CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

The importance of secondary school education made the federal government to state its broad aims as ‘preparation for useful living within the society and for higher education’ (Ekundayo, 2020). Not all the students in secondary schools may be interested in pursuing university higher education. Some may be interested in some other things or, perhaps, they may pursue other ways of living. Therefore, it is necessary for the Federal Government to diversify secondary school education in order to cater for the interests of all. It may also be argued that the tremendous expansion in the education system, which started in 1976 with the introduction of the universal primary education program and the junior and senior secondary school in 1982, necessitated the diversification of secondary school education. Thus, diversification of secondary education is the process by which a system becomes more varied or diverse in its orientation from a uniform and rigid system to a flexible one that can accommodate varying demands within the country from a multiplicity of providers (Varghese and Puttmann, 2011). Diversification therefore, consists of multiplication of secondary schools, offering opportunities to pursue post-primary education, diversifying study programs such as the introduction of vocational and technical education in secondary schools, and in the student body a s well as diversity in ownership and control of provisions such as in private secondary schools. Diversification therefore is a process necessarily associated with the expansion of a system, on the one hand, and with deliberate efforts to position post-primary education in relation to the demands emerging from the labor markets on the other hand (Varghese and Puttmann, 2017)

Private education is the responsibility of entrepreneurs, agencies or groups such as religious organisations, communities, universities and corporate bodies. There are also schools run by foreign communities. Majority of private secondary schools offer junior and senior programs. The monitoring and supervision of private secondary schools is the responsibility of the federal and state ministries of education. The structure and content of private secondary education have to comply with the requirements of the National Policy on Education (2014). Private schools use curricular systems which are designed by the federal government, with modifications to meet special needs and interests. Vocational and Technical skills are important aspects in the 6-3-3-4 system of education in Nigeria. They are intended to develop occupational competence and teach those skills which enable an individual to earn a living. The National Policy on Education (2004) defined vocational and technical education as ‘that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge’. The system prepares people for specific trades, crafts and careers at various levels from a trade, craft, technician or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law and others (Brickman, 2016). Craft vocation is usually based on manual or practical activities, traditionally non-academic, related to specific trade, occupation or vocation. Vocational education has now diversified and exists in industries such as retail, tourism, information technology, funeral services and cosmetics as well as the traditional crafts and cottage industries (Enahoro, 2018). Therefore, the need for vocational and technical education in Nigerian schools cannot be overemphasized. Hence, Uwaifo (2019) asserted that full vocational training should be offered by students in the 6 year program of the post-primary schools in addition to the general education courses. This is to enable them develop sufficient skills in their chosen occupations so. It will also help them to obtain employment on leaving school.Just like no nation can improve the standard of their economy without first of all increasing the manpower of the economy through acquisition of skills and knowledge that is gotten on the platform of vocational and technical education.  For Nigeria to excel technologically there is the need for the effective implementation of vocational education program in government owned secondary schools and private secondary schools.  The government should not leave the entire project on the private individuals who are running the school at a cost, and are for profit motive. Since this does not increase their earning, there is little or nothing they can do.

1.2   STATEMENT OF THE PROBLEM

Vocational and technical education programs have long been acknowledged across the world as a part of education that leads to the learning of practical skills necessary to address any country's unemployment and poverty issues. As observed by Anayo (2020), Nigeria's education system has experienced a number of adjustments in recent years as a result of the country's uncertain government policies. These changes include replacing the 6-3-3-4 educational system with a 9-3-4 system and incorporating information technology into elementary and high school courses. As a result of the government's strategy of diversifying secondary school curriculum, vocational and technical education was also implemented at the secondary level. This was done in order to accommodate secondary school pupils with a wide range of abilities.

Despite the importance of vocational education to the development of both individuals and society as a whole, the proper execution of vocational education programs in Nigeria receives little attention. Low student engagement in vocational education courses has long been a source of concern for well-intentioned individuals, institutions, businesses, and Nigeria as a whole.  It is in the light of the above, that this study was carried out to ascertain if there are factors responsible for the non-effective implementation of vocational education program in private secondary schools.

1.3   PURPOSE OF THE STUDY

The broad objective of this study is to examine  the hindrance to effective implementation of vocational education in the private secondary schools. Other specific objectives include:

i.          To examine whether the perception of students about the relevance of vocational  education serves as a constraint of vocational education in the private secondary schools.

ii.        To investigate whether unavailability of  training facilities in private school inhibits the implementation of vocational and technical education program.

iii.      To ascertain whether lack of required technical teachers constrains the implementation of vocational and technical education program in private schools.

iv.      To evaluate whether inadequate financial resources challenges the effective  implementation vocational and technical education program in private education.

1.4   RESEARCH QUESTIONS  

This research is designed to address the following research questions:

v.        Does the perception of students about the relevance of vocational  education serves as a constraint of vocational education in the private secondary schools.?

vi.      Does unavailability of  training facilities in private school inhibits the implementation of vocational and technical education program?

vii.    Does lack of required technical teachers constrains the implementation of vocational and technical education program in private schools?

viii.  Does inadequate financial resources challenges the effective  implementation vocational and technical education program in private education?

1.5   SIGNIFICANCE OF THE STUDY                

Findings of the study will help to know the effectiveness of the implementation of vocational education in Nigerian economy. It will suggest the ways to go about achieving the well desired vocational education in Nigeria. It will help to redirect the attention on the need to improve the standard of vocational and technical schools and centers in Nigeria. It will help the Government to know the areas private schools are lacking the resources to fully implement vocational/technical education in Lagos state. Suggest possible ways private sector can invest in the vocational programme.

1.6   SCOPE OF STUDY

This scope of this study borders on  the hindrance to effective implementation of vocational education in the private secondary schools. The study is however delimited to  selected private secondary schools in Ibadan Metropolis in Oyo State.

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