University of Nigeria Research Publications

OMOZOKPIA, Peter Augustine

Aut

hor

PG/PH.D/92/14078

Title

STATUS OF PRODUCTION WORK IN WORKSHOP OF TECHNICAL

COLLEGES IN NORTHERN STATES OF NIGERIA

Facu

lty

EDUCATION

Dep

artm

ent

VOCATIONAL EDUCATION

Dat

e

MARCH,1998

Sign

atur

e

S T A T U S O F PRODUCTION WORK I N WOKKSIIOI'S

01" T E C H N I C A I . COLLEGES :1N N O R T H E I < N 5 C T A T E S O F N i G E ? , I A

. . OMOZOKPIA P E T E R ' A U G U S T I N & '

PC/Ph.D/92/14078

DEPARTMEN'; ' OF '. VOCATIONAL TEACHER EIJUC "'.'].ON

UNIVI. .R3ITY OF NIC;ERLA. N S U K U

STA'l'US OF PKODUCTION WORK IN WORKSHOPS OF TECIlNlCAL COLLEGES IN NORTHERN

STATES OF NIGERIA

OMOLOKPIA PETER AUGUS'L'INE PG/PII . D / 9 2 / 14078

Approved :

I n t e r n a l E x d i n e r

1

E x t e r n a l E x a m l p ~ r

Head of ~ e ~ a i t r n e r i t

'nkn of Facultv

CERTIFICATION

OMOZOKPIA PETER A. a p o s t g r a d u a t e s t u d e n t i n t h e

d e p a r t m e n t o f V o c a t i o n a l T e a c h e r E d u c a t i o n and w i t h

r e g i s t r a t i o n number PG/Ph.D/92/14078 h a s s a t i s f a c t o r i l y

. c o f l p l e t e d t h e r e q ~ i r e m e n ~ f o r t h e c o u r s e and r e s e a r c h

work f o r t h e d e g r e e of D o c t o r o f P h i l o s o p h y i n I n d u s t r i a l

T e a c h n i c a l E d u c a t i o n . The work embodied i n t h i s t h e s i s

4.. ; 'i i s t h e o r i g i n a l a n h a s n o t been suSmit : tad i l l p b r t o r f u l l

.-. *. . . f ~ : r any o th<? r d ip loma o r d e g r e e of t h i s o r a n y o t h e r

ljB. S-C.O.A. XZESX HEAD O F DEPAKTMENT

PROF. R . K . O W K U

SUPEKV ISOK

ACKNOWLEDGEMENTS

Glory be to the originator of life Jehovah God who

through His grace has made it possible for this work to be

completed. The lesson learnt from Jesus' example is that

education should be used to bring praise to Jehovah God.

Gratitude is expressed to my supervisor Professor R.N. Oranu

who through his advice supervised this thesis. Gratitude is

also expressed to Professor E.O. Okeem, Professor A. Ali,

Professor S.O. Olaitan, Professor J.U. Okorie, Dr. O.M. Okoro,

Dr. E.U. Anyakoha, Dr. H. Ofodile and Dr. D.N. Eze for their

contribution to this work.

The researcher is also grateful to the following -post

graduate student colleagues: Mr. R. Urama, Mr. M. Mkpozi

Mr. R. Nneji, Mr. 0. Ibeneme, Mr. C. Nwachukwu, Mr. I. Fatunsi

Mr. E. Abelega, Mr. 0. Agbulu, Mr. V. Apagu and Mr. E. Ekong

for their contributions also to this thesis. Gratitude is

further expressed to the following research assistants:

Mi.M.Ige, Mr. A. Va~du, Mr. A.S. Habibu, Mr. 1.S Ayuba Mr. S.

Ayidah, Mr. U. Garuba Mr. A.U Bakura, Mr. K.L. Salawu,

Mrs. J. Eferemo and Mr. S.A. David.

The investigator is also grateful to the staff of Federal

Polytechnic Bida in general who have contributed to the

completion of this work, and in particular Mrs. J. Omozokpia

who typed and retyped the corrected thesis.

(ti)

TABLE OF CONTENTS

ACKNOWLEDGENENTS . . LIST OF TABLES . . ABSTRACT . . .

CHAPTER L

IKTRODUCTTON . . . . Background of th4: s t u d y

Sta tement of t h e Problem

Purpose of t h e si:udy

S f & n i f i c a n c e of ,:he s t u d y

,Research Questiolrs

Hypotheses

D e l i m i t a t i o n s of t h e Study

CHAPTER I1

LITERATURE REVIEW

Theore t i c a l Foundat i o n s of

Page No.

i i

v i

v i i

P roduc t ion Work

Activities in v o c a t i o n a l and t e c h n i c a l

e d u c a t i o n .................................... 17

Concepts of Prodl lc t ion Vork A c t i v i t i e s i n work-

shops of t ecb i i ca l educat ion programme ....... 2 1

H i s t o r i c a L Sersp.2c;tive of v o c a t i o n a l and

t e c h n i c a l t b u - a t i o n and p roduc t ion work

a c t i v i t i e s ................................... 24

TABLE OF CONTENTS COKTD . Page No .

Quality and Quantity of Production Work

Activities i n vocational and technical

education .................................... Technfques and rrpproaches to Production Work

........... Activities ir~ ~onstruction trades

Organizational 1:onatraints to production work

activities i11 construction trade ............ Related Emperical Studies ...................... Summary of rela!:ed literature ..................

CHAPTER 111

NETHOC

Design of the St:udy ............................ Area of Study .#................................

..................................... Population

Sample and Samp..ing Technique .................. Description of the Instrument ..................

................... Validation of the Instrument

Reliability of 1:he Instrument .................. Nethod of gathering data ....................... Data Analysis Tt!chniques .......................

CHAPTER IV

PRESENTATIOX AN) ARALY5T.S OF DATA .. . . Findings . . . . . .. . .

TABLE2 OF COXTEXTS CONTD.

Discussions . . . . . . . . Page No.

9 4

CHAPTER I1

SUNXiRY, CONCLU$ IONS AND RECO>DIELQATIONS

Restatement of the Problem . . . . . . 10 1

Suinmary o f Procc dures used . . . . . . 102

Principal Findir.zs . . . . . . . . 104

Summary and cant Lusion . . . . . . . . 109

Implications of the Research Findings .. . . 110

Recommendations . . . . . . .. . . 112

Suggestions for Further Research . . . . 113

REFERENCES . . . . . . . . . . . . 114

APPEXDICES

APPELVTX A: Lerter showing Criteria Eor assessment of the Instrument .. 123

APPENDIX R: Le1:ter Introducing the Researcher

to the Respondents ............ 125

APPENDIX C: Production Work Status Question-

naire (PWSQ) Rating Scale for Technical College CbnGCruction

Trade Programmes (Teachers and

Adminhstrators) ............... 126

APPENDIX D: Ma:) of Area of the Study ......... 135

APPENDIX E: Co.~rses at Craft Level in 58 Technical Colleges in Xorthern States of Xigeria 136

(v)

L::ST OF TABLES

Table Page Xo

1. Distribution of population according to Zones

and States .. . . . . . . . . 6 4

2. Distribution and Return of Completed Question-

naire from R.?spondents on Zones and States Basis. . . . . . . . . . . 7 0

3 . Distribution and Return Rate of Completed

Questionnaires by groups of Respondents .. 7 1

4. Kinds of Constr.uction trades production work

provided in technical college .. . . . . 7 4

5. Physical facilities provided for construction

trade programmes in technical colleges .. 7 5

6 Techniques used by technical teachers for providing product fion work in construction trade prog:rames . . . . . . . . .. 7 7

7. Constraints i~hfbfting the performance of production work in t e c h n i c n l college .. . 79

8. How constrairts inhibiting the performance of

productiori work can Be eliminated .. . . . . 82

9. T-test Analysis of the Ffean Rating of Technical

Teachers snd administrators an kinds of

construction trades production works that are

provided in technical college .. . . .... 85

10. T-test Analysis of the Xean Rating of Technical

Teachers and administrators on how constraints

inhibiting the performance of production work

can be eliminated. . . . . . . . . 8 7

(vi)

P r o d u c t i o n work i s any t y p e of work, o r s e r v i c e pe r fo rmed ,

o r goods produced i n strho01 f o r which a fee-may b&harRdd

o r e a r n e d (Zah radeen 1390 ) . T h i s s t u d y w a s d e s i g n e d t o

determine t h e s t a t u s of p r o d u c t i o n work i n rb~orkshops of

t e c h n i c a l colleges i n N o r t h e r n S t a t e s of N i g e r i a . I t

examined anlong o t h e r s : K i n d s o f c o n s t r u c t i o n t r a d e s

p r o d u c t i o n v o r k p r o v i c e d i n r e c h n i c a l c o l l e g e ; p h y s i c a l

facilitias 2 r n v i d e d ; ~ : e c h n i q u e s used by technfcal t e a c h e r s

f o r p r o v i d i n g producr-Lon work; c o n s ~ r a i n r ' s i n h b b i t i n g t h e

per formance of p r o d u c t i o n work and how the c o n s t r a i n t s can

bc eliminated. F i v e r e s e a r c h q u e s r i o n s and two h y p o t h e s e s

were f o r m u l a t e d t o g u i d e t h e s t u d y . P r o p o r t i o n a t e s t r a t i f i e d

random s a m p l i n g t a c h r i q u e m s used so as t o i n v o l v e a vak iery

a f proportiunal p a r t r . c t p a n t i n t h e n ~ r t h e r n s t a t e s .

Q u e s t i o n n a i r e was us~!d t o c o l l e c t r e l e v a n t data From a t o t a ?

s a n p l e of 331 made u ? o f t e a c h e r s and a d m i n f s t r a c a r s r andmlv

s e l e c t e d from a t o t a l p o p u l a t i o n of 562. T h e i n s t r u m e n t was

s d m i n i s t e r e d t o t h e r e s p o n d e n t s by t h e r e s e a r t h e r wfch the

h e l p of 12 r e s e a r c h a s s i s t a n t s i n t h e 1 2 s t a t e s from

where the ~ a r n 7 1 1 ~ - wes rlrzm: P l a t e a u , Rasarawa, J i g a w a ,

Soko to , T a r a b a , Zan:Sara, Kaduna, Benue, Niger, Adamawa,

Kehbi , 3c rno and A b ~ j a . The r e t u r n rote of t h e comple t ed

Produc t ion work is zny type of work, o r s e r v i c e performed,

o r goods produced i n s c h c o l f o r which a f e e may be charged o r

ea rned (Zahradeen 1990). P roduc t ion work i s impor tan t i n work-

shops of t e c h n i c a l c o l l c f e s . For i n s t a n c e , t h e X a t i o n a l Poldcy

on Educat ion of t h e Fedeza l Republ ic of N i g e r i a (1951 revised)

s t a t e d t h a t t o e n s u r e e f l e c t i v e p r a c t i c ' j l t r a i n i n g , e v e r y e e c h n i c a l

s c h o o l shou ld have P t s o n p r o d u c t i o n u n i t , which shou ld endeavour

t o operace on ~ommercial l i n e s . I t a l s o s t a t e d t h a t t h e range of

c o u r s e w i t h p roduc t ion wcrk I n t e c h n i c a l collegeSshouZd be widened

t o i n c l u d e plumbing, e l e c t r i c a l I n s t a l l a t i o n , b l o c k l a y i n g and

c o n c r e t i n g , p a i n t i n g and d e c o r a t i n g , c a r p e n t r y and j o i n e r y ,

f u r n i t u r e making, bakery , shoe r e p a i r i n g and making, p r i n t i n g ,

s i g n w r i t i n g . Others a re m e t a l f a b r i c a t i o n , motor v e h i c l e

mechanic work, e l e c t r o n i c s , r a d i o and TV s e r v i c i n g , t a i l o r i n g ,

s p i n n i n g , d r e s s making, t y p i n g , s h o r t h a n d , a c c o u n t s , weaving,

dye ing and b l e a c h i n g , mechanical e n g i n e e r i n g , brick-making, b o a t

b u i l d i n g , a g t i c u I t u t e anc. s o f o r t h (p.18).

The need far p roduc t ion work a c t i v i t i e s i n workshops of

t ~ c h n i e a l college$ is I m p l . % ~ i t i n t h e government ' s i n t e n t i o n s

1

a n d s t a t e m e n t s as n o t e d above. T r a d u c t i a n wnrk i s a l e a r n i n g

a c t i v i t y i n which t h e s t u d e r t i s engaged i n c r e a t i o n , c o n s t r u c -

t i o n doing a r m a n i p u l a t i o n . These learning a c t i v i t i e s t a k e

advantage o f t h e s t u d e n t ' s : ; enses of Cbuth, s m e l l and t a s t e , i n

a d d i t i o n t o t h e senses of sc:eing and h e a r i n g . The more s e n s e s

a r e involved i n a l e a r n i n g r ~ b t u a t i o n , t h e more o p p o r t u n i t y and

p r o b a b f l i t y that under.s tan8:-ag will r e s u l t (Simpson 1 9 7 2 ) .

Before t h e take o v e r o! a l l p o s t p r i m a r y i n s t i t u t i o n s

by t h e government i n 1976 , ~ e c h n i c a l a n d v o c a t i o n a l t r a i n i n g - - -

i n s t i t u t i o n s w ~ r c c o n t r o l l e l by many government departments

nnmely: education, i n d r ~ ~ t r i : ~ , social wel-fare and works. These

i n s t i t u t i o n s h a d d i f f e r e n t lames s u c h as t r z d e c e n t r e s , craft

s c h o o l s , b u s i n e s s s c h o o l s , t e c h n i c a l c e n t r e s and t e c h n i c a l

s c h o o l s , T h e i r curriculum u a s geared toward C i t y and G u i l d

C e r t i f i c a t e and t r a d e t e s t c e r t i f i c a t e .

T e c h n i c a l e d u c a t i o n a t t h e s e c ~ n d a t y l e v e l as i t e x i s ~ h . , k k r !

was unco -o rd ina t ed , u n p l a n c e d , i n a d e q u a t e and t o a c o n s i d e r a b l e

e x t e n C , i r r e l e v a n t t o t h e c c u n t r y ' s n e e d s ( U d o j l Commission

r e p o r t i n pa rag raph 571 o f F e d e r a l Repub1 . i~ o f Nigeria 1974) .

The r e p o r t observed t h a t s t . u d e n t s were n o t s u f f i c i e n t l y exposed - t o t h e p r a c t i c a l p roblems o f i n d u s t r i a l and commercial c o n c e r n s

and l i n k s be tween i n d u s r r - i t : ~ and these s c h a o l s w e r e e i t h e r non-

e x i s t e n t o r t o o tenous t o be m u t u a l l y m e a n i n g f u l .

Evidence of t h l s p r a c r i c a l I n c o m p e t e n c e of t e c h n f c a l college

p r o d u c t s i s shown i n t h e h i g h number of unemployed t e c h n i c a l

c o l l e g e p r o d u c t i a s r ecorded a t t h e unemployment exchange o f f i c e

of t h e M i n i s t r y of Labour by a government paper (Annual r e p o r t

of t h e F e d e r a l N i n i s t r y of Labour 1990). I n a d d i t i o n , many

t e c h n o l o g i c a l g r a d u a t e s t h a t have a c q u i r e d s a l e a b l e s k i l l s t o do

p r o d u c t i o n work n e c e s s a r y f o r s u c c e s s f u l t e c h n o l o g i c a l development

of t h e n a t i o n have f a i l ~ d t o do s o (Eyibe 1987, Leonor 1985) .

I n 1985, t h e Na t io r . a l Board f o r T e c h n i c a l Educa t ion (NBTE)

o r g a n i s e d workshops and produced n a t i o n a l c u r r i c u l a and module

s p e c i f i c a t i o n s f o r a l l t e c h n i c a l c o l l e g e s i n X i g e r i a , f o r t h e

award of N a t i o n a l Techn:-cal C e r t i f i c a t e and Bus iness C e r t i f i c a t e

and Advanced N a t i o n a l T t x h n i c a l C e r t i f i c a t e and Bus iness Cer-

t i f i c a t e . Techn ica l ca:-hege programmes a r e forward- looking i n

t h a t they a r e aimed a t 1)roadeaing secondary e d u c a t i o n t o t h e

t e r m i n a l s t u d e n t . The ~ : u r r i c u l a a r e des igned t o p r e p a r e t h e

s t u d e n t s f o r e n t r y i n t o , s p e c i f i c o c c u p a t i o n and a l s o p r e p a r e

t h e s t u d e n t s f o r e n t r y :o -hls-Litutlons of higher lea- ,

c u r r i c u l a a l s o p rov ide f l e x i b i l i t y of movement t o s t u d e n t from

a r t i s a n t o c ra f tman and from c ra f tman t o m a s t e r c ra f tman a s

a p t i t u d e s and i n t e r e s t n a t u r e . The c u r r i c u l u m of each programme i n t e c h n i c a l c o l l e g e s is

d i v i d e d i n t o t h r e e components a s : g e n e r a l e d u c a t i o n which a c c o u n t s

f o r 30 p e r c e n t of t h e caeaL hours r e q u i r e d f o r t h e programme;

t r a d e t h e o r y , t r a d e p r z c t i c e and r e l a t e d s t u d i e s which accoun t

f o r 60 p e r c e n t j a n d prot luct ion work e x p e r i e n c e which a c c o u n t s

f o r about 10 p e r c e n t o f t h e t o t a l hours r e q u i r e d f o r t h e

programme. The p r o d u c t i o n work component of t h e c o u r s e may be

t aken i n i n d u s t r y o r i n t h e c o l l e g e p r o d u c t i o n u n i t and i s

compulsory f o r f u l l t ime s t u d e n t s .

Yabani (1992) s t a t e d t h a t i f s u ~ e r v i s a d I n d u s t r i a l . Work

Exper ience Scheme (SIWES) i s n o t f e a s i b l e because of Lack of

i n d u s t r i e s i n t h e envil.onment where t h e c o l l e g e i s l o ca ted , a

p r o d u c t i o n c e n t r e o r c o l l e g e f a c t o r y may be set up within t h e

c o l l e g e o r i n i n d i v i d u d depar tment o r s e c t i o n where a t u d e n t s

can be invo lved i n p r o l u c t i o n o r s e r v i c e t o acquire e x p e r i e n c e

f o r a pe r iod ( a t l e a s t one term) t o be a r ranged durlng t h e

c o u r s e . I t seems one way of demons t ra t ing whether t h e produc-

t i o n work c u r r i c u l u m i s be ing f u l l y implemented i s by t h e

q u a l i t y of p r o j e c t s ar!d p r a c t i c a l e x e r c i s e s b e i n g under taken

by t h e s t u d e n t s i n tht! p roduc t ion u n i t .

The N a t i o n a l Po1:icy on Educat ion of t h e F e d e r a l N i n i s t r y

o f Educat ion (n1E 1981 r e v i s e d ) s t a t e d t h a t a s r e g a r d s p r o p e r

A guidance t o c o u r s e s , t e c h n i c a l c o l l e g e i s r e q u i r e d t o i d e n t i f y

1 - occupa t io r i a l groups o r c l u s t e r and u t i l i s e them i n d i s s e m i n a t i n g

i n f o r m a t i o n on c o u r s e s and new t e c h n i q u e s r e l e v a n t t o t h e i r

t r a d e s . I t a l s o s ta t .ed t h a t i n view of t h e l i m i t e d o p p o r t u n i t i e s

f o r p r a c t i c a l on-cou::se e x p e r i e n c e , government w i l l t a k e s t e p s

t o ensure t h a t t h e t . r a i n i n g programme of craftman and t e c h n i c i a n s

5

i i ~ c o r p o r a t c s a s e r v i c e u l i t based on e x i s t i n g f a c i l i t i e s which

w i l l ope ra t e as both a t r a i n i n g and commercial u n i t , where such

a n a r r a n g e m n t i s no t already i n e x i s t e n c e ( p . 2 9 ) .

P roduc t ion work a c t i v i t i e s can be c a r r i e d o u t e a s i l y when

t h e t r a d e s a r e grouped i n t o c l u s t e r s . The c l u s t e r i n g of t r a d e s

i n t e c h n i c a l c o l l e g e s ' programmes by NBTE will f a c i l i t a t e t h e

p lann ing of f acil itips for p roduc t ion work a c t i v i t i e s . Clus-

t e r i n g means t h e l o g i c a l grouping of programmes and workshops - which have s i m i l a r c h a r l c t e r i s t i c s . The c l u s t e r concep t a f fo rds

c g r e a t e r bes ree of t r d e explorat- ion on t h e p a r t of t h e s t u d e n t .

I t p r o v i d e s t h e student w i t h an o p p o r t u n i t y t o g a i n s u f f i c i e n t

s k i l l and under~tanding f o r job e n t r y . I t p r o v i d e s t h e back-

ground t h a t wrll enable the s t u d e n t s t o e f f e c t i v e l y a p p r a i s e

t h e i r i n t e r s s t s and p o t e n t i a l i t i e s i n t h e several s p e c i f i c t r a d e s

i n the cluster.

The modular c u r r L : u l n of RBTE f o r technical c o l l e g e s

grouped t h e va r i ous tr 3des i n t h e p r o g r n m j n t o Qnlr tmde ~? l - - f 3yg

n a m e l y : c o n s t r u c t i o n t rades c l u s t e r ; miscellan.eous t rades c l u s t e r ,

e n g i n e e r i n g t r a d e s c l u s t e r and business studies cluster -- (XBTE,1985).

These c l u s t e r c . ? t e z o r i e s a re based on t r u e job requirements. The

c l u s t e r coaccpt i n prc.rluction work activities p r o v i d e s within

i t s framework oppor tu r \ i ey f o r a broad f f e l d of skill d e v e b p m e n t

a s well as t h e p o t e n t i a l f o r a sound programme oE h a s i c e d u c a t i o n .

These two elements ars d e s i r a b l e f o r m o b i l i t y i n i n d u s t r y .

The g r a d u a t e s of t e z h n i c a l c o l l e g e s from c o n s t r u c t i o n

t r a d e s c l u s t e r a r e employed i n t h e b u i l d i n g i n d u s t r y a s c ra f tmen

and foremen. The b u i l d i n g i n d u s t r y r e q u i r e s c ra f tmen and foremen

who a r e knowledgeable Bn the ~ o n s t r u c t i o n t r a d e c l u s t e r .

P roduc t ion work a c t i v i t i e s in t h e c o n s t r u c t i o n t r a d e c l u s t e r

w i l l p rov ide s t u d e n t s with the knowledge and s k i l l r e q u i r e d i n

t h e b u i l d i n g i n d u s t r y . I t w i l l a l s o s e r v e a s a means whereby

t h e s t u d e n t s might l e a r n whi le i n t h e c o l l e g e how t o s u p p o r t

themselves a f t e r gradua1:ion by t h e work of t h e i r hands.

P roduc t ion work a c , : i v i t i e s p rov ide t h e t e c h n i c a l teaches

w i t h t h e avenue t o demos t ra te a n a c t i v i t y . I t p r o v i d e s t h e

s t u d e n t s w i t h t h e avenuz t o perform t h e a c t i v i t y , and the t e a c h e r

t h e n p r o v i d e s feedback t o complete t h e c y c l e of t h e learning

sys tem.

A produc t ion u n i t is a w e l l o r g a n i s e d small s c a l e b u s i n e s s ,

e s t a b l i s h e d w i t h i n t h e c o l l e g e t o produce goods o r o f f e r s e r v i c e s

t o cus tomers on a c o m m ~ r c i a l s c a l e . For p r o d u c t i o n work t o

succeed , t h e e s t a b l i s h n e n t of w e l l equipped workshops where

p r a c t i c a l e x e r c i s e s of t e c h n i c a l c o l l e g e programme w i l l be

ach ieved i s of pararnouilt importance . There is need f o r p r o p r i -

e t o r s t o improve t h e f i ~ c i l i t i e s i n t h e p r o d u c t i o n workshops t o

enhance t h e i r p r o d u c t i ' l n a b i l i t i e s and a l s o p r o v i d e seed money

t o purchase m a t e r i a l f s r t h e purpose .

y o c b h o p s i n t e c h n i c a l c o l l e g e s p r o v i d e g r e a t p o t e n t i a l f o r

manipu la t ing l e a r n i n g s i t u a t i o n which shou ld be c a r e f u l l y

e x p l o i t e d . C o n s t r u c t i o r a c t t v i t i e s shou ld be d e r i v e d from

t h e c o u r s e c o n t e n t and glanned by t h e t e c h n i c a l t e a c h e r . The

t h r e e prime purposes of p lann ing c o n s t r u c t i o n a c t i v i t i e s a s

d i s c l o s e d by Baird (197;:) are;

1. t o r e i n f o r c e abstr i lcl : l e a r n i n g by p r a c t i c a l a p p l i c a t i o n s ;

2. t o develop manipral.reive s k i l l s i n u s i n g m a t e r i a l s , t o o l s a.1d equipment; and

3 . t o unders tand t h e r e l a t i o n s h i p between p l a n n i n g and doing.

These t h r e e purposesof c o n s t r u c t i o n a c t i v i t i e s can be

ach ieved when p r o d u c t i o n work i s c a r r i e d o u t by s t u d e n t s and

s t a f f of c o n s t r u c t i o n t r a d e s programme. Zahradeen (1990)

n o t e d t h a t t e c h n i c a l e c u c a t i o n i s aimed a t producing t h e human

r e s o u r c e who w i l l a p p l ) t h e a c q u i r e d knowledge toward improving

and s o l v i n g t h e i r env i ronmenta l prob1err.s; t h e r e b y making t h e

environment more usefu:. and convenient For humanity.

The main concern of t h e F e d e r a l Government of X i g e r i a , now

i s t h e q u a l i t y of huwra resources b e i n g produced from a l l

e d u c a t i o n a l i n s t i t u t i o a 3 8 f l c l u d f n g t h e t e c h n i c a l c o l l e g e s . The

r a t e of p a s s I n t h e i n t e r n a l examina t ions s e t by t h e t e c h n i c a l

c o l l e g e i s h i g h e r t h a n t h o s e of t h e external or n a t i o n a l

examina t ions conducted by WAEC i n t h e past two decades (Yabani ,

1992) . T h i s means t h ~ t t h e t e c h n i c a l c o l l e g e s a r e producing

iiloye a r t i s a n s and o p e r a t i v e s t h a n c r a f t m e n . Yabani f u r t h e r

n o t e d t h a t i t mag be i n f e r r e d t h a t t h e low s t a n d a r d o f

t r a i n i n g w h i c h was the major c o m p l a i n t s of r;-i,plcJ-ers d c i i i S t5e

second and t h i r d development p l a n was y e r r o be f u l l y c o r r e c t e d

a t t h l ~ level. of training. The t r e n d must b e r e v e r s e d t o p u t

r i g h t t h e q u a l i t y of educat :-on and t r a i n i n g i n t h e t e c h n i c a l

colleges. The new NBTE cur::iculurn w i l l c o r r e c t t h i s t r e n d by

t h e i n t r o d u c t i o n of productLon work.

In s p i t e of t h e n o b l e 3 b j e c t i v e s o f t h e NRTE p r o d u c t i o n

r iork e r :pe r i ence i n r h e c u r r i c u l u m , t h e c o n d i t i o n of workshop

p r o d u c t i o n work i n r e c h n i c a l c o l l e g e s t oday may n o t be

s a t i s 1 a c t o t - y and s t i m u l a t i n g ( ~ i n a ,1995).

The p r o d u c t i o n u n i t i s y e t t o have impact o n t h e t e a c h e r s ,

s t u d e n t s a n d l o c a l cornmunit y. There i s lack of-mteres'; on .

the p a r t of s t u d e n t s f o r p j - o d u c t i o n work and as a r e s u l t ,

s t u d e n t s have n o r a c q u i r e d t h e o c c u p a t i o n a l c o m p e t e n c i e s needed

(Davis,196b). O f t e n t h e g ~ : n e r a l workshop layout ar rangernenr

does n o t r e f l e c t i n d u s t r y . There i s i n a d e q u a t e s u p p l y of

Eacflities l i k e vater and s l e c t r i c i t y t o r u n equipmenr (Az ik iwe ,

19%).

Consumable i tems r e q u i r e d f o r p r o d u c t i o n work a r e o f t e n

r e l e g a t e d t o t h e backgrou rd . These consumable items are work

pieces (wood, i r o n and s t g e l , p1as t i . e and s o o n ) , l u b r i c a n ~ s and

rep laceable machine pa r t s . ( b e l t s , blades, d r i l l b i r and s o

f ~ r t h ) (flassi l Q 9 0 ) . T e c h n i c a l ca l l ege h a s been l a r g e l y

m a l i g n e d , p o o r l y equ ipped and n e g l e c t e d t o t h e background

(Aina,1995). There is i n c e s s a n t s t e a l i n g o f t o o l s and van-

dalisatdon of a v a i l a b l e equipment .

T e c h n i c a l c o l l e g e ~ s u f f e r f rom a d e a r t h of q u a l i f i e d and

compe ten t i n s t r u c t o r s , l a c k o f f u n d s and i n s u f f i c i e n t t e c h n i c a l

s u p p o r t s t a f f (Rlaug,1973). The s u p p o r t i n g p h y s i c a l f a c i l i t i e s

a r e i n a d e q u a t e i n most s c h o o l s . The c o n d i t i o n o f the. a v a i l a b l e

h a n d t o o l s and equipment i n some s c h o o l s is not appropriate

f o r p r o d u c t i o n work. I n a d d i t i o n , t h e s u p e r v i s e d I n d u s t r i a l

Work E x p e r i e n c e Scheme (SIWES) a d o p t e d by some schools have n o t

h ~ e n p r o p e r l v s u p e r v i s e d and i n some c a s e s , s t u d e n t s a r e n o t bd IK

s u p p l f e d training m a t e r i a l s by p r o p r i e t o r (EnemalfJ994) . L

Some c o l l f p s w i t h well e q u i p p e d v~rkshoyjwhbch soubd be

p r o f i t a b l y used d u r i n g evenings, week ends and public helldays,

f a i l t o do s o by c l o s i n g t h e i r workshops l a t e i n t h e a f t e r n o o n

and do n o t r eopen them u n t t J . t h e f o l l o w i n g morning (Olaitan,l988).

O l a i t a n n o t e d that t h i s r e s u l t s t o u n d e r u t i l i z a t i o n o f e x p e n s i v e

e d u c a t i o n a l f a c i l i t i e s , t o o l s , e q u i p n e n t and s t a f f wh ich c o n s t i t u t e

one of t h e mos t s e r i o u s i s sues I n the f i n a n c i n g of v o c a t i o n a l and

t e c h n i c a l . e d u c a t f o n in N i ~ ~ r i a .

The i m p l e n 2 n t a t i o n o f t h e p r o d u c t i o n work -expe r i ence i n

t h ~ cur r lcu lu t r r of t e c h n t c z l c o l l e g @ w i l l be a n a d e q u a t e

e d u c e t i ~ n a l nrrangement t c h e l p s t u d e n t s t o b e i n t r o d u c e d t o

10

t h e r e a l world of work. S ince t he impact of g r a d u a t i n g s t u d e n t s

and t h e i r subsequent employment i n p r o d u c t i o n work i s t o be

r e a l i s e d i n t e c h n i c a l z o l l e g e s t h e r e i s need f o r a su rvey t o be

c a r r i e d o u t t o d e t e r m i l e t h e s t a t u s of p r o d u c t i o n work i n work-

shops of t e c h n i c a l c o l l e g e s i n n o r t h e r n s t a t e s of N i g e r i a .

Sta tement of t h e Problem -

T e c h n i c a l c o l l e g e s i n t h e n o r t h e r n s t a t e s of N i g e r i a do n o t

have a c e n t r a l product:lon unlit o r c o l l e g e f a c t o r y . P r o d u c t i o n

work a c t i v i t i e s a r e ca l - r ied o u t i n t h e v a r i o u s d e p a r t m e n t a l

workshop u n i t s . Workshops, equipment, t o o l s and machines used

f o r i n s t r u c t i o n and p r c d u c t i o n work must be p r o p e r l y co-ord ina ted .

The t e c h n i c a l t e a c h e r vho i s supposed t o t e a c h a n o u t l i n e

cur r i cu lum, and i s expec ted t o be invo lved i n p r o d u c t i o n work

a c t i v i t i e s , and r e q u i r ~ d t o do i t on equipment schedu led f o r

i n s t r u c t i o n a l use face^ a problem (Hason, 1977; Leonor 1985).

P roduc t ion hardware used by i n d u s t r y today i s s c a r c e l y t h e

same a s t h e b a s i c machines t h a t c o n t i n u e t o be s a t i s f a c t o r y f o r

t e a c h i n g of p r i n c i p l e s , i n d i v i d u a l sys tem, and s tep-by-s tep

o p e r a t i o n .

I n most p a r t of t h e n o r t h e r n s t a t e s , t e c h n i c a l c o l l e g e s

a r e l o c a t e d i n environments which l a c k i n d u s t r i e s , t h e r e f o r e

t h e arrangement f o r SIWES i s n o t f e a s i b l e . A p r o d u c t i o n c e n t r e

or tollegs f a c t o r y needsto be s e t up w i t h i n the college where

11

s t u d e n t s can be invo lved i n p roduc t ion o r s e r v i c e t o a c q u i r e

e x p e r i e n c e s f o r a p e r i o d of a t l e a s t 12-15 weeks t o be

a r ranged d u r i n g t h e cour ;e.

I n a d d i t i o n , i t s e e n s most p r o p r i e t o r s canno t make adequa te

f i n a n c i a l p r o v i s i o n f o r t h e s t i p e n d of t h e s tuden t s d u r i n g t h e

SIWES p e r i o d . Some s c h o o l s encourage s t u d e n t s t o s e e k work

e x p e r i e n c e o u t s i d e t h e s c h o o l programme o f t e n on t h e s t u d e n t ' s

own c h o i c e and t ime, unsuperv i sed and u n r e l a t e d to academic

i n s t r u c t i o n . T h i s s c a r c e l y can be c a l l e d work e x p e r i e n c e . The

o n l y r e a s o n a b l e o p t i o n l e f t f o r t h e s e s c h o o l s i s t h e p r o d u c t i o o

work o p t i o n i n t h e cur r i cu lum.

The new p r o d u c t i o n work i n t h e c u r r i c u l u m of t e c h n i c a l

c o l l e g e s was i n t r o d u c e d wi thou t e l i c i t i n g i n f o r m a t i o n based

on f i e l d s t u d y t o c o n f i m t h e s t a t e - o f - t h e - a r t o r s t a t u s of

p roduc t ion work i n work.;hops of technical col leges e s p e c i a l l y

i n c o n s t r u c t i o n t r a d e pmgramme c l u s t e r . This i s a m l s s f n g

l i n k o r a gap i n c u r r i c d u m development and h p l e m e n t a t i m

p r a c t i c e . S i n c e t h e miss ing l i n k o r gap i n c u r r i c u l u m

development must be f i l l e d , t h e r e i s need f o r a su rvey t o be

c a r r i e d o u t on s t a t u s c f produc t ion work i n workshop of t e c h n i c a l

c o l l e g e s i n n o r t h e r n s t z t e s of X i g e r i a e x p e c i a l l y i n t h e

c o n s t r u c t i o n t r a d e s prc,gramme c l u s t e r .

Teachers and s t u d m t s need t o be a d e q u a t e l y equipped t o

cope w i t h t h e demands r>E produc t ion work a c t i v i t i e s i n t h e

environment of the insti~ution. As a technical teacher in

building education,the r2searcher is concerned with the need

to bridge the gap between intention and accomplishment of

production work in the curriculum in the cluster of construction

trades. The issue which arises for this study is: !+%at is

the status of production work in workshops of technical colleges

in the northern states of Nigeria?

Purpose of the Study

The major purpose cf this study is to confirm the status

of production work in wcrkshops of technical colleges especially

in construction trade programme cluster. Specifically the study

attempts to:

find out -&L kind^ of production work that are provided

in technical coLHeg,es in the northern states;

determine the phys:.cal facilities provided for construction

trades programme in technical college;

identify the techn-ques used for providing production

work in technical ~lollege j

I d e n t i f y the const ra in ts lnhibfting the performance of

production work in technical college5

determine how the zonstraints can be eliminated in

technical college

S i g n i f i c a n c e o f the Study

From available literature, writers in technical education

have observed t h a t s t u d e n r s at the secondary level of technical

e d u c a t i o n wcr.e not s u f f i c : . e n t l y exposed to the practical

problems of industrial anc commercial concerns. The inadequacies

may be due to deEic ienc ies in t h e programmes through which

t e c h n i c a l c o l l e g e student: were prepared then, before the , -

introducti~n of produc tlor work i n the reviewed NBTE curriculum.

There is not enough jnformatian on the status of production

work at t e c h n i c a l c o l l e g e available to technical c o l l e g e admin-

istrators and technical teachers in the various technical c c ~ d l e g e v

in the n o r t h e r n s ta tes . F o r t h e technical c o l l e g e s t u d e n t s to

be e f f e c t i v e and t h e p r o d u c t s o f such programmes to be competent

i o p r o d u c t i o n work, t h e r e i s need to know the status of production

work in t h e various t e c h n i c a l c o l l e g e s , before the implementatton

o f the productian work in the reviewed NBTE curriculue.

This study vilI provide needed informatfon to school

a d m i n i s t r a t o r s faced w i t h the problem o f stretching already over- - -

crowded facilities to acconmodate increasing enroIments. These

a d m i n i s t r a t o r s can a c t to Zonvert the need for f a c i l i t y extension

into m y t h w h i l e e d u c a t i o n 3 1 production work activities for the

s t u d e n t s .

Th i s s t u d y will provi3e information to teachers to prepare

the-m t o m e e t t h e c h a l l e n g e of their dual responsibility of

14

t e a c h i n g t h e cur r i cu lum and a l s o i n v o l v i n g i n p r o d u c t i o n

work a c t i v i t i e s . The t e a c h e r s can p l a n and o r g a n i z e t h e

p r o d u c t i o n work a c t i v i t i e s t o e n s u r e a busy workshop, m a i n t a i n

good p u b l i c r e l a t i o n s and c o n t r i b u t e t o t h e s c h o o l and

community.

Th i s s t u d y w i l l p rov ide n e c e s s a r y i n f o r m a t i o n on c o n s t r a i n t s

i n h i b i t i n g performance of p roduc t ion work t o agency l i k e N a t i o n a l

Board f o r Techn ica l Educat ion (BBTE), The i n f a r m t i o n p rov ided

w i l l e n a b l e NBTE t o meet t h e c h a l l e n g e of removing t h e c o n s t r a i n t s

and p r o v i d i n g funds f o r two workshop f a c i l i t i e s : a t e a c h i n g

workshop and a p roduc t ion workshop; s o t h a t s c h o o l a d m i n i s t r a t o r s

and t e a c h e r s can cope a t h t h e d u a l r e s p o n s i b i l i t y of t e a c h i n g

t h e c u r r i c u l u m and i n v o l v i n g i n p r o d u c t i o n work a c t i v i t i e s i n

t e c h n i c a l c o l l e g e s .

C o n t r a c t o r s i n t h e ~ r i v a t e s e c t o r need t h e i n f o r m a t i o n from

t h i s s t u d y t o e n a b l e them meet t h e c h a l l e n g e o f a s s i s t i n g

t e c h n i c a l c o l l e g e s w i t h n a t e r i a l , equipment and c a s h d o n a t i o n s

t h a t w i l l e n a b l e t h e col:.ege c a r r y o u t p r o d u c t i o n work i n t h e

cur r i cu lum. R e s i d e n t s 0:' t h e community wish ing t o have t e c h n i c a l

c o l l e g e s t u d e n t s c o n s t r u c t a house f o r them can u s e t h e i n f o r m a t i o n

from t h i s s t u d y t o know how t o proceed t o g e t t h e house c o n s t r u c t e d .

Research Ques t ions

The f o l l o w i n g r e s e a r c h q u e s t i o n s were fo rmula ted t o g u i d e

t h i s s t u d y :

Whicil k i n d s o f c c m s t r u c t i o n t r a d e s p r o d u c t i o n work a r e

p r o v i d e d i n t e c h n i c a l c o l l e g e ?

How ,~c l equa tc a r e t h e p h y s i c a l f a c i l i t i e s p r o v i d e d f o r

t h e cnnstruction t r a d e s programmes i n t e c h n i c a l c o l l e g e s ?

!-?hich techniques are used by t e c h n i c a l t e a c h e r s f o r

? r o v i d i n g p r o d u c t i o n work i n t e c h n i c a l col legeS!

!+.'hat c o n s t r a i n t s i n h i b i t t h e pe r fo rmance of p r o d u c t i o n

work i n c o n s t r u c t i c n t r a d e s i n t e c h n i c a l c o l l e g ~ s ?

How can t h e c o n s t r a i n t s i d e n t i f i e d th:t fnl:;bit ti:-

per formance of p r d u c t i o n work fi trcknic9l c n l l q e s " r r slifninated.

Hypotheses

The f o l l c w i n g h y p o t h e s e s were f o r m u l a t e d t o g u i d e t h i s

s t u d y :

1 . There i s no s i g n i f j c a n t d i f f e r e n c e be tween t h e mean r a t i n g

of t e c h n i c a l t e a c h t r s and a d m i n i s t r a t o r s w i t h r e s p e c t t o

t h e k i n d s of c o n s t s u c t i o n t r a d e s p r o d u c t i o n works t h a t a r e

~ r o v i t l e b i n t e c h n i c a l c o l l e g e s (Pc .05) .

2 . There i s no s i g n i f : . c a n t d i f f e r e n c e b e w e e n - t h e mean ratiiag

u i technical teach1:rs and a d l n i n i s t r a t ~ r s w i t h r e s p e c t t o

how t h e c o n s t r a i n t ; i n h i b i t i n g t h e pe r fo rmance of

p r o d u c t i o n work ca.1 be e l i m i n a t e d (Pc.05).

Del imina t ion of t h e Studv

Technica l c o l l e g e s i n N i g e r i a a r e made up o f f o u r major

c l u s t e r of t r a d e programmes.

These a r e :

a. c o n s t r u c t i o n t r a d e s

b. eng ineer ing t rade.

c . misce l l aneous t r a c e s and

d . b u s i n e s s s t u d i e s

%. This s t u d y i s d e l i m i t e d t o c l u s t e r of c o n s t r u c t i o n t r a d e s

L

i n t e c h n i c a l c o l l e g e s .

t h e

1.

2.

3 .

4 .

5 .

6 .

7 .

8.

CHAPTER I1

Lf I'ERATURE REVIEh'

The rev iew of l i t e r c t u r e I n t h i s c h a p t e r i s a r ranged under

fo l lowing headings:

t h e o r e t i c a l founda t ion of p roduc t ion work a c t i v i t i e s i n

v o c a t i o n a l and t e c h r i c a l e d u c a t i o n j

concep t s of p roduc t ion work a c t i v i t i e s i n workshops of

t e c h n i c a l e d u c a t i o n programmes;

h i s t o r i c a l p e r s p e c t i v e of v o c a t i o n a l and t e c h n i c a l e d u c a t i o n

and p r o d u c t i o n work a c t i v i t i e s ;

q u a l i t y and q u a n t i t y of p roduc t ion work a c t i v i t i e s i n

v o c a t i o n a l and t e c h r i c a l educat ion;

t echn iques and apprcaches t o p r o d u c t i o n work a c t i v i t i e s i n

e d n s ~ r u e t i b n trades;

otganizacianal c o n s t r a i n t s t o p r o d u c t i o n work a c t i v i t i e s i n

c o n s t r u c t i o n t r ades ; ,

r e l a t e d emper ica l s t u d i e s ;

summary of r e l a t e d l i t e r a t u r e .

Thedferical Faaridation of P rvduc t ion Wark Activitfes i n

i7ac&ional and T e c h n i c a l Education

Evans (1973) s t r e s s e d t h a t one reason why work i s n o t s t u d i e d

18

i s t h a t e d u c a t i o n a l sg'stem h a s been based on Greek ph i losophy

which assumed t h a t w o ~ k would be done by s l a v e s . The modern

v e r s i o n of t h i s phi losophy b e l i e v e s t h a t work i s h a t e d by t h e

worker bu t w i l l soon t l i sappear a s mechanical o r e l e c t r o n i c

s l a v e s t a k e o v e r a l l work. T h e r e f o r e i t i s assumed t h a t work

shou ld n o t be s t u d i e d because i t w i l l soon v a n i s h . However,

t h e r e i s no ev idence t h a t work w i l l become l e s s i m p o r t a n t t o

s o c i e t y and t h e r e i s rluch ev idence t h a t work h a s and w i l l c o n t i n u e

t o have enormous e f f e c t on i n d i v i d u a l s .

P roduc t ion work :is any type of work, o r s e r v i c e performed,

o r goods produced i n !;chool f o r which a Fee may b e charged o r

ea rned (Zahradeen 1990). P roduc t ion work a c t i v i t i e s w i l l e n s u r e

t h e working of an e f f : i c i e n t p l a n f o r ~ o c a t ~ o n a l and t e c h n i c a l

educa t ion . The c h a r a l : t e r i s t i c s of t h e e f f i c i e n t p l a n a s

s p e c i f i e d by P r o s s e r ,tnd A l l e n (1925) a r e :

t h e t r a i n i n g environment i s t h e working environment i t s e l f

o r a r e p l i c a of 3 t r u e working environment ;

t h e t r a i n i n g job; a r e c a r r i e d on i n t h e same way a s i n

t h e occupa t ion i t s e l f ;

t h e i n s t r u c t o r h imse l f should b e mas te r i n t h e o c c u p a t i o n

f o r which he i s p rov id ing t r a i n i n g ;

training meets t h e market demand f o r l a b o u r whatever t h i s

may be i n any g i v e n occupa t ion ;

t r a i n i n g is g iven on a c t u a l jobs and n o t i n exercises o r

pseudo j o b s ; and

6 . t h e c o n t e n t of t h e trainfng i s o b t a i n e d from t h e m a s t e r s

of t h e occupa t ion a r d n o t from t h e o r i s t s .

E z e j i (1992) no ted t h a t t h e workshop o r l a b o r a t o r y w i t h

t o o l s and machines i n t h ~ m s t i m u l a t e an i n d u s t r i a l environment

i n a n e d u c a t i o n a l s e t t i n g . P r d u c t i o n work activities i n

c o n s t r u c t i o n t r a d e programmes i f f ecehn ica l col lege w i l l e n a b l e I,

t h e s c h o o l t o be t r u l y 51itegratcd i n t ~ khe c o n s t r u c t i o n industry..

P roduc t ion work a c t i v i t i e s p rov ide t h e s t u d e n t s w i t h o p p o r t u n i t y

t o d e s i g n , t o f a b r i c a t e , and t o c o n s t r u c t , which e n a b l e s them

t o go through a number of b r h a v i o u r a l changes (~impson,L972).

P r o d u c t i o n work enables t h e e d u c a t i o n a l framework t o do j u s t i c e

t o s t u d e n t s by "truly" lntergrating schools i n t o o t h e r s o c i a l

fo rmats : i n d u s t r y , b u s k e s s , c d v i l and the g r e a t e r community

(Feldrnan,l970).

The t e a c h e r can a p p l f t h e l e a r n i n g t h e o r y of "chaining"

i n p roduc t ion work (,Gagne,L965). T h i s is because v a r i o u s

c o n s t r u c t i o n p r o c e s s e s s e.ld machlne - t o o l o p e r a t i o n s r e q u i r e

s tep-by-s tep b e h a v i o u r a l c h a i n f o r s u c c e s s f u l and s a f e

complet ion (Nannay,1976).

A g r e a t d e a l of l e a r n i n g i s based on e x p e r i e n c e .

P roduc t ion work a c t i v i t i e : ; c r e a t e t h e e ~ p e r i e n c e upon which t o

b u i l d t h e l e a r n i n g . The .:eacher must p rov ide mean ingfu l

e x p e r i e n c e s t h a t r e s u l t i n p u r p o s e f u l a c t i v i t y . P roduc t ion

work is an activity !.hat makes learning to be effective.

The utilization of production work activities as an

instructional medium has done a great deal to stimulate student's

interest in both teclnical and vocational programmes. In

addition, production work activities has also become an important

motivating factor in trade programmes where mastery of skills

plays an essential role.

The place and function of production work activities is

important in technical colleges. Ry means of production work

activities, students are offered educational experiences that

are most important, distinct and significant (Wright,l960).

Since production work activity is used as an instrument to

provide rich and realistic experiences in the basic concepts

of technology, it is zonceivable that it will continue to be the

stimulating and focal point of technical college education.

The growing stat? of unemployment among technical college

graduates has increas2d the need for providing adequate

educational arrangemelts to help those in search of new employment

possibilities, (Annual report of the Federal Ministry of Labour

1990). There is need ta strengthen the links Between learning

in school and the pra(:tice of work, with the aim of facilitating

the transition from school to employment (~dinechi,L994).

Production work of te,lchers and students in construction trade

programmes in techniciil colleges is one way of strengthening the

2 1

l i n k s be tween l e a r n i n g i n s c h o o l and t h e p r a c t i c e of work i n

c o n s t r u c t i o n i n d u s t r y .

One p h i l o s o p h i c a l a s p e c t of v o c a t i o n a l and t e c h n i c a l

e d u c a t i o n i s t h a t one h a s t o work s i n c e one i s t o be a s s o c i a t e d

w i t h o n e ' s s o c i e t y . By means o f work one i s able t o p r o v i d e f o r

o n e ' s needs and comfort. How e E e c t t v e l y one can supp ly o n e ' s

worldly n e c e s s i t i e s deperids c o n s i d e r a b l y on how w e l l one h a s been

t r a i n e d t o do t h e job f o r which one i s b e s t s u i t e d . One of t h e

ways one p r e p a r e s o n e s e l f f o r o n e ' s job i s through p r o d u c t i o n

work a c t i v i t i e s (Abdull2hi ,1994).

In a d d i t i o n , t h e p ? r p e t u a t l o n o f s o c i e t y h i n g e s on human

a b i l i t y t o r e n d e r u s e f u l serwlces ( S t r u c k , l 9 4 5 ) . An i n d i v i d u a l t k a f k

u n a b l e t o perform some s e r v l c e ~ OE one k ind o r a n o t h e r i s l i k e l y

t o becqne. a l i a b i l i t y t o s o c i e t y .

Concepts of P roduc t ion Work A c t i v i t i e s i n Workshops of T e c h n i c a l

Educat ion Programmes

One of t h e d i s t i n l ; u i s h i n g c h a r m t e r i s t i c s of technical a n d

v o c a t i o n a l e d u c a t i o n programme 3s t h e i t provides experiences

i n v o l v i n g m a n i p u l a t i v e p r o d u c t i o n work. T h e degree of s k i l l t o

b e mastered i n performing this type of work depends c o n s i d e r a b l y

on t h e ends t o be a c h f w e d . I t seems the f i r s t c o n s i d e r a t i o n when

choosing t h e course c o n t e n t , i s t h e s e l e c t i o n of t h o s e a c t i v i t i e s

which make up t h e m a n i p u l a t i v e p r o c e s s .

2 2

Produc t ion work a c t i v i t i e s s r e made up of the f o l b w l n g

a c t i o n s , namely, o p e r a t i c n s , j o b s , p r o j e c t s , p r o d u c t s , problems

and s o on. Fryklund (19L7) i n h i s work on t r ade a n a l y s i s . d e f i n e s

a n o p e r a t i o n a s a u n i t o!: work t h a t i n v o l v e s d e p i c t i n g , as forming

o r t h e shap ing of materi.11, o r t h e assembl ing ,of parts, B o l l i n g e r

and Weaver (1945) descri '3es an o p e r a t i o n a s a n e lement of a t r a d e

which t h e worker does w i t h t o o l s , machines and m a t e r i a l s .

The d i c t i o n a r y d e f i n e s an o p e r a t i o n a s a method of e x e r c i s i n g

o r a p p l y i n g f o r c e ; a moce of a c t i o n , s i n g l e s p e c i f i c a c t ; a n a c t

o r p r o c e s s of o p e r a t i n g , LC would seem, then that an o p e r a t i o n

i s a m a n i p u l a t i v e a c t i o n performed w h i l e producing 3 f i n i s h e d

a r t i c l e , o r a u n i t of work t o be executed i n repairing, I n s t a l l i n g ,

a d j u s t i n g , p r e p a r i n g o r r e p l a c i n g any p a r t of a f a b r i c a t e d p roduc t .

The above d e f i n i t i o n i m p l i e s two main t y p e s of opera t ions ,namely ;

p r o d u c t i o n o p e r a t i o n s and s e r v i c i n g o p e r a t i o n s .

A production o p e r ~ t i o n i s performed d u r i n g t h e p r o c e s s of

manufac tu r ing s produc t . A s such, i t i s o n l y one of t h e s e r v i c e s

o f t h i n g s t h a t must be done t o produce t h e p roduc t . A p r o d u c t i o n

o p e r a t i o n always invol-res t h e c o n s t r u c t i o n o r drawing of some

spec3 f Zc produc t . A s e r v i c i n g o p e r a t i o n , however, i s one t h a t is performed

when i t i s n e c e s s a r y ~ i t h e r t o modify t h e shape of a p r o d u c t

o r t o r e s t o r e i t i n t o a u s a b l e c o n d i t i o n . T h i s o p e r a t i o n

i n v o l v e s a d j u s t i n g , c learr ing, r e p l a c i n g , i n s t a l l i n g o r r e p a i r i n g

something. S e r v i c i n g o p r r a t i o n s a r e accomplished t o b r i n g a b o u t

some change i n a p r o d u c t , and u n l i k e p r o d u c t i o n o p e r a t i o n s , do

n o t n e c e s s a r i l y i n v o l v e t h e c o n s t r u c t i o n of some s p e c i f i c p r o d u c t .

It seems t h e main c o n s i d e r a t i o n of a t e c h n i c a l t e a c h e r i n

workshop of v o c a t i o n a l a n i t e c h n i c a l e d u c a t i o n i s t h e s e l e c t i o n

o f t h e medium of manipu la t ive i n s t r u c t i o n . The a c t i v i t i e s which

p rov ide t h e o p p o r t u n i t f e s f o r a p p l y i n g t h e t h i n g s t o be l e a r n e d

a r e g e n e r a l l y r e f e r r e d t o a s mediums o r v e h i c l e s of learning

(Fryk lund , l947) . These a c t i v i t i e s a r e a l l c h a r a c t e r i z e d by

do ing a c t i o n s , t h a t i s , s t ~ . d e n t s a r e invo lved i n c o n s t r u c t i n g ,

r e p a i r i n g , i n v e s t i g a t i n g , exper iment ing o r s o l v i n g some t e c h n i c a l

problems. Such a c t i o n s a r e u s u a l l y known a s p r o j e c t s , j o b s o r

problems.

Giachino 6 G a l l i n g t o n (1961) d e f i n e s j o b a s a n a c t i v i t y

a s s o c i a t e d w i t h s e r v i c i n g 3 p e r a t i o n s and d e a l s w i t h r e p a i r i n g ,

i n s t a l l i n g , t e s t i n g , a s s e m > l i n g , o r d i s a s s e m b l i n g some s p e c i f i c

p roduc t . Giachino & G a l l i l g t n a . f u r t h e r d e f i n e s p r o j e c t a s t h e

term a p p l i e d t o any doing i i c t ion which i n v o l v e s t h e c o n s t r u c t i o n

o f a p roduc t . P r o j e c t syml)olizes t h e a p p l i c a t i o n of many

p r o d u c t i o n o p e r a t i o n s and t e c h n i c a l u n d e r s t a n d i n g s . Wilber (1948)

however, s t a t e d t h a t p r o b k m i s t h e name g i v e n t o a c t i o n s which

r e q u i r e i n v e s t i g a t i o n , s o l ~ i n g , v e r i f y i n g o r a p p l y i n g some

IJhether t h e a c t i o n i s a j o b , p r o j e c t o r problem i t i s

impor tan t t o remember th ; l t t h e s e d e v i c e s a r e used o n l y as a

means t o a c h i e v e c e r t a i n e d u c a t i o n a l ends and a r e n o t c o n s i d e r e d

a s ends i n themselves . ! ; ince i n t h e c o n s u m a t l o n of t h e s e a c t i o n s

s t u d e n t s a r e invo lved i n p lann ing , d e s i g n i n g , c o n s t r u c t i n g and

a p p r a i s i n g , then i t seem:; r e a s o n a b l e t o bel ieve t h a t j o b , p r o j e c t

o r problem w i l l m a i n t a i n i t s t r u e p e r s p e c t i v e i n t h e e d u c a t i o n a l

p r o c e s s .

H i s t o r i c a l Perspectcwe 0 4 Voca t iona l and T e e h n f c a l Educat ion

and Produc t ion VorR Act11 i t i e s

The h i s t o r y of p r o d ~ e t i o n work a c t i v i t i e s i n Nigeria may

r i g h t l y be s a i d t o have I t s beginning from t h e apprenticeship

system. The a p p r e n t i c e ~ h i p sys tem was t h e f i r s t method of

v o c a t i o n a l t r a i n i n g i n N i g e r i a (Okoroj1994). Okoro h o l d s t h a t

c h i l d r e n a c q u i r e d s k i l l s i n a g r i c u l t u r e , med ic ine , and c r a f t s

through b e i n g a p p r e n t i c e d t o t h e i r p a r e n t s o r t o o t h e r knowledge-

a b l e persons .

Some examplea of e a r l i e r l o c a l c r a f t s e n r i c h i n g N i g e r i a

c u l t u r a l h e r i t a g e are: basket-weaving, c l a y mode l l ing and

p o t t e r y , r a f f i a niakhg, m3king of s imple cane and bamboo

f u r n i t u r e , cloth weaving, b l a c k s m i t h i n g , c a l a b a s h d e c o r a t i o n ,

embroidery, knitting and l e a t h e r works. Others i n c l u d e c a r v i n g

of d o o r s and of f i g u r e s f j r s h r i n e s , b u i l d i n g o f houses ,

in hidus try.

26

1947, s t u d e n t s worked l a r g e l y on an a p p r e n t i c e s h i p b a s i s a f t e r

a b r i e f p r e l i m i n a r y p e r 5 ) d d u r i n g which they f a m i l i a r i s e d them-

s e l v e s w i t h t o o l s of the::r t r a d e s and performed s imple p r o d u c t i o n

t a s k s . Osuala observed 1:hat s t u d e n t s t r a i n e d on j o b s c o n t r a c t e d

by t h e t r a d e c e n t r e w h i c t ~ were p r o p e r l y done under t h e s u p e r v i s i o n

of t h e i r i n s t r u c t o r s . U r f o r t u n a t e l y t h i s mode o f t r a i n i n g d i d n o t

l a s t long , owing t o t h e convers ion of t h e s e i n s t i t u t i o n s t o

p o l y t e c h n i c s .

I n 1959, Ashby Commission found t h a t t h e r e was s t i l l a n

a c u t e s h o r t a g e of t e c h n i c a l manpower and s t r e s s e d t h e need f o r

f u r t h e r expansion of v o c a t i o n a l and t e c h n i c a l educa t ion .

Inwang (1988) h o l d s t h a t in keeping w i t h t h e Ashby Commission

recommendations, l(abatech:lical i n s t i t u t e s w a s expanded and new

ones b u i l t a t Auchi, Enugii, Kaduna and Ibadan.

Commenting on t h e ac~tdemic o r i e n t a t i o n of t h e secondary

grammar s c h o o l programmes. t.'he F e d e r a l Republ ic of X i g e r i a (1974)

no ted t h a t , t h e programme had some e d u c a t i o n a l v a l u e f o r t h o s e

p u r s u i n g h i g h e r s t u d i e s b ~ t observed t h a t i t s v a l u e t o t h e

t e r m i n a l s t u d e n t & ? S q u e s t i o n a b l e . The P u b l i c S e r v i c e Review

Commission r e p o r t (1974) noted t h a t t e r m i n a l s t u d e n t s c o n s t i t u t e d

about 70 p e r c e n t of t h e o u t p u t of secondary grammar s c h o o l .

The t r a i n i n g of t h e s e t e r m i n a l s t u d e n t s v 4 J Z t h e c rux of t h e

problem, f o r t h e s t u d e n t s , p a r e n t s , and s o c i e t y a t l a r g e .

The P u b l i c S e r v i c e Review Zommission t h e r e f o r e recommended t h a t

28

produce finished graduates that are trained on real jobs either

in the institution or industry and that the colleges must

commercialise their skills and products, in order to be financia-

self ,suff ic ient t o a lazec extent .

Production vork a c t i v g t i e s require a formal re-institution

of apprenticeship mode ~ 2 f tralning in the schools, whereby

students are trained on real jobs - production work, by which students learn by d b i n g , Techntcal schools derive revenue from

these production work ac:tivnities of students. Fafunwa (1993)

holds that producclon wc~rk 1s tPle time-tested effective method

of occupational trainin!; which emphasizes performance and

production. If pruductjon works are to provide the necessary

inducement for maximum ~tudent interest and learning, they must

be taught under condlticns approximating as nearly as possible

those found in the industry (Boolinger and Wearuer 1945).

Quality and Quantity of Production Work Activities in

Vocational and Technical Education

The quality and quantity of production work activities

depend on the teachers that have been prepared with the right

ingredients. The difficllties encountered in finding qualified

teachers to staff the ra~idly expanding number of trade programmes

in technical ~01leges arl: causing school administratwrs grave

concern (Vantrump,l967).

The ingrtdlencs for teachers in technical colleges as noted

b y Vantrump a r e :

b e a m a s t e r of t h e ; k i l l s a s s o c i a t e d w i t h h i s s p e c i a l i t y ; have a n academic background a d e q u a t e t o u n d e r s t a n d and i n t e r p r e t t h e re1atc:d t e c h n i c a l i n f o r m a t i o n ; have a p r a c t i c a l knuwicdge o f i n d u s t r y a s s o c i a t e d w l t h his s p e c i a l - i z a t i o n ; have s u f f i c i e n t professional e d u c a t i o n t o h a n d l e problems a s s o c i a t e d w i t h c l a s s r o o m manaF.ement, i n s t r u c t i o n a l o r g a n i z a t i o n and s t t . d e n t c o n t r o l . ( p .23 )

: S t seems t h e i d e a l ~ c k r f o r t e c h n i c a l c o l l e g e c o u l d be t y p i f i e d

a s one p o s s e s s i n g t h e pedagog} of t h e t e a c h e r - e d u c a t i o n g r a d u a t e s ,

tile t e c h n i c a l knowledge o f t h e e n g i n e e r i n g g r a d u a t e and t h e s k i l l

o r t h e c r a f trnan.

Commpnting on t h e s h o r t a g e o f t e c h n i c a l t e a c h e r s , ~ o w e (1989)

c p i n e d t h a t t h e n o n - a v a i l a b i l i t y o f q u a l i f i e d t e a c h e r s i n t h e

r e q u i r e d number i s one of t h e n a j o r problems f a c i n g t e c h n i c a l

e d u c a t i o n g e : ~ e r a l l y . Usman (1392) n o t e d t h a t t h e feu t e c h n i c a l . -

T -

teachers that a r e produced hav: s o much o p p o r t u n i t i e s t h a t t h e y

i n 7 . 3 r i a b l y f i n d g r e e n e r p n s t u r 2 s whenever t h e y wsnt t o b e i n

i n d u s t r y o r i n e d u c a t i o n . I t seems t h a t t o have a d e q u a t e number

of t e c h n i c a l t e a c h e r s t o r t h e ,:alleges, a mass ive s t a f f

development programme is n e c e s a r y , f i r s t t o npgmr?L4 and u p

da ts teachers i n t h e s y s t e m , a:ld t o mount a s e r i o u s r e c r u i t m e n t

d r i v e .

S t u d i e s have shown t h a t a y r a i l a b l e t e a c h e r ~ t h e r n s e l v e s seem

3 0

become o b s o l e t e o r were ~ s o o r l y t r a i n e d i n i t i a l l y (AdedejiJ1985).

For many y e a r s government i n s t i t u t i o n s g e n e r a t e d many of i t s

s t a f f f o r i t s v o c a t i o n a b s u b j e c t s from oversea a g e n c i e s n o t a b l y

t h e United S t a t e s Agency For I n t e r n a t i o n a l Development (Akaniwor

1990) . The United itation; ~ d u c a t i o n q t ~ c i e n t i f i c and C u l t u r a l

O r g a n i s a t i o n (UNESCO] [ 1 9 7 9 ) , i d e n t i f i e d i n a d e q u a t e t e c h n i c a l

s t a f f and l a c k of a p p r o p r i a t e f a c i l i t i e s n e c e s s a r y f o r t h e

p r a c t i c a l t r a i n i n g of s t u d e n t s a s two major problems common t o

v o c a t i o n a l / t e c A n f c a 1 educi i t ion i n v i r t u a l l y a l l t h e deve lop ing

c o u n t r i e s .

Commenting on l ack 01' a p p r o p r i a t e f a c i l i t i e s , Eh izog ie

(1993) opined that a t e c h r i c a l c o l l e g e w i t h o u t equipped workshop

cou ld be l i k e n e d to a s c r i b e w i t h o u t a pen. Eh izog ie holds that

t o o b t a i n a f u n c t i o n a l technology i n t e c h n i c a l c o l l e g e s , a w e l l

equipped workshop must be provided.

S i m i l a r l y Fafunwa (1974) r e g r e t t a b l y obse rved t h a t a l o t o f

equipment imported t o a c c e l e r a t e t e c h n o l o g i c a l e d u c a t i o n h a s

remained u n i n s t e l l c d , .und(!-Pnt i l ized and u n c a t e r e d f o r . I n

a d d i t i o n Uzoagulu (1993) n3ted t h a t t h e major problem of

deve lop ing t e c h n f c a l educa~ion fn B i g e r i a i s inadequa te and

non- func t iona l t r a f n i n g f a c i l i t i e s . I n s u p p o r t of Uzoagulu,

Ovia (1987) observed that : j tudenta were compelled t o c a r r y

o u t p r a c t i c a l e x e r e l s e s i n groups due t o l a c k of adequa te

t o o l s and equipment.

Lack of a p p r o p r i a t e f a c i l i t i e s i s caused by l i m i t e d

ffnancial r e s o u r c e s t o imp1e:nent r e fo rm o r expand t r a d e

progranmes i n t e c h n i c a l c o l l 2 g e s . Ogra (1976) o p i n e d t h a t

r n a d e q u a t e budget i s a wide117 acknowledged f a c t i n t e c h n i c a l

co l l ege s . Ogra obse rved r h a : i n a d e q u a t e budge t m a n i f e s t s i n t h e

s h o r t a g e of f a c i l i t i e s and s p a c e w i t h which t o c a r r y o u t e f f e c t i v e

v o r k ,

S i m i l a r l y Okala (1993) o p i n e d t h a t equipment f o r t h e

i n d u s t r i a l s k i l l a cqu i s i t ion i n . v i r t u a l l y a l l v o c a t i o n a l t e c h i i c a l

e d u c a t i o n s u b j e c t a r w s are l p e r y e x p e n s i v e , b o t h i n t e rms o f

i n i t i a l i nves tmen t and i n te1m.s of main tenancr , Oka l a h o l d s

tha t t h e ~ u n n i n g c o s t 15 h ig t . b e c a u s e machine p a r t s have t o be

r e p l a c e d m a s e r v i c e d , and c e r t a i n i t e m s have t o be o u t r i g h t l y

consumed. I.€ seems t h a t in2 d e q u a t e r e s o u r c e s i n v o c a t i o n a l -

t e c h n i c a l educaefon i s bound t o t u r n o u t g r a d u a t e s who a r e

i n a d e q u a t e l y p r e p a r e d .

Commenting on t h e a v a l l ~ b i l i t y of training f a c i l i t i e s i n

!ceachnica l c o l l e g e , Fafunwa ( 1992) o b s e r v e d t h a t t r a i n i n g

f a c f l i t i e s w h i c h a r e r e p l i c a : o f what o b t a i n s i n l a b o u r marke t . -

;:re n o t r e a d i l y a v a i l a b l e . Eafunwa h o l d s t h a t modern t e c h n i c a l

education programmes are. c a p i t a l i n t e n s i v e and changes w i t h t h e

chang ing n a t u r e of t h e t e c h n c l o g i e s i t d e a l s with and t h i s t e n d s

t o e s c a l a t e c o s t s , h e obse rved t h a t government i s n o t a lways i n

a p o s i t i o n t o g r a n t r e q u i r e d funds .

It seems t h a t i n s t r e s s i n g t h e q u a l i t y and q u a n t i t y of

p roduc t ion work a c t i v i t i t s t h a t ,%-e g a h g on i n t e c h n i c a l

c o l l e g e s , p r o p r i e t o r s are making every e f f o r t t o r educe p e r

s t u d e n t c o s t . But accorcfng ttl Fafunwa, there i s a rninimum c o s t

p e r s t u d e n t below which e f f e c t s v t training ts m e possible.

Commenting on e f f o r t s belng made By S t a t e and -b:ederal

governments; Chuta (1990) opined that federal and 3 t e t e

government$are making efforts t o ptovidc workshop, equipment

and t o o l s t o f a c i l i t a t e vorkshop p r o d u c t i o n work a c t i v i t i e s 1 4,

b u t he observed t h a t , p r e ; e n c s t a t e of,economy aggravates t h e ---.

s h o r t f a l l i n equipment a l d materials. Chuta no ted t h a t f o r e i g n

exchange ratmeshave made :o$t oh these m a t e r i a l s u n a f f o r d a b l e .

He holda the view that taa poor revenue from petroleum and t h e

c o u n t r y ' s high i n d e b t e d n e s ~ made Niger5a unab le t o s e c u r e more

c r e d l t s f rom foreign c o u n t r i e s and t h e r e f o r e canno t import more

equipment.

SlmflarLy, Knaemedc ( 1 9 9 4 ) b e l i e v e s t h a t t h e g l o b a l

i n f l a t i o n coupled with t h e f a c t t h a t basical ly a l l t h e machines

needed fox e f f e c t i v e o p ~ r a t i o n a r e made outside Kigeria are

constraining factors f o r t h e i m p o r t a t i o n of relevant machinery

and equipment for workst~ops due t o p r o h i b i t i v e c o s t of

a c q u i s i t i o n .

Also commenting on t h e ;la4 l eve l of F i n a n c i a l s u p p o r t f o r

t e c h n i c a l c o l l e g e s , Towci (1993) noted tha t most c o l l e g e s s i t e d

i n r u r a l a r e a s have no 2. act.ricit;; 2r.d w ; t 2 r su7ply 2nd hive to

prov ide t h e i r own g e n e r a t i n g s e t and s i n k b o r e h o l e s f o r

w a t e r supply . I t seems m 2 s t equipment i n c o l l e g e s s i t e d i n

r u r a l a r e a s may be u n d e r u i i l i z e d o r may even be l y i n g i d l e due

t o l a c k of e s s e n t i a l services.

The problem of u n d e r - - u t i l i z a t i o n of a v a i l a b l e r e s o u r c e s

i s no t l i m i t e d t o t e c h n i c a l toll-eges b u t h a s s p r e a d t o j u n i o r

secondary S c h o o l l e v e l w k c h i s t h e founda t ion f o r s k i l l

development f o r t e c h n i c a l c o l l e g e p r o d u c t i o n work a c t i v i t i e s .

Oranu (1994) observed t h a t t h e i n t r o d u c t o r y technology

equipment a l l o c a t e d t o s o r e s t a t e s were s t i l l i n c r a t e s and tbembJ-

c o r r o d i n g , some o t h e r s have been s t o l e n w h i l e o t h e r s a r e n o t

y e t i n s t a l l e d because of 7 - c k 0f clectr::~i+y~' ,?r t e ache r s

Wr i t ing on t h e p a s t e f f o r t s of government i n s u p p o r t i n g

t e c h n i c a l e d u c a t i o n f i n a n c i a l l y when t h e o i l revenue w a s

coming i n t o s u s t a i n most government developrncnt p r o j e c Q , i h e

F e d e r a l Republ ic of X i g e r i s (1981) noted t h a t d u r i n g t h e

f o u r t h n a t i o n a l development p l a n p e r i o d (1981-1985), t h e

f e d e r a l and S t a t e governmel ts r e s p e c t i v e l y a l l o c a t e d W400.20

m i l l i o n and X736.649 m i l l i ~ n t o v o c a t i o n a l and t e c h n i c a l

e d u c a t i o n . I n a d d i t i o n to t h e above, t h e F e d e r a l Government

purchased t e c h n i c a l t o o l s . ~ n d equipment from B u l g a r i a ,

Czechoslovakia and Hungar:~ a t a cos t of abouW05 m i l l i o n

fFeber.zl l : iniaty,r cf !!aticn%7, iklami.ng, 1985)-

However, t h e i n c r e a s i n g i n d e b t e d n e s s of Nigeria t o

i n t e r n a t i o n a l f i n a n c i a l i . ~ s t i t u t i o n t ~ t h e world-wida g e n e r a l

i n f l a t i o n and t h e downward plunge of t h e o i l revenue made i t

i n c r e a s i n g l y i m p o s s i b l e ft)r government t o implement many

p r o j e c t s . Educa t ion becane a v i c t i m of budget c u t , . owing t o

i n t e r s e c t o r a l c o m p e t i t i o n f o r l i m i t e d r e s o u r c e s and t i g h t

o v e r a l l f i n a n c e s of t h e n z t i o n a l economy (World Bank, 1984).

Commenting an funding b d u c a t i o n i n a r e c e s s i o n , Chuta

( 1 995) noted tRe f o l l o w i n g i n n o v a t i v e s t r a t e g t e s :

cost sharing and fund ing p a t t n e r ~ h i p arrangement between government, p a t e n t , s t u d e n t s and the private sector;

alumnl associations and p h i l a n t h r o p i c erganisati81-15 t o o p e r a t e endowment and r e s e a r c h funds and a l m to g ran t s c h o l a r s h i p and b u r s a r i e s t o s t u d e n t s ;

s t u d e n t s t a k i n g l o a n s and paying back a f t e r g radua t ion :

impact of t h e i n s u r a n c e houses on the e d u c a t i o n a l s e c t o r ,

t h e two p e r c e n t e d u c a t i o n +ax imposed by government on a l l p r o f i t s d e c l a r e d by companies;

NigeriahEduca t i o n BanE: f l o a t i n g e d u c a t i o n s t o c k s and tond i n t h e c a p i t a l w ~ k u r to e n a k l e t h e sys tem g e n e r a t e a d d i t i o n a l rEsources f o r fund ing education;

e f f i c i e n t prIcfng of o a s t s e r v i c e s (board ing , f e e d i n g , t c f t i o n and s o on);

e l i m i n a t i o n of e d u c a t i o n a l s u b s i d i e s

d i r e c t l y funded bq government;

9 . d e c e n t r a l i s a t i o n OF e d u c a t i o n a l fund ing and management a.t 311 l e v e l s of government and t h e e d u c a t i o n a l system;

10. d e p o l a r i s a t i o n of Loan schemes.

The r e s e a r c h e r bel::eves t h a t t h e revenue g e n e r a t e d from

t h e two r-rao-.+,- education t a x shou ld a l s o b e n e f i t

o t h e r lower l e v e l s of e c u c a t i o n . Fund g e n e r a t e d from t h i s t a x

can h e l p t o improve t h e q u a l i t y and q u a n t i t y of p roduc t ion

work a c t i v i t i e s i n t e c h n i c a l c o l l e g e s .

Commenting on adequ2te fund ing of technology e d u c a t i o n ,

O l a i t a n (1986), Oranu and Okeke (1993) noted t h a t i n s t i t u t i o m .

of l e a r n i n g should develop o t h e r s o u r c e s of revenue g e n e r a t i n g

p ro jec t .5 - It seems t h a t ~ r o d u c t i o n work a c t i v i t i e s i n construe-

t e c h n i c a l c o l l e g a - . A l l e f f o r t s shou ld b e made t o improve t h e i r

q u a l i t y and q u a n t i t y .

The environment h a s .I s i g n f f i e a n t e f f e c t on t h e s u c c e s s

o r o t h e r w i s e of a n i n s t i t r~ t i a a ' s involvement i n p r o d u c t i o n

work a c t i v i t i e s . The kinr! and q u a n t i t y of p r o d u c t i o n work

a c t i v i t i e s i n a n i n s t i t u t j o n depends on t h e envirorwient. The

d i v e r s e environments i n wkich d i f f e r e n t colleges are l o c a t e d

w i l l n e c e s s i t a t e t h e need f o r a c a r e f u l market survey b e f o r e

deve lop ing p roduc t ion work and s e r v i c e s (Zahradeen 1990).

Zahradeen noted t h a t s e c h n i c a l i n s t i t u t i o n s have a r o l e

t o p lay i n t h e community i n which they e x i s t through t h e

p r o d u c t i o n work a c t i v i t i e s of t e a c h e r s and s t u d e n t s . He

b e l i e v e s t h a t p roduc t ion work a c t i v i t i e s w i l l make t h e s t u d e n t

more p r a c t i c a l l y - o r i e n t e d 2nd gea red toward t h e p roduc t ion of

human r e s o u r c e s t h a t could e a s i l y a d a p t i t s e l f t o self-employment

and improving t h e environment through t h e i r p r a c t i c a l c o n t r i b u t i o n s .

The q u a l i t y and q u a n t i t y of p r o d u c t i o n work a c t i v i t i e s i n

a n i n s t i t u t i o n depend on t ' l e o c c u p a t i o n a l competencies of t e a c h e r s

and s t u d e n t s . Bayne (1975) opined t h a t a s one goes abou t

performing o n e ' s j o b , t h e 15lements o f knowledgk , skills,

a t t i t u d e s , u n d e r s t a n d i n g s , e x p e r i e n c e s , and t h e c o r e o f b a s i c

v a l u e s and b e l i e f s a r e cor i : j tant ly i n t e r a c t i n g i n v a r i o u s waye

L and i n v a r i o u s d e g r e e s o f h t e n s i t y i n f l u e n c e . o n e ' s behaviour .

A

Bayne h o l d s t h a t t h e behav::our p a t t e r n of one r e f l e c t s i n g e n e r a l

t h e way one a d a p t s o n e ' s a c t i o n s i n v iew o f what o t h e r peop le have

done o r should do. He noti!d t h a t competent behav iour i s a

measure of t h e intelligence: w i t h which t h i s a d a p t i n g i s accomplished

and how w e l l one can ident:.fy o n e ' s r o l e i n a s i t u a t i o n and then

i n t e g r a t e o n e s e l f p u r p o s e f u l l y i n t o t h e a c t i v i t y . It seems from

t h e above t h a t a competent worker must have a c o r e of b a s i c

v a l u e s which e n a b l e s t h e marker: t o work e f f e c t i v e l y w i t h f e l l o w

workers .

S i m i l a r l y Nelson and Ct'h'eil (1977) s t a t e d t h a t deve lop ing

meaningful r e l a t i o n s h i p s bt.tween job p r e p a r a t i o n i n s c h o o l s and

3 7

on-the-job work a c t i v i t i e s i s e s s e n t i a l s i n c e s t u d e n t s a r e t o

make smooth t r a n s i t i o n from schoo l t o work. They n o t e d t h a t

e d u c a t o r s a r e f a c e d w i t h t h e c h a l l e n g e of p r e p a r i n g s t u d e n t s

f o r t h e f u t u r e , which i r .vo lves p r e p a r i n g e t u d e n t s t o l i v e

s a t i s f y i n g p e r s o n a l p r o d u c t i v e work l i v e s .

Commenting on work e x p e r i e n c e i n schoaP Vantrump (1967)

opined t h a t work e x p e r i e n c e should be c a r e f u l l y s e l e c t e d and

s u p e r v i s e d a s any o t h e r . > a r t of t h e programme. He h o l d s t h a t

t h e l e n g t h of t h e work e::perience i s n o t a s impor tan t a s t h e

n a t u r e and q u a l i t y . Yantrump observed t h a t some programmes

sought t o u s e work e x p e r i e n c e as a means of s k i l l t r a b n i n g ,

b u t he noted t h a t i n d u s t r y I s not equipped t o perform t h i s

s e r v i c e . Vantrump h o l d s t h a t skill and t e c h n i c a l preparation

shou ld be i n c l u d e d a s p a r s of t h e c u r r i c u l u m , w h i l e the work

e x p e r i e n c e shou ld be used t o season and e n r i c h t h i s t r a i n i n g .

It seems t h a t product. lon work a c t i v i t i e s of s t u d e n t s i n

s c h o o l s , under t h e s u p e r v i s i o n of t h e t e a c h e r s shou ld s e r v e a s

s k i l l and technica l p r e p a r a t i o n whi le work e x p e r i e n c e i n l o c a l

i n d u s t r y should be used t o "season" and e n r i c h t h e t r a i n i n g .

The r e s e a r c h e r believes th3t t e c h n i c a l c o l l e g e s shou ld adop t

bo th p roduc t ion work and work e x p e r i e n c e i n t h e c u r r i c u l u m and

no t j u s t one o p t i o n , s i n c e bo th enhance t h e q u a l i t y and

q u a n t i t y of p r o d u c t i o n work a c t i v i t i e s .

Techniques and appro ache^ t o Produc t ion Vork A c t i v i t i e s

i n C o n s t r u c t i o n Trades

The new N a t i o n a l Board f o r T e c h n i c a l Educa t ion (NBTE)

c u r r i c u l u m i n t e c h n i c a l s z h o o l s s t r u c t u r e d i n modules of

t employable s k i l l s enables s e n i o r secondary -School p u p i l s Take A

as many c o u r s e modules of t r a d e s a s p o s s i b l e s o a s t o be a b l e

t o t a k e up appointment in i n d u s t r y a s s k i l l e d a r t i s a n s / o p e r a t i v e s

on complet ion of their prcgramme (Yabani,1986). Yabani b e l i e v e s

t h a t t h o s e who choose t o c o n t i n u e w i t h t r a d e t r a i n i n g f o r obv ious

r e a s o n s can e n r o l i n t h e n e a r e s t t e c h n i c a l c o l l e g e t o complete

t h e remaining t r a d e modules s o a s t o f i t them i n t o employment a s

c ra f tmen o r s k i l l e d o f f i c e workers .

It seems a l l d ip lomates of t h e s e n i o r secondary s c h o o l can

have academic p r e p a r a t i o n :lor e n t r y i n t o h i g h e r e d u c a t i o n a s

w e l l as v o c a t i o n a l s k i l l s i'or employment i n i n d u s t r y . S i m i l a r l y

a l l dimplomates o f technicz .1 c o l l e g e s can now have v o c a t i o n a l

s k i l l s f o r p r o d u c t i o n work f o r s e l f employment o r employment i n

i n d u s t r i e s a s w e l l a s e n t r i e s t o h i g h e r e d u c a t i o n (Aina,1995).

Workshops, equipment, t o o l s and machines used f o r

i n s t r u c t i o n and p roduc t ion york must be p r o p e r l y co-ord ina ted .

Mason (1977) opined t h a t thz i n s t r u c t o r who is supposed t o

t e a c h a n o u t l i n d c u r r i c u l u m , and i s expec ted a l s o t o be invo lved

i n p r o d u c t i o n work a c t i v i t i l : ~ , and r e q u i r e d t o do i t uquipnlent

scheduled f o r i n s t r u c t i o n a l u s e , f a c e s a problem. Plason h o l d s

3 9

t h a t p r o d u c t i o n hardware [ .sea by i n d u s t r y today i s s c a r c e l y t h e

same a s t h e b a s i c rnach ine~ t h a t c o n t i n u e t o be s a t i s f a c t o r y f o r

t e a c h i n g of p r i n c i p l e s , i r d i v i d u a l sys tems , and step-by-step

o p e r a t i o n s .

Hason observed t h a t i f the s c h o o l a d m i n i s t r a t o r s and

i n s t r u c t o r s a c c e p t t h e d u a l r e s p o n s i b i l i t y of t e a c h i n g t h e

c u r r i c u l u m and i n v o l v i n g i n p r o d u c t i o n work a c t i v i t i e s , i t

a p p e a r s t h a t two f a c i l i t i e s are needed. They a r e a t e a c h i n g

workshop and a p r o d u c t i o n florkshop,

X t seems t h a t t h e s e t ? o to -o rb ina ted f a c i l i t i e s , programmed

t o hand le i n s t r u c t i o n a l and p m d u c t i o n r e s p o n s i b i l i t i e s w i l l

b e n e f i t t h e s t u d e n t s , i n s t x x t o r , s c h o o l , t h e l o c a l community

and t h e i n d u s t r i e s . T h e r e ? o r e t h e i n t r o d u c t i o n of p r o d u c t i o n

u n i t i n a d d i t i o n t o t e a c h i n g workshops f o r producion work i n

t h e cur r i cu lum i n technics:. co1lege:is j u s t i f i e d .

Commenting on t h e devc!lopment o f psychomotor s k i l l s i n

workshops, Awotunde ( 1 9 9 5 ) opined t h a t t h e development may

r e s u l t t o l e v e l s i n l e a r n i n g . Awotunde noted t h a t a f t e r one has

mastered t h e steps of procc:dure i n performing a s k i l l , one may

become d i scouraged because f u r t h e r p r o g r e s s seems n o t t o be

made towards a h i g h e r l eve l . of s k i l l . Awotunde observed t h a t

i f a s t u d e n t knows how t o l e r f o r m a s k i l l o r t a s k , b u t h a s n o t

p rac t i ced : IC enough to makc it a thoroughly c~tablished h a b i t ,

t h e s t u d e n t may be discourzged , Eeellng thee F u r t h e r progress

40

is impossible. He holds that mastery learning requires every

sk3lled performance. Prcduction work activities in construction

trade programes provide opportunity for students to acquire

skI1Led perEarrnance.

1Ioreover, there is aced for balancing classroom training

in theory with work site t:raining in practice. This approach

would apply to training of technician, craftmen, artisans and

operatives (Federal Republic of Nigeria,1974)p

There are various approaches to production work activities

in the school environment. Production work may be planned as

either assigned individual work or choice within group practice

work. il programme of prodriction work can be well planned and

organized as practice work and offers extra advantages (Lewis

1976). Lewis noted that b~sides motivation, accuracy and speed

in workmanship, production work ensures a busy workshop,

encourages respect for the teacher, maintains good public relatic

and contributes to the s c h o ~ l and community.

One approach to produclion work activities in construction

trades is having each class in the construction trade construct

its part of the house. k%i:.e h o m e construction in itself may

not be a new approach to teexhing the construction trades, havin;

each trade class construct j t s part of the house is an innavativi

feature which is a way to begin the training aC sk5lled worker

(Adcox,1977). Adcox noted that the community may see the

- - - . . -

4 1

p r o d u c t i o n work a c t i v i t i e s a s a good way t o deve lop i t s

c h i l d r e n w h i l e i n d u s t r y may applaud i t a s a way t o t r a i n f u t u r e

workers .

It seems t h e c o n s t ~ ' u c t f o n of a new b u i l d i n g , t h e r e p a i r s

and maintenance of an o l d one can be c a r r i e d o u t by i n t e r -

d e p a r t m e n t a l c o o p e r a t i o r approach and p r o d u c t f a n work e f f o r t s

of s t ~ f f and s t u d e n t s of the c o n s t r u c t i o n t r a d e p r g o g r a m e s .

One way t o b reak t h e b a r r i e r of ignorance and escab l lsh cmmuni-

c a t i o n between depar tments w i t h i n a s c h o o l i s t o deve lop p r o j e c t s

which would i n v o l v e t h e r f f o r t s and c o o p e r a t i o n o f . s t a f f and

s t u d e n t s oE t h e o t h e r t r . ide a r e a s (Tor re ,1965) . Commenting on u s i n g studefits 'and teacher f.or 1ocerl c8mn~unity

house c o n s t r u c t i o n appror:ch, Docker (1979) noted t h a t the sehool

board can e n t e r i n t o a l e g a l c o n t r a c t w i t h t h e pe r son r e q u e s t i n g

a new house, and t h e homeowner can s t a t e what t h e s c h o o l w i l l do

and can e s t a b l i s h a p a r t i a l payment schedu le . Docker obse rved

t h a t s c h o o l funds cannot be u s e d t o . u n d e r t a k e t h e c o n s t r u c t f o n

b u t t h e home-owner can make a p a r t i a l payment, u s u a l l y h a l f of

t h e b u i l d i n g c o s t , end c a ~ pay a g a i n when t h e i n i t i a l sum r u n s

o u t .

However, t h e a c t h a l ~ > o n s t r u c t i o n does n o t b e g i n u n t i l eha

i n s t r u c t i o n a l programme has covered t h e a r e a t o be b u i l t

(Ray, 1977). Ray seressec! t h a t a s each Semester c l a s s b e g i n s ,

t h e i n s t r u c t o r can p resen t s l i d e s of former s t u d e n t s working on

a v a r i e t y of a c t i v i t i e s . He noted t h a t new s l i d e s can be

t aken of d i f f e r e n t p r o j e c : developed throughout t h e s e m e s t e r and

can be added t o the n e x t p r e s e n t a t i o n .

R e s i d e n t s of t h e conltlunity wisRlng t o have t h e c o l l e g e

c o n s t r u c t a house f o r then! will app ly t o t h e p r i n c i p a l

(!t'hiteman,L966). Whitemar asser ts t h a t t h e i n s t r u c t o r s w i l l

e v a l u a t e t h e b u i l d i n g drawings produced by t h e client, to make

s u r e t h e house invo lved are i n l i n e w i t h t h e instructional

programme. According t o W~iteman, t h e i n s t r u c t o r s will e s t l m S t t

t h e materials needed and t l l e i r c o s t and a charge far materiels

p l u s t e n p e r c e n t f o r replacement of t o o l s and o t h e r i n c i d e n t a l s

may be added, w i t h no chsrg;e f o r l a b o u r , s i n c e t h e c o n s t r u c t i o n

s e r v e s a s hands-on-experier.ce f o r t h e s t u d e n t s .

C~mmenting on u s i n g c c n s t r u c t i o n t r a d e s c l u s t e r approach

f o r house c o n s t r u c t i o n , Wolansky (1970) opined t h a t p r o v i d i n g

a s t u d e n t w i t h a c o r e of skills common t o a number of r e l a t e d

o c c u p a t i o n should e n a b l e a t e c h n i c a l c o l l e g e student t o gain job

e n t r y more e a s i l y and may b ? b e t t e r p repared to ndapt to a

changing world of work. Idolansky h o l d s t h a t t h e cluster of family

of o c c u p a t i o n s approach t o ~ ) c c u p a t i o n a l e d u c a t i o n curriculum

d e s i g n i s n o t new t o v o c a t i c m a l / t e c h n i c a l education a d m i n i s t r a t o r s .

4 3

S i m i l a r l y s c h o o l a d m i n i s t r a t o r s f a c e d w i t h t h e problem o f

s t r e t c h i n g a l r e a d y o v e r crowded f a c i l i t i e s t o accommodate

i n c r e a s i n g e n r o l m e n t s , can o p p o r t u n i s t i c a l l y a c t t o c o n v e r t t h e

need f o r f a c i l i t y e x t e n s i o n i n t o wor thwhi l e e d u c a t i o n a l a c t i v i t i e s

f o r t h e s t u d e n t s (T.:ebber,1970). Webber h o l d s t h a t s t u d e n t s and

t e a c h e r s can t a c k l e t h e u l t r a - r e l e v a n t j o b o f b u i l d i n g c l a s s r o o m

s t r u c t u r e s which would s e r J e t o e a s e t h e f a c i l i t y squeeze .

S t u d e n t s and t e a c h e r s i n t e c h n i c a l c o l l e g e s , can j o i n a

number of n o n - p r o f i t o r g a n i s a t i o m w h i c h a s s i s t communi t ies t o

b u i l d t h e i r own houses a t ' l e ry l i t t l e c o s t . One example i s t h e

Uzoako l i K e h a b i l i t a t i o n C e n t r e which had e x c e l l e n t h o u s e s f o r

i t s own u s e ( U k a d i k e , l 9 8 7 ) .

Ano the r example o f p r o d u c t i o n work c u r r i c u l a a c t i v i t i e s i n

b o t h v o c a t i o n a l and t e c h n i c a l sys t ems i s b o r n e o u t by t h e f a c t

t h a t 2 ,300 s c h o o l s i n t h e S o v i e t Union f i n a n c e d by t h e s r a t e and

by l o c a l m a n u f a c t u r e r s o p e r a t e a s work t r a i n i n g c e n t r e s . I n

s u c h c e n t r e s s t u d e n t s work one day a week p roduc ing p a r t s

which s e r v e t h e need o f the factories ( ~ a r e l l i , 1 9 7 9 ) .

A d d i t i o n a l l y , s t u d e n t s a r e requested t o c a r r y o u t work i n t h e

community, and a l s o t o s p e r d 10 - 12 d a y s annually i n some k i n d

of p r o j e c t i n i t i a t e d by o t t e r c o w ~ u n i t y o r g a n i s a t i o n s .

W r i t i n g on what can be a c q u i r e d a f t e r l o c a l community

house. c o n s t r u c t i o n approach by s ~ u d e n t s and t e a c h e r s , C r i c h t o n

(1976) obse rved t h a t s c h o o l s can a c q u i r e i m p r e s s i v e a r r a y o f

44

v e h i c l e s , i n c l u d i n g bu l l -dozer , backhoe, c r a n e and s e v e r a l

dump t r u c k s through g i f t s from sympathe t i c c o n t r a c t o r s .

C r i c h t o n s t r e s s e d t h e neec t o a s s u r e l o c a l f i r m s t h a t t h e

s c h o o l h a s no i n t e n t i o n of competing w i t h i n d u s t r y , and t h a t

t h e c o l l e g e g o a l i s t o t r s i n f u t u r e workers . I t seems t h e l o c a l

c o n t r a c t o r w i l l r e c o g n i s e t h a t t h e p r o d u c t i o n work a c t i v i t i e s of

c o n s t r u c t i o n t r a d e s programme i s a n a t t e m p t t o t u r n o u t s t u d e n t s

who have been i n t r o d u c e d t~ t h e rea l w o r l d of work, Consequent ly ,

t h e g r a d u a t e s of t e c h n i c a l college #ill be competent t o p a r t i c i p a t e

and complement F e d e r a l Govtrnment efforcs in I t s programme of

"housing f o r a l l by t h e yml: 2000'' (TundeJ994).

Commenting on p r o d u c t i o n project i n the cur r i cu lum,

!-loodruff (1977) observed t h a t t h e narrow d e f i n l e i o n s &secondary

programme t i t l e s and c u r r i c u l u m tend ro narrow b a t h the s t u d e n t ' s

p e r s p e c t i v e of where and how t h e student might a p p l y t h e s k i l l s

he i s deve lop ing , and t h e r ; tuden t"s p e r s p e c t i v e o f what o t h e r

s k i l l i s r e l a t e d t o t h e s e cm t h e job . Voodruff no ted t h a t a

weU'designed p r o j e c t i n t h e cur r i cu lum may meet t h e s e needs .

He s t r e s s e d t h a t t h e coarmor denominator of a c t i v i t i e s i n

p r o d u c t i o n p r o j e c t cu r r i cu lum is t h a t all are p r o d u c t - o r i e n t e d

r a t h e r than s imply s k i l l d~velopment-isziented, and he obse rved

t h a z a l l a r e under taken i n a c o n t e x t i n which t h e i r r e l a t i o n s h i p

t n o t h e r a c t i v i t i e s and s k i l l r equ i rements i s c l e a r l y

demostra ted .

4 5

Similarly,Umar (1940) c i t e d H a l l (1987) by s a y i n g t h a t a

survey of some t e c h n i c a l e d u c a t i o n s t u d e n t s i n N i g e r i a r e v e a l s

t h a t 75 p e r c e n t of t h e s e s t u d e n t s have f a i l e d t o s e e t h e r e l e v a n c e

o f what they were taugh: t o t h e s o l u t i o n of community problem.

Umar noted t h a t t h e s t u d e n t s seem t o f a i l t o r e l a t e what i s

t a u g h t i n t h e l e c t u r e ha:.ls and workshops w i t h s o c i e t a l problems.

He opined t h a t t h e r e is 2 widening g u l f between t h e t e a c h i n g o f

technology and t h e problems o f d a i l y l i f e . lt seems p r o d u c t i o n

work i n t h e c u r r i c u l u m of t e c h n i c a l c o l l e g e s will h e l p t o

c o r r e c t t h i s widening gulE a t t h i s l e v e l of educetion.

O r g a n i z a t i o n a l 3 ta Produc t ion m"ork Activities

i n C o n s t r u c t i o n Trades

The a r g a n i z a t i o n of p r o d u c t i o n work p u t s d i f f e r e n t demands

4 o n . t e c h n i c a 1 c o l l e g e , i t s s t a f f and s t u d e n t s than mere

L

t r a d i t i o n a l form of t each ing . I n c o n s t r u c t i o n t r a d e c l u s t e r ,

most of t h e p r o d u c t i o n worlrscxecuted by staff and s t u d e n t s a r e

c o n s t r u c t i o n p r o j e c t s . Th? s u p e r v i s i o n of t h i s k ind of

p r o d u c t i o n wutk may r e q u i r e s p e c i a l s k i l l s n o t normal ly c a l l e d

f o r i n mete t r a d i t i o n a l tei lching s i t u a t i o n .

Rewton (1990) c i t e d Wjedner (1980) by s a y i n g t h a t on l a r g e

p r o j e c t s p a r t i c u l a r l y those I n v o l v i n g an i n t e r d e p a r t m e n t a l

approach, t e a c h e r s may be r e q u i r e d t o s u p e r v i s e a wide v a r i e t y

of p r o j e c t s and t o engage i n d i a l o g u e w i t h t e a c h e r s i n o t h e r

departrne~~ts or trades. I.e noted that in principle,it is

advantageous but in practice,it can lead to difficulties.

Technical colleges are divided into departmental units which

work in relative isolation from those teaching other trades,

and the entire parapherti~lia. of teaching, including classrooms

workshops and timetables geared towards a form of educational

goal incompatible with pryduction work. The introduction of pro-

duction work into such an environment will generally produce

problems ranging from minor administration wrangles to major

clashes over resources ant1 smetirnes value (Hewton,1990). Hewton

-Kc+ noted it is virtually impt~ssibfc to change the sociology of an

1

institution. To overcome t:his problem,noted by Hewton, the

students are given 12-15 veeks f o r production work in the

curriculum in technical cc~llegcs,

Yabani (1992) believes that if supervised industrial work

experience schemes (SIWES) is not feasible because of lack of

industries in the environnent where the college is located, a

production centre or college factory may be see up within the

college or in individual department or section where students

can be involved in production or service to acquire experience

for a period (at least one term of 12-15 weeks). In addition

NBTE (1992) noted that for full time students, the programme

structure will include at least, two years of study in college,

a production work or SIWES of 12 - 15 weeks (one term)

d u r a t i o n , followed by a n o t h e r two

Re la ted Emper ical S t u d i e ~ ,

4 7

terms o f work i n t h e c o l l e g e ,

Techn ica l e d u c a t i o n i s concerned w i t h producing t h e human

r e s o u r c e s t h d w i l l a p p l y a c q u i r e d knowledge towards t h e

improvement and t h e s o l u t i o n of t h e i r env i ronmenta l p r o b l e m s ,

t h u s making t h e e n v i r o n m e ~ t more u s e f u l and conven ien t f o r

humanity. A number of r e l a t e d s t u d i e s have been c a r r i e d o u t

on s t a e u s of p r o d u c t i o n work i n t e c h n i c a l and v o c a t i o n a l e d u c a t i o n .

The s tudies i n c l u d e t h a t of R o s s i (1980) which i n v e s t i g a t e d t h e

r e l a t i b n s h l p between p r o d ~ ~ c t i o n work and educatlan i n the

s o c i a l l e t t r a d i t i o n . The aim of t h e study was a n s s sessment i n

t h e s o c i a l i s t t r a d i t i o n wkich i n c l u d e s critical t h i n k e r s , l a b o u r

o rga i i f2e r s and r e v o l u t i o n r r i e s o f t h e n a b ideas for t h e

c o n s t r u c t i o n of a n a l t e r n a t i v e e d u c a t i o n based on t h e use of

p r o d u c t i o n work as a pedagog ica l t o o l , o r more prompt ly , a s

bo th an ins t rument t o a c h i e v e knowledge and a n o b j e c t of

knowledge. The a l t e r n a t i v e e d u c a t i o n i s t h e work pedagogy, t h e

r e s u l t of t h e i n t e g r a t i o n 3f work and s c h o o l i n g i n a s i n g l e

p r o c e s s .

The s t u d y p r e s e n t e d a wide view of r e l a t e d l i t e r a t u r e from

h i s t o r i c a l r o o t s t o t h e p r % s e n t , a s w e l l a s some i n f o r m a t i o n on

s e l e c t e d exper iments going on today, i n comparat ive e d u c a t i o n .

A d i a l e t i c a l a n a l y s i s of s ~ l c f i m a t e r i a l s i d e n t i f i e d f i v e

4 8

p r i n c i p l e s of t h e p roduc t ion work pedagogy which a r e : t h e

pedagog ica l p r i n c i p l e of i n t e g r a l e d u c a t i o n ; t h e e p i u L e m l u g 3 c

p r i n c i p l e of p r o d u c t i o n vork ; t h e a d m i n i s t r a t i v e p r i n c i p l e of

c o l l e c t i v e s e l f manageme1.t; t h e economic p r i n c i p l e of s e l f

s u f f i c i e n c y ; and t h e p o l i t i c a l p r i n c i p l e of r e v o l u t i o n a r y

engagement.

The s t u d y ana lysed each one of t h e s e f i v e p r i n c i p l e s

which were c o n s i d e r e d I m p x t a n t e l ements t o be i n c l u d e d by t h e

peop le i n t h e f o r m u l a t i o n of a t r u e pedagog ica l a l t e r n a t i v e

committed t o s o c i a l t t ans l ' o rmat ion . The s t u d y a l s o p rov ided

s u g g e s t i o n s f o r p r a c t i c a l implementa t ion of t h e p r o d u c t i o n

work pedagogy.

Dorn (1974 ) i n his own h i s t o r i c a l s t u d y a n a l y s e d t h e

p r i n c i p l e o f combining p r a h c t i v e l a b o u r w i t h h i g h e r e d u c a t i o n

i n China. T h i s p r i n c i p l e *?as adopted from t h e w r i t i n g s of ? iarx ,

Engels and Lenin and has been e l e v a t e d t o a predominant p o s i t i o n

i n Chinese C o m u n i s t ideo logy by Xao-Tse-tung and h i s a s s o c i a t e s .

T h i s s t u d y t r a c e s t h e h i s t o r i c a l r o l e and importance o f t h e

p r i n c i p l e w i t h r e f e r e n c e t c l h i g h e r e d u c a t i o n . The s t u d y a l s o

a t t empted t o r e v e a l t h e a i n s and v a l u e of China i n t h e

implementa t ion of t h e p r i n c i p l e .

The pr imary s o u r c e s f o r t h i s s t u d y c o n s i s t e d of r e p o r t s ,

documents, pamphlets , magazines, j o u r n a l s and newspaper. The

p r i n c i p l e of combining p r o d l c t i v e l a b o u r w i t h h i g h e r e d u c a t i o n

h a s been implemented t h r ~ u g h f u l l t ime , p a r t t ime, and s p a r e

t ime forms of h i g h e r e d u ' x t i o n .

I n t h i s s t u d y , t h e p r i n c i p l e was t r e a t e d i n t h r e e p e r i o d s

o f t ime. I n t h e f i r s t p e r i o d , 1921 - 1957, impor tan t p r e c e d e n t s

were e s t a b l i s h e d . I n the second p e r i o d , 1958 - 1965, t h e p r i n c i p l e

was f u l l y implemented as sn a s p e c t of t h e Grea t Leap Forward;

economic c o n s i d e r a t f b n s a ~ d t h e promotion of n a t i o n a l p r o d u c t i o n

a s China s t r o v e to i n d u s t r f l f z e and communize. I n t h e t h i r d

p e r i o d , 1966 - 1973. the p r i n c i p l e had been an impor tan t means

of t r a n s f e r i n g humanity, c f p r e v e n t i n g r e w i s i o n i s t t e n d e n c i e s and

of c r e a t i n g t h e Rev S o c i a l i s t Nan.

The s t u d y shoved t h a t the importrant .aspect -of this- prjnciple as

i t h a s been implemented rh:oughout t h e decades was p r a c t i c a l

economic m o t i v a t i o n which were: t h e s e l f s u f f i c i e n c y of e d u c a t i o d

i n s t i t u t i o n ; t h e promotion of n a t i o n a l p r o d u c t i o n ; t h e expans ion

o f e d u c a t i o n ; and t h e e x e c r t i o n of mass ive c o n s t r u c t i o n p r o j e c t s .

The p r i n c i p l e h a s also been c o n s i d e r e d a means of improving

pedagog ica l t e c h n i q u e s and 3E r e l a t i n g e d u c a t i o n t o t h e r e a l i t i e s

of China. The p r i n c i p l e has he lped t o a l l e v i a t e problems of

unemployment and h a s been w e d t o f o s t e r a new v iewpoin t toward

l a b o u r and t o re-educate and reform i n t e l l e c t u a l s .

I n a n o t h e r r e l a t e d stcc.y, Chuta (1990) c a r r i e d o u t a su rvey

o f t h e r o l e of l a b o r a t o r y i r s t r u c t i o n i n technology e d u c a t i o n i n

Yola and some L o c a l ~ o v e r n m e n t a r e a s of former Gongola S t a t e .

"I,.

; r w s t u d y was t o f i n d o ~ ~ t s c h o o l s t h a t e f f e c t i v e ] - y u t i l i z e

l a b o r a t o r y i n s t r u c t i o n f o r p r o d u c t i o n work i n t h e i r v o c a t i o n a l

and t e chn i ca l s u b j e c t s and t o i n v e s t i g a t e r e a s o n s why t h o s e

i n s t d t u t i u n s t h a r d i d n o t u s e l a b o r a t o r y i n s t r u c t i o n were n o t

;?ble to d o so. a0m

prc-coded q u e s t i o n n , i i r e s were a d m i n i s t e r e d on a sample o f L 20 i n s t i t u r i o n s o f f e r i n g ; i g r i c u l . t u r a l t e c h n o l o g y c o u r s e s . The

\)re-coded q u e s t i o n n a i r e s a:.lowed t h e r e s p o n d e n t t h e freedom t o

choose from a l t e r n a t i v e res .ponses . The r e s p o n d e n t s were t e a c h e r s

o E a g r i c r j l t u r a l technology.

The d a t a a n a l y s i s r evea led t h a t t h e r e was l a w l e v e l

utilization of l a b o r a t o r y i n s t r u c t i o n s f o r p r o d u c t i o n work. The

r e a s o n s f o r t h e l o v l e v e l o t i l i z a t i o n o f l a b o r a t o r y i n s t r u c t i o n s

was i n a d e q u a t e f i nance , worcshops , equipment m a t e r i a l s and

human r e s o u r c e s .

Some o f thc. recommendn.rions of t h e s t u d y incl .uded: t h e need

t o c o n s t i t u t e a n i n v e s t i g a t : . n g commit tee made up o f i n d u a t r i a l i s r S ,

;~cadern ic ians , and unemployec. g r a d u a t e s of v o c a t i o n a l t e c h n i c a l

e d u c a t i o n and p r o f e s s i o n a l s who have u n d e r t a k e n l a b o r a t o r y

i n s t r u c t i o n s t h a t w o r e s u p p o ~ e d t o p r e p a r e them f o r p r o d u c t i o n

work. The s t u d y recommended u s i n g t h e f u i i u w i n g t e r m s ' b i .

reference f o r the i n v e s t i g a t i o n : Do t h e g r a d u a t e s have the s k i l l s

t h e e m p l o y e r s are l o o k i n g f o r ? Are t h e r e j o b s f o r t h e g r a d u a t e s ?

Far aelf-*m$loyment, a r e t h e y f inemmia l ly a d e q u a t r fo 8 e t u p

t h e i r b u e i n e a ~ e s ? Can t h p y t i f f o r 6 t;iil ty) i t r o f oqufprnarlt t h e y

w a d d u r i n g t h e i r t r a i n i n g and a r o t n e y o r a i l a b l e ? -

C h u t a uonoluded t h a t t n o r e e u l t o f t h e i n v e e t i g a t i o n rrn h e l p

p o l i c y aaksra i n a a k i n g t h e r i l h t d o c i s i o n wi th regard t o i n a d e q u a t e

f i n a n c e , . uorkehopa, equipment , l r a t r r i a l s and human rsaaurasa which v

arm e a a e n t i a l f o r laboratory i l r s t r u c t i r ~ Icr p r o d u c t i o n work.

aesiinvt a f f a o t i vo implemei i ta t ion o f uo:ationr+l/tec h n i c a l e d u c a t i o n

i n e r a F o u r t e e n tl t atea vt,-e + ~ u n r p l t - l f 3r ti:@ i a v e ~ t i g a t i o n .

The d a t a an t i l ye i a reveultrd t k a t t h e r e d e a r t h u f q u a l i f i r d

tudo'rlera f o r l n t r o d u c t a r y t e o r l l ~ o l ~ ~ y .>t. ju ; l io r uccohtltiry soh001

(J.S.S.) ( t h e f o u n d a t i o n f u r & i l l davolopma.it fcr t u a h n i c i l

m a t a r i a l a f o r p r t i c t i c a l t e ac i r ing , rind o t h e r i t l ~ i t r u c t i o n a l m ~ l t e r i ~ ~ l n ; ,

i nadequa t s aupp ly o f e l e c t r i c i t y t o r u u equipnent; 1 ~ 3 k a f wa te r

i n t e r e s t on t h e p a r t of s t u d e n t s ; and i n s u f f i c i e n t workshop

a s s i s t a n t s

Some of t h e recommendations of t h e s t u d y inc luded :

U n i v e r s i t i e s and P o l y t e c h n i c s shou ld c r e a t e depar tments f o r

t r a i n i n g and p r o d u c t i o n 3f manpower t h a t cou ld be used i n t h e

t e a c h i n g of v o c a t i o d ~ e c ' 1 n i c a 1 s u b j e c t s i n post -pr imary s c h o o l s

and t e c h n i c a l s c h o o l s ; e : - e c t r i c i t y and w a t e r supp ly shou ld be

provided f o r e v e r y schoo:. i n t h e c o u n t r y ; t h e road s i d e mechanics ,

e l e c t r i c i a n s , c a b i n e t workers , and o t h e r a r t i s a n s w i t h p r a c t i c a l

t r a i n i n g could be employfd on pa r t - t ime b a s i s t o t e a c h their t r a d e s

i n s c h o o l s . Others were supp ly of equipment shou ld be c o n t r a c t e d

o u t t o genuine and t r u s t e d s u p p l i e r s , and whatever l a s u p p l i e d

must be thorough ly c h e c k e l by e x p e r t s b e f o r e f u l l payment i s made

f o r equipment; and i n f e r i o r equipment d e t e c t e d shou ld be r e j e c t e d .

I n a n o t h e r r e l a t e d st:udy,Uzoagulu (1993) i n v e s t i g a t e d

equipment management s t y l ~ ~ i n t e c h a l e n l s c l i o o i s ( t h e f o u n d a t i o n

f o r s k i l l development f o r technfcal col lege p r e d u c l f o n work

a c t d v i t i e s ] . A q u e s t i o n n a i r e survey was ndmin i s t ered €0 42 heads

of t e c h n i c a l u n i t s i n post pr imary i n a t 5 c u t i o n s , t a n s i s t l n g of

i t e m s to d e t e r m i n e the c o n 3 i t l 0 n of t o o l s and equipment i n t h e

s c h o o l s and i d e n t i f y i n g thz management s t y l e s used in s c h o o l s f o r

t o o l s and equipment.

Some of t h e f i n d i n g s :-evealed by da ta analysis inc luded :

i n t h r e e y e a r s , a t o t a l of 207 t o o l s and equipment were l o s t

5 3

i n 12 t e c h n i c a l d e p a r t m n t s of t h e i n s t i t u t i o n s used i n t h e

s t u d y ; a t o t a l o f 211 ecuipment were r e n d e r e d u n u s a b l e i n t h e

v a r i o u s t e c h n i c a l depa r tmen t s . O t h e r s were: o u t o f 95 p e r s o n n e l

i n t h e depa r tmen t s37 r e p r e s e n t i n g 38.94 p e r c e n t p a r t i c i p a t e d i n

t h e management o f t o o l s and equipment ; the schools sampled do

n o t c a r r y o u t any m a i n t e l a n c e s e r v i c e s On i n t r ~ d u c t a r y r echno logy

equipment ; and some of t'lese equipment a r e n o n - f u n c e i o n a l .

Some o f t h e c o n c 2 u s . ~ o n s o f t h e s t u d y included; t e c h n i c a l

d e p a r t m e n t s i n s c h o o l s sliould s e r v i c e a l l t h e i r t o o l s and equipment

a t l e a s t once a y e a r ; e f f o r t s s h o u l d be made t o s e r v i c e and r e p a i r

a l l n o n - f u n c t i o n a l e q u i p n e n t i n s c h o o l s . O t h a r s were: s c h o o l s

shou ld make a d e q u a t e ma ic t enance budge t y e a r l y : and a l l s t a f f i n

t e c h n i c a l u n i t s of s c h o o l s s h o u l d be i n v o l v e d i n t h e m a i n t e n a n c e

o f t o o l s and equipment*

E h i z o g i e (1993) i n hLs own s tudy invest igated the r e h a c i 6 n -

s h i p between i n d u s t r y and t echn ica l colleges and t h e e f f e c t of

s u c h r e l a t i o n s h i p on p r a c : : i ~ a P a b i l i t y of s t u d e n t s i n Edo S t a t e

k e c h n i c a l c o l l e g e s . A q r ~ e s t i s n n a l r e s u r v e y was a d m i n i s t e r e d on

70 i n d u s t r i e s and p r i n c i y ~ l s and teaching staEf of all.i'echnfca1

C o l l e g e s i n s t a t e .

The r e a s o m r e v e a l e d by t h e s t u d y f o r p o o r p r a c t i c a l a b i l i t y

o f t e c h n i c a l c o l l e g e p t t k l u c ~ % n c l u d e d : t e c h n i c a l c o l l e g e p r o d u c t s

a r e n o t a b l e t o marry t h e o r y with p r a c t i c e ; no equipped workshop

o r a d e q u a t e p r a c t i c a l work; mse f n s t r u c t o r 2 h a v e no p r a c t i c a l

knowledge and e x p e r i e n

r e l e v a n t t o t h e t r a i n i

p r o v i s i o n o f i n s e r v i c e

i n a d e q u a t e i n t e r a c t i o n

a u t h o r i t i e s and t h e i n

o f i n d u s t r i a l work exp

Some o f t h e recom

c o l l e g e s h o u l d be p rov

t e c h n i c a l c o l l e g e shou

p r a c t i c a l l y w e l l groom

O t h e r s were S t u d e n t I n

s h o u l d be ex tended t o

t ime c o u r s e s i n t e c h n i

r e s t r u c t u r e d .

P a t t y (1983) i n e

work c o m p e t e n c i e s o f %

b u i l d i n g and c o n s t r u c t

The s tudy u t i l i z e d an

e x p l o y e r s r e p r e s e n t i n g

and ma in tenance / r epabr

v o c a t i o n a l p lacement F

randomly s e l e c t e d employers were c o n r a c c e a ny re l epnone ru

s o l i c i t t h e i r c o o p e r a t i o n , An approxfma te number OF i n v e n t o r i e s

a s s p e c i f i e d by t h e cooperar: ing b u s i n e s s e s as m a i l e d t o each

cooperatlcg employer . A total of 245 u s a b l e r e s p o n s e s were

i l b t a ined from SQne 450 i : rventori .es made a v a i l a b l e t o employers

from a 5 4 p e r c e n t r e t u r n .

+ k k The d a t a a n a l y s e d r c ! v e a l e d , t h e r e w a s a s i g n i E i c a n t d iEEerence

L

amnng the mean s c o r e s o f worke r s froin t h e s e l e c t e d i n d u s t r i a l

a r e a s of m e t a l working , EluiPding and c o n s t r u c t i o n , and ma in tenance /

r a p a i r as measured by t h ~ Revised AEEective !qork Competencies

I n v e n t o r y (R41KI) on t h e f o l l o w i n g F a c t o r s :

Factor 1: Ambition; set per sonah job g o a l s , .

s e t persona l work g o a l s , improve y o u r s e l f , l e a r n new skills to advance on t h e j o b , p a r t i c i p a t e i n group a c t i v i t i e s .

F a c t o r 2: Self - Control; be t o l e r a n t , k e e p cool, cairn down, be s t a b l e , be p o s i t i v e toward o t h e r s .

Factor 3: Organ iz? ' L J L I ; f i e a n l i n e s s , be o r g a n i z e d , keep B u p p l i z s a r r a n g e d , keep records and files i n o r d e r .

[‘attar 4: Enthvslasrn; work towards new goals, p r i d e i n accornp1ishmen:s. a c c e p t c h a l l e n g i n g a s s i g n n i e n t s , comple t e :he job, a d j u s t t o change.

F a c t o r 5: Consc ient iousnl !ss ; b e d e l i g e n t , mind y o u r FAT b u s i n e s s , be . I s e l f - s t a r t e r , s t i c k 3 y your r w r k , be on t h e .

The f a c t o r a n a l y s i a :revealed t h a t t h e ins t rument : was . - h i g h l y

r e l i a b l e and s h n w e d t h e t c : sponden t l s s e l e c t i o n l o a d on t h e s e

r i .:: f a c t o r s . 'I 'his i n s tnmnr *gas a sslf r e p o r t and a s s u c h

records t h e i n d i v i d u a l ' s r e s p o n s e a t t h e t ime it W ~ S ~ & - ~ ~ i s ~ ~ d

5 6

Consequen t ly , any s i g n i f i c a n t d i f f e r e n c e s be tween g r o u p s were

e s p e c i a l l y i n t e r e s t i n g s i n c e r e s p o n s e s t o t h e s e l f - r e p o r t

r e p r e s e n t e d common l i k e n z s s and d i f f e r e n c e s . T h i s s t u d y and

s u b s e q u e n t f i n d i n g s ref ln 'c ted t h e s e d i f f e r e n c e s .

O f N e i l & Nelson (19:'7) i n a r e l a t e d s t u d y i n v e s t i g a t e d

w o r k e r s p e r c e p t i o n s o f o c c u p a t i o n a l s u r v i v a l s k i l l s . The

p r imary f o c u s o f t h e s t u d y was t o d e t e r m i n e t h e i m p o r t a n c e of a

v a t i e t y o f o c c u p a t i o n a l s u r v i v a l s k i l l s - t h e common s k i l l s

( b a s i c knowledge, t r a i t s 3nd compe tenc ie s ) most a p p r o p r i a t e f o r

worke r s t o s u c c ~ s s f u l l y m a i n t a i n t h e i r o c c u p a t i o n s . The s u r v e y

c o n t a i n e d t h e 27 b a s i c o c c u p a t i o n a l s u r v i v a l s k i l l s t a t e m e n t s t c

b e r a t e d by r e s p o n d e n t s at; to lmportanca f n k e e p i n g their j o b s .

A t o t a l o f 589 t e l e p h o n e i n t e r v i e w s were s u c c e s s f u l l y ccqr~plttCd

and p r o v i d e d t h e d a t a f o r t h i s s t u d y .

The 17 s k i l l s whith a p p e a r e d t o be i m p o r t a n t f o r o c c u p a t i o r

s u r v i v a l as r e v e a l e d by ehz d a t a a n a l y s e d were ; b e d e p e n d a b l e ,

g e t a l o n g w i t h people with a v a r i e t y of personalities; work a s

a team member; u n d e r s t a n d r ~ r i t t e n i n f o r m a t i o n ; have b a s i c

w r i t i n g s k i l l ; m a i n t a i n gocid h e a l t h ; know y o u r own a b i l i t i e s ,

s t r e n g t h s and weaknesses ; ~ , i v e an honest d a y ' s work; be l o y a l

t o t h e o r g a n i z a t i o n f o r which you w o r k . Others were: make

independen t d e c i s i o n s ; u s e i n i t i a t i v e and i m a g i n a t i o n ; know what

is e x p e c t e d o f you; l o c a t e infornatlon, m a t e r i a l b o r equ ipmen t ;

work w i t h o u t c l o s e s u p e r v i s t o n s ; work u n d e r t e n s i o n o r p r e s s u r e

a d j u s t t o v a r i o u s work :;itflaeions; ar

e f f i c i e n t l y .

Ten o t h e r o c c u p a t i c n a l surviwetl

by the s t u d y a s more i m p o r t a n t for j(

o c c u p a t i o n a l c l a s s i f i c a t l o n s were: 1

activities of o t h e r peop.:e; have bas

and c l e a n i n appea rance ; have basic :

were: know how t o u s e joE materials,

t y p e of s p e c i a l i z e d t r a i n i n g ; have a

o r g a n i z a t i o n ' s o p e r a t i n g ~ r o c e d u r e s ;

follow s a f e t y r e g u l a t i o n s . I n a n o t h e r r e l a t e d study ,Parviz

e v a l u a t i o n of s t u d e n t work. programme

i n s t i t u t i o n s and t h e i m p l i c a t i o n f o r

ques t i o n n a i r e j ' were j i s t r ibute

workers , a l l 600 workers sipervisbrs

and c o u n s e l o r a t t h e Sou the rn I l l i n o

(SIUC) ; and a 1 l 1250 student workers

3 adminlstracsrs a t Bered Io l l ege ( 5

To compare the o b t a i n e d data ag

performance standards, the study uti

s t r a t e g y w i t h a c o - r e l a t i o n d e s i g n f

o f t h e two major g roups o f .:esponden

a . s t u d e n t workers and

5 3

b. s t a f f . U t i l i z a t i o n of t h i s d e s i g n l e d t o t h e fo rmula t ion of two

hypo theses about t h e sameness of r e s p o n s e s of s t u d e n t workers and

s t a f f about t h e work ?rogralrrmes, The data analyseb revea led -+ha$

t h e r e was no s i g n i f i c . l n t d i f f e r e n c e i n t h e r e s p o n s e s o f s t u d e n t

workers and s t a f f a b o ~ ~ t t h e work programmes i n t h e two i n s t i t u t i o n s .

Salwaechter ( 1 9 7 : ) i n a r e l a t e d s t u d y i n v e s t i g a t e d t h e

r e l a t i o n s h i p between t h e p u p i l c o n t r o l i d e o l o g y of t c a c h e r s and

t h e p r o d u c t i o n work of s t u d e n t s . The i n s t r u m e n t used w a s P u p i l

C o n t r o l Ideology Form (PCI) which measured t h e concep t of p u p i l

c o n t r o l ideo logy of te .achers a l o n g humanis t i c - c u s t o d i a l continuum.

The P u p i l C o n t r o l 1deo.-ogy Snatrurnent was adrnfnis tered t o 180

t e a c h e r s i n 45 h i g h s c l ~ ~ ~ l s i n O k l e h m . The t e a c h e r s t a u g h t i n

t h e a r e a s of s c i e n c e , nathernatics, s o c i a l s t u d i e s and Eng l i sh .

Four ty-f ive t e a c h e r s i n each s u b j e c t a r e a p a r t i c i p a t e d i n t h e

s tudy . The PC1 s c o r e s d e r e p laced i n r ank o r d e r . Teachers who

scored i n t h e upper and lower thirds of t h e r e s u l t i n g d i s t r i b u t i o n

were s e l e c t e d a s c u s t o d i a l and humanis t i c . S t u d e n t s i n t h e t e a c h e r '

c l a s s e s responded t o tht! P u p i l Survey. P u p i l Surveys were

c o l l e c t e d from 3,838 s t l . d e n t s .

The f i n d i n g s and c c n c l u s i o n s r e v e a l e d by t h e d a t a ana lysed

i n c l u d e d : t h e r e i s no s i g n i f i c a n t r e l a t i o n s h i p between t h e p u p i l

c o n t r o l ideo logy o f t e a c h e r s and t h e p r o d u c t i o n work of s t u d e n t s ;

5 9

and t h e r e is a s i g n i f i c a n t d i f f e r e n c e i n t h e amount of

p r o d u c t i o n work done I)y s t u d e n t s i n t h e s u b j e c t a r e a s invo lved

i n t h e s t u d y .

I n a n o t h e r r e l a t e d study,Garza-lubeck (1987) conducted a

c a s e s t u d y of academic work and s t u d e n t p r o d u c t i v i t y i n a n i n n e r -

c i t y urban schoo l . The method employed i n t h i s s t u d y

inc luded c lassroom o b s ? r v a t i o n s , fo rmal ( s e m i - s t r u c t u r e d and

t aped) i n t e r v i e w s . 1 n f 8 ~ r n a l (spontaneous) Fntetarievs w i t h s t u d e n t s ,

t e a c h e r s , s c h o o l admfn : t s t r a to r s and s u p p o r t s t a f f , n a t u r a l i s t i c

measures of s c h Q o l cllnate and document a n a l y s i s . TWO groups of --LC

s t u d e n t s were t a r g e t f o r s tudy : a "non-d i s rup t iveT ' s t u d e n t L.

sample and a " d i s r u p t i v e " s t u d e n t sample.

The impor tan t f i n d i n g s r e v e a l e d by t h e s t u d y inc1uded:academic

work was found t o be o r3an ized a c c o r d i n g t o t h e i n d u s t r i a l work-

p l a c e p r i n c i p l e s of s c i 2 n t i f i c management; h igh l e v e l s of

manager ia l ( t e a c h e r ) c o n t r o l ; and t h e s e p a r a t i o n of t h i n k i n g

from do ing and t a s k f ragmenta t ion . Others were: stton$, emphasis

on c u l t u r a l r epzoduc t io r . , v a l u e s , a t t i t u d e s , and so forth as

opposed t o economic r e p r o d u c t i o n , (knowledge h i g h - o r d e r t h i n k i n g

and psychomotor s k i l l s ) t h a t a l l o w t h e s t u d e n t t h a t p o t e n t i a l t o

produce economic w e a l t h a s a wage e a r n i n g a d u l t , t h e c h a r a c t e r of

s t u d e n t ' academic work W ~ S over whelmingly oriienited towards

fo l lowing i n s t r u c t i o n s a : ~ d ~ ~ 7 . 5 compliances; e p i s ~ e m o - l a g i t a l

l e a r n i n g and s k i l l deva1r)pmenk were secondary, even m a r g i n a l

60

r e s u l t of academic wo:rk and s t u d e n t " d i s r u p t i o n ' ' w a s l a r g e l y a

r e a c t i o n t o in£ er icr r c o n d b t ions of work.

Summary of Re la ted L i ~ e r a t u r e

The v a r i o u s s t u d t e s and g e n e r a l i z a t i o n s of e d u c a t o r s

p r e s e n t e d i n t h i s revkew cou ld g e n e r a t e a number of c o n c l u s i o n s .

Some of t h e c o n c l u s t c k ~ s have been made o r i m p l i e d a t t h e v a r i o u s

s e c t i o n s of t h i s rev2zw. The r e l a t i o n s h i p between t h e p r e s e n t

i n v e s t i g a t i o n and t h e m a t e r i a l s p r e s e n t e d i n t h e d i f f e r e n t

s e c t i o n s have been p o i n t e d o u t . The a n a l y s i s o f t h e l i t e r a t u r e

reviewed could be summarised a s fo l lows :

t h e r e is need t o s t r e n g t h e n t h e l i n k s between l e a r n i n g

i n s c h o o l and t h e p r a c t i c e of work w i t h t h e aim of

f a c i l i t a t f n g t h e t r a n s i t i d n from school t o employmentj

product5on work has become an i m p a r t a n t m o t i v a t i n g

f a c t o r i n t r a d e c o u r s e s where mas te ry of s k i l l s play3

an e s s e n t i a l r o l e ;

p r o d u c t i o n work offerrstudents e d u c a t i o n a l exper ience?

t h a t a r e most i m p o r t a n t , b i s t i n c e and s i g n i f i c a n t ;

p roduc t ion work requLres a f~rnal r e i n s t i t u t i o n o f

a p p r e n t i c e s h i p node o f t r a i n i n g i n t h e s c h o o l s , whereby

s t u d e n t s a r e t r a i n e d on r e a l j o b s , by which s t u d e n t s

l e a r n by do ing :iron1 which t h e s c h o o l d e r i v e revenue;

s i n c e p r o d u c t i o n works a r e t o p r o v i d e t h e n e c e s s a r y

6 1

inducement for naximum student interest and learning,

they must be taught under conditions approximating as

nearly as possible those found in industry;

6. production w r k ~tivities will make the students more

practically-erie~lted and geared toward the production

of human resourcr!s that could easily adapt t b c ~ n l . ~ - - h ~ . 3 t~

self-employment, and improving the environment through

their practical contribution;

7. production work activities in technical schools can

help teachers and students to keep abreast of the advances

in technology;

8. school administra.:orsfaced with the problem of stretching

already over crowded facilities to accommodate increasing

enrolment can a c t to convert the need for facility

extension i n t o wtthwhile educational production work

activities for the students;

9. house construction ;v, which each trade class constructs

its part of the ho~se is an innovative feakure which is

a way to begin the training o f skilled workers.

T h i ~ ch:lgt;er t'c,:?. ~ c s sr~ ;':la u:ir-ious ?,:*acc.d.:rc:.; t i l i l t wore

useci S r . t1l. t~ ~;irc~';.i . :'L 3eqcri! , t ion of' eacli o f tho procodurea ic

pr.cot:;~tc$ 3.r. t!:c ccc t5 l .u~; un;e~ tl!c T O X ~ : I I Y I [ : ~ u b - t i t l e s :

d a s i l - n of tllc m t ~ d y , Z Y G B oi' ~ t u d y , ppd.nt:ion, sanple and

6 3

t h e 19 s t a t e s i n t h e n o r t h into three f o r m e r z o n e s is t o

i ? n s ~ ~ r c p r o p o r t i o n a l represenAation of t h e e n t i r e p o p u l a t i o n

(See Appendix D fo r r a p of Area of S t u d y ) .

P o p u l a t i o n

The p o p u l z t i o n c f t h i s s t u d y , c o m p r i s i n g 562 s u b j e c t e , w a s

made up of t v o groups namely;

1. A l l t h e 157 a d m i n i s t r a t o r s I n t e c h n i c a l c o l l e g e s i n t h e

n o r t h e r n s t a t e s o f Nigeria, made up of t h e f o l l o w i n g s t a t e s :

Kebb i , Kogi, Kwzra, Xiger, Zamfara, Soko to , Renue, Kaduna,

Kano, K a t s i n a , E l a t e a u , Rasarawa, AdAmawa, Bauchi, Borno,

Gombe, Taraba. lobe, Jigawa and F e d e r a l C a p i t a l T e r r i t o r y

A b u j a (XBTE dig^ s t 1987) .

2 . A l l t h e 405 t e c t n i c a l t e a c h e r s t each ing i n the c l u s t e r o f

c o n s r r u c t i a n t r z d e programmes i n t e c h n i c a l coIlegeo i n t h e

n o r t h e r n s t a t e s in 7, 350~~3. [ S t a + t K.D.E. l9.94)

Phcse t e a c h e r s i.nd a d m i n i s t r a t o r s have been in t h e i r s c h o o l s

f o r the p a s t three ycaars. T a b l e E below explains in d e t a i l s t h e

d i s t r i b u t i o n o t popu:.ation a c c o r d i n g t o z o n e s and s t a t e s ,

Table 1

Distribution e f P o p u l a t i o n a c c o r d i n g t o Zones and S t a t e s

Xorthern Zones And S t a t ? Government Areas

KO of No of Xo of N o o f N o o f Zones And Technlcai Construe- Admini- T e ~ c h c r s Subjects

S t a c e Co..leges c i o n Trade s t r e t o r s i n

Programmes Cons Cruc- tion Trade

K c b b i S t a t e KogF State Kwsra S t a t e K i g e r S t a t e

ZamEara S t a t e

Snkoeo S t a t e

Snrth - Cent ra l Zone

Oet-rue S r a t e Kaduna S t a t e Kano S t a t e

Kacsina S t a t e

P l a t e a u S t a t e Xasarawa State Abuja (KT)

Adamawa S t a t e Bauchi S t a t e Pcrno S t a t e Gombe S t a t e

Taraba S t a t e 'iobe, S t a t e J i g a v a S t a t e 1 2 3 8 11 -

TOTAL 5 7 118 157 405 562 -

65

Sample and Sampling T~schnique

P r o p o r t i o n a t e S t r a t i f i e d random sampl ing t e c h n i q u e was used

7 s o a s t o i n v o l v e a v a r i e t y of p r o p o t i o n a l p a r t i c i p z n a o n S t a t u s

of p roduc t ion work i r . t e c h n i c a l c o l l e g e s . There were t h r e e

s t r a t a s i n t h e samplt: w i t h t h e fo l lowing a l l o c a t i o n s : 106

responden t s o r 40.8X from North West Zone, 109 r e s p o n d e n t s o r

41.9X from North C e n t r a l Zone, and 45 responden t s o r 17.3%

from Xorth Eas t Zone. The above p r o p o r t i o n a l p a r t i c i p a n t s VJ-,

i n t h e r a t i o of 1: 2.5 : 2.5 r e s p e c t i v e l y . Tab le 2 below e x p h a i n ~

i n d e t a i l s t h e d i s t r i b u t i o n of r e s p o n d e n t s on z o n a l and s t a t e

b a s i s .

A l l t h e a d m i n i s t r a t o r s made up of P r i n c i p a l s and two Vice

P r i n c i p a l s i n a l l t h e 31 t e c h n i c a l c o l l e g e s i n t h e 1 2 s t a t e s

and Abuja were used f o r t h e s t u d y (See Appendix E ) . A l t o g e t h e r

88 a d m i n i s t r a t o r s jn t h e t e c h n i c a l c o l l e g e s were used a s s u b j e c t s .

T e c h n i c a l c o l l e g e programmes i n N i g e r i a a r e made up of

f o u r major c l u s t e r ~ i of t r a d e s . They arc: Eng ineer ing T r a d e s ,

C o n s t r u c t i o n Trade; , Misce l l aneuus Trade and Bus iness S t u d i e s .

C l u s t e r sampl ing t zchn ique was used t o sample the t e a c h e r s i n t h e

c l u s t e r of c o n s t r u c t i o n t r a d e s programmes i n t h e 31 t e c h n i c a l

c o l l e g e s . A l l the 243 t e a c h e r s i n t h e s e t e c h n i c a l c o l l a g e s

were used i n t h i s s t u d y . Borg and G a l l (1979) s t a t e d t h a t

c l u s t e r sampl ing :-s used when i t i s more f e a s i b l e o r c o n v e n i e n t

t o s e l e c t groups of i n d i v i d u a l s from a d e f i n e d p o p u l a t i o n .

6 6

The r e s e a r c h e r a p p l i e d t h e above c o n d i t i o n s t a t e d by Borg and

G a l l i n t h e s e l e c t i o n o f t h e t e c h n i c a l t e a c h e r s .i.q thn

c 1 us.fer ' of. c o n s t r x t i o n t r a d e s programmes.

I n summary, t h e ,sample f o r t h e s t u d y c o m p r i s i n g 331 s u b j e c t s

was made up of two g roups as f o l l o w s ;

I . Group one compr i sed a l l t h e 88 a d m i n i s t r a t o r s i n t h e

t e c h n i c a l c o l l e g e s i n 12 s t a t e s and Abuja .

2 . Group two c o r n p r i ~ e d a l l 243 t e c h n i c a l t e a c h e r s i n

c o n s t r u c t i o n t r a d e s programme i n t h e t e c h n i c a l c o l l e g e s

i n 1 above. (See t a b l e 2 )

D e s c r i p t i o n of t h e I n s t r u m e n t

A s u r v e y l n s t r u m e ~ t was used t o e l i c i t r e s p o n s e s Erom t h e

s u b j e c t s f o r t h i s s tud:?. The name o f i n s t r u m e n t t h e r e s e a r c h L.

deve loped and u s e d t o c o l l e c t t h e d a t a Is c a l l e d p r o d u c t i o n

work s t a t u s ques t ionna: . re (PWSQ) (See Appendix C ) . The i n s t r u m e n t

i s made up of two s e c t i o n s (Sec t ionSA & B ) . Sectfan A deals w i t h

some b a c k g t ~ u n d i n f a r r n ~ t i o n . S e c t i o n B was b roken dawn i n t o

f i v e d i f f e r e n t s u b s e c t i o n s c o n t a i n i n g 90 i t e m s Ear teachers and

a d m i n i s t r a t o r s . Each s u b s e c t i o n p r e s e n t e d items a d d r e s s i n g one

r e s e a r c h q u e s t i o n . The i n s t r u m e n t c o n t a i n e d i t e m s t h a t s o u g h t

i n f o r m a t i o n r e g a r d i n g k i n d s o f c o n s t r u c t i o n t r a d e s p r o d u c t i o n

work prdvlded l a t e c h n i x i l c o l l e g e s , p h y s i c a l f a c i l i t i e s

provided for construct i~>n t r a d e programmes, t e c h n i q u e s used by

whether the hwtt~rment l e f t o u t any km?ortsnt s t a b s information

o r l a i d too much eephasfa on a t;in,qle category. In all, 24 i t ems

items i n c l u d e d i n t h e ins t rument were c o n s i a t e n t Ln measur ing

the ideas i n t e n d e d .

gather in^ c~f D a t ~

The d a r z f o r t h i s study ~ ~ c o l l e c c e d by t h e researcher

w i t h t h e h e l p of 12 re!;earch a s s i s t a n t s i n t h e 1 2 a t a t t s and

>bbuja that c o n s t i t u t e d t h e sample f o r t h e s t u d y . The r e s e a r c h

a s s i s t a n t s were t r a i n e d thoroughly i n terms of t h e aims of t h e

s t u d y , t h e s a m p l i n ~ dee-ign, what t o look o u t f o r ; and d a t a

c o l l e c t i n g ins t rument cras well exp la ined .

A l e t t e z - i n t r o d u c i n g t h e r e s e a r c h e r and t h e natrire- and purpose

of t h e s t u d y was a t tac l -ed t o each q u e s t i o n n a i r e . D i r e c t i o n s

ur.-z p r o v i d e d on t h e q t e s t i o n n a i r e t o guide t h e s u b j e c t s on how

t o respond t o each s e c t i o n and sub-sec t ion of t h e i n s t r u m e n t .

On t h e first v i s i t t h e ins t rument w a s a d m i n i s t e r e d , t h e r e t u r n e d

~ u c s t i o n ~ i r e s were c o l l e c t e d and t h e p e r c e n t a g e c o l l e c t e d was

$ 9 per c e n t .

Two weeks after g f v i n g t h e ins t rument t o r e s p o n d e n t s , t h e

r e s ea r che r a n d h f s a s s i s t a n t went on a fallowup ~ ! L s i c + The

r e t u r n e d q u e s t i o n n a i r e s were c o l l e c t e d and t h e percentage was

1 6 percent. T h i s p e r c e ~ t a g e was added t o t h e p e r c e n t a g e

c o l l e c t e d on t h e f i r s t j a r e of a d m i n i s t r a t i o n . ," . - - -

In r e s p e c t of t h e s u b j e c t s t h a t were n o t found by t h e

r ,? . .earsher a n d h i s a s s F ; e a n t s , a c o n t a c t a d d r e s s of t h e

researcher was left bet . ind f o r e v e n t u a l m a i l i n g of t h e completed

i n s t r u m e n t . Some of t t .e s u b j e c t s responded by u s i n g t h e c o n t a c t

a d d r e s s t o r e t u r n n i n e p e r c e n t of t h e completed i n s t r u m e n t

w h i l e o thers d i d n0 t .A S i m i l a r method of c o l l e c t i n g data

w a s employed i n a l l tht : s t a t e s covered by t h e .s tudy.

'Table 2

D i s t r i b u t i o n and R e t u r n of Completed Q u e s t k z n ~ l r c s f r s m - ,.

Tespondents on Zones arid S t a t e s B a s i s

Zones And S t a t e s Teachers A d m i n i s t r a t o r s T o t a l

D i s t Rtd D i s t Rtd D i s t Rtd

Sorth-Wes t Zone

Kebbi S t a t e 2 1 19 6 5 2 7 2 4

Kiger S t a r e 4 4 3 9 18 9 6 2 4 8

Soko to S t a t e 2 3 2 0 9 4 32 24 Zamfara S t a t e 10 8 3 2 13 10

?Jar th-Central Zone

Benue S t a t e 4 6 3 9 16 7 6 2 46 Kaduna S t a t e 2 5 2 1 6 5 7 1 2 6 P l a t e a u S t a t e 18 16 9 3 2 7 19 Nasararga S t a t e -- - - -- - d - - - Abuja (FCT) 16 15 3 3 19 18

Y~rth-East Zone

Adaniawa State 7 5 3 3 10 8 Borno S t a t e 15 12 9 5 24 17

Taraba S t a t e 10 7 3 3 13 10

JFp;awa S t a t e 8 7 3 3 1 1 10

TOTAL 243 208 8 8 52 331 260

Table 3

D i s t r i b u t i o n and Return Rate of Completed Q u e s t i o n n a i r e s

by groups of Respondents

Groups N2 D i s t . No Rtd. X Rtd.

1. Teachers 24 3 208 85.6 - 2. Adminiscraeors 88 5 2 59.1

331 260 78.5

Data I-inalysis Techn iq~es - The i n v e s t i g a t o r 71sed both d e s c r i p t i v e and i n f e r e n t i a l

s t a t i s t i c s i n t h e a n a l : t a i s of khe r e s e a r c h q u e s t i o n s and

hypo theses . Xeans and scandard d e v i a t i o n were used t o d e s c r i b e

t h e responses t o r e s e a x h q u e s t i o n s 1 - 5 each d e a l i n g w i t h k i n d s

of c o n s t r u c t i o n t r a d e s p roduc t ion work provided i n t e c h n i c a l

c o l l e g e ; p h y s i c a l f a c i : - i t i e s provided f o r c o n s t r u c t i o n t r a d e

programme: t e c h n i q u e s rlsed by t e c h n i c a l t e a c h e r f o r p r o d u c t i o n

work; c o n s t r a i n t s inhibiting t h e performance of production,xnrl : . a n d

how t h e c o n s t r a i n t s i n l l i b 5 ~ i n g the performance of production

work can be e l i m i n a t e d respec t ivahy .

Dec i s ion r u l e was based a n c h e ~ r y of L r u e class hni ts of

numbers p r e s e n t e d by S p i e g e l (1972). This numer ica l v a l u e

l i m i t s f o r t h e f ive-poi .n t Likere s c a l i n g p o i n t s was as fa l lows:

7 2

Response S c a l ? Xumerical v a l u e l i m i t

Lower Upper

Highly Provided. 'Used/Adequate 4.5 5.49

Provided/Used/Adequate 3.5 4.49

Ninimal ly ~ rov i ( l ed /Used /Adequa te 2.5 3.49

Not Provided/Usc:d/Adequate 1.5 2.49

Highly Not P r o v : . d e d / ~ s e d / ~ d e q u a t e 0.5 1 .49

T h i s t 'me c l a s s l i m i t : $ of numbers was a l s o a p p l i e d t o t h e

remaining s u b s e c t i o n s of s e c t i o n B.

The t- test s t a t j . s t i c f o r independent samples was used t o

t e s t h y p o t h e s i s 1 t r e a t i n g mean r a t i n g s of t e c h n i c a l t e a c h e r s

and a d m i n i s t r a t o r s i r t e c h n i c a l c o l l e g e s w i t h r e s p e c t t o k i n d s

o f c o n s t r u c t i o n t r a d e s p r o d u c t i o n work t h a t a r e provided i n

t e c h n i c a l co l l eges . . P l s o t - t e s t f o r indepcmient sample, us ins

s e p a r a t e v a r i a n c e formula f o r unequal sample was used for t e s t i n g

h y p o t h e s i s 2 t r e a t i n g mean r a t i n g of t e c h n i c a l fieachers and

a d m i n i s t r a t o r s on how c o n s t r a i n t s i n h i b i t i n g che performance of

p r o d u c t i o n work can be e l i m i n a t e d i n t e c h n i c a l co I leges . A l l

t h e computa t ions f o r t h i s s t u d y i n c l u d i n g the Cconbach a lpha (X)

f o r t h e r e l i a b i l i t y c o e f f i c i e n t were c a r r i e d o u t by the r e s e a r c h e r

u s i n g a c a s i o f x - 2500 s c i e n t i f i c c a l c u l a t o r .

CHAPTEK IV

- -+ ?. - T h i s c h a p t e r dea l s with t h e p r e s e n t a t i o n and analysis o f deta

c o L l e c t e d from q u e s t i o n n l i r e a d m i n i s t e r e d t o technical teachers,

and a d m i n i s t r a t o r s i n C e l h n i c a l c o l l e g e s in Wbrthcrn t a t e s o f

S ige r i a . The analysis ij a r r a n g e d accordbng t o t h e r e s e a r c h

questinns a n d t h e hypo th#?ses foemulated far the s t u d y . The

results of d a t a a n a l y s i s f o r t h e r e s e a r c h q u e s t i o n s were p r e s e n t e d

f l r s t , follnwed by t h o s e of t h e h y p o t h e s e s t e s t e d f o r t h e s t u d y .

Resea rch Q u e s t i o n 1

!s%ich kinds of c o n s l : r u c t i o n t r a d e s p r o d u c t i o n work a r e

p r o v l d e d in technical co:.leges?

- - - To ansuer t h e above r e s e a r c h q u e s t i o n , t e n i tems were developed

t o c l f c i c r e s p o n s e s from the r e s p o n d e n t s . Data relevant to

answer ing the research q ~ e s t i o n on k i n d s of c o n s t r u c t i o n t r a d e s

production {mrk t h a t are p r o v i d e d i n t e c h n i c a l c o l l e g e 5 a r e

p r e s e n t e d i n t a b l e 4 .

Table 4

Heamand S tandard Deviationson Kind o€ Construction trades

Produc t ion Work provfSed I n T e c h n i c a l CollegeS.

Teachers Admin- Grand D e c i s i o n

S/No I t@m: i s t r a t o r s Hean Xi SD1 X 2 SD2

Rew c o n s t r u c t i o n p r o j e c t

Bu i ld ing Hain tenance

Model b u i l d i n g p r o j e c t

Blocklaying 6: B r i c k l a y i n g and c o n c r e t i n g p r o j e c t

Carpen ta ry and jo:-nery p r o j e c t

P a i n t i n g and d e c o r a t i n g p ro j e c t

Plurnbfng and p i p e f i t t i n g p r o j e c t

E l e c t r i c a l i n s t a l l a t i o n p r o j e c t

A i r c o n d i t i o n i n g ~ . n d v e n t i l a t i n g p r o j ec t

F a b r i c a t i n g and w ~ l d i n g p r o j e c t

n o t e HP = High ly Provided P = Provided

Table 4 shows t h a t the two groups of r e sponden t s (combined)

adjudged t h a t items, 1 ,3 ,4 ,5 ,6 ,7 ,8 ,9 and 10 a r e "provided" i n

t e chn ica l co l l sgsa . It i a only i t em.2 t h a t the two groups of

reepondqnta (combined) adjudgeil aa '#highly prov idad". The mama o f

the group8 wi th t h e i r c o r r e s p o n d f n ~ etandard deviations I n d i c a t e

the degree of homogeneity of tt.e groups; whi le t he grand mean of the

tuo group8 f o r each i t c n &hods t h e o v e r a l l reeponst. of the gsoups t o

Reeearch Question 2

Which phys ica l P a c i l i t i e n w e provided f o r the c o n ~ t m c t i o n

t rade6 in t echn ica l co l leges?

To angvsr the above reeearch quea t ion , 18 i ~ e a a ware ' devqloped

I. to e l i c i t res,nonaes from th? r m n n n 4 a n ts, nata c o l l e c tad w i t h -

r e spec t t o re.;enrch q u e s t i o n 2 W13re .mslysed ttnd ,x-ssonted in t a b l e 5.

Tabla 5

Hs.ns end Stmdard Devia t i o m on Phys ica l F a c i l i t i e s provided

1. Lecture rrlollsti 3-05 1.32 3.00 1.31 3-03 MA

an3 f a c i l i t i e ~ .

Table 5( con td. )

Teachers Admin- Grand Dcciadon

istrators FIean

A. Complement on NBTE m i n i m u m equipment list 2.45 1.19 1.90 1.09 2.18 I

6 . Number of s t a f f o f f i c e s 2.88 1.33 2.73 1.27 2.81 YA

7 . Number of o f f i c e equipment 2.83 1.31 2.74 1.27 2.74 HA

8. Number of s torage fac . l l i - ties 3.38 1.17 2 i 6 0 1 . 6 8 2.'39 PA

I I(.. -, A v a i l n r i l i t y of f i r s c aid 1.84 1.06 1.74 0.98 1.79 1:

11. A v a i l a b i l i t y oE s a n i t a r y equipment 2.01 1.20 1.92 1.08 1.97 I

12. Electricity supply 3.05 1.32 3.00 1.31 3.03 3W

3 . Standby generator 2.64 1.29 2.60 1.68 2.62 FW

1 5 . Water :;upply 3.05 1.32 3.00 1.31 3.03 iL4

1 6 . S e c u r i t y of equipmer.t 3.48 1,13 3.63 1.09 3.53 A

1.7. Preventive breakdowl~ of equipment 2.69 1.31 3.00 1.31 2.85 WI

i8. P r e v e n t i v e vandalisleion o f e q u i p m e n t 3.02 1.31 3.82 0.95 3.42 FW

R o t e : IsInadequnte PA = Minimally Adequate A = Adequate

T a b l e 5 shows t h a t t h e two groups of respondents (combined)

Teachers Admin- I S/No I tems

Grand Dec i s ion 1 i s t r a t o r s Hean XL SD1X2 SD2 I

I I I

1. Group Bui ld ing P r o j e c t I

4.24 0.86 4.82 0.38 4.53 U I 2 . I n d i v i d u a l i z e d p r o j e c t

I

approach 3.57 3.09 3.33 MU 1 3 . Group d i s c u s s i o n a?proach 3.52 L.14 3.91 1.16 3.72 U i 4. Problem s o l v i n g a p ~ r o a c h 3.50 1.11 2.91 1.59 3 MU i

I

5. E x h i b i t s , specimen a n d model - - - . .

approach 3 .40 1.19 3 .18 1.50 3.29 XU I

6 . Educa t iona l techno:.ogy i n s t r u c t i o n a l m e d i i ~ 4.14 0.81 3.72 1 . 3 9 3.93 U

7 . Superv i sed indus t r i . a l work e x p e r i e n c e approack 4.24 0.86 4.00 1.12 4 .12 U I

I 8. One day work e x p e r i e n c e f i e l d I

t r i p approach 3.79 0.96 4.18.0.83 3.99 U I

9 . Teachers' p l a n a l l p r o j e c t approach 3.69 1.19 3.92 1.12 3 .81 U 1

I 10 . S t u d e n t s p ? m a l l p r o j e c t

approach I 1 . 8 6 1 . 0 6 2 . 0 6 1 . 2 3 1.96 XU , 11. S t u d e n t s and t e a c h e r s p l a n

p r o j e c t s t q e t h e r 3.24 1.22 3.36 1.21 3.30 XU

S o t e : NU = Not Used, 1fU = Hinimal ly Used;- 'u' '= Gu'seck

Table 6 shows t h a t t h e r:wo groups of responden t s (combined) adjudged

t h a t i tems: 1,3 ,6 .7 ,8 , ilnd 9 are t e c h n i q u e s "used" i n t e c h n i c a l

co l l eges . Table 6 a l s o :;hows t h a t t h e two groups of responden t s I

(combined) adjudged that: items: 2,4,5 and I1 are."minFmally used" I I

2, Studente lack of interest 2 . 8 3 2.60 1.68 ~ a 7 4 ssc

Teachers Admin- Grand I t e n s i s t r a t o r s )leg* D e c i s i o n

XI SD1 X2 SD2

Explos ion i n s t u c e n t ' s p o p u l a t i o n ssc

Shor tage of q u a l i f i e d r e a c h e r s SSC

SMrhage of t e c h r i c a l s u p p o r t s t a f f SSC

SSC I n c e s s a n t s t e a l i n g of t o o l s

Constant breakdown of equipment

No in te r -depar tmenta l approach SSC

No c o o p e r a t i v e use of human & m a t e r i a l r e s o u r c e s SSC

SSC No u s e of l o c a l m a t e r i a l

P roduc t ion work i n c u r r i - culum n o t implemented

No p roduc t ion c e n t r e i n t h e c o l l e g e

D i s r u p t i o n i n supp ly of e l e c t r i c i t y

D i s r u p t i o n i n supp ly o f wa te r

There i s inadequa te supp ly of l u b r i c a n t s SSC

There i a inadequate supp ly of machine parts SSC

1 7 ,

I S .

19.

20.

2 1 +

2 2 .

There i s inadequate s c p p l y of consumable t r a i n i n ~ material

There i s i n a d e q u a t e s ~ p p l y of hand t o o l s machines & i n s t r u m e n t s

S o c i e t a l a t t i t u d e torts rds l a b o u r

Funds f o r p roduc t ion vork m i s a p p r o p r i a t e d

Funds g e n e r a t e d from produc t ion work are w . s - a p p r o p r i a t e d

S o c i e t a l g e t r i c h quir:k attitude

S C

S C

SSC

s c

S SC

SSC

-

9 : S S C = Soin~what Serious Constraint; SC = S e r i o u s C o n s t r a i n t s

T a b l e 7 shows t h a t the two groups of r e s p o n d e n t s (combined)

r ~ d j u d g e d t h a t items: 1 ,2,3,4,5,6,7,~,4,10~12,15,16,19,21. and 2 2 , a r e

"somewhat: serious constraflts" i r i h l b i t f n g the p e t f ~ r m a n c e of

p r o d u c t i o n work i n t e c h n i c 3 1 college.q,, Table f also shows t h a t t h e

tm Froups of respendents (combined) adjudged c h a t items 11, 13, 1 4 , - --

17, 18 and 20 a r e " s e r i o u s c o n s t r a i n t s " inhibiting t h e performance

o f production vork i n t e c h n i c a l c o l l e g e . The means of t h e groups

~ ~ i t h their cor respond ing s tandard deviat iomiindicate t h e degree

af houm~1:eneFby of t h e p;roups( w h i l e t h c mmd mean of t h o two

c o n c t r u i n t s i n h i b i t i n g t h e per9oraapoe of produation work warn

How can t l ~ e c o n s t r a i n t o i n h i b i t i n g t h e pe r fo r rmnce of

p r o d u c t i o n work bo alfcdnated i n t a c h n i c a l c o l l e q e s ?

f o anowor tlie nbava research q u c s t i o n 29 itemu w%r+ doveloped

t o e l 1 c i . t responses from t h 3 r e sponddn ta . Data r e l e v a n t ta

a n s w e r i n g thc r a s e a r o b q u e o A o n on how t h e c o n ~ t r a i n t s iahibltfng

t i l e p r f o r m a n c e of p roduc t i on work can be 0 l i ~ l i n n t a d ia technical

c o l l e ~ e e a r e p r a n o n t e d in t c .b le 8,

'I1ofile 8

Hean8 and Stsndard Doviac ions on how t h e constraint^ inhibiting

t h o Performance of h o d u c t i o n l h r k aan ba e l iminn tbd ,

2. Equipment i n wwk~hctp r u p l i c a o f i n c i u t t r y 3.86 I..@ It.00 1 3.93. T

I . Prov ido d e p a r t - s muntnl pro j c c t

v o t e 3.92 C.94 3 e 8 7 1 - 2 0 3.90

5 C l i e n t fund new b , -1 9 -,. n r O i . I ,r

5 f '2 n I terns Teachers Admin-

Grand D e c i s f on i f i t r a t o r s Mean

X i S D l S2 S D 2

S t u d e n t s pay f o r m a t e r i a l s and r e t a i n p r o j e c t 3 .35 1 .31 3.00 1 .31 3.18 S I

P r o p r i e t o r s pay f o ~ mate r i a l s and keep p r o j e c t 3.37 1.20 3.00 1 .31 3.19 S I

P r o v i d e re f r e she r r ourse f o r t eachers in i n c . u s t r y 4 .48 0.77 4.46 0 .85 4.47 I

Technical teacher t:xchan_qe p rngramme 4 .10 1.12 3 .23 1 .59 3.67 I

Bcst s t u d e n t s g e t schola r - s h i p and b u r s a r i e s 3 .94 1.12 3.08 1.51 3 . 5 1 I

13dustries make d o n a t i o n s - t o institution 4.08 1.14 2.85 1.42 2.47 ST

Organis ing a l u m n i ; ; roups e t c . 3.90 1 .12 2.62 1.56 3.26 S I

One day f i e l d t r i p 4.27 0 .51 4.07 1 .01 4.17 I

Provide money f o r SIWES s r i p e n d 4.08 1.17 2.85 1.60 3.47 SI

F~llow u p and f o l l o w t h r o u g h s t u d i e s 3 .71 1.01 3 .31 1-15 3 .51 I

Placement of t r a i r e e s o n jobs 4.25 0.90 3.69 1 , 4 5 3.97 I

Programme cavering, o c c u p a t i o n a l needs. 3.85 1 . 0 1 3.31 1 - 4 5 3.58 I

SufELc k n t t e c h n i c a l s u p p o r t s t a f f 4 .13 0 .81 3.39 0 .93 3.76 I

Make ca reFu1 rnarktzt survey 3.98 0.97 3.85 1 i 1 8 3 .92- I -

S/No It e m s Teachers Admin-

Grand Dec i s ion i s t r a t o r s Hean

X I SDl X2 SD2

Use i n t e r n a l f a c i l i t i e s f o r s e r v i c e s 3.90 0.93 3.23 1.54 3.57 I

Naking p r o d u c t i o n w8>rk fund f o r i t s e l f 3.92 0.85 3.84 0.92 3.88 I

>laking p r o d u c t i o n work prov ide fund f o r f m . t i t u - t i o n 4.12 0.84 4.15 0.78 4.14 I

Local f a b r i c a t i o n of r e p l a c e a b l e machine p a r t s 3.69 1.19 3.76 1.20 3.73 I

Prov ide j o i n t v e n t u r s~ 4.00 0.92 3.23 1.38 3.62 I

R a t i o n a l i z a t i o n of c l r ~ s t e r programmes 3.77 0.98 3.62 1.09 3.70 I

Encouraging i n d u s t r y t o fund p r o d u c t i o n r e s e f r c h 4.19 1.11 4.00 0.79 4.10 I

Regular payment of t eachers s a l a r y 3.00 1.30 3.08 1.66 3.04 S I

P rov ide w e l f a r e f a c i l i t i e s 3.00 1.10 3.15 1.53 3.08 S I

Updating s k i l l s of t e x h e r s 4.33 0.99 4.15 0.87 4.24 I

Note: S I = Somewhat Imporl.ant I = Impor tan t

Tab le 8 shows t h a t t h e two groups of respondents (combined; adjudged

t h a t i t ems : 1 , 2 , 3 , 4 , 5 , 8 , 9 , 1 0 , 1 3 , 1 5 y l 6 , 1 7 , 1 8 , 1 9 , 2 0 , 2 1 , 2 2 , 2 3 , 2 4 , 2 5 , 2 6 y

and 29 a r e " important" t o e l i m i n a t i n g c o n s t r a i n t s i n h i b i t i n g t h e

performance of p roduc t ion w ~ r k . Table 8 a l s o shows t h a t t h e two

g roups of r e sponden t s ( combhed) adjudged t h a t i tems: 6 ,7 ,11, 12,

8 5

1 4 , .?? and 28 are "snmwha t important'' to eliminating constraints

inhibiting the perforrnmce of production work. The means of the

g r m p s with t h e i r corresponding standard deviationsindicate the

degree of homogeneity r ~ f the groups; while the rand mean of

the QG p,roops shows the overall response of the groups to u c h 4 t h e items. From the responses to the itex - t h a ~ - d J d ~ e s = d - L

research q u e s t i o n No 5, it seems a lot needs to be done to eliminate

t h e constr~;nrs inhibiting the p~rforrnance of production work in

technical c o l l e g e s .

The section that follows presenw' and discusses the hypotheses

t h a t were f o r m u l a t e d for this study.

H y p o t h e s i s 1

There is no significant difference between the mean ratings

of technical teachers a ~ d administratars in technical colleges

v i t h r e s p e c t to the kinlls of construction trades production

work that are provided .:n technical c o l l e g e r - [ T < . 0 5 j .

The d a t a relevant +;o testing hypothesis 1 a r e tabulated in

t a b l e 9.

T a b l e I:

T - t e s t A n a l y s i s of the Nean Ratings of Technical Teachers and

Administrators on Kinds of Production Kork in Technical Colleges

X2 = 52

Table 9 [Contd)

Teachers Admin- S/Xo Items Fstra+uors + ...

Decisi

X I SD1 X2 SD2

Sew c o n s t r u c t i o n p r o j e c t 3 .76 0.99 3.83 1.22 -0.38 N,S

Bui ld ing MaintenancelR2pair works 4.50 0.74 4 . 6 0 0.57 -1.07 N.S

Model Bui ld ing P r o j e c t 3.79 0.97 3.91 1.14 -0.69 N.S

Blocklaying br icklayin! : & Concret ing p r o j e c t

Carpentary and joinery project

Pafntfng and decorating praj ec t

Plumbing and P i p e f i t t i n g p r o j e c t

E l e c t r i c a l I n s t a l l a t i o n

Air c o n d i t i o n i n g and V e n t i l a t i n g p r o j e c t

F a b r i c a t i n g and we ld ing pro j e c t

4.29 0.83 4.27 0.63 0.19 B.S. - . -.

4.36 1.02 4.45 0.61 0.82 X.S. I

;{ate: Df 258 Table t = 1.9ri a t 0.05 l e v e l o f s i g n i f i c a n c e

W.S. Not S i g n i f i c a r i t . I I

On t a b l e 9 , i t i s observed t h a t a l l t h e 10 items on k inds of I I

c o n s t r u c t i o n t r a d e s p r o d u t t i c n work t h a t a r e provided i n t e c h n i c a l I I I

col legeqhad t -value f a r l e s s than t h e t a b l e t -va lue of 1.96.

The t - t e s t r e s u l t s i n t a b l e 9 revea led t h a t t h e r e was no significant - - - - -

8 7

d i f f e rence between the mean scores of the t echn ica l teachers and

a d a i n i s t r a t o r ~ i n t echn ic s1 co l l eges for each of t h e 10 items

at ( Level sf s lgnf f icance on the kind 13 truc t i o n

t r ades production work t h l t are provfded i n ~ e c n n i c a l colleges.

Therefore, the n u l l : ~ y p o t h e s i s 1 w a s r e t a ined for each of

the 10 items on kinds of cons t ruc t ion c tades production work

t h a t a r e provided i n t echn ica l co l leges .

Table 9 a l s o revealec. t h a t t h e mean r a t i n g given by the I

adminis t ra tors exceed those given by t e chn ica l teachers i n 7 out - - of the 10 items i n the c l ~ s t e r . SimilerTy, t h e s tandard dev ia t fons

of the adminisrxators ' r a t i n g s were #re than those of the t echn ica l

teachers i n 5 out of the 10 items i n the c l u s t e r .

Hypothesis 2

There i s no s i g n f f i c a ~ t d i f f e r ence between the mean r a t i ngoo f

the technica l teachers and adminis t ra tors with r e spec t t o how the

c o n s t r a i n t s inhibiting the performance of p r o d u c t i o n work can be

e l iminated f n t ~ c h n i c a l co:Seges (P< 0.05).

Data re levant to tesl:ing, hypothesis 2 a r e t a b l u l a t e d i n

t ab l e 20.

Table LO

T-test of the Mean R a t i n , q c f Technical Teachers and Administrators

o n how c o n s t r a i n t s i n h i b i t i n g the performance of production work

Teachers Admin- I S/Ko I t ems i s t r a t o r s C a l D e c i s i o n I

SDl X 2 SD2 t 1

Coordinate i n s t r u c t i o n and produc t ion work 4.27 0.84 4.08 0.74 1.62

Workshop w i t h r e p l i c a (:quip- ment i n i n d u s t r y 3.87 1.02 4 .00 1.12 0.76

- - - Workshop l a y o u t reflect industry 3.85 1.12 3 ,54 1.51 1.38

Provide departmental pr3- j e c t vote 3.92 0.94 3.88 1.20 0.22

C l i e n t fund b u i l d i n g p ro j ec t 4.50 0.74 4,31 0.58 1.99

S t u d e n t s pay f o r consumi!ble materials 3.35 1.31 3.00 1.31 1.72

P r o p r i e t o r s pay f o r con- sumable materials 3.37 1.20 3.00 1 .31 1.85

Teachers r e f r e s h e r c o u r s e i n t h e i n d u s t r y 4.48 0.77 4.46 0.85 0.15

Teacher's Oversea exchan;e programme 4.10 1 .12 3.23 1.59 3.71

S c h o l a r s h i p t o bes t s t u d m t - - -. i n p roduc t ion work 3.94 L.12 3.08 1.51 1.92

Equipment d o n a t i o n to suppor t p r o d u c t i o n work 4.08 1.14 2.85 1.42 5.80

E x h i b i t i o n t o industrial s e c t o r 3.40 1.12 2.62 1.56 5.57

Use of one day work e x p e r i e n c e field tr ip 4.27 0.81 4.08 1.01 1.26

N.S.

N. S - ,

N.S

N.S.

S.

x. s

N.S

N.S

s.

- - W . S

S

S.

N.S

Items

Teachers Admin- C,I Decision istrators t:

Follow up e t u d i e s of graduates

Placement of trainees on job

Programme cover occupational need o f industry

Employing sufficient s u p p o r t staff

Make c a r e f u l market survey

Use i n t e r n a l Eac f l i r i e ; f o r services

Hake production work fund for Itself

Local fabrication of m c h i n e parts

Joint v e n t u r e between ~ c h o o l and industry

R a t i o n a l i z a t i o n of c l u s t e r programme

I n d u s t r y t o fund production reseaEh work

Regular payment of teacher's sa lary

4.08 1.17 2.85 1.60 5.21 S

3.71 1.01 3.31 1.15 2.29 S I

4.25 0.90 3.69 1.45 2.66 S

3 .85 1.01 3.31 1 .45 2.54 S - - - -- - _

Q.13 0.81 2 .39 0.93 5.25 S

3 .98 0.97 3.85 1.18 0.74 N.S

3.90 0.93 3.23 1.54 3.00 S

3.92 0.85 3.85 0.96 0.48 X.S ,

4.12 0.84 4.15 0.78 '0.25 N.S. I

3.69 1.19 3.77 1.20 10.43 N,S I

4.00 0 .92 3 .23 1.38 3.81 S

3.77 o .9aL3 .6 i 1 . 0 9 - 0 p . g r - - ~ . s - ' -

4.19 1.11 4.00 0.79 1.42 N.S

3.00 1.30 3.08 1.66 -0 .32 W , S

TnbLc 10 {Contd)

I t e m s

T e a c h e r s Admin- Cal D e c i s

i s t r a t o r s t

28. P r o v i s i o n of staff and s t u d e n t welfz.re 3.00 1.10 3.15 1.53 -0.68 N . S

'?9. U p d a ~ l n g t h e s k i l l s o f t eachers by : eminars 4.33 1.00 4.15 0.87 1.29 X.S

t a b l e t = 1.96 z t r h e 0.05 l e v e l o f s i g n i f i c a n c e S = Yot s i g n i f i c a n t

1. = S i g n i f i c a n t .

On t a b l e 10 , i r is obse rved t h a t 18 o u t o f t h e 29 i t e m s o n - . A

Itn!i c o n s t r a i n t s i r h i h i t i n g t h e performance of p r o d u c t i o n work

c a n be eliminated in technical c o 1 l e g e s had t -valuesfar I e s s t h a n

tile t a b l e t -value of !.9b. The t - t e s t r e su l t s i n t a b l e 10

r e v e a l e d t h a t there w a s no s g g n i f i c a n t d i f f e r e n c e be tween t h e

nean scores oE the t e c h n i c a l t e a c h e r s and a d m i n i s t r a t o r s i n

t ~ c h n i c a l c o l l e g e s f o r 18 o u t o f t h e 29 i t e m s a t (0.05) l e v e l .

o f s i g n i f i c a n c e on how constraints i n h i b i t i n g the performance

~f p r o d u c t i o n work c a n b e eliminated i n t e c h n i c a l colleges.

Therefore, null hypothesis 2'was r e t a i n e d for e a c h o f t h e

i tems on haw cony+rafnts FnhTbi t ing t h e per for rcance o f

p r o d u c t i o n work can b e e l i m i n a t e d i n t e c h n i c a l c o l . l e g ~ s .

On table 10, i t is obse rved also that 11 ou't OE t h e - 2 9 items

9 1

i r 7 h b ? c o n s t r n i n c s i n h f h i i i n i ; t h e performance of p roduc t ion

...r.rl: can be e l i r n i n s t : e d i n t e c h n i c a l c o l l e g e s had t - v a l u c s f a r

nore than t h e t a b l e t -value of 1.96. The t - t e s t r e s u l c i n

t a b l e 10 revec led t t - a t t h e r e was s i g n i f i c a n t d i f f e r e n c e between

the w a n score-s of t h e t e c h n i c a l t e a c h e r s and a d m i n i s t r a t o r s i n

t e c h n i c a l colleges E x 11 out of t h e 29 i t ems a t (0.05) l e v e l

n f s i g n i f i c a n c e on h ~ w c m s t r a L n t s i n h i b i t i n g t h e performance of

p r o d u c t t o n wrrk can be e l i m i n a t e d i n t e c h n i c a l c o l l e g e s .

Therefme, n u l l h y p o t h e s i s 2 was r e j e c t e d f o r each of t h e

11 Ftems o u t of t h e ; 9 i t e m s on how c o n s t r a i n t s i n h i b i t i n g t h e - - r ~ e r f u r m a n c e n f produc t ion work can be e l i m i n a t e d t n t e c h n i c a l

c r l c ae s .

T a b l ~ . 10 a l s o r e ~ e a l e d t h a t the mean r a t i n g g i v e n by t h e

technics? t eachers ex leed those given by t h e a d m i n i s t r a t o r s i n

2 4 o u t of t h c 29 itemlr i n t h e c l u s t e r . Similarly, t h e standard

d e v l , ~ ? l o n s o f the a d m : n i s ~ r z t o r s ' r a t i n g s were more t h a n those

o f the technjcal t eac t -e rs in 23 o u t of the 29 items i n t h e

c l , ~ s c e r . TrL ~ t m . 0 hmlp~,-m-, the s t andsmi deviat im cf the

dministrators' rating was equa l t o the s t a n d a r d d e v i a t i o n of t h e

technical reachers .

The f ~ l l o - ~ f i n g f i n d i n g s were based on t h e

a n d hypotheses p o s t u l a t e d for t h i s s tudy . I n

r e s e a r c h q u e s t i o n s

t h e p r e s e n t a t i o n

of the f i n d i n g s , any r e s e a r c h q u e s t i o n and h y p o t h e s i s t h a t

addressed t h e same i s s l e were d i s c u s s e d t o g e t h e r , b u t s e p a r a t e l y

i f they dwel l on d i f f e r e n t i s s u e s .

Thus r e s e a r c h q u e s t i o n 1 was d i s c u s s e d w i t h h y p o t h e s i s 1.

Research q u e s t i o n s 2 , 3 , and 4 were d i s c u s s e d s e p a r a t e l y . F i n a l l y

r e s e a r c h q u e s t i o n 5 war; d i s c u s s e d w i t h h y p o t h e a h 2 ,

1. The d a t a i n t a b l e 4 r e v e a l e d t h a t t h e t w o g roups of

responden t s ( t e c h r i c a l t e a c h e r s and a d m i n i s t r a t o r s ) adjudged

t h e 10 k i n d s of c c n s t r u c t i o n t r a d w p r o d u c t i o n work i n t h e

c l u s t e r a s provided i n t e c h n i c a l c o l l e g e s . The t - t e s t

a n a l y s i s [ t a b l e 9) of t he mean r a t i n g s of t he technical t e a c h e r s

and a d m i n i s t r a t o r s i n t e c h n i c a l c o l l e g e s , did not a c h l e v e

any s i g n i f i c a n t diEEerence (Pc.05) i n any o f t h e 10 i t e m s

t h a t addressed k i n d s of c o n s t r u c t i o n t r a d e s p roduc t ion work

t h a t a r e provided :n t e c h n i c a l c o l l e g e s . Thus, n u l l

h y p o t h e s i s 1 was upheld f o r a l l t h e t e n i t e m s i n t h e c l u s t e r .

2. The d a t a i n t a b l e t. r e v e a l e d t h a t t h e two groups of r e s p o n d e n t s

adjudged 6 o u t of t h e 18 i t e m s i n t h e c l u s t e r , o r 33 p e r c e n t

of t h e p h y s i c a l f a c i l i t i e s provided i n t h e c l u s t e r as

i n a d e q u a t e , w h i l e 11 o u t of t h e 18 i t e m s i n t h e c l u s t e r o r

6 3 p e r c e n t of the physical f a c d l i t i e s p rov ided i n t h e

c l u s t e r was adjudged 3s mlnimalIy adequa te . Only one i t e m

o u t of t h e 18 i t ems or 4 percent of t h e i t e m s i n t h e c l u s t e r

w a s adjudged as adequate.

The d a t a i n t a b l e 6 r e v e a l e d t h a t t h e two groups of

r e s p o n d e n t s (combined) adjudged s i x o u t of t h e 11 i t ems i n

t h e c l u s t e r o r a p ? r o x i m a t e l y 60 p e r c e n t of t h e t e c h n i q u e s

r r I {

i n t h e c l u s t e r as used t e c h n i q u e s w h i l e '4 o u t of t h e 11 i t e m s

i n t h e c l u s t e r o r approx imate ly 37 p e r c e n t o f t h e t e c h n i q u e s

i n t h e c l u s t e r wa!r adjudged as'/minimally used:< Only one

i t e m o u t of t h e 1:. i t ems o r 3 p e r c e n t of t h e i t e m s i n t h e

11 c l u s t e r was adjudj;ed as no t used".

4 . The d a t a i n t a b l e 7 r e v e a l e d t h a t t h e two groups of

r e s p o n d e n t s a d j u d ~ ; e d 6 o u t o f t h e 22 i t e m s i n t h e c l u s t e r o r

approximately 23 ~ e r c e n t of t h e c o n s t r a i n t s i n the cluster as

'ke r ious c o n s t r a i n t s l ' w h i l e 16 o u t of t h e 22 i t ems i n t h e c l u s t e r

o r approximate ly 77 p e r c e n t of t h e c o n s t r a i n t s i n t h e c l u s t e r

I I I 1 was adjudged a s somewhat s e t i o u s c o n s t r a i n t s .

5. The d a t a i n t a b l e 8 r e v e a l e d t h a t t h e two groups of r e s p o n d e n t s

adjudged 22 o u t of t h e 29 i t e m s i n t h e cluster o r approx imate ly

73 p e r c e n t of t h e i t e m s i n t h e c l u s t e r asl'important"eo

e l i m i n a t i n g t h e c o n s t r a i n t s i n h i b i t i n g t h e performance of

p r o d u c t i o n work; whi le 7 o u t of t h e 29 i t e m s i n t h e c l u s t e r

o r approximate ly 2 7 p e r c e n t of t h e i t e m s i n t h e c l u s t e r was

adjudged a s "sometd~at f m p 0 r t a n t " ~ o e l i m i n a t i n g t h e c o n s t r a i n t s .

The t - t e s t a n a l y s i s [table 10) of t h e mean r a t i n g s of t h e

t e c h n i c a l t e a c h e r s and a d m i n i s t r a t o r s i n t e c h n i c a l c01legU

d i d no t ach ieve an17 s i g n i f i c a n t d i f f e r e n c e (PC 0.05) i n 18

9 4

o u t of t h e 29 i t ems t h a t addressed how c o n s t r a i n t s can be

e l i m i n a t e d . Thus n u l l h y p o t h e s i s 2 w a s upheld f o r a l l t h e

18 i t ems i n t h e : l u s t e r . Table 10 a l s o r e v e a l e d t h a t t h e

mean r a t t n g s of .:he t e c h n i c a l t e a c h e r s and a d m i n i s t r a t o r s

i n t e c h n i c a l col:-ege achieved s i g n i f i c a n t d i f f e r e n c e (P< 0.05)

i n 11 o u t of t h e 29 i t ems t h a t addressed how c o n s t r a i n t s can

b e e l i m i n a t e d . Thus n u l l h y p o t h e s i s 2 was r e j e c t e d f o r a l l

t h e 11 i t ems i n t h e c l u s t e r .

Discuss ion

The d i s c u s s i o n of t h e f i n d i n g s are organfzed and p r e s e n t e d

t o correspond w i t h t h e r e s e a r c h q u e s t i o n s and t h e i r composi te

hypotheses .

Kinds of c o n s t r u c t i o n t r a d e s p roduc t ion work provided i n

An examination of t h e r e s u l t s i n t a b l e s 4 and 9 i n d i c a t e d

t h a t t h e t w o g roups of rzsponden ts (technical t e a c h e r s and

a d m i n i s t r a t o r s ) adjudged t h e 10 k h d s of c o n s t r u c t i o n t rade&

+#

produc t ion work i n the c: .uster as provided,in t e c h n i c a l c o l l e g e s .

Thus, n u l l hypothes i s 1 vas upheld f o r a l l t h e t e n i t e m s i n t h e

c l u s t e r .

Th i s finding is c o n s i s t e n t with t h e e a r l i e r r e p o r t of

Zahradeen (1990) which s t a t e d t h a t t h e environment h a s a s i g n i f i c a n t

e f f e c t on t h e s u c c e s s or stherwise of an i n ~ t i t u t l b n ' ~ i n v b h e m e n t

95

i n p roduc t ion work a c t i v i t i e s . Zahradeen s t a t e d t h a t t h e

d i v e r s e environments i n which d i f f e r e n t c o l l e g e s a r e l o c a t e d w i l l

n e c e s s i t a t e t h e need for R c a r e f u l market survey b e f o r e d e v e l o p i n g

and p r o v i d i n g n r c d u r t i o n . work and s e r v i c e s .

I n a d d i t i o n t o thc above env i ronmenta l i n f l u e n c e on

p r o d u c t i o n work, Udoj i Commission recommended t h a t u t i l i t a r i a n

e d u c a t i o n shou ld s t a r t s t secondary l e v e l , and t h a t i t shou ld be

planned and o r i e n t e d t o v a r d s p r o v i s i o n of the human r e s o u r c e s

needs of t h e n a t i o n i n yrarious s e c t o r s ( F e d e r a l Republ ic of

Niger iaJ974) The growing s t a t e of unemployment among t e c h n i c a l

c o l l e g e p r o d u c t s h a s f n c r e a s e d t h e need f o r p r o v i d i n g adequa te

e d u c a t i o n a l ar rangements , t o h e l p those i n s e a r c h of new

employment p o s s i b i l i t i e s (Annual r e p o r t of t h e F e d e r a l N i n i s t r y

of Labour,l990).

Evidence from t h f s ~ * e s e a r c h and r e l a t e d Z l t e r a t u r e reviewed

j u s t i f y t h e k inds of c o n ~ t r u c t i o n t r a d e s p roduc t ion work p rov ided

i n t e c h n i c a l c o l l e g e s . I n t h i s e r a of self-employment and s e l f -

r e l i a n c e , i t i s impor tan t t o s a y t h a t t e c h n i c a l t e a c h e r s shou ld

e q u i p t h e i r students w i t h t h e r e q u i s i t e s k i l l s ( th rough p r o d u c t i o n

work) t o contain the prcst:nt unemployment of t e c h n i c a l c o l l e g e

p r o d u c t s in the c o u n t r y ,

P h y s i e a l f a e l l i t f e s provided' f o r c o n s t r u c t i o n t r a d e

programmes i n technical c o l l e g e .

The i n f o r n a t i o n p r e s e 2 t e d i n t a b l e 5 i n d i c a t e d t h a t t h e

60 gar-cent of the Tka data presented In table 6 showcd t h a t -

techniqliee in tho cluster WB ndjudged by tho rasnondents aa'hscd"

a d j u d ~ e d astbln5ndly useif. h3.y 3 porlaant of tho items i r i the

bs b e t t e r preparad t o a d a p t to 11 ch&?igi?g world o f work.

changea, it i a importm t to SAY that tscirnical colleipm ahould

_mintad ko t3a i d e n i i f i ca t i an of cons trsints inhibi t ing the

p%rfnman.(=s of profzc t i o n work j:n scnools. In t h i s era of

should i d e n t i f y c o n s t r a i n t s i n h i b i t i n g t h e performance of

p roduc t ion work and e l i m i n a t e them,

How t h e c o n s t r a i n t s i n h i b i t i n g t h e performance of p roduc t ion

work can be e l i m i n a t e d .

The d a t a presented i n t a b l e 8 i n d i c a t e d t h a t the responden ts

adjudged 73 p e r c e n t of :he .items i n t h e c l u s t e r as'Yrnportzr12' t o

e l i m i n a t i n g t h e cons t ra : .n ts i n h i b i t i n g t h e performance 4 f

p roduc t ion work, whfle i 7 p e r c e n t of t h e i t ems i n t h e c l u s t e r was

adjudged a s "somewhat Inportant! 'to e l i m i n a t i n g t h e c o n s t r a i n t s .

I t w a s concluded t h a t t h ? responden ts cons idered a l l the 29 i t e m s

i n t h e c l u s t e r a s impor tan t t o e l i m i n a t i n g t h e c o n s t r a i n t s

i n h i b i t i n g t h e performance o f p roduc t ion work i n t e c h n i c a l co l l eges .

The t - t e s t a n a l y s i s ( ' t a b l e l0)of t h e mean r a t i n g s of t h e

teciin i ~6 l' t e a c h e r s and a d - n i n i s t r a t o r s i n t e c h n i c a l c o l l e g e showed

t h a t t h e respondents d i f f e r e d s i g n i f i c a a y i n I 1 o u t of t h e 29

i t ems i n t h e c l u s t e r . The d i f f e r e n c e cou ld be a t t r i b u t e d t o t h e

i n n o v a t i v e features of these i tems.

Nason (1977) observed t h a t workshops equipment, t o o l s and

m a c h i n a u s e d f o r i n s t r u c t i o n and p roduc t ion work must be p r o p e r l y

co-ordinated. Also Docker (1979) noted t h a t the schoaP board

can e n t e r . i n t o a l e g a l ' c o n t r a c t w i t h person r e q u e s t i n g a

new house, and t h e homeowner can s t a t e what t h e s c h o o l w i l l do

and can e s t a b l i s h a p a r t i a l payment schedu le . I n a d d i t i o n ,

Cr ich ton (1976) observed t h a t s c h o o l s can a c q u i r e impress ive

100

a r r a y of v e h i c l e s , i n c l u d i n g b u l l d o z e r , backhoe c r a n e and

s e v e r a l dump t r u c k s through g i f t s from sympathe t i c c o n t r a c t o r s .

Evidence from rrseareh and l i t e r a t u r e reviewed p o i n t e d t o

how t h e c o n s t r a i n t s :.nhibbting t he performance of p r o d u c t i o n

work can be e l i m i n a t e d i n schools. The i n v e s t i g a t o r i s of t h e

v iew t h a t t e a c h e r s , a l m i n i s t r a t o r s , p r o p r i e t o r s , c o n t r a c t o r s

and i n d u s t r i e s can put: i n t o p r a c t i c e t h e i n n o v a t i v e f e a t u r e s

o f t h i s c l u s t e r s o t h a t t h e c o n s t r a i n t s i n h i b i t i n g t h e performance

o f p roduc t ion work can be e l i m i n a t e d and t h u s enhance t h e s t a t u s

o f p r o d u c t i o n work i n t e c h n i c a l c o l l e g e s i n Kor the rn S t a t e s of

N i g e r i a .

CHAPTER V

S W R Y . I:QNCLUSIONS AND RECOXMEITQATIORS

Resta tement of the Problem - I n most p a r t of the n o r t h e r n s t a t e s technical eolIeges a r e

l o c a t e d i n environments which l a c k h d u s t r k . s , therefore t h e

arrangement f o r s u p e r v i s e d , I n d u s t r i a l Work Exper ience Scheme

(SIXES) o p t i o n is n o t f 2 a s i b l e . A produc t ion c e n t r e o r c o l l e g e

f a c t o r y need t o be s e t up w i t h i n t h e c o l l e g e o r i n i n d i v i d u a l

depar tment o r s e c t i o n where s t u d e n t s can be involved i n p r o d u c t i o n

o r s e r v i c e t o a c q u i r e exper iences f o r a p e r i o d of a t l e a s t 1 2 - 15

weeks t o be arranged d u r j n g t h e c o w s e , e s p e c i a l l y f o r t h e c l u s t e r

o f c o n s t r u c t i o n t r a d e s prsgramme.

The need f o r product:.on work i n t e c h n i c a l c o l l e g e s c r e a t e d

problems t h a t c o n s t i t u t e impediments t o t h e achievement o f t h e

g o a l s of p roduc t ion c e n t r e ; prominent problems amongst which a r e :

1. Kinds of c o n s t r u c t i o n t r a d e s p roduc t ion work provided i n t e c h n i c a l c o l l e g e -

2 . P h y s i c a l f a c i l i t i e s p r w i d e d f o r t h e c o n s t r u c t i o n t r a d e r p r o g r a m e s I n te, :hnical c o l l e g e s .

3 . Techniques used by t e c l n i c a l t e a c h e r s f o r p rov id ing p roduc t ion work i n c o n s t r u c t i o n tradesprogrammes.

4 . C o n s t r a i n t s i n h i b i t i n g the performance of p roduc t ion work.

5. How to eliminate 1:he c o n s t r a i n t s i n h i b i t i n g t h e performance of p roduc t ion work.

These problems came because t h e new p r o d u c t i o n work i n t h e

c u r r i c u l u m of t e c h n i c a l c o l l e g e s was i n t r o d u c e d w i t h o u t d e t e r m i n i n g

t h e s t a t u s of p r o d u c t i o n work i n workshops of t e c h n i c a l c o l l e g e s

and w i t h o u t i t s eva lua t i cm, e s p e c i a l l y i n t h e c l u s t e r of c o n s t r u c t i o n

t r a d e s programme. T h i s i s a miss ing l i n k o r a gap i n c u r r l c u l u n

development and implemencntion p r a c t i c e . S ince t h e m i s s i n g l i n k

o r a gap i n c u r r i c u l u m de'relopment must be f i l l e d , t h e r e i s need

f o r a su rvey t o be ca r r i ec ! o u t t o de te rmine t h e s t a t u s of p r o d u c t i o n

work i n workshops of t e c h ~ i c a l c o l l e g e s i n n o r t h e r n s t a t e s of

N i g e r i a , e s p e c i a l l y i n t h e c l u s t e r of c o n s t r u c t i o n t r a d e s programme.

Summary of Procedures Used

T h i s s t u d y aimed a t d ~ t e r m i n i n g t h e s t a t u s of p r o d u c t i o n work

i n workshops of t e c h n i c a l c o l l e g e s e s p e c i a l l y i n t h e c l u s t e r of

c o n s t r u c t i o n trades program^.-s, i n n o r t h e r n s t a t e s of Nigeria. The

s t u d y a r o s e from t h e concern t h a t t h e new p r o d u c t i o n work i n the

c u r r i c u l u m of t e c h n i c a l c o l l e g e s was i n t r o d u c e d w i t h o u t determining

t h e s t a t u s of p r o d u c t i o n work i n workshops of t e c h n i c a l c o l l e g e s .

A review of t h e r e l a t e d l i t e r a t u r e p rov ided ev idence t h a t t h e concern

i s j u s t i f i a b l e and p o i n t e d tl, l i k e l y r e a s o n s why maintenance axld

c o n s t r u c t i o n j o b s i n s c h o o l s have long been a problem f o r many

t e a c h e r s and a d m i n i s t r a t o r s . There was need t o i d e n t i f y k i n d s of

c o n s t r u c t i o n t r a d e s p r o d u c t i o ? work provided i n t e c h n i c a l co l l eges ;

103

t h e p h y s i c a l f a c i l i t i e s provided f o r t h e c o n s t r u c t i o n t r a d e s

programmes; t e c h n i q u e s used by t e c h n i c a l t e a c h e r s f o r p r o v i d i n g

p r o d u c t i o n work i n con : ; t ruc t ion tradesprogrammes; c o n s t r a i n t s

i n h i b i t i n g t h e p e r f o r m ~ n c e of p r o d u c t i o n work and how t o e l i m i n a t e

t h e s e c o n s t r a i n t s among o t h e r s . The i d e n t i f i c a t i o n of t h e f a c t o r s

above l e d t o f u r t h e r l i - e r a t u r e review t o de te rmine s t a t en ten t s t h a t

were u s e f u l i n t h e development of t h e i n s t r u m e n t t h a t was used f o r

t h i s s tudy.

A f t e r t h e deve1opme:lt o f t h e i n s t r u m e n t and i t s review by

t e n post -graduate s t u d e n r s and t h e i n v e s t i g a t o r , t h e i n s t r u m e n t

was subsequen t ly r e f i n e d by t h e s u p e r v i s o r . The i n s t r u m e n t was

f u r t h e r submi t t ed t o f o u r e x p e r t w i t h d o c t o r a l d e g r e e s i n v o c a t i o n a l

t e c h n i c a l e d u c a t i o n and i r ! e d u c a t i o n a l measurement i n t h e F a c u l t y

o f Educat ion, U n i v e r s i t y of X i g e r i a , Nsukka, f o r v a l i d a t i o n and

a d d i t i o n a l r e f inement . Tht s u g g e s t i o n s of t h e f o u r e x p e r t s were

i n c o r p o r a t e d i n t o t h e fina:. ins t rument t h a t was developed and

used f o r t h i s s tudy .

The final instrument c m t a i n i n g 90 i t ems was p i l o t - t e s t e d

on a sample of the p o p u l a t i o n t h a t was n o t used i n t h e p o s t - t e s t . The p o p u l a t f a n cmpriseb t e c h n i c a l t e a c h e r s and a d m i n i s t r a t o r s

i n a t e c h n i c a l college. The d a t a c o l l e c t e d from t h e p i l o t - t e s t

~ q m a n a l y s e d using Ccorrbach ,alpha (%) t o a s c e r t a i n t h e i n t e r n a l

c o n s i s t e n c y of each s e c t i o n c l f t h e ins t rument . The r e s u l t s of t h e

p i l o t - t e s t a w r e p o r t e d i n c h a p t e r 111 of t h i s s t u d y .

2. Xew c o ~ ~ s t r u c t i c a p ro j ec t

3, 2-iodel building 2 ro j ec t

4, Blocklny.fn,r,. b r i c k l a y l n ~ and conc re t i ng p r o j e c t

- I. Z e c u r i t y of Iiund t o o l s , e q u i p i e n t and rnuchinu~; ; i n :.rorl:ohop u n i t ,

xnccBI::..,t : , - - - . . . 3.' I: .-. ?:! ,

Conctn?; 1-,r .-?'I . ):.,-c ? c:jl~i>mant.

ilo Ir,tit?- !?-;:.I .. : ..?:I f.11 c o-apern.tion nnpi-crach

coln..:.r . - - j . -! It_? -, . .I . I-,.-,., ......- r. an;! a3.kC?!rial resou- : -: .

. . - . ' a ' ~ LILY:: f .> ' 1. r i ' , , a : ! ' ! 1

Ko Fro l : i e t i on. .:astrn 5n tl!c cd+1.:p

T ? ! ~ r - 3 .!T Inrt4~ciua ';c l j ~ ~ f y 3f In.',r:ic;nt

Thc r r ! f r, t a g ~ u r g ~ a t o r;u~,_nly of ~ z c h - l r . ~ ~ r t s *

r- ,.,o~.leLL:11. R k t i t u t ! ~ ~ c ! I . : ~ * J s J-n?ww

?ht12s ycncratm:4 f rom yrot;),uct;ion work are n i n s y q r o v - i r l t , ~ t

:.ecict:.\l cr. t sich quick n t t f t u t l e .

110

on techniques used by technical teachers for teaching production

work in construction tradesprogranunes. Technical teachers

and adrninisrrator.~ in ttrchnical colleges agree,on all the-

22 items of constraints inhibiting the performance of production

work in technical co1leg.s. There is a significant difference among

technical teachers and ~dministrators in technical colleges in I1

items on how the constrai7ts inhibiting the performance of

production work can be el:.ninated.

Implications of the Research Findings

The findings have impcrtant implications for the education of

artisans,craftmen and master craftmen in technical colleges in

general and construction tri:des in particular. These implications

of the research finding are highlighted below:

The findkngs of this study could serve as input for providing

necessary construction trade^ production work in technical college.

The innovative feature of havtng each trade class construct its

part of a house will broaden the respondent's world-view of

training of skilled worker in construction trades.

The findings of this stud:^ regarding the physical facilites

provided for construction tradr programme in institutionrhave

implication for teachers and adainistrators in technical toll-ege~.

The administrators should infonlr State or federal lriinistric~ o{

aucation of the inadequacy of some physical facilites and

111

id instruction~macerials provided for the construction tradesprogrammes,

in technical colleges.

Techniques used by technical teachers for providing production (I

work in construct ion tr; des programmes imprg thae the teachers

themselves use certain techniques. The success oh training skilled

workersin construction ti-adeswould be largely determined by the

teacher's use of these techniques. Therefore, the findings of

thfs study tended to suggest a need for emphasizing chedused"

techniques by the planner of technical college pragrames in order

to adequately equip the stldents with the skills needed for construc-

tion trades.

The findings which pointed to serious constraints inhibiting

the performance of production work in technical collegeshave

dire cbnsequencies for the future of production work in technical

colleges. These constraints must be eliminated for the improvement

of the status of production work in technical colleges.

The findfngs of ches stcdy regarding how the constraints

inhibiting the perfarmanca of production work in technical colleges

can be eliminated have Implications for administrators and planners

of technical college ptogrames. If findings on the elimination of

constraints are implemented, tze benefits to be derived from such

an exercise will Improve the status uf production work in

construction trard&pragrammes.

112

Recommendations

The following reco:nmendatiomare made based on the principal

findings of this research.

It is hoped that the administrators in technical colleges

will consider the findings of this study regarding

construction trades production work provided in technical

colleges with a vimn 3& utilizing them fully for production

work in the school environment.

The techniques used ;>y technical teachers for production work

in construction trades identdfied by this study should be

continuously utilized by various construction trades

programmes to ensure :he acquisition of the skflls needed

for construction trades by the students.

The federal and state ?iinis%r&of Education should through

the Technical School B3ardsset in motion a machinery for

implementing the findings of this study in respect of

providing the inadequate facilities needed for the performance

of production work in construction trades p r a g f a m s .

The Federal Government should through the Natienal Board

for Technical Education (NBTE) and Rational Business and

Technical ExamInatiorr~rBcard INA?XYEB) se t in mtion the

machinery for implementing the findings of this study in +b-

respect of elimination 0.: the constraints inhibiting the L performance oE ptoductior~ work bn technical colleges in

113

g e n e r a l and c o n s t r u c t j . o n tradesprogrdmmes i n p a r t i c u l a r .

Sugges t ion f o r F u r t h e r Research

Based on l i t e r a t u r e reviewed and t h e scope o f d a t a a n a l y s i s

f o r t h i s s t u d y , i t i s w g g e s t e d t h a t f u r t h e r r e s e a r c h be

under taken i n t h e f o l l o w i n g a r e a s :

S t a t u s of product io .1 work i n mechanical l t rades i n

t e c h n i c a l ~ a l l e g e s .

S t a t u s of p r o d u c t i o n work i n e l e c t r i c a l / e l e c t r o n i c s t r a d e s

i n t e c h n i c a l col lege: .

S t a t u s of p r o d u c t i o n 2ork i n .uto t r a d e s i n t e c h n i c a l

c o l l e g e s .

S t a t u s of p r o d u c t i o n work i n o s p i t a l i t y t r a d e s i n

t e c h n i c a l ~ o l l e g e s .

S t a t u s of p r o d u c t i o n work i n ? r i n t i n g t r a d e s i n {ethnical

& a l l e g e s .

S t a t u s of p r o d u c t i o n work inTexti~e and .related k a d e s i n

k c h n i c a l c o l l e g e s .

S t l t u s of p r o d u c t i o n work i n business s t u d i e s Courses i n

4 .echnical c o l l e g e s .

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Appendix A

C r i t e r i a f o r A s s ~ s s m e n t of S t a t u s of P r o d u c t i o n Work Q u e s t i a n n a i r e

Department of Voc. Teacher Educa t ion , U n i v e r s i t y of Wigeria, Nsukka.

Dear Sir/Nadam

I a m a p o s t g r a d u a t e s t u d e n c of the above depar tment and i n t e n d to deve lop a questionnaire which can be used t o e l i c i t r e s p o n s e s frm t e a c h e r s , and administratoss i n technica l c o l l e g e s i n t h e Northern S t a t e s , >n status of p r o d u c t i o n work i n workshops . The research q u e s t i o n s a.re L i s t e d in S e c t f o n 1 t o V of t h e a t t a c h e d d r a f t fnstrumen>: o r quest-lanna3re.

1. Could you please go through cnch Itern and a s s e s s I t using t h e f c l l m i n g criccria

. Does t h e s t a t e m e n t ac tua l l y r e f l e c t t h e c a t e g o r y i n wh ich i e is a s s i g n e d ?

b. l a t h e 1ang:lage of t h e s t a t e m e n t c l e a r , d i r e c t and :rpecif i c ?

c . Does t h e st:!tement c o n t a i n a double n e g a t i v e .

d. Does the s t a t e m e n t c o n t a l n any j a r g o n o r word t h a t would be u n f a m i l i a r t o ? .~cncmd-?ts?

e . Can t h e s t a t = m e n t be i n t e r p r e t e d i n more than one w a y ?

2 . Looking a t t h e o ~ r e r a l l q u e s t i o n n a i r e , do you t h i n k t h a t ;

a. any i t em is i n a p p r o p r i a t e for assessing status of p r o d u c t i o n wcrk i n t e c h n i c a l colleges i n t h e Northern S t a t e s .

b. any important infofmat3on has 'been l e f t out.

c . any c a t e g o r j ' h a s been $iven more emphasis t h a n i t d e s ~ rves.

d. any i t e r n / i t ~ m s that s h o u l d be deleted.

Thank you Sir/t.iadarn

Yours f a i t h f u l l y ,

Peter Omozokpia

Appendix H

S t a t u s of P roduc t ion Vork Q u e s t i o n n a i r e f o r Teachers

and Admlnistratcbrs.

Department of Voc/Teacher Educa t ion , U n i v e r s i t y o f X i g e r i a , Nsukka.

Dear Sir/Xabam,

I am u n d e r t a k i n g a s t u d y on S t a t u s of P roduc t ion Work i n Workshops of T e c h n i c a l Co l leges i n Xorthern S t a t e s of Kigeria. T h e r e f o r e I need your c o o p e r a t i o n i n r e spond ing t o t h i s q u e s t i o n - mfre. The informati011 you are going t o give w i l l be used m a i n l y f o r improving the s t a t u s of p r o d u c t i o n work i n t e c h n t c a k colleges' t o n s c r u c t i o n t r a d e s prl9grawnes in Xorthern S t a t e s o f Nigeria. F e e l f r e e to answer t h e q u e s t i o n s as f r a n k l y and f u l l y as you can.

P l e a s e check (u ) i n t h e box a p p r o p r i a t e t o your c h o k e f o r t h e q u e s t i o n s o r f i l l Ln t h e d o t t e d l i n e where a w r i t t e n answer i s r e q u i r e d . Thank yo.1 f o r your c o o p e r a t i o n .

Yours f a i t h f u l l y ,

P e t e r Omozokpia

P r o d u c t i o n Work S t a t u s Q u e s t i o n n a i r e (PWSQ) R a t i n g S c a l e f o r T e c h n i c a l Col1.->;e C o n s t r u c t i o n Trade Programmes. (Admin i s t ra t f i r s - S T e a c h e r s )

INSTAUCTD3il': T i c k ( J ) i n t h e a p p r o p r i a t e box t o y o u r r e s p o n s e t, the f o l l o w i n g q u e s t i o n s .

SECTIOX A

PERSOXAL DATA

Scate your t y p e of i n s t i t u t i o n .

Federal Government T e c h n i c a l C o l l e g e State Government Technical College

Vhich of t h e f o l l o w f ~ g p o s i t i o n s i s a p p l i c a b l e to you? ( T i c k One).

a. P r i n c i p a l / V i c e P r i n c i p a l b, Head of D e p a r t m e r . t / I n s t r u c t o r

Which of t h e f o l l o w i r g c o n s t r u c t i o n t r a d e s programme a r e you engaged i n ? (Tick one )

a . B lock lay ing , B r i c k l a y i n g , & C o n c r e t i n g b. C a r p e n t r y and J o i ~ e r y c . Plumbing and P i p e fitting d. P a i n t i n g and deco,:ating e . Woodworking d F u r ~ l l t u r e C r a f t P r a c t i c e

Is p r o d u c t i o n work e x p e r i e n c e implemented i n y o u r s c h o o l ? ( T i c k clne)

Yes No

How i s p r o d u c t i o n work e x p e r i e n c e implemented i n y o u r s c h o o l ? ( T i c k m e )

a . Use o f p r o d u c t f o n u ~ i t ( 1 b. Use of d e p a r t m e n t a l workshop u n i t ( 1 c . Use of Superv i sed I n d u s t r i a l !Jork E x p e r i e n c e

(STWES) ( 1

d. Use of both p r o d u c t i o n work and SIldES e. P roduc t ion woxk n o t implemented

How is p r o d u c t i o n work experience i n c o n s t r u c t i o n t r a d e s a d m i n i s t e r e d / managed? (Tick one)

i. By Head of Deparement!Sectlon ii. By i n s t r u c t o r $ o n l y iii. By School ' s :?anageuenr Gomi t c e e i v . By s t u d e n t s ' Camnittee V. Not Defined

Have you c a r r i e d oiit b u i l d i n g project execu ted by i n t e r - d e p a r t m e n s a l c o o p e r a t i o n approach i n t h e i n s t i t u t i o n o r outside t h e i n s t i t u t i o n ?

Yes No

SECTION B

1. Vhich kind of c o n s t r u c t i o n t r a d e s p r o d u c t i o n work a r e provided i n t e c h n i c a l c o l l e g e s (Tick one)

Response S:& Scale Value

Highly Pro-rided (HP) 5 Provided (il) 4 Xinimal ly Provided (NP) 3 Not Providtid (PP) 2 Highly Not Provided (HXP) 1

Kew c o n s t r u c t i o n p r o j e c t Bu i ld ing maintenance/ r e p a i r s works Hadel b u i l d i n g p r o j e c t s B l a c k b y i n g , B r i z k l a y i n g & c o n c r e t i n g p r o j c x s Carpen t ry and J o i n e r y p r o j e c t s P a i n t i n g E d e c o r a t i n g p r o j e c t s .

HP P flP NP HXP

7. Pl-umbing and p i p e f i t t i n g p r o j e c t s .

8. E l e c t r i c a l i n ~ t a l l a t i o n pro-j e c t s

9 . A i r c o n d i t i o n i n g & v e n t i l a t i n g p r ~ j e c t s

10. F a b r i c a t i n g anmi welding p r o j e c t s

1 . How adequa te a r e tFe p h y s i c a l f a c i l i t i e s provided f o r t h e c o n s t r u c t i o n t r a d e s programmes i n c e c h a i c a l c o l l e g e ?

Response S c a l e S c a l e Value

Very Adeq,rate (VA) 5 Adequate :A) 4 Winimally Adequate (?lA) 3 In-Adequate ( I ) 2 Very Inadequa te (VI) 1

ii.

12. 1 3 , 14.

15.

16 . 17. 18. 19. 20. 21.

Number of lecturc! rooms and f a c i l i t i e s Kumber of l a b o r a t o r i e s Number of workshcps A v a i l a b i l - i t y of l i b r a r y f a c i l i t y w i t h the number and d i v e r s i t y of books, j o ~ r n a l s / ~ e r i o d f c ~ l s f o r t h e c o n s t r u c t i o n r r a d e programmes A v a i l a b i l i t y of f u l l com- plement shown on 7rBTE minimum list of ecuipment f o r each level of programm Number of s t a f f o f f i c e s Number o f of f i ce equipment Xumber of s toroge f a c i l i t i e s Ava i l ab iE lcy of s a f e t y equipment Availability of first a i d . A v a i l a b i l i t y of s a n i t a r y equipment

Availability of electricity S U P P ~ Y Pcovfsion of stzndby generator in case of pove1 failure Availability of water supply Provision of m a n s of communi- cation in your institution Security of hand tools, equip- ment and machines in workshop unit. Preventive measures against breakdown of equ Lpment Preventive measures against vandalisation and loss of equipment and har dtools in workshop unit

I . !?hich techniques arc used by technical teachers for providing production work in construction trade programmes.

Response Scale -

Highly Used (HU) Used (E) Nln3mally Used (MU) Not Used (NU) Highly Not U s e d (HNU)

Scale Value

Building project e~ecuted by small groups, inter-departmental cooperation appraa-h. Individualized proJect approach Small Group Discus:iion approach Problem solving approach Student's prep@rar:.on of exhibits, specimen a ~ r l model approach. Educational ' t echwl ogy ins truc- tfonal media. Supervised Industrial Work Experience approach. One day work experience field trip approach

3 7 . Teachers p l a n a l l p r o j e c t approach 3 8 . S t u d e n t s p l a n a l l p r o j e c t approach 3 9 . Studencs and teacher p l a n p r o j e c t

t o g e t h e r indfv i .dua l ly o r as c l a s s e f f o r t .

IV. m a t are t h e cons t ra : .n t s i n h i b i t i n g t h e performance of p r o d u c t i o n work i n t e c h n i c a l c o l l e g e s ? (T ick One)

Response S c a l e S c a l e Value

Very s e r i o u s cor s t r a i n t (VSC) 5 S e r i o u s constraint (SC) 4 Somewhat s e r i o u s c o n s t r a i n t {SSC) 3 Xot s e r i o u s c o n s t r a h t (NSC) 2 Xot a v e r y s e r i o u s c o n s t r a i n t (NAVSC) 1

VSC SC S5C N$C NAVSC

4 0 . Departmental. u n i t s i n CUAstruC- t i o n t r a d e s w o r k i ~ g i n relative i s o l a t i o n from o t ' l e r t rades which i s i n c o m p a t i b l e w i t h p r o d u c t i o n pro j e c :s.

4 1 . Lack of i n t e r e s t on t h e p a r t of s t u d e n t s for p r a d i i c ~ i o n works

4 2 . The explosion i n s t u d c n r ' s p o p u l a t i o n hag r e s u l t e d i n Earge c l a s s e s difficult t o manage i n t h e workshop.

4 3 . Shor tage o f q u a l i f i e d t e a c h e r s f o r c o n s t r u c t i o n trades p r o g r m s

4 4 . Shor tage o f q u a l i f i e d t e c h n i c a l s u p p o r t staff for c o n s t r u c t i o n t r a d e s programmes.

45. I n c e s s a n t s t e a l i n g of t o o l s and equipment for p r o d u c t i o n work.

46. Cons tan t breakdown of equipment because of l a c k o f maintenance

4 7 . Xo arrangement f o r b u i l d i n g p r o j e c t t o b e execu ted by i n s t i t u - t i o n a l - i n t e r d e p a r t m e n t a l co- o p e r a t i o n approach.

VS C S C SSC NSC XAVSV

No a r r angemen t f o r b u i l d i n g p r o j e c t s ta be e x e c u t e d by co- o p e r a t i v e u s e of human & n ta t e rPe l r e s o u r c e s be tween i n d u s t r y and e d u c a t i o n a l i n s t i t u t i o n No emphas is on i m p r o v i s a t i o n and use o f l o c a l m a t e r i a l s f o r p r o d w t i o n p r o j e c t 3 .

A s p e c t s of productLon work i n the c u r r i c u l u m n o t impIemented due t o l a c k o f funtl and emphas i s . The re is no producl . ion c e n t r e i n t h e c o l l e g e f o r p r o d u c t i o n work. D i s r u p t i o n i n s u p p l y of e l e c t r i c i t y t o r u n equipment D i s r u p t i o n i n s u p p l y of w a t e r t o r u n equipment There is i n a d e q u a t e supply o f l u b r i c a n t s (grease. e n g i n e o i l e t c ) . There i s i n a d e q u a t e s u p p l y o f machine p a r t s ( b e l t s , b l a d e s , drill, b i t e t c ) . The re i s i n a d e q u a t e s u p p l y o f consumable t r a i n i n g m a t e r i a l s like work p i e c e s (wood, I r o n , s t e e l , cement, g a s , p l a s t i c and s o f o r t h ) There i s i n a d e q u a t e s u p p l y o f hand t o o l s , machines and i n s t r u - ment f o r s t u d e n t s t r a i n i n g n e e d s S o c i e t a l a t t i t u d e s toward l a b o u r Funds meant for t he e x e c u t i o n o f p r o d u c t i o n work a r e misappro- p r i a t e d . Funds g e n e r a t e d from p r o d u c t i o n work a r e m i s a p p r o p r i a t e d . S o c i e t a l g e t r i ch q u i c k a t t i t u d e make people t o l o o k down on p r o d u c t i o n work.

V . How can t h e c o n s t r x i n t s i n h i b i t i n g t h e performance of p roduc t ion work be e l i m i n a t e d i n t e c h n i c a l c o l l e g e ? (T ick one)

Response $c:!g S c a l e Value

Very I m p o r t ~ n t (VI) Impor tan t ( I ) Somewhat Impor tan t (S I ) Xot Imporcant (XI) Rot Very I m p x t a n t (NVI)

P r o p e r l y c o o r d i n a t e i n s t r u c t i o n and p r o d u c t i d n work i n workshop u n i t Equip workshops w i t h r e p l i c a of equipment t r a f n e e s w i l l u se i n t h e i n d u s t r i e s . Make workshop l a y o u t arrangement to r e f l e c t i n d u s t r : ~ . P rov ide department211 p r o j e c t v o t e eo e n a b l e s t u d e n t c a r r y o u t pro- duct i o n p r o j e c t s . C l i e n t shou ld fund new b u i l d i n g p r o j e c t by c o n t r a c t u a l agreement w i t h i n s t i t u t i o n . Make s t u d e n t s pay f > r consumable i n s t r u c t i o n a l m a t e r i a l s and r e t a t n t h e i r p o r t a b l e p r o j l x t work. iiake p r o p r i e t o r s pay f o r consumable instructlanaP n s t e r : . a l s and keep s t u d e n t s project in school f o r sa le Prov ide o p p e r t u n i t i ~ s f o r t e a ~ h e r s to use new equlpthent and t o b l s i n r e f r e s h e r course i n t h e i n d u s t r i e s . Work-auc a t e c h n i c 1 t e a c h e r exchange programme between N i g e r i a and Overseas c o u n t r i e s s u p p l y i n g equipment. Award of stholarships, bu r sa ry prfzes and s o on t o b e s t s t u d e n t s by i n d u s t r i e s t o promote p roduc t ion work. Lnduaf r i e s make mate - i a l 6 equipment d o n a t i o n s t o i n s t i t u s i o n i n s u p p o r t o f college p r o d u c t i o . ~ work.

V I 1 S I X I N V I

Organ i s ing alumni groups , employer a p p r e c i a t i o n banguet o r ho ld seminars t r a d e f a i r s , l a u n c h i n g and e x h d b i t i o n t o b r i n g s t u d e n t s , s t a f f and members of i n d u s t r i a l s e c t o r t o g e t h e r . Use of one day work e x p e r i e n c e f i e l d t r i p approach t o g i v ~ s t u d e n t s o p p o r t u n i t i e s t o see and r e f l e c t on the a c t u a l job p r a c t i c e and demand Make c u r r i c u l u m acco~nmodate super- vise'd I n d u s t r i a l Work Exper ience (SIWES) by p ropr f eto:rs p r o v i d i n g money f o r payment of s t u d e n t ' s s t i p e n d . Follow up 6 f o l l o w through s t u d i e s of bo th g r a d u a t e s anc t h e i r employers

Placement of t r a i n e e s a f t e r g r ~ d u a - t i o n on a p p r o p r f - t e j o b s Xake programme c: fcr ing cover c r i t i c a l o c c u p a t i o n a l need of a n t i c i p a t e d i n d u s t r y t o e n a b l e employment o f g r a d u a t z s of t h e c o l l e g e programme. Employing s u f f i c i e n t ~ e c h n i c a l s u p p o r t s t a f f e.g. wo:rkshop a s s i s t a n t . Make a c a r e f u l market survey before deve lop ing p r o d u c t i o n work and s e r v i c e . Use i n t e r n a l f a c i l l t i ~ s t o c a r r y o u t many services which would normal ly be c o n t r a c t e i o u t . Kake p roduc t ion work fund f o r i t s e l f by p r o p e r cost in^ by p roduc t ion u n i t . Make p r o d u c t i o n work p rov ide funds f o r t h e i n s t i c u t i o n , s t a f f and s t u d e n t s . 'h'ork o u t a n agreement . d t h f o r e i g n i n v e s t o r s f o r l o c a l E a ' ~ r i c a t f o n of i n d u s t r i a l machinery a:ld r e p l a c e - a b l e machine p a r t s , ( b ~ t l t s , blades, d r i l l , b i t s and s o on.:

VI I S I N 1 N V I

85. Provide j o i n t v e n t u x s between i n s t i t u t f a n and p r i l r a t e sector f o r manufacture of replaceable machfne p a r t s and spare p a r t s of equipment and machires i n work- shop.

86. R a t i o n a l i z a t i o n h£ c l u s t e r p r o g r a m c Opttons ammg i n s t i t u t i o n s t o maxinize the use oh t o o l s , equ ipmmt , machinery , t e c h n i c a l s u p p o r t stitff and other f a c i l i t i e s .

87 . Encouraging i n d u s t r y t o fund p roduc t ion research vork i n i n s t i t u t i o n s and comercial isbng them K O enhance RigerfaTs i n d u s t r i a l growth and s e l f r e l i a n c e .

88. Regular pz>dient of t e x h e r ' s salary : ~ n d allowances

89 . P r o v i s i o n oE staff ant1 s t u d e n t ' s w e l f a r e f a c i l i t i e s & s e r v i c e s .

90. Updating the skills of t e a c h e r s by organ is ing workshop and seminars .

Appecdix E

Cour se s a t C r a f t Leve l i n 57 T e c h n i c a l C o l l e g e s i n N o r t h e r n S t a t e s o f Kbge r i a . ( C o n s t r u c t ion C l u q t 9 r )

S t a t e s and S c h o o l Cour se s .at C r a f t l e v e l

P l a t e a u e S t a t e

I . GTC Bukuru X X X

2 . CTC Asokio 3. Schoo l o f

E l e c t r o n i c J o s

F e d e r a l C a p i t a ? T e r r i t o r y

FGTC Abuja

Jigawa S t a t e

GTC Hadej i a X

Sakoto S t a t e

I . GTC B i n j i X

2. GTC F a r f a r u 3. GTC Runj i n Samho X

4 . Cl'C Kaura Namnda X

Adanava S t a t e

GTC Yola

Appendix E Ccn td .

r-.

Kwara S t a t p

GTC Pategi GTC I l o r l n South X GTC Eslc I l u d u r K GTC Jebba , T* k

GTC E r i n - I l e . , h

Kebbi S t a t e

GTC Zuru FGTC Zuru GTC Bunza

Katsina State

GTC ? la sh i 6TC F u n t u a GGTC Charsnch l

GTC Hai-Aduna

GTC Ingawa

Bauchi S t a t e

GTC Gurnau GTC Kumo GTC Gadau

Appendix E Contd.

S t a t e & School Courses a t C r a f t l e v e l

Borno S t a t e

GTC Bama FGTC Lassa GTC Dambaa

Kaduna S t a t e

GTC Kaduna FGTC Kanfanchan

Taraba S t a t e

FGTC J a l i n g o

Yobe S t a t e

GTC Geidam

Kogl S t a t e

GTC Oboroke GTC Mopa GTC An1,;?.- GTC Lokrt j a GTC 'I&h OTC Odu-DP kf na