TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
ABSTRACT xi
CHAPTER I: INTRODUCTION
Background of the Study 1
Statement of the Problem 5
Purpose of the Study 7
Significance of the Study 8
Research Questions 10
Hypotheses 11
Delimitation of the Study 12
CHAPTER II: REVIEW 0F RELATED LITERATURE
Conceptual Framework 14
Technical Education at NCE level 16
Inputs 16
Implementation of Technical Education in Colleges of Education
(Technical) 18
Quality Assurance 20
Quality Assurance of input 23
Technical Education implementation Inputs 26
Personnel 27
Facilities 29
Equipment 29
Theoretical Framework 31
Systems theory 32
Theory of vocational and technical education 33
Related Empirical Studies 35
Summary of Review of Related Literature – 40
CHAPTER III: METHODOLOGY
Research Design 42
Area of the Study 42
Population for the Study 43
Instrument for Data Collection 43
Validation of the Instrument 44
Reliability of the Instrument 44
Method of Data Collection 44
Method of Data Analysis 45
CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 46
Research Question 2 47
Research Question 3 48
Research Question 4 49
Research Question 5 50
Research Question 6 55
Hypotheses 1 60
Hypotheses 2 61
Hypotheses 3 62
Hypotheses 4 63
Hypotheses 5 63
Hypotheses 6 64
Findings of the Study 65
Findings on Hypotheses 68
Discussion of Findings 69
Discussion of the Hypotheses 71
CHAPTER V: SUMMARY,CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem 73
Summary of Procedures Used 74
Summary of Major Findings 75
Implications of the Study 76
Conclusions 76
Recommendations 77
Suggestions for Further Study 77
REFERENCES 78
APPENDICES 84
Appendix A: List of Institutions/Population Distribution 85
Appendix B: Letter of Introduction 86
Appendix C: Instrument for Data Collection 87
Appendix D: Avalability Checklist 98
Appendix E: Result of Data Analysis 102
LIST OF TABLES
Tables pages
1. Personnel Available for the Implementation of Technical Education
Programme in Colleges of Education in north central Nigeria 46
2. Mean Rating of Responses of Respondents on Adequacy of Available
Personnel for the Implementation of Technical Education
programme in Colleges of Education in North Central Nigeria 47
3 Mean Rating of Responses of Respondents on Availability of facilities
for the Implementation of Technical Education programme in
Colleges of Education in North Central Nigeria 48
4 Mean Rating of Responses of Respondents on adequacy of available
facilities for the Implementation of Technical Education
programme in Colleges of Education in North Central Nigeria 49
5 Mean Rating of Responses of Respondents on availability of equipment/machine and tools for the Implementation of Technical Education programme in Colleges of Education in North Central Nigeria 50
6 Mean Rating of Responses of Respondents on the level of adequacy of
available equipment/machine and tools for the Implementation of
Technical Education programme in Colleges of Education in
North Central Nigeria 51
7 Summary of t-test Table on the availability of personnel for the
Implementation of Technical Education Programme in Federal
Colleges of Education and State Colleges of Education in North
Central Nigeria 52
8 Summary of t-test Table on the availability of facilities for the
implementation of Technical Education programme in Federal
Colleges of education and State Colleges of education in North
Central Nigeria 53
9 Summary of t-test Table on the availability of machines, equipment and
tools for the implementation of Technical Education programme in
Federal Colleges of education and State Colleges of education
in North Central Nigeria 54
10. Mean Rating on Adequacy of Available Auto Mechanic Equipment for the Implementation of Technical Education Programme in Colleges of Education in North Central Nigeria 55
11. Mean Rating on Adequacy of Available Building Technology Equipment for the Implementation of Technical Education Programme in Colleges of Education in North Central Nigeria 56
12. Mean Rating on Adequacy Available Electronic Technology Equipment for the Implementation of Technical Education Programme in Colleges of Education in North Central Nigeria 57
13. Mean Rating on Adequacy Available Metalwork Technology Equipment for the Implementation of Technical Education Programme in Colleges of Education in North Central Nigeria 58
14. Mean Rating on Adequacy Available Woodwork Technology Equipment for the Implementation of Technical Education Programme in Colleges of Education in North Central Nigeria 59
15. Summary of t-test on the Availability of Personnel for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria 61
16. Summary of t-test on the Availability of Facilities for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria 61
17. Summary of t-test on the Availability of Machines, Equipment and Tools for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria the 62
18. Summary of t-test on Adequacy of personnel for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria the 63
19. Summary of t-test on Adequacy of Facilities for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria. 64
20. Summary of t-test on Adequacy of Machines, Equipment and Tools for the Implementation of Technical Education Programme in Federal Colleges of Education and State Colleges of Education in North Central Nigeria. 65
ABSTRACT
The study was carried out to assess the quality
assurance of inputs into the implementation of technical education programme of
Colleges of Education in North-central Nigeria.
Survey research design was adopted for the study. Check list and interview
schedule were used for data collection. Three experts validated the
instruments, two from University
of Nigeria Nsukka and one
from Federal College of Education Pankshin. The reliability was determined
using Cronbach Alpha method of establishing reliability. The coefficient of
reliability obtained was 0.89. Population for the study was the five colleges
of education in North Central Nigeria that offer technical education programme at
NCE level and 140 input items as contained in NCCE minimum standard for
implementation of technical education programme. Five copies of the checklist
(one for each school) were used to obtain information on availability and
adequacy. Percentage and mean were used to analyze data obtained from
observation and interview schedule on availability and adequacy respectively.
The study found out that 80% of the required personnel input are available, 78%
of the required facilities are available, 84% of equipment/ machines and tools
required are available in Colleges of Education in north central Nigeria. 40% of
personnel are found to be adequate, 27.3% of facilities were found to be
adequate. 26% of automachanic equipment/machine and tools, 45.5% of building
technology equipment/machine and tools, 25.8% electrical/electronic technology
equipment/machine and tools, 31% of metal work technology equipment/machine and
tools and 34.8% of woodwork technology equipment/machine and tools were found
to be adequate. It was therefore recommended that government should inject more
funds to Colleges of Educations to enable them provide adequate inputs for the
implementation of technical education programmes for quality assurance.
CHAPTER I
INTRODUCTION
Background of the Study
A nation cannot survive the present technologically advanced world without focusing on quality human resource development. Quality human resource development can only be achieved through quality education (Anaele, 2010). Some countries of the world, today, are described as developed or advanced, due to their technological feats and manoeuvres (Uzoagulu, 2011). They got to these positions through co-ordinated quality Technology Education. The importance of Technology Education to a nation’s development therefore cannot be over emphasized. Quality Technology Education is a product of a number of factors, such as well-articulated policies, comprehensive, adaptive and realizable curricula, adequate funding, adequate teaching and learning facilities/equipment and above all quality teachers (Anaele, 2010).
Realising the role of quality teachers in nation building, Federal Government of Nigeria (2004) stated, “No nation’s education system may rise above the quality of its teachers”. The policy went further to state that, teacher education programmes shall be structured to equip teachers for effective performance of their duties. These structuring brought about the establishment of NCE teachers training institutions in the country. Technical Education is one of the teacher training programmes of Colleges of Education in Nigeria. Its focus is the production of Technical Education teachers at NCE level.
Technical Education according to Onjewu (2007) is the aspect of education, which prepares people academically to be engaged in the acquisition and application of science and modern technology by focusing both on the theoretical and practical application of basic scientific principles. Federal Government of Nigeria (2004) defines Technical Education as that aspect of education, which leads to the acquisition of practical and applied skills as well as basic scientific knowledge. The objectives of Technical Education in Colleges of Education are to:
- Produce National Certificate in Education (NCE Tech) teachers and practitioners of technology capable of teaching Introductory Technology (Basic Technology) in junior secondary schools.
- Produce NCE (Tech) teachers who will be able to inculcate scientific and technological attitudes and values into the society.
- Produce qualified technical teachers motivated to start the so much desired revolution of technological development right from the Nigerian schools.
- Prepare technical teachers to qualify them for post NCE degree programme in technical education (NCCE, 2002).
Colleges of Education are post-secondary institutions responsible for training National Certificate in Education (NCE) teachers in Nigeria. Colleges of Education are teacher-training institutions that offer NCE technical courses. In order to achieve the objectives of teacher education at the NCE level, and to maintain standard of the products in a sustainable manner, the National Commission for Colleges of Education (NCCE) was established. The mandate of the commission among other things includes; monitoring and ensuring quality among Colleges of Education programmes, for quality assurance of graduates.
In performing the above responsibilities, a minimum standard for all programmes approval are spelt out clearly for Colleges of Education in the country. After many years of implementation of the programme, objectives I and II above seem to be far from being realized looking at the low level of the nations development. Yakubu (2003) observed that lack of funds has affected the provision of some essential inputs needed in the implementation of the programme in most of the Colleges of Education. It is now a common sight to find students of Technical Education sharing tables, seats, and other input. Where each student should have one. There is lack of internal self-evaluation or internal quality assurance mechanism that would have been responsible to monitor compliance with minimum standards requirement on continuous basis. Yakubu (2003) observed that standards often tend to decline after the accreditation visits rather than being maintained or improved upon as expected. The author also alleged that some institutions and departments sometimes stage manage their facilities and even personnel, all of which disappear to the rightful owners as soon as accreditation is over. The scenario lead to production of poorly trained technical teachers. The assertion is in line with the World Bank report on Africa (2004) cited by Eze and Olaitan (2010), that teachers recruited into teaching position in schools do not meet the quality required for effective teaching. Okoro (1999) also observed that most of the products of technical institutions in Nigeria do not have the knowledge and skills that will enable them to take up the available jobs. Hence, they could not give what they do not possess. All these are indicators of poor teacher preparation from technical teacher institutions.
Gboyega (2008) stated that the teacher is the key factor in helping students master manipulative skills needed for employment in any occupation and that, the success or failure of any Technical Education programme depends on available inputs. This input includes personnel and facilities. This therefore calls for quality assurance of faculty and facilities in technical teacher training institution to achieve its objective. Quality assurance as stated by Pearson (2007) is the practice of checking quality of goods or services rendered by individual or company, so that the standard will continue to be good. Gunter, Mammed and Wermer (2000) described quality assurance as available evidence on the quality of the inputs into a programme as a judgment to whether; they are achieving the objectives of a planned programme. In the context of this study therefore, quality assurance means an assessment or checking the availability of inputs, their adequacy and suitability for implementing Technical Education programme in Colleges of Education for teaching manipulative skills at NCE level of teacher education. The study specifically will be concerned with personnel and facility inputs.
Input according to Hornby (2004) is something put into projects or programmes in order to make it succeed. Adelina and Anyakoha (2004) saw input as the resource that facilitates the quality and effectiveness of the implementation of a given curriculum. In the context of this study, input consists of staff (academic and supportive), physical facilities (classrooms, offices, workshops, tools, equipment and consumables) required by NCCE as minimum standard for effective implementation of Technical Education programmes in Colleges of Education in Nigeria. Encarta (2008) defines implementation as the carrying out, execution or practice of a plan, a method, or any design for doing something. It further stated that implementation is the action that must follow any preliminary thinking in order for something to actually happen.
Implementation in this context therefore, is the execution of Technical Education programme in order to achieve its objectives in technical institutions. To effectively implement Technical Education programme in Colleges of Education, to achieve the stated objectives, it is imperative to improve on the poor state of technical teacher performance, which has been attributed in some quarters, to the state of quality assurance inputs in the training institutions. This however has to be by assessing the inputs (personnel and facilities) in the institutions, using the NCCE (2008) minimum standard (requirements) as the benchmark to ascertain their availability, adequacy and suitability.
Assessment according to Okoro (2000), is a form of evaluation that uses collected data for estimating the worth, quality or effectiveness of a programme or project. Assessment therefore refers to a process of determining the availability, adequacy and suitability of inputs (personnel and facilities) for effective implementation of Technical Education programme in Colleges of Education.
Availability as defined by Encarta (2008) is a condition of being available, especially of being easily accessible or obtainable. Availability refers to the presence of the required personnel and facilities for quality assurance in the implementation of Technical Education programme in Colleges of Education. Adequacy is a state of being enough, sufficiency in quality or quantity to meet a need or quality for something (Encarta, 2008). In the context of this study, adequacy is the required sufficiency of personnel and facilities by students according to NCCE minimum standard (requirements) for implementing Technical Education programme in Colleges of Education. For effective implementation of Technical Education programme in colleges of education toward the attainment of its objectives, it is imperative to assess the quality assurance of its inputs continually, to ascertain their availability, and adequacy.
Statement of the Problem
