A STUDY OF THE VOCATIONAL AND TECHNICAL EDUCATION problems IN NIGERIA
A STUDY OF THE VOCATIONAL AND TECHNICAL EDUCATION PROBLEMS IN NIGERIA
Vocational Technical Education is a must for every nation seeking to be self-sufficient, self-sufficient, and industrialised; consequently, any identifiable impediment to its advancement requires increased attention.
Because of its importance in the economic prosperity and well-being of any nation, vocational technical education has been given pride of place in most countries around the world. To be self-reliant and self-sufficient, a nation's educational programmes must be well-planned and the essential facilities supplied to enable programme goals to be met.
The standard of the institution is one of the major topics of concern in vocational technical education in Nigeria, notably at enugu State College of Education Technical. To that purpose, Nigeria is directing more resources into technological development, as there appears to be a positive association between a country's economic status and its technological status.
As a result, Ozoro (1982) claimed that “scientific and technological man-power developments should not be left to evolve as a result of changes in modern economics, as national well-being is hinged or dependent on properly calculated technical plans.” The fundamental issue is the calibre of vocational technical education in enugu state.
1.2 BACKGROUND OF THE STUDY
In Nigeria, vocational technical education is a requirement for overall social, economic, and scientific/technological growth. Its significance in the development of the country cannot be overstated. This is because it has a positive impact on a country's development, such as lowering the unemployment rate, providing needed skills and knowledge, increasing the production of goods and services, reducing reliance on foreign expertise, encouraging foreign investment, increasing foreign exchange earnings, and so on.
Nigeria, the world's largest black nation, is blessed with natural resources such as crude oil, bauxite, precious trees, limestone, rubber, tin ore, and so on, which can be used to improve the people's social and economic lives. Nigerians must be groomed, educated, and empowered in the direction of vocational and technical education in order to effectively tap and use these resources.
As a result, the federal republic of Nigeria, in its updated national strategy on education (1981), sees a strong, self-sufficient, and dynamic economy as three of the best national goals to which vocational technical education may contribute.
Despite the importance of vocational technical education in nation-building, vocational technical education in Nigeria, particularly at Enugu State College of Education (Technical), is still plagued by issues that have raised questions in the minds of students, lecturers, and Enugu residents such as: who is to blame for the problems? And how do we resolve the issues? In response to question one, the majority of respondents believe that anything from government policy to a lack of equipment is to blame.
This study aims to identify the major issues confronting vocational technical education in Nigeria, primarily at Enugu State College of Education (Technical) Enugu.
1.3 STATEMENT OF THE PROBLEM
The researchers chose this research topic to investigate “problems facing vocational technical education in Nigeria (a case study of Enugu state collage of education (technical)” due to complaints from students, lecturers, and Enugu state residents about the low standard of vocational technical education in Enugu state.
This situation perplexes students, lecturers, and other concerned people, prompting many to wonder if governments are unaware of the value of vocational technical education in national growth. This scenario has sparked much debate, anxiety, and speculation, particularly among educators, students, and parents. The preceding scenario was recognised by the government as the necessity for standardisation of vocational technical education gained traction.
This research aims to identify the major issues confronting vocational education in Nigeria, namely at Enugu State College of Education (Technical) Enugu.
1.4 PURPOSE OF THE STUDY
The primary goal of this research is to identify the issues that now plague vocational technical education in Nigeria, namely at Enugu State College of Education (Technical) ESCET Enugu. Specifically, the study is intended to
i. Determine whether the lack of equipment and a non-operational workshop truly impede the advancement of vocational technical education at Enugu State College of Education (Technical) Enugu.
ii. Determine the extent to which poor societal attitudes have created a challenge impeding the advancement of vocational technical education at Enugu State College of Education (Technical) Enugu.
iii. Determine the extent to which insufficient financing hampered the development of vocational technical education at Enugu State College of Education (Technical) Enugu.
iii. Determine the reasons for the low level of student enrollment in the various courses at Enugu State College of Education (Technical).
v. Determine the reasons for insufficient vocational technical education at Enugu State College of Education (Technical).
vi. It also intends to determine the extent to which government policy has hampered vocational technical education in Enugu.
1.5 THE IMPORTANCE OF THE STUDY
If the findings of this study are made available to professors, students, and the people of Enugu state, they will foster a good attitude towards vocational technical education in the state. It would also encourage society to recognise the importance of vocational technical education in nation-building and economic development in the country, particularly in Enugu state.
Finally, the researchers will instruct lecturers and students at Enugu State College of Education Technical on the causes that are impeding Enugu State College of Education Technical's success and how to solve the problem.
1.6 QUESTIONS FOR RESEARCH
The questions in this study were designed to help the investigators with their investigation. The following are the questions:
i. At what level can insufficient equipment and workshop material cause ESCET problems?
ii. To what extent has a negative societal attitude hampered vocational technical education in Enugu State?
iii. To what extent does insufficient finance pose a difficulty for vocational technical education in Nigeria, notably at ESCET Enugu?
iv. To what extent are insufficient vocational technical teachers a concern at ESCET?
v. To what extent do government policies and programmes contribute to challenges at Enugu State College of Education?