Choose Your Project Department

COMPLETE PROJECT DEPARTMENTS

CHOOSE YOUR CURRENCY

[aelia_currency_selector_widget widget_type="dropdown"]

Amount: ₦5,000.00 |

Format: Ms Word |

1-5 chapters |



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).

x

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

1

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  â€“ 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

NOT THE TOPIC YOU ARE LOOKING FOR?



PROJECTS TOPICS Support Team Are Always (24/7) Online To Help You With Your Project

Chat Us on WhatsApp » 09069999843

DO YOU NEED CLARIFICATION? CALL OUR HELP DESK:

  09069999843 (Country Code: +234)
 
YOU CAN REACH OUR SUPPORT TEAM VIA MAIL: projectstopics1@gmail.com


Related Project Topics :

LIST OF PROJECTS DEPARTMENTS