Problems And Prospects Of Vocational And Technical Education In Secondary School

INTRODUCTION
BACKGROUND OF THE STUDY
From the inception of Nigeria independence in 1960, there, have been continuous struggle by various administration to put Nigeria on the right path of Western from development one important strategy it have involved all this while has been a continuous massive investment in education at the primary, secondary and tertiary levels for the development of human resources. In line with this fact the revised national policy on education (Federal Republic of Nigeria 2004) succinctly pointed our the national educational aims and objectives ones of which is to give training and impart the necessary skills leading to the production of craft men, technicians and other skilled personnel who will be enterprising and self reliant and to enable young men and women to have an intelligent understanding of the increasing complexity of technology.
Ali (1990) in Ugwuerua (2005), stated that one of the main purpose of education training of an individual which the individual would find useful in the real work of work. Ali further stressed that the level at which the objectives have been attained is usually determined through the evaluation of the student. Such evaluation according to Enyi (2006) could be either formative or summative at the primary, secondary and tertiary levels of education through various achievement tests. These achievement test are set and conducted be (teacher-made tests) or by test expert (standardized tests).
In educational achievement, measurement should logically take cognizance of all possible learning outcomes. In the same vein Nwagu (1992), in Ugwuarua (2005), remarked that since classroom instructions usually aimed at affecting positive changes in cognitive affective and psychomotor behavior of individuals, that achievement of learner henceforth must be comprehensively viewed from those three perspectives. However, in Nigeria, as in other developing countries of West Africa, emphasis is mostly one cognitive skills of education. Thereby abandoning the affective and psychomotor aspect of education which is the bane of vocational and technical education that leads not only to the holistic development of an individual but also to his immediate community and the society at large. Emphasis on education measurement has up till now, been no psychomotor aspects. That notwithstanding, the level of outcome or academic prospect of learner in vocational and technical subjects in secondary schools, to some extent, on the circumstance of the teaching/learning clarify the environment in which the learner operates (Nwana, 1979).
For the fact that this learning experience tends to the school system where opportunities for attending classes, private study and revision exhibits are not the same, outcome or academic prospects will surely vary from learner to learner. It stands therefore that learners possessing equal ability but operating terms, one can easily assume that if conditions of learning, that is the environment, are the same the more capable people will achieve more than the less capable ones and that the pupils of equal ability will achieve the same.
In Nigeria, the secondary school level of education, for example subject. However the level of attention to which vocational and technical subjects receive in our secondary schools today remain appalling. This is as a result of foundation with which it was laid by the founder of education in Nigeria. That makes the learning of vocational and technical subjects in the secondary schools more problematic.
In Nigeria, with the inception of Western education year’s back 1842 have been transformation of traditional types of education which was is still vocational in nature into some sort. Fafunula (1974) in Obiadi |(2005), maintained that the big four missionaries in Nigeria Christian records include the Methodist (Wesleyan and Primitive) C.M.S (Anglican), Baptist and Roman Catholic, which brought Western education into Nigeria while they evangelized. However the aims of the missionaries in establishing education were:
1. To teach the individuals or indigenes on how to interpret bible.
2. To capture the South and North for the Colonia masters.
3. To create clerks that will help the Colonial administrators carry out their administrative purposes.
This sort of education never intended making the indigenes much useful to themselves through acquisition of certain skills, but came with it high pay. This made the indigenous people to abandon the informal system of education which is vocational in nature for Western education.
The informal education however deals with the affective and psychomotor aspect of education. Hence according to Mkpozi (2007); the indigenous people learn from their master through apprenticeship how to make mortars, local pots, canoes, tapping of wine, goldsmitting and cultivation of agriculture products. The made them not only self reliant but also independent and productive to the economic growth of their immediate environment. According to Rodney (2005), European technical superiority did not apply to all aspects of production but the advantage which they possessed in a few key areas proved decisive.
Material possessions, housing increase in professional skills are not doubt useful and even necessary value. The question remains were these skills of the Europeans who underdeveloped Africa transferred along with the cognitive education. Many educational ordinances were promulgated by the colonial masters but were any of them channeled towards the development of vocational and technical education.
In the words of Uzuegbunam, (2005), the Social charter refers to that contract between the individual and his government, which recognizes his rights and responsibilities and promises to deliver to him the basic necessities for a decent human existence. But the question remains, has the indigenes had any contract with the colonial masters or the missionaries that brought forth education, if not why was there ban on the teaching of vocational and technical subjects in secondary schools in 1930’s and 1940’s.
Obiadi (2005) identified seven cardinal goals of traditional Nigeria education to be:
1. The development of the child’s latent physical skill;
2. The development of character;
3. The inculcation of respect for elders and those in position of authority;
4. The development of intellectual skills;
5. Acquisition of specific vocational training and a healthy attitude towards honesty labour;
6. The development of sense of belonging and active participation in family and community affairs;
7. Appreciation and promotion of the cultural heritage of the community.
Hence, vocational and technical education transmits the materials aspect of the culture of every community towards development.
According to Egonmuian and Ibodjo(2001): Development involves progression, movement and advancement towards something better non-material aspect of life. It involves actions, reaction and motion, a people in search of self improvement, a group concerned with and committed to its advancement through its own efforts in relation to the international economic order.
In Enugu North Local Government Area for instance has seen the growing and fading away of many trade centres, vocational centre and the unprogressive ness of the technical secondary school where skills are acquired. However, the research tend to identify through students’ performance in standardized made tests like NABTEB/SSCE examinations if there is problem and prospect of learning vocational and technical subjects in secondary school found in Enugu North Local Government area. The work as well attempts to overcome the problems and to brightening the prospects of learning vocational and technical subject in Enugu north local government area. The
Researchers also posed further to establish the actual problems and prospects faced by learning vocational and technical subject in secondary school in Enugu north local government area.

STATEMENT OF THE PROBLEM
In view of the background of this research a whole lot of problems militate against the study of vocation and technical subjects in the secondary school in Enugu north local government area Enugu State. Also there exists whole lot of prospects in learning vocational and technical subjects in the secondary school in Enugu North local government area.
According to Okeke (2002), a technical teacher is a specialized instructor who must be able to adapt his introduction to the technical and vocational needs and interest of his students. However, the question remains where there proper foundation for the learning of vocational and technical subjects in secondary school in Enugu north? Are there enough and up-dated equipment for the teaching of vocational and technical subjects in the secondary school? Are there well equipped and properly trained teachers in the field of vocational and technical subjects in the secondary schools?
According to Ogundele (2001), in line with Ogbuanya (2004), technical teachers who were trained in single subject function as introductory technical teachers in secondary schools. The researchers also tend to find out the attitude of the policy makers cum proprietors of secondary schools in Enugu north towards the study of vocational and technical subjects.
According to Anibueze (1998), all young people have problem. Hence the finding on the attitude of the students towards the study of vocational and technical subjects in secondary schools in Enugu north. The parents are also factors that militate against the learning of vocational and technical subject in secondary schools in Enugu north local government area. In all, the researcher tend to find out the problem and solution in learning vocational and technical subjects in secondary schools in Enugu north local government area to those question posed earlier should be the solution of these problems.

PURPOSE OF THE STUDY
The cardinal purpose of the study was to ascertain if problem actually exist, as well as to ascertain the types of problem that exist and to find out if the students acquire vocational and technical competence and to proffer needed solutions. In concrete base the study aimed at;
Effectiveness of available vocational and technical subject in our secondary schools.
1. The usefulness of the available equipment/materials in the learning of vocational and technical subjects in our secondary schools.
2. The attitudes of the policy makers/proprietor towards the learning of vocational and technical subjects in our secondary schools.
3. The type of foundation laid in the learning of vocational and technical subject in our secondary schools.
4. The attitudes of parents towards the learning of vocational and technical subjects in our secondary schools.
5. The attitudes of students towards the study of vocational and technical subjects.
Finding possible solution to identified problems in secondary schools in Enugu North local government area.

SIGNIFICANCE OF THE STUDY
The study of problems and prospect of vocation and technical education in secondary school in Enugu North local government area. In the first instance, the in cumbrance here so exposed placed the policy makers/proprietors on a comfortable platform to rationally decide on the type of policy/administration under which to subjects in the secondary schools. If and only if the production of students with vocational and technical competence in their prime concern all other things being equal. The secondary school policy makers/proprietors would find this finding very useful as the information so derived would help re-orient them towards a more ration allocation of their meager financial resources in flavor of the provision extension and maintains of those facilities or equipments considered too vital or highly inevitable for the vocation and technical competence of their students.
The research would re-orient education planners and policy makers in the local government area and would also serve as a source of secondary information to other researchers in related fields.

RESEARCH QUESTION
In order to generate adequate information needed to actualize the purpose of this research the following research question were posed:
Are there inefficiency in the available vocational and technical teachers in secondary schools in Enugu North local government area?
Are there inefficient equipment/materials in learning of vocational and technical subjects in secondary schools in Enugu North local government area?
What is the usefulness of the available materials for the learning of vocational and technical subjects in secondary school in Enugu North local government area?
What are the parent’s attitudes towards the learning of vocational and technical subject in secondary school in Enugu North local government area?
What are the student attitudes towards the learning of vocational and technical subject in secondary schools in Enugu North local government area?
What are the possible solutions to the identified problems in the learning of vocational and technical subjects in secondary school in Enugu north local government area?

DELIMITATION OF THE STUDY
The study was strictly aimed at the study of problems and prospects of vocational and technical subjects in secondary schools in Enugu north local government area.
In terms of the problems militating against the study of vocational and technical subject in Enugu north local government area only those problems that appear common and predominant were considered or noted by the researchers. The study therefore focused in the schools that offer vocational and technical subjects in the local government. The researcher ignored the other secondary schools which do not offer vocational and technical subjects in it. This is because it would filter in other potent extraneous variables, such as variation in learning conditions/teaching method which were considered capable of control in the findings.

LIMITATION OF THE STUDY
The research considered time and financial constraints as the greatest limiting factors to this study especially time. We were made victims of circumstance in academic disruption encroached in our time. Even after everything shuttling between sources of data and industrial training.
Again some of places we went to source for information like PPSMB, Enugu north local government etc. found it difficult to release to us the needed information, this limited the work since we had to make the available information.

DEFINITION OF TERMS
1. Education: education is a process of teaching training and learning especially in schools or college to improve knowledge and develop skills.
2. Vocational and Technical Education: This is a type of education that provides the skill, knowledge and attitudes necessary for effective employment in specific occupation.
3. Heritage: The history traditions and qualities that a country or society has had for many years and that are considered an important part of its character.
4. Vocational and Technical subjects: The vocational and technical subjects in junior secondary school are: Agricultural science, Business Studies, introductory technology, home economic, the vocational and technical subjects in senior secondary school are: Shorthand, Typewriting, Account, Agricultural Science and computer.
The ultimate goal of traditional African education was to produce a man or woman of character, with the useful skills appropriate to his or her status in life. As the result there was no question of unemployment then and where it had existed at all. It was very minimal. That is a symbolic relationship has existed between education and work in traditional African as in all early culture.
Similarly, Okoro (1993) also noted that vocational education is any form of education whose primary purpose is to prepare ns for employment in recognized occupations.
Hence, vocational education provides the needed skills, knowledge and the attitude useful for effective employment in particular occupation. Also, National policy on education (2004): pointed out one of education objective which is the acquisition of appropriate skills, abilities and competences (mental and physical) as equipment for the individual to live and contribute to the development of his society.
The researchers therefore agree with the assertions of Fafunula and Okoro that the vocational education is for self reliance. Any societies that do not have background or base for the development of its young ones will or may never develop rapidly and this will result to continuous crisis, fear and unemployment.
According to Agbasi (2005): some of our youths take to the street life in our communities especially in big urban centers townships due to unemployment.
The researchers therefore posed the following points as the main purpose of vocational education.
i. For acquisition of skills.
ii. To make an individual a self-reliance person.
iii. Provide employment and reduce unemployment.
iv. To make the society a productive one and nation at large.
v. To provide an avenue for promotion/conservation of African material culture.
vi. To reduce level of waste and make an individual useful to himself and the society.
Osuala (2000), asserted that development of individual skill, create an avenue for creativity and national development. He further posed that for a nation to develop through empowerment of citizenry, the stake-holders have to strategize to combat constrains.
The learning of vocational subject in our various secondary schools remains essential stressing it down the history. The traditional education provided upspring with the opportunity to learn that aspect of trade in which the family or image is known for or is good at for instance, making of water pots, rearing of animals, palm wine tapping.
5. Enugu North Local government Area: This is an ancient capital of eastern region situated at northern part of Igbo land surrounded by hills and valleys with deposits of mineral resources such as coal. It has thirteen (13) political wards with councilor with two Local communities such as Enugu Ngwo and Ogui Nike.