

A the'sis presented to the Department of Vocational Teacher Education, University of Nigeria, Nsukka in partial fulfilment of the requirement for Master of Education degree in Industrial Education.

Approved

Dr 0. M! Okoro (Project Supervisor)

- External Examiner

MAY 1935 i not been submitted in part or full for any other degree of this or any other University. This thesis report is whole heartedly dedicated to the H & B Posse.

iii ACKNOWLEDGEMENTS

I wish to express my sincere gratitude to my project supervisor, Dr. M. M. Ckoro for his subtle, but effective guidance in the course of this study.

~lso,my sincere gratitude goes to my parents,

Mr and Mrs C. 0. Ogbata, who, of course, provided me

4 with the much needed moral and financial support.

ina ally, I wish to thank the Mike posse for everything. God bless.

Ogbata, Anthony 0.

May 1995 LIST OF TABLES

Sampling Pattern for Schools, Principals and Technical Tenchers used in the Study -a 36 Distribution of Respondents on the Lssess- ment of the Implementaticn of the Technical Curriculum So. .*. .. .. 40 Factors which Constitute Serious Problems in the Implementction of the Technical Curriculum 0 -. .O . .. me 42 Ranking of the -identified F-c..tcrs in the order in which they Constitute 2eric-r;~ Problems (made by principzls) .,. a . 4-4 Ranking of Identified Fnctors in the order in which they Constitute Serious

Problems (made by teachers) ,,, 001 OD 46 Correlation of Ranking made by Principals and Technical Teachers on the order in which Identified Factors Constitute Serious Problems .. . *a .. 47 Extent of Execution of Hen sures Ldopted by the Government to tackle the Froblens Facing the Implementgtion of the

Curriculum om* . 0 a a* .. 50 TABLE OF CONTENTS

APPROVAL PAGE 0.. CERTIFIC,ATION 0.. DEDICATION ... a.O .. iii ACKNOWLEDGEMENT ... .a 0 0 . iv LIST OF TABLES -On

ABSTR4CT -09

INTRODUCTION o-0 0-e o .. I Background sf the Study Statement of the Problem Purpose of the Study Significance of the Study Research Questions

Hypothesis 90. Limitations of the Study fissumptions of +;'.I? Ltudy Definition of Terms

Primary Education 001 O I

Junior Secondary Education a 0 a a e

*& d for the Policy e.0 0.

I ..O Re ** (;f the Policy 0 0 Origin 0% 0 .f'ol,icy 000 Goal of the .* the New Pclicy o Implementation Rf -,. nicnl xducltion - n 0 Inferior Label on TC?@~! icnl Teachers Shor-tage of Cpalif ied ~ebh? .. Shortage of Essentid ~~uipn~WFacilities Improper Organisation of curricuf3fl 0 0 0 0 Lack of 1-dequnte Funding 0 a 0 Lack of Effective Public ~nlightenment

-90 -0 Programme --a

CHAPTER I11

METHODOLOGY OO. aO.

Population e .2 .. YO. Sample 000 Yo-

Description of Instru~ent OUO

Validation of Instrument .O.

Method of D?.ta Collection -Om

Method of Data 2,nalysis *. L. CHAPTER IV

Tables .-o Hypothesis

Summary of Principal Findings -.. Conclusions goo me.

Implications of the? :; ib~rdy ., U '. Recommendations ... -.. Suggestions for Further Research

REFERENCES OO. .. o

vii Abstract

The main purpose of this study was to assess the level of implementstion of the technical curriculum in Senior Secondary schools in Imo st-te, as well as problems associsted wth it.

~lso,an attempt .was made to ascertain what mewsures the government has so fzr taken to tackle t!?e:{e problems. A study sample of *79 respondents, 67 principals and 112 technical teachers was selected from 67 out of 171 senior Secondary schools within the Loeal Government rea as studied in the state. The # questionnaire was used as the instrument for data collection,

Two questionnaires,were developed to provide answers to five rese.?rch questions, which were formulated to guide the study.

The mean, percentages and spearman rank order c4rrelation were used to analyse the data collected and to test the hypothesis generated- The data analysis showed, among other things, that;

1. the f mplementation of the techni cal curriculum wi thin

the state has so far been of lfaverageffperformance;

2, lack of adequate equipment/facilities constitutes the

most serious problem in the implementation of the prqgramme;

3. less than 3Wb of the total enrolment of students in

Senior Second2ry schools are in the technical courses.

I

viii Ba~edon the findings of this study, it was concluded that a lot sti.11 remains to be done to improve the implementation of the technical curriculum in 1m4 ~t.2te. poreso, as there exists a great dispmity Setween the percept; on of principals and that of technical teachers on the order in which,the identified factors constitute serious problems. Pence, some implications of this study, recommendations end suggestions for further study b were out-lined. INTRODUCTION Background

Year after year, thousands cf school leavers are being produced in the numerous post-primary institutions found in Imo State. However, for reasons ranging from poor academic performance to financial incompetence, only very few of these post-primary school graduates are able to continue their educational pursuits. greater majority of them, who are unable to satisfy the various # requirements for entry into higher institutions, resort to the only option open to them - to go job-seeking. However, a closer examination would reveal that only a very negligible percente~eof these job-seekers succeed in securing some form of emplcyment - no matter the work conditions. For the others, rnther unfortunate ones, they definitely have to nake a living, somehow, So, many of such eventually resort to such "survival'' acts which many of us would consider as being criminsl or deplorable. Now, looking back at the origin of this eventual outcome, one cannot help noticing the inadequacy of the type of education which w::s given to these individuals. The system of formal education, which existed before now ,we8 such that it afforded its recipients very little hope surviving on their own 3 2

. a

- in the world of work. It was literary i.n nature and very little,attention was given to the acquisition of practical skills, on which the recipients could capitalize in the absence of employment opportunities in the establjshed bodies.

SO, it came that wjth the slump in the Nati.on1.s eccnomy, which resulted in the drsstic drop .i.n the rt?.te of employment in industries, and other establi shment s, and the consequent call by the Federal Government for the evolvement of an indigenous technology, emphasjs wss now shifted to the acquisition of skills and techniques which are technologically viable. Accord- i.ng to Bqike (1985) while millions of people among the educated me unemployed, millions of jobs are ewaiting to be done; because people with the right education, trai.njng and skills cannot be found. The implicltion of this statement is the need for the implementation of the nntionls new policy on education - with emphasis on its technical education aspect.

The new national policy on educa t i.on, structurally referred to as the 6-"-7-4 system of education, was conceived in 1976, and came under inplementation in 1982. The system, as its name irnpli es, represents six years of pri mary education, three ye,-rs of Junior Secondary educ?tion, and three years of pr; mary educ-tion, three yesrs of Senior Secondsry education - of course, depending on the setisfactory scsdemic performance, and availability of other necessary resources (financial and otherwise). Lastly, four years of university education. This replaced the former 6-5-2-3 system of education, which had been in operation since the advent of formal education in Nigeria. The new system of education provides for a junior secondary education which will consi st of both pre-voc? tionsl snd academic courses.

Examples of such courses are wood-work, metal-work, Home Econo- mics Educetion, ~lectronics, Mechrni cs (under pre-vocational) and other courses such ss Xsthematic~,~nglish Language, , Agri.culture, and physi cal Educstion. The i.mplementation of this new system of education will ensure the conservation and full utilization of the nati.onls material and human resources; which would, in effect , bri ng about rapi d economic development, reduce unemployment and ensure a better standard of living.

The adequacy of techrii cal manpower in Imo St.+te, which will be -ble to provide qnd rn3i.ntain the essential amenities like water qnd electri.city is becoming a biting need. These amenities require qualitative and quantitative craftsmen, artisans and technicians for their maintenance; but these types of skilled personnel are not available in ~uffici ent quality and quantity in the area-

However, with reference to the technical curriculum of this new system of educetion, it i.s pert:'nent to note that the provi. si on of adequate technical manpower, esr:cntial equipment, and facilities and the much needed funds has been a problem that has plagued the programme since its inception. The educational policy states that technical education should be able to, among other things, train manpower at sub-professional grade; provide the technical knowledge and vocational skill necessary for econ- omic development, provide people who can apply scientific knowled knowledge for the convenience of msn, and so on. ill1 these, and other sims stated in the policy, look lofty. Rowever, it is a known fact that even the best of poli cies could be frustrated at the implementation or executi on st lgec The universal Primary

Education (UFE) programme i n Ni geri R stands as one of such 'well articulstcd schemes or policies th~tnever stood the test of time.

It is this fear of what would become of this new system of educa- tion, if not well implemented in ImoSt-te, thst prompts the . author to do this re~eqrchwith a view to ascertaining the key a-pects of the policy which need to be competently enforced for the implementation of this poli cy to be s. success in the area.

.- .- statement------of .- -.--the . problem. --- The need to modify the old system of education, hmded down

to us by the colonial masters (and sl.zivishly retsined and adhe- red to several yenrs after independence) was recogni.sed by the new National Policy on Education. The old system failed to provide adequately for vocational educstion in its curriculum,

The secondary schools were the Grammar School type, which laid

emphasis on literary education - cramming of poems and proses, as well as rote memorization of facts and figures. Subsects such as English Language, Mathematics, ~iistory, Reli gi on,

English Li.terature, and such others, were regzrded as the only marks of education.

The new Nntional Policy on Education, however, tends to reverse the situation in f~vourof vocational educntjon, in gener.ql, snd technical educstion, in particular. Thus, the present Secondary, School curri culum, as pract i sed in all states of the federation, includes pre-vocational and vocational subje- # cts, such as Introductory Technology, Home Economics, Typewriting, practi cal Agriculture, and others.

The successful implementation of the poli-cy is expected to lead to the restoration of the real value of education - as an instrument for development and service to the nation and humanity,

However, ob~ervations by the researcher, as well as views expressed by several educationists and writers (~ida,1985;

Fafunwa, 1967; Oranu, 1988) indicate thst the implementation of the new National policy, as it affects the technical curriculum, is characterised by numerous problems. These problems range from ill-esuipped war!-:shops to lack of professionally competent/ numerically adequate tutorial and non-tutorial personnel needed for the succeesful execution of t9c prqgrnmme (Bida, 1985). But then in what proportions have these i dentifi ed problems affected

(hindered) the implementation of the techni cal curriculum. Determini ng thi s would revwl the evtent of implementation of the progr-mme. purpose of the Study -..-. ------.- . - ...- The purposes of the study are as follows:

1. To assess the level of implementation of the technical

curriculum in Senior Secondary Schools jn Imo state.

2. TO determine the factors which hinder the implementation

of the techni-cal curriculum of the new NatioIl~lPolicy

on Education in Senior Secondary Schools in Imo State. CI-. To determine the order in which these factors constitute # seri ous problems i n the i mplementation of the technical

currj culum,

4. To ascertain what measures the government has adopted

so far to tackle these identified problems and what

further measures are proposed.

5. To generqte other measures which may irnprwe the

implementation of the progrsmme, if adopted.

Significance------. of. the- Study In view of the large fi nrncisl resources that hqve been committed into the implement. tion of the technical curriculum, it becomes ;mperqtive th-it not only should emphas; s be lttid on the benefits of the : v:r.rnme, but 31~0,all possible efforts should be msde to ensure Its successful implementation, The significance of this study could be likened to the role of evaluation in schools - to obtain information which will be used in working out str,xtegj.es for the i.mprovement of the system. But then, this cqn only be meaningful when the cauces and mngnitudes of existing problems are known, which is the major drive bf the study. Research questions --- ~hisstudy seeks to fi.nd snsvers to the following

1. What is the a sessment of the implementation of the

technical curriculum of the new National Policy

on Education?

2. \l!h3t ?re the f7ctors which hinder the implementation

of the technical curriculum of the new Nntional

Policy on Educs t i on?

9. In what order do these f?.ctors constitute serious

problems in the irnp1ernent:ition of the technical

curriculum?

4, what measures has the government zdopted so far to

tackle these identified problems 2nd what further

measures are proposed? ~ypothesi- s The observed relstionship between the rankings of prin-

cipals and those of technic~lte3chers on the order in which

the identi,fied f-ctors constitute seri-ous problems in the

implement-ti on of the technic31 curri.culum i.s st ntietically

sign?fic*nt (at -01 level).

Limitations of the study -.- - -.-... - ~hj,sstudy is bound by the following ljmit3tions:

1. The study is limited to only :;eni or Secondary schools

2. The study concerns only the technic31 curriculum of

the new Nation31 Policy on Educqtion. ------~ssumptions of the study In csrryjng out this study it is ~ssumedthat principals and technical te2chers 3re in a position to

provide valid information for the study.

Defini tion of Terms Technical Teachers: - Those teachers who teach technical courses such as metal work, wood work, technical drawing,

electronics, etc.

Curriculum: - The sum totd of all the plsnned experiences in the form of specified content or subject matter, learning

activities and eviluh t l ot Airoced~rescomci ously organised and executed by the school, (,igusiobo, 1984). Technical curriculum ;\ copy of the curriculum (as . --.-- - defined above) prepared for the technjcal courses by the

Federal Ministry of Educ~tion,in the National policy on CHAPTER 2

REVIEW OF RELATED LITERATURE

The new educational system, otherwise cslled the 6-3-7-4 system of education, has been a house-hold name in the ncademic circle for *uite some time, However, it is pertinent to note that this *newm educational policy is not really as new as it may sound; for any policy that is over "0 years old cannot be safd to be new, Perhaps the correct nomencleture should be !Ithe mestcurrent/ controversial National Foli cy on Educqti on" , (F; funws, 1987).

The length of time of the policyl,~existence, when matched along side its level of implementation, gives credence to thetclaim that all is not well with the implementation of the policy. For this reason, an extensive review has been done on literature related to the 6-3-3-4 system of education with prticular emphasis en its technical aspect. This review has teen grouped under the following headings:

1. A review of the new National Fqlicy on Tducstien

(Highlight on the old educational system),

2. ~rnplementationof the New po1;cy: Emphasis on the

Technical Education curriculu~.

This system of education represents six yews of primary educ:.tion, three years of junior secondary school (JSS) educsti cn and three years of senior second2.r~school (ssS) education. Finally, it entail% four years of tertiary or university

-primary .. - Education --- (6 years)- The objectives are outlined as follows:

The development of permanent literacy and numeracy; thus,

giving room to the ability to communic;te effectively.

1,aying a foundation for sound, reflective 2nd sci enti fie

thinking, through citizenship educstion as a basie for

sufficient participation in, and contribution to the life

of the society.

character moulding, moral tr3i ni ng and sound attitudinaf

development ; early adapst stion to the enbironment in

which the children find themselves; the provision of

mani pulative skills development for the children wi thi&

their limits of individual cnpacity.

(7 --Junior Secondary Education---..- ..-.yesrs) --. - : This is projected as the >re-vocational and academie sta~e qf the secondary education. Yere, the pupils will be taught all the basic subjects whfch would enable them to acquire further knowledge and develop skills.

Senior Secondary Educati~r~(7 years) : -_.---- -.-. . -. -- . -.- .. - -- -A. ..--- _- ~hisis for those people who are able and willing to have a complete (6-year) secondary school educ~tion. ~houghcomprehensive, the pupils will have a core curriculum simed zt broadening their knowledge snd out-look. Core curriculum is defined as subjects that should be offered by every pupil in addition to hi s or her specialities. subjects under this 2'-2 system of education are classified as follows:

(a) Core subjects:

~ath'ematics, (and/or one or two of physics, Chemistry and ~iology) . ,, ~nglishLanguage: ~i gerian languages (2 to be offered by ezch ~?.r;l.),

social studies: - one of literature in ~nglish/ b Hi st ory/~eography.

Art and ~usic :

practical ,~gr;culture. Religious and Morsl ~nstruction. physical ~duc.tion. pre-vocntiona.1 subjects (2 subjects to be offered by each pupil).

(b) pre-vocational subjects: - -- -.------wood work, Metal work ~echanics Local Crefts Home Edonomics Business stud?ss

(c) Non-vocztional Qectives: .---- .. - Arabic studi es French Language ~t is important to note that the two levels of secondmy educntion may not be taken within the ssme environment, but should complement each other. *(source: R?tional policy on ~duc~tion). Need for the policy ---_---____ -.--- .I_ ~uites lot has been r-id ?bout the old 6---7-4 system of educ-tion. But in all, one thing is obvious, snd this is that, it was insdequlte. The old educ.tion31 system, which was in oper,.,tion for so many yews, ms hlnded down to us by our colonial t masters. However, it proved to be too scsdemic 3nd of little relevance to the needs of the jndj vidusl and the society

(Ohikhens, 1974). The reci.rients of such educntion were fashj oned sfter a common occupation - white collsr jobs, Briggs

(1981, p.17), stated thatthe educrtion system we inherited was a good one but could h

In sgreement with Rri.g~-s,Sol- ri n (1963, p, 77) tagged it

"educstion for prestiye" -- v'ri.ch he 5.i: J must be absndoned, He cri.tici.sed its over-dependence on mere cr!rt; fic2tes. ~ccordingto cookey (1981,p.25), the system was a

producer of people who could read, write and pass examinations-

The system was such that passing exam: nations and obtain?ng a

certificate was regarded as the ultimate. Obum (1987, p. 5)

sai.d that the system was such that the deeper its reci.pients went

into it, the more they were removed from the realities of their

environment; subeequently, the less psoductive they became.

Ajayi. (1985, p. 7) lamented th-t the old system had produced

too m-iny "drop outsii, and contrbut ~d to the unemployment prob-

lem staring our country in the face. ~iobaku(1980, p. 18) ,saw

the system as being calculated to educ: te the people outof their

envi.ronment, instead of fi.tting them into it.

Most of all, wlth the poor st te of the nati. ons economy,

and the consequent drive for self-reli ance. The old educat' on-

sl or?er, whi,ch produced people for only clericnl/executive

pos4tions wss found inapproprinte. 4 system of educztion was

sought, whi ch would enhance pductivi ty of i.ts recipients and

self development. This led to the formulation of the new policy

on educat ion, Origi n of the poli-- cy As mentioned earljer, the bssi s for the new National

Policy on ducati ion was formed in September -969 at the National conference on curriculum. Thus, it took about nine years after

Nigeri a's fndependence to arrive 3.t the conclusion that the

~riti sh colonial system of educati on was i neffective in meeting ~i.geriaf,rneeds and az-pir-tionn qnd, therefore needed a revleu,

From then on, series of researches were initiated by Nigerian

Educationists into the prospects of implementing the 6-3-3-4 system of education in Nigeria - till date, many articles have been written; many rese rches have been made; and many more of such are presently being produced. Consi derably, the eveluti on of the policy took a nusber of years. In his mmary, 0nabanj.1 o

(1970) outlined the stages thrcugh whi ch the policy has evolved:

, The first stage was the 1969 National Conference or, curriculum developme?t, The sole sim of this conference was to 1 revi.ew the old and identify new go-1s for Nigerian education, bearing in mind the needs of adults and youths in the task of nation bui lding,

2, The second st.ge i.n the evolution of the policy waa the work of the semin,?r i r! I.:+gos (~une1971) under the chairman- ship of Adebo, S.O. This meeting hsd a good cross-sectional represent.?tion of Nigeria, geographically, The recommendations of thi a Seminar were approved by the Federal Government of

Nigeria towards the close of 1976 and published as white paper in 1377. ~t was, however, revised in 1981 and the take-off plans drawn.

1t is note-worthy at this stage that the new National

Poli cy on Education was conceived and planned during the period of economic buoyancy (the oi.1 boom era) only to be ripe for implementation in this period of poor economy, -Goal of the policy Under the old system of education, there was a wide gap

between academic and vocst. i onal educ-, ti on and their levels of

implementation. However, under the new system an attempt has

been made to put the extent of voc.qtiona1 education at par with

that of academ?c education. This is proposed through the intro-

duction of a wide range of vocational courses - which would be offered by pupils along side other courses. David West (7982, p.3)

noted th-t under this new ~ystemof education, there is a formal b a' tempt to integrate both -c-dem;c -nd voc~t;on~l educr-tion - the

cogn; ti ve, the affective --nd the prycho-motor espects of sducat-

ion-1 plnnning are co-ord;n-ted or integrrted. This is jn order

to correct the mistakes of the psst, fill the g.ps crested by the

former system and produce the much needed mrnpower.

Based on the above goqls, Ohikhena (7974, p.25) saw the

introduction of technology into the new Junior Secondary as a r.:ght step in the right directida. According to him, there

seems to be no better wey to fit secondsry school leavers to

life then through technical educ- ti.on being made part of their

general education.

Implementation of the New Policy: ~mphasison the ------.- -^--.I-^ - -.- .- ---- Techni cal -Curriculum

Very often in Ki, t.r7 -, , 2nd r;ui t c sadly, so, what is far

from the society is not noble ideas, but the implementatinn of these ideas, ( ~ranu,1988). Thus, ~gbejuma (1982,~-7) neted

that one problem in the psst hss been the leck of implementation

of several ambitious desjgns ai-med at uplifti.ng Nigeria from her

social, politicul, economic and educational problems.

Talking about Techni cal Educaton in Niger: a, i t ms.y be i mportant to note that the attenti on given to Techni,csl Education in the New National policy on Sducstion is not the first to be accorded this type of educsti. on, Actually, the first concession

given to technical education was in 1987, with the pnqvisfon of addi ti.ona1 grant-in-8i d in the Educati onsl Ordi nance for b industrial sctivities in NIgeri sn schools. According to T?iwo

(1974, p.3) this was further demonstr3ted by the establishment of an industrial section in the Hope !:redell i nsti tute, whi ch tau- ght c rpentary as one of its courfies; the others bejng coppering, pri nti ng, tailoring and ngri culture. Also, the Bonny ~overnment

School curriculum was made to include cdrpentary/wuod wrk, type- writing and telegraphy, In sequence, the phelps - strokes report on Education in Africs (1922) devoted much space to vocati onal/ technical education.

conttnued efforts by the government In the 1750's led to the establishment of trade centers, crafts schools, technical colleges, farm institutes and experimental comprehensive schools.

(~~funwa,1974). There were secondary modern schools established in the Western Region in 1955 to provide pre-vocational skills. In the East, there were the Ikoku and Dike commission on educ3ti onal system in eastern Nigeri a (1962). Note-wrothy is the fact thst both commi.ssions emphasized the importance of technical education (Onsbamiro, 1987).

With the above, it c-n be obeervrd th-t the swareness of technical education in Ni geriq 4 s about ''1 century old. ~ut,the level of progress made in th7t field k13s not been very noticenble.

Techni cal educ;~tionin Ni reria has alwsys been plagued by seri e~ of problems. SO, the fear being expressed in several quarters b now is whether this "version'l of technic51 educp,tion, underthe new policy, will attaj n e reeson3.ble level of implementation.

However, the present trend of events in the tnke-off of the system ss witnessed in many locations in the country is not encouraging. Just like i n past cases, peculiar fztctors hinder the implementation of the technical education programme, under the new policy. ~hesefsctors hyive been identified as being:

1. l1InferiorV label on 81echnical ~ducztion.

2. Shortage of qualified Techni cal Teachers.

7. shortage of essential equipment/faci.lities.

4 . Improper orgsni ssti on of curriculum. 5. Lack of adequate funding.

6 Lsck of effect.;.:^ ~~ublic enli ght enment programme. ----"1nf eriorlr Label on ~echnical Educ? ti. on ~hepoor achievements recorded in the implementstion of the technical education curriculum of the new National policy

on ~duc*.tion(and in f-ct, previous technics1 educstion progr; arnmes) could be attributed in a lwge meysure, to this factor,

In spite of the rather unconvincing steps t7ken by the government to boost the image of technical educstion and as such obtain

further acceptance/recogniti on, it is quite lamentsble thst no

significant achievement h~~vebeen recorded. It would eppear that

all efforts to develop techni c?l educ~~tion, ond subsecuently, . technology i-n fligeria hsve been supressed and stunted (~zo'ro, 1982).

pescri bing the si tustion of techni c?l education in Ni geri.a,

~gusiobo(1984) stated thst technical education is i n a situation where most of the Xigeri.311 populnce finds difficulty in differen- tiating it from the apprenticeship system. As such, it's recipients sre looked upon ss "sccldernic cssualtiesl'. Taiwo

(1974, p. 33) gave the factors responsible for this poor image of technical education ss ranging frcm thesocio-economic to the tendency of Nigerian towards the white-collar jobs and the idea that non-white collar jobs offer nothi ng but physj. cal hsrdship, low income return and little chance of future success and advancement (Gambo, 1982). Also i.n support of this view, A jayi

(1967, p. 517) saw Nigeri.3ns ss perceiving thus: VILiterzry education i.s appesli ng because it is clear that although industrial education teaches skills, literary educnti on t e2ches knowledge; and knowledge is powerlr. Giving little credit to this view is penrse (1979, p. 17) who ssid that no practical work j s ever done without the knowledge of the br2i n; ss such, every skilled worker is rich in practical "knowledge". ~ohanes(198Z, p. 64) went further to ssy thqt exvellence in the psycho-motor is 3s worthy as in ei-ther of the cognitive and sffective domains. However, this does not imply that techni csl educstion only strives for spych-motor develop- ment; as Pilkitt (1973, p. 22) put it that the t the technical worker combi nes sdmi rable levels of maturity and developn~entin the three domains of lesrning - the cognitive, the sffective 2nd the psycho-motor - to srrive at a product, whose functioning is beyond the level of comprehensj,on b of the f~unschooled~~mi nd17.

In its own contribution, the N7ti onnl Bosrd for Technical ~duc-tj on (1984)' saw'. the 6;oblem ns mising from the srnbi vllence of the soci ety; despite the recogni tjon and i mportance ofskilled -- . . -. ond Technic71 manpower, such rn?npower qnd their work ?re still tsgged with inferiwity 1-bel, The ~ttitude of the- public, for s long time, has been biased 3g2inst technicaa educstion, and aspersi on is csst upon i.t 9s subject for people who could not make it ;n the grammer school, (~gbebi.,1984). Oeoro (1982) in his own contribution st7tes that secondwy school educstion has been biased from the outi-ei in fwour of litersry education and the process continues to regenerF:.te from the mere f2ct that those who obtained university degrees in the "rts 2nd Humanities have become -idministrative hezds and policy m.3kex-s in government and it cannot be expected th-t the generllity of such persons will be imbued by any over-riding desire to alter the form

of education which hss brought them to where they are.

Ozoro, further states thnt under the prevai ling condition,

it would appear to every smbi t; ous young person thst the only

way to attnin soci~lst -itus and pre~tigeis to obtain litersry

education in the grammar school 3nd cap it wlth a university

Arts degree ss 2 passport to the much revered adminj.strative

poet.

Okoro (1972, p. 17) noted th?t much 2g2i nst our expecta- tions, hi ghly placed government of fi ci - 1s 2nd educclt' onist s

prefer cending their children to gr9rnm-x schools in spike of

their much publicised emph~c;s on the i mportance of t echni cal

educ-tion. ~t would seem thst in spite of the llmssterfully"

constructed speeches on the imp?~&dfiC&of technjcsl1. education

and its great role in thc 4.evclopmental strategy, in spite of

the numerous proclamati cn:, Oi' ncreased amounts being voted for

the implementation of techni cal educati on programmes (which

have never gone beyong mere rhetorics), the desire oftevery

few" Nigeri.sns who understand the i deals of techni cal education

to see it attain/achieve full recognition, has proven utterly

futile (~jayi,1986)~

If Nigeria is to be free from econoaic bondege; if she

BE to develop technologi c-lly, t!lr i de; of supporting technic-1 educ-tion verbslly, without qnd concrete actions should be disc-rded, perhaps, of greater importance is the need to correct the misconception th2t technics1 education i s the refuge of those who nre not intellectually g5 fted.

AS a positive step to this, Ford Foundat; ons (1966, p. 23) recommended thst the litersture read in pri rnsry and secondsry schools should be so selected as to enhance the status of craftsmen 2nd technic;-sns in the eyes of the chi ldren. Vocs ti onal instruct i ons should be avni lsble only to those who need it, want it qnd c3n profit by it 1 (Robert, 1957).

-short - --age --- of--.. Qumli- --- f i -ed Techni-- cal --..Teachers Banjo (1974, p. 5) contends thzt the success of any system of techhical education depends on the quality of the teachers, He observes that technicq.1 educ?tion, being s l'performance oriented" undertaking should be carried out primarily by teachers who csn perform in the roles which they are trying to teach. Also, Agusiobo (1984) stated that for teacher effectiveness in a vocational subject, the teacher must be a master of his subject area, in practice. To this, . .. 8 the Ford Foundmti on (1966, p, 25) suggested that vocational

schools should use form-illy trained craftsmen with appropriate industrial experience. ?"-.vse statements indi.cste that the importsnce of competent teqchers to the success of s vocstio- nal educqtion progrsmme csnnot be over-ernphssized. pilkitt (1973, p, 71 ) believed that competent teachers of technical educstion sre those who 3re knowledgeable enough to the extent thnt they can mske their students appreci3te the dignity in the manipulative skill trsde. ~lso,pilkitt

(p. 72) st2ted thy~t"to te2ch 3 child the art of mnnipul3tive skills reouires s psychologic~lr?pport between the tescher 2nd the child - the student. The te?chersl techniques h2ve to sppe~lto the I1cre?tive mentql f?ctoru of the child. The child should lenrn to use his mind before his hands. This calls for s ri ght orderi ng of the psychological prog~essi~nof the teaching process. In other words, the child should be taught to le9rn to perform processes by understsnding their basics snd not by doing repeztedly. The telcher should produce

-' 8 technics1 "rnindfl ?nd not ?I rnechlni ccl ~rh=ndll. This requires n te-cher by profession; not by tr3de.

~lso,Ajsyi (1986, p. 19) contended thzit a good teacher should not only know the s~ojecthe teachea, but should also know the approaches - technic31, ~sychological,mental or otherwise - to employ in order that m?iximum desired effect can be obtained. The implication of these statements is that, teachers, parti cularly technical teeichers, should not just possess the knowledge of whst they teach, but should also possess the knowledge of 40w best to te3ch whst they know. However, ~jayi(1986, pa 17) lamented that some of the teachers we have in our secondary schools (technical teachers) are more like near-csrpenters, bri cklayers snd mechani cs; who have not the slightest jdea of what proper transfer of knowle- dge and skill is sll sbout. stressing on thc importance of trained teachers for effective implementation of the new secondary school system, Lar (1982, p. 11) cslled for more research to be done on the new Nationql Folicy on ~duc3tionto rev$ew the curri culum. Accordi ng to hi m, wi thout trai ned

1 teechers, the exercise will not be 3 success. ~brshim . - -

(798~~~.7, pointed out that lnck of personnel constitutes a problem to the system. He notes thzt the new system will req- uire speci sli st teachers who should be trsi ned ky providing sdequate fscili ties nnd te3ching %ids in the tescher trxining colleges. In determining Chi 18881 fJf F$T~~~~s~for the jmplementation of the vocstional courses in the Junior and

Senior Second2ry Schools in Nigeri 3, Ibrshim observes that no st-te IS up to 50 quzlified vocqtion21 teschers in its employment.

Ogunsola (1976, p. 24) pointed out that there f.s need to provide Letter trzining 2nd rernunerltion for teschers to improve their economjc 2nd soci -,lst3tus. ~t is no gain-saying that qualj fied teachers play a vi tsl role i n msking any educst; onsl system -7 success. S; nce it i.s obvious thst people often give out of what they h.lve, trained teachers with good experience st?nd a better chsnce of c3rrying out their job more sst;sf?ctorily ~ndeffectively than less trained ones.

F-funv- (1976, p. 8) believed thnt te3chers, who i.n mmy instan- ces gre either vntr3;ned or unsure, or both, cover up their own ignor3nce by steppi ng down the e.iger lelrners, instead of giving them 9s much enco1.r. gement ?a they c3n.

Homer (1966, p. 14) noted th,?t f~cilities,tr2ining

# mat eri2ls, equi pment nnd personnel wi t h t echni csl knowledge are needed, but without instructors fully competent in the art of tesching, not tr3i ni ng programme can be completely successful.

Shortage of Essenti a1 ~quipment/~-~ciliti es ------..-- - .-.- In October of 1984, the Feder?l Government of Nigeria ordered for lqborstory snd workshop equipment to the tune of

V105 milli.on. This was for di stributi-on to the 21 state gover-

it is known that sever31 of the ssid equipment have been supylied to the Federal Government, which has in turn distribu- ted them to the v3rious states. However, it i.s not yet clear how much of the equjpment h::s been supplied 5y the msnuf2cturers and also the qu7ntity received from e3ch st?te, out ofthe already supplied stock, Nonetheless, there h:lve been reports from several quarters of the country concerning either the short supply of needed equipment 2nd facilities or the poor/wssteful management of the supplied ones, ow? ng to inadequate provision of stor2ge faci1iti.e~or l.~ckof qualified personnel to put the equipment/fnci li ties to proper use; or s combi natj on of both cases.

In all, it is clear that a much better situation could have prevailed if ndequste pllnning had been made. While pfunwa (1987) dis3greed with the ides of stnrti ng theprogramme at the same time 311 over the country. He further question^ the Federol Government on the issue of providing 2dequate work- shop sp-ce, tr7ined technical teachers snd electricity. He also lnments on the "dumping" of equipment i n nreas that have no faci li ti es for the programme. Whi le we concede that it would be unre.?li stic to expect such a gigsntic scheme to be free of ini.ti.91 problems, the point sti11 remsi ns th?t there we nreas where the government needs to put jn more effort. rkechukwu

(1979, p. 9) suggested that more money should be votedby the

Federsl 'overnment ?nd St2te Governments to furnish institutions with up-to-dnte equipment snd f-rci li ti.es so as to mlke them more attrnctive for both students - nd telchers. ibasljii 1.1982, P; 8) identjfied 13ck of equipment and fzcilities in schools as one of the problems deterring ti-- rezdiness of schools for the effective implement ztion of the new scheme. 28 impression that any scheme that is not grandiose or highly

sophi sti csted and expensive cannot work i n Nigeria. He further

notes, for instance, that our rnentali ty is such th9t if we want

to mechanise Agriculture,, we thi nk of the tractor and interna-

tional harvester first, instead of a bicycle or motorcycle

size planter or. harvester. so slso, j.f we want a science

laboratory or workshop, our mind goes strsight to a mighty

edifice th?t will cost not less than "100,00. In support of

this Sieb point, ~snsome~uti (1987) remarked th?t a sophist-

i c - ted equ; prnent does not necessari ly guersntee good hospitsJ.

treatment - in f-ct, chqnces ?re th-st such equipment mny

rem-in just unpacked for lrck of mqnpower or know-how.

To this, Eneji .ydds th-t there is zi gre--t need for

developing ? culture of prudent m?n.?gement ?nd my; ntennnce of

av-i Pble 10~~1sad i mport ed q?&eyisls. Improper org-nisqtion-- of Curriculum Thi.s, p-irticul~sly,could be blsmed on the i.nsbility of

the curriculum planners to use the few resources svsilable to

obtain maxi.mum possi.ble results. hi s c2lls for better

management of resources. ~escribing the situation of Techni-

cal Educqtion in Nigeri::n Second3ry chools, Orsnu (1988) lame

lamented that techni.cl1 education, ~t secondsry level, as It

exists now is unco-orui.nr?ted, unpl3nned, inadequate and to a c~z#e&u:abt@,extent, i rrelev~ntto the country's needs. 29

This, he blames en the prolTferstion of the technical education curri.culurn planni ng commit tee by i ndi vi dusls who are

not specialists in the field. ~t the implementation level,

whi.le he argues that the time alloted to workshop practice is rather small compsratively, he also notes that the practical

aspect involves the production of too many pseudo-projects.

AS such, the students f;nd difficulty in relsting their prod-

ucts to real life uses.

Gi vi ng credence to thi s claim, ~5eji(1988) recommendad

that the technical curriculum should be msde more functional.

TO this, he s-ys thst i nste-d of sdki ng - wood-work student,

for instance, to produce the basic joints used in wood-work

(making use of plywood) only to hsng them upon a display board,

would it not be more reasonable and beneficial to thestudent

jf he were asked to produce s standard-sized table and chair,

incoporating all the basic joints in the finished work. This

way, he says, they would find use for their labour or efforts,

and as such, attach vslue to it.

Lack of Adequate Funding

The {mportsnce of funds in the execution of any prciject

cannot be over-emph~sized. Policies, whether alone orcombined

with appropriate organi sati onal structures, depend solely on

the provi sion of adequst e funds. Thi s i s more so I n the oase

of technical educstian programme. AS such, lack of adequate funding has been recognised as one of the major fsctors hindering the ;mplementation of the tech- nical educstion curriculum of the 6-7-7-4 system of education,

Aghenta (1982, p. 342) recognised adequate funding as a pre- requisi te for success in trsi ni ng scti v; ty, psrti cularly techni cel trai ni ng, whi ch i nvolves expensive equi pment,

The achievement of goals for develop' ng and expanding techni cal (and vocat ions1 educati on, generally) educatbn will depend, to a gre;t extent, on the quality of three major elements of i mplementati on. #

These elements 3re:

(a) the teaching st&ff,

(b) equipment and faci li ties, and

(c) the gui dance personnel.

These three elements inherently involve finance, It is snd to note that qfter so mnny postponements, the Federal

Government finally introduced the new policy in its sahoble, and colleges in 1982, (even though Imo St7te started implement- ing the programme in its schools in 1984).

Many st2tes in the federation failed to start implementing the programme due to financial constr3ints and claims of poor preparation. The unpreparedness was especially pronounced in the vocational courses, .dh:ch form the bedrock of the new system, 31

There were no textbooks on the various subjects to be taught; most teachers, including principals were unaware of the curricula they were to pursue; lsborstori es workshops and equtpment for demonstration were not 3vsilable; there were no suffi cient i nstructors for the vocatiensl courses and profess- ions1 guidsnce, and counsellors hod not been recruited. Some schools hrid workshops constructed, but hsd no equjpment to use in htem; others hzd enu; pmert, but no workshops. Yet, others hnd equipment snd workshops, but not even s single trnined personnel who could identi fy the equipment, let alone install them (~;dg,1985).

The blame for the unreldi ness s gc.ner?lly put on insdequate prepqr7tions c3used m~inlyby 1-ck of funds 2nd 3lso by the lacksd3i si col stt i tudes of some members of the bureaucr~cy, whose ststes of origin were opnosed to the new policy, for one re-son or the other. Mb?kwe (1982) noted thqt 1-ck of adequate fin-nce constituted 7 m-jor hinder-.rice to the implementstion of the new second7x-y school systen; in Imo St-te. He further disclosed th?t unless the Federal Covernment increased her grants on education to st~tes,there b11s no hope for proper j mplernentation of the progrmme in the st ,tee Olaitnn (1982) further pointed out -I theory of voc?tion?l education which stqtes thus: ,114hi le every ressonxble effort should 5e made to reduce per cnpits cost, there is 3 m; ni mum beyond whi ch effective vocati onsl educ2tion c2nnot be given, 2nd if the course does not permit of this minimum of per capits cost, vocations1 education should not be sttemptedrr.

to to (1982, p. 7) expressing hi.a views on the prospects of i mplementi ng the programme, asked whether ~igeriansare really convinced th3,3t the country c?n afford this system of educstion, in view of the present st~teof the country,^ economy. Wi lk: ns (198?, p. 19) believed thst the funding of a + techni c.1 education progrwnme i s s very evpensive venture whose immedi~tebenefits -ccrue more to the recipients, than to the government. Metcslfe (1985, p. 26) ngreed with this vlew and further recommends th2t si nce voc ition3lly trained individuals needed a much reduced amount of in-service training while in employment in industries, thereby saving them the cost of such

training, levies or grants should be .'ni tiated by the d government, on the pwt of i ndustri es nnd other establishments to help equali.se the extent of financial commitment. ~zesku(1982, p. 5) saw fnsuf fi ciency of funds as a problem which wi.11 hinder the implehbntation of the policy.

According to Ezeaku, nost of the schools, if not all, are operati-ng wi th inadequ2t e funds. Moreover, monthly all oc-ti on of funds to St-te Gov~rnlncntsis not evough to psy its workers

- includfng school teachers - t~lklessof m-iintnining school equi-pment and obt ai ni ng rnw rnnteri als for use in the workshops. CHAPTER I11

METHODOLOGY

Populzt i on

The populntion to whi.ch the findings of this study are to be genersli zed, cons

sn mple b The '0 Locsl Government 4ress in Irno stflte are grouped into five educational zones. Out of this number, a total of ten Locsl Government Areas were obtsined by

strati.fied r-indom s,~mpling,to cover sll the five educstional zones. Then, 50% of the senior secondary schools in emch of these ~ocalGocernment Arens were r2ndomly

obt~ined to form the s~mplefor the study. In all, a total

of 67 schools were studied. Ezeadi (1986) also srgued thst it would be very difficult for instnnce, for the p~rentsof n JU~;or ~econdnryschool

(JSS) gr?duate to sccept the clsim thst their wnrd is only fit to proceed onto 3. crafts trsining progr3mme (based on his final JSS result) instead of progressing onto the senior

Secondsry school. T1l;s he cl?;ms, c?n only stsnd 4 chnnce of success if the pArents 7re well tutored on the ide7ls of the

6-----4 progr - mme. ~hus,the i.mport?nce of getti ng every segment of segment of the popul-ce to underst2nd the new system of educs- t ti on connot be over-emph-s; 7ed. To this, it is pertinent to note thnt the printing of policy documents on the new school system by the Nigeri:Ln Educ?ti,on Rese:;rch Council (NERC) is n right step in the right direction. as such efforts should be m!lde to circul?te the documents to all ports of the country.

Ademols (1987, p. 3) further suggested thst these documents be published in all loc~ldillects for e3sy understanding by the less educated people 2nd if possible, rzdio and television progrnmmes should be organi sed to th2t effect. Table 1

sampling pattern for schools, principals and ~echnicalTeachers used i.n the Study

I i Educa-1 LGA(S) I Total I selec- sample I I t ional . Selected No of I ted No princi- ' Techn. ~otsl Teachers1 sample i, zone 1 I schls. , of schls. pals (SSS) I (5~~1I t I ..-..-.------I -?12 16 I Ab? ~ba ------

I oki gwe I; ~siu- i kwuato ! 12 '6 I 1 I I I , Ehime L I ~bano 9!5 i I

i 1 i Orlu . Orlu 1 16 8. 13 2 I I I I I ~deato 15 1 8 8 11 19 i I-. ..--.I - - .. . -. .- . . . Ii --' -. - " I I owerri ; Owerri I I 1 I urban 20 ! I0 I 10 I 26 36 L j ! i I I I I Ikeduru ! I 7 7 9 16 1 i I 1 I Description of Instrument

The questionnaire was used as the instrument for this. study.

A mi ni nuesti.onnai.re, whi ch wss given to the~eputy chief Inspect or of Education, ~urriculum Flanni ng Unit, of the state's ~i *istry of ~ducat-bn,was desj gned for the purpose of obtai nj ng pre-j.nf orrnati on on research questi on 4; which later formed a basis for developing the same research question in the main questionnaire, t The main auestionnaire, wh; ch was ndministered to principals and technical teachers, was divided into two sections - A and B. Section A cont.zi ned questlhs eliciting general inf orrngtion and also provided an answer to research questi on 1.

section B involved three areas of questions based on research questions 2/3, 4 and 5 respectively. In all, 12 questions were asked A

Validation of Instrument

The instrument was subjected to face snd content validation by three Senior Lecturers of the Department of

Vocational Teacher Tducst i on ( Industrial Techni cel) , university of Ni geri a, Nsukka. .-Method --- of Data Collection A copy of questionnaire I was first given, in person, to the Deputy chief Inspect or of ~ducatbn,Curriculum planni ng

Unit, of the stateis Ministry of ~ducstian. This was collected on completion.

Subsequently, ? 79 copi es of quest i onnsire 2 were distributed, by hand to pri ncipals and techni.cal t eachCrs of the

67 senior Second-ry schools chosen for the study* Out of this number, a total of 162 copies of the questionnaire were completed b and returned, thus representing a return r-te of 95.%.

Method of Data An^lysis ---,------. ------The analysis of data collected was carried out using the mean and percentages. Spearman rank-order correlation was used to test the hypothesis.

Data obtqined on research questtm one was analysed by counting the number of responses for each response category and obtai nj ng their over-all percentage. The category with the highest percentage response, whlch must be a minimum of 5%, was chosen to represent general opini.onr Though, analyses of data collected on Pesearch questbns two and four were also done by counti ng response.? arid obtai ni ng percentages, a mini mum of 5% positive response was required for any item to be considered significant or acce-t7bl.c- In analysing data obtained on research questi on three, a mean ranking was obtai ned for each of the ranked items.

These were then srranged in ascending order to form a rsnk ordering. The Spesrman rqnk-order correlst ion was used to test hypothesis, at .O1 ai gni fi.c--nce level. CHAPTER IV

FRESENTATION AND ANALYSIS OF DATA

In this chapter, the deta collected will be analysed, with e view to providing answers to the auesti ons asked in this study. --Research question- 1 what is the assessment of the implementation of the t echnj cal currci ulum of the New ~stional Poli cy on ~ducstion?

A total of 162 responses were obtained on thi.s # question. These were tabulated and analysed uslng percentages.

Table 2 shows the distribution.

Table 2 ~istributi.on---- of Respondents on the A~sessmentof the ~mvlementetionof the ~echnicalcurriculum

Response I Frequency Perrentage 1 I i.I------..---"- _-_ --$------I i Above average , 24 I 14.7

Below average I 9 ------.-... -.-- Total 162 From the table above, it would be seen that 79.9% of the respondents assessed the implementatfan of the technical curri culum to be "averngell . ~h;s i s a much higher percentage than fcabove averz-gel?, 74.7%; and below average!,, 5.!t%. Based on a hi gher frequency and having obtained a percent,sge exceading SO%, i t could be said that the level of i mplementati on of the t echni cal curri culum,

b Research- nuestion ------2 what are the factors which hinder the implementation of the technical curriculum of the new ~ationalFol;cy on

ducati ion in Senior Secondvy Schools in Imo St?te?

This WAS answered using the resp0nse.s obtained on item I (secti.on B) of the main ouestionnaire. These respanses were tabulated and analysed using percentages, as shown i.n Table 1. Any factor with a 5Q'b (and above) positive response was considered to constitute a serious problem. Factors whi ch Const; tute seri ous Problems in the

- - . --.-- --...- --.. No-T-l No of of / Decision r;e~pon-j posi t- posi tivq dents i ive pes Respon- i ponses ses I { I i 1 I Lack of interest among students serious I problem 2 1 orattitude to serious I teachers : problem ! t 3 Leck of adequate I funds serious I j I problem I 4 shortage of qual- I 1 f I i.fied teachers I 5 1 Inadequate supply I of equipment/ i facilities t I 6 I ~ifficultyin adjusting to the new system I ?t ! 7 Poor pub1j.c enligh-' ; tment programme I I? I 8 / Inadequate time I allotted t t 9 / Absence of needed workshops I1 i 10 1 Absence of ou-1:- 1 fied personnel to I inetall erui pment I1 - Going by the present stote of the countryls economy, it does nppelr that fi nance, which i.s b3si.c to the provision of the

;mportsnt elements for the implementstion of the new pol7 cy, wi 11 be h,m-d to come by. 1n other words, i f such other . . . elements ?s e~uipment , methods - nd n- ture of instruct; on, the tenching st-ff. The guidmce personnel sre considered, the nmount of msney i nvolved ; E er?.ormous and therefore, adequate arr3ngements should be msde, 2s z mtter of priority, to meet these demsnds.

L?ck of Ef f ecti ve Pub14 c Enl; ght enment Progrqmme -.--- -.- -. -_.. . -- ... -I - - -.. - _.._... - ..-_-. --.-- .. ...- # The issue of poor public enlightenment on the ides1 of the new ~stionllPolicy on Educ-tion is not 2 strznge one.

~t is very clew to see thot even ?t this st~geof implemen- tr-ltion of the ~oli~y in ~i-geri1, most Ni geri.?ins, even from the educ-ted group, do not know exsctly wh?t the policy is a11 about. Ayeti gbO (1985, p. 5) noted that some principals and teachers in Lagos St5te are yet to be prope~lyeducsted about whnt the new system rne2ns to them 2nd their wards.

He describes it as "sheer csllousnessl' if st this st3te of so much talk about 6-7-3-'~, those who zire to disch3rge and impnrt the new education directly to the genersl public do not know about the system themselves. He further cites an instance of 3 school princip2l who needed the whole of a week-end to supply, in a few sentences, what 6-?-'-4 is all about. Table 3 continued

s', of posi tivef Decision Respo- 1 nses i - -.

~on-supply of ! syllabuses 162 serious problem

Absence of raw mat eri als for prscticals I 62 I1 # Lack of emphasis ; on techni cal !I curriculum I I 62 I I 14 1 poor power supply ; I 62 Sl

a 15 j shortage of I ' ~ecommended text- ! IS books I 162 ' 1I I ! L

It

From the above table, it would be observed that al.1 the

listed factors, except item\ 2 were considered to be serious

problems by the respondents ( having obtained above 5096 positive response). Item 2 - Itpoor attitude of teachbrslr - obtained a

42.3 posi-tive response, and as such could not be considered

a serious problem. 3 Research Question.- In what Qrder do these factors constitute seri ous problem

in the i mplementati on of the t echnj.ca1 curri culum? The r~spondents,comprising 67 prjncipals and 112 techni- cal teachers of Senior Secondsry schools, were requested to rank the identjfied factors i.n the order in which they consti tuted seri ous problems i n the implementati'on of the technical curriculum in their schools. In the end, 65 rankings were obtained from principals while 97 rsnkings were obtained from technical teachers. These now formed the two groups of rankings. Furthermore, a me-n r~nking W~Sobt-ined on each factor for for each group of reepondents. ~hesemean rankings were then* arranged per group, in ascend4ng order of m3gni tude. These formed the orders in which the identifi.ed fsctors were considered to constjtude ~erious problem^ by the two groups of respondents.

Finally, the Spe-rman rp?nk-order correlct; on wss Used to examine the extent of correl-ti on between the two rqnkS ngs obtained from the two groups, See 'I'lble 4 -nd 5.

Table 4

Ranking of the Identified Fgctors in the order in which they consti tute ~er?ous~roblems(madeby princj.psls) -1-1----- Factors q Mean 1 Rmk : ! Ranking I Order Inadeou3te supply of ecuipment/fsci lj,ti es

shortage of qun1.i.fi ed i t eac.hers ! 2.3 2 I i Lack of adequate funds1 2.8 f 3 I Table 4 continued

Inadequate time alloted

Lack of interest among students

poor attitude of teachers Poor publi c enli ght enment progr clmme

poor power supply Absence of guidsnce personnel

shortage of recommended text books

~bsenceof quali f j ed personnel to install supplied equipment

Lack of emphasis on techni csl curriculum

Difficulty in adjusting to the new system

.qs would be seen on Tqble 4 above, the pri.ncipals

considered the i nS,3deruate supply of equi pment 2nd facj lities to be the most serious problems f?cing the implementation of the technical curri culum i n their schools,

Table 5 below shows the rmking obt3;ned from technical teachers. 46 Table 5

Ranking of Identified F-ctors in the Order i.n which they --constitute Serj o-~~~p~%'6~(ii~by-- Teacher%-

actors ~ean Rank ~snking Order - . .-..--.--. r..- - --.^ I---. . - .L .- .._-..--. __ Inadequate supply of equipment/faci li.ties 1-7 1

Lack of adequate funds 2-5 2

poor power supply 4.1 3

Absence of raw m~terjalsfor practice 1s

Inadequate time allotted

Lack of emphasis on technS cal curri culum

Lack of interest among students 7 1 7-4 1 poor pub15 c enli ghtenment programme 1 7-7 ~bsenceof needed workshops I 8.3 shortage of quali fied teachers 1 9-7 Shortage of recommended textbooks 1 10.7 1 11 NOn supply of syllabuses 1 11.5 I Difficulty in adjustjng to the new system i 11.9 Absence of guidance personnel 1 12.6

~bsenceof qualjfied personnel I to install supplj ed equj pment i 13.7 L poor atti tude to t ;.il.:.;.:.:~.:: ,I 4. 4 Table 5 shows that inadequate supply of equjpment and

facilit5es was also consi.dered, by technical teachers, to be the

most seri ous problem f ;c5 ng the implementati on of the techni cal

currS culum. However, a close observati on of the ranki ngs

provided by both groups would reveal that members of both groups

do hold contrssti ng opinions on quite a number of the identified

factors, with regard to the order i-n which they constitute

serious problems. Hypothesi- s The observed relati onshi p between the ranki ngs of pri ncipals # and those of techni csl teachers on the order i n wh;ch the identi-

fied factors constdtute serious problems in the smplementst; on

of the technical curriculum 4 s stati sti-cally si gni fjcant

(at -01 level). Table 6 shows a correlation of rankings obtsined from the

two groups of respondents.

Note: R, - Rankj ng msde by Principals

R2 - Rsnk5 ng made by Technical teachers.

Table 6

- + Factors -7 d d - -- .. . --- -. i R~ R2 t I Inadequate supply of equipment/ 1 facilities 1 0 ! O I Shortage of qualified teachers 2 1 10 -8 1 64 1 I I Absence of raw materj als for prncti cals

Lack of adequate funds

Absence of needed workshops inadequate time allotted

~ackof i ntereet among students poor ntbl tmde of - teaoher s poor public enl; ghtenment programme poor power supply

Absence of guidance pefsonnel shortage of recommended textbooks

Absence of qualified personnel td install supplied equi pment

Lack of emphasj s on techni csl curriculum

~ifficdtyin adjusting to the new system

Non-supply of syllabuses

Spearman rank-order correlation, r s ' 6 d2 =I- x (>!2- I ) ~ecision: Since the obtained value for rs (0.54) ie

less than the expected value (0.60) at -01

si gni fl cance level, reject the hypothesi s that

the observed relatj onship between the rank5 ngs

of pri nci pals and those of techni csl teachers

on the order in whjch the identified factors

constitute seri ous problems j n the implementation

of the t echni cal curri culum is st sti sti cally

s; gni fjcant. #

Resesrch Cuestion 4

what measures has the government adopted so far and what other measures does it propose to take to tackle these i dent; f5ed problems?

The responses obtained on i. tem 2 (section B) of the main questionnaire were tabul2ted, as shown in Table 7, and analysed using percentages. Any of the measures that obtai ned a 50% (and above) positive response was considered to have been "acceptably executed". Extent of Executi on of melsures adopted by the Government to tackle the--kFEc;'ng-€he Implement ?tion 'of the

I I ~easures I ~o of 1 NO of I % of I Respond-! Po,si tive' Posi ti ve Decision I ents pespon- Responses (Tot-ll) 1 ses 1 1

1 Improved public I; I enl; ghtenment I programme 162 I 1 1 2 B-ck-up supply ' of short f-11 in i equi pment 1162 i ( 3 ~llocationof I more funds to schools 1 162 4 provi sion of in-servi ce training for t echni csl ' teachehs NmAmE.

Note : A.E. = Acceptably executed

N.A.E. = Not acceptably executed.

From the table above, it would be Eeen that, even though there are ?ndications thst 211 the four me-sures enumei-sted above have come under eeecutjon, only two of them could besaid to have been scceptqbly executed; these being (1) Improved public enli ghtenment pro;.r.:nine (92.9% and (2) Allocati.on of more funds to schools (65.6%). These two jtems received positive reFponPes which were above 50%.

The ,cecond pert of the ~ue~tion- llyhst other measures does the government propose to undertakell - w~sqnswered by the

Deputy ch; ef 1nspect.or of ducati ion, curr' culum planning of the st - tes M; nj stry of ~ducc:.ti.on.

Answer: TO supply addj ti onal equipment to 30 more secondary

schools wi thi.n the Stqte.

However, as at the time data for thi s study were bej ng collected, the pattern of di stributjon of these equipment had not been establi shed.

Research Question 5

whst other messures msy be helpful in an at tempt to further 4 mprove the 4 mplement~tion of the techni col curri culum?

Th; s question was answered by polling the opinions made by principals and techn; csl teachers used in the study.

The suggeetions were msde as presented below:

1, ExS sting techn; c.21 teecher prep2rqti on progr-mme

should be evp-nded so th-t a 13rger number of

technic-1 tp-chers could be produced. i\lso, ~.n7rceptable

,?ccept.?ble stsnd~rdshould be est3bli shed.

2. A reprepent-tive E-mple of technic.1 te.3chers in the

country should be 'nvolved :n the planning 2nd purah-

qse of workshop equS pment for schools. 3. Accurpte inventories should be tqken of equ;pment

th3t :re ?v-ilqble qnd those needed in schools so

th2t supplies ?re not dupli c2ted.

4. Technic*1 te chers should be provi ded w; th 2dd; t; onal

allowances to cover workshop prsctices.

5. The t;me allotted for workshop prsctices should be

extended to ?t leqst three hours so ss to mnke it

more res li sti c.

6. Local commun;ti.es in which schools are situslted b

should be encoursged to part; ci pste An the fund:ng

of the; r techni cal programmes.

7. A more prncti c-1 emphssi s should be plseed on the

t~chnCca1 curr-%xlum of the N-t4on-I. Policy. CHAPTER V

SUMMARY OF FINDINGS, CCNCLUSIONS AND RECOMMENDATIONS

Re-statement---- of -----the Problem It was in realiz~tion of the inherent defect in the provious educational system - the 65-24 system - thpt the Feder~l~ov'ernment evolved the new system of education - the 6-7-3-4. However, i.t is worthy to note that the previous

system of educstion wss only defective to the extent that it was not compatible wi th our nati onal goals and aspi rati ons - # whi ch emphasi ze the promot i on of Local producti on through the acqui si ti on of technologi cal (saleable) ski 11s. An answer to this yearn:ng was conceived in the new system of education - S n the i ntroducti on of vocational courses - the emphasis beS ng on the technjcal curriculum, In full pursuit of thi s aim, several mi llions of Naira was diverted to the purchase of needed eqyipment by the Federal Gavernment.

However, evidences abound, that the implementation of the technical curri culum, so far, does not justify the huge financial investments made by the government, his ;s so because the implementati on of the programme has been characterized by several problems, ranging from ill-equipped workshops to lack of competent personnel, Based on th; s, this study was conducted for the fol1ow;ng reasons: 1. TO assess the implernentati on of the techni cal

curi culum so far . 2, To identify the f-ctors which const;tute problems in

the i mp1ernrnt-l t: on of the techn' c 31 durr; culum,

3, To obtain the order ;n wh;ch these f~ctorsconst4tute

various problems in the ;mplementati on of the

techn; csl curr; culum-

4, Ascertain what mepmres the government h?c so far

adopted to t-ckle the identified problems.

~lso,what new rneFsures.

5. To genepate other ways through which the

implementation of the techni cal curri oulum could be

improvede Summary of pr i nci pal F: nd; ngs

The principal findings of this study are as follows:

I. The implementat; on of the technical curriculum in

senior secondary schools in Irno State has

been a.verage so far.

2. The following fqctors h;nder the smplementati on of

the technical curr; culum 4n Imo state.

(a) Inadequate supply of equiprnent/faclli. ties.

(b) Lack of interest among students. b

(c) peor attitude of teachers.

(d) Lack of adequate funds

(e) Shortage ef qual; f; ed teachers.

(f) Inadequate time allotted.

(g) iff; culty in adjusting to the new system.

(h) Poor publ; c enli ght enment programme.

(j) Absence of needed workshops,

( j) Absence of qual; f ied personnel to ;nstall

supplied ecu; pment.

(k) Non supply of syllabuses.

(1) nbxence of rsw materials.

(m) Lack of emphasi s on techn+cel curriculum.

(n) Poor power supply.

(0) shortage of recommended textbooks.

(p) ~bsenceof guidance personnel. 7- Even though pri nci pals and t cchni cal teachers

joi ntly agree that ;nadequate supply of equi pment/

faci 1; ties const; tutes the most seri ous problem

in the ; mplementat; on of the techni cal curri culum,

the;r percentions differ greatly on the order in

which the other ;dent; fi ed factors const; tute

serf one problems (only 0.54 correlat; on).

4. The governpent has so far adopted the fol1ow;ng

measures to t

curr; culum.

(a) ~rnprovedpublic enlq ghteiunent programme.

(b) Back-up supply of short fall ;n equipment. P (c) Allocat5on of more funds to schools,

(d) provi si on of i n-serv; ce trai ni ng for t echn; cal t eschers.

5- So far only measures "au and lfc" above have been

acceptably executed i n Sen: or Secondgry School

i.n Irno State.

6. In an attempt to further improve the implementation

of the technical curriculumj the government

proposes to supply add; ti onsl equi pment to 70

more secoridary schools w: thin the state. 57

Less than ?O?h of the total enrolment of students in

Senior secondsry schools are ;n the technqcal

courses.

Less than 15 percent of the pri ncipals of Sen;or

Secondary Schools :n Imo Stnte are graduates in

technical 3res~.

76 teacher^ have benefited from the technical

tescher 'rr. ;r.-' ng ilrogramme (TTTF) + n Imo $ate since its incept;on in 198l, (it is note-worthy , however, that not all of these benefic; ar;es

have been techn;csl teachers).

C onclusi ons

Based on the f4nd:ngs of th4s study, ;t can be concluded that a lot st;ll rems;ns to be done so as to

;mprove the ;mplementati on of the t echni cal curri culum in Imo State. Numerous problems seem to hinder the

!mplementat; on of the programme in di fferent proportions.

Another observetion that is worthy of note i.s the great disparity between the perceptions of pr4 ncfpals and techn;cal teachers on the order in wh; ch the identi fied factors constitute serious problems. This may be at tr: butable to a communi cati on tap between pr; nc; pals and technical teachers; or, ;t may also be thst the members of one of the two groups (or both) do not have a good grasp of 58 the real issues concern'ng the imp1ementat;on of programme. considerqng the fact that 't may be very d:ff;cult for the government to tackle the ;dent=f;ed problems, all at once, 4 t then becomes necesssry that an acceptable order of ;mportance be esteb1:shed for these problems so that the most serious ones may be taken c:)re of, pendi ng the trme when resources

V;11 be avh;lable to tsckle the other less ser;ous ones.

However, one fact that stqnds out 43 thet more money needs to be comm: t ted to the prov: s; on of needed equ; pment b and fac; l4t; es, 2s well as personnel.

~mplicnt;ons. . of the Study The findings of this study have the fo1low;ng implica- t; ons.

1, The government hss not kept a close monitor over the i mplementati on of the techni cal curri culum in schools. perhaps, thd 8 expla; ns why the supply of certain faa; lities to sahools are repeatedly dupli cat ed.

2. he techn4 ~alcourses do not have adequate represehtatJon at school pr:nd;palsts level. (only 15%).

?A There 4s a cbmmunication gap betweeh principals and technical teachers on 4 ssues concern; ng the t schni cal cdrr4 cblum.

4. Many techn;cal teachers take advantage of the poor supply of equi.pment/fac; 1; t; es as an excuse not to do their duti es eff: c; ently. 59 5- Tho ~CchnicalTeacher Training Programme, (TTTP) has bebn inadequately organised so far. 6. There is a relatively small percentage of pupils enrolled in the technical courses. 7. ~h&po4r notion of the public about the technical courses hampers the implomentation hf tha ' technical cuariculum. 8. An improvement is needed in the implementation of the technical curriculum. Recommendations Based on th~findings of this study, the researther deems it necessary to make the following recommendations: 1. Up-dated records should be dept by the State's Ministry of Education on the situation of the technical curriculum in each school within the State.

2. The government should seriously re-assess its . .. position on tho isxe of non-technical teachers benefitting from the technical teacher training prograrnmt. It is the view of the researcher that this practice be stopped immediately* 3. The school's manap;ement board should involve an increassl number of qualified technical-based persons in the ~.dzini.strntionof schools. 4. Principals and technical teachers should relate more closely on issues concerning the implementation of the technic21 curriculum. It is the view of the

researcher that if n common understanding exists between principals and technical teachers on issues concerning the implementation of the technical curriculum, it will be easier to generate effective measures to tackle the problems. 5. The government should provide more funds for the expansion of existing technical teacher preparaeory programme s .

6. The government should involve a representative . - . . .# sample of technical teachers in the planning and purchase of workshop equipment for schoolso 7. Technical teachers should be further encouraged by the government through the provision of allowances for laboratory practices, 8. School administrators and curriculum planners should allot more time to workshop prectice to make it realistic,

9, School administrators shoul3 ~?l.ieefforts to enligh- ten the general public on the ideals of the technical curricul%mo 61 This is vital as the ~eneralpublic has a lot to contribute to the success of the programme.

On the whole, the government should make n i. c c concerted effort to furnish the programme with the much needed facilities and perc:onnel, which are lacking* Suggestions for --Further Research A study of this nature could be carried further to determine the problems facing the teaching of introdu- ctory technology at the Junior Secondary School level.

The results obtained from this could be compared with those obtained in this study* 62 Peferences

Ademola, R. A, (1984). "What is 6-3-3-4 system"? The Punch, Eec. 2, p, 7

Aabebi,- E.A. (1984).. - "An overview of Technical Education in Nineria". ~ssuesqnd ~roblemsof Technical

Agbenta, T.ji. (1982)~ ffStrategies Tor the reform of vocational educntion in Bi~eria". Educetion and Develo ment, (A Journal of the Pigerla Education dr~hCouncil (WERC) 0 2, No. 1, pp. 342 - 3480 Agusiobo, 0.N- (l982/84). Introduction to vocation@ education. (V.T.F:. IOI), Lecture Notes, University of Nigeria, Nsukka. (Unpublished). Ajayi, A. (1986). Vocotionql education in the Nigeria context. Ibadnn: Glory Press. Ajayi, J.F.A. (1963)- The development of secondary grammar school in Nigeria", ~ournalof ~iistorical Society of Nigeri , Vol. 11, KO, 4, Dec. Ajayi, Se (1984). lt6-z-3-4 educational system, and future of our children". Daily Times, Dec, 14, p, 3, Ayetigbo, O.Ao (1984). "Spreading the 6-3-3-4 idea". The Tribune, June 15, p. 9. Baike, F.A. (1985). Convocation speech presented by the Vice-Chancellor of the TTniversity of Renin, 1983/84 session, Peb. 2. Banjo, JoA. (1974). ":ieshzping technical education in Vigeriaft. -k!est hfric(::n Journal of Iduc~tion,Vol. XVIII, Feb., pp. 5 --me --- Bida, I. (1985). "The 6-3-3-4 education system: Cash threat to sound plm" . Ilqnt51Ly Sif e Magazine, Vole 2, )Too ?~,~Nov.,ppo LC - 50 Biobaku, S. (1980). "Education for stability: A criti- cal overview11. The Nigerian School Raster, (~ournel of Nigerian Union of Teachers), Jan. - ~pril). Briggs, t1.G. (1981)e "Opening address". (At the National Conference on Curriculum), Fhilosophy for Ibadm: Yeinemann Educational

Cookey, S.J. (1981). !'Keynote address: The need to review the purpose of education in present day NigeriaI1. A hiloso hy of Nigerian Education, Ibadan: Helnmannw ucationnl Books (Nig.) L td.

David-!Jest , (~98.2). I' ,: critique of the new Education Policy". Daily Times, Oct. 15 and 27, p. 3. b Ezeadi, CON, (1986)- "The role of the public in the 6-3-54 systemf1. The Punch, May 25, pa 11. Ezeji, S,C.O.A, (1966). "Strategies for the implemen- tation of the relevant twovisions .of the National policy on educationft. kntional Conference on Management of Technicel Xducation in Ni~eria, Lagos: Ford Foundation. t Fafunwa, A-B. (1974)- Ristorq of education in Nigeria. London: George Allen & TTnwin. Fcfunwa, AoP. (1987). "Opening 5tH Convoc- ation ceremon~,Federal college of Education, Dkene, March lz. Ford Foundation, (1966). Report of-the co-operative technical education sexnnar sbrotjl and recommendation for1 a atlona Education in the, Hepu,blic .of Viperia, Lagos; Gambo, koSo (1982). "Technicnl educatioh for rapid- developmenttf- Eigericn Journal of Technical Educqtion, Kaduna! Vol, I, No. 2, June.

Ibrahim, Fo (1983). "fi status nuo". Sunday Tribune Oct. 24, p. 7" Ikechukwu, C. (1979). IIEducation and Life". Daily Times, March 7, p, 5

Johanes, HoNo (1959)- Methods in industrial education. New York: John IJilley and Sons Inc.

Mgbejuma, OoA. (1982). YA look at new policy on educ- ation". Daily Times-9 March 12, Metcalf, DOHo(1985), The economics of vocational ,' World ~ankStaff Occasional Papers, No. 713

National Board for Technicnl Education, (9184). "The roles and responsibilities of the Nntional ~oard for technical education in the development of secondary level technical educntion in Nigeria", Nigeria Educational Research Council, Lagoso b Obasaju, Jo (1982)b "Talking of the new educational systemtf, Daily Times, Oct. 4, p, 3- Obum, E.C. (1983). "6-3-3-4 system: Here at last"o Daily Star, Oct. 8, p. 5, Ogunsola, OoSo (1984)o "Teachers' role: A vital aspect of 6-3-3-4". Daily Times, August 17, po 12 Okikhena, TOOo (1974). "Introducing elementary techno- logy into secondary edu-cation in Nigeriatt. West African Journal of Education-3 Vol, XVII, No. 1, Feb* - Okoro, OoMo (1972). Problems facing .--technical education in Ni eria. University of Nigeria, ITsukka, B.Sc. '&published)o Olaitan, S-0, (1986/87)0 Vocational administration. (VoToE402) Lecture notes, University--- of Nlcerla, Nsukka (Unpublished), Onabaniro, So (1981). lfPlanning of the junior secondary school's: voiding pitfalls of the past", New Nigeria, Dec. 2, p. 5. - Oranu, RONa (1988/89). Curriculum development in vocational educaticn.(Vn, 561 1. Lecture Hotes, University of Nigeria, i~sukka,(~n~6blished).

Ozoro, 0. (1982). Itproblem areas in Nigeria education: The school curriculum - Technology in secondary schools". Nigerian Journal of ~echnicali ducat ion, Kaduna: National Board for f'echnicnl Education. Vole 1, No. 2, June, Pearse, A- (7963)- Psychology in industrial education, New York: The Century Company, Pilkitt, W. (1961). Teaching vocational skills.- New York: Alps ~umingCompany. Robert, ROWo (1965). Tenching and practical arts education. New York: Harper and Row Publishers. b Solarin, T. (1963)~ "The secondary schools that Africa needsv1. West African Journal-. of Education, Vol. 7, Po. 2, June. -

Taiwo, COO. (1974). tfPre-vocational and pre-technical education in schoolstte West African ~ournalof Bducation, Vol, XVII, No. 1, Feb.

Wilkins, P.S. (1775). -.----.Vocational Educations: An overview. Memphis: P~ntherand ~afl's. APPENDICES APPENDIX I

THE QUESTIONNAIRE Department of Vocational Teacher Education University of Nigeria Nsukka 21st September, 1989 Dear Sir,

C;;UESTIONI~ION STATITS OF IMPLEMENTATION OF THE 5'ECHMICUL CURZTCULUM OF THE: NEW NATIONAL POLICY ON EDUCATION IN SENIOR SECOND~LRYSCHOOLS IN IN0 STATE.

I am a student in the above Institution and Department, I am presently conducting a research which is aimed at ascertaining the level of implement- ation of the technical curriculum of the new National Policy on Education in Senior Secondary Schools (SSS) in Imo State. It is believed that your office can offer . - information which would be of great value to the study. Kindly respond to the following questions to the best of your knowledge, Thanks for your co-operntiono

Yours faithfully,

Ogbata, A. 0- QUESTIONNAIRE

STATUS OF IMPLEMENTATION OF THE TECHNICAL CURRICULUM OF THE NEW NATIONAL POLICY OR EDUCATION IN SEPTIOl? SECONDARY SCHOOLS IN IMO STATE

1, In view of the problems facing the implementation of the programme in the statc/country, the gover- nment has adopted a number of measures, at different levels, to tackle these problems, Please list which of these measures your 3ta-k's Education Services has benefited from.

(a) O.OO..O.O..OOOO~O1OOOOOOO.~OOOOOOOOOOOOOO.OO

(e) ~oooooo.oooooo~oooooooooooooooooooooo~o~oo~. 2. Are there any further measures which the government proposes to tnke that are to your knowledge? Please list,

(b) 00000000010000000000000000000000000000000~0~

3. How many teachers in your State's Educatian Service have so far benefitted from the technical teacher training programme (TTTP) since its inception? UNIVERSITY OF NIGERIA., NSUKKlr DEP,lRTMENT OF VOCATIONAL EDUCATION

STILTUS OF THE II'U?LEl!'iiNTkTIONOF THE TECHNICliL CURRICULUM IN SEITIOR SECONDARY SCHOOLS (SSS) IN IMO STATE OF NIGER111

This questionnaire is for ascertaining the status of the implementation of the technical curriculum contained in the new Notional Policy on Education, in Senior Secondary Schools (SSS) in Imo State The information given in this form will be treated as confidential. Kindly respond to a11 questions honestly and independently. Thank you for your cooperation.

SECTION h GEhEBiL INFORTUTION

Designation: ....,.o....o.oo,..o..OODOOOODO~O. subject area( s)

(b) O0000.,000000ODO.*00

Has the Senior Secondary School (sSS) system been introduced in your school? Yes -/-/ If your response to the above question is "yes",

how long ago was it introduced? o...ooooo.... years. 69

5 0 What is the total enrolment of students in this

level in your school? OOO.,O.,OO.O.O...O..~OO~O 6. Of this number, how many students are enrolled

in the technical courses? .,~O..O.O...... o.ooo 7 How many technical teachers are presently

employed in your school? o.oe....o~~o....~o~..

8. Has your school been grnnted any equipment/ facilities/materisls by the government to fscili- tate the teaching of the technical courses? # Yes I-/' KO /-/ 9. As an over-view, how would you assess the imple- mentation of the technical curriculum in your school? Above average - 1-1 f~vernge -1-7' Below average ma SECTION B

1 * Problems of Implenenting the Technical Curriculum Below is a list of factors assumed to be hindering the implementation of the Technical Curriculum in your school. Please rank these factors from 1 - 16, assign- ing the rank of 1 to the factor which constitutes the most serious problem, Please indicate (-) against any factor which does not spply to your school. S/NO~ Factors which Constitute

I I 1 I Lack of interest rrnong students I I I 2 1 Poor rittitude of tenchers 3 / Tack ofadequate funds 4 1 Shortace of qualified tenchers 5 Inadequate supply of equipment/ facilities

6 Difficulty in adjusting to the new system 7 1 Poor public enlightenment programme 8 Inadequate time alloted 9 iLbsence of needed workshop 10 libsence of qualified personnel to install supplied equipment 11 Non supply of syllabuses 12 ~ibsenceof raw materials for practicals 13 Lack of emphasis on technical curriculu 4 Absence of poweb supply 15 1 Shortage of recommended textbooks 16 1 Absence of guidance personnel 2. Measures adopted by the Government to Tackle the Problems of Implementing the Technical -Curriculum Below is a list of measures the Government has adopted so far with a view to overcoming the problems hindering,the implementation of the technical curricu- lum in the state, Plefise check ( -/ ) ageinst which of those measures your school has benefitted from.

-- ITNO( Measures .doptrd hg the Government l~~s~onse (a) Improved public enlightenment programme I (b) Back-up supply of short-fall in equipment (c) lillocation of more funds (d) Provision of in-service training for teachers

3 Suggested Measures for Improved Implementation of the Technical Curriculum In addition to the measures adopted by the Government above, please suggest other measures which would enhance the implementation of the technical curriculum if adopted. APPENDIX I1

LIST OF SCHOOLS USED FOR THE STUDY LIST OF SCHOOLS USED IN THE STUDY hba Local Government ;;reg

1. Wilcox Plemorial Comprehensive Secondary School, i:iba

2. Sncrbd Henrt College, .;iba.

3- N~tionalHigh School, Abn. 4, Secondary Technical School, Liba.

5- Girls High School, Aha. 6, Boys Technical College, libn.

Isiukwu~toLocal Government Lrea 7- Isuochi Secondary School. 8. Isiukwuato High School. 9. Nneato Secondary School, 10. Secondary Technical Ovim.

11. Uturu Secondary School, 12. Lhaba Imenyi Secondary School, Ehirne Mbano Local Government Area 13. Girls High School, Ummzeala 14, Community Secondary School, Umunumo, 15. Secondary Technical School, Unueleke, Umueze. 16. Nsu Comprehensive Xigh School, U~uanunu. 17- Secondary Technical School, Urnueze 1. Ohaozara Local Government i~rea 18. Isiagu High School. 19, Government Secondary School, Okposi. 20. Uburu Secondary School. Orlu Loca'l Government Area 21. Bishop Shanahan Secondary School. 22. Community Second~rySchool. kwo-Idemili, 23, Girls Secondary School, Ihioma. 24- Ezinchi Secondary School. 25. Umuowa Secondary Technical School. 26. Community Secondary School, TTmuna. 27. Progressive Comprehensice Secondary School, Ihioma. 28. 1hite-owerr 4 Secondary School. Ideato Local Government hrea :ikokwa High School. Iheme Memorial ,;cconiinry School, Arondizuogu. National High School, :,rondizuogu. Urualla Girls High School. iikokwa Secpndary Technical 3chool. Unuma Isicku Secondary School. Ugbelle Secondary School. Umuobom Comprehensive Secondary School. Owerri Local Government Area 37. Government Secondary School, Owerri. 38. Emmanuel College, Owerri. 39- Girls Secondary School, Sgbu. 40. Holy Ghost College, Owerri. 41. Emekuku High School. 42. Boys' Secondary School, ~izaraecbelu.

43 Community Secondary School, Orogwe. I 44- Kkede Secondary School. 45, Naze Secondary School. .. . :. .*

46. :, L.yy comprehensive Secondary School. - ... .,r . . Ikedufu Local ~overnmentLrea 47. hmai~oHigh School. 48. Umudim Secibndary School. 'i\ 49. Atta Boys Secondary School. 50. Uaoagba Girls Secondary School.

51. ug$ri-lke,-. ~bmmunit~Secondnry School. ' *r'. 52. 0wu-i&kohia Secondary School. 53. Comprehensive Secondary School, Lvum ikboh-Mbaise Local Government ,ires

54 Engiogugu Secondary School, 55. Mbaise Secondary School, 56. Nguru Secondary Community School, Nguru-Nweke. 57. Nguru Secondary Technical Gchool. 58. Cornunity Secondary School, Lagwa. Unuahia/Ikwuano Looal Government Area Government College, Umunhia, # Girls Secondary Gchool, Unuahia.; 1. Ibeku High School, Olokoro High School. Community High bchool, Old Umuahia. Ohuhu Community Secondary School. Community Secondmy School, Isingwu.

Unuopara Secondmy :;chool. Girls' Second:,.ry ;~chool,Afugiri.