TABLE OF CONTENTS
TITLE PAGE
APPROVAL PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF FIGURES
ABSTRACT
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Hypotheses
Scope of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Assessment
Production Unit in the Technical College
Human Resource in Technical Colleges
Workshops facilities in Technical Colleges
Management of mechanical craft practice workshop
Sources of funds for production unit
Skill acquisition through relevant work experience
Theoretical Framework.
Assessment Models
Context, Input, Process and Product (CIPP)
Logic Model
Standard Timing Model
Classroom assessment theory
Formative assessment theory
Critical thinking assessment theory
Knowledge assessment theory
Related Empirical Studies
Summary of Literature Reviewed
CHAPTER THREE: METHODOLOGY
Design of the Study
Area of the Study
Population for the study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Research Question 5
Research Question 6
Hypothesis 1
Hypothesis 2
Hypothesis 3
Summary of the Results
Findings
Discussion
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem
Summary of Procedures Used
Principal Findings
Conclusions
Implications of the Study
Recommendations
Suggestions for Further Research
REFERENCES
Abstract
This study was designed to assess the mechanical Engineering craft
practice production units as means of enhancing skill acquisition in Technical
Colleges in South-South Zone of Nigeria. To carry out the study six research
questions and three null hypotheses were formulated. The design of the study
was the descriptive survey. The study was conducted in the six States of
South-South, namely, Akwa Ibom, Bayelsa, Cross River, Delta, Edo and Rivers.
The population for the study was 81 technical staff in the 15 Technical Colleges
running production unit. A structured questionnaire containing sections (A-D)
with a total of 61 items was used for collection of data. A checklist for
availability and adequacy of facilities were developed and used. Also a rating
scale on assessment of students’ skills was equally developed. The reliability
test of the instrument for section B-D was done using Crombach Alpha
statistical tool at 0.05 level of significance. An overall reliability
coefficient of 0.86 was obtained. The administration of the instrument was done
by the researcher with the help of five research assistants. Mean, Standard
deviation and Analysis of variance (ANOVA) were used for data analysis. The
findings of the study revealed that staff of mechanical engineering craft practice
production unit possessed moderate skills; facilities available were fairly
adequate; the administration manages the unit by planning, coordinating,
directing and supervising the workforce for the attainment of set objectives;
sales of finished product, imprest, PTA special development levies were the
main sources of fund of the production unit and on quality of students’
products fairly good was the result of the finding. The implication of the
study on the state Ministry of Education (MOE), National Board for Technical
Education (NBTE), College Administrators, Staff and Students as well as
curriculum planners were highlighted. The finding of the study will enable the
MOE and NBTE to identify the technical skills required and will act as a guide
in the recruitment of staff for instruction and management. Some
recommendations based on the findings and suggestion for further study were
made.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Every organization is made up of an aggregate of inputs, which are
processed to produce output. The quality of input and processes involved
accounts for the quality of output. The inputs in a Technical College as one of
the educational organizations include teachers, students, finances, facilities
and equipment, these are converted through teaching and learning for desirable
outputs such as educated school leavers that are better equipped to serve
themselves and the society (Gboyega, 2008). Achieving quality and productivity
in every organization demands a careful selection of qualitative input factors.
One of the most significant input factors in every organization is the
personnel. For an organization to meet its set objectives, depends on the
quality of its available human resources The human resource component of a
managerial outfit is the most critical factor in the realization of the
organization’s goals and objectives (Gboyega, 2008). The human resources are
the personnel who work in an organization aimed at bringing about the expected
results.
Skill acquisition as one of the expected result of an organization is
the bedrock of any developing nation particularly now that unemployment is
becoming a serious problem facing the nation (Dike, 2009). In technical
institutions, the situation is made worst when graduates pass out of school
with little or no employable skills. Skill acquisition involves the development
of skills gained through practice, training or experience (Gumbari, 2009). The
importance of skill acquisition cannot be over emphasized because its roles to
national development are multi-dimensional but of particular mention are the
following: elimination of hunger and poverty; reduction or elimination of
joblessness and reduction of crime through effective engagement of youths
(Gumbari, 2009). In Nigeria, skill acquisition is hoped to be achieved through
technical education.
Technical education is an aspect of education that leads to
acquisition of practical and applied skills as well as basic scientific
knowledge (Federal Republic of Nigeria, 2004). Technical education is the
foundation of nations’ wealth and development. It is a type of education that
is meant to produce semi-skilled, skilled and technical manpower necessary to
restore, re-vitalize, energize, operate and sustain the national economy and
substantially reduce unemployment (Ogundola, Abiodun and Oke, 2010). It is the
form of education involving in addition to general education the study of
technologies and related sciences and the acquisition of practical skills,
attitudes, understanding and knowledge relating to occupations in various
sectors of the economic and social life (FRN, 2004). This specialized education
is offered in technical institutions, including Technical Colleges, saddled
with the responsibility of training low and middle level manpower. Technical
Colleges in Nigeria are established to produce craftsmen and master craftsmen
(Federal Ministry of Education, 2003). The courses offered1 at the Technical
Colleges lead to the award of National Technical Certificate (NTC) and Advanced
National Technical Certificate (ANTC). The programmes of Technical Colleges,
according to Federal Government of Nigeria (2004) are grouped into related
trades. These include, construction trades, computer trades,
electrical/electronics trade, textile trades, Business trades, printing trades
and mechanical trades.
Mechanical trades is a general name used in describing trades that
have direct bearing with metal, welding/forming or servicing/repairs of
machines or machine related equipment and appliances. The trades in this group
include agricultural implement and equipment, mechanic works, Auto body repair
and spray painting, Auto electrical work, auto body mechanic works, Auto
mechanic works, Auto building, Auto parts merchandising, Air-conditioning and
Refrigeration mechanic works, welding and fabrication engineering craft
practice, Foundry craft practice, Instruments mechanic works, Marine
engineering craft and Mechanical engineering craft practice.
Mechanical Engineering craft practice is a trade that provides a post
primary technical education and practical proficiency in fitting, turning and
machining to the level of good craftsman. The subject matter of mechanical
engineering craft practice is specifically designed to provide the skills and
knowledge to fulfil the needs of the modern industry (WAEC, 2004). The scheme
has been devised in two main stages, part I and part II. Provision was also
made for supplementary courses of more specialized character for those who may
wish to pursue their studies a stage further after obtaining their part II
certificate. Throughout the course emphasis is on practical training and
theoretical knowledge, with such general studies as are essential for a sound
understanding of the craft practice. The mechanical craft practice workshop is
made up of hand and machine tools of various types. Due to the low rate of
industrialization in Nigeria, the aspiration of mechanical engineering craft
practice students in South-South States is very high. They have very high hope
of being employed by the industries or advanced in their academic pursuit. For
the purpose of enhancing efficiency and effectiveness of Technical College
education where craftsmen and master craftsmen are prepared, it is necessary to
include training on real jobs within the school setting in production units
(NTBE, 2006).
A production unit in the Technical College is an outfit for producing
goods or providing services by utilizing all the available resources in the
college (NBTE, 2006). Agu (2004) saw production unit as an industry in the
Technical College where students produce goods under the watchful eyes of
qualified instructors. The purpose of production unit is for production and
sale of products for the school and for acquiring technical knowledge,
practical skills and attitudes that will enable graduates function
appropriately and effectively in a chosen occupation. The objectives for the
establishment of production units in Technical Colleges are: for providing
opportunities for students to acquire practical skills by working on the job,
for passing out students of the units that are due to face real work in their
area of discipline outside the school and for making money for the school
through the sale of products of the units. Some products of the production unit
are nuts and bolts, funnels, spanners, door jam lock, metal ruler and machine
spare parts among other engineering components. The unit is also designed to
produce simple agricultural and industrial tools and machinery as well as
rehabilitation of broken down equipment. These products can be made in the
production units by using both hand and machine tools of various sizes and
shapes. The National Board for Technical Education in 2006 issued directive in
an agreement form on the establishment of production unit to all Technical
Colleges accredited by it (see Appendix F page 125 for agreement form). In
order to achieve the objectives of providing opportunities to students to
acquire practical skills, the quality of training in the workshop of production
unit must be sound and well articulated and operated by efficient management.
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