University of Nigeria Research Publications
SA’1, Haruna Rasheed
Aut
hor
PG/M.ED/98/25776
Title
Measures for Improving Non-Formal Vocational Education Training System in
Kaduna State.
Facu
lty
Education
Dep
artm
ent
Vocational Teacher Education.
Dat
e
April, 2004
Sign
atur
e
UNIVERSITY OF NIGERIA, NSUKKA ITACtJ LTY OF EDUCATION
nq EASU rms FOR i MPROVING NON-FORMAL Y OCArX'IONALI EDUCATION TRAINING SYSTEM
IN KADUNA STATE
SA'I, HARUNA RASHEED PG/MeED/98/25776
D E I'AlITMENT OF VOCATIONAL TEACHER EDUCArlTION,
UNIVERSITY OF NIGERIA, NSUIU<A
APRIL, 2004
M EASIJRES FOR IMPROVING NON-FORIMAL VOCATIONAL EDUCATION TRAINING SYSTEM
PN KADUNA STATE
A RESEARCH PROJECT PRESENTED TO THE IIGPARTMENT OF VOCATIONAL
TEACH ER EDUCATION, UNlVERSITY OF NIGERIA, NSUKICA
IN PARTTAL FULFILMENT OF THE REQU IREMENT FOR THE AWARD OF
MASTER OF EDUCATION (INDUSTRIAL TECHNICAL EDUCATION) DEGREE
SAT, HARUNA RASHEED PG/M.ED/98/25776
This research project has lacen tcad m d approved as ~ncctin-4 the r.cquir.enlent
for the award of Master of Edercatio:~ (M.Ecl) dcgroc with specidisation in
hdustrial ?'echnicaI Er!ucation, 31eparl1nent of Voc3tional Teacl~er
Education, University of Nigeria, N x k ka.
Dean Faculty of Education
CERTIFICATION
SA'I, HARIJNA RASHEED, a postgraduate student in the Department of
Vocational Teacher Education, with registration number PG/M.Ed/98/25776
has satisfactorily completed the requirement for course and research work
for the award of MASTER OF EDUCATION (M. Ed) Degree with
specialization in INDUSTRIAL TECHNICAL EDUCATION.
The work embodied in this research project is original and has not been
submitted in part or in full for any Diploma or Degree of this or any other
University. fl SA'I, HARUNA RASHEED PGM. ED198125776 (STUDENT)
EZE-PROF. J.U . OKORIE (SUPERVISOR)
DEDICATION
This research project is dedicated to my
parents Alhaji Is'haq Sa'i and Hajia Hafsatu
I. Sa'i whose moral and financial support I
enjoyed throughout the course of my study
at UNN and who have greatly contributed in
making my graduation a huge success, by
their patience, sacrifice, prayers, etc.
Also to my brothers Muhammad Bello,
Mah'd Bashir, Khaidara Aliyu and sister
Nana A'ishatu who have always
accompanied me in every life struggle
thereby helping me to succeed in all
profitable adventures.
ACKNOWLEDGEMENTS
111 ~ l l c name ol ' ( iod, tlic Most C;~-nc~ous, tlic Most Mcrcili~l. 'I'ha111cs
hc to God Aln~igl~ty Ihr I-lis guidancc and protection throughout the
~.csca~-clicr-'s stay i n 1J.N.N. l'or his rcscarcli work.
I t tool\ paticllcc, I~arcl work, unclcrstanding, lovc, pcrscverance and
s y ~lilx~tl ~y t o Cil1.l.Y 011 t this I ~ C S C ~ I ~ C ~ I work. The reseal-cher, tliereforc, is
i~iclcbtccl to tllc supervisor Eze I'rofcssor J.U. Oltosic, for his fathcrly
attention and cxpcrt advicc givc11 during this study. The encouragit~g words
and su~gcstions haw grcatl y improved thc quality of t11c work without
\vllich this tvork sl~oulcl liavc becn a puzzle. Thc researcher is also gratcfi~l
to 1)1-of'cssor. U.M. Okoro. whose input and advice during the work is
l-c1ll~lrl<ahlc
'T'lic I - ~ s c a r c h ~ r C X P ~ C S S ~ S special thanks to the immediate past and
prcscrit I-Icad of Dcpartmcnt Professor (Mrs.) E.U. Anyakolia and Prof. E. C.
Osrrala I-cspcctivcly I tlicir co-operation and understanding. The
~-cwarclic~- a l w wislics to aclcnowlcdge with lhanlts and sinccre appreciation
the aids and assistance hc e~~-joycd from the Management of Kaduna
I'olytccl~~iic, I<atluna, Dr. %. S. Abbas I-IOD Education (Technical)
I )cp;utincnt, I<acluna Polytechnic and the cniire stal'f and studcnts OS the
Dcpartnicnt of' Vocational Tcaclicr Education - UNN most espcciall y Mr.
I:clis Onycslii. 'l'lic rcscald~cr is particularly very gratcfi~l to his relatives
a ~ ~ c l lo~;ctl ones lbr ~llcir ~iioral support. 'I'llt: I-CSCL?~C~CI"S thaults go to
Mul~am~nacl LkIlo, I<haicla~-a Aliyi~ and Nana A'isl~atu for their paticncc,
v i
g1.catly.
!:inally tllc ~-csca~.chcr's special thanks yo to Ds. 13ashir lsyaku,
I-isccutivc Director, Alh. Mol~ammcd Lawal Salisu, Projcct Coordinator and
Aislia /\bubakar all of Even Ilcvclopment Projects (EDP) I<aduna.
SA'I, HARUNA RASIJEED
vii
T A 131 , I< O F CONTENTS
Co\w I'agc . . . . . Approval Shect Ccrtilication , . . . . . Dedication . . . . . Acknowlcdgcrnci~t ..
Tablc ol'Contcnts . .
Lisl of 'l'ablcs . .
Abst rnct
cwuwx I 1N'I'lIOI)IIC:'I'ION Ilackgr-ountl ol'thc Slutly State~ncnt of llic I'lnblcm I'ur-posc ol' t hc Study .
Significance of'thc Study Research Questions Itesearch I-iypotlieses . . ~clitnitatio~l the Study Assi~mption or the Study
PTER I 1 REVIEW OF RELATED LITERATURE .. Skill Acquisition in Non-Formal Vocational Education Trainins in Nigeria . . . . Methods of Teaclirrig Skills in Non-Formal Vocational Education Training in Nigeria . , . . Compctcncy - Based Tec l i~ i i ca l lVoca t i~ Education in Noti-Fortnal Vocational Education Training in Nigeria Approachcs to Non-Formal Vocatio~ial Education Training in Nigeria .. Criteria for Enrolling Trainees in Non-Formal Vocational Education Training Programmes in Nigeria . . Problc~ns oFNon-Formal Vocational Education Training in Vocational Trade AI-cas in Nigeria.. Summaty of Review of Related Literatul-e . .
CHAPTER 111 RESEARCH METHODOLOGY Design of the Study . . Arca of thc Study . . Population of'the Study Sample of the Study . .
Itistrumcnt for Data Collection Validation of the Instrunlent .. I<cliabili~y of'llic I~istr~uiiic~it . . Mctliod of Data Colleclio~i . . . . Method of Data Analysis . . Dccision Rulc
CHAPTER I\' PIIESENTA'IION A N D ANALYSIS 0 1 7 DATA I<csca~-cl~ Quc.st ion I I<esearch Question 2 Rcseai-ch Qucstioti 3 Rcscarclt Qucstior~ 4 . . . .
Rcsearcli Question 5
t-lypotlicsis 1 Hypothesis 2 I lypolhcsis 3 Major Findi~~gs ot'the study . . Mypotlieses .. . . Discussion of Findirigs
CHAPTER V SUMMARY CONCLUSIONS A N D RECOMMENDATIONS Re-statcmcnt ol' the pi-oblcm . . . . . . 8 I Description of Proccdurcs Used in thc study 82 Major Findings of the study 82 Implication of the study 83 Conclusio~i . . 84 Rccommendations . . 8 5 Susgcst iuns for Further Studies 8 6
REFERENCES . . 87
APPENDICES
Appendix I: Letter o f Introduction.. . . . . 93 Appendix 11: Queslionnaire 94 Appendix 11 I : Request for Instrument Validation .. . . 100 Appendix iV: Formulae used for calculations 101 Appendix V: Students t-Table . . . . . . 1 02
1.3s~rihution ol'sampto Ihr 1hc Sttrtly . . Agricul~ural Trades Frcqucncy and I'crccnlagc of Respotden~s . . . . .
CraSts 'l'rarlcs Frcclucncy and l'cr-ccnlagc of Rcsponclcnts . ,
Inclus~rial Trades l;rcqucr~cy and Pcr-centage of'llesponden~s I'r-ofessions F ~ q u c ~ i c y and I'crcentagc of Respondents 'I'lic Mctliods uF Improvirr~ 'I'rait~ing Contents ol' Non-l;o~-~nal
Vocational Education Training in Vocational Trade Areas . . Thc Methods of Iriiproving lnstr~lction in Non-Fornlal Vocational Education l'raining in Vocational Trade Areas . .
Training I~acililics Required for thc Improvement of Non-Formal Vocalio~~al I~tl~rwlion TI-ili~~irig i l l Vocatio~ial 'I'radc /\rcas ..
Factors that should be consiclered in Enrolling l'rai~iecs in Nan-lbrmal Vocational I<cluca1ion Training . .
1-tcsl of*thc rncan l<cspo~iscs ul'Mastcr C r a f h c n and Technical Tcaclicss on rlw Me;liods of lniprovirlg l'l-ainingy litcilities in NOII-formal Vocalior~al lducation Training in Vocational 'I'radc A rcas. t-tcst of tlic mcan Rcsponses ofSMaster CI-afsmen and 7'cchnical 'i'cachcss on thc Mctliods oI' I~islsuction in Non-formal Vocatio~lal Educaliori Trailling in Vocational Traclc Arcas. . . r-lest of the mcan Ilcsponses of Master Craftsmen ant1 Technical Teachers on the Factors that should be considered in Enrolling 'I'rainces into Non-formal Vocational Education Training in Vocational Trade Areas.
Abstract
. , Illis I C S ~ : I I ~ C I ~ \vo14; is li)ci~scd 011 idc~itilyi~~g ~ i ~ a s i ~ s c s 16s i~~lprovir~g aio~~-~brill:~l
\,oc;~Lional ccli~caliim trailling s\:slcnl in Kaduna State. Melliods oS i~iiproving training
co~licnts. mcthotls ol'instruction as well as training facilities rcquirccf for cflicicnt training
\\/crc also il~v~sligalccl. I;iw ~xscarcli cjucstions and three hypothcscs guiclcd tlic stucly.
' 1 ' 1 1 ~ arcas 0 1 ' c o v c ~ ~ g c \\icl.c. all thc three .scnatorinl zones of' K:~dnna SLatc. h
~ ~ ~ o l ~ o ~ ~ l i o ~ i ; ~ t C s[r.;~liIicd s;tlnpliy.: lc~llliiqii~ was ;~doptcd i l l tllc sclcclio~~ i?I' tr;~i~iccs Sbr
I I I C sludq. ()~rcsl io~l~l~ii~~c ilc.nis ncrc administcrccl to 131 mastcr clalismcn, I32 leclrriical
tcacl~crs and 137 trainccs. 'fhc rcscarchcr madc use of li-equcncy distribution, mean and t-
tcst atis is tics lix thc data analysis. lhcrging from the stirdy is: ( 1 ) Non-To~-niak vocational
ctl~lcatiori tsaining csislccl in IGduna Statc with 24 types of trades. (2) 711c training
con(cnts ~vcrc spccilicd in somc vocational case. (3) Various rilctlmds of
inx~rk~ctiori;lraining in non- fonual vocalional eclucalio~i training in Kaduna State i~icludc:
/\clccliratc training fkilitics irscd in nou- fornml vocational education training include:
Vtlalillcrl ninstcr crallsnlcn. space and piace for day-today activities, training centres Tor
cilicicncy. twirling materials rilid well cquippcd and vcntilatcd workshops. ( 5 ) l'hc
I.xtors cn~isirlcrcrl fiv ciirolling trainees i11 non-Sormal vocational cducatioii training
s!.s[cm in I<ndulia Str~lc includcs: ability of trainccs to lnkc Ihc job, age coiisidcration,
cilucatirmd background/ clualilic;~lion of a trainee, ~lcecls ul' tllc communily, nceds of the
traincc. oppnrt1111ily ;rvailul)lc li!r training. govcrnmcnt policy Ibr training unskilled
I Y O ~ I \ ; C I - S ;IIICI ~Aiysic:tl aid mcntal fitness of traince. (6) Graduates of non- formal
vocationnl ctlucatio~l training systcm coi~lplc~l~cnts thc tccimical work force rcquircd in
t l~c poblic and prisarc scctors. (7) The t-test result of thc study revceled no significant
d i l~l .cI lcc 211 13 10.05 i l l tilc opinion of the mspondcnts regarding the tsainiiig facilitics.
Illclllr)ds 01. instl-tlction and enrolment factors consiclercd in non-formal vocaliona~
sii
CHAPTER 1
INTRODUCTION
Background of the Study
The issue of self-reliance and less dependent on governrnent for
employment is of great concern to a developing nation like Nigeria in general
and Kaduna State in particular. It is believed that the acquisition of requis~te
skills in any vocational trade area is a means of improving the productive
power of the nat~on. This IS why many people In Kaduna State are seen to be
engaged in different non-formal vocational trade areas, such as agriculture,
l~lacksmitliing, block laying, building construction, carpentry, ca rv i~g WOI-k,
dress-making, dyeing, electrical installations, metalwork, motor mechan~c,
plumbing, printing, radio repairing, shoe-making, sign writing, soap--making,
tailoring and woodwork.
Non-formal vocational training in Kaduna State is an age-long form of
education from the traditional pre-colonial era in which tradesmen learned
their vocational trades by imitation and a repeat performance approach. Non-
formal vocational training refers to the training on-the-job, or a form of
vocational training that has formal relationship between the master craftsman
and trainee. Mcrtual learning is established by either written or verbal
agreement, ~inder the tutelage of a master craftsman (Okorie, 1979).
by the bitateral agreement between the master craftsman and the trainee's
parents or relation or even the apprentice himself, depending on his age.
Children of 10 years of age and below are attached to master craftsmen,
sometimes for an unspecified period of time for non-formal vocational training
in vocational trade areas.
Generally, the non-formal vocational training systems in Kaduna State
under a master craftsman, has been two dimensional, namely,
(i) Agricultural Education: These include animal care, animal rearing,
fishing and hunting.
(ii) Trades and crafts including carpentry, carving, decorating,
dressmaking and others.
Agriculture was and is still the main stay of the economy in Kaduna
State. Children are well taught on how to produce good crops and rear
animals. They are taught how to differentiate between fertile and non-fertile
soils. Children are taught on how to determine the suitability of soil for the
growth of different crops through dipping the cutlass into the soil. If during the
course of dipping the cutlass into the soil it touches some stone, immediately,
a verdict is given that such type of soil would never be suitable for deep-
rooted crops. If it is porous, then, it is suitable for groundnuts and other
creeping crops such as beans, groundnuts and melon. Children are taught
how to clear the land for cultivation through bush burning. They are
instructed, mostly through observation, to pick up a leaf and hold it straight up
into the air. When the leaf either bowed forward or backward, common sense
dictates to the children at once where to set fire to the bush. Children are
also trained on the various methods of planting depending on the type of
crop.
Sons, usually learn the act of farming from their fathers by a routine
? association with their parents' work. Sometimes, the method adoppd was
that the future farmers (children) are made to work between the father and the !;
elder brother. The instruments used are cutlass, hoes, knives. and spears.
In trades and crafts, the practices are restricted to certain families and
the practices of various vocational trades seem to be hereditary. Children are
exposed to various vocational trade areas under the guidance of their
relatives or other master craftsmen. The children are required to perform
domestic services in addition to the vocational trade they are expected to
master. The length of training varies considerably among vocational trades
and masters. Children are also attached to other educational programmes
that would prepare them for the future endeavours.
Girls are also apprenticed to certain vocational trades like the .boys.
The only difference between them and the boys is that they are apprenticed
to mistresses instead of masters. However, there are certain vocational
trades in wh~ch both males and females participate on equal terms, such as
farming and weaving.
The native crafts of Kaduna State are in the hands of the old whose
ages range from 45 years and above. For instance, in Zaria local government
area dyeing used to be the predominant vocational trade and means of
livelihood of the people. Dyeing involves the collection of bark of trees and
herbs. The collections are then sucked in a pit dug for this purpose. This is
normally submerged into these pits and lasts between two to three weeks.
The weaved clothes are then dried into the pits, and then dried. When dried,
the clothes are untied. The apprentices normally do the colledion of bark of
tree. There are no more than two to three dyeing centres now in Zaria.
Blacksmithing is common to all the local government areas of the state. This
involves the heating of iron in locally made furnace until the melting point is
reached. The metal is removed and forced into required shapes for various
utensils like hoes, knives, cutlass, spears and so on. Jerna'a, Kaduna North,
Kaduna South, Kafanchan and Zaria local government areas are well known
for cane works. This involves the collection of canes, which are then woven
into bags, baskets, chairs, tables and so on. Leathework in Jema'a, Kaduna
North, Kaduna South, Sabon Gari and Zaria local government areas, require
that the skin of animals like cow, goat and sheep be removed and soaked in
mud for days. It is then removed and a sharp knife is used to remove the
hairs. It is then dyed and dried ready for usage. They can be used for bags,
belts and shoes. Soap making is common to all the local government areas
of the state. It involves the collection of palm fruits, palm kernels, stems of
beneseed stalks burnt into ashes and then boiled to solidify to form paste.
Usually, children are not trained by their parents, but by relatives and
master craftsmen in particular vocational trade areas. This is to ensure
proper discipline and concentration. Today, the elderly men are forced to use
their last-born children or grand children to assist them in their various
vocational trade areas. As a substitute for family training, a more efficient
training system called apprenticeship-training system came into being. Emida
(1979) defined apprenticeship as an arrangement under which an infant or
adult male or female binds himself or herself to serve and learn within a
definite time from a master craftsman who on his side is conversant to teach
his vocational trade ta the apprent~ces.
It caters for varied individuals; thereby satisfying educational as well as
occupational needs of the individuals. It is a matter between two parties and
apparently consists of two elements, the reciprocal obligation between the
master and his apprenticed. Today's apprenticeship training is centred On
repair work in carpentry, electricallelectronics and auto mechanic?. The
apprenticeship in these vocational trade areas is generally formal.
The skills required for these are acquired through numerous methods.
Some skills are best acquired through the whole method, that is, learning of a
job by the presentation of the task to be done by the master craftsman to the
apprentice to complete. Others are best dealt with by a progressive part
method, that is, learning a whole project part by part. One part can only
progress when the skills of one part are mastered before moving to the next
part. Another is to practice each part in isolation to the required standard and
then combine them. The relative efficiency of each method varies with the
type of skill. Teaching and acquiring manipulative skills involve a number of
steps. These include:
(i) The preparation of the learner, that is, t o get trainee's complete
attention on the job;
(ii) Presenting the job which involves telling, showing, illustraling and
questioning;
(iii) Trying out the performance; and
(iv) The last step is the follow-up.
Other methods of acquiring skill through apprenticeship are: imitation,
repetition and occupational participation. Through imitation the apprentice
gets acquainted with how t h e master performs t h e act. Repetition entails
performing an operation several times, so as to be able to master the
operation. Occupational Participation involves both the imitation of the
master and frequent practice. Further more, other projects tried out,
demonstrations and experiences are used to acquire skills.
lnterest is essential for learning and training in apprenticeship. It is a
motivating factor that generates one's potentialities and is based on
fundamental emotions and desire. It has always been described as one of
the major factor that influence individuals in choice of career (Ochiagha,
1991). Interest promotes the desire of trainee to learn a skill, do a job well
and to take pride in his or her work.
In Kaduna State, the categories of people in non-formal vocational
training programmes, ranges, from uneducated, primary school dropouts to
secondary school leavers (M.O.E., 1994). The trainers are people who have
been apprentices themselves and possess various characteristics to teach
their skills. In an effort of reliance and less dependent on government for
employment, the federal government introduced the National Directorate of
Employment (NDE) scheme as a non-formal vocational education-training
scheme. The organization of vocational trade areas seems to be
predominantly informal. The master craftsman seems to be the sole
administrator and the entire training is on the job. Moreover, as the nation
strides into the millennium of technological advancement and in view of the
second tier of the national policy on education (1998) which aims at making
the educational quality, physicaf fitness, good moral, reliability and ability to
get on well with others, there is the need to look closely at the measures for
mprovlng non-formal vocationai educational training system in vocational
trade areas in Kaduna State.
Statement of the Probhm
In Kaduria State, a number of uneducated, prlrnary school dropouts
and secondary school leavers are engaged in nm-formal vocational training
in vocational trade areas without knowing apparently the type of trades
available in which non-forrnal vocational training is given. They engage in
vocational trainirig for lack 'of jobs and without proper guidance of the type of
trades to choose and their prospects after completion. The effect of whch
crsually results to abandoning the trades for lack of interest, aptitude and
ability to get on well with others.
The effort of improving the training contents of non-formal vocational
training seems not to have yielded any positive response. This is because
the master craftsmen are not qualified to carry out effective and efficient
training of their trainees that will improve the programme.
Furthermore, the training facilities required for efficient training in non-
formal vocational training system are not sufficient for the master craftsmen in
the state (M.O.E. 1994). Therefore, there is considerable disparity observed
in the level of technical teachers and the standard of skill imparted ta trainees
i~ i 'var~ous vocat~onal trades In the state.
It can also be observed that the selection of trainees for training in non-
formal vocational trarning seems not to be based on any formal standard. In
most trades, importance is not attached to age. educational qualification and
physical fitness. It has become necessary to critically appraise the type of
trades, training contents, methods of instruction, training facilities and factors
to be considered for enrolling trainees in non-formal vocational education
training system in vocational trade areas in Kaduna State.
Purp-ose of the Study -
The overall purpose of this study was to find out measures for the
i~nprovement of non-formal vocational education training system in Kaduna
State Specifically, the arms of the study were to:
(1) Identify the type of trades in which non-formal vocational education
trainmg is given in Kaduna State
( 2 ) Determine the methods for improving the training contents of non-
formal vocational education training.
( 3 ) Identify the methods of instruction that could be used to improve non-
formal vocational education training.
(4) Determine the training facilities that are required for efficient training,
which could bring about desired improvement in nun-formal vocational
education training in Kaduna State.
(5) Identify the various factors that shouid be considered in enrolling
trainees in order to bring about improvetnent in non-formal vocational
education training in' Kaduna State.
SiMficance of the Study --
The findings of this study would be useful to the varmus levels of
governments, Federal, State and Local, trainees, Nigerian youths and their
parents, private and public establishments, the NDE and the NAPEP.
In an effort to reduce the rate of unemployment among uneducated,
prmary school dropouts and secondary school leavers the federal, state and
local governments have introduced varlous training programmes that border
on vocational education training. Such training programmes include the
National Open Apprenticeship Scheme (NOAS), School on Wheel Scheme
(SOW), Youth Employment Scheme (YES), and most recently National
Poverty Eradication Programme (NAPEP). Therefore, this study through its
findings will bring to focus the type of trades in which non -formal vocational
education training is given in Kaduna State according to their aptitudes,
mterest and capabilities.
This study, through its findings will provide useful information that will
aid objective planning and successful execution of such programmes by the
governments. The various levels of governments in the country have also
embarked on a number of dynamic programmes aimed at making the youths.
acquire requisite employable skills in various vocational trades. One of these .
is translated into the establishment of the methods of instruction that could be
used to improve non-formal vocational training will be determined and help
generate valuable information, which if made known to them and
subsequently utilized or added to the wealth of their experiences will enhance
their effectiveness in planning, organizing, supervising and imparting methods
of instruction to the trainees in different vocational trade areas.
The findings of this study will be useful to various governments as
various training facilities are required for efficient training that could bring
about desired improvement in non-formal vocational education training. This
will give the various governments an insight on the procurement and
distribution of training facilities.
Parents and Nigerian Youths, private and public establishment will
benefit from the findings of this study on the factors that could be considered
in enrolling trainees in order to bring about improvement in non-formal
vocational training in vocational trade areas. The information generated will
provide parents with the knowledge of factors influencing decision to enrol.
This study will also bring to focus the importance of vocational trade areas in
the economy and the need to encourage the non-formal vocational training of
trainees who can be credited for producing the bulk of manpower for the
productive sector of the economy.
Research Questions
The following research questions were formulated to guide the
researcher in this study;
1. What are the type of vocational trades in which non-formal
vocational education training is given in Kaduna State?
2. What are the methods of improving the training contents of non-
formal vocational education training in vocational trade areas?
3. What are the methods of instruction that could be used to improve
non-formal vocational education training in vocational trade areas?
4. What are the training facilities that are required for efficient training
in non-formal vocational education training in vocational trade
areas?
5 . What are the various factors that could be considered in enrolling
trainees in order to briny about improvement in non-formal
vocational education training in vocational trade areas in Kaduna
State?
Research H-ypotheses
1-lie following hypotheses formed the basis for the study.
H0, There is no significant difference in the mean ratings of the master
craftsmen and technical teachers on the training facilities that are
required for efficient training, which could bring about desired
improvement in mn-formal vocational training system.
0 There IS no significant difference in the mean ratings of the master
craftsmen and technical teachers on the methods of instruction that
could be used In improving non-formal vocational education training
system.
t i 0 3 There IS no significant difference in the mean ratings of the master
craftsmen and technical teachers on the various factors that should
be considered in enrolling trainees in order to bring about
imprnvernent in non-formal vocational training system in vocational
trade areas.
Delimitation of the Study
This study was delimited to the identification of measures for improving
non-formal vocational education training in vocational trade areas in Kaduna
State of Nigeria. This study focused on identifying the types of vocational
trade areas in which non-formal vocational education training is given, training
contents and methods of instruction that could be used to improve non-formal
udcational education train~ng system In vocat~onal trade areas. Others
Include training facilities requ~red for efficient training and various factors that
could be considered in enrolling trainees In order to bring about desired
~rnprovement in non-formal vocat~onal educat~on training in vocational trade
areas in Kaduna State.
Assumptions (I-
The following assumptions were made in pursuit of this study:
1. The respondents gave genuine and relevant information based on the
~tems In the questionna~re
2. All items in the questionnaire were answered honestly; and
3. The responses were reliable enough to draw valid conclusions.
4
CHAPTER ll
REVIEW OF RELATED LITERATURE
This chapter presents a review af literature related to this study and is
organ~zed under the following sub-headings:
Skrll acquisitron in non-formal vocat~onal education trarning in
N~gerra
Methods of teachmg skills In non-formal vocational education
tra~nlng in Nlgeria
Competency - Based TechntcalNocat~onal education in non-formal
vocatmal education trainrng in Nigeria
Approaches to non-formal vocational educatmn training in Nigeria
Criteria for enrolling trainees in non-formal vocational education
training programmes in Niger~a
Problems of non-formal vocational education training in Nigeria
Summary of review of related literature.
Skill Acquisition in Non-Formal Vocational Education Traininq in Niqeria
Every year, many young Nigerians pass out of primary and secondary
schools and many of them enter the job market, although with little career
preparation In terms of skills. The acquisition of the requisite skill is a means
of increasing the productive power of a nation.
Okorie and Ezeji (1988) observed that at this stage of Nigeria's
development, a substantial section of the labour force must be able to initiate
independent production or to perform skilled work of a diversified nature.
They argued thus *perhaps, it is for this reason that many Nigerians are seen
particularly in our towns and cities engaged in different trades and services.
This group of people are composed mostly or school dropouts from both
primary and secondary institutions". They strive to increase their proficiency
in their trades.
Obenenwa (1993) supported this assertion when he stated "apart from
skill which could enable them to accomplish on their own". These categories
of people would require training in order to operate effectively. Their social
significance is beyond that of being merely a factor in the Nigerian economy,
they are educational sources of great value particularly for developing
occupational skills in others.
Evans, Mangum & Pragan (1993) believed that skill development could
be accomplished through work experience, which would provide the individual
saleable skills at any terminal point chosen by the individual. They stated that
"development programmes cannot be executed without skilled manpower,
however, the amount of skill required depends on the level and complexity of
the work". They may appear true since its the current situation in Nigeria, the
country needs more skilled manpower. Perhaps, this is the reason for the
recent emphasis and the structural adjustment in education programmes to
restitute vocational education training.
In a study, Anyanwu (1989) found that in Nigeria, most schools do not
furnish thew students with the minimum training to fit them for productive work
and suggested, unless our education for skill development, Nigeria's
economy development may not be satisfactorily attained". This assertion may
be valid since when efficient and skilful handsome are employed in any field
of human endeavour, productivity is usualty maximized-
In developing technical and vocational skills, the emphasis is upon the
learner's activity. Every moment shall be devoted to meaningful drilling in the
skill to be acquired. Hoover (1976) and Shemic (1977) found out that in skill
acquisition in non-formal vocational education training "the skill master uses
every technique at his command to maintain interest until the desired level of
skill is attained. As wrong approach, may quickly become a fixed habit likely
to interfere with progress and efficient performance". Okorie and Ezeji (1988)
support the claim and further stated, "the procedure of skill acquisition
normally consisted of careful and competent demonstration by the learner
and thereafter by individual remedial drills where necessary". The trainer
should therefore consider the nature of skill to be acquired.
Tregear (1994) in a study of the community schools education
contribution in rural areas observed ordinarily, the acquisition of skills having
the co*plexity of most vocational skills involves three factors namely,
repetition and 0CCupational participation. Hence to complete the
training of a trainee in a skill that is saleable in o6cupational life, pad of the
practice f-rWst be undertaken in actual production comlitions. Therefore, to
learn to perform an act, usually requires more than verbal directions, there
m.~st be an opportunity to practice.
According to Akale (1989) "most practical work in our schools have
very little to do with activity of practicing". He argued that skills and
techniques are learnt and become perfect with practice. Wrong skills and
methods have in terms past impeded the effective teaching of industrial
education. It is believed that students should have first-hand practical
experience in laboratories and works hops in order to acquire skills.
Revetz (1 993) stated also that, "scientific work is a craft activity
depending on a personal knowledge of particular things and a subtle
judgment of their properties". This point of view was also supported by Bruner
(1994) who stressed that students would pe~sonally be involved in
discovering knowledge and relations between ideas. Banjo (7988) also noted
that individualized instruction is another aktnative method of instruction
to the group oriented method that S C X W ~ ~ provides for individual
difference among learners in non-formal vocational education training.
In a study of science in the locality, Jennings (1995) was able to
establish that students have maximum retention through both saying and
doing skill activities. Guadin (1994) reported that traditionalists claim learning
could be meaningful only if the learning tasks match the learning abilities of
students, especially in skill acquisition. With this framework, he drew a line of
distinction between "roten and "meaningful" learning when he states
Rote learning occurs when a person arbitrarily incorporates new information in meaningful learning person links new information he/she already has. Without this information, new information cannot be meaningful and can only be learnt by rote, with corresponding poor comprehension and performance.
The educational emphasis on the nature and style of skill teaching
most appropriate to the students especially in the non-formal vocational
education training (i.e.) very critical. In a metal analysis of 160 students on
"the effect of teaching techniques on science achievement", Wise and Okey
(1994) found out that "the effective science classroom appears to be one in
which students are kept aware of instructional objectives and receives
feedback at the end of each lesson". It is therefore not just a matter of what
knowledge is most worthy, but what methods of instruction are more effective.
Davidson (1992) noted "most high school dropouts are often seen as
lacking skills both basic and job related". Thomas (1993) also observed, "that
there is no effective cure for inadequate skills, inadequate education and
inadequate motivation except through adequate programmes aimed at each
of the specific problems". With these points of view Sherman (1993)
suggested:
Our school programmes format should be changed to strengthen technical, science and communication skills not to be isolated but integrated with the technical job performed skills, work, attitudes and other personal skills we want to teach.
If nations are to meet the needs of a changing workforce, it is
necessary to evaluate what the real needs are. What options are available to
meet those needs and what operational policy should be put in place?
Aghenta (1985) have focused attention on the issue of quality and quantity of
technical teachers' supply and demand who supposedly should teach the
requisite skills. He observed, "Serious shortfalls exist in the number of
professionally qualified vocational and technical teachers needed in the
nations schools and colleges".
However, Aina & Beccrof?, (1 988) and Sofolahan, (1989) suggest that
one sure means of solving the problem of quality and quantity in the supply of
technical teachers is to review and overhaul Nigeria's technical teacher
programmes. Nwoke (1990) conducted a survey on critical and competing
issues in Nigerian vocational technical education. The findings of the study
indicated the issue of training and retraining of technical teachers, affective
work skills, and standard of vocational technical education remain high.
Oranu (1990) is of the opinion that, the Students' Industrial Work
Experience Scheme (SIWES) is another institutional training programme
developed by the federal government ta inculcate variety of skills in youths. It
has also helped in skill acquisition and work habits. He further stated that, the
individual training was established to develop training and advisory services
as a means to improving, promoting and encouraging the acquisition of skills
of industry and commerce. Osuala (1981) in support of the apprenticeship
system of training and the non-formal vocational education training in
vocational trade areas, said, that alternative training on-the-job training
system is another means of training school leavers. However, the coordinator
responsible for the programmes supervises trainees in co-operative
programmes during their on-the-job experience as well as employees'
supervision. He further suggests another type of training programme called
co-operative programme will attempt to provide training in the employment
situation closely related to the trainee's expressed career goal or in an
occupation, which will benefit the trainee in obtaining his career goal.
Co-operative training programmes in schools are specially designed to
develop and improve occupational skills, knowledge and attitude needed for
on-the-job training situation. Instructors here must be vocationally certified.
This is to provide on-the-job training related to a specific career goal and to
related classroom instruction to an actual employment environment.
Me tho ds of Teachin.q Skills in Non-Formal Vocational Education
Training in Nigeria
This is an overview of skill training as a means of helping students
acquire skills and for improving their psychomotor behaviour. According to
Ochiagha (19951, the methods of acquiring skills in the past in Nigeria was
denoted by casual and unsystematic learning of skills by the trainee as
&/she watches and imitate an experienced master.
Apprenticeship programmes are planned on the basis of what the
trainee must do and what helshe must know in order to perform the
operations of the job in a safe and satisfactory manner. Among the main
activities in planning an apprenticeship system of education according to
~ k o r i e (1987) is the preparation of the schedule that this is usually the
prsaice by industries, whereas private individuals are guided by each day's
wfiyities. That the methods mostly adopted in teaching the apprentices in
VljSeria are mainly demonstration, discussion and lecture. He opined that the
master does not provide apprentices with any formal education and this could
be attributed to the poor educational background of the masters themselves.
According to Bijau (1988) skills training emphasizes observations of
performance and assessment through permanent products. Although
aptitude and achievement testing may also be used, no attempt is made to
relate these results to instruction. Stephens (1993) opined that students are
taught those skills, which are within their response, and performance he
states, "as they achieve mastery, instruction proceeds higher to other tasks".
Quinn (1990) found out that the systematic teaching of relevant skill
response leads to higher academic gains, particularly when such instruction is
accompanied by reinforcement. Hartman (1989) pointed out that directive
reaching enables teachers to individualize instruction for all students. She
argued, "When tasks are properly deigned and presented, learners will have
very little failure and great success". When they fail to achieve, tasks must be
redesigned and instructional methods must be altered. That task should be
selected on the basis of enhancing learners to be more independent and
responsible.
The introduction of a middle man (NDE) according to Umo (1990) as in
Ochiagha (1995) between trainers and trainees apart from changing the
traditional apprenticeship structure automatically introduces, among other
things, a measure of accountability in terms of the selection or recruitment
process. The training programme in any skill acquisition centre may be
broken down into four stages, according to Ochiagha (1995).
1. The first 6 - 12 months of apprenticeship training could be marked
by the acquisition of simple repetitive skills and less difficult tasks.
With this exposure, the trainee waits to be assigned jobs by hislher
master or seniors
2. From the 12th -18th month, trainees are confronted with some of
the difficult aspect of skills of their vocational trade area.
3. This followed by a stage that requires long training and exposure in
the workshop in learning the more difficult diagnostic skill from I W -
2 years. Among other things, the trainee's focus is steadily
sharpened between the ability to detect faults and the competence
to apply appropriate skills to bring about a remedy in order to
satisfy the trainer as well as customers.
4. The last stage is 2 - 3 years, in the case of a training that should
last for three years exposes the trainees to entrepreneurial matters,
which is an extension of hislher competence skills in to taking
responsibilities to deal with customers business skills.
Competencv-Based TechnicalNocational Education in Non-Formal
Vocational Education Traininq in Nigeria
Competency-based technicallvocational education is a systematic
identification of competencies, generation of objectives in terms of the
competence, developing instructional methods to attain the objectives and
developing appropriate methods to evaluate objectives attainment, Ezewu
(1986) in Makoju (1997). Competency-based technicaf/vocational education
is one programme, which trains and tests technical students in stated skills
and simulated teaching situations.
The increasing rate of scientific and technological activities worldwide
puts high demands on technical human resource at all levels. It is observed
that in Nigeria the practicable middle level (technician) human resource
personnel are inadequate and deficient in terms of requisite skills, thereby
causing a major hindrance, to natural development. The nations educational
system is said to be responsible for these inadequacies.
Akale (1989) argued that a competency based education programme
for professional training of technicians is the answer to this hindrance to
national development. Hence, the acquisition of effective skills will be
achieved if sufficient attention and priority is given to competency based
technical/vocational education states that:
Vocational education is designed to prepare skilled personnel for one or a group of occupations, trades or jobs. The emphasis of such training is on practical ability and the development of the skills required for the chosen occupation and related theory.
Awokoya (1982) contended that, implicit to competency based
technicall vocational education, students and teachers must be equipped
through adequate practical training so that they can adopt and innovate and
to be abreast with growing technology. Finch and Hamilton (1975) pointed
out that a primary concern in development of a performance based technical
education is the identification of competences. Miller (1981) conducted a
survey, which revealed that competency - based education ranked first out of
the problem topics in administration of technical education. Onike (1987)
stated that one advantage of competency-based education is that the
competencies to be acquired by the students and the criteria to be used in
assessing these competencies are clearly spelt out in advance.
Akabue (1989) identified competencies vital for improving and
evaluating effectiveness of principals in Anambra State. Cheek and Beeman
(1978) also identified profess~onal education competencies that should be
possessed by teachers of Agricultural Science and Business education.
Other studies completed with a view to identifying competencies
needed by vocational and technical education teachers were completed at the
National Centre for Research in Vocational Educational at Ohio State
University (Quay, 1973). This study identified common professional
competencies, required by technical teachers.
Crawford (1992) in a study found out that technical competencies
could be identified through interview with workers and supervisors in
distributive occupations and the evaluators. Brown and Bice (1984)
previously found out that competencies they developed for technical
education supervisors more than ninety percent of the respondent s agreed to
identify competencies as necessary for performing their duties effectively.
Our technical and vocational schools should seek to improve the skills
of all those who are talented but who have little 'training by this, such people
like the roadside-mechanics and other local crafts people may benefit through
a competency-based technical education programme. This also implies that
the products of the system particularly in the technical fields would be well
fitted for self-employment as well as meeting human resource requirement of
the country. Choice, which is not based on guidance, interest, aptitude and
trainee's background, may lead to frustration as well as wastage of time,
materials and other human resources.
Kwale (1995) asserted that, "technological break-through might not be
realized until young Nigerians stop staying away from manual and skill
activities". Burt (1 979) stated that "stressing vocational skills in schools will no
doubt help solve most of our deficiencies in terms of competence".
Wenglangi (1981) reported that interestingly vocational graduates are
less dependent on social welfare scheme. Also substantial money is saved
because of vocational training provided youths in America. Fafunwa (1 982)
pointed out that to solve the problem of teachers, people who are skilled in
Auto mechanics, Farming, Radio and Television repairs, Woodwork and so
on, and who are half literate should be employed. Most of them are good
teachers in their own rights particularly in the technical fields
Abubakar (1981) agreed that there are many problems facing us in the
task of producing more technicians among which are shortage of teachers,
inadequacy of schools and the shortcomings of the curricula. He also
suggested that "technical teachers ought to be given more encouragement by
allowing them to work as part-time industrial consultants and industrial
technicians also technologists should be used as part-time teachers".
Ejebe (1 986) recognizes that manpower is the linchpin or technological
development and identifies the elements of technological manpower in terms
of hierarchical structure. The role and responsibility of each group in the
context of three stages of development where care, construction, design and
maintenance are those that, may be conveniently taken care of through the
apprenticeship system of training. Nigeria may not be the only nation to
introduce reforms in their educational system tending towards skills
acquisition.
Approaches to Non-Formal Vocational Education Traininq in Niqeria
In Nigeria, the history of apprenticeship training was a classic case of
vocational training founded on a stipulated period of tutelage of a master
craftsman (Osuala, 1987). According to Osuala (1 987) apprenticeship system
of training existed in all crafts in Nigeria. He stated further, that it was the
most predominant system of training for skill acquisition in Nigeria and that
the period of training varied from district to district and craft to craft.
According to Okorie (1 987) apprenticeship system of training in the
traditional Nigerian society was a simple one. There were few material needs
and since it varied from society to society, it was not complex and there was
no special body or organization to monitor activities, progress or failure. The
entire community was involved, each component part aching as a supervisor
at each particular stage of the child's development. Fafunwa (1974) wrote to
this fact that every member of the community was involved in the education of
the child because they were the consumers of the training system.
Nwoke (1990) sees non-formal vocational education training as the
traditional apprenticeship system of training in specific engineering trades for
a "learner who had agreed to work for a number of years in return for being
taught. "He also argued that in apprenticeship training, the teacher must not
necessarily be a skilled self employed professional with a good reputation to
attract serious - minded learners or trainees.
The history of skill acquisition especially in the non-formal sector in
Nigeria could be examined within the context of family training and the
apprenticeship training system. Okorie and Ezeji (1988) stated that the
apprenticeship training system is among the commonest methods of
vocational education training in Nigeria, they stated, "usually, it involves a
procedure by which young persons acquire the skills necessary to be
proficient in a trade, craft, art of a professional area".
In non-formal vocational education training, all men and women are
assumed to have the potential to become property owners through the
application of acquired skills and knowledge to a specific job. Non-formal
vocational education training in its earliest form centred around such
problems as those of securing food, providing shelters and making of clothing
materials for protection. It is that training which promotes the dignity of labour
by entrenching work as the goals of education with appropriate skill, abilities
and competencies as equipment for individual to live in and contribute to the
development of the society (Oranu, 1990).
The possession of skill is important in preventing youths from
becoming social misfits. Instead, these skilled persons become gainfully
employed through vocational education training. An impo~ant feature of any
successful training organization is a well-designed scheme for training.
Criteria for Enrolling Trainees in Non-Formal Vocations\ Education
Traininq in Niqeria
The criteria for enrolling trainees into non-formal vocational education
training in vocational trade areas in Nigeria differ. Prior to the commencement
of trade apprenticeship in Nigeria, an applicant (trainee) enters into a written
agreement with a company or a private agency. Each agreement stipulates
the terms of the apprenticeship period. Also a provision is usually made for
the employer to terminate the contract with obligation in case there is any
violation on either side (Anyanwu, 1989). He also stated that:
The master craftsman usually starts his apprentices with the work at hand. This makes it difficult for the apprentices to develop any unit of purpose in what they do. More often, the apprentice is taught how to solve a problem without knowing what led to the problem.
In Nigeria, the labour law Decree (1 974) stipulates conditionlcriteria for
apprenticeship which include among others:
(a) The parent or, in the case of orphan the guardian of'a young
person above the age of twelve years and under sixteen years
may, with the consent of that person testified by his execution of a
written contract of apprenticeship, apprentice that person to an
employer
32
When a young person above the age of twelve years and under the
age of sixteen is without known parents or a guardian, an
authorized labour officer may authorize the apprenticeship of that
person, and appoint someone fit to execute the written contract of
apprenticeship and act generally, as a guardian of that young
person.
Any young person of the age of sixteen years or above not being
under a contract of apprenticeship may apprentice him/her self for
any term not exceeding five years in any vocational trade or
employment in which art or skill is required.
Every contract of apprenticeship and every assignment thereof
shall be in writing and no such writing shall be valid unless attested
to and with the approval of an authorized labour officer certified in
writing under hisiher hand on the contract or assignment.
Okoro (1993) is of the view that in order to avoid wastage of time,
materials and human resources, traineesiapprentices for non-formal
vocational education training in vocational trade areas should be carefully
selected based on the choice, interest and aptitude and educational
qualification background, to ensure that, they have interest, choice, and
aptitudes to benefit form the non-formal vocational education training
programme. He also suggested that those who are generally interested in
entering the non-formal vocational education training in vocational trade areas
in question should be considered.
According to Olaitan (1 982) time is one of the criteria requirements for
trainees in non-formal vocational education training. In other words, learning
period should be scheduled either in the morning hours or evening hours so
that both achieve occupational choices for effective achievement of
instructional objective. Also Olaitan (1986) is of the opinion that any training
programme to be worthwhile should have the following characteristics:
u The training environment is the working environment itself or replica
of the working environment;
u The training jobs are carried on the same way as in the occupation
itself;
u The trainee is trained specifically in the manipulative habits
required in the occupation itself;
u The training helps the trainee to capitalize hislhef interest and
abilities in the highest possible degree;
u The training is given to those who need it, want it and can profit by
it;
u Adequate repetitive training in experience from the occupational
forces right habits of doing and thinking to the degree necessary for
employment;
u The instructor is himself a master of the skills and the knowledge
he teaches;
u Training is carried out to the extent where it gives the trainee
productive ability with which he can secure employment or hold
employment;
u Training is given to actual jobs and not in exercises or pseudo;
u Training meets market demands for labour; and
u The content of the training that is taught is obtained from members
of the occupation.
If these characteristics are induced it will set the base for facilitating the
rapid development of the training programme, which is geared toward self-
reliance.
The need for the survival of each citizen that is to place in the
philosophy of self-reliance gave reasons for the growth and expansion of
skills acquisition programmes in Nigeria based on apprenticeship, one of
which was the National Open Apprenticeship Scheme (NOAS) developed by
the National Directorate of Employment (NDE).
According to Umo in Ochiagha (1995) as a measure to fight
unemployment, the federal government through the auspices of the NDE
mounted three core programmes namely:
(i) The Youth Employment and Vocational skill Development (YE &
VSD) Scheme
(ii) The Small,Scale Industries and Graduate Programme (SSI &
GP)
(iii) The Agricultural Programmes and Special Public Works (AP &
SPW) programme
The objectives of NOAS according to Offong (1987) in Ochiagha
(1991) are:
1. To place unemployed youths as apprentices in private and
government establishment for one to three years depending on the
chosen trades and experience. In other words, to equip individuals
with skills so as to make them employable;
2. That after registration, the trainees are given an orientation course
to ensure that attitudes and aptitudes are well marched;
3. To ensure balance and all rounded training, the apprenticeship is
based on twenty percent on-the-job training; and
4. That in all the stages, the trainees are monitored and given
counselling where necessary.
The target groups for NOAS are men and women of 15 -25 years of
age group. The target beneficiaries include primary and secondary school
leavers with certificates, primary and secondary school leavers, without
certificates and tertiary institution graduates who needed to learn specific skill
to enhance employability. For admission into NOAS, applicants are given
forms to complete indicating vocational interest, location and educational
background. This explains that to a large extent, each applicant (trainee) has
a choice as to what vocational trade area helshe wants to learn.
Magger (1962) argues that training can only be effective and efficient
when trainees' attitudes, aptitudes and choice of trades of occupation are
considered. Learners controlled instruction is not only likely to differ from the
conventional instruction in context, sequence and emphasis, but can also be
more effective within non-formal vocational education training in vocational
trade areas. Belbin (1964) and Calaway (1964) refer to what they called
special requirements for older trainee, in non-formal vocational education
training. They referred to these special requirements as age, Physical fitness,
mental health fitness, instructional method and task involved in the learning
programmes. They therefore recommended that:
1 Older trainees must be allowed adequate time.
2. They must be able to control the speed at which they take
instruction.
3. The instruction should be related to the task as directly as possible
with a minimum of intervening task, which are not part of the job
itself.
4. Older trainees should be prevented from making mistakes during
the early stage of trainings.
5. Maximum use of previous skills must be made and utilized.
6 . Older trainees should have written instruction rather, because he is
then confident that he has to handle all the information he requires.
Okorie (1979) observed that youth preparedness to accept an
occupation is primarily rooted in the degree of interest the trainee has in the
occupation and its role in the society. To avoid such a situation as lack of
trainees' interest, aptitude and burden, proper counselling of trainee will arise
since career choice which is not based on guidance, interest, aptitude and
trainees' background may lead to frustration as well as wastage of time,
materials and other human resources. Adams (1970) also said that, with
availability of training places in the various trades, trainees' interest is a force
that drives the trainee through all various trades. He opined that, interest is a
force and it is also a motivating factor that drives the trainee (learner) through
all drudgery acts in order that, he (trainee) might achieve the task that was set
before him. He further stated that, a job carried out without interest would lead
to boredom.
Problems of Non-Formal Vocational Education Trainifla in Nigeria
In Nigeria today, there is a growing awareness about the need for
vocational education. One of the major problems facing norr-formal
vocational education training in vocational trade areas in Nigeria is
questionable competence of the trainer. Banjo (1988) stated that the
learner's perception of the trainer also influences a training programme. It is
observed that a group of trainees learn better where there is a trainer they
admire. Trainees would learn effectively under a trainer who shows genuine
interest in them. Another problem associated with non-formal vocational
training in Nigeria is its evaluation. The apprenticeship for example, is carried
on within the framework of the traditional sector and hence does not lend
itself to easy evaluation. Mercer (1985) noted that the apprentice of early
times was required to complete a "masterpiece'Yto demonstrate his
proficiency. Today's apprentice is seldom required to so,
Other problems of non-formal vocational training in vocational trade
areas are lack of adequate curricular content, unavailability of competent
training master craftsmen who are ready to stay on the job to train the
trainees effectively and efficiently, problem of making the training facilities,
problem of financing and funding the trainees and trainers before and after
training. Problems of setting workshops for trainees after completion of
training to be self-employed or self - reliant (Olaitan, 1986: 46).
The National policy on Education (1998) has not clearly defined or
stated the standard of the non-formal vocational education-training
programme in vocational trade areas. Here, the curriculum and objectives of
non-formal vocational education training are to be structured and properly
defined.
Also, Okoro (1993) observed that the main objective of the National
policy on Education (1998) is to make the school leavers immediately self-
employed or employable, after completing the senior secondary school, and
the objective is based on two assumptions.
1. That, the major reason why most school leavers are unemployed is
that they have no vocational skills or work experience.
2. That the school leavers can teach the necessary skills, thus ensuring
mass employment of school leavers.
Based on this, Okoro (1993) recommended that the National Policy makers
for education, curriculum planners and leaders should look into the problems
of vocational technical education and non-formal vocational education training
in vocational trade areas as enumerated below:
(i) Lack of technical and vocational courses in most secondary
schools
Unfavourable public attitude toward vocational technical
education, non-formal vocational education training in
vocational trade areas.
Inadequate institutions and training facilities for non-formal
vocational education training in vocational trade areas.
Insufficient number of technical colleges far the training of
craftsmen.
Poor and inadequate funds and salary for both the trainer
and the trainees.
An apprentice becomes an economically productive worker as soon as
he starts his apprenticeship, and specialization of tasks usually prevents the
completion of any single item. Therefore, the parameters for assessing a
qualified craftsman are another major problem of skill formation in Nigeria
especially in the non-formal vocational education-training sector.
However, Okoro (1990) pointed out that mere possession of skills
would not lead to employment unless there are vacqrlcies in industries and
commercial establishment requiring those with the acquired skills. He argued
that any plan to train workers, especially in such large numbers should be
combined with a systematic plan to expand job opportunities. Hakeem ( I 991)
suggested that the commission for mass literacy, Adult and Non-formal
education should be mandated to design and promote measures and
programmes through government agencies for non-formal vocational
education training. He also called on clientele organization to endeavour to
set up follow-up machinery for the implantation of the action plan developed
from such programmes.
Summaw of Review of Related Literature
This chapter has tried to clarify the concepts and show the importance
of skill acquisition in non-formal vocational education training. The literature
also revealed that the methods of teaching skill in the past was denoted by
casual and unsystematic learning of skills by the trainee as helshe watches
and imitates an experienced master.
The review of related literature has revealed that competency - based
technical vocational education is one programme which trains and tasks
technical students in stated skills and stimulated teaching situations. Other
areas clarified by the review of related literature include approaches to non-
formal vocational education training, criteria for the enrolment of trainees in
non-formal vocational education training and problems of non-formal
vocational education training in vocational trade areas in Nigeria.
Recently in an effort to correct unemployment rate among uneducated
primary school dropouts and secondary school leavers, the government
embarked on a number of non-formal vocational training programmes in
vocational trade areas, which trainees learn through imitations and repetition.
Participation is given to youths of varying aptitude, economic disposition,
educational background and interests.
On non-formal vocational education training in vocational trade areas,
the literature revealed a number of issues that hindered non-formal vocational
education training and also the characteristics to follow for non-formal
vocational education training to be worthwhile. Therefore, there is need to
identify measures to be followed for the improvement of non-formal vocational
education training in vocational trade areas in Kaduna State.
assess the opinions of master craftsmen and technical expertslteacher in
identifying measures for improving non-formal vocational training
in vocational trade areas in Kaduna State.
Area of the Study:
The study was carried out in Kaduna state. It covered all the three
senatorial zones of the state. They are:
Northern senatorial zone comprising Ikara, Kubau, Lere,
Makarfi, Sabon Gari, Soba and Zaria local government areas.
Central senatorial zone comprising Birnin Gwari, Chikun, Giwa,
Igab~, Kaduna North, Kaduna South and Kajuru local
government areas
Southern senatorial zone comprising Jaba, Jema'a, Kachia,
Kagarko, Kagoro, Kaura, Kauru, Sanga and ~ongonkataf local
government areas.
Population of the Study
The population of the study was 2275. It comprises 200 technical
teachers and ministry of education officials. 40 of the technical teachers and
ministry of education officials were from Kaduna North senatorial zone, 54
from Kaduna Central senatorial zone while the remaining 38 were from the
Southern senatorial zone. 4C master craftsmen from Northern senatorial
zone, 50 master craftsmen form Central senatorial zone and 41 master
craftsmen from southern senatorlal zone totalling 131. Six hundred and
sevenly five tra@inees in varlous vocational trade areas came from Kaduna
Idort1-r senatorial zone, 934 trainees came from Kaduna Central senatorial
Lone and 6 G G trainees came from Kaduna South senatorlal zone totalling
2275
Sample of the study
The technique of proportionate stratified sampling was adopted to
select trainees for the study. Th~s IS a method of ensuring greater degree of
~epresentatlon in order to reduce sampling error This comprises 59 from
Kaduna North senatorla1 zone, 83 from Kaduna Central senatorial zone and
58 from Kaduna South senatorral zone totalling 200 trainees. The technique
of proportionate stratifled sampling was adopted to select trainees for the
study This IS a method of ensuring greater degree of representation in order
to reduce sampilng error. Ten percent of the tramees whose number is In
thousand were sampled for study. Thrs is in line with Nwana's (1982)
recommendation, whlch states that, when the en tw populatm is large, then
ten percent (10%) of such population would constitute the sample size
On the whole, a total of 2012 trainees were involved for the study that
is based on this, then ten percent (10%) of 2012 trainee is 200, applying
stratified sampling technique. The trainees were drawn from the three
senatorial zones of Kaduna State. Therefore, the sample frames of trainee
respondents are 59, 83 and 58 respectively. The entire population of technical
teachers and master craftsmen will be used. No sampling will be done in this
regard. This has put the total respondents involved in the study to 463. The
reason for not sampling technical teachers and master craftsmen is that the
population is manageable enough not to be sampled. The whole population
was therefore used for the study. This decision is informed by Bailey's (1 978)
suggestion that an entire population be used where a study deals with a small
population. The distribution of sample for the study is presented in table 1
below.
Table I
Distribution of sample for the study .-
Total
- -. ----A
Status of 1 7-
Instrument for Data Coflection
A structured questionnaire was used in collecting data for the study. It
contained items based on the five research questions of the study. The
questionnaire was divided into two main parts: 1 and 2. Part 1 was structured
to obtain data from the respondents. Paat 2 sought information aimed at
providing answers to the research questions considered in the study. Part 2
was further- sub-divided into five sections A, B, C, D and E. Section A was
Kaduna I
I I Kaduna
structured to obtain information on the type of vocational trades involved in
non-formal vocational trainmg. Section B was arranged to elicit responses
regardmg training contents of non-formal vocational training. Sections C and
D addressed ~tetns regarding methods of instruction and the training facilities
Kaduna
required for effrc~ent trainlng respectively. Section E elicited information on
the varrous factors that sliould be cons~dered rn enrollmg trainees into non-
formal vocational education training in order to bring about improvements. P
The structured questionnaire was coded w~ th nornmal values assigned
to each possible response that IS expected from the respondents. Each of
the items was scared on the basis of this code. Section A of the questionnaire
has a checklist of various type of trades that a respondent is involved in. For
sections B, C. D and E, a Likert five-point scale coded as follows: Strongly
Agree= 5; Agree= 4; Undec~ded= 3: Disagree= 2 and strongly Disagree= 1.
Validation of the Instrument
In order to ensure that the questionnaire was free from ambiguous or
1 1 relevant items, the instriment was subjected to face and content validation.
A jury of three experts in the areas of vocational education and research
methodology from the University of Nigeria, Nsukka was contacted to assist in
the validation of the instrument. A copy of the letter requesting the experts to
validate the rnstrument is shown In appendix iii. The content of the
questlonnalre was tfmroughly scrutmized by the experts. A correct version of
the quest~onnalre was again submitted to the judges for their further
coninlents and subsequent approval. Approval by two of the three judges
about appropr~ateness of an item was the cr~ter~on for an item in the final
version of the questionna~re This led to the production of the final draft of the
cjuestio~~naire used for [lie study
Reliability of the Instrument
In order to test the .reliability of the instrument the questionnaire was
admin~stered to 30 trainees, 10 master craftsmen and two technical teachers.
The respondents were randomly selected from any state of the Federation
other than Kaduna State of Nigeria .The data obtained from the exercise was
analysed using Cronbach Alpha Reliability Test to determine the internal
consistency of the instrument. The use of Cronbach Alpha Internal
consistency measure to determine the reliability of the questionnaire was
informed by the fact that the statistic is appropriate for non-dichotomous
scored items. Besides, Internal Consistency Reliability measures yield
~nformat~on about the preclslon of various tterns in an ~nstrurnent rn measuring
the common underlying phenomenon.
According to Ogbari and Okpala (1994) this is a generatized formula,
which deals with multiple scored items. The value of Cronbach Alpha
coefficient determined was:
Alpha = k (1-Lvi) k l l
where.
k - - number of items ~n the test vi - - varlance on each item
vt = total test variance.
Mefhod of Data Collection
Cop~es 01 the questlomatre were admin~stered to the respondent by
the researcher w~th the help of two research assrstants. Each copy of the
questronnarre was accompanied by a letter of transmittal, whrch briefly
explained the a m of the rnstrurnent to the respondent (see appendix I). An
~ntetval of thee days was altowed for the respondents to complete the
ycoest~onna~re after which the researcher went round to retrieve the completed
copies In a case where the respondents were unable to complete and return
the questronnarre dur~ng the f~rst round of v~sits, the researcher made follow
up v~s~ ts to the defaulters after one week for purpose of gettmg the completed
cjuest~onna~re back There were 500 copies of the questionnaire distributed;
only 400 coples were retr~eved
Method of Data Analysis
Data that were collected from the respondents were analysed using
rrequency, mean, and t-test statist~cs. The responses to the questionnaire
~tems were tallied arid presented In frequency table based on the research
questions The mean statist~cs was used to analyse data aimed at answermg
I-esearch questrons 2, 3. 4 and 5. The percentage was used to analyse data
to answer research question 1. The t - test statistic was used in the
computation of data related to the test of hypotheses. The t-ratio was
analysed at 0.05 confidence level.
Decision Rule
Each opinion in the study involved ltwa main decisions: Agreement and
Disagreement. Any item with a mean score of 3.5 and above is accepted as
'Agreement' and items with scores below 3.49 was taken as 'Disagreement'.
The scheme below represents the scale in which each item was
interpreted in relation to the limit of numbers.
With respect to the hypothesis of the study, the null hypothesis of no
Nominal Value
5 ~ -- - - --
4
3 --
2
1
significant difference was rejected for any item in which the calculated t-value
was greater than the critical value and where the reverse was the case the
null hypothesis was accepted.
Scaling Statement
Strongly Agree (SA) - Agree (A)
Undecided (UD)
Disagree (D)
Strongly Disagree (SDA)
Real Limits of Numbers -
4.5 - 5.49
3.50 - 4.49
2.50 - 3.49
I .50 -2.49 --
0.50 - 1.49
CHAPTER lV
PRESENTATION AND ANALYSIS OF DATA
In this chapter, the summary of the analysed data and its result is
presented and relevant Interpretation made. The findings of the study are also
cliscussed. The data IS organized and presented based on research questions
and hypotheses of the study.
Research Question 1
What are the type of vocational trades in whtch non-formal vocational
cducatlon trammg IS given In Kaduna state?
To answer the research questron above. the data needed are
presented in tables 2-5 consist~ng of agricultural trades, crafts, industrial
trades and professrons
Table 2
Agricultural Trades Frequency and Percentage of Respondents
I Item No.
i i 1 ! -
. -
I 2 i . . . . . ~ i 1 3 I
I 4
Agricultural Trades
Animal rearing --
Catering . . - - - -. . - - - Framing -- -
Fishing I I
Nx400 F- Freqi~ency, %= percentage
F
04 -
10
30
12
Hunting I
05 I I
O/O
1 .OO
2.50
7.50
3.00
1.25
Total 61 1 15.25
The data in Table 2 revealed that five Agricultural trades were involved
in non -formal vocational education training with 61 trainees receiving training
in these trades representing 15.25 %.
Table 3
Crafts Trades Frequency and Percentage of Respondents
Item No. c a t Trades -- - -
Carving Work
Dry clearing work
Dyeing work
Photography work
Pottery work
Printing work
Sign writing
Spinning work
Tailoring work
Typing work
Weaving work
Total
N=400, F= Frequency, %= percentage.
The data in Table 3 revealed that 72 types of craft trades were
involved in non- formal vocational education training with 113 trainees
receiving training in those craft trades representing 28.25 %.
Table 4
Industrial Trades Frequency and Percentage of Respondents
The data in Table 4 revealed that 12 industrial trades were involved in
non-formal vocational education training with 213 trainees receiving training in
those craft trades representing 52.50 %.
1 T t ; T n d u s t r i a l Trades
Auto - Mechanic - --- --- --- -- -- --
Blacksmithing -- - - -- - -
Block laying
4 -- -- .- -
5
6
7
8 ~
9 -- 10
11 ----
12
F
30 -
07
12
N=400, F= Frequency, %= Percentage.
Building Construction --
Carpentry
Electrical I Electronics
Masonry
Metal work -
Painting
Plumbing P
Watch repairing -- -- Wood work
Total
- 13
25 -
28
13
25
09
08
11
32
21 3
Table 5
The data in table 5 revealed that two professions were involved in non-
formal vocational training with 13 trainees receiving training in these
professions representing 3.25 O h .
Professions Frequency and Percentage of Respondents
Research Question 2
FN0: - -
--
What are the methods of improving the training contents of non-formal
vocational training in vocational trade areas?
The data needed to answer the research question above are presented in
N=400, F= Frequency, %= percentage.
-- -
Native Treatment Professions -
Priesthood - - - -- - - - -
Total
table 6.
06 F
07 -
13
%
1.50
1.75 - - - - -- ---
3.25
Research Question 3
What are the methods of instruction that could be used to improve non-formal
vocational trade areas?
To answer the above research question, ~tems showing the methods of
instruction were presented to the respondents. The mean scores of the respondents
are presented in Table 7.
s 7: The Me'thods of Improving ~nstruction in Non-Formal Vocational Education Trainir I N=131 1 N=132
i Mas:cr Craftsmen 1 ' Tec9mal Teachers Methodsof / SA A 1 UD D 1 SDA ZFX X I RMK SA I A UD D 1 SDA XFX ' X RMK Trainingneaming Demonstration / 62 Pa Oi 0 3 11 5 I 1 4 . 4 2 A 5 0 54 03 02 / 0 8 478 / 3.13 / Ayse / merhcd
I I l l I Getting ample% 55 49 14
I I l l I I 03 533 4.07 A 5.3 46 11 10 05 532 4.03 A q e e
! I
l4 I attention cf trainee on the joS training
pamcipation I 1 1 I I I I I ! I 1 I I 1 Proec:i-e!?~ ! 52 I 53 05 1 07 I 5as ; 4.63 I A t 40 1 43 i s 08 04 453 I 3 63 I OA . h i 5 5 t i 5 5 06 07 5 % 24 I 07 523 3 I i &;+5.
hab~tr ane h a v q eainee tryour t>e
Job I
Empnawzed. I 5 % li 10 / 05 525 LW A 50 SO 15 potnt put ms point at a tuna on the@ Emphasizing Ihe 62 10 05 / 03 ( 571 1 4.36 / A 1 5 1 , 1 50 (O 02 01 689 1 3.65 1 Arree 1 / obiect~ue of the 1 56 / methe3 I I I 'I 1 t I I I I I 1 I I I I
10, zfx = Summation of frequency, x = mean, Rmk. = Remark
2 in Vocational Trade Areas N=137 I k 4 0 0 0 r h I x 1 n.
SA I A I I 0 1 SOA 1 LFX 1 K 1 RMK I - I I
In Table 7, the rnea"'adistribution of opinions of respondents dn the methods of instructions that could'be used to improve non-formal vocatjo& e-Jucatior
training in vocational trade areas is shown. The data reveal that observation training method scored below 3.50 cut-off point while all other iteins recordec
mean rating above 3.50. This means that the respondents agreed the method of instruction listed. Therefore, those methods of instruction could be used to
improve non-formal vocational education training in vocational trade areas.
Research Question 4.
What are the training facilities that are required for efficient training in ion-formal
vocational education training in vocational trade areas?
To answer this research question, the data needed are presented in table 8.
-
Table 8 shows, the mean ratjags of rlspondents on the training facilities that are required for ei ic ier? training in non-formal vocational education training
in vocational trade areas. The data reveals that item indicated by numbers 20-28 recorded mean scorer above 3.50. This indicates that the respondents
agreed upon issues raised on training facilities. Therefore, these training facilities could be used for improving ron-formal vocational education training.
Research Questiorl 5
What are the various factors h a t should be considered in enrolling trainees ir
order to bring about ~rnprovernenl 111 non-formal vocational education training in
vocat~onal trade areas')
In order to answer this research question, respondents were presented with
iierns defiling the factors that should be considered in enrolling trainees so as to
bring about ~mprovement In non-formal vocatronal education training in vocational
trade areas In Kaduna state-7lw extent of agreement and the mean scores of each
Item are shown ~n Table 9
Table 9: Factors that should be considered in enrolling trainees in non-formal vocational education training.
I I N=131 N=132 N=137 N=100 I Mastar CraPsmen I - Techn~cal Teachers Tramees Z'r X Rmk
I ~ a s ~ s F ~ c E n r j l m & n t SA I A I UD : D I SO; I 1 F X X RMK i SA i A I UO : D I SDA I F X X RL!K St? A ! C10 D / SDA \'FX X I RhlK 29 1 Gqe mns~aaar~on l a 1q , a53 I 1 37 3i8 , 51 1 2? 1 5 5 3 A 06 LS3 3 84 A ; 35
3
06 1 12 481 3 53 A -i: : 5: A I
I I 1 30 Demand of :he labour 1 40 ca 4 j l 3 4 4 OA 43 43 8 7 ' 24 11 08 477 3 6 1 1 A I 47 33 22 14 12 473 345 DA I 'L:' 5:
[ market A I
. . - - Educarmnal 34 48 1 ?5 1 1 0 1 4 6 3 I 3 5 8 1 A 37 3 51 i 1 3 1 06 463 3 4 1 DA 33 14 05 481 , 351 1 A , -3; ? 33 bacr;round/quallficallOn i I i of 1 i:31n?D
I
32 , [ , f 5 3 3 c 3 : 24 29 ~ j j 3 5 5 A 3: 34 i 52 1 :a / 1 3 1 1 2 3 1 A 2 3 1 41 , 4: 2j I 73 1 425 1 3 54 j, -2:- : ;- A . . I rra;nng u r s k t ~ . x o f h s r s 1 1 I 1 I I I I
J3 . r,++3; C:.-? -J.,.,,,'.,- . . I :s 5;'. --
, , 34 I &?ds or me tCaln+? 56 I 21 p9 ' 657
' I
, 37 pn;iscal ne3l:h anr: 57 ' a9 11 ( 03 1 555 0; 561 3 79 A -321 2 3 3 I
D A 1 men:?! h ~ s s c f tralnee
33 P,qj:;1 .3i the 1ra:nee c ? , 5 8 1 2 2 1 03 5 5 ~ . , e E & c ~ a r : ~ c a r r , of a , 23 i 5 2 25 05 Ail
t ram4 40 SOCIO-economlc 13 53 12 15 407 31T DA 22 22 68 08 22 I D
background of the halnce
41 Skills and techn~cal 1 32 43 26 07 4 i i 3 64 A 36 36 54 1 21 19 09 506 3.83 A 33 50 13 20 07 466 340 DA , : Z 5 3 52 A I knowled e of the tra~nee I I
42 Sk111s 'need of the 40 64 l a 34 574 4.38 A 36 36 18 ' 15 15 46 28 52 17 08 43 458 3 54 DA j :SO2 492 A ~ndus: of socie I
43 rraineTSs. wwllllng;ess and 49 53 15 07 535 4 05 A 50 50 48 17 13 05 524 3.96 A 1 50 50 16 10 08 520 ' 380 A :j;j 3 95 A , interest / I
44 Unfavorable governmen: 21 23 38 28 383 2.90 DA 26 26 28 40 36 15 449 3.40 OA 23 36 38 23 15 434 3 . l i DA 1 :266 3 17 DA '
I po l l c~ 1 - $
N=400, Efx = summation.of frequency, x = mean, Rmk. = Remark..
In Table 9, the mean ratings of respondents on the factors that should be considered in enrolling trainees in non-formal vocational education training in vocational trade areas is presented. The data revealed that items indicated by numbers 29,30,31,32,33,34,35,37,38,39,41,42,and 43- recorded mean scores between 3.25 and 4.07. This indicates that the respondents agreed upon issues raised on the factors that should be considered for enrolling trainees. However, items indicated by numbers 36,40 and 44-recorded mean scores below 3.50 (the cut-off point). This indicates that these factors were not considered for enrolling trainees in non-formal vocational education in vocational trade areas in Kaduna state.
H a
There is no significant difference in the mean ratings of master craftsmen
and technical teachers on the training facilities that are required for efficient
training, which could bring about desired ~mprovement in non-formal vocational
education training in vocational trade areas.
Data needed to test this hypothesis are presented in Table 10.
Table 10
t-Test of the mean responses of master craftsmen and technical teachers
on the methods of improving training facilities in non-formal vocational education
Rmk
S
s S
NS
S
NS
S
NS NS
-- NS
NS --
NS
NS S
NS
NS
training in vocational trade areas. SlNo
1
2 3
4
5
6
7
8 9
10
1 1
-- 12
' 13 14
15
16
N1 S= Significant and NS = Not Significant
-- Tralnlng conlentslfac~l~l~es
-- -- There should be appropr~ate performance objective developed for each vocat~onal trade There is Ihe needfor formal basic e e l ~ o n for the trainee There should be prowslon for a formal designed train~ng scheme of work There should be specific formal course contents in each vocational frade area There should be pedagogical exposure of trainees to the req~~wdkarn~ngexper~ence in vocat~oyal Lade areas Vocal~onal tralnlng contents both practlcnl and theoretical s h d z - be develop In complementary and integrakd pattern ~ocat1bn51 lralnlng contents should bc sequent~ally arranged based on the~r dlfhculty There should be adequate prowston of lrnining materials There should be adequate provision of well equipped ventilated workshops There should be prowston of son loanio tralnees to acqulre needed tools -- T l w e should be adequate rnalnteni i ie of ava~lable lralning facll~ties .- - -- --- - -
--rhere should be adequate proviston of space and place for day- to-da activtties Ther i should be adequate provis~on and supply of electricity There should be adequate availabil~ty of training centres for better efflc~ency ~ h z e s h o u l d be adequate provis~on oilraining rnachines and tools There should be adequate prov~sion of qualified master craftsmen who can effectively and eff~cienlly run the tra~ning centres.
= 131, N p = 132, table - t = 1.96, SP=
Master craftsmen
X1
4.75
4.27 4.38
4.25
4.76
4.24
3.88
4.47 4.25
3.26
4 17
4 00
4.25 4 06
-- 4.38
4.16
1-calculate
-5.10
4.60 5.14
0.30
-13.62
1.67
-2.06 -
1.60 1.60
-1.70
-3.50
0.09
1.60 -2.07
1.97
-2 27
SDt
0.08
0.07 0.07
0.08
0.04
0.08
0.09
0.06 0.08
0 11
0.08
0.09
0.08 0.08
. 0.07
0 08
Techn~cal Teachers
X7 SD7
0.05, df = 261,
4.32
3.54 3.58
4.23
5.00
.- 3.97
4.44
4-23 4.08
3.56
4.18
3.95
4.18- 4.34
4.08
4.54
Rmk =
0.07
- 0.11 0.10
0.08
0.00
' 0.09
0.08
0.08 0.08
0.10
0.08
0.09
0.08 0.07
0.08
6.00
ema ark.
Table 10, shows the t-test of mean responses of master craftsman and
technical teachers on the training contents and training facilities that are required
to bring about desired improvement in non-formal vocational education training in
vocational trade areas. The analysis shows that item indicated by number 2,3,6
and 15-recorded greater calculated t-value than Table-t value of 1.96 at 261
degree of freedom and at 0.05 level of significance. In this case the mull
hypothesis of no significant difference in this respect was accepted.
From the analysis above, it can be observed that the master craftsman and
technical teacher differ in Iheir opinions on items indicated by numbe,r 4, 9, 11, 12
and 13 but have the same opinion on items indicated by numbers 4, 6, 8, 9, 10, 11,
12,13,15 and 16.
HOz
There is no significant difference in the mean ratings of master craftsman
and technical teachers on the methods of instructions that could be used to
improve non-formal vocational education training in vocational trade areas.
Data needed to test this hypothesis are presented in Table 11
Table ?I
t- test of mean responses of master craftsmen and technical teachers on the
methods of instruction in nan-formal vocational education training in vocational
trade areas.
--
SlNo
17 -- 18
19 -- 20 21 22 -. -
23 24
-.
2 5
26
-- 27 28
Method of InstructionslLearning
Demonstration training method Getting complete attention of trainee on the job trainina Illustrating the operations involved in the job Imitation training method Observation tralnina method - - Occupat~onal partk~pat~on method -
Project method Show good work habts and hav~ng tralnee tryout the job
- -- Emphas~ze, pomt out, one poml at a t~me on the job tra~n~ng - - -- - - - . -
Eniphaslzlng the 0bjectlve of the job tralnlng trlal and error trainina method Tr~al and error training method
.-A - Trvout tralnina method.
Master
craftsmen
Technical
Teachers
t-
calculate
-3.64 -0.82
2.62 -3.75 1.38 -1.99 -4.53 9.40
-- -0.14
-0.72
1.19 -- 1.73
NI = 131, N2 = 132, table - t = 1.96, SP= 0.05, df = 261, ~ m k = ~ e m a r k . S= Significant and NS = Not Significant
Table 11, shows the t-test of mean responses of master craftsmen and
technical teachers on the methods of instruction that could be used for
improvement in non-formal vocational education training in vocational trade areas.
The analysis shows that the items indicated by numbers 19,20,22,23 and 24-
recorded greater calculated t-value than Table t-value of 1.96 at 261 degrees of
freedom and 0.05 level of significance. For this reason the mull hypothesis of no
significant difference in this respect was rejected.
However, the null hypothesis was accepted for the remaining methods of
improving instruction employed in non-formal vocational education training in
vocational trade areas because the items indicated by numbers 21,25,26 and 28
had calculated t-values less than the Table t- value of 1.96 at 0.05 level of
significance.
From the analysis, it can be observed that master craftsman and technical
teachers differ on the methods of instructions used for improving non-formal
vocational educational training in vocational trade areas.
t-103
There is no significant difference in the mean ratings of master craftsman
and technical teachers on the various factors that should be considered in enrolling
trainees in order to bring about improvement in non-formal vocational education
training in vocational trade areas.
Data needed ta test this hypothesis are presented in Table 12
Table 12.
T- test of the mean responses of master craffsrnen and technical teachers on the
factors that should be considered in enrolling trainees into non-formal vocational
N1 = 131, N2 = 132, table - t = 1.96, SP= 0.05, df = 261, Rmk=Remark. S= Significant and NS = Not Significant
Table: 12 shows the t-test of the responses of master craftsmen and
techn~cal teachers on the factors to be considered in enrolling trainees into non-
formal vocational education training programme to bring about improvement. The
analysis shows that the items indicated by numbers 29,35,40,43 and 44-recorded
greater calculated f- value than the Table t- value of I .96 at 261 degree of freedom
and 0.05 level of significance. For this reason, the mull hypothesis of no significant
difference in this respect was rejected.
However, the mull hypothesis was accepted for the remaining factors
because the items indicated less than the Table t-value of 1.96 at 0.05 level of
significance. Also, from the analysis it can be observed that master craftsmen and
technical teachers views differ in opinion in items indicated by numbers
29,33,35,40,43 and 44 have the same opinion on items indicated by numbers
30,31,32,34,37,39,41 and 42.
Major findings of the Study
The major findings of the study, which are organized based on each facet of
the study are presented below:
On the type of trades in which non-formal vocational education training is
given it was found out that the following were available in Kaduna state.
Art sign writing
Auto mechanic
Blacksmith
Building construction
Carpentry
Carving
Decorating
Dying
Photography
Pottery
Plumbing
Printing
Shoe-ma king
Tailoring
TY ping
Weaving
9. Electronic repairs
10. Farming
I . Hairdressing
12. Metal work
21. Watchrepairs
22. Welding
23. Woodwork
24. Catering
It was also found out that the following types of trades in non-formal
vocational education training were not found freedom, mostly in ~adu t i a state.
Boat Making
Gardening
Gold smiting
Hunting
Masonry making
6. Leather works
7. Mat-making
8. Piggery
9. Priesthood
10. Shrine keeping
The following methods for improving the training contents of non-formal
vocational education train~ng in vocational trade areas were found to be
adequate in the state:
1. Contents arranged sequentrally based on their difficulty
2. Formal curriculum content designed for specific trade areas.
3. Learning experiences in specific vocational trade areas.
4 . Performance objectives development for each vocational trade area.
5. Practical and theoretical training content developed
6. Scheme of work for specific vocational trade area.
7 . Trainees possession of basic rural education.
It was found out that the following methods of instruction were employed in
non-formal vocational education training in vocational trade areas in Kaduna
State.
1. Demonstration training method
2. Illustration method
3. Imitation training method
4 . Manipulation raining method
5 Observation training method
6. Occupational participation method
7. Project training method
8. Tryout training method.
D. It was also found out that the following methods of instruction were however
not currently or often employed in the state.
1. Copying work practice method
2. Practicing in isolation
3. Progressive part method
4. Trial and error method
5. Whole method.
E. On the training facilities for non-formal vocational education training in
vocational trade areas it was found out that adequate provisions were made
for:
1. Qualified master craftsmen
2. Space and place for day-today activities
3. Training centres for efficiency
4. Training materials
5. Well equipped and ventilated workshops
F. It was also found out that the following training facilities were not adeqi
provided:
1. Electricity supply
2. % Qualified master craftsmen who will carry out training activities
3. . Soft Joan to trainees to acquire needed training tools
4. Water supply in the various training centres.
G. The following factors were considered for enrolling trainees in non-formal
vocational education training in Kaduna:
Ability of trainee to take up the job
Age consideration
Educational backgroundlqualification of a trainee
Needs of the community
Needs of the trainee
Opportunity available for training
Government policy for training unskilled workers.
Physical and mental fitness of trainee
Regards of the vocational trades
Skills head of the industrylsociety
Skills and technical knowledge of the trainee
Trainees' willingness and interest.
H. It was also found out that the following factors were not considered for
enrolling trainees. They include:
1. Attitude and aptitude
2. Duration of training period
3. Economic status of trainee
4. Geographical location of the trainee
5. Honesty and loyalty of the trainee
6. Number of trainee per class, vocational trade.
7. Sex of the trainee.
HYPOTHESES
The following hypotheses showed that:
There was no significant difference in the mean ratings of responses of
master craftsmen and technical teachers on the training facilities that are
required for efficient training, which could bring about desired improvement
in non-formal vocational education trainmg in vocational trade areas.
The analysis of the hypothesis revealed that there was no significant
difference in the mean ratings of responses of master craftsmen and
technical teachers on the methods or instruction that could be used to
improve non-formal vocational education training in vocational trade areas
There was no significant difference in the mean ratings of responses of
master craftsmen and technical teachers on the various factors that should
be considered in enrolling trainees in order to bring about improvement in
non-formal vocational trade areas.
DISCUSSION OF FINDINGS
The discussion was based on the findings of the study and organized
according to the following sub- headings.
(i) Type of trades in which non- formal vocational education training is
provided
(ii) Training contents
(iii) Methods of instruction employed in non-formal vocational education
training.
(iv) Training facilities required in non-formal vocational education training
(v) Factors that should be considered in enrolling trainees in non-formal
vocational education training.
Type of Trades in Which Non-Formal Vocational Education Traininq Is
Provided
The result of the study in this regard reveals that typing work (a vocational
trade) has the highest enrolment of 39 trainees, farming with 35 trainees,
woodwork with 34 trainees, auto-mechanic with 31 trainees, electronic work with
28, carpentry work with 25. Others include leathework, tailoring, and welding with
17 trainees in each, building with 13 and painting with 9.
It was also verified from the results of the study that the following types of
trades occur in Kaduna State. These include animal rearing, blacksmithing,
carving, dry-cleaning, dying, hunting, native treatment, ranting, photography,
pottery, priest hold, printings, sign-writing, spinning and weaving, because the
trades lacked market privileges or market given support for their products as well
as qualified master craftsmen who could take up the training job.
In Kaduna State, non-formal vocational education training is entirely
dependent on the availability of master craftsmen who could take up the training
job, availability of training centres raw materials, regards of the vocational trade
marketing their products and the locality of the trainee.
Therefore, it is imperative for the government to looking the economic and
skills development of non-formal vocational education training in vocational trade
areas realizing the unemployment rate of the uneducated, primary school dropouts
and secondary school leavers because of their unproductive skills. The findings
indicate that certain trades sparsely exist in Kaduna state. This includes carving,
decorating, dry-cleaning, painting, pottery, plumbing and shrine keeping. This does
not mean that they are not practiced, but that they have been neglected because
of lack of trainees ho will join the trades as a result of lack of availability of qualified
master craftsmen who can conduct the training job, availability of training centres
and lack of market for their products.
Training Contents
Educated craftsmen are more initiative innovative, have more income and
are more knowledgeable in their life (wordily) than the none-educated craftsmen
(call-away, 1962). He further said that education is an accelerator for technological
development, stressing the need to educate craftsmen. Non-formal vocational
education training can only be effective and efficient when the trainees' interest,
aptitude, attitude and choice of vocational trades are intensified.
Akpan (1988) did observe that effectiveness of non-formal vocational
education training or any educational training programme depends la'rgely on the
curriculum designed for a specific vocational trade Or subject. He further stressed
that the curriculum it self depends on those who designed it, those who
implemented it and on the personnel, materials and method of instruction and the
time available.
The findings of the study showed that for effective and efficient methods of
instruction in vocational education training, there should be adequate qualified
master craftsmen to carry out the training programme machine, teaching and
learning materials tools well equipped and ventilated workshop and formal
curriculum content developed for each type of trade in non-formal vocational
education training programme.
Methods Of Instruction Used In Non-Formal Vocational Education Traininq
Investigation into the methods of instruction reveals that master craftsmen
and technical teachers used demonstration imitation project illustration and oral
methods.
Okorie and Ezeji (1988) stated that to improve the quality of non-formal
vocational training in vocational trades, training should be done through
observation of the task and practice made, In non-formal vocational training
setting, trainees learn their jobs by pick-up method in which observation imitation
and individual imitation constitute the sole means of training. However, Okorie
(1979) further noted that there is no particular method of instruction as being the
best for every teaching-learning situation, but that a carefully designed teaching
learning method can work wonders in making learning effective.
Other methods of instruction include: occupational participation, project
method, repetition, try-out-training and trail and error methods. But the above
mentioned methods of instruction differ from the views of Ochiagha (1955) who
found out that the methods of acquiring skills in the past were characterized by
casual and unsystematic learning of the skills by the trainee as heishe watches
and imitates an experienced master craftsmen.
Generally, the process of learning or training in non-formal vocational
education training involves demonstration, imitation, occupaZiona1 participation and
repetition-training methods with these methods of training the trainees grow to
develop skills like their masters. By implication, non-formal vocational education
training should be planned on the basis of what the trainee must do and what he
(the trainee) must know in order to perform the operational task on the job. The
training programmes should be sequentially arranged based on their difficulties.
Okorie (1987) opened that the first activity in planning non-formal vocational
education training is the preparation of the work schedules. Careful consideration @
of methods of instruction in non-formal vocational education training in vocational
trade areas should be noted for an appropriate kind of learning.
Traininq Facilities Required For Non-Formal Vocation Education Traininq
Building, furniture and equipment, instructed materials, structures and
workshops among other things refers to educational facilities (Okorie, 1987) and
(Olaitan, 1992) defined educational facilities as the materials and things that
facilities teaching and learning process In schools. It enables a skilful trainee to
achieve a level of instructional effectiveness that for exceeds what is possible
when they are not provided.
The result of this study further reveals that items numbered 20-28 sought
answers to training facilities required for non-from vocational education training in
vocational trade areas. It also recorded the mean ratings of responses of master
craftsmen, technical teachers and trainees scoring a mean of 4.85. A critical,
careful analysis and consideration of the training facilities that could improve non-
formal vocational education training include: provision of well equipped and vertical
workers, provision of training materials and provision of qualified master craftsmen
who can effectively and efficiently maintain tools and equipment that can improve
non-formal vocational education training.
Factors That Should Be Considered In Enrollinq Trainees Non-Formal
Vocational Education Training Programme
The findings of the study in this aspect shows that the highest rated factors
were physical health and mental fitness of trainee, trainees willingness and interest
to enrol into non-formal vocational education training while the least rated factors
were sacio-economic background of a trainee, educational
backgroundlqualification and parents influencelwish.
The findings of the study also showed that apart from the physical
disposition demanded from the individual trainees for acquiring training tools,
equipment and availability for training opportunity are other factors that affected the
choice of the type or trades in non-formal vocational education training. The
findings of the study further reveal that unemployment situation in Kaduna State
affected trainees decision to enrol into non-formal vocational education training
programme. Their desire to obtain government loans was contradictory, because it
was expected that with the unemployment situat~on, trainees would enrol for such
training and have the desire to obtain government loans to set up private business
centres or because self employed after the completion of their programme.
The result further showed that trainees' willingness and interest was a major
factor in their consideration to enrol for training. This is in conformity with the study
carried out by Ochiagha (1991), which stated that interest in essential for learning
and training in apprenticeship. It is a motivating factor that engenders ones
potentials and that this was based on fundamental emotions and desire, Interest
generally promotes the desire of a trainee to learn a skill and to the pride in hislher
work.
The findings further reveal that individuals or trainees are not trained in non-
formal vocational education training directly or specifically in the thinking habit and
manipulative manners required in the vocational trade area. Osuala (1987) also
attested to this fact as it was revealed that non-formal vocational education training
programme provides supplementary education programmes especially in skill
acquisition. There was no ceflificate or a standardized level of evaluation and
system vary from one trade to another and from one master craftsman to another.
Thus, there are no explanation taken and certificates are nbt issued for the
purpose of the training programme.
HYPOTHESIS
HO, showed the comparison of the mean ratings of responses or the master
craftsmen and technical teachers on the training facrlities that are required for
efficient training, which could bring about desired improvement in non-formal
vocational education training at 0.05 level of significance. There was no significant
difference in the opinions of the respondents, so the null hypothesis was accepted
because the respondents shared similar views on the training facilities that could
bring about desired improvement in non-formal vocational education training
programme.
NO2 tested !he mean ratings of the respondents on the methods of
instruction that could be used to improve non-formal vocational education
programme. There was no significant difference between the respondents'
opinions. In th~s case, the null hypothesis was accepted because the respondents'
oprnions on the methods of instructioh used in non-formal vocational education
training ewers s~m~lar
NO3 shows the comparison of the mean ratings of responses of the master
craftsmen and technical teachers on the various factors that should be considered
in enrolling trainees in Kaduna state 0.05 level of significance the result showed
that there was no significant difference between the respondents mean ratings,
therefore, the null hypothesis of no significant difference in opinion was accepted
because they shared similar views on the enrolment factors.
In effect, the findings of the study showed that if non-formal vocational
education training in vocational trade areas is well developed to sustain the interest
and needs of each member could be a veritable asset to the state government and
also result as a worthwhile accomplishment. This is because, the needs and
aspiration of the government for manpower development would be assured and
there would be provision of labour market needs. The findings of the study have
been maintained by various opinions of technical teachers, trainees and vocational
technical educationist. It is obvious therefore, that non-formal vocational education
training needs special attention lo ensure better skilled manpower production and
increase the issue of self-reliance and less dependence on government for
employment among our youths.
CHARTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
Tl i~s chapter presents a summary of the study, purpose of the study and its
~c:search methodology. the prlnc~pal fmdmgs, conclus~on drawn from the study,
lecomniendations and ~rnpl~cat~on of the study and suggestion for further research
atc also ti~glil~g!ited
Re-statement of the problen1
Kad~rna state government has been making attempts to fight against the
poblem of i~ne~~iployrnetit rate among its youths and school leavers. Training
Ihrough the non-fornial vocational education training system was established to
raise in value or quality unemployment situation to the benefit of the people of
klduna state. These attempts appear not to have yielded the expected result. This
I~ecomes a matter of coricern to everybody.
According to Folayan (1990) technology that was not created design and
maintained by the people is not the people's technology. If this training system
would not be regarded as the people's technology, the need to loom inwards at the
measures for improving non-formal vocational education training in vocational
trade areas is necessary. This study was conducted specifically to:
(ij Identify the type of trades in which non-formal vocational education
training is given in Kaduna State.
(ii) Determine the methods for improving training contents of non-formal
vocational education in vocational trade areas.
(iii) Identify the methods of instsuction that could be used to improve non-
formal vocational education training in vocational trade areas.
( iv) Delel- nine the training facilities that are required for efficient training in non-
furma! education training.
(v) Identify the various factors that should be considered in enrolling
trainees in order to bring about improvement in non-formal vocational
education training in vocational trade areas in Kaduna state.
Description Of Procedures Used
Five research questions and three hypotheses were formulated to guide this
study. One hundred and thirty one master craftsmen, 132 technical teacher and
200 trainees were used for the study. These were sampled from a study population
of 2375. Although stratified sampling technique was applied only to the trainees
whose numbers was in thousands. This is in line with Nwana's (1982)
recommendations, which states that, "when the entire population is large, ten
percent (100/0) of such population would constitute the sample size". On the whole,
a total of 563 was used for the study
Survey research design was used to elicit responses from the
questionnaire, which contained 44 items. The data obtained were analysed using
frequency distributton, mean, percentage and t-test statistics at 0.05 level of
s~gn~f~cance.
PRINCIPAL FINDINGS OF THE STUDY
From the data collected and analysed, it was found out that:
1. Non-formal vocational education training is given in the following vocational
trade areas: art sign writing, auto mechanic, blacksmithing, building
construction, carpentry, carving, catering, decorating, dying, electronic
repair, farming, hair dressing, metalwork and photography. Others are
plumbing, printing, shoe making, tailoring, typing, watch repair, weaving,
welding and woodwork.
2. Various methods of instruction used in Kaduna State include:
demonstration, imitation, project illustration and oral methods. Others are
occupat~onal participation, repetition, try-out training and trail and err
methods.
3. The training facilities that were available in non-formal vocational educatic
training in vocational trades areas in Kaduna State h ludes :
(i) Adequate training materials.
( i i ) Well-equipped and ventilated workshops.
(~ii) Qualified master craftsmen that effectively maintain tools ant
equipment.
(iv) Adequate supply of machines and electricity supply
4. The factors to be considered for enrolling trainees includes:
(i) Age consideration.
(ii) Physical health and mental fitness of trainee.
(iii) Needs of the community.
(iv) Skills needs of the industry or society.
5. It was found out that non-formal vocational education training was providing
supplementary training to its graduates especially in skill acquisition.
6 . The graduates of non-formal vocational education training appeared to
complement work force in the labour market of Kaduna State.
7. Non-formal vocational education training did not provide entry requirement
into the formal vocational/technical education programme.
IMPLICATIONS OF THE STUDY
This study has implication for the uneducated primary school dropouts to
secondary school leavers (trainees), master craftsmen, various governments,
federal, state and local, Nigerian youths, parentsfguardians, vocationalltechnical
educators training identified in the study, if public and private sectors and other
individuals in developing saleable skills which they can utilize in productive
activities for their benefits and the community at large.
Similarly, the various methods of instruction and contents identified in non-
formal vocational; education training, if adopted or implemented by the master
craftsmen could stimulate and sustain trainees interest in non-formal vocational
education training in vocational trade areas. In the same manner the findings of the
study have implications for vocationalltechnical educators and education planners
by providing necessary information on how to raise value in non-formal vocational
education training in vocational trade areas.
The information on trainees' enrolment in non-formal vocational education
training could help guardians, parents and teachers in the advisory capabilities to
counsel their children effectively on the type of trades to choose in future. Master
craftsmen could make use of the information in developing in the youths further
skills in the trades outside their training.
The study has implications for the community where the training centres are
established. The community would benefit from the various programmes, products
and activities or organized non-formal vocational education training programmes
through the involvement of the youths. They would have an up-to-date information
on technological skills, which would be relevant for adoption in meeting the needs
of their various communities
CONCLUSIONS
This study has appraised the study of non-formal vocational education
training in vocational trade areas in Kaduna State. It also investigated the
existence of non-formal vocational education training available in Kaduna State,
the methods adopted in improving training contents, methods of instruction used
as well as the training facilities required for efficient training and the factors that
should be considered in enrolling trainees for improvement in non-formal vocation
education training in vocational trade areas. Various type of trades involved in non-
formal vocational education training in Kaduna State were identified which if fully
developed and followed strictly in non-formal vocational education training, skill
acquisition and social crimes will be reduced among its youths in the state.
Essential methods of instruction and training facilities were also identified
and other suggestions mode. The various methods and facilities involve in non-
formal vocational education training are such that will be useful if adopted in the
master craftsmen for standardization. The adoption of these methods for training
will help improve the teaching and learning of skill development among trainees.
RECOMMENDA TlONS
From the findings of the study, the following recommendations were made:
1. The type of trades that have been identified in Kaduna State should be
sufficiently developed. This could be achieved through the following ways:
(a) The federal, state and tomi governments should encourage trainees
and master craftsmen to demonstrate their potentials. Providing soft
loans to them could do this.
(b) Parents, philanthropist and other voluntary Non-Governmental
Organizations (NGO's) should be involved in the development of the
vocational trade training centres.
2. The government should provide takeoff grants to trainees after the training
period
The government should design a training policy as a guide for skilled
manpower development in non-formal vocational education training in the
State.
Since the graduates of non-formal vocational education training complement
the work force needed in the private sector, they should be exposed to
modern training tools, machines and equipment.
The state government should design and develop a systematic scheme of
training by:
(a) Developing systematic and proper methods of training and
standardization.
(b) Exposing master craftsmen to training programmes through
organized conferences, seminars and workshops.
(c) Supervising master craftsmen to ensure that they use the correct and
best methods of training.
The federal, state and local governments should register all non-formal
vocational education training centres in their locality.
The master craftsmen and technical teachers should mobilize all available
resources and funds to improve the condition of non-formal vocational
education training in vocational trade areas in the state.
SUGGESTlONS FOR FURTHER RESEARCH
1 Trainees suitability and performance in non-formal vocational education
training.
2. Appraisal of physical facilities in non-formal vocational education.
3. Non-Governmental Organizations (NGO's) role in the evaluation of non- formal vocational education training.
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APPENDIX I
LETTER OF INTRODUCTION
Department of Vocational Teacher Education. University of Nigeria Nsukka . . . . . . . . . . 2001 . .
I k a r Respondent
A survey is being carr~ed out to find out MEASURES FOR lMPROVlNG
NON-FORMAL VOCATIONAL EDUCATION TRAINING SYSTEM IN KADUNA
STATE.
This is part of the requlrernent for the award of Master Degree in Education
(I ndustrlal Technical Education). You are please requested to complete the
accompanylng questionnaire with utmost sincerity. The information supplied by.
you will be treated in strict confidence and will be used only for the purpose of this
study.
1-hank you for your anticipated co-operat~on.
Yours sincerely.
SA'I, HARUNA RASHEED PGIM. ED198125776
APPENDIX II
QUESTIONNAIRE
MEASURES FOR IMPROVING NON-FORMAL VOCATIONAL
EDUCATION TRAINING SYSTEM IN KADUNA STATE
PART I: PERSONAL DATA
Instruction: Carefully Supply the following information by checking (J) as
appropr~ate.
1 Check ( J ) as appropriate, the group that best identifies you.
(a) ApprenticeiTrainee
(b) Master craftsmanlTra~ner
(c) Ministry of Education Official
(d) Technical Teacher.
2. Check (J) as appropriate your senatorial zone and local government
~ r e a of residence
a. Northern Zone [I
(1) lkara [ ] (ii) Kubau [ ] (iii) Lere [ ] (iv) Makarfi [ ]
(v) Sabon Gari [ ] (vi) Soba [ ! (viii) Zaria [ ]
b. Central Zone [ 1 (i) Birnin Gwari [ ] (ii) Chikun [ ] (iii) Giwa [ ]
(iv) lgabi [ ] (v) Kaduna North [ ] (vi) Kaduna South [ ]
(v~ii) Kajuru [ ]
75
c. Southern Zone [ ]
(i) Jaba [ ] (ii) Jema'a [ ] (iii) Kachia 1 (iv)
Kagarko [ ]
(v) kagoro [ ] (vi) kaura [ ] (vii) kauru [ ] (viii)
Sanga [ I (ix) Zangon kataf [ ]
PART II:
SECTION A
Type of vocational trades involved in non-formal vocational education training.
Instruction: Please check ( J ) as appropriate.
Please indicate the type of Vocational trades in which you are involved from
the list below:
SINO.
Art sign writing [ 1 Auto mechanic [ 1 Blacksmithing [ 1 Building construction [ 1 carpentry work [ 1 Carving work [ 1 Catering work [ 1 Decorating work [ 1 Dyeing work [ 1 Electronic Repair work [ ]
Farming [ 1 Hair Dressing [ 1 Metal work [ 1
Photography work [ ]
Plumbing work [ 1 Printing work [ 1 Shoe-making work [ ]
Tailoring work [ 1 Typing work [ 1 Watch Repair [ 1 Weaving work [ 1 Welding work [ 1 Wood work [ 1
SECTION B
Methods for improving training contents in non-formal vocational training in
vocational trade areas.
Instruction: Please check ( J ) as appropriate.
The following are methods for improving the training contents in non-formal
vocational training.
Note: S.A = strongly Agree, A = Agree, UD = Undecided, DA = Disagree and SDA
= Strongly Disagree.
Methods for improving training contents . - -
There should be formal course content in each
- - - . - - .... - - . Vocational theoretical training shoo contents both practical and
complementary and integrated pattern
SA
vocational trade area and it should be specific There is the need for basicformal education for the trainees -
Programmed goals and objectives in each vocational trade area should be developed - - -- A - - - - There should be pedagogic exposure of trainees to the required learning experiences in vocational trade areas There .should be provision for formal designed training scheme of work
.-
-- --,
Vocational training contents should be sequentially arranged based on their difficulty.
A
SECTION C
Methods of instruction for improving non- formal vocational education
training in vocational trade areas.
The following methods of instruction if properly used will improve non-formal
vocational training - . - - - - - - --- -- --
Method of trainingllearning -~K-~SA- . . . . . . . . . .... ............ - . ------ -
Demonstration
Getting complete attention of trainee on the I I job training I I - - - -- - Illustrating the operation involved 1 .
Imitation training ---- Observation training
I 1 -- -- Occupational participation ........ -- -.. - - -- Show good work habits and having T I - tryout the job - Emphasizing, show out one point at a time on
the job training I I - . . - - - - - -- -----
Emphasizing, the objective of the job 1 t- Project method I I .-
Try out training measures
SDA 7-
SECTION D
Measures for improving training facilities in non-formal vocational training in
vocational trade areas.
The following measures should be adopted in improving training facilities in
non-formal vocational training.
-- --
Reason - - for - improving - - - facilities - - - - - - -
There should be adequate provision of training tools There should be adequate provision of training materials -- There should be adequate provision of well equipped and ventilated workshop(s) - -. -. - - - - - - -- - There should be adequate provision of qualified master craftsmen who can I I 1 effectively and efficiently run the centres There should be a provision of soft loan to trainees so as to acquire needed training tools . - - - - , - - . -- - -- There should be adequate qualified master craftsmen who can effective maintain tools I+- and equipment (training facilities) .. .. . .. -- ---,------ There should be adequate electricitv I I I There should be adequate provision of 1 I 1 space and place for day-to-day activities There should be adequate availability of +$+- training centres for efficiency 1 1 1
A
SDA
--
-
DA -
SECTION E
Factors to be considered for enrolling trainees into non-formal vocational
education training in vocational trade areas.
The following factors should be considered in enrolling trainees into non-formal
vocational education training.
Demand of the labour market
trainee / q ~ o o e r n m e n t po l i cy fo r training u n s k w m l
workers -- -- scholastic ability of a trainee Regards of the trainee Needs of the trainee Needs of the community
37 Opportunity available for tra~ning 38 parents infl~encelwish
Skills -- . need - -- - of .- - the industry or society - -- -. Trainees willinaness and interest
39 40 41
144-7 Unfavourable government policy I
I -- --
--
- --
Physical health and mental fitness of trainee Socio-economic background of a trainee Skill and technical knowledae of the trainee
- --
APPENDIX Ill
Department of Vocational Teacher Education, University of Nigeria Nsukka ......... , 2001.
.................................
Sir,
REQUEST FOR INSTRUMENT VALIDATION '
,
1 am a Post Graduate Student of the University of Nigeria, Nsukka currently
working on "MEASURES FOR IMPROVING NON-FORMAL VOCATIONAL
EDUCATION TRAINING SYSTEM IN KADUNA STATE" as part of requirement for
the award of Master of Education (M. ED) degree with specialisation in
INDUSTRIAL TECHNICAL EDUCATION.
Sir, as an expert in Vocational/Technical Education, I wish to request you to
please help me in'validating the instrument for data collection. Attached herewith,
is the initial draft of the instrument. You are hereby requested to make suggestions
and/or observations on the items to add, drop or modify in order to refine the
instrument. I hope you will spare your time to render this assistance.
Thank you for your anticipated co-operation.
Yours faithfully,
SA 'I, HARUNA RASHEED PGIM. ED198125776
POlZM ULAE USED FOR CALCULA'TIONS
Cvi =Sum of variance for each i tem
Vt = Total Variance
Source:- Ogbazi and Okpala (1994:48)
2. t- test of Irndcper~dent sm~ples . t = )<]A2
J s 1 2 ( ~ 1- - I)-tS 2 YN -2 -J ( l/Nl -I- 1/N2 ) N , + N 2 - 2
Where: - X, = Mean Score of ~ r o u p 1
X, = Mean Score of group I1
S,2 = Square of Standard Deviation (Variance) for group I
S2? = Square of Standard Deviation (Variance) for group 11
N, = No of respondents in group I
N2 = No of respondents in group I1 . .
Source: Ogbazi and Okpala, (1994: 52)