CHAPTER ONE
1.0 Introduction
One of the serious socio – economic problems facing Nigeria as a nation is the high rate of unemployment. Baniro et-al (1998) stated that lack of proper technological orientation in our educational system is partly responsible for the extent to which the county is being pinched by economic recession. The problem is compounded by the fact that most secondary school leavers come out from school without a good foundation in vocational education. This problem must have informed the need to propose the development of new curriculum referred to as 6-3-3-4 in September 1969. This was done in an attempt to solve contemporary issues facing the country. The 6 – 3 – 3 – 4 curriculum conference was to achieve the following goals among others;
i. diversity the curriculum
ii. make the curriculum more practical
As a fall out of this conference, basic technology was initially introduced as a subject in federal government colleges in 1982 in an attempt to make it a case study and there after state government were to implement the system (xxxx, 19xx).
As a result of this, basic technology is now being offered in the first three years of Junior Secondary School all over the federation. It is intended to train individuals to acquire the necessary skills, knowledge and attitude that will engage him/her in either self or paid employment since the curriculum content is designed to equip the individual to be self employed.
It also teaches and instructs different arms of technology such as electronic, electrical, technical drawing, wood work, metal work, and building just to mention a few. A critical look at the National Policy on education will show that it is the intention of the government for Junior Secondary School curriculum in Nigeria to provide Pre vocational skills in the following areas of technology. Metal work electronics, electricity, mechanics, local crafts and technical drawing among others
For proper implementation of the program, effective teaching methodology, adequate teaching aids, workshop tools, equipment, conductive workshop and classroom are basic requirements. It is evident that these subjects are now being taught at different levels in Secondary Schools. The program is capital intensive and in some cases requires specialized and expensive tools, equipments, materials, and facilities to provide effective training. There is also a need to sustain a maintenance culture to prolong the life of these equipment, machines and tools. Technical education is facing a great challenge today, especially with the increase in its demand. Arfo (2006) stated that “the present effort by the federal government to reduce unemployment and eradicate poverty cannot be achieved unless Vocational and Technical Education is given prominence in the country through proper funding and provision of required infrastructure, while the curriculum is enriched with entrepreneurial skills.
1.1 Statement of Problems
Vocational education had suffered vigorously from the colonial era up to the beginning of 1980s. It has been confirmed by Adeniyi (2004) that the problems related to curricula became noticeable soon after Nigerian independence from colonial rule in 1960. By min-1960s, educators and educational planners were rethinking Nigeria’s education and in particular the curriculum being taught in the schools. It was observed, for instance that the type of education offered from the mid-nineteenth century until 1960 was meant to serve colonial masters’ interest. These and other factors lead to the introduction of the 6 – 3 – 3 – 4 system of education. One of the subjects introduced in order to remedy the problem of vocation education in the country was Basic Technology. It has now been observed that the implementation of the 6-3-3-4 system is facing some setbacks which include:
– Lack of sufficient materials and equipments
– Lack of adequate funding
– Lack of qualified personnel
– Poor infrastructure such as classroom, workshops and storage facilities
– Poor attitude toward practical.
It is difficult to make any meaningful progress if these issues are not addressed. The researchers intend to take a look at these areas and suggest areas where improvements can be made.
1.2 Purpose/Objective of the Study
This research work is intended to find out the factors affecting the teaching of basic technology in secondary schools provide possible solutions. The study is specifically designed to determine:
1. Adequacy of teaching and learning materials and equipments
2. Adequacy of funding for these courses
3. Provision of qualified personnel
4. Adequacy of infrastructure such as classroom, workshops and storage facilities
5. Student’s attitude towards practical.
1.3 Research Questions
1. What is the adequacy of teaching and learning materials and equipments?
2. How adequate is the funding for these courses?
3. What is the level of provision of qualified personnel
4. How adequateare infrastructural facilities such as classroom, workshops and storage facilities
5. What student’s attitude towards practical.
1.4 Significance of the Study
This research work will:
1. Guide the government in providing adequate teaching and learning materials and equipments
2. Advise Government to provide adequate is the funding for these courses
3. Encourage Ministry officials to employ the right caliber of personnel
4. Encourage stakeholders to provide adequate infrastructural facilities such as classroom, workshops and storage facilities
5. Make students have positive attitude towards practical.
1.5 Scope and Limitation of the Study
 The study is delimited to basic technology courses in junior secondary schools only.
