Abstract
This study wason Assessment of the Implementation of Metalwork Programmed at the National Technical Certificate (NTC) Level in Kaduna State. A survey research design was used for the study. The area of the study was Kaduna State. The population of the study was fifty seven (57) metalwork teachers and technical administrators in Government Technical College Abet, Government Technical College Kajuru, Government Technical College Malali, Government Technical College FadanChawai, Government Technical College Soba and Government Technical College Kafanchan. No sampling was used as the population was of manageable size. The study sought answers to four research questions and tested two null hypotheses. The instruments used for data collections were structured questionnaire and an observation checklist. The instruments were face validated by three experts. In establishing reliability, the instrument was trial tested on ten metalwork teachers and technical administrators. Cronbach Alpha reliability of coefficient was used to determine the internal consistency of the instrument. The instrument yielded a reliability coefficient of 0.83. In analyzing the data gathered using the instrument, percentage, mean and standard deviation were used to answer the four research questions while the two null hypotheses were tested using the t-test at 0.05 level of significance. The major findings of the study were that: 36 out of 90 items facilities available for teaching metalwork are adequate in all the 6 technical colleges; 10 items identified as suitable for teaching metalwork, 20 out of 34 possessed minimum qualification for teaching and the curriculum of the metalwork is relevant to the needs of the students and the society. The Ministry of Education and other relevant agencies should ensure that, the necessary and relevant equipment and facilities required with special reference to tools and machines are adequately provided to all technical colleges in Kaduna State. Also teachers without minimum teaching qualification of NCE or its equivalence be encouraged to undertake postgraduate diploma in technical education (PGDTE) training programme.
CHAPTER ONE
INTRODUCTION
Background of the Study
Technical education is a medium of acquiring skills that can be used to secure- employment or be self-employed. Technical education is the most potential instrument for socio-economic transformation of a nation. Federal Republic of Nigeria (FRN, 2004) defined technical education as a comprehensive term referring to those aspects of the education process involving, in addition to general education, the study of technology and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of the economy and social life. Ewuga (2009) stated that any nation that fails to emphasize technical and vocational subjects at the technical college level runs the risk of being left behind by the more technically conscious nations. Okwori (2012) argued that technical and vocational education at the technical college level should help individuals acquire and develop skills which will help them to enter into business world. The technical and vocational education should be integral part of the total frame work of education because it provides competence which prepares students for self-employment or paid-employment. Technical education is offered in various institutions among which are technical colleges.
According to Umunadi (2009) technical colleges are principal vocational institutions in Nigeria which are designed to prepare the individuals to acquire practical skills, knowledge, and attitude at sub-professional level, primarily established to train craftsmen in various occupations. Technical colleges are therefore, schools or training institutions where trade or trades are taught. Technical colleges offer the following programmes; Blocklaying, Bricklaying and Concreting; Carpentry and Joinery; Electrical/Electronic; Auto-mobile; Metalwork among others.
