Sustainable Technological Development in Nigeria

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JONATT

Journal of Nigerian Association of Teachers of Technology ISSN: 1118-4558

Vol. 10 No 4 (December, 2015)

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Journal of Nigerian Association of Teachers of Technology Published by: Nigerian Association of Teachers of Technology c/o School of Technical Education, FCE (T) Akoka. Lagos State www.natt.org [email protected] [email protected]

© 2015 NATT ISSN: 1118-4558

All rights reserved. Apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part of this publication may be reproduced in any form or any means without prior written permission of the publisher. Articles published in this Journal have undergone a formal process of peer review by accredited referees. Responsibility for the contents of these articles rests upon the authors and not the publisher. Data presented and conclusion developed by the authors are for information only and are not intended for use without independent substantiating investigations on the part of the potential user.

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Journal of Nigerian Association of Teachers of Technology Editorial Board Editor – in – Chief: Dr. A. S. Bappah Abubakar Tafawa Balewa University, Bauchi, Bauchi State Deputy Editor – in – Chief: Engr.(Dr) F. O. N. Onyeukwu Federal College of Education (Tech), Omoku, Rivers State Associate Editors: Dr. R. O. Okwori Federal University of Technology, Minna, Niger State Dr. (Dcn) A. U. Igwe Federal College of Education (Tech), Akoka, Lagos State Editorial Secretary: Dr. C. O. Igwe Federal University of Technology, Minna, Niger State Editorial Advisory: Prof. K. A. Salami Federal University of Technology, Minna, Niger State Prof. K. R. E. Okoye Nmamdi Azikwe University, Awka, Anambra State Prof. O. T. Ibeneme Nmamdi Azikwe University, Awka, Anambra State Dr. N. G. Nneji Federal College of Education (Tech), Akoka, Lagos State Prof. J. D. Enemali Abubakar Tafawa Balewa University, Bauchi, Bauchi State Prof. V. V. Apagu Modibbo Adama University of Technology, Yola, Adamawa State

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Nigerian Association of Teachers of Technology Executive Council President: Dr. Matthew Ukpongson Federal University of Technology, Owerri, Imo State Vice President I: Dr. R. O. Okwori Federal University of Technology, Minna, Niger State VP II (South-East): J. O. Agbai Federal College of Education (Tech), Umunze, Anambra State Coordinator (South-South): I. R. Nseobot Akwa Ibom State Polytechnic, Ikot Osurua, Akwa Ibom VP II (South-West): Dr. J. O. Mogaji Federal Polytechnic, Ado – Ekiti, Ekiti State VP II (North-West): VP II (North-Central): A. U. Mohammed Niger State College of Education, Lafiagi, Niger state VP II (North-East): U. B. Dogara College of Education, Azare, Bauchi State Treasurer: Dr. (Dcn) A. U. Igweh Federal College of Education (Tech), Akoka, Lagos State Financial Secretary: Dr. P. S. Williams University of Uyo, Uyo, Akwa-Ibom State Public Relations Officer: Dr. I. O. Miller Federal College of Education (Tech), Akoka, Lagos State Auditor I: Richard Ager College of Advance and Professional Studies, Makurdi, Benue State Auditor II: D. O. Ikeogu Federal College of Education (Tech), Umunze, Anambra State Ex – Officio I: B. M. Akinyemi Federal College of Education (Tech), Akoka, Lagos State Ex – Officio II: Dr. S. A. Adebayo Federal College of Education (Tech), Akoka, Lagos State Editor – in – Chief: Dr. A. S. Bappah Abubakar Tafawa Balewa University, Bauchi, Bauchi State Deputy Editor– in – Chief: Engr.(Dr). F. O. N. Onyeukwu Federal College of Education (Tech), Omoku, Rivers State General Secretary: Dr. C. O. Igwe Federal University of Technology, Minna, Niger State Asst. General Secretary: M. K. Shehu Abubakar Tatari Ali Polytechnic, Bauchi, Bauchi State

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AUTHORS’ GUIDELINES JONATT is a peer reviewed journal of professional Teacher Education in Science, Technology, Engineering and Mathematics (STEM). It is regularly published bi-annually in English by the Nigerian Association of Teachers of Technology. The Editorial Board of JONATT invites articles of relevant to the scope of this journal for publication. Contributors are requested to observe the following before submission of manuscript: 1.

The manuscript should be original, and has not been published previously. Do not submit material that is currently being submitted to another journal.

2.

The manuscript should be in MS Word 2003-2007 format and Times new Roman font size 12, submitted as an email attachment to our email boxes.

3.

Manuscripts should either be short papers of 1500-3000 words or full length papers of 3000-7000 words, including the cover sheet, an abstract, texts, tables, footnotes, appendixes, and references.

4.

The cover sheet should contain ONLY the title of the paper not exceeding 20 words as well as author(s) names written in full, their affiliations and email, telephone/fax contacts of the corresponding author.

5.

The title of the paper should be on the first page not exceeding 20 words, and should be followed by an abstract of 120-250 words. 3-5 keywords or key phrases are required.

6.

The paper format should be organized in the following order: Introduction, Statement

of

the

Problem,

Methodology/Materials

and

Purpose Methods,

of

the

Results,

Study, Major

Research Findings,

Questions, Discussions,

Conclusion, Recommendations, References and Appendices (if any). 7.

All figures and tables should be presented with appropriate chronological number labels and in sentence case. Research questions or hypotheses should not be restated under this section.

8.

In-text citations and References should adhere strictly to the latest American Psychological Association style (APA 6th edition). Upon request, authors can obtain FREE electronic copies of the latest APA User guides from the Editor-In-Chief at [email protected]

9.

Authors of the articles being accepted with clear understanding that copyrights are transferred to the Nigerian Association of Teachers of Technology (NATT). However, authors shall be held responsible if the copyright of other authors or some experimental ethics are violated.

10. Article can be submitted anytime of the year, hence they are reviewed as received in continuum and feedback sent to authors promptly. After the review process and subject to meeting the Terms of Acceptance, articles w i l l immediately in the next issue of the journal. 11. Manuscripts should be sent electronically as an email attachment to:  JONATT Editorial Secretariat: [email protected] or  JONATT Editor-in-Chief: [email protected]

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be published

EDITORIAL The Journal of Nigerian Association of Teachers of Technology (JONATT) is the official journal of Nigerian Association of Teachers of Technology (NATT) which aims a t disseminating information on Teacher Education in Science, Technology, Engineering and Mathematics. JONATT publishes original empirical and theoretical studies and analyses in education that constitute significant contributions to the improvement of educational processes and outcomes within the scope of our mandate and vision. The purpose of the journal is to serve as a forum for researchers and other stakeholders to discuss common concerns in science, technology, engineering and mathematics (STEM) education at local, national or transnational levels. The journal has a distinguished editorial board with extensive academic qualifications, ensuring that the journal will maintain high scientific standards and have a broad professional coverage. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as well as students. JONATT is recently upgraded to a regular quarterly publication due to its increasing demand and widespread acceptability across the nation. However, article can be submitted anytime of the year, hence they are reviewed as received in continuum and feedback sent to authors promptly. After the review process and subject to meeting the Terms of Acceptance, articles w i l l be published immediately in the next issue of the journal. JONATT Special Issue is normally released as a collection of selected papers presented at the Annual National Conference of NATT. Every Special Issue focuses on the conference theme of that year. Topics of recent themes include TVET and Sustainable Development, National Security, and Entrepreneurship. I have the pleasure to present to you and on behalf of the Editorial Board the Journal of Nigerian Association of Teachers of Technology, JONATT Volume 10 Issue 4 (December 2015). This edition features high-quality scientific articles selected through a doubleblind peer review process cut across the areas of teacher education, teaching methods, technologies and innovations, and issues in quality assurance and policies. We most sincerely express our gratitude to all our sponsors and other stakeholders for partnering with NATT to harness our collective educational and industrial experiences in Nigeria. Finally, I wish to thank all those who submitted their papers and my special thanks go to the journal Reviewers and Editorial Advisory for their valuable time and effort. Thank you.

Dr. A. S. Bappah Editor – in – Chief

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TABLE OF CONTENTS Content

Page

TITLE PAGE

i

COPYRIGHT PAGE

ii

EDITORIAL BOARD

iii

NATT EXECUTIVE COUNCIL

iv

AUTHORS’ GUIDELINES

v

EDITORIAL

vi

TABLE OF CONTENTS

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1. Assessment of the constraints to the acquisition of instructional delivery

1

skills by technical vocational education and training teachers in colleges of education in South Western Nigeria I. O. Miller & S. J. Ukit 2. Role of technology teacher / educator in technical manpower development

11

in Nigeria S. M. Grandawa & W. Bukar 3. Vision to Reposition Technology and Vocational Education Graduates for Sustainable

Livelihood

Employment

in

North-Eastern,

Nigeria

B.

16

A.

Mustapha, M. M. Kano & A. J. Gabasa 4. Repositioning technical vocational education and training for job security

28

and national development in a technology driven economy: e-readiness implications in technical colleges in Lagos state and Abuja (FCT) H. L. Mamuda1, T. A. Adio, I. A. S. Vulegbo & S. A. Knabayi 5. Needs assessment of technical teacher education programme for quality

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training in Southern Nigerian universities C. S. Ayonmike 6. Optimizing the skills of a technical vocational education and training

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teachers for knowledge economy O. G. Akamobi 7. Rising crime and declining societal values: Challenges to technical and

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vocational training institutions in Nigeria M. M. Baba 8. Effect of computer assisted instruction with animation on the achievement

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and retention of students of college of education, Minna in quantum physics C. S. Gana 9. Effect of video-based cooperative learning strategy on junior secondary school academic performance F. C. Ojiaku & S. I. Nnaji

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TABLE OF CONTENTS Content 10. Technical and vocational education training curriculum reform: A panacea

Page 87

for industrial development A. A. Maidallah 11. Correlational study of technical teachers’ perception of instructional

96

technology use and self-efficacy in classroom instruction S. Hassan, M. B. Aliyu & M. Usman 12. Variation in cognitive behaviour of urban and rural secondary schools 108 agricultural science teachers B. U. Saulawa & A. Abdulhamid 13. Suitable instructional methods/techniques for practical content delivery in 119 technical vocational education and training A. S. Jadas, H. R. Sa’I & A. M. Yaro 14. Effect of solid models on learning and retention of technical drawing 125 concepts J. B. Abu, T. G. Mohammed & M. U. Damisa 15. Sustainable craftsmanship in building construction through technical, 132 vocational education and training in Nigeria L. L. Ater 16. Requirements for effective implementation of electrical installation and maintenance 139 work curriculum in the North Western, Nigeria J. D. Medugu & A. E. Awojide

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Journal of Nigerian Association of Teachers of Technology JONATT (December, 2015) 10 (4), 39-48 ISSN: 1118-4558 (Print)

Needs assessment of technical teacher education programme for quality training in Southern Nigerian universities Chinyere Shirley Ayonmike

Faculty of Education, Delta State University, Abraka Email: [email protected] (Tel: +2348033772087)

Abstract The purpose of this study was to ascertain the infrastructural facilities and human resource needs for effective implementation of technical teacher education programme in universities in the Southern Nigeria. Two research questions and two hypotheses guided the study. Survey research design was used and the population of the study comprised of all the 16 Heads of Department of technical education in the 16 universities running technical teachers’ education within the study area. Census population was used, therefore no sampling was done. Questionnaire developed by the researchers was used to collect data. The questionnaire was validated by three lecturers from the Faculty of Education, Delta State University, Abraka. To ascertain the reliability of the questionnaire, 10 copies were administered to Heads of Department of Technical Education in Colleges of Education, data collected were analysed using Cronbach Alpha and a reliability coefficient of 0.76 was obtained. Data was collected by the researcher and analysed using mean for research questions, while t-test for hypotheses at 0.05 level of significance. The study revealed that technical teachers’ education programme in Southern Nigerian universities are in a state of needs. The areas of need include infrastructural facilities and human resource. Consequently, for quality and effective delivery, technical teachers’ education in Southern Nigerian universities to be refocused through adequate provision of infrastructural facilities and human resource, as well as adequate funding and management. Keywords: Needs Assessment, Technical Teacher Education, Training, Quality Assurance.

Introduction A teacher is described as a professional, who imparts knowledge, learning experiences to stimulate, guide, direct and facilitate learners to acquire adequate mastery of the skills and knowledge been imparted. Ajayi (2004) defined a teacher as someone who causes learning to take place; someone who imparts knowledge, skills, values and attitudes to a group of learners. The quality of a nation’s educational system is highly dependent on the type and

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quality of the teachers that are responsible for the implementation of the educational curriculum, as well, the way and manner would be teachers were trained in the universities. The importance of teacher education cannot be over emphasized because it is a veritable tool for educational development. According to the Federal Republic of Nigeria (2004, p. 39), the purpose of teacher education should be to: (a) produce highly motivated, conscientious and efficient classroom teachers for all levels of our education system; (b) encourage further, the spirit of enquiry and creativity in teachers; (c) help teachers to fit into the social life of the community and society at large and to enhance their commitment to national objectives; (d) provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to any changing situation, not only in the life of their country, but in the wider world; and (e) enhance teachers commitment to the teaching profession. Durosaro (2006) remarked that the teacher education in Nigeria today, is much improved than it was before 1970. The author posited that the type of teachers needed for quality implementation in Nigeria have been clearly defined in the National Policy on Education. It was prescribed that the types and qualification of teachers required should be as follows: (a) Pre-primary education: Grade ll teachers with NCE teachers as head. (b) Primary education: NCE teachers with graduates as heads. (c) Junior Secondary Schools: NCE and University graduates. (d) Senior

Secondary

Schools:

NCE

and

University

graduates

with

professional

qualifications. (e) Technical Colleges, Polytechnics and Colleges of Education: University graduates with post-graduate

qualifications

in

their

disciplines

together

with

professional

qualifications, practical industrial exposure and experience. (f) University: University graduates with post-graduate qualifications together with professional qualifications and experience. Section 8B (item 74) of the Nigerian National Policy on Education noted that, teacher education shall continue to take cognizance of changes in the methods and curriculum (Federal Republic of Nigeria, 2004). Also, teachers to be regularly exposed to innovations in their profession. By the policy stipulations therefore, the professional training of teachers is in two-fold: pre-service and in-service trainings. To implement this, certain institutions are charged with the responsibility to provide professional training for teachers. These include: Universities, Colleges of Education, National Teachers Institutes (NTI) Schools of Education in the Polytechnics, National Mathematical Centre and the National Institutes of Nigerian Languages. The achievement of the purposes of teacher education in Nigeria, has not yielded the expected results, as such would be teachers lack the required skills to function effectively to produce useful and knowledgeable school leavers. There has been growing concern by the employers of labour and the general public over the quality of graduates as they are perceived to be lacking in skills required

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for the world of work (Okebukola, 2014). These were attributed to various factors associated to the school system and government attitude towards education in Nigeria. Inadequate funding of the education sector has been a major challenge. Researchers such as Aremu (2014), Ojimba (2012), Durosaro (2006) as cited in Akindutire and Ekundayo (2012, p. 432), Okeke and Eze (2010), complained about inadequacy of fund for effective implementation of education in Nigeria. According to Okeke and Eze (2010), sufficient fund has not been channeled to technical education, as well, observed that poor funding causes acute shortage of the necessary facilities needed for effective implementation of technical education programme in Nigerian universities. Similarly, Akindutire (2001) as cited in Akindutire and Ekundayo (2012, p. 432), opined that the poor funding of the teacher education since the 1980s has become a cause of worry to educationists as it affects the merit and standard of the certificates awarded to education graduates. There is the problem of attrition in the teaching force and dwindling enrolment of teachers. The teachers’ conditions of service are not enticing enough to attract and retain the best of brains in the profession (Durosaro, 2006 as cited in Akindutire & Ekundayo 2012, p. 433). This problem was further worsened by the exodus of academic staff from the universities, popularly referred to as “brain drain” (Okebukola, 2014). Research findings have also shown that Nigerian teachers are almost always in short supply in schools and their turnover is high because they tend to leave the teaching profession if and when more attractive jobs become available in government, politics or private enterprise (Aghenta, 2001 & Adeyemi, 2008). The state of university education in Nigeria at the end of 2010 could be described as one of massive explosion in student enrolment; increasing number of prospective new entrants in the face of inadequate and obsolete infrastructure and equipment; poor library facilities, inadequate academic staff in number and quality; lack of relevance of academic programmes, low level of funding, cultism, examination misconduct and generally, low quality graduates as shown by many studies, notably the Needs Assessment Survey of NUC in 2004 (Okebukola,2014). In support, Oguejiofor and Ezeabasili (2014) posited that most technical education departments in Nigerian universities do not have laboratory or workshop, let alone usable facilities and where they existed, they were grossly inadequate. The researchers also reported acute shortage of technical teachers in Nigerian universities. In addition, Opeoluwa (2007) as cited in Dokunbo and Dokunbo (2013, p. 360), posited that only 40% of institutions of Higher Education in Nigeria have laboratory or workshop for technical education programme. According to Okebukola (2014) we cannot hope for a top-quality education system if we staff our schools with second-rate teachers. Therefore, we need a profession full of inspiring, innovative, creative and knowledgeable teachers. How can Teacher Education Programmes be refocused in a way to close up gap between the expected and the observed? To refocus teacher education in Nigerian universities, ‘Needs Assessment’ must be conducted to know the present state of Teacher Education Programme.

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Assessment is the process of organizing data into interpretable forms (Adesokan, 2009 in Akintoye & Adeola, 2012, p. 16). Needs Assessment is a systematic exploration of the way things are and the way they should be. These “things” are usually associated with organizational and/or individual performance (Robert & Mitchell, 1995 as cited in Akintoye & Adeola, 2012, p. 16). Needs Assessment is a process for determining and addressing needs, or “difference” between current conditions and desired condition, often used for improvement of projects in education/training, organizations, and community (Gupta , Sleezer , & Russ-Eff, 2007 as cited in Akintoye & Adeola, 2012, p. 16). In order to get a true picture about the needs of an organization, individuals make use of multiple methods of Needs Assessment which according to Robert and Mitchell (1995) as cited in Akintoye and Adeola (2012, p. 16), include: direct observation, questionnaire, consultation with person in key position with specific knowledge, review of relevant literature, interviews, focus groups, test, records and report studies, as well as work samples. Consequently, the steps for conducting a Need Assessment include

perform a “Gap” analysis,

identify

priorities and importance, identify causes of performance problem and / or opportunities, and identify possible solutions and growth opportunities. “Gap” between the current and the necessary will identify needs, purposes and objectives, hence, Needs Assessment entail an appraisal of the existing situation and what is needed for transformation. In this study focus was on technical teacher education programme of universities in Southern Nigeria, because the recent needs assessment conducted by the Federal Government of Nigeria in the year 2012, showed that there were dilapidating skills and competency gaps in the nation’s education sector. The analysis of both qualitative and quantitative data revealed acute skills gaps in core disciplines of science, foreign languages, mathematics and basic technology at the basic and post-basic education levels while special education, computer science, technology, law, engineering, medicine and surgery were identified as domains of skills shortage in tertiary education. The results also showed that lack of modern infrastructure, scarcity of teaching materials and inadequate research equipment in Nigerian educational institutions are “push” factors accounting for the exodus of Nigerian academics to other countries in search of greener pastures. Also, physical infrastructure such as lecture halls and hostel accommodation are severely overcrowded. Student-Teacher ratios have skyrocketed and faculty shortages have become a major problem, with an estimated 40 per cent of university positions currently unstaffed. Consequently, on manpower challenges, the report indicated that as at November 2012, there were 37,504 academic staff in 74 public universities in Nigeria. Considering the number of staff vis-a-viz the student population, the report revealed an unmanageable student-lecturer ratio. Classification of academic staff by qualification and rank indicated that the university system was experiencing a staffing or manpower crisis. For illustration, only about 16,127, representing 43% of academic staff in the universities have doctorate degrees, instead of 75% recommended by the NUC. Only about 16,502 (44%) are within the bracket of Senior lecturers and Professors. Surprisingly, only seven out of 74 public universities in Nigeria have up to 60 per cent of their teaching staff with PhD qualifications. These deficiencies have led to a situation in which many universities had to

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rely exclusively on part-time and under-qualified academics with negative implications for quality education in the institutions. It is against these backdrops that this present study sought to find out if the case of Technical Teacher Education Programme in Universities in Southern Nigeria were also affected by the Needs Assessment report of 2012. Statement of the problem This study was prompted by the alleged lack of employable skills of would be Technical Teachers, as well, the findings from the Need Assessment report of the Federal Republic of Nigeria. The report revealed that Nigerian Universities are in dire need of infrastructural facilities and qualified academic staffs. Therefore, it became pertinent to assess the areas of needs in Technical Teacher Education Programme in Universities in Southern Nigeria. Research questions The following research questions guided the study: 1. What are the infrastructural needs for the implementation of Technical Teacher Education Programme for quality training in Southern Nigerian Universities? 2. What are the human resource needs for the implementation of Technical Teacher Education Programme for quality training in Southern Nigerian Universities? Hypotheses The following hypotheses were tested at .05 level of significance: HO1: There is no significant difference in the mean response of Heads of Department of Technical Education from State and Federal Government owned universities on the infrastructural needs for the implementation of Technical Teacher Education Programme for quality training in Southern Nigerian Universities. HO2: There is no significant difference in the mean response of Heads of Department of Technical Education from State and Federal Government owned universities on the human resource needs for the implementation of Technical Teacher Education Programme for quality training in Southern Nigerian Universities. Methodology Survey research design was used in this study. The population of the study was 16 Heads of Department of Technical Education in 16 Universities (comprising of 5 federal and 11 state universities) in Southern Nigeria offering Technical Education and has been accredited by the NUC (NUC, 2015). Census population was used, therefore no sampling was done. The instrument for data collection was a questionnaire on a 4-point scale of Highly Acceptable (HA), Acceptable (A), Not Acceptable (NA), and Highly Not Acceptable (HNA). The questionnaire has 2 parts, Part A is on the personal data of the respondents, while Part B has two sections (1 and 2) which was based on the research questions.

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Furthermore, the questionnaire has 10 and11 items respectively for all the sections. The questionnaire was validated by 3 Heads of Units of Technical Education programme of Delta State University, Abraka and all suggestions and corrections were adhered to when making the final copy. Ten copies of questionnaire was administered on Head of Departments of Technical Education from Colleges of Education in Southern Nigeria and were collected on the spot to avoid contamination, the data collected were used to test the reliability of the questionnaire using SPSS version 16.0 to calculate the Cronbach Alpha coefficient which was 0.76. Data were collected by the researcher through the administration of questionnaires to the Heads of Departments of Technical Education in the area under study. Mean was used for analyzing data for research questions, while ttest was used to test the hypotheses at .05 level of significance, any mean response of 2.50 and above were regarded to be accepted as Agreed and mean response below 2.50 were regarded to be accepted as Disagreed. In addition, when t-calculated was greater than t-tabulated, the null hypothesis was rejected and when t-calculated was less than ttabulated, the null hypothesis was accepted. Results and discussion Table 1: Mean Response on the Infrastructural Needs for the Implementation of Technical Teacher Education Programme for Quality Training S/N

Item

Statement:

The

following HODs

Technical HODs

Technical

infrastructural facilities are the Education of State Education of Federal areas of need in my department:

Universities (N=11)

Universities (N=5)

Mean

Remark

Mean

Remark

1.

Well-equipped lecture halls

3.25

Agreed

3.14

Agreed

2.

Well-equipped library

3.03

Agreed

3.07

Agreed

3.

Well-equipped visual lecture hall

3.31

Agreed

3.16

Agreed

4.

Well-equipped drawing studio

3.14

Agreed

3.22

Agreed

5.

Well-equipped automobile

3.05

Agreed

3.10

Agreed

3.14

Agreed

3.02

Agreed

3.15

Agreed

3.26

Agreed

3.18

Agreed

3.23

Agreed

3.17

Agreed

3.04

Agreed

Well-equipped staff offices

3.02

Agreed

3.12

Agreed

Grand Mean

3.14

workshop 6.

Well-equipped mechanical workshop

7.

Well-equipped electrical/electronic workshop

8.

Well-equipped woodwork workshop

9.

Well-equipped building construction workshop

10.

44

3.13

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C. S. Ayonmike

The results in Table 1 revealed that technical education programmes needs well-equipped lecture halls, library, visual lecture hall, drawing studio, automobile workshop, mechanical workshop, electrical/electronic workshop, woodwork workshop, building construction workshop, and staff offices. These findings are in line with other studies. The results from previous studies revealed that implementation of teacher education programmes are faced with problems such as inadequate and obsolete infrastructure and equipment, as well as poor library facilities. The results also showed that lack of modern infrastructure, scarcity of teaching materials and inadequate research equipment in Nigerian educational institutions. Also, physical infrastructure such as lecture halls and hostel accommodation are severely overcrowded (Okebukola, 2014; Federal Government of Nigeria, 2012). Table 2: Mean Response on the Human Resource Needs for the Implementation of Technical Teacher Education Programme for Quality Training S/N

Item Statement: The following HODs

Technical HODs

Technical

human resources are the areas of Education of State Education of Federal need in my department

Universities (N=11)

Universities (N=5)

Mean

Remark

Mean

Remark

1.

Qualified Automobile Instructors

3.25

Agreed

3.10

Agreed

2.

Qualified Mechanical Instructors

3.04

Agreed

3.00

Agreed

3.

Qualified Electrical/Electronic

3.11

Agreed

3.06

Agreed

Instructors 4.

Qualified Woodwork Instructors

3.18

Agreed

3.12

Agreed

5.

Qualified Building Construction

3.16

Agreed

3.07

Agreed

Instructors 6.

Workshop Attendants

3.14

Agreed

3.04

Agreed

7.

Qualified Safety Instructors

1.10

Disagreed

1.45

Disagreed

8.

Qualified Electrical/Electronic

3.25

Agreed

3.09

Agreed

Lecturers 9.

Qualified Construction Lecturers

3.19

Agreed

3.10

Agreed

10.

Qualified Mechanical Lecturers

3.25

Agreed

3.11

Agreed

11.

Qualified Storekeeper

2.00

Disagreed

1.81

Disagreed

Grand Mean

2.87

2.81

The results in Table 2 revealed that technical education programmes needs qualified automobile instructors, mechanical instructors, electrical/electronic instructors, wood work

instructors,

building

construction

instructors,

workshop

attendants,

electrical/electronic lecturers, construction lecturers, and mechanical lecturers. These findings are in line with previous studies. Consequent upon the massive expansion, quality issues have arisen related to overcrowding and inadequate lecturer qualifications. Federal Government of Nigeria (2012) reported that on manpower challenges, there were 37,504 academic staff in 74 public universities in Nigeria as at November 2012. Considering the number of staff vis-a-viz the student population, the report revealed an unmanageable

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C. S. Ayonmike

student-lecturer ratio. Further classification of academic staff by qualification and rank indicated that the university system was experiencing a staffing or manpower crisis. For illustration, only about 16,127, representing 43% of academic staff in the universities have doctorate degrees, instead of 75% recommended by the NUC. Only about 16,502 (44%) are within the bracket of Senior lecturers and Professors. Surprisingly, only seven out of 74 public universities in Nigeria have up to 60 per cent of their teaching staff with PhD qualifications. Table 3: t-test Analysis of Response from State and Federal Universities in Southern Nigeria on the Infrastructural Needs for the Implementation of Technical Teacher Education Programme for Quality Training Group HOD State Universities

Mean

N

S.D

tcal

Decision

3.1440 11 0.09312 0.240

HOD Federal Universities

tcrit

3.1360

1.761

Accepted

5 0.08195

Table 3 revealed that the tcal. (.240) was less than tcrit. (1.761) at df 14. This implies that hypothesis 1 which stated that there is no significant difference in the mean response of Heads of Department of Technical Education from State and Federal Government owned universities on the infrastructural needs for the implementation of technical teachers education programme for quality training in Southern Nigerian Universities was accepted. Table 4: t-test Analysis of Response from State and Federal Universities in Southern Nigeria on the Human Resource Needs for the Implementation of Technical Teacher Education Programme for Quality Training Group HOD State Universities

Mean

N

S.D

tcal

Decision

2.8791 11 .69022 1.487

HOD Federal Universities

tcrit

2.8136

1.761 Accepted

5 .59171

Table 4 revealed that the tcal. (1.487) was less than tcrit. (1.761) at df 14. This implies that hypothesis 2 which stated that there is no significant difference in the mean response of Heads of Department of Technical Education from State and Federal Government owned universities on the human resource needs for the implementation of technical teachers education programme for quality training in Southern Nigerian Universities was accepted. Findings 1. The study revealed that the infrastructural facilities needs for implementation of technical teachers’ education in federal and state universities in Southern Nigeria for quality training include: well-equipped lecture halls, library, visual lecture hall, drawing

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studio, automobile workshop, mechanical workshop, electrical/electronic workshop, woodwork workshop, building construction workshop, and staff offices. 2. The study revealed that the human resource needs for implementation of technical teachers’ education in federal and state universities in Southern Nigeria for quality training

include:

electrical/electronic

qualified

automobile

instructors,

wood

instructors,

work

mechanical

instructors,

building

instructors, construction

instructors, workshop attendants, electrical/electronic lecturers, construction lecturers, and mechanical lecturers. Conclusion Based on the findings from the study, it was concluded that technical teacher education programme in Southern Nigerian universities are in a state of needs. The areas of needs include infrastructural facilities and human resources. Consequently, for quality and effective delivery, technical teacher education in Southern Nigerian universities need to be refocused through adequate provision of infrastructural facilities and human resources, adequate funding, management , and revitalization of technical teacher education programme in universities in Southern Nigeria. Recommendations 1. Adequate infrastructural facilities such as well-equipped lecture halls, workshops, and staff offices should be provided for quality technical teachers’ education programme in Nigerian universities. 2.

Adequate human resources such as qualified lecturers, instructors, and lab attendants should be employed for quality technical teachers’ education programme in Nigerian universities.

3. Funding and management of technical teacher education programme in Nigerian universities should be improved. 4. Technical teacher education programme should be revitalized at the university level in Nigeria. References Adeyemi, T. O. (2008). The supply of science teachers to secondary schools in Ondo state, Nigeria: A critical analysis. American-Eurasian Journal of Scientific Research, 3(2), 228-240. Adesokan, D. (2009). Principles of evaluating students’ achievement. Osogbo: Grapheal Printing and Publishing. Aghenta, R. A. (2001). Educational planning: A turning point in education and development

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The Pacesetter: Journal, 13(1), 44—54. Federal Government of Nigeria (2012). Need assessment report. Abuja: Committee on Needs Assessment of Nigerian Public Universities. Federal Republic of Nigeria (2004). National policy on education (4th ed.). Lagos: NERDC Press. National Universities Commission (2015). Accreditation results of undergraduate academic

programme taught in Nigerian universities (1999-2014). Abuja: Author. Oguejiofor, C. S., & Ezeabasili, A. C. C. (2014). Imperatives of vocational education and sustainable development in Nigeria. African Research Review, 8(1), 42-52. Retrieved on 20/04/2015 from http://dx.doi.org/10.4314/afrrev.v8i1.4. Ojimba, D. P. (2012). Technical and vocational education: Imperatives for socio-economic and political stability in Nigeria. European Scientific Journal, 9(19), 9-18. Okebukola, P. A. (2014). Towards a national strategic vision for Nigerian universities. Paper presented at the 2014 Executive Education Programme for Vice-Chancellors organised by the Association of Vice-Chancellors of Nigerian Universities, Uyo, Nigeria. Okeke, B. C., & Eze, C.P. (2010). Repositioning vocational and technical education for the 21st century: implications and challenges. Journal of Vocational and Adult Education.

7(1), 58-67. Opeoluwa, I. O. (2007). The management of adult education. Ibadan: Spectrum Books. Robert, H. R., & Mitchell, E. K. (1995). Development of human resources on needs

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