CHALLENGES AND STRATEGIES FOR ENHANCING QUALITY NIGERIA CERTIFICATE IN EDUCATION (TECHNICAL)

PROGRAMME IN KADUNA STATE, NIGERIA

BY

UTUNG, PHILEMONMTECH/STE/2013/4224

 DEPARTMENT OF INDUSTRIAL TECHNOLOGY EDUCATION

FEDERAL UNIVERSITY OF TECHNOLOGY, MINNA

 SUPERVISORS: DR. P.A. OMOZOKPIA AND PROF. E.J. OHIZE

(SEPTEMBER, 2016)

INTRODUCTION  

Many countries are described today as developed due to their technological feats and manoeuvres. The importance of technology to man and national development cannot be over emphasized.  Nigeria Certificate in Education (Technical) programme it is a special technical teacher training programme meant to empowered the trainees with knowledge, skills, norms and rudiments for effective teaching,Gopar (2008).  

Oyebade, Oladapo and Adetoro (2012) opined that quality in education may be considered on the basis of how good and efficient the teachers are; how adequate and accessible the facilities and materials needed for effective teaching and learning are; and how prepared the graduates are for meeting the challenges of life and for solving social and economic problems in their areas of specialisations. In order to provide NCE (Technical) programmes that can create an impact in the development of human resources which can be the driving force for technological and economic growth of the nation, quality and standard will have to be created. Various factors (students; schools and government) have been identified as some of the challenges in attaining quality NCE (Technical) programmes in teachers training institutions.

STATEMENT OF THE PROBLEMIn recent years there are complaints from every quarter ofthe nation on the quality of NCE (Technical) graduates that are been produce in teachers training institutions pertaining service delivery when employed .These challenges include:Inadequate funding; Inadequate infrastructures; Poor power supply;Poor in-service training scheme for lecturers /

instructors; Shortage of qualified lecturers/ instructors;Poor supervision of programmes; Inadequate curriculum planning and implementation

AIM AND OBJECTIVES OF THE STUDY  Specifically, the objectives of the study was to examine the following:

1. Students-related challenges militating against quality NCE (Technical) programme in Kaduna State.

2. School-related challenges militating against quality NCE (Technical) programme in Kaduna State.

3. Government-related challenges militating against quality NCE (Technical) programme in Kaduna State.

4. Strategies for enhancing quality NCE (Technical) programme in Kaduna State.

SIGNIFICANCE OF THE STUDY The findings of this study will be of immense benefits to the followings;

National Commission for Colleges of Education (NCCE)

NCE (Technical) teachers, NCE (Technical) students, Researchers.

RESEARCH QUESTIONSThe following research questions were raised and guided the study: 1. What are the students-related challenges militating

against quality NCE (Technical) programme in Kaduna State?

2. What are the schools- related factors militating against quality NCE (Technical) programme in Kaduna State?

3. What are the government-related challenges militating against quality NCE (Technical) programme in Kaduna State?

4. What are the strategies for enhancing quality NCE (Technical) programme in Kaduna State?

 RESEARCH HYPOTHESES

The following null hypotheses postulated were tested at 0.05 level of significance: Ho1:There is no significant difference in the mean responses of respondents on students-related challenges militating against quality NCE (Technical) programme in Kaduna State.

Ho2: There is no significant difference in the mean response of respondents on schools-related challenges militating against quality NCE (Technical) programme in Kaduna State.

Ho3:There is no significant difference in the mean responses of respondents on government-related challenges militating against quality NCE (Technical) programme in Kaduna State.

Ho4: There is no significant difference in the mean responses of respondents on strategies for enhancing quality NCE (Technical) programme in Kaduna State.

SCOPE OF THE STUDY The study was on the challenges and strategies for enhancing quality NCE (Technical) programme in Kaduna State. The study is delimited in scope to: student-related, school-related, government-related challenges, strategies for enhancing quality NCE (Technical) and quality assurance mechanisms.  

REVIEW OF RELATED LITERATUREThe reviews of literature related to the study were arranged under the following headings:

THEORETICAL FRAMEWORK TO THE STUDY

Prosser’s Theorems and Principles ofTechnical Education

Human Capital TheoryCritical Conflict Theory

CONCEPTUAL FRAMEWORK TO THE STUDY

The Concept of Technology Education. 21St Century Teacher Education Programme. Nigeria Certificate in Education (Technical). National Commission for Colleges of

Education (NCCE). Quality Assurance in NCE (Technical). Review of Related Empirical Studies. Summary of Literature Reviewed.

 

RESEARCH METHODOLOGYResearch Design

A descriptive survey research design was applied for this study. The use of this design is necessary because it afforded the researcher a room to present the views of respondents without any bias. 

AREA OF THE STUDY The study was carried out in Kaduna State. The study covered teachers training institutions offering NCE (Technical) programme, namely; Kaduna Polytechnic, Nuhu Bamali Polytechnic-Zaria and Kaduna State College of Education, Kafanchan.

POPULATION OF THE STUDY The population for the study consisted of 88 respondents. These comprises of 19 Management Staff (3 HODs,16 HOSs) and 69 Lecturers.

 INSTRUMENT FOR DATA COLLECTION The instrument for data collection was a structured questionnaire developed by the researcher for the study. The 64 items structured instrument developed was administered to the respondents. The response options of CSEQTEQ sections are five-point Likert type scale of Strongly Agree (SA=5), Agree (A=4), Disagree (DA=3), Strongly Disagree (SD=2) and Undecided (UD=1). 

VALIDATION OF THE INSTRUMENT

The instrument has undergo both content and face validation by three (3) experts, one (1) from the Department of Education Technical, Kaduna Polytechnic and two (2) from Department of Industrial & Technology Education, Federal University of Technology, Minna-Niger State.

RELIABILITYOF THE INSTRUMENT The validated instrument was Pilot tested using 4 management staff and 6 lecturers from Niger State College of Education, Minna. The reliability of the instrument was determined by the coefficient of the internal consistency using Cronbach Alpha method. The reliability coefficient was found to be 0.88 using SPSS 20.

METHOD OF DATA COLLECTION A structured questionnaires were used for data collection from the respondents in each of the three (3) teachers training institutions offering Nigeria Certificate in Education (Technical) Programme. 

ADMINISTRATION OF INSTRUMENT

The researcher administered the questionnaires by direct contact. The services of three (3) research assistants,one from each institution was employed to assist in the administration and retrieval process from the affected institutions within two weeks.

METHOD OF DATA ANALYSIS Mean and standard deviation were used to analyzed and answer the research questions, while Z-test was employed to test the null hypotheses at 0.05 level of significance.  

Findings of the Study Based on the data collected and analysed, the followings

are the major findings:i. The result on table 4.1 revealed that students related

challenges posed as a serious threat to quality Nigeria Certificate in Education (Technical) programme as captured in the 13 items generated.

ii. The result on table 4.2 revealed that school related challenges militated in attaining quality Nigeria Certificate in Education (Technical) programme as captured in the 21 items generated.

iii.The result on table 4.3 revealed that government related challenges also militated in attaining quality Nigeria Certificate in Education (Technical) programme as captured in the 16 items generated.

Findings of the study (cont.)

i. The data on table 4.4 revealed that in the opinions of the respondents’ proffered strategies for enhancing quality Nigeria Certificate in Education (Technical) programme as captured in the 14 items generated.

iv. The result in table 4.5 shows z-test analysis which revealed that the null hypothesis was accepted.v. The result in table 4.6 shows z-test analysis which revealed that the null hypothesis was accepted.vi. The result in table 4.7 shows z-test analysis which revealed that the null hypothesis was accepted.vii. The result in table 4.8 shows z-test analysis which revealed that the null hypothesis was accepted

Based on the findings of the study, it was recommended that:i. The parent and guardians should closely monitor and encourage their

children/wards to develop and sustain positive attitudes towards learning.ii. Administrators should make effective management of both human and material

resources at their disposal and a conducive teaching-learning environment should be created and sustained to enhance quality teachers education programme.

iii. Effective pre-service and in-service training and retraining programme of teachers should be provided and recruitement of teachers should be based on merit strictly.

iv. NCCE should closely monitor, effectively supervise and ensure full implementation of NCE (Technical) programme.

v. Provision of sufficient machineries, equipment, tools and materials to school workshops to encourage practical skills acquisition is a necessity.

vi. Governments should comply with the 26% UNESCO budgetary allocation to education to ensure sufficient and prompt release of funds to teachers education programme and encourage public private partnership in areas of need also promote massive investment in education.

Recommendations

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