FACTOR AFFECTING THE PARTICIPATION OF TECHNICAL EDUCATION AS PERCEIVED BY STUDENT IN YABA COLLEGE OF TECHNOLOGY
CHAPTER ONE
INTRODUCTIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â
2.0 BACKGROUND TO THE STUDY
Technical education is the acquisition of specific skills for self-employment or career skills instruction for example cookery, dressmaking, carpentry, masonry as well as working in the industries. This type of education is offered to meet needs of individuals and society as well. The ability of individuals are utilized to the fullest Tum (1996). Technical education is one of the national development strategies in many societies. It creates a great impact on human resource development, productivity and economic growth Van Ark (1992).
Technical training has been there throughout history. Every society had its craftsmen. In the United States it became popular after 1880. The courses that sprung under Technical education were industrial training, book keeping, stenography (short hand) and commercial work. The courses were offered both in private and public institutions. Trade schools in the United States of America (USA) at that time were like Copper Union, Tuskegee Institute and Pratt Institute.
In the United States there were several laws that helped to improve the work force in industries and made sure that there was Technical training for the economically challenged youth. The laws were known as Manpower Development Training Law, Technical and Applied Technology law and Technical Education law. The Dutch schools also paid attention to the provision of Technical Education.
They targeted the age of the learners at 14 – 16 years. In Italy, Technical education began in the 16th century Knoll (1993) .The Italian architects  sought to make their Technical education professional.
Earlier on the youth had received training as builders and stone masons. This did not make them meet the demand of art and sciences. By the end of 18th century the engineering profession closely related to architecture had been established and was being incorporated in to new technical and industrial colleges in Italy.
In Africa there are different systems of Technical education from country to country. Training is provided in both private and public polytechnics, enterprises and apprenticeship training centers. The West Africa apprenticeship departments offer the largest opportunity for technical and Technical education.
Youths in Nigeria enter Technical training at the end of primary school after eight years of education. Unlike in Nigeria where they enter training at the end of lower or junior school for secondary learners. Botswana, Namibia, Zambia and Tanzania recently passed acts of parliament that established a council of training and Technical education which is charged with responsibility of skill development in the country. The Senegal Technical education is underdeveloped. There are no clear strategies regarding its future Kudaya (1989).The government of Mali has benefited from positive institutional enrolment plan due to establishment of training fund.
In Kenya there were proposal in the Willoughby report of 1949 for the establishment of a technical institute in Nairobi. This gave rise to Royal Technical College which later became part of the University of East Africa.This is the present University of Nairobi. By 1961 Kenya Polytechnic started offering Technical skills. Other institutes that were established were Mombasa institute of Muslim Education which became a National Polytechnic in 1972 (Bogonko 1992)
The attitude of learners seems to hinder skill acquisition. After they have graduated from these centers they still cannot perform the skills well. Masons who are newly graduated have to work with a specialist who has been in the job for a long time. He will have to depend on instructions and guidance. Tailors and dressmakers are not able to sew a good dress, trousers or a blouse. A salonist from training is not able to weave recent hair styles. This shows that there is a problem among the youth in skill acquisition.
1.1 Statement of the ProblemÂ
From the background it comes out clearly that Technical training has a problem. Mackey report of 1981 recommended the conversion of secondary technical schools to tertiary institutions. This fueled the under utilization of the technical training institutes. Youth polytechnics were left to die. The management and professional development of youth polytechnics and other Technical training institute suffer neglect by the nation and local communities.
A number of out of school youth are observed to join Technical training centers but after a short while they loiter around urban centers and are very idle. This study therefore is an investigation of the factors affecting Technical skills among the youth learners in eight.
1.2 Purpose of the Study
The purpose of this study is to investigate factors that affect the acquisition of Technical skills among youth learners in Maranda Division Siaya County. Is also hoped to come up with factors that should be considered to improve skill acquisition among the youth learners.
1.3 Objectives of the Study
The study will be guided by the following objectives
To establish the attitude of the learners towards Technical skills offered to them
To examine the adequacy of the learning resources used at the centers
To identify the types of courses offered at the centers
To establish the economic status of the learners parents and guardians
To asses the qualification of the trainers or tutors at the Technical centers.
To determine the level of satisfaction among the learners towards Technical training.
To identify other factors influencing acquisition of Technical skills.
