University of Nigeria Virtual Library

Serial No.

Author 1

OGBAZI, N.J

Author 2

Author 3

Title

Education For Relevance: A Case for the Integration of Work

Experience Skills into Senior Secondary School Vocational Programmes in Nigeria.

Keywords

Description

Education For Relevance: A Case for the Integration of Work

Experience Skills into Senior Secondary School Vocational Programmes in Nigeria.

Category

Education

Publisher University Press Limited

Publication Date

1986

Signature

Chapter Twenty Nine

INTRODUCTION ihe Nigerian educsho11a1 systrm k b i emphasis is a ~ c o r d e d to practica!

experience programmes. This stems from the tact that c ~ ~ r r ~ c u l u m p ners d o not recognize the importance of actual work experience in acquisition oi knowlcdgc, u d ~Lill5 espcciall) in occupat~onal lean activities. Generally, teachers lei) much cmpilam on ~ i i c C C ) ~ I I ~ L ~ . C

domdln with little 01 no emplin~is on thc c f f ec t i~c ant1 ps),chon

Ian- the )in?

The methods that teach m a n ~ p u l d t l ~ c sh~iib d ~ t uiic;i ric$ccred. that Kigeria is developing t rchnol~gic~i l !~ . there is an increasing d e ~ for pcople who arc capabic o f combininn thcir brains and hands for the

notor r~ls is hods. X0k nand

p-oduction o f goods and scn.iccs. Thus, stuticnts arc required to be traincd outside the formal classroom sctting so as t o accjuirc thc right work espcriences, which cannot hc: obtdinrd in thc. classroon~. Therc . , ,. - . . . I . . j ' : . .. . L . . . , - L : - I , ~ . : ~ ~ J - J - I ? c c . \n acuuire cxpc.ricnce on the job.

These include on thc jot, t ramng, C O U I ) C I ~ L I . L v.c+~t.C:::: t : ; ? b . i i ' d : l ! '7

(hlitchell, 1977), cooperativc work training (C\\T), ~ v o r k study (Evan and Herr, 1978),sand\i.ich systcrn (Sprrl and \i'intcr, 1971) m:i adjunc- tivc programming O m s : . & 1978). 'i'hc pimar!. objective of thc abmr

* rilcntioned proqammcs is to expose the s:udcnts ro diffcrcnt stages of

production Iinc su a h to sain cspericr~cc in rhf: wide spectrum of tlic ivork in tIlc i n d u s ~ r ~ . Th? training rcquircb ~l:c stuc1c:lts to stay for

. .. , , .. . ;,ccc In currrcu:um - Science and T<chnology / 285

,~i l lulated period of the job to enable them understand the concept .,,,<I master some of the necessary skills. The above possibilities have ;;],.ir se\.ere facility constraints in ?iigeria.

statement of the problem ( i i i c o f the problcms facing Sijieria today is ~~ncmploymen t . This is

:!(. t o the fact that graduates of our institutions lack thc appropriate .bills and technical knowledge needed in the world of work. The major I,l.~il,lvms l i t i r i t !~ the formulation and interpretation of the educational

.,!irr and ,p-nhab!:: thc shnr t rominqs of the tcachcrs handling thc . - . . . ,: i l c l c j l subjccts in imparting thc rclcvan: sli : iI~ and knv\v!;tizt. accdcu 1.1

' , *

/,u.incss, housing, food and livesrock prudiistion. Since these tcachers l.c,llci.ntratc heai~ily o n the tlleoretica~ aspect of instruction 2nd neglect rilr practical aspect, the students lack the practical experience of the ,~;l;ject.

Onc of the theorics o f \ocational cduca~ion states tliar learning wil! t,c effcctive to the extent thar the skills are acquired in actual job ,ituations and not o n pseudo-jobs. In the \Vest Africari .Examin: tior. ,,\.!labus, the course content has t e e n structured for teachers t o f o U o ~ in' the instruction of students w t h o u t tne inclusion uf ihc rc!c;.ar.: rxperlencr progrdmmes. Since the curriculum may not allow for a ~ ~ c r ~ o d for work experience outside the school and also s ~ n c e there are 1 cr) few facllltles for dork experience outslde the schooi fur t h t L r g c :-iurnbers of scconuar) schvul bocationnl students, there is, tt.cre~orc, ; ,?cat need for the work - experience skills to be integrated into the l r - tnal s w i r s P 4 : n n r m \ i vocational proqammes.

I'urpose of the Study I I:c pulpose of this stud) is to.

1. Idcntlf) a \ . d ~ b l e 11 urh expcricncc programmes thdt could be i n t e g a t e d into th t secondar> schvol pro,gramrnc to supplc-

1 ' menI I I I C I I I - X I ~ U V ~ r r l > L , ,.L,rv...

2. Dctcrmmc other contrhutions ork-experience progarnmeq can makc to student occupational development.

3. Determinc how the available work experience skills can bc integrated Into the secondary school programmes.

Research Questions The following questions were answered by the study:

1. What are those work-experience skills that could be i n t c p w into secondary school prograrries t o supplement t he in-! instruction in Home Econbmics and technical areas?

2. What other contributions can work-experience program- offer to students' occupational development?

3. How can the available work experience skills be integrated ko

Met hodolgy . . Scope of the Study The study was conducted at the Continuing Education Centre (0 University of Kigeria, Nsukka and Project DeveIopment A p q (PRODA), Enugu.

PopuIation - - The total population for the study consisted of a!l employees of WAW and City and Guilds holders, secondary graduates in the study awl made up of clerical and assistant officers, storekeepers, stewari-, receptionists, . - woks and bakers, supervisors and administrators C h hundred and ten employees were identified under the above listed c t t

gories.

Samples of the Study The respondents for the study were selected by simple random S~T' ing. The sample size was sixty (601, consisting of twenty from bwx economics area and forty (40) from t e c h n i d area.

mshunlent . I - 7,rv.: .is:*,' ,?ci icrJ-: < ~ . : . 3 T.2.,35 ,:k-. ~-.~.-ct:v.rc?..F~

le items'in the questionnaire ~ & e .!n -the f w m of sta.tmeC%:i. a pilot stydy in which some identified skills acquired by the &de the school were obtained and validated through ajun. From the result of the pilot study, the questionnaires admink

he respondents were obtained. A total of fort).-Gne copies of mnaire were returned - - fourteen from CEC and thirty-four PA, Enugu.

;z;,-rjm in curr iruhn - Science and Technolokr. 287

~ ~ h n i q u e for Data Analysis 1 ht' data collected was analyzed using the mean and Spearman's Rank O ! J S ~ correlation ceefficicnt. To determine the degree of agreement or ~ ~ , a q e s r n e n t in each of the scaied instruments in the questionnaire, the .L.,carcher used the f o l l o ~ i n g procedure.

strong!^ agree (SA) = 4 Apee (A) = 3 Dirapee . . . IDA) = 2

'(SD) = 1 ~tiongly Disagree'

Total

'I he cut-off point was determined by finding the mean of the vahies assigned: the given options using the formula

-. . , I

B y adopting an interval scale of 0.'5 the upper &it was set at 2 - 3 5 ie (2.5 + 0x5)-while the Iower limit was ~t at 2.45 ie. ( 2 5 - 0.95). Therefore any response with a mean of 2.55 was regarded as 'a&' and that which was below 2.55 as 'disagreed'. Spearman's Rank Order correlation c w f f i c i e n t frs) was employed to measure the &gee of -3rrekt ip~ hetween the mean scores of two goups of employees in H o r n Fconmics ano t b ~ ~ m ~ i d ' a i caJ. - = - . -

Resmrch Questbn I What are the work-experience skills that couM be integated into the se.condary school programmes to supplement what the school can p r e vide the students?

298 Edvmrion for

Table 29.j Data . on Administrative hork-Experience Ski&, to

Integrated into Secondary School Programmes in T- nical Area

Work-Experience Skills

Tracing files Keeping brought-up (B/U) letters Compile lists of staff welfare Supervise casual labourers Offset incurred bills Compile staff list File letters on individual personal f-des Update record of service cards Cross-check matters'on pension and gratuities Pay-roll staff salaries Treat bills for settle men^ BaIance statement of Account Record and bring the ledger sheet up- to-date and deduction of PAYE ' rp-;i'v 6 . > a , , !d1s Preaudit payment and salary vouchers Keeping the bin cards Issue materials requested for different sections Update the bin cards

Administrative Cler kslStore keep* 2) . .

The respondents agreed that all the items listed above except item (e), (offset incnrred bills) are important for effecient performance of administm tive clerksf store keeper.

i,,,~~,,- in curricufurn - Science and Technology

Table 29.2 Dsta on Library Wbrk-Experience SkdIs

- ' Work-Experience Skillr I Collect newspaper cutting o n the ins~itut.: and :<:search Assist cataloguers in departmsn:al~- zing books for easy retrieval by users Shdve books on the stack for easy retrieval .Assist readers t o get a t the inforrna- tion needed faster Educate readers on the lending proce- durc of thc library Assist iibrarians to collect informailon on the yublicatiori of thc 1ns!ltute

ldble 29.2 shows that tne rehponu~jl i> w n s i J L r d d l ] flit 1ic:iiS i L - , , - t ~ f i ed u n d x library worL-cxpencncc. 3, important for efficient perfor- mance of library assistants.

Education for relw* 290

Table 29.3 Data on Ceramic Work-Experience Skills

Weighing the density of the clay a t its natural state with specific gravity bot- tlc using 2 grams of the test piece Testing clay sample from different l oca t~on and individuals to ascertain their quality Dctc,mine whether they arc suitable for bills, pottery, plates o r vases Heating clay for 3 t o 5 hours Weighing clay after heating Testing the shrinkage of different clays after heating them at a temperature bcrtwecn 1 ,OOO°C and 1 .300°C Checking the porosity of the clay at 1 . 0 0 0 ~ ~ to 1,300 oc

Testing colour and ~ l a 7 e for ceramic wdres and porce!ai:: bodies

I I

The respondents a g r e d that all the items are necessary for good perfor- ma nce on the job.

I

Work-Experience Skills beramie Assistants

Ta blt. 29.4 Data b f i , ~ ; b o r a t o r y Work-Euperience Skills

1

W o r k - E x p c ~ i ~ : t r r Skills -I- ! /',5.~~tpy T~"c$I I~- cian in Truining

I

1

Table 29.3 shows that respondents agreed on all the eight items as necessary for good perfomrtnc,: in a good ceramlc industry w h l e table 39.4 ind~cated that the three ltcrns bere regarded as relevant for good performance of laboratory technicians-in-training

a.

b. c.

_ I . _ .. . . . - . . . ---.- -.+

Weighing, h a t i n g and analysing samples in the laboratory Looking after experiments Undertake routinc tests such as clinical + y ? c

4.0 3.5

3.0 .

Maintaining shop facilities Performing mathematical calculations Designing and planning machine work Performing metal work operations Operating power saws Operating drill presses Operating sharpers Operating milling machines Operating grinding machines Oxy-acetylene welding and cutting Soldering and arc-welding Maintaining plumbing plans Drawing and interpreting plans Installing taps, cleanouts, fixtures, hangers, supports, vents and water systems I

Senior Tech. Assis- tants/Tech. Assis- CantsX

Table 29.5 indicates all the items were regarded as important except ~ t e m s (b). (c) and (h).

Home kconomics Area

Table 29.6 Data on Pinin? Work-Experi~nce Ski11s

a. b. c.

- - - -

Work-Experience Skills

Set tables for guests Make the dining room. Wash plates, glasses and cutlery

- --

Superl:isors/Stelr,~-- wards X

3 .O 4.0 l .5 .$ < I

3.5

4.0 4.0

:: ! r - . l ..-.r C"','." A'' ' I . - . . - ' -. - - a * - - -. a&.-,- - d - --: - i L LC3

e. f.

g.

Serve food, coffee and snacks t o guests Present guests' checks to them for sign- . ing and take the guests' checks to cashier for cash collection Serve buffets and coclctails

h. Share out duties to the stewards 3.5 - i . Oversee to the general supervision of

the room clsan 3.5 - - - .

TabIe 29.7a Data on Kitchen \York-Experience ShiIis

-- Work-Ex periencg S k i / ] ~

Select good qu-ality food Make market orders Plan menus Sort food accordingly Wash f o ~ d fhoroughly before storage at appropria to tenperat ures Preserve foods accordbg to type b e c k refriprators/food storesreqularly Weigh/measur e fond items-to k prepared Cod, vegetables, use vegetable stock in soups, gravy Drain all canned fruits before use for salad3 Use and care for different kitchen equip ment Prepare breakfast, lunch and dinner, !umFeon and buffet parties Make ail stocks, soups, sauces, saute, fish, meat, vqetahles Fry different types of foods such as omelettes, fritters and C&ken Prepare and steam puddings Prepare appetizers, deserts Taste for doness, pakitability

,, 1 * , '?-,!,jf ;71,, ! I ! . + ( t i ; -,-2k:1L.f

Select recipes =

Weigh ingredients for dough/butter mix- tures &KC m~es, cookies, pastries Bake aU breads, rolls and muffins Prepare bake sheets, muffins and b r a d pans for baking Keep bread, cloth, boxes and shop clean

~ a b l c 29.7(b)~ata on Rewption,'Accommodation Work-E~eneMx Skills

h'ork-E-~perimce Skills

At tend to enqumes Answer phone call< Book and rcsene accommo#ation for guests Attend t o on arrrval - Receive cash payments for the aico- mmodation and issue receipts Post guests' dues into ledgers Allocate rooms t o guests issue keys t o guests Carry guesls' lugpa~e t o the rcoms Make the rooms clean Prepare the rooms for the guest on arrival and provid-e tfie bedding and t ode t maieriais. ~ d t h ~ n g and drinka wale when the tap is not running for the guests Carry guests' luggage out of the rooms 011 dcpdr:urc Acccpt h r l s from guests o n departure

Rer~prionisr!Hall& Stoom Stewards

3.0 3.2

Tables 29.6, 73, and 7b.indicate those items that uere k_euddcl by the respondents as important for goor! performance of recepti&Ts. hall and room stewards and dining supervisors However they d o not regard such items as washing plates, gksses and cutlery, c m y k g guests' lugrage, cleaning the room, and preparing the rooms and bedding for gues:s. as important.

Krskrch Qr+?s{~orr If hat - i t h e r contributions can ' work-experience programmes offer t o students' occupational development?

TaMe 29.8 %tows the data on other contributions s o r k e x p r i e n c e propammes can offer t o students in technical and Home b n o m i c s areas.

B4 Education for relevone

Table 29.8: Correlation Between Mean Scores of the Responses oft he Secondary and Post - Secondary Gradmte Employees in Technical/Home Economics on the contniut ion of Work-Experience.

Integration of theory with pract i d s

Ensures quick job place- 1ne1;t ir, :he wx!5 of work

Ensures self employment if securing job in the industry is not desired

Where trainee is sclf- employed after training he can also employ others

orientation of students for adaptation to future problems encountered in thc world cf wo:k

Establishing of relation- ship with other workers

The value of r s = 0.94 shows that there is a high correlation between the opinion of secondary and post-secondary graduate employees in the arcas of Home Economics and ;ethnical on the contributions of work- f.vn?+ncn ?myam.mey t~ c t r rdpntc ' ncq~pptinnal drvelonnlent.

Research Question III How can the available work experience skills be integrated into the secondary school programme? Tab!e 29.9 shows the data on how the available work-experience skills can be integrated.

~ w c : i c e s in Curriculum - Science and Technoiogv 293

Tabk 29.9 Spearrmn's Rank Order Ooaebtion of the M a n Responses of Sew& day and Post-Secondary Graduate Employees in Techaiarl a d H o w Economics Arms on the Ways of Integrating W~rk-J%~e+nw

B) adding the courses in the schools

Hiring competent tea- chetr f ~ o m i::dustry to - reach in the school and pro- viding separate class hours apart from the normal c ~ s n o o r n hours

Teaching them along with the relevant aspects of the syllabus and makmg use cf the sane chssroom teacher

Making use of resource persons available in the contraunity to teach the addl:iona! required skills and supplementing with visit~iexcursions to established industries1 o r g n h t i o n r where those skills are required

Recruiting experts from industry that make use of these skills to come and give lectures and practi- cal~ in the scool

. . f ? y p : : . ? - ~ 7 7 5 . c 17,+:>7,,-;, -

to &hate the programme with a different certi- ficate apart from WASC

The value of rs = 0.96 shows that there is a high correlation between the opinion of secondary and post-secondary graduate employees in technical and Home Economics.areas on the ways of integrating work- experience skills in the secondary school programmes.

Findings It was found that the followin,o skills are required for integration into secondary and technical school \roc.tional programmes on the following occupations in technia l and Home Economics areas. The relevant items are those with a mean rahng of 2.55 aad aScire.

Technical Area (a) Administrative clerks/storekeeper (table 1) (b) Library Assistants (table 2) (c) Ceramic Assistants (table 3) (d) Laboratory technicians (we 4) i e j Senior Technical Assistants!Technical Ascistants (engineering)

(tah!e 5 ) - .

Home Economics Area (2) S '~p~r ' i s~ l r s~s tev :3 rd~ (tab!? 7)

I I (b) Cooks/Bakers (table 8a)

I

( c ) ReceptionistJHaE and Room Stewards (table 8b) ! There is hyh m e k t i o n between the opinion of secondary and mat- I

secondary sc'nr:nl f l d i r a f ? ernpIoye:.s +r. the K V ? ~ e f tcc)1~ir Home Economics on the following:

(a) Contributions of workexperience pgrogramrnes t o sti occupational development

(b) The ways of integrating the identified work-experience into the school programmes,

1i4--4i,-:: ,$r c > p T i t : jiTtk .-)f !i:n '< ;rfj18 ---r --- Tile finding of the study can serve as a siiibstitdte for the orgafiizd ; work-experience which is necessary for entry level skills into occupa- tions by secondary and techni~al school graduates. It can be a time and money saving subst hute for in-senrice or on-the-job training for s e m n ' dary and technical school graduate recruits in the industry. It will also eliminate such in-service or on-thejob training required by industries

1

for can fled

the school gmduate recruits on the job he lndP.ln now be piaced o n the job on recruitment from whoo] if th ~ m I skills are integrated into their progamrnes while in x b l

commendation for Action ~ h s programme planners should look into the identified , s k a and gn ~t a financhl and research support for complete intmtjon into the stsondary and technical school programmes.