DEVELOPMENT OF THE FRAMEWORK ON … last stage-for... · The implementation of the above stated policy objective by the federal and state governments led to the establishment of technical

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DEVELOPMENT OF THE FRAMEWORK ON COOPERATIVE EDUCATION

FOR ENHANCING SKILL ACQUISITION OF RADIO, TELEVISION AND

ELECTRONIC WORK IN TECHNICAL COLLEGES IN SOUTHEASTERN

STATES OF NIGERIA

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT

OF VOCATIONAL TEACHER EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD

OF MASTER DEGREE IN INDUSTRIAL TECHNICAL EDUCATION

BY

UKOHA, OYIDIYA N.

PG/M.ED/05/39925

DECEMBER, 2008

ii

APPROVAL PAGE

This project has been approved for the Department of Vocational Teacher

Education, University of Nigeria, Nsukka.

--------------------------- ------------------------

Dr. Ogbuanya, T. C. Internal Examiner

Supervisor

------------------------- --------------------------

External Examiner Dr. Agomou, E. E.

Head of Department

-------------------------

Prof. Offorma, G.C.

Dean of the Faculty

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CERTIFICATION

UKOHA, OYIDIYA N. a post graduate student in the Department of Vocational

Teacher Education, with registration number PG/M.Ed/05/39925, has satisfactorily

completed the requirement for course and research work for degree of Masters of

Education in Industrial Technical Education. The work embodied in her thesis is original

and has not been submitted in parts or in full of any other diploma or degree of this or

any other University.

----------------------------------------- ---------------------------------

Ogbuanya, T.C. Ph.D. Ukoha, Oyidiya N.

Supervisor Researcher

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DEDICATION

This research work is dedicated to my Parents

Elder & Elder Mrs. N.I.Ukoha

&

Mrs Chibunma Uche Idika(of Blessed Memory)

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ACKNOWLEDGEMENT

The successful completion of this programme of study became real as a result of

God‟s Grace without which it would not have been. The researcher is eternally grateful to

God Almighty. The assistance of many under God made it come true. Firstly, the

researcher is sincerely grateful to Dr (Mrs) Ogbuanya, T. C. whose painstaking effort

made this work worth its onions. Only God will reward her efforts. The researcher is also

grateful to both the internal reader Dr. E.O.Anaele and the external examiner for their

comments in enhancing this work.

The researcher also is immensely grateful to Dr Ogwo,B. A. who painstakingly

read through part of this work and made a lot of input that have brought the work to this

appreciated standard. Profoundly, the researcher expresses her appreciation and gratitude

to Prof. Okoro, O.M whose door was always open to wonderful suggestions and

encouragement in the course of this programme. The researcher appreciates the Industrial

Technical Education Lecturers whose expertise and instructions equipped the researcher

with knowledge and understanding to be able to bring this work to this acceptable

standard. This section will not be complete without placing on record the valuable

contributions of Dr.Osinem E.C. who guided the work to give it a focus at the early stage.

I am eternally indebted to my parents and siblings for their prayers,support amidst

thick and thin; and great belief in me,it really cannot be quantified. To Pastor N.I Uka

and family, Mrs Chibunma U.Idika and family, Rev Nnoke Ibe & family, Mrs Ijeoma k.

Amogu, my good friends Baturh Yarkwan, Ter Amiseh and members of Graduate

Students Fellowship (GSF), I say thank you. Your assistance and prayers were honoured

by God to preserve and keep me all through my days in the University. The researcher

also profoundly appreciates her principal Eld.A. E. Ubani whose support was a great

source of encouragement in the course of this study.

Time and space will fail me to mention the role played by some acquaintances in the

course of this study, that your name was not mentioned does not suggest you have done

any less. Little leaves from you were brought together somehow to clothe a whole tree in

my person. Heaven will remember your good influences. Finally, to God Almighty who

preserved and made my dream come true. May His name forever be praised, Amen.

UKOHA, OYIDIYA N.

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TABLE OF CONTENTS

Cover page……………………………………………………………………….i

Approval page……………………………………………………………………ii

Certification ……………………………………………………………………..iii

Dedication ……………………………………………………………………….iv

Acknowledgment ………………………………………………………………...v

Table of content ………………………………………………………………….vi

List of figures…………………………………………………………………….ix

List of tables …………………………………………………………………….ix

Abstract ………………………………………………………………………….x

CHAPTER ONE

INTRODUCTION

Background of the Study ............................................................................. 1

Statement of the Problem ............................................................................ 5

Purpose of the Study .................................................................................... 7

Significance of the Study............................................................................. 7

Research Questions ..................................................................................... 9

Hypotheses .................................................................................................. 10

Delimitation of the Study ............................................................................ 10

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Theoretical and Conceptual Framework ..................................................... 11

Cooperative Education: Concept, Forms and Benefits…………………….15

Skills in Electrical Technology Trades……………………………………25

Approaches to On- the- Job Training……………………………………. .30

Policy framework for establishing cooperative education at the technical

college level. ………………………………………………… …………..33

Roles of the School (teacher) in the cooperative education plan………….36

Roles of Home (parents, guardian) in the cooperative education plan……38

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Roles of the Industry in the cooperative plan……………………. …… ...38

Review of related Empirical Studies……………………………………...41

Summary of the Review of Related Literature ............................................ 45

CHAPTER THREE

METHODOLOGY

Design of the Study ..................................................................................... 47

Area of the Study ......................................................................................... 47

Population of the Study ............................................................................... 47

Sample for the Study ................................................................................... 47

Instrument for Data Collection .................................................................... 48

Validation of the Instrument ........................................................................ 49

Reliability of the Instrument ........................................................................ 49

Method of Data Collection .......................................................................... 50

Method of Data Analysis ............................................................................. 50

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Research Question 1…………………………………………………...... 51

Research Question 2…………………………………………………….. 53





Hypothesis 1…………………………………………………………….. 61

Hypothesis 2…………………………………………………………….. 63

Hypothesis 3…………………………………………………………….. 65

Findings of the Study……………………………………………………..67

Discussion of Findings………………………………………………….. 71

Findings of the Hypotheses……………………………………………... 73

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Restatement of the Problem…………………………………………….. 75

Summary of Procedure used…………………………………………….. 76

Major findings…………………………………………………………… 77

Implications of the Study………………………………………………... 79

Conclusion………………………………………………………………. 80

Recommendations………………………………………………………. 81

Limitations of the Study………………………………………………… 81

Suggestions for further Research……………………………………….. 81

References……………………………………………………………………… 82

Questionnaire…………………………………………………………………..89

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LIST OF FIGURES

Figure 1: Conceptual Framework of Cooperative Vocational Education

Programme………………………………………………………… 13

LIST OF TABLES

Table 1: Population Distribution……………………………………………….27

Table 2: Research Question 1; Ratings of Responses………………………….52






Table 8: Hypothesis 1; t-test Analysis………………………………………….61

Table 9: Hypothesis 2; t-test Analysis………………………………………….63

Table 10: Hypothesis 3; t-test Analysis………………………………………...65

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ABSTRACT

One of the goals of Technical Vocational Education (TVE) according to National Policy

on Education (NPE, 2004) is to give training and impart necessary skills to individuals

who shall be self reliant economically. A major problem confronting TVE in Nigeria

today is rooted in the failure of technical colleges to impart appropriate skills, knowledge

and attitudes to the students for gainful or self- employment upon graduation. The

problem has been largely dependent on shortfall in training facilities (work shop,

equipment, tools etc.) according to Olaitan et al (1999)and Okorie (2000), as well as

imbalance between theory and practice (Akpan, 2003) among others. The research study

developed a framework on cooperative education for enhancing skill acquisition of

Radio, Television and Electronic work (RTVE) students of technical colleges in South

Eastern States. Survey research design was adopted in carrying out of the study. Six

research questions and three null hypotheses guided the study. A structured questionnaire

with six sections was used as the instrument for data collection. It was validated by three

experts who were not part of the study. The population consisted of a total of 221

respondents (27 electrical technology trade teachers in 8 state technical colleges and 194

staff of electrical / electronic engineering department in the broadcasting corporations) in

Abia, Imo and Enugu States. The data collected were analyzed using mean (

x ) and

standard deviation to answer the research questions. The three null hypotheses were

tested at 0.05 level of significance. The study found that cooperation between technical

colleges and industries will enhance the acquisition of skills of technical college students

in radio, television and electronic works. A systematic format is to be followed to guide

the students both at school and on-the-job. Based on the findings, some implications of

the study were indicated and appropriate recommendations made.

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CHAPTER I

INTRODUCTION

Background of the Study

The level of development of a nation‟s industry and commerce is a reflection of the

international status of the country. The survival of Nigeria as a self-reliant, economically

sufficient and technologically advanced nation largely depends on the production of a

knowledgeable and skilled workforce. Vocational/technical education constitutes the local base

for technological development.

The Federal Government of Nigeria (FGN) (1981) in the National Policy on Education

(NPE) stated that technical colleges are designed to prepare individuals to acquire practical

skills, basic scientific knowledge and attitudes required as craftsmen and technicians at sub-

professional level. The implementation of the above stated policy objective by the federal and

state governments led to the establishment of technical colleges in nearly all the states of the

federation, with the aim of ensuring that the teaming youths acquire the much needed

employable skills which would prepare them to take up their appropriate roles in the

technological development of the nation.

In technical colleges, radio, television and electronic work is a course offered under the

electrical technology trade as reflected in the NPE (Federal Ministry of Education) (FME)

(2004). The other courses under this trade are-electrical installation and maintenance work as

well as appliances repairs. The trade is intended to provide the trainee with the knowledge and

skill to enable the student learner install, maintain and repair domestic and industrial equipment

and machines, and as well effect repairs on radio and television and other electronic gadgets.

Students who enroll into such courses in technical colleges are expected upon graduation to have

acquired skills in the area to be able to become self reliant. Unfortunately, students graduate

from technical college without skills for reasons largely depending on the gross under funding of

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the programme as well as poor teaching (Akpan, 2003). According to Akpan (2003), teaching

appears to be restricted mainly to the presentation of facts to the students. Very little attempt

appears to be made in the use of resource materials and processes that would have exposed the

students to the acquisition of skills and the development of correct attitudes., Akpan (2003) still

commenting, opined that budgetary restrictions, inadequate administrative support and lack of

teacher effectiveness and competence have greatly affected the acquisition of appropriate skills

and competencies by students. Ikwuagwu (1992) found out that teachers lack appropriate

methods, skills and strategies for teaching effectively, hence, inadequate skills acquired by

students.

One of the national goals of education which is derived from the philosophy of Nigeria‟s

education according to the Federal Ministry of Education (FME 2004: 8), is the “acquisition of

appropriate skills and the development of mental, physical and social abilities and competencies

as equipment for the individual to live in and contribute to the development of the society”. The

policy statement in its emphasis on three broad goals of vocational education stressed so much

on skill acquisition. Technical Education programme is cost intensive and the government is not

meeting up with the provision of equipment and facilities for effective running of the programme

in the institutions of learning. An alternative is to make use of existing industries within the

environment where the schools are located to serve as laboratories/workshop for training of the

students in skill acquisition. Cooperation between industries and institutions is very necessary for

the smooth running of the programmes. Therefore the NPE encourages cooperation between

industries and institutions for training. This is in a bid to take care of the fact that government

alone cannot fund the programme. For the programme not to meet a dead end, cooperative

vocational education is imperative.

A cooperative education plan is to formally integrate student‟s academic study with

production work experience in cooperating employer organizations.(Masons, Haines and

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Furtado, 1981, Osuala, 2004, Osinem and Nwoji, 2005). Through the interaction of study and

work experience, students enhance their academic knowledge, personal development, and their

professional preparation. In preparing for a particular job, working at the job is important.

Supplementing classroom and laboratory instructions with actual work enables a learner acquire

skill in that particular job. According to Mirabile (1985), young people sometimes find it

difficult to think abstractly like adults hence, the learning is better when they see the theory in

operation and thereafter have an opportunity to practice what they learn. Cooperative education

programme thus, provides a world of work environment for students to apply and augment

classroom skills and knowledge, and to learn to appreciate the meaning and importance of what

is been learned. According to Goma (2000) Cooperative education is a simple method of

instruction which can be applied to a variety of educational purposes. When this cooperative

method of instruction is used for a vocational education programme of instruction, it is referred

to as cooperative vocational education (Goma, 2000).

Struck (1930), one of the earliest proponents of cooperative education defined it as a

form or type of part -time training where approximately one half of the time is spent in school

and the other half in industry. According to him, the keynote to successful programme is

cooperation for purposes of training.

Ogbazi (1985) defined cooperative education as a method of instruction. Apart from the fact that

it uses the laboratory experience of a real life setting to make instruction relevant, it encourages

the student while in school and increases their vocational competency. Cooperative education

facilitates the acquisition of necessary skills and work habits by students. Abimbade (2002) sees

this type of programme as to teach the young people how to learn, develop their analytical skills

and to teach them values and behavior which will facilitate their longtime integration in the

workforce. Osuala (2004) defined cooperative education as an instructional plan, which

combines learning gained through regularly scheduled supervised employment in the community

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and vocationally oriented in school instruction. It is a structured method of combining academic

education with practical work experience. Cooperative education is a programme or scheme

carefully planned and executed in order to augment or raise the level of acquisition of

employable skills in technical colleges. Thus students work through a cooperative arrangement

between school and employers. There is a systematic scheduling of coordination of activities

planned and supervised by the school and employers so that each contributes to the student‟s

education and employability. The job experience of the student not only contributes to the

occupational competency, but can make learning a pleasant experience. For the students, it

means developing personal initiative, learning to work with others in the adult world, and

recognizing the importance of attitude and behavior in association with co-workers.

The primary objective of Cooperative Vocational Education (CVE) is instruction. Hence, it

provides three types of instruction: In-school, On-the-job (training station) and Vocational

Student Organization (VSO) instructions. The Vocational Students Organization (VSO) is a

means of helping students develop leadership and group membership skills which prepare them

for satisfying adult citizen-employee roles. VSOs according to Osuala (2004) are an integral part

of the vocational education programme. While many are oriented to specific occupational areas,

most are co-curricular which suggests that the students‟ organizations or clubs are a vital element

in the total programme curriculum. Generally, they serve to maximize learning situations related

to the students career goal, provides an opportunity for the student learner to gather useful career

information, relate positively to others in a variety of situations and to participate in activities

that increase occupational competency.

The cooperative education framework would be a guide for the effective delivery of the

teaching-learning process. Danielson, (1996) defined framework in teaching/learning as those

aspects of a teacher's responsibilities that have been documented through empirical studies and

theoretical research as promoting improved student learning. Similarly, framework for teaching

5

can be said to be set out objectives to enable pupils to become fully literate

(www.standards.dfes.gov.uk). In line with this, the Georgia Systematic Teachers Education

Programme (GSTEP) (2005) pointed out the following framework which should be followed in

achieving quality teaching and learning which is proven to be effective cutting across all levels

of study. These are: Content and curriculum, knowledge of students and their learning, learning

environments, assessment, planning and instruction and professionalism. Framework is a

supporting frame, format or guide from which complicated ideas are developed or on which

decisions are made. The framework about to be evolved for use in technical college electrical

technology trades is to enable the students combine classroom theory with on-the-job

experiences which will in turn give them a realistic view of their chosen career. They have

opportunity to work with professionals who have appropriate skills as well as become conversant

with the world of work environment. In the framework, the two experiences are systematically

planned by both the school and the employer. Following the format or guide will enable the

student to follow the course content as well as the steps in acquiring the skill systematically. The

cooperative education framework will lead to better application of learning, improve balance in

vocational capabilities and give room for greater relevance of curriculum and instruction. A few

technical colleges in Lagos state have initiated this plan in running their programmes, while

those in the South East have not. It is therefore against this background that the researcher sought

to develop the framework for cooperative education for enhancing skill acquisition in radio,

television and electronic works in technical colleges in the states under study.

Statement of the Problem

The goal of technical education is to learn skills, practice it and be perfect in it. Hence,

technical colleges were established to train individuals to acquire practical skills, basic scientific

knowledge and attitudes required as craftsmen and technicians at sub-professional level, to meet

the manpower needs for national development. A greater proportion of the problem confronting

6

technical education in Nigeria today is rooted in the failure of technical institutions to impact

appropriate skills, knowledge and attitudes to the students for gainful or self employment upon

graduation. The ultimate goal of any technical institution is skill development (Uzoagulu, 1998).

Skill development takes place at every level of the school system (Yoshida, 2007). Huber (2007)

discovered that skills development provides the nation with the labour force needed for

competitiveness and growth and as well enables young school leavers, the unemployed and other

job seekers to perform gainful economic activity for a better living. The effort is geared towards

poverty reduction.

Achieving the goals of technical education in technical colleges in the country is far below

actualization because institutions are not well equipped to translate classroom theory into

practice or simulation of real work situation. The apparent low level of exposure of students in

training to acquire practical skills in the school workshops is largely dependent on lack of

physical facilities (workshop, laboratories, equipment and tools) (Okorie, 2000). Agreeing to this

fact, Olaitan, Igbo, Ekong, Nwachukwu and Onyemachi(1999) observed that the shortfall in

training facilities has led to little or no practical experience from the school before graduation.

Aina (2000) stressed that failure rates have been associated with quality and quantity of teacher,

and quality of teaching methods and facilities. Supporting the problem of poor attainment of

goals, Akpan( 2003) also identifies imbalance between theory and practice in addition to other

factors mentioned. The problems identified are hinged on limited or dwindling nature of

financial allocations to technical colleges by the government. These allocations according to

Oranu and Okeke (1993), Okorie (1993) has been grossly inadequate,the effect of which is the

poor performance of the graduates in work places after graduation (Ezeji and Nkajimele, 1986

and Ulinfun, 1988).

Workshop practice, industrial training/production work have been viewed as a partial panacea to

the perennial shortage of training facilities in technical colleges. The production/service units are

7

not functional if/where it exists owing to lack of finance and general lack of interest of the staff

and students for production/service activities. Students Industrial Work Experience Scheme

(SIWES) is not meeting the practical needs of students either because the supervision is not

adequate or thorough. Cooperation between establishments and institutions provided in the NPE

is viewed as a positive step towards reducing the problems, particularly that of improvement in

the method of teaching as well as in the provision of teaching equipment, tools and machines.

Purpose of the Study

The general purpose of the study was to develop a framework on cooperative education

for enhancing skill acquisition in radio, television and electronic work in technical colleges in

South Eastern States of Nigeria. Specifically, the study was designed to determine:-

i) The objectives for the technical college level cooperative education in radio, television

and electronic work.

ii) On–the–job skills in radio, television and electronic work to be emphasized at the training

stations.

iii) The policy framework for the establishment of cooperative education at the technical

college level.

iv) The role of the school (teachers, cooperative education coordinator) in the cooperative

education plan.

v) The role of the community (industry, philanthropist, trade associations, non governmental

organizations) in the cooperative education plan.

vi) The role of the home (parents, guardian) in the cooperative education plan.

Significance of the Study

The findings of this study if utilized would be of immense benefit to technical college

students, technical teachers, industries, schools, the community, parents, curriculum planners

8

(National Board for Technical Education, NBTE, NERDC ) and the government. The findings of

the study if implemented would make technical college students to be more practically inclined

and as such they can be self –employed upon graduation. They gain work experience, academic

credit and financial reward which will bring about greater sense of responsibility and

dependability.

For the technical teacher, there is job satisfaction. The essence of the training is to impart

appropriate skills that would lead to self-reliance.

Industries would employ graduates with both theoretical and practical competencies.

They would gain valuable employees who are already conversant with the world of work

environment and are enthusiastic about contributing to the growth of the business/establishment,

thus improving the public image of the business. Also, the industries participate in community

endeavor to prepare young people for occupational life and adult citizenship.

Schools also benefit because the facilities of cooperating employer are used as

laboratory/workshop for practical training in the community. This actually fosters and maintains

close partnership between school and community. Educational opportunities are extended

beyond the schools physical and financial resources, such that curriculum is expanded because of

the utilization of community resource, which in turn provides more individualized instruction.

A school-community relation is developed given students opportunities to stay back in the

community with their skills to contribute their own quota on community development.

Unemployment in the community is reduced to its barest minimum. There is also a provision of

constant labour resources and the community‟s pattern of job stability is improved because

students in their localities are given job skills and civic competence.

To the parents, teenage tension guidance and counseling is to enable the student identify

their career interest. The leisure time of the children are constructively utilized. When the

students are engaged using a greater proportion of their leisure time to study and work, parents

9

are relieved. Parents are proud of their wards since they have a skill and can take care of

themselves when the need arises. As they progress in that trade, they can become employers of

labour.

The government stands to benefit as well in the sense that the goal of the programme is achieved

– technical college graduates are self-reliant because they have a skill. Skill acquisition by the

citizens of the country goes a long way to curb social problems arising from unemployment.

The essence of planning a programme is to achieve an aim. When a programme in Vocational

Technical Education is planned, it is for the participants to acquire skills and competencies.

Curriculum planners would have achieved the goal of planning the curriculum of a programme.

From the result at hand, areas that need improvement would be noted. In developing or planning

a curriculum, irrelevant course content are dropped and basic or fundamental issues are

highlighted. A blueprint is drawn that would be adhered to for desired goal.

Research Questions

The following research questions guided the study-

1) What are the objectives for the technical college level cooperative education in radio,

television and electronic work?

2) What on–the–job radio, television and electronic work skills are to be emphasized at the

training stations?

3) What policy framework supports the establishment of cooperative education at the

technical college level?

4) What is the role of the school in the cooperative plan?

5) What is the role of the community in the cooperative plan?

6) What is the role of the home in the cooperative plan?

10

Hypotheses

H01 There is no significant difference in the mean of the responses of electrical technology

teachers and electrical/electronic workers regarding the objectives for the technical

college level cooperative education.


teachers and electrical /electronic workers regarding on-the-job electrical technology

trade skills to be emphasized at the training stations.


teachers and electrical /electronic workers regarding the policy structure supporting the

establishment of cooperative education at the technical college level.

Delimitation

The study was delimited to radio, television and electronic works in technical colleges.

Electrical installation and maintenance work did not form part of this study.

11

CHAPTER II

REVIEW OF RELATED LITERATURE

The review of related literature was arranged under the following subheadings:

1. Theoretical Framework

2. Conceptual Framework

- Co-operative education- concepts, forms and benefits

- Skills in electrical trades

- Approaches to on-the-job training

- Policy structure supporting the establishment of cooperative education at the

technical college level.

- The role of the school (teachers, cooperative education coordinator) in the

cooperative plan.

- The role of the community (industry, philanthropist, trade associations, non

governmental organizations) in the cooperative plan.

- The role of the home (parents, guardian) in the cooperative plan.

3. Review of Related Empirical Studies

4. Summary of the Review of Related Literature.

Theoretical Framework of the Study

Work Environment Theory:

The theory of Vocational Education developed by Charles Prosser (1949), according to

Okoro (1999), specified certain minimum standards upon which effective vocational education is

to be offered. He, in his work pointed out that vocational education will be efficient in proportion

as the environment in which the learner is trained is a replica of the environment in which he

must subsequently work. This suggests that the classroom teaching and demonstration of

knowledge and skills should reflect what obtains in the industry in which the learner will

12

eventually graduate to work. It is expected that the training jobs would be carried out in the same

way, with the same operations, the same tools and the same machines as in the occupation. Skills

learned in every operation together with manipulation of tools and machines should be the same

as it is done in the actual work place. Supporting this view, Holland‟s career typology theory of

vocational behaviour and preferences focuses on friendly occupational environments. It is his

view that a number of work environments exist and the way in which each individual adjusts to

these working environments and how he develops skills relevant to each environment will

determine how well the individual will fit into each of the work environments.

Self-concept theory:

Super in his developmental self-concept theory stresses on the fact those individuals

differ in their abilities, interest and personality by virtue of which they are qualified for a number

of occupations and competencies. An individual to obtain work satisfaction to a large measure

depends on ability to express his abilities, interests, personality traits and values. This is in

agreement with Prosser‟s view that the training to be given will enable the individual to

capitalize on his interest, aptitude and intrinsic intelligence so that he can offer his best in the

occupational area.

Vocational education will be effective in proportion, as the instructor has had successful

experiences in the application of skills and knowledge to the operation and processes he

undertakes to teach. The instructor or teacher should be such that has received sufficient training

and has subsequently possessed enough skills and knowledge of the subject matter. Instructors

who are experienced in the job are the ones only qualified to undertake to do the training for

those who have the interest and can benefit at the end. Cooperative education in its plan provides

for training to be carried out by expert both in the school and the training stations. In addition

students‟ career interest must be considered for effectiveness. When the training is carried out by

13

qualified cooperating employers, students stand to benefit so much that they can fit into the

world of work environment upon graduation.

Conceptual Framework

A conceptual framework for research purposes is a schematic description and illustration of the

causative mechanisms and relationships deducible from the research problems. It is embedded in

the definition of the research problem definition and the statement of hypothesis. Eboh (1999)

views it is as the melting point of the theoretical arguments of the research.

Find attached a Conceptual framework illustrating how the Co-operative education plan can be

utilized in teaching. The framework is explicated in Mirabile (1985), Osuala (1998), Osinem and

Nwoji 2005) as shown in the chart (on page 13b).

1

14

To ensure quality in programme and courses utilizing the co-operative method of

instruction, the following key areas should be monitored to assure compliance to laws and

policies of the State and Federal government.

1. Cooperative Education Department: -

- Determine and develop objectives of the cooperative education programme.

- Assure compliance with the policies of the State/Federal Ministry of Education and the

programme of study.

- Recommend and provide appropriate facilities, equipment and materials for the programme.

- Maintain a link with the students, schools and the industries.

- Assure high quality programmes by monitoring the alignment of students‟ career development

plans with their Cooperative experiences.

2. Technical College (School): -has direct responsibility over the Cooperative education plan of

the students. The college sets up Cooperative education unit comprising the teacher coordinator,

administrative personnel and the advisory committee. The school ensures that adequate

classroom instruction is provided for the student learners through the supervision of the teacher

coordinator.

3. Industry (Training Sponsor): - works hand in hand with the school‟s teacher coordinator to

ensure that adequate on- the- job training is carried out for the student learner. With the parent of

the student, student, and the teacher coordinator, a training agreement is reached and signed for

and kept by each of the parties concerned.

The training plan (consisting of classroom instruction and on- the -job instruction) is prepared

jointly by the teacher coordinator and the training sponsor (employer). The purpose of the plan is

to support classroom learning with the cooperative method of instruction and to serve as an

evaluation tool. It will include learning experiences and competency mastery necessary to meet

15

each student‟s chosen career objective. Its completion (the training plan) is the most vital step in

placing a student on the job.

4. Vocational Student Organization: - VSOs are instructional tools to be used as an integral

part of each cooperative education programme. When properly planned and conducted, student

organization activities can strengthen classroom, laboratory/workshop, and training station

instruction. The VSO activities and projects may be classified in five broad areas- professional,

civic, service, social and financial.

In planning and sequencing VSO activities, and integrating it into the instructional plan, attention

should be given to the areas of personal growth. Eight common goals are as follows–leadership

and follower ship, citizenship responsibilities, character development, occupational knowledge,

recognition, communication skills and cooperation.

Finally, classroom instruction, student organization activities as well as on- the- job

training and application of skills, all are geared towards enhancing the student (learner)

marketable and productive skills in the particular trade or vocation (electrical technology trade).

Cooperative Education: Concept, Forms and Benefits

The history of Cooperative Education dates back to the 20th

century. Herman Schneider

(1872 – 1939) an engineer, architect and educator devised the framework for cooperative

education at the beginning of 20th

century, while at Lehigh University where concluded that the

tradition classroom was insufficient for technical students (Smollins, 1999). From its beginning

in Cincinnati in 1906, Cooperative Education has evolved into a program offered at the

secondary and post secondary levels.

Concept of Cooperative Education

Vocational education has been defined as that education that equips the individual with

the skills and knowledge needed to enter and make progress in the world of work, at any level

(Mitchell, 1977). It then follows that each student that enrolls in any or the various types of

16

schools and classes in Vocational Education (Industrial/Technical aspect) should be required to

engage in some form of supervised industrial/technical education experience. There is therefore

need for long-term planning of such programmes involving cooperative education between

schools and local industries.

One of the earliest proponents of Cooperative Education, Struck (1930), defined

cooperative education as a form or type of part-time training where approximately one half of the

time is spent in school and the other half in industry. The keynote to successful programme

according to him is cooperation for purposes of training. Mason (1964:114) defined cooperative

method as “a vocational educational plan organized by the school in cooperation with qualified

local business”. Classroom instructions, he continued, should be directly related to the students‟

part-time occupation. According to the contributions of Evans (1971), it involves cooperative

arrangements between the school and the employers, enabling the students to receive part – time

vocational instruction in the school and on – the – job training through part-time employment.

Evans (1971) went further to explain that the primary goal of cooperative work education is to

prepare students for gainful employment after graduation from school. Wenrich and Wenrich

(1974) emphasized in their own contributions that cooperative programmes are designed to give

students training through experiences in real life situations and that programme is widely

accepted in both secondary and post-secondary vocational technical education in America. In the

high school level particularly, the programme is viewed as one of the most successful forms of

vocational education and is developed through an arrangement between the school and

employers in the community in which students‟ alternate in- school academic and vocational

instruction with entry level employment in any occupational field. To Butler and York (1971),

Cooperative Education epitomizes the qualities sought in optimal occupational education and it

relates theory to practice, responds to individual differences and student preferences, provides

individual attention in real world of work situation, involves non-school resources in the

17

instructional process; contributes to the relevance of in-school instructional component; extends

school community relations and eases the students‟ transition from school- to- work.

Huffman (1975) in defining cooperative vocational education sees it as a programme of

vocational education developed jointly by the school and business and that its goal is the

development of occupational competency in students. Mason and Haines (1976) believe that

cooperative occupational experience programmes have as their central purpose, the development

of occupational competency using employment in a real life job as a source of learning. The

occupational experience is expected to be the sources of giving knowledge as well as a vehicle

for applying and testing what has been learned in school. In his opinion, Mitchell (1977)

emphasizes that the nature of cooperative education requires that its responsibilities be shared

between the school and the community and that the local employers selected by the school

should be responsible for the on-the-job instruction and work experience for the students selected

and recommend by the school. To him, cooperative education is an educational programmes and

its purpose is to provide opportunities for secondary school students to pursue their career goals

through work experience in selected jobs in the community and through related instructions in

the school. Cooperative education refers to the simple application of one method of instruction to

a variety of educational purposes. When used in conjunction with a vocational programme of

instruction, cooperative vocational education is achieved.

Cooperative education as contained in the Cooperative Education Work Experience

Handbook of the North Carolina Community College (1998), is to provide relevant learning

opportunities to students by connecting classroom instruction and on – the – job training related

to their career objectives. The handbook defined cooperative education as a method of

instruction where workforce development education is combined with paid employment directly

related to classroom instruction. Here, workforce development education is a public education

programme that provides educational experiences that enhance the vocational development

18

processes or exploring and establishing oneself in worker, family member and citizen roles. Its

unique contribution is the development of occupational competency. According to Mirabile

(1985), cooperative vocational education is a programme for students who work through a

cooperative arrangement between school and employers. The student receives instruction in

required academic courses and in related vocational areas by alternation of study in school and

with a job in an occupational field. Amuludun (2000) describes a cooperative education plan as a

type of training that combines classroom instruction with a series of on – the – job learning

experiences consistent with the individuals‟ occupational objectives. Abimbade (2000) sees this

type of programme as to teach the young people how to learn, develop their analytical skills and

to teach them values and behaviour which will facilitate their longtime integration in the

workforce. Osuala (2004) defined it as an instructional plan, which combines learning gained

through regularly scheduled, supervised employment in the community and vocationally oriented

in school instruction. According to Wikipedia, the Free Encyclopedia (2006), cooperative

education is a structured method of combining academic education with practical work

experience. Osinem and Nwoji (2005), defined cooperative vocational education (CVE) as an

instructional plan which combines learning experiences gained through regularly scheduled

supervised employment in the community and vocationally oriented in-school instruction. They

describe it as a school initiated and supervised programme that involves persons enrolled in or

brought back into formal school setting.

The cooperative method can be used for a variety of educational goals ranging from

occupational guidance to work exploration, to skill development. It can also be applied to variety

of content areas and the levels of instruction from occupational information programme to career

preparation programme. Occupational competency and skills acquisition enables self- reliance.

This method of instruction makes use of available facilities owned by private individuals or

companies within a community to augment for lack of facilities militating against the training of

19

students to acquire skills. According to Wikipedia, the free Encyclopedia, (2007), cooperative

education is a structured method of combining secondary education with practical work

experience. A cooperative education experience, commonly known as a “co-op”, provides

academic credit for structured job experience. It is taking on new importance in helping young

people to make the school–to-work transition, service learning, and experiential learning

initiatives. University of Maryland University College (UMUC‟s) cooperative education

programme essentially, is an opportunity for UMUC students to apply classroom theory to “real

world” professional projects and gain advanced academic credit. It is accomplished by

developing a three-way learning agreement between a student, employer, and faculty. In the

Division of Career Education (Missouri Department of Elementary and Secondary Education),

students must master academic and workplace skills if they are to successfully make the

transition from school-to- work. Cooperative vocational education presents a unique opportunity

to integrate basic and advanced academic skills into a curriculum which stresses the application

of these skills to the world of work. Cooperative education programme utilizes real life

experiences in the teaching of students. Olaitan, Nwachukwu, Onyemaechi, Ekong and Igbo

(1999) define cooperative training as an agreement between two resource groups namely an

educational institution and an industry, to assist learners develop functional skills for the world

for work. It is a training outfit, which purposely integrates training into productive and relevant

work and therefore remains a valuable link between training and productive work. The purpose

of the programme is to give learners the opportunity of matching theoretical learning with

practice, as well as aimed at ensuring that instructions carried out in the educational institutions

are put into practice or have practical guidelines obtainable in the industry.

From the foregoing, there appears to be a general consensus as to the meaning of cooperative

education from the various authors. Everyone of them see it as a partnership relationship existing

between the school and the local business, both working for the development of occupational

20

competence of the students through the provision of in – school instruction and real life

situations.

Forms of Cooperative Education

The terms designating cooperative education according to Osinem and Nwoji (2005)

have changed from “farming programme” to “occupational experience” to “supervised practice,”

and cooperative occupational experience education programme. In his view, Osuala (2004)

observed that different types of “school – work– oriented” programs which have emerged during

the past three decades, with implications for vocational education are: Cooperative Vocational

Education, Cooperative Work Training (CWT) and Work Study.

Cooperative occupational education is a general term used to describe various types of

cooperative plan programmes specifically designed to prepare youth for occupations in

proportion to the distribution of employment and career opportunities (.Osuala 2004, Osinem and

Nwoji 2005). According to Stadt and Gooch (1977), Cooperative occupational education is a

programme of occupational education for persons who, through cooperative arrangement

between school and employers, receive instruction by alternation of study with a job in any

occupational field, but these two experiences must be planned and supervised by the school and

employers so that each contributes to the student‟s education and to his employability.

a.) Cooperative Vocational Education (CVE): - According to Osuala (2004), Osinem and

Nwoji (2005), CVE is an instructional plan which combines learning experiences gained through

regularly scheduled supervised employment in the community and vocationally in – school

instruction. It is therefore a school initiated and supervised programme that involves persons

enrolled in or brought back into the formal school setting. It is a purposeful blending of

vocational instruction and employment, which meet job preparatory objectives.

b.) Cooperative Work Training (CWT): - This is a programme designed to provide students

with maturing experience through employment that will help them become productive,

21

responsible individuals. CWT is specifically designed to serve disadvantaged youth and adults

who formally drooped out of school and need social, emotional, maturation and career

exploration essential for success (Osinem & Nwoji, 2005, Osuala 2004).

c.) Cooperative Work–Study Programme (CWSP): - This is designed to provide financial

assistance through part-time employment, to students who have been accepted for full-time

enrolment in vocational training. It prepares young people for employment. The purpose is to

keep students in school by offering them work for pay arrangement. (Osinem and Nwoji 2005,

Osuala ,2004).

Grant (1967) opined that work-experience develops confidence, personality and increases

awareness of ones responsibility as a young citizen in the community. Pupils have insight into

the stress and tension that they may experience in the transition from school to life. This

observation highlights the need for students to participate in the work experience for efficiency.

Manson and Haines (1972) maintained that work experiences provides learners with opportunity

to observed process, gain insight into the working conditions and learn about training schemes in

industrial establishments. Continuing, Olaitan (1989) pointed out that a skilled job application

has better chances of access to employment, higher income and a most satisfying work life than

untrained and unskilled individuals. Supporting this assertion, Fafunwa (1974) remarked that

acquisition of skill is a key to a bright future.

Discussing on the inability of our secondary schools (technical college inclusive) to

produce skilled school leavers, Ogbazi (1987) observed that one of the problems of

industrialization in Nigeria is that of inadequate supply of manpower and also scarcity of

sufficient trained human resources has been a major constraint to the rates of economic

development in Nigeria. As earlier mentioned, tertiary schools, presently run cooperative

education programme while post primary schools do not before graduation. From experience,

most of these students do not get jobs on graduation because they do not have saleable skills.

22

Contributing to this, Ogbazi (1985) said that experience gained by potential workers while out of

training cannot be compared with the experiences gained by individuals in training. According to

him, we tend to retain those activities which we put into practice and tend to forget those things

not put into practice. There is therefore a need for cooperative occupational experience

programme in the total educational system in Nigeria.

Values of Co-operative Education

There is impressive evidence that schools which utilize the economic, physical, cultural,

and human resources of their communities have some benefits accruing to them. According to

Hunsicker (1975), we are living in a complex technical world today and it takes skills and

knowledge to deal with our everyday lives, both on and off the job. That is why training

programmes are so important to young people today. In his opinion, Binkly (1977) observes that

there can be no adequate training in agriculture which does not have its foundation in

participation in the task for which the abilities are needed. To him, students must have

experience in agriculture and supervision by teachers is a must. To Huffman (1975) the school

stands to benefit from the cooperative vocational programme by being able to enlarge its learning

facilities without major expenditure for shop and laboratory equipment. In addition, it increases

the schools‟ ability, to hold the students‟ interest in formalized education until graduation. To

Mitchell (1977), the programme enriches the school‟s curriculum by offering specific

educational experiences in all career potential areas. This service, he said, is made possible as a

result of the cooperative arrangement between the school and local employers, who make their

places of business available as laboratories and members of their staff as on-the-job instructors.

Burt (1975), while writing on the advantages of cooperative education, noted that it helps in

sponsoring student research projects and providing plant, laboratory and staff assistance in the

conduct of the projects. It also provides career and job placement counseling and guidance

services among others. Mitchell (1977) continued by saying that the programme relieves the

23

school of high facility cost, projects the school into the community, deters the drop outs (out -of -

school) tendency since it tries to hold potential drop-outs in school until they can profit from

guidance and vocational education with particular reference to cooperative education. Supporting

the views of others, Evans (1971) observed that the cooperative work experience stimulates

desirable attitudes towards work since the work atmosphere is extremely difficult to reproduce

outside of a real work situation and that the programme gives ample opportunity to students to

determine whether or not they like and can succeed in particular fields of work.. According to

Olsen (1984), the youth is never fully mature until he is self-supporting in his own job and that

the aim of work experience is to help young people to acquire vocational orientation, specific

skills and interests and the sustained self-discipline essential to their individual success in some

vocational career. Mason and Haines (1976) observed that the goals of cooperative education

include:-career orientation, work exploration, economic awareness, work adjustment and or

personal life adjustment, skill development and application, upgrading of skills and job

placement. Burt (1975) also concludes by saying that the programme improves school

management and administration, through helping in planning school building programmes

including land acquisition and building design by the industry among others.

Specific Benefits of Cooperative Education

The basic purpose of the cooperative education experience is to prepare students for

meaningful employment in a career area of their choice. It is recognized that cooperative

education can make a substantial contribution toward meeting full-time, entry–level employment

needs as well as giving all students valuable experience for the eventual transition to work.

1. Students:

a. They have opportunity to learn both in the class and on –the- job, through significant

experience.

24

b. Students can relate education in a meaningful way to occupational interest at a period in

life when it is natural to look outside the school for learning and earning opportunities.

c. Their encounter to an adult world of environment causes them to examine their value and

re-appraise their potential in real occupational and social situation.

d. Students have time to comprehend the significance of learning and employment by

gaining early experience in position that is in harmony with their interest and abilities.

e. They make transition from school to employment, or to other educational endeavors,

under the skilled guidance of the teacher coordinator.

f. The articulation of classroom instruction, training station learning experiences and

student organization activities contribute to competency development and confidence

needed by the student.

g. The teacher coordinators instruction is supplemented with the practices, materials and

ideas of employers in the occupational environment.

h. Based on the personal needs and experiences gained at the training stations, students can

help the teacher coordinator to select appropriate course content and methods of learning

for the in-school phase of the vocational instruction.

2. Schools: Schools benefit because the cooperative method of instruction extends educational

opportunities beyond the schools‟ physical and financial resources, allows students and teachers

to build upon the skills and knowledge of outstanding individuals outside the school involved in

the training of the young people. The facilities of cooperating employers in the community are

used as laboratory for practical training seeing that education is a community – wide

responsibility, this method allows for the utilization of community resources to expand the

curriculum and provides more individualized instruction. It also fosters and maintains a close

partnership with the community amongst others.

25

3. Employers: Employers have an opportunity to give student learners a more thorough

understanding of job – related theory and knowledge and benefit from better communication

between educators and employers. The cooperative method also improves the public image of

the business, provides the private sector with a means to take active part in a community service.

The employers see themselves as participating in a community endeavor to prepare young people

for occupational life and adult citizenship.

4. Community: The community benefits because it develops a continuing and better pattern of

school-community relationships and provides constant labour resources. This in turn helps to

reduce unemployment, opens opportunities of local employment, which encourages students to

stay in the community when they have already found their places in community life. It also

improves the community‟s pattern of job stability by giving local students job skills and civil

competence.

Skills in Electrical Trades

In Vocational Technical Education, skills and strategies are very essential in assisting

students to acquire practical skill competencies. It is in recognition of the above fact that Eze

(1994) declared, since it is clear that Vocational–Technical subjects emphasize the acquisition of

practical skills, technological knowledge and positive work attitudes, the choice of teaching

methods, should be such that at the end of the teaching– learning process the learners should be

able to demonstrate those competencies which are planned to be developed in the learner.

Skill is the ability to do something expertly and well. It is an organized sequence of actions,

proficiency executed and usually displaying a flexible but, systematic temporal patterning

(Okorie, 2000). According to Njoku (2002), to possess a skill is to demonstrate the habit of

acting, thinking and behaving in a specific activity in such a way that the process becomes

natural to the individual through repetition or practice. Skill development is very important in

harnessing nation‟s natural resources because it helps in developing intrinsic potentials in

26

individuals (Okeke, 2005). The development of skill is an important function of educational

institutions. It is the ability to perform an act expertly (Osinem and Nwoji 2005). Skill comprises

two components the knowledge and activity component (Osuala 1985, Osinem and Nwoji 2005).

According to Okorie and Ezeji (1988), for skills to be acquired there must be opportunity for

participation and practice of such skills under real life situations which can only be achieved by

the provision and utilization of adequate facilities and equipment.

Technical colleges, as type of technical education institution, admit through entrance

examinations students who have competed Junior Secondary School (JSS). The National Policy

on Education (NPE) 2004, describe it as part of the Senior Secondary School with emphasis on

Vocational Education and Training (VET). Technical Colleges are regarded as principal

vocational institutions in Nigeria (Okoro, 1999) and they provide secondary level education

(Ogwo and Oranu, 2006).

The curricula for technical colleges prepare students for the award of the National Technical

Certificate (NTC), National Business Certificate (NBC) and the Advanced National

Business/Technical Certificate (ANTC/ANBC) in a wide range of courses which include:- air

conditioning and refrigeration, mechanical engineering craft practice, welding and fabrication,

motor vehicle repairs, agricultural mechanization ,electrical installation, radio and television

servicing, carpentry and joinery, block laying and concreting, e. t. c. The duration of course is

usually 3 years, after which students take examinations, set by National Business and Technical

Education Board (NABTEB) (NBTE, 2001).

The programme is designed to produce graduands who have three options of;

a. go to work;

b. set up their own business (self reliant) or

c. Further their education.(NPE,2004)

27

As designed by the National Board for Technical Education (NBTE), the four major components

of the curriculum trade module are:-

(a.) General education

(b.) Trade and trade theory

(c.) Workshop practice and

(d.) Students industrial work experience/production work.(FGN,1988:25)

The objectives of Technical College, according to Gambo (1982) are fundamentally to

equip the students with appropriate technical skills, knowledge and attitude necessary to meet

specific job requirement. Gallapher (1983) supports the view that technical education especially

at the technical college level is expected to prepare students for part or self-employment, if not, it

is faulty. The training offered would lead to acquisition of skills which will meet the manpower

requirements of industrial establishments. Youths and adults are provided with a practical type of

education. Gana (1988) stressed in his opinion that the main objective of technical college

education is to train the students as craftsmen who will be self reliant, useful to themselves and

be able to display practical knowledge on the job in repairing, overhauling, servicing and

maintenance of industrial machines and other associated equipment, thereby contributing to

economic development. The objectives are in agreement with the provisions of the National

Policy on Education (NPE, 2004). Based on the objectives of technical colleges, Anaele (1997),

stressed that the training given to the students should make it possible for them to acquire skills

that will enable them go into self employment on graduation or be able to work in factories and

construction industries. It is however disappointing that technical college graduates who are

unable to get paid employment go about seeking for jobs in areas outside their fields of study.

Some even accept unskilled jobs (e.g. – general duty) in factories. The main reason for this

being, that they lack skills/competences necessary for self employment. Acquisition of skills by

the students will enable them take reasonable risks necessary for self -employment. Hence, the

28

need for technical college students to intensify efforts for skill acquisition to be able to enhance

their capabilities for self employment on graduation. The electrical technology trade comprises

electrical installation and maintenance work, radio, television and electronic work and repairs

(NPE, 2004).According to NBTE(2003) , the course content for electrical engineering trade is

outlined below–

A. Basic Electronics

I. Electrical installation and maintenance practice.

ii. Domestic installation.

iii. Industrial installation.

iv. Cable jointing

v. Battery changing and repairs

vi. Winding of electrical motors

B. Radio, Television and Electronic Work

ii. Radio and audio frequency amplifiers

iii. Radio system

iv. Television I

v. Television II (NBTE 1987b,2003)

Skills required according to the course content include –

1. Electrical Installation and Maintenance Practice

a. wiring and connection of simple electrical/electronic components.

b. soldering

c. operational use of indicating instruments

2. Domestic Installation

a. Installation of Mineral Insulated Cooper Cable (MICC)

b. Inspection and testing of domestic installation.

29

c. Surface and conduit wiring

d. Electrical working diagrams

3. Industrial Installation

a. Installation of ducts and trunking

b. Installation of all types of electrical machines and equipment

c. Maintaining electrical machines and equipment

d. Diagnosis of faults and

e. Repairs of machines, equipment/installation.

4. Cable Jointing

a. making simple joints terminations

b. soldering (light, heavy) and brazing

c. installation of underground cables, overhead wires and cables for distribution and

transmission systems.

5. Battery Charging and Repairs

a. Maintenance, repairs and charging.

6. Winding of Electrical Motors

a. dismantling machines for rewinding

b. selecting appropriate tools and equipment for winding jobs

c. rewinding burnt static/rotating machines.

d. rewind electrical machines and equipment and test for continuity, insulation, correct

rotation and voltage.

7. Radio, Television and Electronic Work.

a. design simple electronic circuits

b. construct/operate power unit

c. detection d.) Install/maintain acoustic equipment.

30

8. Radio and Audio Frequency (AF) Amplifier

a. construct a simple amplifier.

9. Radio System

a. diagnose faults

b. repair radio sets

10. Television I & II

a. diagnose and clear faults in a black and white TV set.

b. diagnose and clear simple faults in a colour TV set.

The National Board for Technical Education (NBTE) identified sources of skill acquisition to

include: - laboratory experiment, workshop practice, student industrial work experience scheme

(SIWES), Field trip/excursion and project making. (NBTE, 2004).

Approaches to On – The – Job Training

Vocational education according to Okoro (1999) provides the skills, knowledge and an

attitude necessary for effective employment in specific occupations. Brennam and Little (1996)

asserts that as long as vocational education is a necessary step towards self employment,

frequency of training to reflect the relevant skills should be encouraged by vocational educators

and other agencies that provides such training skills. The emphasis being, to give practical skills

premium over theory, in the field of vocational education.

Electrical/electronics technology programme is designed to produce electrical/electronics

technologists for manufacturing, assembling, servicing of power generator, transmission,

distribution and utilization in the world of work. The training (electrical/electronics technology)

has been very theoretical in technical institutions thereby making the graduates from such

schools to shy away from taking up employment so they wont be called upon to demonstrate

their skills. According to Okorie (2000), trainees have not been exposed to work - based skills

during school-based learning activities. This lapse has resulted in unemployed graduates who are

31

ill-equipped or not equipped. To encourage equity between education and work according to

World Bank 1991, skills acquired during course of study are expected to match labour market

skills demand. Okoro (1999) explained that this understanding has strengthened the need for a

better relationship between the school and the world of work. According to Onikpe (1993),

industry and technical institution have different roles to play in technical manpower production

in Nigeria. To effect the relevance of training programmes to the needs of the industrial

community, there is a need for a close cooperation between the industry and the training

institutions (schools). Roth (1987), Baker (1979), Dikko (1978) at different points stressed the

need for collaboration between industries and institution for skill acquisition and self

employment and self reliance. According to Sherman (1983) one of the recommendations of the

committee of experts set up by United States on improving vocational education, was to expand

the collaboration between vocational educations and private sector employers as well as to

improve coordination between vocational education and employment training programmes.

Greenburg (1984) in his study of patterns of collaboration identified six strategies– cross

training, cooperative work study, traditional, adult/continuing education, shared facilities and

consultant pattern. Cooperative work study programme is the oldest and most common

collaborative efforts between industry and education in the United States (US). This makes it

possible for students to receive part of the education on – the – job where they can gain skills

that are best learned with all the problems and constructs that are part of a private sector

operation. Note that vocational educators contend that a close link between the industry and the

school will make skill training relevant to the needs of the economy.

Onikpe (1993) further explained that school-based learning activities should involve

suitable classroom facilities and instructional materials for school instruction and qualified

teachers. The industry on the other hand should provided work-based learning activities

(internship, mentoring, job shadowing, on-the-job training, cooperative education (industrial

32

attachment) to expose the students to the latest technological update. Halperin (1994) and

Hermon (1997) stated that School-To-Work-Training (STWT) programmes have 3 components:

a. work based learning

b. school based learning

c. connecting activities such as community based learning.

On-the-job training is a work based learning strategy for skill acquisition. According to Osuala

(2004), it is an instruction in the performance of a job given to an employed worker by the

employer during the usual working hours of the occupation. Usually the minimum or beginning

wage is paid. Osinem and Nwoji (2005) see training as involving the acquisition and

improvement of practical skills. In their opinion, training takes place off and on-the-job. It is type

of training conducted either by employee‟s immediate supervisor or by an expert from any

department of the organization. The employee uses the same machines, equipment and

environment under which he works. It is therefore a form of training adopted by firms, industries

and organizations for training their workers on-the-job and off-the-job. Agreeing, Olaitan et al

(1999) says it is a training model which provides individuals with the necessary learning

approaches in specific tasks in occupation and it helps individual to learn while working.

Approaches include:-Apprenticeship, Students‟ Industrial Work Experience Scheme (SIWES),

Internship, Induction/orientation etc.

For effective on-the-job training of student learners, Rose (1966), listed the following step

instruction that must be followed –

a. Inventing or analysis of skills and knowledge required for successful performance work

on-the-job.

b. Compare each student‟s skill and knowledge with the inventory to determine training

needs.

c. Plan and schedule the required training.

33

d. Provide the training according to the plans as modified by the work schedule.

e. Evaluate the final results of the training using the inventory as a guide for assessing

performance.

f. Provide for further practice on-the-job and the development of the required skill level.

Policy framework for the establishment of cooperative education in schools.

The Federal government recommended the establishment of technical colleges to train

individuals to acquire practical skills, basic scientific knowledge and attitudes required as

craftsmen and technicians at sub-professional level. The target has been skill acquisition to meet

up with the demands of the philosophy and goals of Nigerian education. Industrial Training Fund

( ITF ) a federal government training agency which was set up under Act No.47 of 1971 to

promote and encourage the “acquisition of skills in industry and commerce with a view to

generating a pool of indigenous trained manpower sufficient to meet the needs of the economy.

Prior to this time, ITF carried out a study which revealed that serious gap existing between

theory and practice of technology education and engineering in Nigerian institutions of higher

learning. In an effort to bridge this gap and solve the problem of skill acquisition of graduates of

technical institutions (colleges, mono-technics, polytechnics and universities, etc), the agency

established SIWES in Nigeria. SIWES was established as a cooperative education programme

between industries and schools for the training of students to acquire specific skills ready for

work. This is to be achieved by interweaving theory and practice and developing general and

specific occupational attitudes and skills in the students. The Act provides for contributions on

part of employers and for subventions on the part of the federal government. The fund has

directed that her policy statement be issued for the guidance of employers without prejudice to

any review of policy that may be necessary from time to time. In line with the provisions of the

NPE (2004) in promoting technical education in Nigeria, cooperation between industries and

institutions was recommended. National Directorate of Employment (NDE) is another agency

34

faced with the task of training individuals for skill acquisition. NDE is into training graduates

without skills.

It is obvious that through cooperation between employers and technical colleges, the schools can

take advantage of the facilities of cooperating employers to train technical college students to

acquire specific skills. The programme generally must be in compliance with federal, state and

local laws governing workplace and cooperative education as well as policies adopted by the

State or Federal Ministry of Education. It is recommended that principals or administrators of

this kind of programme be familiar with the responsibilities of the stakeholders namely teachers,

students, parents, employers etc. A professionally and occupationally qualified staff is employed

and organized in a manner to assure efficient and effective leadership for VTE.

Although the cooperative method of instruction can be used to achieve several educational

purposes, care must be taken to insure the method is effectively implemented. There are certain

criteria that must be met to ensure the effective implementation of cooperative vocational

education. To qualify as the cooperative method of instruction, the practices and procedures

adhered to must conform to the following set of criteria:

a. The practices and procedures used must provide the student with directed learning

experiences in an actual employment situation which are correlated with classroom

instruction in the school.

b. The primary objective of cooperative vocational education is instruction.

c. The instruction offered must focus upon the student‟s current level of career

development. Seeing that this method is built around each students needs and interests,

the concept of individualized instruction must be established as a qualifying criterion,

d. The experiences gained on the job must occur in a “training station” where the employer

accepts the responsibility for providing instruction as a “training sponsor”. The student

35

must be considered a “student learner”. This assures a relationship between students and

employers that is consistent with the educational goals of this method of instruction.

e. The instruction in school designed for the student‟s career development must be

correlated closely with the kind of experiences and sequence of experiences gained by the

student at the training station. It is in keeping with the requirement that this method be

built around student needs, interests, and the concept of individualized instruction.

In addition to the criteria above, other conditions that must exist to facilitate the application of

this method include:-

a) a school whose philosophy recognizes the value of the cooperative method.

b) a community that is prepared to lend its support. (Mirabile, 1985).

From the North Carolina Community College Handbook (1998), the component that must be in

place to offer the cooperative method of instruction include: -

i. Counselors and teachers provide guidance in helping students choose courses to meet

their tentative career objectives.

ii. A teacher licensed in the content area coordinates instruction and on-the-job training.

iii. A signed training agreement is on the file at the school and the training station of each

student.

iv. Training plans are developed and followed for each student.

v. Students develop competence beyond general employability skills.

vi. There is correlation and evaluation of classroom and on-the-job training.

Provisions shall be made for such functions as planning, administration, supervision, personnel

development, curriculum development, vocational student organization and coordination,

research and evaluation and such others as the board may direct. Also the criteria for recruiting

and enrolling students, selecting training stations and sponsor preparing training agreement and

plan must be strictly adhered to. In selecting the members of the advisory committee, great care

36

should be taken to involve people who show interest in the problems of educational system, have

time to devote to committee work and who have proven success in their occupational field.

Roles of stakeholders in the cooperative education plan

A number of people are involved in the operation of successful cooperative education.

The roles and responsibilities of the school (teacher-coordinator, the technical board in the

ministry, administrative personnel, student, and vocational student organization), home (parents,

guardian), and community (employer/training supervisor, trade associations, philanthropists, and

advisory committee) is very vital in the cooperative plan. They constitute the stakeholders in the

cooperative education plan.

1) School

(a) Administrative Personnel or cooperative education coordinator

The role of the administrator is important to ensure quality in programmes/courses

utilizing the cooperative method of instruction. There has to be an understanding and cooperation

with other key components in the plan. The administrative personnel must be familiar with the

responsibilities of teachers, students, parents and employers involved in the cooperative method

of instruction. He, also, in addition to other responsibilities assures compliance with the policies

and procedure of the Board and the programmes of study give a supportive role in maintaining

cooperative education, provides appropriate facilities, equipment and materials.

b) Teacher Coordinator

He has long being recognized as the key to the success of any educational programme

utilizing the cooperative method of instruction. Effective teacher coordinators according to

Mirabile (1985) are able to establish priorities, prepare measurable objectives, determine

strategies for achieving objectives which maximize time resources, and evaluate activities

objectively to see if the determined goals have been successfully achieved.

37

The teacher coordinator‟s tasks differ for the various types of programs and in different

communities. According to Mirabile (1985), the teacher coordinators task is divided into eight

teacher coordinator competency areas:-administration, guidance, management, professional

development, instruction, vocational student organizations, coordination and school community

relations.

The tasks are intended to serve as guidelines for reviewing the complex nature of the teaching

position as well as a means for orienting new teacher coordinators in the school system. They

can be used as criteria and checkpoints for self evaluation of performance, and finally as

guidelines to be used by administrators or other review teams when evaluating teacher

coordinators of cooperative vocational education.

The responsibilities of the teacher coordinator, following the Handbook of North Carolina

Community College (1988), include guidance, classroom instruction, coordination, operation and

administration as well as public relations. Osuala (2004), Osinem and Nwoji (2005) both

considered the essential competencies, understandings, personal qualifications and job

description of the teacher coordinator very important in the plan.

c) Student(s)

i. The student is expected to maintain a good attendance record both in school as well as on

the job.

ii. Complete and sign appropriate forms and complete all requirements for the training plan.

iii. Participate actively in the Vocational Student Organization.

iv. Maintain an up-to-date report (wage and hour).

v. Conform to the rules and regulations of training station and cooperative plan.

vi. Cooperate with the teacher coordinator in securing an appropriate on-the-job placement.

vii. Participate actively in employer recognition activities.

38

viii. Conduct himself / herself in a business like manner; dress appropriately; be courteous; be

prompt and groomed according to the training supervisors requirements.

ix. Have transportation to and from the training station.

d) Vocational Students Organization (VSOs)

The purpose of students‟ organization is to develop qualities for leadership and

citizenship and to provide additional opportunities for the development of skills useful in the

occupation for which members are preparing. While each student‟s organization has its specific

objectives, the common objectives allow students the opportunity to:-

a) Build upon academic skills (e.g. communication, computational and critical thinking)

b) Follow established procedures for group participation.

c) Develop and enhance team building skills and interpersonal skills among various groups.

d) Develop group processing skills as well as small groups of students plan, organize and

implement activities for the benefit of a chapter and the community.

e) Learn and demonstrate specific skills and competencies essential for their present and/or

future jobs.

f) Develop social skills that help students learn to engage appropriately in social

interactions.

g) Develop leadership skills.

h) Build character and gain an understanding of the responsibilities of citizenship.

i) Demonstrate competence in occupational knowledge through a wide variety of

competency based competitive events.

j) Develop an appreciation of the contribution of occupations to the social, cultural, and

economic growth of society.

39

2 ) Home - Parent(s) or Guardian(s)

a.) Provide guidance in career selection

b.) Be part of approving the student‟s involvement in the plan.

c.) Support the policies of the programme

d.) Sign appropriate forms for students to enroll in cooperative on-the-job training.

e.) Encourage and support the student for them to succeed in school and on-the-job.

f.) Work cooperatively with teacher coordinator and student in doing school, work and home

problems.

3) Industry (Community, advisory committee, trade associations, philanthropist)

a) Training Sponsor (Supervisor / Employer).

i) He should be aware of the objectives of the programme (vocational).

ii) Interview and select(s) for employment without regard to sex, color, handicapping

condition etc.

iii) Work with the teacher coordinator and student in developing a training plan.

iv) Provide early and thorough orientation of the student to job duties and responsibilities.

v) Provide feedback to the teacher-coordinator on job performance through telephone calls,

and/or no-site visits of the teacher coordinator.

vi) Provide adequate supervision on the job.

vii) Complete a written evaluation jointly with the teacher coordinator each grading period.

b) Advisory Committee

This committee gives assistance in planning, implementing and maintaining the total vocational

programme. (General advisory committee) and as well specific course or occupational cluster

(Specialized advisory committee).

They provide valuable input for the teacher coordinator. People from the community are selected

to serve and, the people selected to serve in the advisory committee are chosen because of their

40

proven success in their occupational field and they much show interest in the problems of the

educational system, have time to devote to community work amongst others. The teacher

coordinator is the secretary of the advisory committee and a member of staff of the school who

serves dual roles- teacher and coordinator (qualified and licensed).

Vocational Students Organization (VSOs) Activities

This is an integral part of the vocational programme (Osuala, 2004). While many are

oriented to specific occupational areas, most are co-curricular which suggests that the students

organizations or clubs are a vital element in the total programme curriculum. Generally, they

serve to maximize learning situations related to the students career goal, provides an opportunity

for the student learner to gather useful career information, relate positively to others in a variety

of situations and to participate in activities that increase occupational competency. Its purpose is

to develop qualities for leadership and citizenship to provide additional opportunity for the

development of skills useful in the occupations for which members (student learners) are

preparing.

The variety and number of student organization activities and projects according to Mirabile

(1985) depend to a large extent on the ingenuity and vision of the students and the teacher-

coordinator. In determining projects or activities, however, fundamental consideration should be

given to the value that the project or activity will have for each student. According to the North

Carolina College Handbook (NCCH) on cooperative education (1988), Vocational Student

Organizations (VSOs) are instructional tools to be used as an integral part of each cooperative

education course. When properly planned and conducted, student organization activities can

strengthen classroom, laboratory, and training station instruction. ( Mirabile 1985, NCCH 1988).

Students‟ organization activities and projects may be classified in five broad areas: professional,

civic, service, social and financial. Areas of personal growth when student organization activities

are integrated into the instructional plan and which attention should be given to include:

41

character development, leadership and follower ship citizenship responsibilities, social

development, occupational knowledge, recognition, communication skills and cooperation.

Agreeing to the importance of students organization affiliated with vocational education

programmes, Osuala (2004) sees the purpose of students organization as to develop qualities for

leadership and citizenship and to provide additional opportunities for the development of skills

useful in the occupation for which members are preparing. Continuing; he said, that while each

students organization has its specific objectives, the common objectives allow students the

opportunity to:-

- Build upon academic skills (e.g. communication, computational and critical thinking)

- Follow established procedures for group participation.

- Develop and enhance team building skills and interpersonal skills among various groups.

- Develop group processing skills as well as small groups of students plan, organize and

implement activities for the benefit of a chapter and the community.

- Learn and demonstrate specific skills and competencies essential for their present and/or future

jobs.

- Develop social skills that help students learn to engage appropriately in social interactions.

- Develop leadership skills.

- Build character and gain an understanding of the responsibilities of citizenship.

- Demonstrate competence in occupational knowledge through a wide variety of competency

based competitive events.

- Develop an appreciation of the contribution of occupations to the social, cultural and economic

growth of society.

At the tertiary level of education, such organizations are named after the course of study

or faculty. Specifically, in Vocational/Technical Education, they include among others: -

a) Vocational Education Students Association (VESA).

42

b) Industrial/Technical Education Students Association(ITESA)

c) Technical Education Students Association (TESA)

The name varies with institutions of learning where such programmes are offered. At the

Secondary/Technical College level, examples of such student organization that exists is the

Junior Engineers Technicians and Scientist Club (JETS) and the Young Farmers

Club(YFC).JETS is not specifically for Technical Education – it is in fact all encompassing

while YFC is for Agricultural Science students. Activities are not far from what has earlier being

discussed.

Review of related empirical studies

The review of related empirical studies showed that no research study is directly related

to the present study. However, four were found relevant to the present study. The relevant studies

were carried out by Ehien (1992), Areh (1994), Hontonyon (2003) and Egbita (2006).

Ehien (1992) carried out a study on utilizing cooperative education in improving teaching and

learning of Agriculture in secondary schools in Ogun State. The population consisted of 494

Agricultural science teachers in public secondary schools and 120 Senior Agro and industrial

workers in the state. The sample size is 240 Agricultural science teachers and 60 Senior Agro –

industrial workers randomly selected from the 12 Local Government Areas in Ogun State. The

questionnaire was used as an instrument for data collection, and the work was guided by 5

research questions and one research hypotheses. Percentages Mean and t – test statistic was used

as the instrument for data analysis. The principal findings of the study were as follows: -

1.) Cooperative education can play a role in improving the teaching and learning of

agriculture since it helps students to understand better what they have learnt theoretically

in the classroom, provides them with necessary skills for proficiency and it equally helps

teachers to improve on their method of teaching.

43

2.) Cooperative education can make pupil examine themselves on their capability for the

world of work, in that it equips individuals with ideas of what industries require from them in

terms of job performance, the programme can influence students career aspiration and make

them to be self reliant on graduation.

The study revealed that the respondents were of the opinion that the government should

adequately fund the Students Industrial Work Experience Scheme (SIWES) to enable it play the

role for its establishment and that excellent working relationship should exist between schools

and industries to make the scheme effective. Based on the findings, the following

recommendations were made –

1. Federal Government to incorporate cooperative occupational experience in the secondary

schools Agricultural programmes.

2. Special funds be provided to the Industrial Training Fund (ITF) for its purpose.

3. Recruitment of professional Vocational Agricultural educators to coordinate occupational

experience programme in schools.

4. Agro allied industries to be mandated by government to accept agriculture students on

work experience and

5. The periodic evaluation of the occupational experience programme by government for

effectiveness.

Areh (1994) carried out a study on improving the teaching of Agricultural Science

(Livestock Production) in the Senior Secondary School through Cooperative Education: A case

study of Enugu and Anambra States. The purpose of the study was to identify strategies for the

improvement of Agricultural education (Livestock production) in schools, through cooperation

between the secondary school and the Livestock department of the Ministry of Agriculture in

both Anambra and Enugu States of Nigeria. The research work was guided by 3 research

questions and hypotheses respectively. The population consisted of 646 Agricultural Science

44

teachers and 26 livestock farmers in the ministry of Agriculture. The sample was randomly

selected having 323 Agric Science teachers and 26 livestock farmers. The questionnaire was

used to collect data and the data collected was analyzed using frequency distribution and mean.

The hypotheses formulated were tested using the t – test statistic. At the end of the study,

revealed were the principal findings of the study and there were as follows –

1. The resources needed for the improvement of Agricultural education through cooperation

between secondary schools and the Ministry of Agriculture includes – drugs, vaccines,

improved bread of livestock, pipe borne water, vehicles etc. while the services include

livestock disease prevention and control, provision of soft loans, sponsoring of club

activities etc.

2. The problems that need to be tackled in order to improve Agricultural education in

schools through cooperative education include -

a. Lack of interest by government agencies in agricultural programmes in schools.

b. Professional incompetence of teachers of agriculture.

c. Students lack of interest in practical agriculture in schools.

d. Non-provision of adequate land, funds and other necessary facilities by administrators of

schools.

e. Land tenure problems in local communities which make it difficult for schools to acquire

land for agricultural purposes etc.

Based on the findings, the following recommendations were include –

a. The public and the business community should be educated on the rationale of cooperative

education in order to appreciate the benefits of the programme to the students, schools,

business, community and the society at large.

b Substantial funds should be made available for the development of teachers and other

leadership personal for vocational education through workshops, seminars, conferences,

45

pre-service and in-service training. This is necessary since the successful coordination of

the programmes depends largely on the competence of the teachers.

c There is also need for careful planning of the school‟s curriculum in order to incorporate

in it, cooperative education.

Hontonyon (2003), worked on strategies for integrating cooperative education

programmes into the teaching of agricultural sciences in secondary schools in Lagos State. The

purpose of the study was to identify strategies for supplying inputs with a view to improve skills

acquisition of students towards productive work. According to him, teaching and learning of

Agricultural science have been ineffective in many secondary schools in Lagos State. The

ineffectiveness has been due to many constraints. The study was designed to find out the means

of reducing the constraints through cooperative education. The work was guided by 3 research

questions and null hypotheses respectively. 170 Agricultural science teachers and 120 Agro-

based industries managers were used as sample. The instrument for data collection is the

questionnaire. Percentages, frequency counts, means and standard deviation were used to answer

the research questions while the t – test and chi-square (x2) was used to test the hypotheses at

0.05 level of significance. From the analysis, it was found out that –

a.) Nine felt needs are relevant for bringing cooperative education programme into the

teaching of agricultural science in secondary schools.

b.) 12 agricultural activities or enterprises that could be integrated into the teaching and

learning of Agricultural science were identified.

c.) Nine channels were considered appropriate through which cooperative education

programmes can be integrated into secondary schools agricultural science programmes.

Testing of the null hypotheses revealed that the two groups of respondents did not defer

significantly in their opinion on majority of the items of felt needs of the secondary schools and

activities of the agro-based industries that could be integrated into the school programmes to

46

reduce the constraints. Based on the above, it was recommended that government should

formulate policies that could help the integration of activities of agro-based allied industries into

the school system for effective teaching of agricultural science in Lagos State secondary schools.

Egbita (2006) carried out a study which was aimed at identifying strategies for enhancing

school-to-work transition (STWT) of Electrical / Electronics graduates of Polytechnics in Kogi

and Nasarawa States. A survey design was adopted with 32 respondents as Polytechnic Lecturers

in Electrical / Electronics department and 16 industrial supervisors in Electrical / Electronics

department making a total population of 48. A structured questionnaire with 5 sections was used

as the instrument for data collection. 4 research questions and hypotheses respectively was used

to guide the study. Data collected was analyzed using mean and standard deviation while the

hypotheses were tested using t – test statistic. Cronbach Alpha formula was used to calculate the

reliability coefficient of the instrument which was pilot tested on four respondents not part of the

population after being subjected to face validation by three experts. From the study, major

findings are:

a. Allotting more time to practical and little time for theory.

b. Embarking on field trips to industries (school-based learning that will enhance school-to-

work-transition). The researcher recommended that student‟s mentorship, internship, job

shadowing, cooperative education (SIWES) apprenticeship (work-based learning) is what

that will enhance STWT of electrical/electronics students.

Summary of Review of Literature

Cooperative education was seen as a partnership relationship existing between an

educational institution and an industry for the development and enhancement of occupational

competence of the students. Theoretical learning (in-school-instruction) is matched with actual

practice or on- the- job training (real life situation). The development of skills is for the world of

47

work. A framework was seen as a form instrument that can be established to guide the effective

delivery of the teaching-learning process. The research work reviewed the concept, forms and

benefits of cooperative education, skills in electrical trades, approaches to on-the-job training,

policy structure that supports the establishment of cooperative education at the technical college

level. The roles of the stake holders, (student, school, community, employer, parent, e.t.c) in the

cooperative vocational education programme as well as the related empirical studies was also

reviewed.

The review of four empirical studies related to the present study revealed the need to

emphasize the usefulness of the existence of an excellent working relationship between schools

and industries. It implies that the relationship will go a long way to reduce the constraints ( lack

of facilities and skilled manpower, imbalance between theory and practice, e. t. c.) faced by the

students in acquiring skills before graduation. Having a contact with the industries will make

school based learning enhance school-to-work transition. The literature guided the construction

of the questionnaire items and the data to be generated will be used to ascertain to what extent

the gap discovered can be bridged. The gap this study is to fill is emphasizing actual on-the-job

skill acquisition in relation to in-the-school classroom instruction. The emphasis will go a long

way to minimize for the technical college graduates: the rate of unemployment after leaving

school, series of unrelated entry level jobs as well as improve the sub minimal income relative to

costs of living. The acquisition of the right type of skills would serve the unmet needs of

technical college graduates and the out of school.

48

CHAPTER III

METHODOLOGY

This chapter was described under the following subheadings: the design of the study, area

of study, population for the study, instrument for data collection, validation and reliability of the

instrument, method of data collection and analysis technique.

Research Design

The study adopted a descriptive survey design. A descriptive survey design is concerned

with describing events as they occur (Ali, 1996). Nworgu (1991) sees descriptive survey as one

in which a group of people or items is studied by collecting and analyzing data from only a few

people or items considered to be representative of the entire group. Descriptive survey was most

appropriate in this work because it is more realistic since the entire population is within

manageability.

Area of Study

The study was carried out in Abia, Enugu and Imo States. These states are three out of

the five South Eastern States in the country and they have a total of eight technical colleges. The

study was carried out in this area since they have not been such study carried out. The students in

technical colleges in this area acquire little or no skill now upon graduation.

Population for the Study

The population for the study consisted of 221 respondents comprising 27 teachers of

electrical technology trades in the eight technical colleges in the states and 194 staff in the

engineering department (electrical/electronic section) of the broadcasting corporations in the

three states. The broadcasting corporations in the states selected are standard state organizations

that can accept to carry out such trainings for state owned institutions.

49

Table 1: Population distribution of teachers in technical colleges, and electrical workers in

broadcasting corporations in the selected states.

The table below shows the distribution of the population

State Name of

school

Number

of

teachers

Name of State

Broadcasting

Corporation

Number of

Electrical/Electronic

staff

Total

Abia BTC Aba

GTC Ohafia

3

2

Broadcasting

Corporation of

Abia(BCA),Umuahia

79

84

Imo GTC,Owerri

GTC, Ahiara

GTC, Osu

GTC,Okporo

4

4

3

4

Imo Broadcasting

Corporation(IBC)

Owerri

48 63

Enugu GTC, Enugu

GTC,Nsukka

4

3

Enugu State

Broadcasting

Corporation(ESBS)

Enugu

67 74

Total 27 194 221

Instrument for Data Collection

A structured questionnaire was used in the collection of data for the study. The

questionnaire was made up of two parts I and II. Part l sought the demographic data of the

respondents. Part II sought information for the six research questions posed for the study. Section

A sought information on the objectives for the technical college level cooperative education in

radio, television and electronic work, section B elicited responses regarding on-the-job radio,

television and electronic work skills to be emphasized at the training stations. Section C sought

50

information on the policy framework for the establishment of cooperative education at the

technical college level, section D was on the role of the school in the cooperative education plan.

Section E elicited responses on the role of the industry in the cooperative education plan and

section F was on the role of the home in the cooperative education plan.

The questionnaire items were structured in a five point LIKERT scale and response option

assigned thus: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly Disagree

(SD), with values as 5,4,3,2 and 1 assigned respectively.

5 + 4 + 3 + 2 + 1 = 3.00

5

Validation of the Instrument

The face and content validation of the instrument was done by three lecturers in the

Industrial Technical Education Unit of the department of Vocational Teacher Education,

University of Nigeria, Nsukka. The validation of the instrument focused on the structuring and

arrangement of the items. The Lecturers were asked to scrutinize the items and any one identified

as ambiguous will be rewritten while irrelevant ones will be deleted from the study. At the end of

the consultation, the views and recommendations of the experts were used to modify the

questionnaire.

Reliability of the Instrument

To establish the reliability of the instrument, the responses were analyzed and the

reliability estimate was determined using Cronbach Alpha ( ) reliability coefficient.

The coefficient of the entire instrument was considered high enough to regard it as reliable since

the responses were not dichotomously scored.

.

51

Method of Data Collection

The distribution and collection of the instrument from the respondents was done by the

researcher with the help of 3 research assistants each residing within the areas of the study. The

completed instrument was collected from the respondents after two weeks. It was to give them

time to study the items before completion and to ensure that the rate of return of completed

questionnaire was high.

Method of Data Analysis

Data collected were analyzed using descriptive statistics. To answer the research

questions, the mean was used and it was determined considering the nominal values assigned to

the five point Likert scale.

The decision rule was based on this mean cut-off point of 3.50 which was the upper real limit of

the agree category. Any item with mean of 3.50 and above was considered agreed and accepted

while an item with a mean below 3.50 was considered disagreed and rejected. The hypotheses

were tested using t-test statistical tool at 0.05 level of significance. Where t-cal value was greater

than t-tab at 5% level of significance, the null hypotheses (Ho) was rejected but where t–cal was

less than t–tab at 5% level of significance Ho was accepted. The t–tab value at 0.05level of

significance was obtained from the statistical table. The analysis of the data was done using

SPSS package.

52

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter explains how the data of the research work collected were presented and analyzed.

The data analyses were organized based on the six research questions and the three null

hypotheses (Ho) for the study.

Research Question 1

What are the objectives for the technical college level cooperative education in Radio, Television

and Electronic works?

Table 2 presents the data answering research question 1

53

Table 2:

The Mean (

x ) and Standard Deviation (SD) Ratings of Electrical Technology Trade Teachers in

Technical Colleges and Electrical/Electronic Engineering Staff of Broadcasting Corporations on the

Objectives for the Technical College Level Cooperative Education in Radio, Television and

Electronic Works.

S/No.

Items: Objectives for the technical college level

cooperative education in electrical technology

trades.

x

SD

Response

1. Easy transition of the students from school to

employment.

4.22 0.93 Agree

2. Will increase students‟ interest in classroom

instruction.

3.40 1.09 Disagree

3. Students develop positive attitude, understanding,

appreciation and respect for work and co-workers.

4.13 0.83 Agree

4. Instruction is focused on the students‟ need, interest

and level of career development.

3.96 0.94 Agree

5. Useful employment skills on real jobs are learnt under

actual working conditions.

4.48 0.66 Agree

6. Training costs of students is reduced since tools,

machines etc. are provided for by the industry.

3.44 1.24 Disagree

7. Students acquire attitudes, skills and necessary

knowledge for chosen career.

4.48 0.52 Agree

8. Students develop interpersonal skills from on-the-job

training with experienced workers.

4.22 0.61 Agree

9. Industry participates in the training of the students. 4.01 0.84 Agree

10. Provides for more individualized instruction. 3.24 0.95 Disagree

11. Facilities of the cooperating employer in the

community are used as a laboratory for practical

training.

3.89 0.83 Agree

12. Close partnership between school and community is

fostered and maintained.

3.71 1.05 Agree

N = 184

The result presented in Table 2 shows the mean (

x ) responses of the groups on all the 12 items.

9 out of the 12 items are above the cut off mean of 3.50 while 3 are below it. This result shows

the extent to which the 184 respondents agreed with the items on the objectives for the technical

college level cooperative education in radio, television and electronic works in technical colleges

in the South Eastern states.

54

Most of the respondents agreed that student acquire attitudes, skills and necessary

knowledge for their chosen career. They also would gain useful employment skills on real jobs

learnt under actual working conditions. The items had the highest mean of 4.48 and standard

deviation of 0.52 and 0.66 respectively. The respondents least agreed that cooperative education

would provide for more individualized instruction. The item had a mean of 3.24 and standard

deviation 0.95.

A deduction from the table tends to show that the objectives for the technical college level

cooperative education had a standard deviation of 0.52-1.24 from the respondents, implying that

they varied only on 3 items.

Research Question 2

What on-the-job radio, television and electronic work skills are to be emphasized at the

training stations?


Table 3:

The Mean (


Technical Colleges and Electrical/Electronic Engineering Staff of Broadcasting Corporations

regarding on-the-job Radio, Television and Electronic Work to be emphasized at the Training

Stations.

S/No

Items: On-the-job radio, television and

electronic work skills to be emphasized at the

training stations.

x

SD

Respo

nses

13. Identifying electronic components/devices. 4.55 0.67 Agree

14. Designing simple electronic circuits. 3.99 0.94 Agree

15. Constructing and operating a simple power unit. 4.16 0.84 Agree

16. Detecting electronic faults. 4.27 0.78 Agree

17. Installing and maintaining acoustic equipment. 3.67 0.97 Agree

18. Constructing a simple amplifier. 4.15 0.74 Agree

19. Diagnosing faults in radio systems 3.99 0.87 Agree

20. Repairing radio sets. 3.94 0.94 Agree

21. Diagnosing and clearing faults in a black and white

television set.

3.56 1.11 Agree

22. Diagnosing and clearing simple faults in a colour

television set.

3.71 1.13 Agree

N=184

55

The result presented in Table 3 shows that the mean (

x ) responses of the groups on all items in

the research questions were above the cut off mean of 3.50. This reveals the extent to which the

184 respondents agreed with the 10 items regarding on-the-job radio, television and electronic

work to be emphasized at the training stations.

Most of the respondents agreed that electronic components/devices must be identified.

The item had the highest mean of 4.55 and standard deviation of 0.67. The respondents least

agreed that diagnosing and clearing faults in a black and white television set is necessary. The

item had a mean of 3.56 and standard deviation 1.11.

A deduction from the table 3 reveals that there is no much variation on the opinion of the 184

respondents.

Research Question 3

What policy framework supports the establishment of cooperative education at the technical

college level?


56

Table 4:

The Mean (



policy framework supporting the establishment of cooperative education at the technical college level.

S/No. Items: Policy framework for establishing

cooperative education at the technical college

level.

x

SD

Responses

23. All laws (federal, state and local board) governing

workplace and schools to be strictly adhered to.

4.35 0.77 Agree

24. Written training agreement to provide for direct and

close supervision of student by a qualified and

experienced person.

4.41 0.66 Agree

25. Safety instructions to be given by the school and the

employer.

4.32 0.75 Agree

26. Training agreement is written and signed for by

stakeholders (teacher, employer, parent, and student).

3.98 0.87 Agree

27. Training plans are developed and followed by each

student.

4.01 0.71 Agree

28. Appropriate facilities, equipment and materials are to

be provided.

4.66 0.61 Agree

29. Cooperative education coordinator must be familiar

with the responsibilities of stakeholders in the plan.

4.29 0.65 Agree

30. Local policies to address criteria for attendance to

school and training station.

4.12 0.81 Agree

31. Local policies is to ensure that schools comply with

the rules and regulations of the industry

4.27 0.66 Agree

32. Local policies to provide for keeping record of

performance of the student in the school and industry.

4.42 0.56 Agree

33. Local policies emphasize that school must promote

„school‟ as priority above work.

3.36 1.01 Disagree

34. Local policy addresses students‟ attitude to school

and work.

3.98 0.64 Agree

35. Local policies encourage students‟ participation in

the related VSOs.

4.29 0.64 Agree

36. Schools use state adopted guidelines. 3.97 0.82 Agree

N=184

57

The result presented in Table 4 shows that 13 items out of the 14 had a mean (

x ) greater than

3.50. Most of the respondents had the opinion that the policy framework should make provision

for appropriate facilities, equipment, tools and materials for the effectiveness of the cooperative

plan. This item had the highest mean of 4.66 and standard deviation of 0.73 while the item with

the least mean of 3.36 and standard deviation 1.01 revealed that the respondents least agreed on

the fact that the local policy should emphasize that school must promote „school‟ as priority

above work.

The table also reveals that in the establishment of cooperative education at the technical college

level, the policy framework supporting it had a standard deviation of 0.56-1.01 from the

respondents implying that their opinions did not vary so much.

Research Question 4

What is the role of the school in the cooperative plan?


58

Table 5:

The Mean (


Technical Colleges and Electrical/Electronic Engineering Staff of Broadcasting Corporations on the role

of the school in the cooperative plan.

S/No Items: Roles of the School in the cooperative

education plan.

x

SD

Responses

37. Principal officers are to assure compliance with all

state policies and procedures.

4.37 0.64 Agree

38. An effective administrative structure needs to be

formulated to include provisions for supervision,

staff development and evaluation.

4.24 0.68 Agree

39. An advisory committee is established to advice,

assist in planning, developing and implementing the

cooperative plan.

4.01 0.81 Agree

40. Advisory committee members must show interest in

the problems of the educational system and devote

time work.

4.36 0.69 Agree

41. Teacher agrees with the stakeholders on the training

agreements and individual training plans developed.

4.10 0.72 Agree

42. Schools are to promote and encourage participation

of students in the related VSO activities

4.22 0.63 Agree

43. Teacher coordinates classroom instruction and on-

the-job training with the training supervisor using the

training plan.

4.21 0.73 Agree

44. Teacher coordinates learning activities for students

through VSO activities.

3.78 0.79 Agree

45. Teacher guides and selects students based on career

development plans and local opportunities.

3.64 0.89 Agree

46. Teacher selects training sponsors/stations. 3.10 1.10 Disagree

47. Student to maintain a good attendance record both at

school and on-the-job.

4.53 0.56 Agree

N= 184

59

Table 5 reveals the respondents opinion on the role of the school in the cooperative education

plan. 10 items out of the 11 had a mean (

x ) greater than 3.50. The respondents mostly agreed

that student must maintain a good attendance record both at school and in the industry. This item

had the highest mean of 4.53 and standard deviation of 0.56. The least agreed item had a mean of

3.10 and standard deviation 1.10 revealing that the respondents do not support the fact that the

teacher should select the training sponsors/stations.

The standard deviation of all the items ranged from 0.56-1.10 which shows that the respondents

did not vary so much their opinion.

Research Question 5

What is the role of the industry in the cooperative plan?


60

Table 6:

The Mean (



role of the industry in the cooperative plan.

S/No Items: Roles of the Industry in the cooperative

education plan.

x

SD

Responses

48. Industry should be aware of the objectives of the

cooperative education programme.

4.29 0.63 Agree

49. Employer should be competent, experienced and can

work at the level of the student.

4.27 0.72 Agree

50. Employer provides early and thorough orientation of

job duties and responsibilities to the student.

4.21 0.62 Agree

51. The industry through the cooperative plan provides

constant labour force in the community.

3.90 0.86 Agree

52. Training station must be an exact replica of the world

of work environment.

3.91 1.08 Agree

53. Industries introduce local employment opportunities

to students.

4.21 0.67 Agree

54. Rate of unemployment is reduced. 4.20 0.73 Agree

55. Employer interview and selects student(s) without

restriction.

3.86 1.13 Agree

56. The employer provides feedback to the teacher on

job performance of the student through telephone

calls or visits.

3.94 0.84 Agree

57. Employer provides adequate supervision on the job. 4.28 0.60 Agree

58. Employer completes a written evaluation with the

teacher coordinator at the end of each grading period.

3.88 0.76 Agree

59. Job creation encourages students to stay in the

community.

3.93 0.95 Agree

N=184

61

Table 6 reveals the respondents opinion on the role of the industry in the cooperative education

plan. The 12 items were all accepted as they had a mean (

x ) greater than 3.50. The respondents

mostly agreed that the industry must be aware of the objectives of the cooperative education

programme. This item had the highest mean of 4.29 and standard deviation of 0.63.

The respondents least agreed that the industry should interview and selects student(s) without

restriction. The item had a mean of 3.86 and standard deviation 1.13. Thus the role of the

industry in the cooperative education plan had a standard deviation 0.60-1.13 which shows that

the respondents did not vary so much their opinion.

Research Question 6

What is the role of the Parent in the cooperative plan?


Table 7:

The Mean (


Technical Colleges and Electrical/Electronic Engineering Staff of Broadcasting Corporations on the role

of the parent in the cooperative plan.

S/No. Items: Roles of the Parents in the cooperative

education plan.

x

SD

Responses

60 Parents should approve involvement and enrolment of

their child in the cooperative education plan.

4.42 0.86 Agree

61. Parents should provide guidance in career selection. 3.77 1.02 Agree

62. Parents are to support the policies of the programme. 4.29 0.89 Agree

63. Parents should provide support and encouragement for

success of students both at school and in the industry.

4.44 0.62 Agree

64. Parents must cooperate with teacher coordinator and

student in solving school, work and home problems.

4.02 0.78 Agree

65. Parents are to sign appropriate forms for student to

enroll in the programme.

4.14 0.79 Agree

66. Parents find out the performance of the student both at

school and the training station from the teacher

coordinator from time to time.

4.32 0.75 Agree

N=184

62

Table 7 reveals the respondents opinion on the role of the parents in the cooperative education

plan. The entire items were all accepted as they had a mean (

x ) greater than 3.50. The

respondents mostly agreed on the need to provide support and encouragement for success of

students both at school and in the industry. The item had the highest mean of 4.44 and standard

deviation of 0.62. The respondents least agreed on the item that had a mean of 3.77 and standard

deviation 1.02 which stated that parents are to provide guidance in career selection. Thus, the

role of the parents in the cooperative education plan had a standard deviation 0.62-1.02 which

shows that the respondents did not vary so much their opinion.

Hypothesis 1

H01- There is no significant difference in the mean responses of electrical technology trade

teachers and electrical workers on the objectives for the technical college level

cooperative education (P<0.05).The data for testing the hypothesis were presented in

table 8.

63

Table 8:

The t-test Analysis of Mean Ratings of Respondents on the Objectives for the Technical College

Level Cooperative Education

S/N Items Electrical Technology Electrical

Trade Teachers Workers

1X

2

1S 2X 2

1S t-Cal t-

Critical

Remark

s

1 Easy for transition of the students

from school to employment.

4.30

0.72

4.21

0.97

0.56

1.96

Ns

2 Will increase students‟ interest in

classroom instruction.

4.00

0.62

3.30

1.12

1.49

1.96

Ns 3 Students develop positive attitude,

understanding, appreciation and

respect for work and co-workers.

4.59

0.57

4.05

0.85

4.15

1.96

S

4 Instruction is focused on the students‟

need, interest and level of career

development.

4.62

0. 49

3.85

0.96

5.31

1.96

S

5 Useful employment skills on real jobs

are learnt under actual working

conditions.

4.44

0.69

4.48

0.66

- 0.28

1.96

Ns

6 Training costs of students is reduced

since tools, machines etc. are provided

for by the industry.

3.37

1.15

3.46

1.25

0.38

1.96

Ns

7 Students acquire attitudes, skills and

necessary knowledge for chosen

career.

4.59

0.50

4.46

0.53

1.24

1.96

Ns

8 Students develop interpersonal skills

from on-the-job training with

experienced workers.

4.26

0.76

4.22

0.58

0.26

1.96

Ns

9 Industry participates in the training of

the students.

3.78

1.19

4.04

0.80

- 1.09

1.96

Ns

10 Provides for more individualized

instruction.

3.41

1.08

3.22

0.92

0.86

1.96

Ns

11 Facilities of the cooperating employer

in the community are used as a

laboratory for practical training.

4.07

0.62

3.87

0.86

1.45

1.96

Ns

12 Close partnership between school and

community is fostered and

maintained.

3.85

1.17

3.68

1.03

0.71

1.96

Ns

NI 27, N2 = 157

64

Key: Ns = Not Significant

S = Significant

P = 0.05

t-Cal = t -Calculated

t-Crit = t -Critical

df = 182(degree of freedom)

n1 = electrical technology trade teachers

n2 = electrical/ electronic workers

The data presented in table 8 shows the mean, standard deviation and the t-test values of

the responses of the respondents on the objectives for the technical college level cooperative

education to test the hypothesis one. The results indicated that there is no significant difference

between the mean ratings of electrical technology trade teachers in technical colleges and

electrical/ electronic staff of broadcasting corporations on the objectives for the technical college

level cooperative education for items 1, 2, 5, 6, 7, 8, 9, 10, 11, 12. The null hypothesis (H0) for

these items at 0.05 level of significance is therefore accepted since the calculated t-values (- 1.09

– 1.49) are not greater than the t-critical (1.96).

However, there was significant difference in the mean ratings of the respondents for

items 3 and 4. Hence, the null hypothesis for these items are rejected since the calculated t-

values (4.15 – 5.31) are greater than the t-critical of 1.96 (two tailed test) at 0.05 level of

significance and 182 degree of freedom.

Hypothesis 2

H02:

There is no significant mean difference in the response of electrical technology trade

teachers and electrical workers regarding on-the-job radio, television and electronic work skills

to be emphasized at the training stations. The data for testing this hypothesis were presented in

table 9.

65

Table 9:

The t-test Analysis of Mean Ratings of Respondents regarding On-the-job Radio, Television and

Electronic work Skills to be Emphasized at the Training Stations.



1X 2

1S 2X 2

1S t-Cal t-Critical Remarks

13. Identifying electronic components/

devices.

4.56

0.75

4.55

0.65

0.07

1.96

Ns

14. Designing simple electronic

circuits.

4.48

0.58

3.91

0.96

4.22

1.96

S

15. Constructing and operating a

simple power unit.

4.48

0.70

4.10

0.86

2.50

1.96

S

16. Detecting electronic faults.

4.56

0. 51

4.22

0.80

2.83

1.96

S

17. Installing and maintaining acoustic

equipment.

4.26

0.86

3.57

0.95

3.81

1.96

S

18. Constructing a simple amplifier.

4.41

0.84

4.10

0.71

2.65

1.96

S

19. Diagnosing faults in radio systems

4.56

0.51

3.90

0.89

5.50

1.96

S

20. Repairing radio sets.

4.26

0.86

3.89

095

2.03

1.96

S

21. Diagnosing and clearing faults in a

black and white television set.

4.19

0.79

3.49

1.13

3.97

1.96

S

22. Diagnosing and clearing simple

faults in a colour television set.

4.22

0.97

362

1.13

2.88

1.96

S

NI = 27, N2 = 157


S = Significant

P = 0.05



df = 182(degree of freedom)



The result presented in table 9 shows the mean, standard deviation and the t-test values of

the responses of the respondents regarding on-the-job radio, television and electronic work skills

to be emphasized at the training stations to test the hypothesis two (H02). The result shows that

66

there is no significant difference between the mean ratings of electrical technology trade teachers

in technical colleges and electrical/ electronic staff of broadcasting corporations regarding on-

the-job radio, television and electronic work skills to be emphasized at the training stations for

item 13. The null hypothesis (H0) for the item at 0.05 level of significance is therefore accepted

since the calculated t-value 0.07 is not greater than the t-critical (1.96).

However, there were significant differences on the mean ratings of the respondents for

items 14-22. Hence, the null hypothesis (H0) for these items are rejected since the calculated t-

values (2.03 – 5.50) are greater than the t-critical of 1.96 (two tailed test) at 0.05 level of

significance and 182 degree of freedom.

Hypothesis 3

H03- There is no significant difference in the mean responses of electrical technology trade

teachers and electrical workers on the policy framework supporting the

establishment of cooperative education at the technical college level. The data for testing

this hypothesis was presented in table 10.

67

Table 10:

The t-test Analysis of Mean Ratings of Respondents on the Policy Framework Supporting the

Establishment of Cooperative Education at the Technical College Level.



1X

2

1S 2X 2

1S t-Cal t-

Critical

Remarks

23. All laws (federal, state and local board)

governing workplace and schools to be

strictly adhered to.

4.44

0.70

4.34

0.78

0.68

1.96

Ns

24. Written training agreement to provide for

direct and close supervision of student by

a qualified and experienced person.

4.11

0.90

4.46

0.60

- 1.95

1.96

Ns

25. Safety instructions to be given by the

school and the employer.

4.44

0.70

4.29

0.76

1.02

1.96

Ns

26. Training agreement is written and signed

for by stakeholders (teacher, employer,

parent, and student).

3.89

1.25

4.00

0.78

- 0.44

1.96

Ns

27. Training plans are developed and

followed by each student.

4.33

0.68

3.96

0.80

2.53

1.96

S

28. Appropriate facilities, equipment and

materials are to be provided.

4.60

0.70

4.68

0.59

0.57

1.96

Ns

29. Cooperative education coordinator must

be familiar with the responsibilities of

stakeholders in the plan.

4.30

0.87

4.30

0.60

0.00

1.96

Ns

30. Local policies to address criteria for

attendance to school and training station.

4.30

0.67

4.09

0.83

1.45

1.96

Ns

31. Local policies is to ensure that schools

comply with the rules and regulations of

the industry

4.41

0.57

4.24

0.67

1.39

1.96

Ns

32. Local policies to provide for keeping

record of performance of the student in

the school and industry.

4.67

0.48

4.38

0.56

2.84

1.96

S

33. Local policies emphasize that school must

promote „school‟ as priority above work.

3.52

1.16

3.33

0.98

0.81

1.96

Ns

34. Local policy addresses students‟ attitude

to school and work.

4.30

0.67

3.92

0.63

2.75

1.96

S

35. Local policies encourage students‟

participation in the related VSOs.

4.52

0.51

4.25

0.66

2.43

1.96

S

36. Schools use state adopted guidelines. 4.04 0.76 3.96 0.88 0.50 1.96 Ns

NI = 27, N2 = 157

68


S = Significant

P = 0.05



df = 182( degree of freedom)



The result presented in table 10 shows the mean, standard deviation and the t-test values

of the responses of the respondents on the policy framework supporting the establishment of

cooperative education at the technical college level to test the null hypothesis three (H03) The

result shows that there is no significant difference between the mean ratings of electrical

technology trade teachers in technical colleges and electrical/ electronic staff of broadcasting

corporations on the policy framework supporting the establishment of cooperative education at

the technical college level for items 23,24,25,26,28,29,30,31,33,36. The null hypothesis (H0) for

the items at 0.05 level of significance are therefore accepted since the calculated t-values (-1.95-

1.45) is not greater than the t-critical (1.96).

However, there were significant differences on the mean ratings of the respondents for

items 27,32,34,35. Hence, the null hypothesis (H0) for these items are rejected since the

calculated t-values (2.43 – 2.84) are greater than the t-critical of 1.96 (two tailed test) at 0.05

level of significance and 182 degree of freedom.

Findings of the Study:

Based on the research questions and the tested hypotheses guiding the study, some

findings were made. The respondents agreed that:

The objectives for the technical college level cooperative education should be:-

1. Easy for transition of the students from school to employment.

2. Students develop positive attitude, understanding, appreciation and respect for work and

co-workers.

3. Instruction is focused on the students‟ need, interest and level of career development.

4. Useful employment skills on real jobs are learnt under actual working conditions.

5. Students acquire attitudes, skills and necessary knowledge for chosen career.

6. Students develop interpersonal skills from on-the-job training with experienced workers.

69

7. Industry participates in the training of the students.

8. Facilities of the cooperating employer in the community are used as a laboratory for

practical training.

9. Close partnership between school and community is fostered and maintained.

On-the-job skills to be emphasized at the training stations (industry)

1. Identifying electronic components/ devices.

2. Designing simple electronic circuits.

3. Constructing and operating a simple power unit.

4. Detecting electronic faults.

5. Installing and maintaining acoustic equipment.

6. Constructing a simple amplifier.

7. Diagnosing faults in radio systems

8. Repairing radio sets.

9. Diagnosing and clearing faults in a black and white television set.

10

.

Diagnosing and clearing simple faults in a colour television set.

Policy frameworks for establishing cooperative education at the technical college level are:-

1. All laws (federal, state and local board) governing workplace and schools to be strictly

adhered to.

2. Written training agreement to provide for direct and close supervision of student by a

qualified and experienced person.

3. Safety instructions to be given by the school and the employer.

4. Training agreement is written and signed for by stakeholders (teacher, employer, parent,

and student).

5. Training plans are developed and followed by each student.

6. Appropriate facilities, equipment and materials are to be provided.

7. Cooperative education coordinator must be familiar with the responsibilities of

stakeholders in the plan.

8. Local policies to address criteria for attendance to school and training station.

9. Local policies is to ensure that schools comply with the rules and regulations of the

70

industry

10

.

Local policies to provide for keeping record of performance of the student in the school

and industry.

11

.

Local policy addresses students‟ attitude to school and work.

12

.

Local policies encourage students‟ participation in the related VSOs.

13

.

Schools use state adopted guidelines.

Roles of the school in the cooperative education plan are:-

Principal officers are to assure compliance with all state policies and procedures.

1. An effective administrative structure needs to be formulated to include provisions for

supervision, staff development and evaluation.

2. An advisory committee is established to advice, assist in planning, developing and

implementing the cooperative plan.

3. Advisory committee members must show interest in the problems of the educational system

and devote time work.

4. Teacher agrees with the stakeholders on the training agreements and individual training

plans developed.

5. Schools are to promote and encourage participation of students in the related VSO activities

6. Teacher coordinates classroom instruction and on-the-job training with the training

supervisor using the training plan.

7. Teacher coordinates learning activities for students through VSO activities.

8. Teacher guides and selects students based on career development plans and local

opportunities.

9. Student to maintain a good attendance record both at school and on-the-job.

71

Roles of the industry in the cooperative education plan are:-

1. Industry should be aware of the objectives of the cooperative education programme.

2. Employer should be competent, experienced and can work at the level of the student.

3. Employer provides early and thorough orientation of job duties and responsibilities to the

student.

4. The industry through the cooperative plan provides constant labour force in the community.

5. Training station must be an exact replica of the world of work environment.

6. Industries introduce local employment opportunities to students.

7. Rate of unemployment is reduced.

8. Employer interview and selects student(s) without restriction.

9. The employer provides feedback to the teacher on job performance of the student through

telephone calls or visits.

10. Employer provides adequate supervision on the job.

11. Employer completes a written evaluation with the teacher coordinator at the end of each

grading period.

12. Job creation encourages students to stay in the community.

Roles of the parents in the cooperative education plan are:-

1. Parents should approve involvement and enrolment of their child in the cooperative

education plan.

2. Parents should provide guidance in career selection.

3. Parents are to support the policies of the programme.

4. Parents should provide support and encouragement for success of students both at school

and in the industry.

5. Parents must cooperate with teacher coordinator and student in solving school, work and

home problems.

72

6. Parents are to sign appropriate forms for student to enroll in the programme.

7. Parents find out the performance of the student both at school and the training station from

the teacher coordinator from time to time.

Discussion of the findings:

The findings of this study have been organized and discussed according to the six

research questions and the hypotheses formulated. The research questions were first discussed,

followed by the hypotheses.

Findings of the research question

In research question one, the findings show the need to foster and maintain close partnership

between school and community to enable the students acquire attitudes, skills and necessary

knowledge for chosen career and useful employment skills on real jobs which are leant under

actual working conditions. The high mean values from the results show the usefulness of skill

acquisition through cooperative education at the technical college. The findings of this study are

in line with the views of Mirabile (1985), Abimbade (2000), Amuludum (2002), Olaitan et al

(1999). According to them the major objective of cooperative education hinges on consistency

between classroom instructions and on-the-job learning experiences in line with the students

occupational or career objective. There is always an easy transition from school to work as the

students is already conversant with cooperating employer facilities, tools and equipment used in

the real world of work. Students‟ interest is increased as instruction is focused on his need,

interest and level of career development.

In research question two, the findings revealed that all the items regarding on-the-job

skills in radio, television and electronic work were necessary. The mean scores ranged from 3.56

(diagnosing and clearing faults in a black and white television set) to a grand mean of 4.55

(identifying electronic components / devices). The high mean values from the research questions

indicate the importance of on-the-job skills to be emphasized upon, in trades in the technical

73

colleges. According to Okorie and Ezeji (1988), NPE (2004), NBTE (2004), students of

electrical technology trades require on-the-job skills to be able to display practical knowledge in

repairing, overhauling, servicing and maintenance of radio, television and electronic equipment,

thereby making them contribute to economic development. There must be opportunity to

participate and practice such skills under real life situations, which can only be achieved by the

provision and utilization of adequate facilities and equipment of cooperating employers. Hence,

the need for cooperative education.

In research question three, most of the items on the policy framework supporting the

establishment of cooperative at the technical college level were accepted. The mean score

obtained for the policy framework ranged from 3.97(schools are to use state adopted polices) to a

grand mean score of 4.66 (the policy is to provide appropriate facilities, equipment and

materials). The high mean values from the research questions show that a policy framework

guiding the establishment of cooperative education at that level must be put in place to achieve

desired results. This finding is in line with the provisions in the NPE (2004), on cooperation

between industries and institutions. To encourage equity between education and work according

to World Bank (1991), skills acquired during a course of study is expected to match labour

market skills demand. Onikpe (1993), Roth (1987), Baker (1979), Dikko (1978) all supports

collaboration between industries and institution to have policy backing their establishments

which must be strictly adhered to in line with labour laws, work place laws etc.

In research question four, more of the items on the role of the school in the cooperative

plan were regarded as necessary. The mean scores obtained on the role of the school in the plan

ranged from 3.64 (teacher guides and selects students based on career development and

opportunities) to a grand mean of 4.53 (students to maintain a good attendance record both at

school and on-the-job). The high mean values from the research questions show that the school is

a stakeholder in the cooperative education plan. The finding is in line with the opinions of

Okoro(1999),Onikpe (1993),Halperin (1994), Hermon (1997), NPE (2004), Osuala(2004),

Osinem and Nwoji (2005) which holds the view that a school-based learning instruction takes

74

place first before the work-based learning instruction.

In research question five, all the 12 items on the role of the industry in the plan were

considered very relevant. The mean value obtained for the role of the industry in the cooperative

education plan ranged from a grand mean of 4.29 (awareness of the industry of the objectives of

the cooperative education programme) to a mean of 3.86(industry is to interview and select

students without restriction). The high mean values from the research questions shows that the

industry plays a crucial role in the cooperative education plan as a stakeholder. This in line with

the view of Mirable (1985), Okoro (1999), Onikpe (1993), Halperin (1994) Hermon (1997), NPE

(2004), Osuala(2004), Osinem and Nwoji(2005) on work-based learning obtained in the industry

as part of the component of the cooperative education programme.

In research question six; all the 7 items on the role of the parent in the cooperative

education plan were very necessary. The mean value obtained ranged from a grand mean of 4.44

(parents are to provide support and encouragement for the students success both at school and in

the industry) to a mean of 3.77 (provide guidance in career selection). The high mean values

from the research questions shown that the parents are stakeholders in the cooperative education

programme. It is in line with the view of Mirable (1985), Osuala (2004), Osinem and Nwoji

(2005) in a schema on the major stakeholders in the plan.

Findings from the hypothesis

The analysis of hypothesis one shows the comparison in the mean ratings of responses of

the respondents on the objectives for the technical college level cooperative education tested

with t-test statistic at 0.05 level of significance, at 182 degree of freedom. The findings show

that 10 out of the 12 items on the objectives for the cooperative education at the technical college

level were accepted by the respondents while 2 of the items were rejected by the respondents.

This is based on the result of t-calculated value of the 12 items. The items with calculated t-

values not greater than the table t-value of 1.96 were accepted while those items with t-calculated

greater than table t-value were rejected. From deductions, there was no significant difference in

75

the mean ratings of responses of electrical technology teachers and electrical / electronic

engineering staff for the items accepted and there was significant difference in the mean ratings

of the responses of the respondents on items rejected.

The analysis of hypothesis two shows the comparison in the mean ratings of responses of

respondents regarding on-the-job radio, television and electronic work skills to be emphasized at

the training stations tested with t-test statistic at 0.05 level of significance and 182 degree of

freedom. The findings indicate that 1 out of the 10 items regarding on-the-job skills in radio,

television and electronic work (RTVE) was accepted by the respondents while 9 items were

rejected by the respondents. This is based on the result of t-calculated value on all the items. The

item with t-cal value not greater than table t-value of 1.96 was accepted while those items with t-

cal value greater than table –t value were rejected. Therefore, there was no significant difference

in the mean ratings of respondents on 1 item. However, there was significant difference in the

mean ratings of responses of the respondents on 9 items regarding on-the-job skills in radio,

television and electronic work to be emphasized at the training stations.

The analysis of hypothesis three indicates the comparison in the mean ratings of

respondents on the policy framework supporting the establishment of cooperative education at

the technical college level tested with t- test statistic at 0.05 level of significance and 182 degree

of freedom. The findings showed that 10 out of the 14 items on the policy framework supporting

the establishment of cooperative education in technical colleges were accepted by the

respondents while 4 items were rejected by the respondents. This is based on the result of the t-

calculated value on all the items. The 10 items with t- calculated value not greater than t- table

value of 1.96 were accepted while the 4 items with t- calculated value greater than t- table value

of 1.96 were rejected. Therefore, from deductions there was no significant difference in the mean

ratings of responses of respondents on 10 items accepted and there was significant difference in

the mean ratings the responses of the respondents on 4 items rejected.

76

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presented a summary of the statement of problem, the procedures used in the

study and conclusions drawn based on the findings of the study. It also presented the educational

implications of the study and recommendations for further research study.

Restatement of the problem

One of the goals of Technical vocational education (TVE) according to NPE, (2004) is to

give training and impart necessary skills to individuals who shall be self reliant economically.

Skill development is the ultimate goal of any technical institution (Uzoagulu, 1998). Students of

technical college level are expected to learn skills, practice it and be perfect in it so that the

nation is provided with the labour force needed for competitiveness and growth, also young

school leavers, job seekers and the unemployed can perform gainful economic activity for a

better living.

A major problem confronting TVE in Nigeria today is rooted in the failure of technical

colleges to impart appropriate skills, knowledge and attitudes to the students for gainful or self-

employment upon graduation. It has been largely dependent on shortfall in training facilities

(work shop, equipment, tools etc.) according to Olaitan et al (1999)and Okorie (2000), as well as

imbalance between theory and practice (Akpan, 2003) among others.

From research, a positive step towards emphasizing skill acquisition is cooperative

education in line with the NPE (2004) provision of cooperation between industries and

institutions. Students will combine classroom theory with on-the-job experience from a real

world of work environment given them a realistic view of their chosen career. It is against this

background that the researcher considered the development of a framework on cooperative

education for enhancing skill acquisition in radio, television and electronic work (RTVE) in

technical colleges in South Eastern States. The study was carried out to ascertain the following:

77

1. Objectives for the technical College level cooperative education in radio, television and

electronic works(RTVE) in technical colleges in south Eastern states in Nigeria.

2. On-the-job skills in RTVE to be emphasized at the training stations.

3. Policy framework for the establishment of cooperative education at the technical

college level

4. The role of the school in the cooperative education plan.

5. The role of the industry in the cooperative education plan.

6. The role of the parents in the cooperative education plan.

Summary of the procedures used

The research study developed a framework on cooperative education for enhancing skill

acquisition of RTVE students of technical colleges in South Eastern States. Survey research

design was adopted in carrying out the study. The population consisted of 27 electrical

technology trade teachers in 8 state technical colleges and 192 staff of electrical / electronic

engineering department in the broadcasting corporations (all in Abia, Imo and Enugu States),

making a total of 219 respondents.

Six research questions were propounded and answered by this study. The study tested

three hypotheses. A structured questionnaire of five point Likert scale was used in collecting the

data used to answer the research questions. Three trained research assistants and the researcher

administered 219 questionnaires and retrieved 184 representing 84% of the instrument from the

respondents. The instrument was validated by 3 experts from Industrial Education section of the

department of Vocational Teacher Education University of Nigeria, Nsukka and the reliability

estimate determined using Cronbach Alpha (α) reliability was 0.70 for the entire instrument. The

data collected was analyzed using mean (

x ) and standard deviation (SD) to answer the research

questions, while the test statistic was used to test the null hypotheses at 0.05 level of significance

and 182 degrees of freedom respectively.

78

Major Findings

From the analysis of the data generated, the study developed the framework on co-

operative education for enhancing radio, television and electronic skills in technical colleges. It

determined the objective for the technical college level co-operative education to be:

Facilities of co-operating employer in the community is used as a laboratory for practical

training of students on useful employment skills on real jobs learnt under actual working

conditions.

Transition from school to employment is easy as students acquire attitudes, skills and

knowledge necessary in their chosen career through the development of a positive attitude,

understanding, appreciation and respect for work and co-workers.

Instruction is based on students need, interest and level of career development both in the

classroom and from on-the-job training with experienced workers.

The study also determined on-the-job skills required by the students ranging from

identification of components to designing, construction, operation, detection, diagnosing and

repair of electronic appliances such as amplifiers, power units, radio and television sets.

The policy framework for the establishment of the cooperative education programme, in

technical college was determined to be:

All laws governing schools and workplace are to be strictly adhered to.

Local policies are to address criteria for attendance to school and the industry, compliance of

school to rules and regulations of industry, attitude of students to work and school,

participation of students in VSOs, record of performance of students both at school and

industry to be kept and policy must promote „school‟ above work.

Training agreement to be written and signed for by the stakeholders in the plan and the

coordinator must be familiar with the roles of the stakeholders of the plan.

The programme is to provide facilities, equipment and materials so that the training plan is

79

developed and followed by each student.

The roles of the stakeholders were determined as follows:

The school is to formulate an effective administrative structure to provide for

supervision, staff development and evaluation of the programme.

School assures compliance with all state policies and procedures.

The school agrees with other stakeholders on the training plans and agreement developed.

The school through the teacher coordinator coordinates classroom instruction, VSO

activities, guides and selects students based on career development and opportunities.

Industry should be aware of the objective of the corporative education programme and

provide orientation of job duties and responsibilities to the students.

Industry is to provide adequate supervision on the job, give feedback to teacher on

students‟ performance as well as completes written evaluation with the teacher at the end

of each grading period.

The industry should introduce local employment opportunities to the students and as well

ensures that the supervisor can work at the students level in addition to been an exact

replica of world of work environment.

The parents should approve the enrolment of their children in the plan, provide support

and encouragement for success of their wards as they sign forms for the students to

enroll in the programme.

Parents are to also support the policies guiding the cooperative education plan and find

out from time to time their children‟s performance both at school and at the industry.

For the hypotheses the major findings were as follows:

There was no significant difference in the mean ratings on responses of the respondents

on items 1,2,5,6,7,8,9,10,11,12 on the objectives for the technical college level

cooperative education, but for other 2 items there was significant difference in the mean

80

rating of the responses.

There was no significant difference in the mean ratings of responses of the respondents

on item 13 regarding on-the-job skills in radio, television and electronics, but for the

other 9 items, significant difference exists.

There was no significant difference in the mean ratings of responses of the respondents

on items 23,24,25,26,28,29,30,31,33,36 on policy framework for the establishment of

cooperative education in technical college, but for other 4 items there was significant

difference in the mean ratings of the responses of the respondents.

Implications for the study

The findings of this study have far reaching implications for the technical college

students, technical teachers, industries, school, TVE, parents, the community, TVE curriculum

planners (NBTE) and the government. The study has provided very important information on

how cooperative education can be used to enhance skill acquisition of students in RTVE in

technical colleges. The study significantly established that at the technical colleges, students are

to learn skills, practice it and perfect in it. Students upon graduation do not have skills due to

lack of facilities, equipment and tools as well as imbalance between theory and practice. This

implies that the cooperative education programme established at this level will go a long way to

helping the student acquire skills for self reliance and economic development upon graduation.

On the part of the students, the study implies that the students will acquire skills at the

end of 3years and in line with NBTE (2004), they will be self employed as they set up their own

business or go to work.

The implication of the study to TVE is that the cooperative education plan could be

incorporated into the teaching and learning of trade skills in technical colleges. It will be a

positive step towards increased job creation and employment generation in line with the

81

millennium development goals because TVE is education for skill acquisition.

For the technical teacher, he is a party to imparting skills into students who will

eventually become self reliant. Parents have wards who have skills that would enable them

contribute to the economic development of the nation. The rate of unemployment in the

community will be reduced to the barest minimum, drift from rural to urban areas would be

reduced since the programme uses the facilities of cooperating employer in the communities, and

local job opportunities are hence offered the youths and young school leavers.

The industries would employ the students who have participated in the programme. This

goes a long way to boost the image of the industry as participating in students training. Schools

would graduate students who have skills.

For curriculum planners, the findings from this study would enable them redesign or

update the curriculum as it affects acquisition of trade skills of technical college students. The

findings are incorporated into the teaching and learning process in technical institutions.

The government will find this study of great benefit as it will reduce crime rate which is

consequent upon high unemployment rate of young people who constitute a greater percentage

of the workforce of the nation. Poverty is also reduced since quite a number of people have skills

and can train other to have skills too.

Conclusion

Based on the findings of the study on the development of the framework on cooperative

education for enhancing skill acquisition of technical college students in radio, television and

electronic works, some conclusions were drawn. Since the usefulness of cooperative education

need not be over emphasized, it is imperative to utilize in technical colleges and other institutions

for skill acquisition. The importance of cooperative education lies in the systematic instruction

method based on in-the-school, on-the-job and related vocational students instructions which in

turn leads to the total component of the programme.

82

Recommendations

Based on the findings of the study:

1. Curriculum planners of TVE programmes should redesign the programme to emphasize

on-the-job skill acquisition.

2. Government should not only provide for partnership between institutions and industry,

it should through her agencies emphasize real cooperation for skill acquisition

3. State government industries should be encouraged through a policy to assist her

educational institution for students to acquire skill

Limitations of the study

In the course of carrying out this study, the researcher experienced many limitations namely:-

1. While respondents in certain areas were very reluctant in accepting the questionnaire out

of fear, some others were hostile and wanted to be compensated with money before

filling the questionnaire. The return rate was affected.

2. The study covered a large geographical area hence the focus on only three states out of

the five.

3. Transportation to get to the various locations was a serious setback in this study.

Suggestions for further study

For further studies, the following topics have been suggested.

1. Similar research is to be replicated in technical colleges in the other 5 geo-political zones

in the country.

2. Enhancing on-the-job skills of electrical installation students through cooperative

education.

3. Utilizing cooperative education in enhancing skills acquisition of technical college

students in other trade areas (than electrical technology trades).

83

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APPENDIX A

LETTER OF INTRODUCTION

Industrial Technical Education Unit

Dept. of Vocational Teacher Education,

University of Nigeria, Nsukka

Enugu State

Dear Respondent,

QUESTIONNAIRE ON DEVELOPMENT OF FRAMEWORK ON COOPERATIVE

EDUCATION FOR ENHANCING SKILL ACQUISITION IN RADIO, TELEVISION AND

ELECTRONIC WORK IN TECHNICAL COLLEGES IN SOUTH EASTERN STATES OF

NIGERIA.

I am a post graduate student of the above named institution currently conducting a research on the

topic shown above. The major purpose is to develop the framework on cooperative education for

enhancing skill acquisition in Radio, television and electronic work in technical colleges. You are

kindly requested to complete the questionnaire items as honestly and independently as possible. The

information sought for from you is strictly for research purposes and, therefore, will be treated with

utmost confidentially.

Thank you for your anticipated cooperation.

Yours faithfully,

UKOHA, OYIDIYA N.

91

Questionnaire on developing the framework on cooperative education for enhancing skill

acquisition in Radio, television and electronic work in technical colleges in the South Eastern

States of Nigeria.

PART I: DEMOGRAPHIC DATA

INSTRUCTION: Carefully supply the information as they apply to you either by ticking in the

boxes (√ ) or filling in where necessary.

a. Establishment:

Technical College Broadcasting Industry

Teachers

b. Highest Academic qualification:

C/G NCE (T) OND HND Bachelors

Degree

PART B:

Please tick (√) to indicate your opinion or level of agreement.

KEY: SA - Strongly agree

A - Agree

U - Undecided

D - Disagree

SD - Strongly Disagree

92

SECTION A

Objectives for the technical college level cooperative education in Radio, television and

electronic work.

SA A U D SD

The objective of the technical college level cooperative

education is to :

1. make it easy for students to make transition from school

to employment.

2. increase students‟ interest in classroom instruction..

3. help students to develop positive attitude, understanding,

appreciation and respect for work and co-workers.

4. make the instruction to focus on the students‟ need,

interest and level of career development.

5. help students to learn useful employment skills on real

jobs under actual working conditions.

6. reduce training costs of students training since tools,

machines etc. are provided for by the industry.

7. make the student to acquire attitudes, skills and

knowledge necessary for success in their chosen career.

8. enable the students to develop interpersonal skills as a

result of on-the-job training with experienced workers.

9. enable the industry to participate in the training of the

student.

10. Provide for more individualized instruction .

11. make use of the facilities of the cooperating employer in

the community as a laboratory for practical training.

12. foster and maintain close partnership between school and

community.

93

SECTION B

On-the-job skills in Radio, television and electronic work to be emphasized at the training

station.

SA A U D SD

13. Identification of electronic components/devices.

14. Designing of simple electronic circuits.

15. Construction and operation of a simple power unit.

16. Detection of electronic faults (through trouble

shooting).

17. Installation and maintenance of acoustic equipment.

18. Construction of a simple amplifier.

19. Diagnosis of faults in radio systems

20. Repair of radio sets.

21. Diagnose and clearing of faults in a black and white

television set.

22. Diagnosis and clearing of simple faults in a colour

television set.

94

SECTION C

Policy framework for establishing cooperative education at the technical college level.

SA A U D SD

23. All federal, state and local board laws governing workplace

and schools are to be strictly adhered to.

24. There must be a written training agreement which provides

for direct and close supervision of student by a qualified and

experienced person.

25. Safety instructions shall be given by the school and

correlated by the employer with the on-the-job training.

26. Training agreement is written and signed for by the parties

concerned (teacher, employer, parent, student ).

27. Training plans are developed and followed by each student.

28. Appropriate facilities, equipment and materials are to be

provided.

29. The cooperative education coordinator must be familiar

with the responsibilities of the teacher, students, parents and

employers involved in the cooperative method of

instruction.

Local policies must be put in place to address issues such as

-

30. a criteria for attendance of the student to school as well as

the training station.

31. school must ensure compliance to the rules and regulations

of the industry (training station).

32. record of performance of the student should be kept in the

school and industry.

33. the school is to promote „school‟ as priority above work.

34. what the students‟ attitude to school and work should be.

35. students are to participate in the related vocational student

organization activities

36. schools are to use state adopted guidelines.

95

SECTION D

Roles of the School (cooperative education coordinator, teacher coordinator) in the

cooperative education plan.

SA A U D SD

37. Principal officers are to assure compliance with all state

policies and procedures.

38. An effective administrative structure needs to be

formulated to include provisions for supervision, staff

development and evaluation.

39. An advisory committee involving representatives from

business, labour, and education, is established to advice

and assist in planning, developing and implementing the

cooperative plan.

40. The advisory committee must be made up of members

who have proven success in their occupational field, show

interest in the problems of educational system and have

time to devote to committee work

41. Written training agreements and individual training plan

should be carefully developed and agreed upon by the

employer, training sponsor, student and teacher

coordinator

42. Schools are to promote and encourage participation of

students in the related vocational students organizational

(VSO) activities

43. Classroom instruction and on-the-job training is

coordinated by the teacher coordinator and the training

supervisor through the use of a training plan.

44. The teacher coordinates learning activities appropriate for

the student through Vocational Students Organisation

(VSO) activities.

45. The teacher guides and selects students based on career

development plans and local opportunities.

46. The teacher selects training sponsors/stations.

47. Student learner must maintain a good attendance record

both at school and on-the-job.

96

SECTION E

Roles of the Industry in the cooperative education plan.

SA A U D SD

48. Industry should be aware of the objectives of the cooperative

vocational programme.

49. Training sponsor (employer) should be competent, experienced

and can work closely at the level of the student.

50. The training sponsor provides early and thorough orientation of

the student to job duties and responsibilities.

51. The industry through the cooperative plan provides constant

labour force in the community.

52. Training station must be an exact replica of the world of work

environment.

53. The existence of firms/industries in community(ies) introduces

local employment opportunities to students.

54. Local students are given job skills reducing the rate of

unemployment.

55. The training sponsor (industry based supervisor) should

interview and select student(s) for employment without

restriction (sex, handicap, e. t .c.)

56. The employer provides feedback to the teacher coordinator on

job performance of the student through telephone calls and /or

on –site visits of the teacher coordinator.

57. Employer provides adequate supervision on the job.

58. Employer completes a written evaluation jointly with the

teacher coordinator each grading period.

59. The job opportunity encourages the student to stay in the

community when they have already found their places in the

community life.

97

SECTION F

Roles of the Home (parents, guardian) in the cooperative education plan.

SA A U D SD

Parents or guardian are to :

60 give approval to the student‟s involvement and enrolment in

the cooperative education plan.

61. Provide guidance in career selection.

62. support the policies of the programme.

63. provide support and encouragement for success of students

both at school and on-the-job.

64. cooperate with teacher coordinator and student in solving

school, work and home problems

65. sign appropriate forms for the student to enroll in the

cooperative on- the- job training.

66. find out the performance of the student (at school and

training station) from the teacher coordinator from time to

time.

Documents

DEVELOPMENT OF THE FRAMEWORK ON … last stage-for... · The implementation of the above stated policy objective by the federal and state governments led to the establishment of technical