FACTORS MILITATIG AGAINST THE TEACHING OF MECHANICAL ENGINEERING CRATF PRACTICE IN GOVERNMENT TEACHNICAL COLLEGES IN ENUGU STATE
The journey on the path of technical education started as far back as in the 1930’s when the commission on Higher Education proposed that the premises of Yaba Higher College should be converted to a technical institute. In line with this arrangement a student was expected to spend two years in general studied department and three years in an area of specialization like the mechanical engineering craft department. Responses to questions posed by the researcher have shown that mechanical engineering craft practice is laudable but on the other hand, the country appears not prepared for the effective implementation of this programme. There seems to be no concrete arrangement on who to finance it and no proper orientation was made to acquit teachers with the function of the scheme. The result of the analysis in the preceding chapter shows that inadequacy of teachers, la ck of well equipped workshop, lack of well equipped laboratories and libraries, non-availability of finance and non provision of accessories are the major factors militating against this course. It is hereby recommended that the government should provide equipments, train instructional personnel for the programme, well equipped laboratories and supply relevant and adequate text books to technical colleges.
TABLE OF CONTENTS
Table of Contents
1.1 Background of the Study
1.2 Statement of Problems
1.3 Purpose of the Study
1.4 Scope of the Study
1.5 Significance of the Study
1.6 Research Question
1.7 Limitations of the Study
1.8 Definition of Terms
2.1 Finance and Finding
2.2 Adequacy and Qualification of Teaching Staff
2.3 Non Payment of Teachers Salaries
2.4 Availability of Well Equipped Libraries
2.5 Lack of Equipped Workshop
2.6 Availability of well Equipped Laboratories
3.1 Design of the Study
3.2 Area of Study
3.4 Sample and Sampling Techniques
3.5 Instrument for Data Collection
3.6 Validation of Instrument
3.7 Method of Data Collection and Analysis
Presentation of Results of Statistical
4.1 Research Question 1
4.2 Research Question 2
4.3 Research Question 3
4.4 Research Question 4
Discussion on Findings, Implication, Suggestion and Conclusion
5.1 Discussion on Findings
5.2 Educational implication
5.4 Suggestions for Further Study
QUESTIONNAIRE FOR TEACHER’S AND STUDENTS.
1.0 background of the study
Educational from the beginning has been a strong instrument of change towards our economic, social, political and technology development.
In he past years, Nigeria has realized that she can attain self reliance through technological advancement and so has placed serious emphasis on technology education (Eze 1996) technical or vocational education is one of he form of education that is in existence before the introduction of western education in Nigeria. Oshuala (1995:145) stated that technical education is an education designed at upper secondary and lower tertiary levels to prepare middle level personnel and at university level to prepare engineers and technologists for higher management positions. The advanced Learner’s Dictionary as cited in Okorie (1981:29) referred to technical education as “the phase of education which seeks to help the students acquire special mechanical or manipulative skills required in industrial arts or applied science”. A more detailed definition of technical education was provided by the committee on research and publications of the American Vocational Association which stated that vocational education is “education designed to develop skills, abilities, understanding attitudes, work habits and appreciations encompassing knowledge and information needed by workers to enter and make progress in employment on a useful and productive basis”. They are various skills taught as part of informal education, these are farming, weaving, sculpturing, blacksmithing and so on.
When the missionaries introduced western education, they aimed at teaching Christian ethics, reading, writing, arithmetic and later it was expanded and they introduced, farming, block laying and carpentry as part of western education but these skills were not seriously regarded by pupils and parents as an integral part of western education and the practice virtually died out before the turn of the present century.
The introduction of this course in Government Technical College Enugu State marks the beginning of organized technical and vocational education in Nigeria. It also marked the beginning of mechanical engineering craft practice. To be sincere, the importance of mechanical engineering craft practice cannot be over emphasized because effective technological education serves as a powerful instrument for national development.
The national policy on education (1971) defines technical education as aspect of education which leads to the acquisition of practical and applied skill as well as basic scientific knowledge. Engineering technology is important for the support it gives directly or indirectly to man for her existence ad economical development for comfort. Technology contributes very remarkably to the government revenue and foreign exchange earning. These is however no doubt that the technology is a basic foundation for our welfare sound economic development and technological advancement.
1.2 STATEMENT OF PRBLEMS
It is found that the objective for which mechanical engineering craft was introduced or established in our various Government technical colleges more especially in Enugu State is almost dying out in Enugu State. In this course the researcher has taken interest to study the factors that militate against the teaching of mechanical engineering craft practice in Government Technical Colleges in Enugu State.
1.3 PURPOSE OF THE STUDY
This study tends to investigate the factor militating against the teaching of mechanical engineering craft practice in government technical colleges in Enugu State. Particularly, the study will tend to determine.
1. The qualification of teachers teaching the course.
2. the quality of laboratory and workshop equipment
3. the level of students interest in the craft.
4. financing of the course/craft.