ABSTRACT
The study attempted to examine the impact of secondary school
vocational curriculum on youths’ empowerment in Mainland Local Government Area
of Lagos State, Nigeria. In this study, relevant and extensive literatures were
reviewed under sub-headings. The descriptive research survey was used in the
assessment of the opinions of the selected respondents with the adoption of the
questionnaire and the sampling technique.
A total of 300 (Three Hundred) respondents were selected and used as
samples for this study the respondents were made up of (150 males and females).
A total of four null hypotheses were generated and used in this study using
both the percentage frequency counts and the t-test statistical tools at 0.05
level of significance. At the end of the data analyses, the following results
were generated: Hypothesis one found that there is a significant impact of
vocational curriculum on youths’ empowerment in Lagos State; hypothesis two
showed that there is a significant impact of teaching method on achievement of
vocational curriculum objectives in Lagos State; Hypothesis three indicated
that there is a significant impact of skill-acquisition on self-reliance among
youths in Lagos State; hypothesis four revealed that there a significant
relationship between technical know-how and youths’ self-employment in Lagos
State. In the light of the foregoing, it is recommendation that vocational
curriculum for our secondary schools in Lagos State should be constantly
reviewed so that the curriculum will be maintained for better outcomes for our
youths in Nigeria. This is because, if the vocational curriculum for the
secondary schools is reviewed from time to time, it will bring about continuity
and effectiveness in our secondary school as the youths would be empowered for
self-employment.
TABLE OF CONTENTS
TITLE
PAGES
Certification
ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table
of contents vi
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 7
1.3 Purpose of the Study 8
1.4 Research Questions 8
1.5 Research Hypotheses 9
1.6 Significance of Study 9
1.7 Scope of Study 10
1.8 Operational Definition of Terms 10
CHAPTER TWO: LITERATURE REVIEW
2.1 Concept of Vocational and Technical
Education 13
2. 2 Secondary School Vocational Curriculum and
Youths’ 16
Self-Reliance
in Lagos State.
2.3 Curriculum for Wealth Creation
/self-employment 18
2.4 The Concept and Nature of Curriculum 20
2.5 Theoretical Framework-Functional Curriculum
Theory 23
2.6 Nigeria Secondary School Educational Goals
and Objectives 26
2.7 The Role of teachers in Curriculum
Implementation 35
2.8 The Importance of Infrastructural
Facilities in Curriculum 39
Implementation
2.9 Summary of Review. 40
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction 42
3.1 Research Design 42
3.2 Population of the Study 42
3.3 Sample Size and Sampling Technique 42
3.4 Instrumentation 43
3.5 Validity and Reliability of the Instrument. 43
3.6 Administration of Instrument of the
Study 44
3.7 Data Analysis Method 44
CHAPTER FOUR: DATA ANALYSIS AND
INTERPRETATION OF RESULTS
4.0 Introduction 45
4.1 Descriptive Analysis of Bio-Data. 45
4.2 Descriptive Analysis of Research Questions 48
4.3 Testing of Hypotheses 56
4.4 Summary of Findings 59
CHAPTER FIVE: DISCUSSION, SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.
5.1
Introduction 61
5.2
Discussion 61
5.3
Summary of the Study 65
5.4
Conclusions 67
5.5
Recommendations 67
REFERENCES 70
APPENDIX 77
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
Education is described as the totality of life experiences that people
acquire, and which enables them to cope with and derive satisfaction from
living in the world (Babafemi 2007). This is said to enable people achieve
social competence and optimum individual development. It is on this premise
that it is believed that the quality of a nation’s education is proportional to
the level of its prosperity. Economically, advanced nations of the world are
distinguished by the excellence of their educational system.
Following the political independence of Nigeria, there was a realization
that the type of education our colonial masters left with us needed a critical
re-examination of the worth: of content, objectives, relevance, methods,
administration, evaluation, and so forth. According to Ezeobata (2007), this
period saw a state of affairs in Nigerian education where every subject had to
prove its usefulness’ to retain a place in the school curriculum. This was said
to have led the then National Educational Research Council (NERC) to convey a
historic curriculum conference at Lagos in 1969. This conference recommended
new set of goals and provided directions for major curriculum revision upon
which the National Policy on Education of 1977 and the revised policy in 1981
and 2004 were based. Against this background of national aspirations, a new
educational system commonly referred to as the 6-3-3-4 system of education
emerged. The system consisted of six years of primary school education, three
years of Junior Secondary School (JSS), three years of Senior Secondary School
(SSS) and four years of post-secondary education (Omotayo, Ihebereme, &
Maduewesi, 2008).
The implementation of the 6-3-3-4 education system began in 1982
and brought many reforms into the educational system in Nigeria. Among the
innovations is the vocationalization of the secondary school curriculum in
Nigeria. At the junior secondary level pre-vocational subjects were introduced
into the curriculum while vocational subjects were introduced into the senior
secondary level. The focus of the pre-vocational was to expose students at the
junior secondary school level to the world of work through exploration. Such
exposure would enable junior secondary school students make intelligent career
choice and also intelligent consumption patterns. Among the pre-vocational subjects
are practical Agriculture, Home Economics, and Business Studies. Introductory
Technology is an integration of components of woodwork, metalwork, basic
electronics, applied electricity, water flow technology, airflow technology,
food preservatives, automobile, technical drawing, physics, rubber technology,
chemistry, plastics, basic building technology, and ceramics. While Business
Studies has typewriting, shorthand, bookkeeping, office practice, commerce and
computer science as components. Fafunwa (2002) stated that the specific
objectives of the Junior Secondary School Education are to develop in the
students’ Manipulative skills (Manual dexterity) invention, respect for dignity
of labor and above all healthy attitude towards things technical.
At the senior secondary level, recommended vocational /technical
subjects include: Agricultural Science, Clothing and Textile, Home Management,
Food and Nutrition, Typewriting & Shorthand, Principles of Accounts,
Commerce, Woodwork, Technical Drawing, Basic Electronics, Building
Construction, Applied Electricity and Auto Mechanics (Senior Sec. National
curriculum).
The most significant aspect of the National Policy on Education as
noted by Dike (2009) is the new focus it gives to Nigerian educational system,
the need for the Industrialization of the nation in which technical and
vocational education play crucial roles and the realization to change from
white collar job oriented educational system to science, vocational and
technical oriented educational system which prepares individuals to be
self-reliant and useful to the society. This is said to have informed the
Federal Government to lay emphases on technical education. Dike (2009) further
noted that the five National goals cannot be realized without developing technical
/vocational education, a well-rooted technical education that will definitely
transform the economic, social and political life-styles of our Nation from the
third world to be the first would class.
According to Ajala (2002) “the new National Policy on education
has all the necessary ingredients for landing Nigeria into the future
technologically, politically, Socially and Morally, adding that the policy if
well coordinated and implemented is a solid basis for the nation to launch
itself among the great nation”. Babafemi (2007) sees the 6-3-3-4 system of
education as a step in the right direction towards the technological
development of the nation, describing it as laudable programme capable of
ushering in an educational revolution in Nigeria, he however remarked that the
current situation on ground is far from this ideal as the system seems to be
suffering from poor and shoddy implementation
In more specific terms, the secondary school is intended, among
other things, to raise a generation of people (youth) who can think for
themselves, respect the views and feelings of others, respect the dignity of
labour and appreciate those values specified under broad national aims and live
as good citizens (National Policy on Education 1998).
In line with the above, Akande (1999), in a study titled: “present
Nigeria secondary school curriculum and goals of Nigeria secondary education”
formulated hypothesis on the influence of secondary school curriculum on goal
of Nigeria education. Akande used 120 students as sample for the study and
further applied the independent t-test statistical tool at 0.05 alpha level, to
check whether a significant influence of secondary school curriculum on the
goals of Nigeria secondary school education exists. At the end of the analysis,
it was found that there is a positive influence of the curriculum on the goals
of Nigeria secondary education. This in any case, implied that the present
Nigeria secondary school curriculum meets the goals of Nigeria’s education.
Uyanya (1989) stated that the most important thing that ever
happened to Nigeria is the 1981 National Policy on Education, which emphasizes
the acquisition of vocational skill and self-reliance. Puyate (2004) quoted
Sower (1971) who observed that vocational/technical education is a means
towards industrialization of Nigeria. Olaitan (2007) defines
vocational/technical education as that aspect of education which is a skill
acquisition-oriented form of training, based on application of mathematics and
scientific knowledge in specific field for self-actualization and development.
The 6-3-3-4 system of education in Nigeria is job oriented. It
places premium on manual activities, technical proficiency, and respect for
dignity of labour and economic efficiency. It is to provide the child with
basic tools to prepare him for job creation and wealth generation. Anwuka
(2005) summarized the secondary education curriculum as immense and profound
for teaching and learning.
Curriculum development is vital to educational success and nation
building. Nations expend vast amounts of time and resources on designing what
ought to be learned in schools in order to elevate social consciousness and
improve economic viability. Nigeria is no exception. Since its independence in
1960, Nigeria has struggled with designing and implementing a sustainable
educational curriculum that adequately prepares its children for adulthood.
Several years later, the country faces the rising tide of an educated but
unemployable workforce, as Nigerian students graduate from secondary and
tertiary institutions without essential workplace skills. Based on inarticulate
policies, inadequate research, and poor planning, curriculum implementation has
become ineffective and lacks any useful feedback mechanism anchored in review, analysis
and redesign processes. School curriculum is expected to equip learners with
skills that will make them self-reliant, prepare them to enter into jobs and
progress in them. Recognizing the importance of this, the Phelps Stroke
Commission of 1925 and the national curriculum Conference of 1969 advocated for
vocational as well as technical education as a way of advancing entrepreneurial
education in the country.
1.2 Statement of the Problem
Curriculum is a vehicle through which education is attained (Offorma
2005). The secondary school curriculum as presently implemented is far from
achieving the goals of secondary educational system (Obanya 2004a). It has been
noted that the National Policy on Education was well structured and the
contents were adequately defined but the implementation calls for question
(Babafemi 2007; Dike 2009). Investigation gathered shows that students’
potentials are not properly channeled as schools lack basic infrastructural
facilities necessary for effective curriculum implementation, there are
inadequate specialist teachers, and where available, focus more on theoretical
aspect leaving out the practical component.
A good number of students who have completed their secondary
education but do not wish to continue with higher education are in dilemma.
This is because they are not well equipped with necessary skills to empower
themselves. The training acquired at the end of secondary education seems
inadequate to make the school leavers competent and self-reliant, hence cannot
contribute to nation building. If the Nigerian society is not to be plagued by
a breed of unemployable youth who cannot raise the economic productivity of the
country, it is desirable that a lasting solution be provided. Thus, this study
was designed to fill this gap.
1.3 Purpose of the Study
The main purpose of this study is to examine the impact of
secondary school vocational curriculum on socio-economic empowerment of youths
in Lagos State, Nigeria.
1. Determine the impact of
vocational curriculum on youths empowerment in Lagos State.
2. Examine the impact of
teaching method on the achievement of curriculum objectives at the secondary
school level in Lagos State.
3. Examine the impact of
skill- acquisition on self- reliance among Youths in Lagos State.
4. Ascertain the
relationship between technical know-how and self-employment among youths in
Lagos State.
1.4 Research Questions.
The following research questions were raised in this study:
1. What is the impact of
vocational curriculum on youths’ empowerment in Lagos State?.
2. What is the impact of
teaching method on the achievement of vocational curriculum objectives at the
secondary school level in Lagos State?.
3. How can
skill-acquisition impact on self-reliance among youths in Lagos State?.
4. What is the
relationship between technical know-how and self-employment of among youths in
Lagos State?
1.5 Research Hypotheses
The following research hypotheses were tested in this study:
1. There is no
significant impact of vocational curriculum on youths’ employment in Lagos
State.
2. There is no significant
impact of teaching methods on the achievement of vocational curriculum
objectives at the secondary school level in Lagos State.
3. There is no
significant impact of skill-acquisition on self-reliance among youths in Lagos
State.
4. There is no
significant relationship between technical know-how and youths’ self-employment
in Lagos State.
1.6 Significance of Study
This study is significant in many ways. Most importantly, it will
sensitize policy makers, educational administrators, and curriculum planners on
the need to plan towards effective curriculum implementation in Nigerian
secondary schools. This will go a long way in minimizing the rate of
unemployment among secondary school leavers thereby making them well adjusted
individuals who will raise the economic productivity of the country. Also, the
result of the study will contribute to policy formulation and practices, as
inspectors from Federal and State Ministries of Education will be sensitized on
what to look out for during inspection. On a wider scale, State in Nigeria will
benefit from the study because its findings and recommendations will provide
point of reference. Above all, the Federal and state Ministries of Education as
well as the Nigerian Educational Research and Development Council (NERDC) will
find the result of this study valuable particularly in the current government
effort towards implementation of the new 9-year Basic Education Curriculum.
1.7 Scope of Study
The study covered all the secondary schools in Lagos State. It was
limited to the effect of secondary school vocational curriculum on
socio-economic empowerment of youths.
1.8 Operational Definition of Terms
The following operational terms were defined in this study:
Curriculum: Curriculum is the total package of what is to be taught or
learnt. He describes it as a process of translating national educational
objectives into ‘within-school do-ables’. Offorma (2005) sees curriculum as the
planned learning experiences offered to the learner in the school. In this
study, it refers to vocational and technical subjects outlined in the National
Curriculum for Secondary Schools manual as part of subjects for secondary
education.
Skill-based
Subjects: As used in this study, these are
practically-oriented subjects that are designed to teach students skills which
will empower them for job creation and self-reliance. The subjects in this
category fall under the vocational and technical field. Skill-based means the
same as practical-based and they are used interchangeably in this study. For
purpose of this study, subjects in the vocational and technical field.
Skill-baesd means the same as practical and they are used interchangeably in
this study.
Theory-based: As used in the study, it means knowledge that is purely
descriptive and devoid of reference to purposeful action.
Practical-based: Knowledge that deals with skills involving muscular dexterity and
coordination of mind and muscle.
Socio-economic
Empowerment: It is used in this study to
refer to ability of youth to organize their finances, trade and industry for
sustainable national development.
Youth: As used in this study, youth is young people between the ages of
15-24 years. In this study, youth refers to young people between 10-24 years of
age.
Entrepreneurial
Skills: Skills that will enable an individual
create employment or start up business for himself.
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