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IMPACT OF
SECONDARY SCHOOL VOCATIONAL CURRICULUM ON SOCIO-ECONOMIC EMPOWERMENT OF YOUTHS
ABSTRACT
The study
attempted to examine the impact of secondary school vocational curriculum on
youths’ empowerment in Mainland Local Government Area of Lagos State, Nigeria.
In this study, relevant and extensive literatures were reviewed under
sub-headings. The descriptive research survey was used in the assessment of the
opinions of the selected respondents with the adoption of the questionnaire and
the sampling technique. A total of 300
(Three Hundred) respondents were selected and used as samples for this study
the respondents were made up of (150 males and females). A total of four null
hypotheses were generated and used in this study using both the percentage
frequency counts and the t-test statistical tools at 0.05 level of
significance. At the end of the data analyses, the following results were
generated: Hypothesis one found that there is a significant impact of
vocational curriculum on youths’ empowerment in Lagos State; hypothesis two
showed that there is a significant impact of teaching method on achievement of
vocational curriculum objectives in Lagos State; Hypothesis three indicated
that there is a significant impact of skill-acquisition on self-reliance among
youths in Lagos State; hypothesis four revealed that there a significant
relationship between technical know-how and youths’ self-employment in Lagos
State. In the light of the foregoing, it is recommendation that vocational
curriculum for our secondary schools in Lagos State should be constantly
reviewed so that the curriculum will be maintained for better outcomes for our
youths in Nigeria. This is because, if the vocational curriculum for the
secondary schools is reviewed from time to time, it will bring about continuity
and effectiveness in our secondary school as the youths would be empowered for
self-employment.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is
described as the totality of life experiences that people acquire, and which
enables them to cope with and derive satisfaction from living in the world
(Babafemi 2007). This is said to enable people achieve social competence and
optimum individual development. It is on this premise that it is believed that
the quality of a nation’s education is proportional to the level of its
prosperity. Economically, advanced nations of the world are distinguished by
the excellence of their educational system.
Following
the political independence of Nigeria, there was a realization that the type of
education our colonial masters left with us needed a critical re-examination of
the worth: of content, objectives, relevance, methods, administration,
evaluation, and so forth. According to Ezeobata (2007), this period saw a state
of affairs in Nigerian education where every subject had to prove its
usefulness’ to retain a place in the school curriculum. This was said to have
led the then National Educational Research Council (NERC) to convey a historic
curriculum conference at Lagos in 1969. This conference recommended new set of
goals and provided directions for major curriculum revision upon which the
National Policy on Education of 1977 and the revised policy in 1981 and 2004
were based. Against this background of national aspirations, a new educational
system commonly referred to as the 6-3-3-4 system of education emerged. The
system consisted of six years of primary school education, three years of
Junior Secondary School (JSS), three years of Senior Secondary School (SSS) and
four years of post-secondary education (Omotayo, Ihebereme, & Maduewesi,
2008).
The
implementation of the 6-3-3-4 education system began in 1982 and brought many
reforms into the educational system in Nigeria. Among the innovations is the
vocationalization of the secondary school curriculum in Nigeria. At the junior
secondary level pre-vocational subjects were introduced into the curriculum
while vocational subjects were introduced into the senior secondary level. The
focus of the pre-vocational was to expose students at the junior secondary
school level to the world of work through exploration. Such exposure would
enable junior secondary school students make intelligent career choice and also
intelligent consumption patterns. Among the pre-vocational subjects are
practical Agriculture, Home Economics, and Business Studies. Introductory
Technology is an integration of components of woodwork, metalwork, basic
electronics, applied electricity, water flow technology, airflow technology,
food preservatives, automobile, technical drawing, physics, rubber technology,
chemistry, plastics, basic building technology, and ceramics. While Business
Studies has typewriting, shorthand, bookkeeping, office practice, commerce and
computer science as components. Fafunwa (2002) stated that the specific
objectives of the Junior Secondary School Education are to develop in the
students’ Manipulative skills (Manual dexterity) invention, respect for dignity
of labor and above all healthy attitude towards things technical.
At the
senior secondary level, recommended vocational /technical subjects include:
Agricultural Science, Clothing and Textile, Home Management, Food and
Nutrition, Typewriting & Shorthand, Principles of Accounts, Commerce,
Woodwork, Technical Drawing, Basic Electronics, Building Construction, Applied
Electricity and Auto Mechanics (Senior Sec. National curriculum).
The most
significant aspect of the National Policy on Education as noted by Dike (2009)
is the new focus it gives to Nigerian educational system, the need for the
Industrialization of the nation in which technical and vocational education
play crucial roles and the realization to change from white collar job oriented
educational system to science, vocational and technical oriented educational
system which prepares individuals to be self-reliant and useful to the society.
This is said to have informed the Federal Government to lay emphases on
technical education. Dike (2009) further noted that the five National goals
cannot be realized without developing technical /vocational education, a
well-rooted technical education that will definitely transform the economic,
social and political life-styles of our Nation from the third world to be the
first would class.
According to
Ajala (2002) “the new National Policy on education has all the necessary
ingredients for landing Nigeria into the future technologically, politically,
Socially and Morally, adding that the policy if well coordinated and
implemented is a solid basis for the nation to launch itself among the great
nation”. Babafemi (2007) sees the 6-3-3-4 system of education as a step in the
right direction towards the technological development of the nation, describing
it as laudable programme capable of ushering in an educational revolution in
Nigeria, he however remarked that the current situation on ground is far from
this ideal as the system seems to be suffering from poor and shoddy
implementation
In more
specific terms, the secondary school is intended, among other things, to raise
a generation of people (youth) who can think for themselves, respect the views
and feelings of others, respect the dignity of labour and appreciate those
values specified under broad national aims and live as good citizens (National
Policy on Education 1998).
In line with
the above, Akande (1999), in a study titled: “present Nigeria secondary school
curriculum and goals of Nigeria secondary education” formulated hypothesis on
the influence of secondary school curriculum on goal of Nigeria education.
Akande used 120 students as sample for the study and further applied the
independent t-test statistical tool at 0.05 alpha level, to check whether a
significant influence of secondary school curriculum on the goals of Nigeria
secondary school education exists. At the end of the analysis, it was found
that there is a positive influence of the curriculum on the goals of Nigeria
secondary education. This in any case, implied that the present Nigeria
secondary school curriculum meets the goals of Nigeria’s education.
Uyanya
(1989) stated that the most important thing that ever happened to Nigeria is
the 1981 National Policy on Education, which emphasizes the acquisition of
vocational skill and self-reliance. Puyate (2004) quoted Sower (1971) who
observed that vocational/technical education is a means towards
industrialization of Nigeria. Olaitan (2007) defines vocational/technical
education as that aspect of education which is a skill acquisition-oriented
form of training, based on application of mathematics and scientific knowledge
in specific field for self-actualization and development.
The 6-3-3-4
system of education in Nigeria is job oriented. It places premium on manual
activities, technical proficiency, and respect for dignity of labour and
economic efficiency. It is to provide the child with basic tools to prepare him
for job creation and wealth generation. Anwuka (2005) summarized the secondary
education curriculum as immense and profound for teaching and learning.
Curriculum
development is vital to educational success and nation building. Nations expend
vast amounts of time and resources on designing what ought to be learned in
schools in order to elevate social consciousness and improve economic
viability. Nigeria is no exception. Since its independence in 1960, Nigeria has
struggled with designing and implementing a sustainable educational curriculum
that adequately prepares its children for adulthood. Several years later, the
country faces the rising tide of an educated but unemployable workforce, as
Nigerian students graduate from secondary and tertiary institutions without
essential workplace skills. Based on inarticulate policies, inadequate
research, and poor planning, curriculum implementation has become ineffective
and lacks any useful feedback mechanism anchored in review, analysis and
redesign processes. School curriculum is expected to equip learners with skills
that will make them self-reliant, prepare them to enter into jobs and progress
in them. Recognizing the importance of this, the Phelps Stroke Commission of
1925 and the national curriculum Conference of 1969 advocated for vocational as
well as technical education as a way of advancing entrepreneurial education in
the country.
1.2 Statement of the Problem
Curriculum
is a vehicle through which education is attained (Offorma 2005). The secondary
school curriculum as presently implemented is far from achieving the goals of
secondary educational system (Obanya 2004a). It has been noted that the
National Policy on Education was well structured and the contents were
adequately defined but the implementation calls for question (Babafemi 2007; Dike
2009). Investigation gathered shows that students’ potentials are not properly
channeled as schools lack basic infrastructural facilities necessary for
effective curriculum implementation, there are inadequate specialist teachers,
and where available, focus more on theoretical aspect leaving out the practical
component.
A good
number of students who have completed their secondary education but do not wish
to continue with higher education are in dilemma. This is because they are not
well equipped with necessary skills to empower themselves. The training
acquired at the end of secondary education seems inadequate to make the school
leavers competent and self-reliant, hence cannot contribute to nation building.
If the Nigerian society is not to be plagued by a breed of unemployable youth
who cannot raise the economic productivity of the country, it is desirable that
a lasting solution be provided. Thus, this study was designed to fill this gap.
1.3 Purpose of the Study
The main
purpose of this study is to examine the impact of secondary school vocational
curriculum on socio-economic empowerment of youths in Lagos State, Nigeria.
1. Determine the impact of vocational
curriculum on youths empowerment in Lagos State.
2. Examine the impact of teaching method on
the achievement of curriculum objectives at the secondary school level in Lagos
State.
3. Examine the impact of skill- acquisition on
self- reliance among Youths in Lagos State.
4. Ascertain the relationship between
technical know-how and self-employment among youths in Lagos State.
1.4 Research Questions.
The
following research questions were raised in this study:
1. What is the impact of vocational
curriculum on youths’ empowerment in Lagos State?.
2. What is the impact of teaching method on
the achievement of vocational curriculum objectives at the secondary school
level in Lagos State?.
3. How
can skill-acquisition impact on self-reliance among youths in Lagos State?.
4. What is the relationship between
technical know-how and self-employment of among youths in Lagos State?
1.5 Research Hypotheses
The
following research hypotheses were tested in this study:
1. There is no significant impact of
vocational curriculum on youths’ employment in Lagos State.
2. There is no significant impact of teaching
methods on the achievement of vocational curriculum objectives at the secondary
school level in Lagos State.
3. There is no significant impact of
skill-acquisition on self-reliance among youths in Lagos State.
4. There is no significant relationship
between technical know-how and youths’ self-employment in Lagos State.
1.6 Significance of Study
This study
is significant in many ways. Most importantly, it will sensitize policy makers,
educational administrators, and curriculum planners on the need to plan towards
effective curriculum implementation in Nigerian secondary schools. This will go
a long way in minimizing the rate of unemployment among secondary school
leavers thereby making them well adjusted individuals who will raise the
economic productivity of the country. Also, the result of the study will
contribute to policy formulation and practices, as inspectors from Federal and
State Ministries of Education will be sensitized on what to look out for during
inspection. On a wider scale, State in Nigeria will benefit from the study
because its findings and recommendations will provide point of reference. Above
all, the Federal and state Ministries of Education as well as the Nigerian
Educational Research and Development Council (NERDC) will find the result of
this study valuable particularly in the current government effort towards
implementation of the new 9-year Basic Education Curriculum.
1.7 Scope of Study
The study
covered all the secondary schools in Lagos State. It was limited to the effect
of secondary school vocational curriculum on socio-economic empowerment of
youths.
1.8 Operational Definition of Terms
The
following operational terms were defined in this study:
Curriculum:
Curriculum is the total package of what is to be taught or learnt. He describes
it as a process of translating national educational objectives into
‘within-school do-ables’. Offorma (2005) sees curriculum as the planned
learning experiences offered to the learner in the school. In this study, it
refers to vocational and technical subjects outlined in the National Curriculum
for Secondary Schools manual as part of subjects for secondary education.
Skill-based
Subjects: As used in this study, these are practically-oriented subjects that
are designed to teach students skills which will empower them for job creation
and self-reliance. The subjects in this category fall under the vocational and
technical field. Skill-based means the same as practical-based and they are used
interchangeably in this study. For purpose of this study, subjects in the
vocational and technical field. Skill-baesd means the same as practical and
they are used interchangeably in this study.
Theory-based:
As used in the study, it means knowledge that is purely descriptive and devoid
of reference to purposeful action.
Practical-based:
Knowledge that deals with skills involving muscular dexterity and coordination
of mind and muscle.
Socio-economic
Empowerment: It is used in this study to refer to ability of youth to organize
their finances, trade and industry for sustainable national development.
Youth: As
used in this study, youth is young people between the ages of 15-24 years. In
this study, youth refers to young people between 10-24 years of age.
Entrepreneurial
Skills: Skills that will enable an individual create employment or start up
business for himself.
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