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ABSTRACT

The   study  was   carried   out   to   assess   the   quality  assurance   of  inputs   into   the implementation  of technical education programme  of Colleges of Education in  North- central  Nigeria.  Survey  research  design  was  adopted  for  the  study.  Check  list  and interview schedule were used for data collection. Three experts validated the instruments, two  from  University  of Nigeria  Nsukka  and  one from  Federal  College  of Education Pankshin. The reliability was determined using Cronbach Alpha method of establishing reliability. The coefficient of reliability obtained was 0.89. Population for the study was the five colleges of education  in  North Central Nigeria that offer technical  education programme at NCE level and 140 input items as contained in NCCE minimum standard for implementation of technical education programme. Five copies of the checklist (one for each school) were used to obtain information on availability and adequacy. Percentage and mean were used to analyze data obtained from observation and interview schedule on availability and adequacy respectively.  The study found out that 80% of the  required personnel  input  are  available,  78%  of  the  required  facilities  are  available,  84%  of equipment/ machines and tools required are available in Colleges of Education in north central Nigeria.  40% of personnel are found to be adequate,  27.3% of facilities were found  to be adequate.  26% of automachanic  equipment/machine  and tools,  45.5% of building technology equipment/machine and tools, 25.8% electrical/electronic technology equipment/machine  and tools, 31% of  metal work technology equipment/machine  and tools and 34.8% of woodwork technology equipment/machine and tools were found to be adequate.  It was therefore  recommended  that government  should inject more funds to Colleges of Educations to enable them provide adequate inputs for the implementation of technical education programmes for quality assurance.

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CHAPTER I INTRODUCTION

Background of the Study

A  nation  cannot  survive  the  present  technologically  advanced  world  without focusing on quality human resource development. Quality human resource development can only be achieved through quality education (Anaele, 2010). Some  countries of the world, today, are described as developed or advanced, due to their technological feats and manoeuvres (Uzoagulu, 2011). They got to these positions through co-ordinated quality Technology   Education.   The   importance   of   Technology   Education   to   a  nation’s development therefore cannot be over  emphasized.  Quality Technology Education is a product of a number of factors, such as well-articulated policies, comprehensive, adaptive and    realizable    curricula,    adequate    funding,    adequate    teaching    and    learning facilities/equipment and above all quality teachers (Anaele, 2010).

Realising the role of quality teachers in nation building, Federal Government of Nigeria (2004) stated, “No nation’s education system may rise above the quality of its teachers”. The policy went further to state that, teacher education programmes shall be structured to equip teachers for effective performance of their duties. These structuring brought  about  the establishment  of NCE  teachers  training  institutions  in the country. Technical Education is one of the teacher training programmes of Colleges of Education in Nigeria. Its focus is the production of Technical Education teachers at NCE level.

Technical Education according to Onjewu (2007) is the aspect of education, which prepares people academically to be engaged in the acquisition and application of science and modern technology by focusing both on the theoretical and practical application of basic  scientific  principles.  Federal  Government  of  Nigeria  (2004)  defines  Technical Education as that aspect of education,  which  leads to the  acquisition of practical and

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applied  skills  as  well  as  basic  scientific  knowledge.  The  objectives  of  Technical

Education in Colleges of Education are to:

i.     Produce National Certificate in Education (NCE Tech) teachers and practitioners of technology capable of teaching Introductory Technology (Basic Technology) in junior secondary schools.

ii.      Produce  NCE  (Tech)  teachers  who  will  be  able  to  inculcate  scientific  and technological attitudes and values into the society.

iii.      Produce  qualified  technical  teachers  motivated  to  start  the  so  much  desired revolution of technological development right from the Nigerian schools.

iv.      Prepare technical teachers to qualify them for post NCE degree programme in technical education (NCCE, 2002).

Colleges  of  Education  are  post-secondary  institutions  responsible  for  training National Certificate in Education (NCE) teachers in Nigeria. Colleges of Education are teacher-training  institutions  that offer NCE  technical  courses.  In  order  to achieve  the objectives of teacher education at the NCE level, and to maintain standard of the products in a sustainable manner, the National Commission for Colleges of Education (NCCE) was established. The mandate of the commission among other things includes; monitoring and ensuring  quality  among  Colleges  of  Education  programmes,  for quality  assurance  of graduates.

In performing the above responsibilities,  a minimum standard for all programmes approval are spelt out clearly for Colleges of Education in the country. After many years of implementation of the programme, objectives I and II above seem to be far from being realized looking at the low level of the nations  development.  Yakubu (2003) observed that  lack of funds has  affected  the  provision  of  some  essential  inputs  needed  in the

implementation  of the programme  in most of the Colleges of Education.   It is  now  a common sight to find students of Technical Education sharing tables, seats,  and other input. Where each student should have one. There is lack of internal self-evaluation or internal  quality  assurance  mechanism  that  would  have  been  responsible  to  monitor compliance  with minimum standards requirement  on  continuous basis. Yakubu (2003) observed  that standards  often tend to decline  after the accreditation  visits rather than being  maintained  or  improved  upon  as  expected.  The  author  also  alleged  that  some institutions and departments sometimes stage manage their facilities and even personnel, all of which disappear to the rightful owners as soon as accreditation is over. The scenario lead to production of poorly trained technical teachers. The assertion is in line with the World  Bank  report  on Africa  (2004)  cited  by Eze and  Olaitan  (2010),  that  teachers recruited into teaching position in schools do not meet the quality required for effective teaching. Okoro (1999) also observed that most of the products of technical institutions in Nigeria  do  not  have  the  knowledge  and  skills  that  will  enable  them  to  take  up  the available  jobs.  Hence,  they  could  not  give  what  they do  not  possess.  All  these  are indicators of poor teacher preparation from technical teacher institutions.

Gboyega (2008) stated that the teacher is the key factor in helping students master manipulative  skills needed for employment  in any occupation and that, the  success or failure of any Technical Education programme depends on available  inputs. This input includes personnel and facilities. This therefore calls for quality assurance of faculty and facilities  in  technical  teacher  training  institution  to   achieve  its  objective.  Quality assurance  as stated by Pearson (2007) is the  practice  of checking quality of goods or services rendered by individual or company, so that the standard will continue to be good. Gunter, Mammed and Wermer (2000) described quality assurance as available evidence

on  the  quality  of  the  inputs  into  a  programme  as  a  judgment  to  whether;  they  are achieving the objectives of a planned programme. In the context of this study therefore, quality  assurance  means  an  assessment  or  checking  the  availability  of  inputs,  their adequacy and suitability for implementing Technical Education programme in Colleges of Education for teaching manipulative  skills at NCE level  of teacher  education.  The study specifically will be concerned with personnel and facility inputs.

Input according to Hornby (2004) is something put into projects or programmes in order to make it succeed.  Adelina and Anyakoha (2004) saw input as the resource that facilitates the quality and effectiveness of the implementation of a given curriculum. In the context  of this  study,  input  consists  of staff  (academic  and  supportive),  physical facilities (classrooms, offices, workshops, tools, equipment and consumables) required by NCCE  as  minimum  standard  for  effective   implementation  of  Technical  Education programmes in Colleges of Education in Nigeria. Encarta (2008) defines implementation as the carrying out, execution or practice of a plan, a method, or any design for doing something.  It  further  stated  that  implementation  is  the  action  that  must  follow  any preliminary thinking in order for something to actually happen.

Implementation in this context therefore, is the execution of Technical Education programme  in  order  to  achieve  its objectives  in technical  institutions.  To  effectively implement  Technical  Education  programme  in Colleges  of  Education,  to  achieve  the stated  objectives,  it  is  imperative  to  improve  on  the  poor  state  of  technical  teacher performance, which has been attributed in some quarters, to the state of quality assurance inputs  in  the  training  institutions.  This  however  has  to  be  by  assessing  the  inputs (personnel and facilities) in the  institutions, using the NCCE (2008) minimum standard (requirements) as the benchmark to ascertain their availability, adequacy and suitability.

Assessment according to Okoro (2000), is a form of evaluation that uses collected data  for  estimating  the  worth,  quality  or  effectiveness  of  a  programme  or  project. Assessment therefore refers to a process of determining the availability,  adequacy and suitability of inputs (personnel and facilities) for effective  implementation of Technical Education programme in Colleges of Education.

Availability  as  defined  by Encarta  (2008)  is  a  condition  of  being  available, especially of being easily accessible or obtainable. Availability refers to the presence of the  required  personnel  and  facilities  for  quality  assurance  in  the  implementation  of Technical Education programme in Colleges of Education. Adequacy is a state of being enough,  sufficiency  in  quality  or  quantity  to  meet  a  need  or  quality  for  something (Encarta,  2008). In the context  of this study,  adequacy is the required  sufficiency of personnel and facilities by students according to NCCE minimum standard (requirements) for  implementing  Technical   Education  programme  in  Colleges  of  Education.  For effective  implementation  of  Technical Education  programme  in colleges  of education toward the attainment of its objectives, it is imperative to assess the quality assurance of its inputs continually, to ascertain their availability, and adequacy.

Statement of the Problem

The philosophy of technical education in Colleges of Education in Nigeria is to provide  technical  teachers  with intellectual  and professional  background  adequate for teaching  technical  subjects  and  to  make  them  adequate  to  any  changing  situation  in technological development not only in the country, but also in the world at large (NCCE

2002).

One of the objectives is to produce qualified Technical Teachers and practitioners of Technology, capable of teaching Basic Technology in Junior Secondary Schools, and

to give training and impart the necessary skills to individuals who shall be  self-reliant economically.  Unfortunately,  there is a growing concern about the poor  quality of the graduates of Colleges of Education, which has resulted in the  continual decline in the quality of the nation’s technical educational system as  observed in Teboho (2002) and Yakubu (2003).

The problem however is not unconnected  with the poor quality of most of  the trainings provided at the Colleges of Education offering Technical Education programmes for training teachers.  Teboho  (2000)  observed  that  some of the  training  facilities  are outdated and do not take into consideration the changes taking place in both the teaching environment  in  which  the  teachers  are  likely  to  work  and  the  requirements  of  a technological global environment. These technical teachers find it difficult to impart the necessary skills appropriately to their students.  The graduates are not well trained and equipped while in school, because of lack of the necessary facilities, hence cannot give or practice with what they do not have.

The resultant effect is the alarming rate of unemployment and increase in social ills in the society leading to general insecurity in the nation. There is therefore a great need to reverse the trend. This can be done through continuous  assessment  of quality assurance of input in Colleges of Education Technical in Nigeria, in order to provide the short falls for effective teaching and learning to take place. Maduewesi (2001) stated that adequate availability of facilities and their utilization have been positively correlated to good performance in skills development while poor performance have been blamed on inadequacies.  From  the  backdrop  of  the  concerns  of  Jen  (2010)that  the  qualities  of graduates from colleges have been of re-occurring concern, it is therefore imperative to assess  the  quality  assurance  facilities  in  the  implementation  of  Technical  Education

programme to ascertain their availability, and adequacy toward achieving the objectives of the programme.

Purpose of the Study

The purpose of the study is to assess the availability and adequacies of Quality Assurance Inputs in the Implementation of Technical Education Programme of Colleges of Education in North Central Nigeria.

Specifically the study will determine the:

1.   Availability  of  personnel  as  recommended  by  the  National  Commission  for Colleges  of Education (NCCE)  for the implementation  of Technical  Education programme  in North Central Nigeria.

2.   Adequacy of available personnel as recommended by the National Commission for       Colleges  of  Education  (NCCE)  for  the  implementation  of  Technical Education programme in North Central Nigeria.

3.   Availability  of  facilities  as  recommended  in  Colleges  of  Education  for  the implementation of Technical Education programme in North Central Nigeria.

4.   Adequacy of the available facilities as recommended by the National Commission for  Colleges  of  Education  for  the  implementation   of   Technical  Education programme in Colleges of Education in North Central Nigeria.

5.   Availability  of  machines/  equipment  and  tools  as  recommended  by  National commission  for  Colleges  of  Education  for  the  implementation  of  Technical Education programme in Colleges of Education in North Central Nigeria.

6.   Adequacy of the available machines/ equipment and tools as recommended by

National  Commission  for  Colleges  of  Education  for  the  Implementation  of Technical  Education  programme  in  Colleges  of  Education  in  North  Central Nigeria.

Significance of the Study

The  findings  of  this  study  would  be  of  benefit  to  Colleges  of  education (Technical)     Administrators,   Lecturers,   Instructors/Technologist,   Students,   Parents, Alumni   Association   of   colleges   of   Education   (Technical)in   the   zone.   National Commission  for Colleges  of Education  (NCCE)  and  Nongovernmental  Organizations, and the Society will also benefit from the findings of the study.

The findings of the study will help in highlighting the shortfalls or otherwise of the available personnel and facilities  in the departments.  This would help  colleges  of education (Technical)Administrators to know which personnel and facilities are available, how adequate they are for effective teaching. This will go along in helping them not to duplicate effort by providing what is already available  in the right quantity rather than providing what is not available, (that is for priority settings).

The findings of this study would also be of benefits to Lecturers, Instructors and Technologist  of Technical  Education  Departments  of colleges  of Education  in  North Central Nigeria, since the result will highlight the available facilities in their departments. This will create awareness and serves as a guide for them in the  selection of facilities during  teaching  and  practical  sessions  and  in  making  recommendations  to  Head  of Departments on which of the unavailable to procure  for the department, when these is done, it will also enhance their productivity.  Heads of Departments could also use the information   to   make   recommendation   to   each   of   their   Colleges   of   Education

Managements for the supply of the unavailable relevant facilities based on the resources available.

The findings of the study will be of help to Voluntary Organizations and Alumni Associations of Colleges of Education in the zone. When the findings are published in journals, magazines, and the shortfalls or otherwise of inputs (personnel, facilities) in the institutions are highlighted in specific terms. It will help them to identify which areas to intervene toward improving the quality of the Colleges of Education graduates.

The findings of the study will also be of great benefit to the supervisory bodies Federal  Ministry  of  Education  and  National  Commission  for  Colleges  of  Education (NCCE) in terms of having information about the status of inputs in the institutions in the zone for priority setting and effective monitoring. Moreover, suggestion from this study will also help NCCE as a quality assurance  organization,  fashion out new method of conducting accreditation exercise, using  the information provided by this work, which will be published in journals, magazines or during conferences and seminars. The student will  also  benefit  from  the  result  of  this  study  because  they  will  learn  better  under available  and  adequate  facilities  and  personnel  when provided  by the  administrators, Nongovernmental  Organization  etc, using the findings  and recommendation  from  this study.

The result of the study will help parents determine the kind of schools to  send their  wards,  having  being  enlightened  through  publication  of the result  of  this work during seminar or conferences, using the findings of the study which will show the kind of inputs (personnel and facilities) that make for effective teaching and   learning. The parents will endeavour to look for this as standard to guide their choice of schools.

The resultant  effect of the study will lead to the understanding  of the state  of quality assurance inputs in Colleges of Education which if improve upon, will benefit the society as a whole and eventually developed  as a result of the output  of  well trained graduates. The graduates will be self reliant, contributing their quota to the development of the nation hence reducing the present social ills and rate of crime.

Lastly, the result of this study will equally serve as academic reference materials and literature to technical teacher education and other educational institutions and it will serve as an avenue for further research work.

Research Questions

1.   Which of the personnel as recommended by NCCE in Colleges of Education for the  implementation  of Technical  Education  programme  are  available  in  north central Nigeria?

2.   How adequate are the number of available personnel as recommended by NCCE for  the  implementation   of  Technical  Education  programme  in  Colleges  of Education in North Central Nigeria?

3.   Which of the facilities recommended by NCCE in Colleges of Education for the implementation of Technical Education programme are available in North Central Nigeria?

4.   How  adequate  are  the  available  facilities  as  recommended  by NCCE  for  the implementation of Technical Education programme in Colleges of Education in North Central Nigeria?

5.   Which machines/ equipment and tools as recommended by NCCE in Colleges of Education for the implementation of Technical Education programme in Colleges of Education are available in North Central Nigeria?

6.   How adequate are the available machines/ equipment and tools as recommended by NCCE in Colleges of Education for the implementation of Technical Education programme in North Central Nigeria?

Hypotheses

1.   No  significant  difference  exists  between  States  Colleges  of  Education  and Federal Colleges  of education  in the level of availability of personnel  for the implementation of Technical Education programme in North Central Nigeria.

2.   No  significant  difference  exists  between  States  Colleges  of  Education  and Federal Colleges  of Education  in the level of availability of facilities  for the implementation of Technical Education programme in North Central Nigeria.

3.   No  significant  difference  exists  between  the  States  and  Federal  Colleges  of education in the level of availability of machines, equipment and tools  for the implementation of Technical Education programme in North Central Nigeria.

4.   There is no significant difference between the States Colleges of Education and Federal  Colleges  of Education  in the  level of adequacy of personnel  for  the implementation of Technical Education programme in North Central Nigeria.

5.   There  is  no  significant  difference  between  States  Colleges  of Education  and Federal  Colleges  of  Education  in  the  level  of  adequacy  of  facilities  for  the implementation of Technical Education programme in North Central Nigeria.

6.   There  is  no  significant  difference  between  States  and  Federal  Colleges  of Education in the level of adequacy of the available machines,  equipment  and tools for the implementation of Technical Education programme in North Central Nigeria.

Delimitation of the Study

The study is delimited  to assessing the availability and adequacy of  personnel, infrastructural  facilities,  machines,  equipment  and  tools  inputs  in  the  area  of  Auto- mechanics, Building, Electrical/ Electronics, Metalwork and Woodwork Technology only in Colleges of Education in North Central Nigeria. The study will not cover student input (Admission policy), course content and funding.


This material content is developed to serve as a GUIDE for students to conduct academic research



ASSESSMENT OF QUALITY ASSURANCE INPUTS IN THE IMPLEMENTATION OF TECHNICAL EDUCATION PROGRAMME OF COLLEGES OF EDUCATION IN NORTH CENTRAL NIGERIA

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