CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Since its inception, technology education has been a powerful agent of change in the direction of our economic, social, political, and technological progress.

Nigeria has recognized that self-reliance is possible via technological growth and has put a high premium on technology education (Eze 1996). Technical or vocational education is one of the forms of education that existed in Nigeria prior to the arrival of western education. According to Oshuala (1995), technical education is an education that is geared at the upper secondary and lower tertiary levels to prepare middle-management professionals and at the university level to train engineers and technicians for higher management roles. According to Okorie (2001), technical education is "the phase of education that aims to assist students in acquiring the specialized mechanical or manipulative abilities necessary in industrial arts or applied science." The American Vocational Association's committee on research and publications provided a more detailed definition of technical education, stating that vocational education is "education designed to develop the skills, abilities, understanding attitudes, work habits, and appreciations necessary for workers to enter and advance in useful and productive employment." Numerous talents are taught as part of informal education, including farming, weaving, sculpting, and blacksmithing.

Government Technical College Enugu State pioneered structured technical and vocational education in Nigeria with the establishment of this technical institution. Additionally, it was the birth of mechanical engineering craft practice (Oshuala 1995). To be completely candid, the value of mechanical engineering craft practice cannot be overstated, since competent technological education is a potent tool for national growth.

Technical education is defined in the national policy on education (1971) as a part of education that results in the learning of practical and applied skills as well as fundamental scientific knowledge. Engineering technology is critical since it directly or indirectly supports man's survival and economic progress for comfort. Technology makes a major contribution to government income and foreign exchange earnings. There is no doubt, however, that technology is a necessary component of human welfare, economic progress, and technical advancement.

1.2 STATEMENT OF THE PROBLEM

According to Okorie (2001), it has been discovered that the purpose for which mechanical engineering craft was introduced or formed in our different government technical institutes, particularly in Akwa Ibom State, is rapidly dwindling. The researcher has taken an interest in this course to examine the elements that work against the teaching of mechanical engineering craft practice at Akwa Ibom State's Government Technical schools.

1.3 OBJECTIVES OF THE STUDY

The primary aim of this study is to examine the factors affecting teaching of mechanical engineering craft practice in technical schools. Other objectives of this study is to:

i.          To determine whether school facilities affects the teaching of mechanical engineering craft practice in technical schools.

ii.        To determine whether teachers qualifications affects the teaching of mechanical engineering craft practice in technical schools.

iii.      To find out whether teachers teaching methods affects the teaching of mechanical engineering craft practice in technical schools.

iv.      To find out whether students interest affects the teaching of mechanical engineering craft practice in technical schools.

1.4 RESEARCH QUESTIONS

The following questions will be answered in this study:

i.          Does school facilities affect the teaching of mechanical engineering craft practice in technical schools?

ii.        Does teachers qualifications affect the teaching of mechanical engineering craft practice in technical schools?

iii.      Doees teachers teaching methods affect the teaching of mechanical engineering craft practice in technical schools?

iv.      Does students interest affect the teaching of mechanical engineering craft practice in technical schools?

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