ABSTRACT
The study was designed to determine work-based skills for enhancing school-to- work transition of metal work technology graduates of technical colleges in Kaduna state. Five research questions and five null hypotheses were developed inline with the purpose of the study. The five null hypotheses were tested at the probability of
0.05 level of significance. 61 structured questionnaire items wee developed and used
for the study, while 3 experts were engaged to face validate the instrument. The instrument was pilot tested on 8 respondents who are not part of the population for the study and the reliability coefficient of the entire instrument was 0.82. A Descriptive survey research design was used for the study, the respondents for the study were 100 made up of 27 metal work technology teachers and 73 metal work technology industrial supervisors. The major findings of the study include among others that involving students in work-based skills experience in the field of metal work technology especially in the area of fabrication welding skills, machine work skills, foundry technology skills, forge work skills and metal work technology finishing skills should be encouraged in metal work technology Departments of technical colleges by involving students on workplace experiences, organized workshops, field trips and students industrial work experience scheme (SIWES).
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CHAPTER I
INTRODUCTION
Background of the Study
The hope of any country yearning for technological Advancement and relevance in the World depends on its achievement in the field of Technical and vocational education. Technical and Vocational education according to Federal Republic of Nigeria (FRN) (2004) is the aspect of education which leads to the acquisition of practical skills as well as basic scientific knowledge. Technical and Vocational education provides training designed to prepare individual to enter into a paid employment in any recognized occupation. Technical and Vocational education is any form of education whose primary purpose is to prepare people for gainful employment in a recognized occupation.
The major aim of technical and Vocational education is to provide education
for self reliance. According to Federal Republic of Nigeria (FRN) (2004), the goals of Technical and vocational education include: to provide trained manpower in the field of applied sciences, technology and business particularly at craft, advanced craft and technical level; to provide technical knowledge and vocational skills necessary for agricultural industrial, commercial and economic development and to give training and impact the necessary skills to individual who shall be self-reliant economically.
Technical and vocational education is very important aspect of education due
to the fact that it produces highly skilled manpower needed for national development. In recognition of the importance of technical and vocational education, FRN (2004) pointed out that the main importance of technical and vocational
education is the production of highly competent and well motivated skilled
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manpower. With employees who are emotionally, intellectually and professionally equipped for effective productivity at all levels of technology in Nigeria. In the pursuit of the goals of technical education, Kaduna State Government established Science and Technical Schools Management Board in 1989 as Government Vocational Training Centres Management Board, then Model School Management Board and later metamorphosed to Kaduna State Science and technical Schools Management Board with six technical Colleges.
Technical colleges in Kaduna state offer different courses in the field of
technical education. These include Agricultural mechanization, Motor-mechanic works, Metalwork technology, Woodwork technology, Electrical installation and maintenance work, Building technology, Plumbing and pipe fitting, Refrigeration and air conditioning repair work and Radio and television repair work.
Metalwork technology is an academic discipline in the field of vocational and
technical education which focused on training students in skills acquisition in welding/fabrication technology, machine work technology, forge work technology foundry work technology, metalwork technology finishing and other related fields. To acquire these skills, metalwork tools, machines and equipment are required to be in good working condition and to be protected from damage. Due to lack of adequate skills for practical experience technical college students are graduating without work- based skills in using the tools and operating machines; Adamu (2000) posits that, training of students in metalwork technology in technical colleges has been very theoretical; consequently, graduates shy away from employment where they might be called upon to demonstrate their practical skills. The author further emphasized that, this is due to the fact that students were not exposed to work-based skills
during their learning activities in technical colleges. This lapse resulted in ill-equipped technical college graduates of metalwork technology who have remained unemployed. Work-based skilled manpower is needed in Nigerian industries. Orikpe (1993) pointed out that industries and technical colleges have different role to play in manpower production in Nigeria.
The role of industry in manpower development is that or employing technical college graduates as worker (employees) work can be viewed as: paid employment; an activity that produces something of value for other people; exertion of physical or mental energy or accomplishment of specific purposes; according to Osinem and Nwoji (2010) work is a form of activity / job that has social approval and satisfies a real need for the individual to be active, productive, creative and respectful and to acquire prestige. Skill refers to the ability to perform an act expertly. It is that expertness, practiced ability of proficiency displayed in the performance of a task. Skill is a well-established habit of doing something. It involves acquisition of performance capability through repetitive performance of an operation. Work-based skills have been thought as imperative for the development of students and their preparation for work place. However, work-based skills are not always acquired merely because student is in the workplace. What matter is students participation in the work place activities (More, 1999).
Work-based skills can be acquired in industries. According to Osinem & Nworji
(2010) Work-based skills can only be acquired in industries through work based activities such as: internship training, on-the-job training and mentoring co-operative education. Internship training is a form of work experience programme that is done after theory and other in-school experiences which is used in professional or sub
professional curriculum and pays the student on internship training an allowance or salary because he is productive person but his pay is usually of a reduced rate because he is a trainee and not all his time is fully productive. On-the-job training is a type of training conducted either by employee’s immediate supervision or by an expert from any department of the organization. The employee uses the same machines, equipment under which he works. What he produces while learning is a contribution to the day’s effort. Apprenticeship training is a procedure by which young persons acquire skills necessary to be proficient in a trade, craft, arts or profession under the tutelage of a master practitioner. Mentoring is a co-operative education that combines learning experiences gained through regularly scheduled supervised employment in the community and vocational oriented in-school instruction Osinem & Nworji (2010). The employing community services as a laboratory where students have opportunity to apply the principles and practices they have learned in school in the challenging world of work. Work-base skills in metalwork technology can be classified according to following areas of metalwork technology: fabrication welding skills, machine work skills, foundry technology skills forge work skills and metal work technology finishing skills. Fabrication welding is the process of producing different fabricated components or products through the process of sheet metal working and welding. Sheet metal working is the process of cutting the sheets to the size of the produced pattern and formed into the required shape/size e.g. car body, trucks body, tanker body etc. welding on the other part is pinning (joining) of two or more metals by means of heat to fuse the parent metals together. Machine work is the process of using different devices (powered by electric current) to perform different operations in metal works more convenient, easily and
more accurate. Different machines have different purposes therefore the choice of machine depends on the operation one is willing to perform.
Foundry is the process of pouring molten metal into the mould cavity. This
involved melting the solid metal to liquid form using furnace, making the mould cavity using the required pattern size and shape and pouring the molten metal into the mould which when solidified will take the shape and the size of the pattern.
Forging is the process of shaping metals by means of force or hammering the
hot metal to the required shape or size. Forging of metal can be carried out mechanically or manually by hammering.
All the metals subjected to fabrication / welding, machine work, foundry work
(casting) and forging will be subjected to finishing operation so as to improve their appearance and make them attractive and to prevent corrosion or make them expensive by coating the less expensive one with an expensive metal and to improve the wearing quality of metal surface e.g. superfine grinding done to moving parts of an engine.
Some African countries including Nigeria, have found an effective way to train
their technical college graduates by building bridge between academic and vocational skills which in turn enhance school-to-work transition of students. The transition from school-to-work is a dynamic process in which a person moves from other educational system to a relatively stable working position. Rauner (1999) defines school-to-work transition as the training system, institutions and programme that prepare young people for employment after successful completion of vocational education. Transition from school-to-work is a crucial issue for fresh technical college graduates, even though career decision is a life long process school-to-work
transition according to Lueking and Fabian (2002) is on-the-job training, apprenticeship, cooperative education agreement or other programmes designed to prepare student to enter the job market.
Learning activities is any activity that promotes the achievement of any
stated objectives and learning outcomes. Harmon (1996) demonstrated that school- based learning activities focus on career exploration and counseling, students selection career trade or programme of study based on academic and skills standard in a programme of instructions that integrate academic and vocational training, scheduled evaluation and weakness and procedures that facilitate students participation in additional training or technical college work based learning is a planned programme of training or experience, paid work experience, work place inventory and instructing in general work place competencies and all aspect of industries. Community-based learning activities according to Egbita (2006) include matching students with work-based learning opportunities, providing a shop mentor to act as a liason for the student to provide technical assistance and services to employers, linking programmes to participant with community services. Community members should keep students and other diverse adolescents against access to career development, skills, knowledge and competences that enhance their transition into the World of work and productive career. United Nations Educational Scientific and Cultural Organization (UNESCO, 2002) opined that Nigeria involved in student transition from school-to-work through the introduction of students industrial work Experience scheme (SIWES). SIWES is a skill training programme designed to exposes and prepare student of Technical Colleges for work situation as they exist in the world of work. UNESCO further emphasized that there is a need for Federal
Republic of Nigeria (FRN) to improve in the funding of technical education and monitor the activities of the existing industries.
Metalwork technology students can only acquire practical skills related to
foundry, fabrication welding, machine work, forge works and metalwork finishing through the work-based learning activities. If the programme is properly coordinated, there will be an improvement in technical college graduates transition from school to-workplace. Unfortunately, this experiential skill for enhancing school- to-work transition has not been achieved in technical colleges in Kaduna State. Hence, the study will determine work-based skills for enhancing school-to-work transition for effective school-to-work transition of Metalwork technology graduates of technical colleges in Kaduna State.
Statement of the Problem
Most graduates of technical colleges in Nigeria are not properly prepared for work as a result of lack of work-based skills especially for industries and commerce. Majority of technical college graduates who had no work-based skills may have some delay in transition from school-to-work. As a result of lack of work-based skills technical college graduates are graduating from school-to-unemployment, the issue of unemployment in Nigeria has been the major problem affecting the Nigerian youths. According to FRN (2012) the rate of unemployment is 37 percent. This is a great set – back and is seriously affecting technological development of youths and country at large. Kpanga (1998) pointed out that, history has it that the first education curriculum was reviewed simply because its graduates were unable to meaningfully fit into work opportunities within the society. Technical College students in Nigeria lack the adequate skills for self employment. Egbita (2006)
pointed out that there has been numerous complains about quality of technical college graduates produced in Nigerian technical colleges. There is also a growing concern among industrialist that graduates of technical colleges do not posses adequate work-skills necessary for employment. Nworgu (2006) observed that unemployment is both an economic and social problems. He further emphasized that, a society that does not have economically vibrant youths force is bound to collapse. Employment qualifies an individual as full valued member in the society.
The inadequacy in skill possessed by technical college graduates leads to low
productivity of products, poor quality product and high cost of production (Olaitan,
1999). There is need to harmonize the activities of technical colleges and that of the world of work can be learnt in school. Harmon (1996) pointed out that, plan for school-to-work should be a programme that will connect education to the world of work by allowing students to apply what they learn in class room to real life situation.
Consequently, it is obvious that, industrial growth and development in metalwork technology will continue to be delayed, unless an avenue is created to share responsibilities between workplace and technical colleges for effective training of technical college students (Adamu, 2000). This indicates that there is need to determine the work-based skills in metal work technology for enhancing school to work transition of metal work technology graduates of technical colleges with respect to welding and fabrication skills, machine work skills, foundry work skills, forge work skills and metal work finishing skills., so as to have smooth transition form school-to-work of metal work technology graduates of technical colleges. .
Purpose of the Study
The purpose of the study is to determine work-based skills for enhancing school-to-work transition of metalwork technology graduates of technical colleges in Kaduna State.
Specifically, the study was aimed at determining:
1. The fabrication welding work-based skills activities that will enhance school–
to-work transition of metalwork technology graduates of technical colleges.
2. The machine work-based skills activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges.
3. The foundry technology work-based skills activities that will enhance school-
to-work transition of metalwork technology graduates of technical colleges.
4. The forge work-based skills activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges.
5. The metal work finishing work-based skills activities that will enhance school- to-work transition of metalwork technology graduates of technical colleges.
Significance of the Study
The findings of the study were hoped to be of immense benefits to metal- work technology students of technical colleges, employers of labour and employees, community/society, technical colleges, curriculum planners and parents.
The findings of the study are hoped to be of benefit to students through learning by doing since learning by doing gives students an opportunity to demonstrate knowledge, understanding and competencies difficult to convey on paper, i.e. linking theory and practice. It is a gradual or orderly way to move the
student out of the protected realm of self-sufficiency and productivity in our society. Students work in real situations, which are in keeping with interest and abilities. Contacts with several levels of management and employee representatives and other community leaders via work site, club and social functions have many positive, salutary effects. Career decision making is made more judicious, accurate and flexible by experiential education with regard to type of employer, place of employment, and its opportunity and requirement of advancement. Good work habits are among the most significant benefits. Transition to and from and / or other educational experiences are used by skilled guidance of teacher coordinators.
Employers of labour in the field of metalwork technology will get competent
personnel well trained to carry out the job effectively. Supervisors learn job analysis and educational principles and practices, which are essentially to on – the- job training of all works. Supervisors are released form elementary tasks which can be done by student – learners. The frequency with which workers change jobs before becoming occupationally fixed is reduced of better matching of individuals to jobs and flexibility of employers who have better in-school and on-the-job experiences as a result of effective skills training received by technical college graduates due to effort made in technical colleges to train the graduates in the field of metalwork technology.
The community will benefit through reducing the number of unemployed
youths who are jobless and the community will develop technologically, because they will be aware of career opportunities in the field of metal work and well skilled and experienced manpower in metal work technology will be developed.
The technical colleges will be relieved through prohibitive cost of providing laboratories with sufficient number and variety of trained manpower to satisfy diversified employment needs of the community and attending to educational needs of those metal work technology students destined to compose the future workforce. Influencing curriculum development to meet metal work industry requirements. The study will benefit curriculum planners by influencing curriculum development to meet metal work technology industries requirement by designing the curriculum that will best fit the requirements of technical college graduates to become self-reliance and meet the requirement for labour market.
The study will also benefit parents by relieving teenage tension. This relief is
evident when through satisfactory guidance and counseling experiences culminate in identification of career interest in an occupational area together with educational plan for its accomplishment.
Research Questions
The following research questions were formulated to guide the study
1. What are the welding fabrication work-based skills activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges?
2. What are machine work-based skills activities that will enhance school-to- work transition of metalwork technology graduates of technical colleges?
3. What are the foundry technology work-based skills activities that will enhance
school-to-work transition of metalwork technology graduates of technical colleges?
4. What are the forge work-based skill activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges?
5. What are the metal work technology finishing work-based skill activities that
will enhance school-to-work transition of metalwork technology graduates of technical colleges?
Hypotheses
The following null hypotheses formulated to guide the study were tested at
0.05 level of significance.
H01: There is no significant difference between the mean responses of metalwork technology teachers of technical college and metal-work technology industrial supervisors on the fabrication welding work-based skills activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges.
H02: There is no significant difference between the mean response of metalwork
technology teachers of technical colleges and metal-work technology industrial supervisors on the machine work-based skills activities that will enhance school-to-work transition of metalwork technology graduates of technical colleges.
H03: there is no significant difference between the mean responses of metalwork technology teachers of technical colleges and metal-work technology industrial supervisors on the foundry technology work-based skills activities in enhancing school-to-work transition of metalwork technology graduate of technical colleges.
H04: Significant difference does not exist between the mean responses of metalwork technology teachers of technical colleges and metalwork technology industrial supervisors on the forge work-based skills activities in enhancing school-to-work transition of metalwork technology graduates of technical colleges.
H05: Significant difference does not also exist between the mean responses of metalwork technology teachers of technical colleges and metalwork technology industrial supervisors on the metal work technology finishing work-based skills activities in enhancing school-to-work transition of metalwork technology graduates of technical colleges.
Scope of the Study
The scope of this study were work-based skills for enhancing school-to-work transition of metalwork technology graduates of technical colleges in Kaduna state, delimited to welding and fabrication skills, machine work skills, foundry technology skills, forge work and metalwork technology finishing skills. Fitting and metallurgical aspects of metalwork technology were not covered.
This material content is developed to serve as a GUIDE for students to conduct academic research
WORK-BASED SKILLS FOR ENHANCING SCHOOL-TO-WORK TRANSITION OF METALWORK TECHNOLOGY GRADUATES OF TECHNICAL COLLEGES IN KADUNA STATE>
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