ABSTRACT
This research work is carried out with the aim to examine the career choice amongst vocational and technical education students in Nigeria using College of Education, Ekiadolor as a case study. The purpose of this research is to find out the reasons behind the career choice of students, their motivation or the influence that brings about their driving force towards a particular vocation amongst others. This work is presented in five chapter, chapter one which is the introductory part is made up of the background of the study, the statement of problem, significance of study and scope of study. Chapter two contains the literature review, which is the theoretical framework that is discussed under such headings as: attitude of students, availability and accessibility of facilities/equipment, programme experience and training influence. Chapter three is research methodology which deals with the sources through which data where gathered for the research work. The data collected were presented and analyzed in chapter four. Chapter five finally contains the summary of findings, conclusion and recommendation.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Those days, when few people for various reasons could go to schools, and jobs were waiting for individual to qualify and take, there was little need for planning either in terms of what courses to take or in terms of what type of job to do in future as occupation. Today, the old education system order has changed, due to changes in society. The present day society is too complete and changes at a much faster rate than it was in the past. The choice of career demands that alternatives should be clear and the important aspect should be taken into consideration in order for the decision process to be easier. The history of applied psychology has its roots in the rise of empirical science and the increase influence of a commercial industries social classes, beginning in the last 18thcentury. This development led to the need for a mere democratically based school system of train qualified workers for the ever burgeoning industrial complex. Indeed, the demand for workers in Nigeria was done among those that have the skills and the need for personnel to help channel these prospective workers into increasing complex jobs. The two significant events which occurs in the 20th century marked the expansion of vocational and technical guidance by the Boston Chamber of commerce and subsequent formation in (1913) of the national vocational guidance association (Whitely, 1984), this marked the beginning of vocational moment in Nigeria. However, vocational guidance counselling started in Nigeria as far back as 1961, with the inauguration of the Ibadan careers council, which later formal the nuclear of what is known as the Nigeria careers councils.
There was a general opinion among career counseling that our youngsters need constant guidance in the choice of occupation for which they have no attitude but interest, such student are likely to end up as failure and career frustration. Thus, we have to live in ambiguity, uncertainty and value confusion. In other words, the traditional road or signals of danger are all inadequate today. That fact that personal conflicts or some other external obstacles do constitute to these goals, how we handle these obstacles that they do not develop into problems, requires experience. The fact that a guidance scheme can give problem, the ability to make appropriate choice and decision are increase to the later satisfaction and happiness of the individual. It is noticeable that many students have gone through the years of school system without knowing and choosing the appropriate subjects that can lead them into the professional jobs. Further studies and any career wish to purse. The question now is, how we can solve these problems which are affecting our students in their choice of subject leads to the world of work in the society and nation that will lead to building the personality of the individual. The background study of College of Education, Ekiadolor-Benin as well as the school of vocational and technical department is an education that prepares trainees for jobs at various levels from a cra or trade to a professional position in engineering, accounting, nursing, medicine and other health practitioners, pharmacy etc. craft vocation are usually based on manual or practical activities, traditionally non-academic and totally related to a specific trade, occupation or vocation. Its sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. Vocational and technical education may be classified as teaching procedure knowledge.
This can be contrasted with declarative knowledge as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational and technical education can be at the secondary, post-secondary level, further education level and can interact with the apprenticeship system. Vocational and technical education can be recognized in terms of recognition of prior learning and partial academic credit towards tertiary education. It is rarely considered in its own form to fall under the traditional definition of higher education.
