Vol. 4: No.2

Vol. 4: No.2 ISSN: 0794 - 9525

CONTENTS TITLE Standard in Tertiary Education: Capacity Building and Sustainable Development in Nigeria - Prof Uche Azikiwe

PAGE

1-16

Capacity Building for Sustainable Development of Non-Science Nigerian University Students Through Scientific Literacy - Dr. Josephine Nwanneka Okoli (Mrs.)

17-24

Facilitation of Human Development Through Psychosocial Contributions of Physical Education and Sport - Prof Okonkwor, 0. C. N. & Ezeadim, H. N.

25-30

Challenges of Inadequate Personnel, Equipment and Facilities in Teaching Physical Education: A Way Forward - Boye, Ejobowha Thomas & Makasi, P. A.

31-37

Business Educator's Rating of Strategies Helpful For Improving Teaching Standard -

Ezemoyih Chuks Marcel

38-45

Competencies Expected of University Graduates of Science Education in the Labour Market: Implications for Science and Mathematics Teachers Preparation Okigbo, Ebele C. & Okeke S. 0. C. (Ph.D)

46-52

Evaluation of Pre-requisite Qualification for Admission of Student Teachers into Programmes of Education in the Universities -Dr. (Mrs.) Helen Ngozi /be

53-57

Assessment of College Library Resources in Anambra State. -

Dr. Anaehobi Egbuna S. & Dr. Nwabueze Anthonia U.

58-66

;JJ.nvoJvi.ng Tertiary Institution Students in School Public Relations for Enhancing

Dr. 0. T. lbeneme & Okwelle, P. C.

Technical and Vocational Education (TVE) Development in Nigeria ._

67-75

Towards Improving the Standard of Business Education for Sustainable National Development - J. 0 . C. Orah

76-81

Organizational Design on Management Effectiveness in the Hosting of All-Africa Games 1987 2003 - Dr. Ananomo, Leonard Eshiemogie & Ewelum, Johnson Nnadi-

82-87

'

Capacity Building and Quality of Products of Nigerian Universities: Implications for Sustainable Development in Nigeria Dr. Isaac N. Nwankwo, Nwachukwu, Emeka A. & Alia Chinedu 0.

Orient Jow:nal of Education Vol. 4, No. 2

:..

88-93

v

Identifying and Resolving Obstacles to Qualitative Educ_ational Planning in Nigeria Dr. Ikediugwu Nkechi P. ·

94-103

The Relevance of Skills Training and Acquisition in Nigerian Technological Growth in the Present Economic Melt Down - Ayonmike, Shirley Chinyere

104-112

.Capacity Building Through Adult Education Programmes: The Relevance of Nigerian Universities - Dr. (Mrs.) Helen Adebola

Jl3ell7

Administrative and Implementation Standards of Teacher Education Programmes in South East Geo-Political Zone of Nigeria - ]osepj C. Nnadozie

118-125

Quality Teaching Practice in Teacher Education Programmes for Capacity Building and Sustainable Development: Role of the School Administrator V. N. Nwogbo, P. N. Okorji & C. 0, Ezeugbor

J26eJ33

Towards Making In-Service Training of Teachers Effective for the Sustainance of the Universal Basic Education Programme in Ebonyi State Dr. ljeoma Odoemenam

134-141

Actions in Improving Teacher Education for Sustainable Development: Implications for Counselling Prof. .(Mrs.) M.A. Anagbogu & Dr. (Mrs.) M. C. Okonkwo

142-149

Standard in Education, Capacity Building and Sustainable Development in Nigeria: The Place of Effective Teacher Education - Chris N. Ominyi, Ogb, F. N~ & Alo G 0.

150-160

Standard Teacher Education Programme for a Successful Secondary School System in Nigeria - Mr. Cyril K. Evey & Mr. Asinde, Festus A.

161-165

Microteaching and Clinical Supervision - Dr. (Mrs.) Sabina Nw.'lcna

166-177

· Orient Journal of Education Vol. 4, No. 2

'

VI

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A at

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INVOLVING TERTIARY INSTITUTION STUDENTS IN SCHOOL PUBLIC RELATIONS FOR ENHANCING TECHNICAL AND VOCATIONAL EDUCATION (TVE) DEVELOPMENT IN NIGERIA.

Abstract The study sought for reasons and ways through which Technical and Vocational Eduction (TVE) students in tertiary institutions could be involved in school public relations activities for enhancing TVE development in Nigeria. Two reserach questions were answered by the study and two 7lull hypotheses were tested at five percent level ofsignificance. Questionaire was employed in collecting data for the study. Data collected were analysed using mean and standard deviation for the research questions, while the student t-test statistics was used to analyze the hypotheses. Results revealed among other things that the respondents identfied some reasons and ways oftheir involvemnt in school public relations for enhancing TVE development in Nigeria. It was recommended that TVE institutiions should establish andfund public relations department with the roles ofstudents well defined; as well as integrate public relations into technic/ teacher education progrmmes. '.\.

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_OKWELLE, P. C. Department Of Science & Technical Education, R USST State University of Science & Technology, Port Harcourt

DR. 0. T. IBENEME Department Of Vocational Education Nnamdi Azikiwe University, Awka

Introduction Skill training provided by technical and vocational education (TVE) enhances employment and productivity as well as sustains competitiveness in the global economy (Okwelle, 2006). In line with this view, Okolocha (2006) stated that as technological advances draw the world closely together, TVE becomes increasingly important. TVE is viewed as the bedrock of sustainable development of a nation. TVE therefore plays an indispensable role in the technological and economic development of any nation since according to Okwori (2006), equipping an individual with technical skills is like offering a country the hope of technological development. TVE is the cornerstone of any sustainable technological development (Aina, 2006). Nigeria seems to have recognized the

importance of this once neglected workforce education in the present world economic order. The government has realised that responding to emergent economic opportunities or social changes as unemployment, required that a special place be given to TVE. This underscores her renewed interest in revamping and repositioning TVE programmes at air levels through government intervention agencies such as Educational Trust Fund (ETF). Despite educational reforms and strides by government, the development of TVE in Nigeria still seems to be far from receiving massive acceptance, full implementation imd • a lot of other challenges (Amaewhule, 2000; Aina, 2006; Yakubu, 2006; Ok~locha, 2006; Okwelle, 2008). For Nigeria to make meaningful impact in the globalized world of the 21st century, it becomes imperative to

Orient Journal of Education Vol. 4, No. 2

67

Involving Tertiary Institution Students In School Public Relations For Enhancing Technical And Vocational Education (tve) Development In Nigeria.

explore various strategies to reverse this ugly trend in TVE. This underscores the Educational Trust Fund sensitization workshops on the importance of revamping TVE in Nigeria held in the six geopolitical zones of the country in the month of February, 2006. Olakunri (2006) in her welcome address in one of such ETF sensitization workshops on TVE, stressed the need to seek support and cooperation of the participants in re-orienting social values and misconceptions about technical and vocational trades and professions; popularize 1VE teacher training; give due recognition to people skilled in TVE, among students, teachers and stakeholders iri the educational and industrial sectors. Public relations activities therefore become necessary in erecting building blocks to gain public understanding and acceptance to TVE (Ibeneme and Okwelle, 2008). Public relations are defined as the planned and sustained effort to establish and maintain goodwill and mutual understanding between an organization and its publics (Phoenix Synergy, n.d). As a process, public relations involve an interchange of facts, viewpoints and ideas (Calhoun and Finch, 1982). Public relations help an organization and its public adapt mutually to each other (Public Relations Society of America (PRSA), n.d). Thus, public relations involve the use of two-way communication process to bridge the gap between an institution, organization and the society at last. Publicrelations serve a wide variety of institutionsinsociety such as business, trade unions, government agencies·, voluntary associations, hospitals, religious institutions and educational institutions. Experts agree .· that school (educational) public relations are

very important and practical means of enhancing TVE development (Calhoun and Finch, 1982; Finch and McGrough, 1982). School public relations is viewed by Kindred (cited in Calhoun and Finch, 1982) as a process of communication between the school and the community for the purpose of increasing citizen understanding of educational needs and practices, and encouraging intelligent citizen interest and cooperation in the work of improving the school. The school public relations therefore represent an opportunity for developing linkages between the schools and the community. Gorton (1983 : 478) outlined the purpose of a school public relations programme to include: Selling the educational programme to the people of the community so that they will take pride in and support · their schools Interpreting to the people of the community the educational programme that is in operation so that the people will have a better understanding of what the schools are doing and will support the school programme encouraging the community interest and participation in the school programme ·Effective school public relations relies on comprehensive two-way communication process involving both internal and external publics, with a goal of stimulating a better understanding of the role, objectives, accomplishments and needs of the organization. Calhoun and Finch, (1982) described internal publics as those within the environs of the school (students, teachers, administrators, guidance personnel and non-

Orient Journal ofEducation Vol. 4, No. 2

68

teaching include school ( media,f( Stt virtue c benefici; educatio public r1 significa evaluati Experie1 reflect t school reputati< entering

attitude ~

manner perform Si benefici opp ort1 porgrmr public r' the ex pro gran graduat1 Finch a: greater well as pro gran E, assessrr there i pro gran An effe be well for inv1 The pro student publicr

Dr. 0. T. /beneme & Okwelle, P. C.

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teaching personnel); while external publics include those beyond the environs of the school (parents, alumni; merchants, news media, feeder schools, etc). Students of TVE programmes, by virtue of their role as the most direct beneficiaries and the focal point of the educational process, are considered as good public relations agents. They are the most significant and important force in the public evaluation of the school programme. Experiences of the students after graduation reflect their former experiences within the school and thereby colour the school's reputation. Graduates of the programme entering ·the labour market mold public attitudes toward the school by their dressing, manner of speech, general conduct and job performance (Calhoun and Finch, 1982). Since TVE programmes provide beneficiaries with skills for numerous job opportunities, students' skill in the porgrmme can be involved in the school public relations for the purpose of educating the external publics as to what the programme does and how it will benefit graduates. Such campaign as posited by Finch and McGrough (1982), may result in greater public awareness and acceptance as well as in increased enrolments into TVE programmes. Evidence (Okwori, 2006) and personal assessment by the researchers showed that there is no organized public relations programme in Nigeria's TVE institutions. An effective school public relations should be well planned and provide opportunities for involvement of all the school publics. The problem of this study, therefore, was that students seem not to be involved in school public relations activities.

Purpose ofthe Study The purpose of this study was to determine reasons and ways through which TVE students in their own opinion could be involved in school public relations for enhancing TVE development in Nigeria. .. Specifically the study intended to: 1. Find out reasons for involving TVE students in tertiary institutions in school public relations for enhancing TVE in Nigeria. 2. Identify ways through which TVE students in tertiary institutions could be involved in school public relations for enhancng TVE development in Nigeria

Research Questions This study sought answers to the following research questions:1. What the reasons for involving TVE students in tertiary institutions in school public relations for enhancing TVE in Nigeria? 2.

What are the ways through which TVE students could be involved in school public relations for enhancing TVE developr:1ent in Nigeria? -

Hypotheses Two null hypotheses tested at five percent level of significance were: Ho 1 -There is no significant difference in the opinions of college of education and university students on the reasons for involving TVE students in tertiary institutions in school public relations. There

i~

no significant

18 Orient Journal of Education Vol. 4, No. 2

69


differenc~ iii the opi?ion~ of college of educatiOn and umversity students ?n the w~ys TVE students could be mvolved m school public relations ~o e~ha~ce TVE development m Ntgena. Methodology The study was survey design aimed at finding out the reasons and ways of involving TVE students in tertiary institutions in school public relations for enhancing TVE development in Nigeria. The study.. was carried out in tertiary institutions with TVE programmes in Rivers State. The population of the study comprised 352 .fmal year students in TVE programmes in three tertiary institutions in Rivers State. This included 162 students from Rivers State University of Science and Technology, Port Harcourt; 73 students from River State College ofEducation, and 118 students from Federal College of Education (Technical) Omoku, all in Rivers State. The entire population was used for the study because thepopulationsizewasfew. The instrument used for collecting data for the study was a 21-item questionnaire titled "Students Public Relation Involvement in Technical and Vocational Education Questionnaire" (SPRITVEQ) structured in the form of 5 point Likert scale ofStrongly Agree, Agree, Undecided, Disagree, and ~trongly, Disagr.ee. The SPRITIVEQ mstrument was vahdated by three experts in TVE, each from Nnamdi Azikiwe . University, Awka, Rivers State University of .science and Technology, Port Harcourt, .and Federal · College of Education (Technical) Omoku, Rivers State. The instrument was pilot tested on ten final year TVE students of Niger Delta University, J3ayelsa State and on c

15 other final year students ofF ederal College of Education (Technical) Asaba, Delta State. Data collected were subjected to Cronbach Alpha measure of internal consistency to obtain a reliability coefficient of0.85, a value considered good enough for the instrument to be used for the study. . The researchers with the help of two assi~tants directly .administered a total of 352 copies of the qu~stwnnaire to the respondents. Only ~35 copies (177 from colleges of educatw.n and 15 8 from university), rep~esentmg 95 percent return rate, were retneved and used for the study. . . The de~c~ptive statistics of mean and standard devtatwn were used to answer the two research questions posed in the study. In deciding on an item to accept or reject, an item with a calculated mean value equal or greater than 3.50 (3.50-5.00) was accepted; an item was regarded "undecided' if the mean value was equal or greater ~han 2.50 but less than 3.50 (2.50- 3.50). An Item was rejected where the mean value was less than or equal to 2.49 (0-2.49), The student t-test inferential statistics was used to te.st t~e hypotheseses at five percent level of sigmficance. Where tcalculated value was equal or greater than table t-table, hypothesis was rejected but if tcalculate~ value was less than t-table value, hypothesis was accepted. Results The findings ofthe study are presented in Tables 1 to 4. · Research question 1 What are . the reasons for involving TVE students in tertiary institutions iii school public relations · for enhancementofTVE in Nigeria?


Table 1: ResponsE

SINO

-1

2 ~

3

1 I

4

~ .._

e 5

~ .._

6

£

s c

7

s a

8

s li

Ther were acce~ ofTVEpro Research( What relations to

70

Dr. 0 .. T. Ibeneme & Okwelle, P. C. ~e

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Table 1: Responses on Reasons forlnvolvement of Students in School Public Relations. SINO Reasons for student involvement in school public relations

X

SD

REMARK

0

2

1

Students are the direct beneficiaries of the TVE programme

4.30

1.16

Acceptej

2

Students are the mirror with which the public sees the TVE programme

4.60

1.12

Accepte~

3

The programme is designed for the students and its development should concern them too.

4.36

1.18

Accepte~

4

Students are closer to both the internal and external publics

3.95

1.21

Accepte]

5

Students are often used to evaluate a TVE programme 4.40

1.18

Acceptej

3.80

1.35

Acceptej

6

Students experience after graduation reflect their former experiences within the school and thereby colour the schools reputation

7

Students entering the labour market mold public attitudes toward the school by their job performance

4.10

1.25

Acceptej

8

Students failure /success depend on the implementation of the TVE porgramme

3.99

1.27

Acceptej

3.

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e j

"

~

1 1

r 1

The results in Table 1 show that all the items had mean ranging from 3.85-4.60 and as such were accepted by the respondents as reasons for involving students in public relations activities ofTVE programmes Research Question 2 What are the ways through which TVE students could be involved in school public relationsto enhance TVE development in Nigeria?


71


respor 17, 18 from stu den public undeci mean'

Table2 Responses on Ways oflnvolving Students in School Public Relations

SINO Possible ways of involving students in school public relations

9

X

SD

REMARK

1.35

Accepted

Students having adequate information on the aims and objectives ofTVE porgramme

3.59

Creating a school public relations committee with students representative(s)

3.72

11

Students involved in school games and winning laurels in outside sporting activities

3.49

1.45 Undecided

12

Integrating public relations in TVE curriculum

3.59

1.21

13

Organizing career week (outside speakers discuss job opportunities and requirements with students

2.54

1.61

14

Organizing demonstrations /exhibitions by students during school days (e.g. matriculation & convocation ceremonies)

3.43

1.52 Undecided

15

Organizing TVE students week

3.63

1.35 Accepted

16

Forming TVE students clubs

3.95

1.18 Accepted

10

17

1.25 Accepted

I

I

t-test