TABLE OF CONTENTS
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problems
1.3 Research Objectives
1.4 Research Question
1.5 Research Hypothesis
1.6 Scope of Study
1.7 Significance of study
1.8 Limitation of study
1.9 Definition of terms
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
3.0 Research methodology
3.1 Research Design
3.2 Population of study
3.3 Sampling Design and Procedure
3.4 Data Collection Instrument
3.5 Administration of Data Collection Instrument
3.6 Methods of data analysis
CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Data Presentation
4.2 Test of Hypothesis
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
In Nigeria today, the importance of vocational education cannot be over-emphasised. Borishadee (2002) described vocational education as the springboard that is meant to elevate the status of Nigeria in the committee of nations.
Jiboku (1995) observed that up till date, Nigeria has been craving for manpower especially in the areas of Engineering, Science and Technology. The only vehicle for the achievement of the country’s goal of technological advancement is vocational education.
Vocational Education has been absent in the Nigerian formal educational set up, for instance, the Education Ordinances of 1882, 1887, 1908 and 1916 were silent on Technical Education – as the colonial education in Nigeria have repeatedly asserted that it was meant to produce people who could only read, write, keep records and be willing to serve the colonial masters in whatever capacity they deemed fit.
In the non-formal realm, Jiboku (1995) further stated that vocational education is as old as Nigeria traditional grouping. Skills were acquired through informal and non-formal means. Apprenticeship system was prominent before the advent of Western Education that gave rise to mad rush for white-collar job that was detrimental to the introduction of formal Vocational – Education. However, events soon proved that Vocational Education could not be totally swept under the carpet; hence the establishment of a number of comprehensive schools (assisted and non-assisted), Vocational training centres, Technical Colleges, Colleges of Education (Technical) and Colleges of Technology where the teaching of Vocational and Technical subjects were predominant up to the level of Technician.
The report of the Ashby Commission (investment in education) (1960) marked the beginning of government’s serious involvement in the establishment and funding of vocational education. It also brought about the introduction of vocational subjects into Nigerian Secondary School’s curriculum. The Ashby commission Report identified that the secondary school system was devoid of Vocational and Technical Education courses and therefore suggested that it is introduced.