ABSTRACT
The journey on the path of technical education started as far back as in the 1930s when the commission on Higher Education proposed that the premises of Yaba Higher College should be converted to a technical institute. In line with this arrangement a student was expected to spend two years in general studied department and three years in an area of specialization like the mechanical engineering craft department. Responses to questions posed by the researcher have shown that mechanical engineering craft practice is laudable but on the other hand, the country appears not prepared for the effective implementation of this programme. There seems to be no concrete arrangement on who to finance it and no proper orientation was made to acquit teachers with the function of the scheme. The result of the analysis in the preceding chapter shows that inadequacy of teachers, la ck of well-equipped workshop, lack of well-equipped laboratories and libraries, non-availability of finance and non-provision of accessories are the major factors militating against this course. It is hereby recommended that the government should provide equipments, train instructional personnel for the programme, well equipped laboratories and supply relevant and adequate text books to technical colleges.
CHAPTER ONE
INTRODUCTION
1.1 Background of study
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 technical college 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, mechanical engineering craft practice 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, mechanical engineering craft practice is now being offered in the first three years of Technical college 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 Technical college 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 Technical colleges. 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.
