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)