Date of Award

1995

Document Type

Dissertation

Degree Name

Doctor of Philosophy

School

School of Education

Program

Higher Education Administration PhD

First Advisor

Edward A. Streeter

Second Advisor

Jimmy Kijai

Third Advisor

Laun Reinholtz

Abstract

Problem

This study was to examine the perceived adequacy of technical education in Nigeria and the problems that administrators face in staffing the programs. The aims and objectives of technical education were examined as written in the Fourth National Development Plan and National Policy for Education.

Method

Two instruments were utilized for data collection: (1) a survey questionnaire for the opinions of Nigerian technical educators, and (2) a set of structured questions to interview selected executives in industry. The researcher travelled to Nigeria's technical institutions for distribution of questionnaires and for on-the-scene assessment of technical programs. Collected data and government publications were analyzed. The questionnaire covered goals and objectives, nature and scope, grade placement, laboratory facilities, competencies, funding, staffing, responsiveness of curriculum to intended objectives, and the overall rating of programs. Responses of the interviewed industrialists were also analyzed.

Findings and Conclusions

National aims and objectives were clearly defined, but the quality of education has declined because of enrollment increases, shortages of qualified teachers, textbooks, funds to run expensive programs, and the unavailability of physical facilities and teaching aids. Ninety-three out of 95 (97.9%) technical educators rated the overall Nigeria technical education programs as inadequate. Coordination and management of technical education programs were also rated inadequate. The curriculum has been too theoretical in nature. Curriculum development has occurred without the input of industry, community, and curriculum specialists. There has been lack of administrative support, proper planning, and management of resources. The remuneration for teachers has been poor; excellent teachers have not been rewarded. The number of available industries has not been enough for students' industrial attachment. The quota system of allocating resources has been inadequate. Many graduates have not been employed and those employed are working in areas other than which they are qualified.

Subject Area

Vocational education--Nigeria, Vocational education--Administration.

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