CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Vocational education plays a significant role in providing middle level manpower needed for

work in various industries for development and economic growth of every nation. Sarfo

(2011) stated that there is the need for vocational education to provide students with expertise

to cope with the changing industrial demands in the present knowledge and technological

economy. The expertise for the economic growth of a nation can be best provided through

vocational education. The aim of vocational education according to the report of National

Board for Technical Education (NBTE) (2001) is to give training and impart the necessary

skills in various occupation leading to the production of craftsmen, technicians and other

skilled personnel who will be enterprising and self reliant among others. Okpara (2003)

added that vocational education is designed to prepare individuals to acquire practical skills,

basic scientific knowledge and attitude required as craftsmen and vocational skills at sub

professional level.

A teacher according to Miller, Bakare and Ikatule (2010) is an individual who is trained in

pedagogy and technical area of a particular subject to impart knowledge, skill and attitudes to

students in an institution. Vocational teacher education is intended for applicants who work

or intend to work as a teacher at universities of applied sciences and institutions of vocational

education. The education offers a general pedagogical qualification for teaching at all

educational levels.

Capacity building is the effort geared towards improving the level of knowledge, skills and

attitudes possessed by an individual for proficiency in a given task or job. Miller, Bakare and

1
Ikatule (2009) described capacity building as an ongoing process through which individuals,

groups, organizations and societies enhance their ability to identify and meet development

challenges. Capacity building has continued to be viewed as one important program of

intervention by most organizations especially in rural society to promote socioeconomic

changes. It has been particularly popular among oil companies, non-governmental

organizations, donor agencies, and many national governments around the world. In most

developing and transition countries there is a lack of organizational intervention to address

educational issues in an adequate and sustainable way. Many organizational vocational

education intervention projects have been established to respond to these problems. However,

responding to these problems is not simple. This is partly due to the complex nature of the

various societies involved, and partly due to the lack of emphasis on strategies of intervention

by organizations on capacity building towards developing sustainable institutional

infrastructures (Capel, Leask & Turner, 2013).

Teaching and Learning practical skills in Technical and Vocational training institutions

require essential strategies to instilling the right attitudes and technological know-how that

will enable the learners to function in the society. Teaching and learning strategies in

technical and vocational education programme is to impart the basic scientific knowledge,

attitudes and practical skills necessary for self reliance and national development. The

practical know-how, scientific skills and knowledge are to make the recipient (individual) to

be creative and productive in order to function as a performing member of the society. In

essence the main goals of teaching technical and vocational education in Nigerian technical

colleges are to prepare students for the world of work through the acquisition of theoretical

and practical skills (FRN, 2004 as cited in Ali & Muhammad, 2012). This implies that; the

technical institutions are expected to train and produce graduates who are equipped with the

practical rudiments of their chosen trades. The trades offered in the technical and vocational

2
institutions include: Mechanical engineering trades, Electrical/electronic trades, Construction

trades, Vocational trades such as Home economics, Fine and Applied Arts and Business

trades (International Qualification Assessment Services, IQAS, 2011). It means therefore,

that the rationale for training students in these trades is to impart or rather for the acquisition

of knowledge, attitudes and practical skills that are marketable and lucrative for a sustainable

development. Therefore, to impart these qualities in any individual effective teaching strategy

or techniques must be employed during the teaching and learning process.

Anointer skills that involves intervention strategies is employability skill. Employability skill

is a group of important skills instilled in each individual in order to produce productive

workforce. This is parallel with individuals who have strong characteristics such as a high

sense of self, innovative, productive, skillful, competitive, a strong sense of determination,

and creative in facing the challenges of the nation as well as globalization in the 21st century.

Besides that, employability skill is also crucial in all professions as well as in education

(Overtoom, 2000). Employability skill is in fact a skill required in employment. The

preparations to acquire employability skill begin when a person is still in the learning

process.

Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a

new business or vocation. It is a fact that the society needs men and women that are capable

of establishing businesses that would help cushion the adverse effects of mass unemployment

and poverty which entrepreneurial skills in vocational education affords. Entrepreneurial

studies allows the beneficiaries to consider various occupational possibilities the work

required, available rewards, necessary training and relative advantages and disadvantages of

each (Nwoye, 2011).The scope of entrepreneurship education according to the UNESCO,

(2003) includes creativity, innovations, risk taking and the ability to plan and manage

projects in order to achieve objectives. The deepening youth unemployment and need to

3
empower the youth requires training them in entrepreneurial education through vocational

education. Introducing entrepreneurial studies as an explicit goal in the curriculum will be a

clear signal that it is important for every student. Moreover, it will make it easier for teachers

to spend teaching hours on the subject. A general trend should be on how to shift national

curriculum from content to competences. This process would strengthen competency-based

teaching and learning to make it easier for entrepreneurship to be included in the school

programmes. It is important that schools extend entrepreneurial training to all fields of study

in vocational education.

Considering the nature of vocational education, one may be tempted to ask whether technical

education programmes in Nigeria is actually achieving its mandate? The answer to this

question may not be in the affirmative as the features of the educational system in Nigeria

currently suggest that there are dysfunction either in the policy, implementation and outcome

of the educational system. This has resulted in a sharp rise of complaint among parents and

industries that graduates of Nigerian tertiary institutions are half-groomed, lack manipulative

skills and unemployable, hence their retraining on being employed (Odu, 2010). To this end,

Onyesom & Okolocha (2013) posited that the learning environment in Nigerian tertiary

institutions is fast becoming deplorable, as there is a dearth of essential teaching and learning

facilities and equipment.

With the state of education in Nigeria, it is obvious that government alone may not be able to

promote functional education and skill-oriented education successfully. To make an inroad

into the desired transformation, school-workplace collaboration in education needs to be

encouraged to ensure a qualitative and affordable education that is founded on skills and

competencies acquisition for capacity building and sustainable development. This will make

education relevant to the needs of the people and the 21st century workplace. The issue of

making capacity training and acquisition meaningful and relevant to the need of the society

4
and employers of labour will remain a fantasy without effective intervention by oil and gas

companies (Oviawe, Uwameiye, & Uddin, 2017).

Strategies for organizational involvement in capacity building are not new. It has been

practiced in many different ways using divers means for many years not only with students

but more broadly within social practices and development. However, a number of relatively

recent strategies for organizational involvement have been influential in putting community

participation high on the political and public agendas for local authorities, governments and

other agencies (Marais & Meier, 2004).

1.2 Statement of the Problem

Vocational education students are exposed to Students Industrial Works Experience Scheme

(SIWES) but Odugbasan (1999) opined that the experiences students acquire from these

schemes are not adequate to their training needs. Educational institutions need to collaborate

with the industries for research assistance and partnership, curriculum planning,

infrastructural provision, scholarships, seminars and work visits. According to Gbenedio

(2012), many academic programmes tend to exist in isolation with few connections between

the school and industries – even between those in the same locality.

Building the capacity of vocational teacher education through organizations intervention,

partnerships and collaborations is complex work. As a process, it typically involves various

strategies in a wide variety of areas. Some companies have found a need that the environment

in which they operate should be provided for because they have a direct impact on the

attainment of the corporate goals, objectives and mission statement, but till now, most

companies in Onelga Local Government Area of rivers State do not focus on building the

capacity of vocational teacher education.

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Most importantly, the strategies available for involving oil companies in Onelga is often used

in a very narrow way such as focusing on community development through formal education

to meet the deficit of students in the short term without focusing much on the capacity of

vocational teacher education. Moreso, most of the intervention programs offered by oil

companies in Onelga Local Government Area focus less on training programs for vocational

teacher education.

In addition, the increasing challenge facing Onelga Local Government Area of Rivers State

today (such kidnapping, violence, cultism etc.), there has been an increase in the number of

oil and gas companies seeking to provide solutions to the challenges with inefficient methods

of intervention. For these organisations to successfully attain and sustain their missions there

is need for an increasing in methods of involving them for capacity building of vocational

education teachers. In view of this, this study shall investigate strategies for involving oil

companies in the capacity building of vocational teacher education from Onelga Local

Government Area of Rivers State.

1.3 Purpose of the Study

The purpose of the study was to investigate the strategies for involving oil companies in the

capacity building of vocational teacher education in tertiary institution from Onelga Local

Government Area of Rivers State. Specifically the study is aimed to:

1. Find out strategies for involving oil companies in the development of practical skills

of vocation teacher education in tertiary institutions in Rivers State

2. Determine the strategies for involving oil companies in the development of

employable skills of vocational teacher education students in tertiary institutions in

Rivers State

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 3. Ascertain the strategies for involving oil companies in the development of

entrepreneurial skills of vocational teacher education students in tertiary institutions in

Rivers State

4. Determine strategies for involving oil companies in the capacity building of

vocational teacher education students in tertiary institutions in Rivers State.

1.4 Research Questions

To guide the study, the following research questions were raised:

1. What are the strategies for involving oil companies in the development of practical

skills of vocation teacher education in tertiary institutions in Rivers State?

2. What are the strategies for involving oil companies in the development of employable

skills of vocational teacher education students in tertiary institutions in Rivers State?

3. What are the strategies for involving oil companies in the development of

entrepreneurial skills of vocational teacher education students in tertiary institutions in

Rivers State?

4. What are the strategies for involving oil companies in the capacity building of

vocational teacher education students in tertiary institutions in Rivers State?

1.5 Research Hypotheses

HO1: There is no significance difference in response between capacity building of vocation

teacher education and practical skills of vocation teacher education in tertiary institutions in

Rivers State

HO2: There is no significance difference in response between capacity building of vocation

teacher education and employable skills of vocational teacher education students in tertiary

institutions in Rivers State

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HO3: There is no significance difference in response between capacity building of vocation

teacher education and entrepreneurial skills of vocational teacher education students in

tertiary institutions in Rivers State

1.5 Significance of the Study

The study will be beneficial to communities, schools especially the vocation teacher

education of areas where oil and gas companies are located. It will serve as guide to them on

how to involve oil and gas companies for capacity building of students and youth. It is

expected that this study will expose to the general public on issues hindering the involvement

of oil companies for capacity building and this study shall contribute immensely to poverty

alleviation of students and graduate since the involvement of oil and gas companies will

boost their capacity for future survival.

This research is very useful as the findings will enable stakeholders appreciate the need

of creating the enabling strategies for attracting oil and gas companies intervention in

their tertiary education. The findings of this research will enable the government, schools

and head of institutions and other organizations who own oil companies in their community,

to see the need of increasing capacity development programs on students. The findings of

this research are also beneficial to teachers and students as it will enable them

appreciate the available provisions such as facilities and resources for capacity building of

students. This will led to improvement in the standard of graduate in the local government

and state. Finally, this study shall serve as reference guide to future and current researchers

who will undergo similar research works.

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1.6 Scope of the Study

The content scope of the study entails strategies for involving oil companies in the capacity

building of vocation teacher education in employability skills, entrepreneurial skills, practical

skills and capacity building of vocation teacher education. The geographical scope is Rivers

State. The unit of analysis covers vocation education centres in Onelga Local Government

Area of rivers State.

1.7 Operational definition of Terms

Strategy: this shall be referred to as plan or method of achieving goal

Corporate Social Responsibility: Corporate Social Responsibility as the continuing

commitment by a business organization to behave ethically and contribute to economic

development while improving the quality of life of the workforce and their families as well as

that of the local community and society at large.

Oil and Gas Company: This shall be referred to as companies that deal on crude oil mining,

mining and drilling and gas plants.

Students: This shall be referred to as youth that are involved in various formal schools of

learning.

Capacity Building: Capacity building is the process by which individuals obtain, improve,

and retain the skills, knowledge, tools, equipment and other resources needed to do survive

competently or to a greater capacity. Capacity building and capacity development will be

often used interchangeably.

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 CHAPTER TWO

LITERATURE REVIEW

This chapter presents literature review. The chapter is discussed under the following

subheadings:

1. Theoretical Framework

2. Conceptual Framework

3. Empirical Review

4. The Summary of Literature Review

2.1 Theoretical framework

Theories are formulated to explain, predict, and understand phenomena and, in many cases,

to challenge and extend existing knowledge within the limits of critical bounding

assumptions. The theoretical framework is the structure that can hold or support a theory of a

research study. The theoretical framework introduces and describes the theory that explains

why the research problem under study exists (Abend, 2008).

The theories applied to this study are the theory of persuasion and the human capital theory.

Human Capital Theory

Human capital theory rests on the assumption that formal education is highly is highly

instrumental and necessary to improve the productive capacity of a population. In short,

human capital theorists argue that an educated population is a productive population. Human

capital theory emphasizes how education increases the productivity and efficiency of workers

by increasing the level of cognitive stock of economically productive human capability,

which is a product of innate abilities and investment in human beings. The provision of

10
formal education is seen as an investment in human capital, which proponents of the theory

have considered as equally or even more worthwhile than that of physical capital (Woodhall,

1997).

Human Capital Theory (HCT) concludes that investment in human capital will lead to greater

economic outputs however the validity of the theory is sometimes hard to prove and

contradictory. In the past, economic strength was largely dependent on tangible physical

assets such as land, factories and equipment. Labour was a necessary component, but

increases in the value of the business came from investment in capital equipment. Modern

economists seem to concur that education and health care are the key to improving human

capital and ultimately increasing the economic outputs of the nation (Becker 1993).

Noted economist, Adam Smith, in the The Wealth of Nations (1976) formulated the basis of

what was later to become the science of human capital. Over the next two centuries, two

schools of thought were distinguished. The first school of thought distinguished between

acquired capacities that were classified as capital and human beings themselves, who were

not. The second school of thought claimed that human beings themselves were capital. In

modern human capital theory all human behaviour is based on the economic self-interest of

individuals operating within freely competitive markets.

Human capital theory stresses the significance of education and training as the key to

participation in the new global economy. In one if it’s the recent reports, the Organization of

Economic Cooperation and Development (OECD), for example, claims that the radical

changes to the public and private sectors of the economy introduced over recent years in

response to globalization will be severe and disturbing to many established values and

procedures. In another report it explains internationalism in higher education as a component

of globalization. The OECD believes that internationalism should be seen as an imperative in

11
21st Century capitalism. This form of capitalism is based on investment in financial markets

rather than in manufacturing of commodities, thus requiring dependence on electronic

technology.

According to Babalola (2003), the rationality behind investment in human capital is based on

three arguments:

1. The new generation must be given the appropriate parts of the knowledge which

has already been accumulated by previous generations.

2. The new generation should be taught how existing knowledge should be used to

develop new products, to introduce new processes and production methods and

social services;

3. People must be encouraged to develop entirely new ideas, products, processes, and

methods through creative approaches.

Fagerlind and Saha (1997) posit that human capital theory provides a basic justification for

large public expenditure on education both in developing and developed nations. The theory

is consistent with the ideologies of democracy and liberal progression found in most western

societies. Its appeal was based upon the presumed economic return of investment in

education at both the macro and micro levels. Efforts to promote investment in human capital

were seen to result in rapid economic growth for society. For individuals, such investment

was seen to provide returns in the form of individual economic success and achievement.

Most economists agree that it is human resources of nation, not its capital nor its material

resources, which ultimately determine the character and pace of its economic and social

development. Human resources constitute the ultimate basis of the wealth of nations. Capital

and natural resources are passive factors of production, human beings are the active agencies

12
who accumulate capital, exploit natural resources, build social, economic, and political

organizations, and carry forward national development.

Application of Human Capital Theory to the Study

Based on the significance of education, the concept of human capital has been brought to the

forefront of many discourses in the field of economic growth and development. Studies have

shown that improvements in education accelerate productivity and contribute to the

development of technology, thus improving human capital.

In order to enhance human development in the general society, it is necessary to apply the

theory of human capital to educational systems. By such means, productivity is enhanced and

sustained based on an increased and diversified labour force. Babalola (2003) asserts that the

contribution of education to economic growth and development occurs through its ability to

increase the productivity of an existing labour force in various ways. Therefore, economic

appraisal of educational investment projects should take into account certain criteria,

According to Psacharopoulos and Woodhall (1997):

a. Direct economic returns to investment, in terms of the balance between the

opportunity costs of resources and the expected future benefits;

b. Indirect economic returns, in terms of external benefits affecting other members of

society;

c. The private demand for education and other factors determining individual demand

for education;

d. The geographical and social distribution of educational opportunities;

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 e. The distribution of financial benefits and burdens of education.

Education plays a great and significant role in the economy of a nation; thus, educational

expenditures are found to constitute a form of investment. This augments individuals human

capital and leads to greater output for society and enhanced earnings for the individual

worker. It increases their chances of employment in the labour market, and allows them to

reap pecuniary and non-pecuniary returns and gives them opportunities for job mobility.

Education is a source of economic growth and development only if it is anti-traditional to the

extent that it liberates, stimulates, and informs the individual and teaches him how and why

to make demands.

Need Assessment Theory

Need assessment theory was propounded by Waton (1938). The use of need assessment

theory for identifying and justifying gaps in result and placing the gap in prioritized order for

attention is of great importance in building the capacity of teachers for effective teaching.

Bello (2004) defined needs assessment as any systematic approach for setting priorities for

future action. According to Kaufman (1985) need assessment involve identifying and

justifying gaps in results, and placing the gap in prioritized order for attention.

In relation to capacity building skill needs of Teachers in teaching, learning is more likely to

lead to change in practice when needs assessment has been conducted. This will help to

identify practices needed for improvement and ensure that educational and organizational

interventions are made to address these needs. Grant (2002) classified methods of needs

assessment into seven main types, each of which can take many different forms in practice.

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1. Gap or discrepancy analysis: this method involves comparing performance with stated

intended competencies by self assessment, peer assessment, or objectives testing and

planning education accordingly.

2. Reflection on action and reflection in Action: Reflection on action is an aspect of

experiential learning and involves thinking back to some performance, with or

without triggering (such as videotape or audiotape), and identifying what was done

well and what could have been done better. The latter category indicated learning

needs. Reflection in action refers to thinking about actual performance at the time that

it occurs and demand some means of recording identified strengths and weaknesses at

the time.

3. Self assessment by diaries journals, log books, weekly reviews: this is an extension of

reflection that involves keeping a diary or other account of experiences.

4. Peer Review: This involves teachers assessing each other practice and giving

feedback and perhaps advice about possible education, training or organizational

strategies to improve performance.

5. Observation: In more formal settings teacher can observe performing specific tasks

that can be rated by observer. The results are discussed and skills needs are identified.

The observer can be school inspectors, senior teacher or a disinterested person if the

rating are sufficiently objectives or overlap with the observers areas of expertise.

6. Critical incident review and significant event auditing: this method involves

individual identifying and recording of event. This will enable the individuals to know

where better performance are needed, analyzing the incident by its setting exactly

what occurred, and the outcome and why it was ineffective

7. Practice review: A routine review of notes, charts prescribing, letters request etc. can

identify skills needs, especially if the format of looking at what is satisfactory or not

15
 for improvement is followed. In addition, Grant (2002) stated that “needs” can be

classified into felt needs (What people say they need) expressed needs (expressed in

action) normative needs (define by experts) and comparative needs (group

comparison).

2.2 Conceptual Framework

The conceptual framework of this research is geared towards having a proper understanding

of the concept capacity building and also relate it to the concept development of manpower.

Although both concepts could be used interchangeably, it is important to accentuate that the

concept capacity building could be defined as “the existence of unskilled and/or skilled

humans that need capacity building or re-capacity building to perform specific task in

society” (Ekpo 2009).

Vocational Education

Vocational education is education that prepares people to work as a technician or in various

jobs such as a trade or a craft. Vocational education is sometimes referred to as career

education or technical education (Kotsikis, 2007). A vocational school is a type of

educational institution specifically designed to provide vocational education.

Vocational education can take place at the post-secondary, further education, and higher

education level; and can interact with the apprenticeship system. The term vocational

education is general and includes every form of education that aims to the acquirement of

qualifications related to a certain profession, art or employment or that provides the necessary

training and the appropriate skills as well as technical knowledge, so that students are able to

exercise a profession, art or activity, independently of their age and their training level, even

16
if the training program contains also elements of general education (Kotsikis, 2007). The

main aims of VET are considered the following:

 To enhance the trainees who have completed the highest level of secondary education.

 To develop the professional knowledge and skills required for the practice of a

profession.

 To evaluate the participants’ educational level, in order for them to become

competitive professionals in the future (Zarifis, 2000).

 To assist the students in their gentle adjustment to the changes in the productive

procedures.

 To provide specialized training initial or continuing.

 To satisfy the continuously changing needs of the labor market.

 To cultivate the integration of the students in professional life and in community as

well.

 To contribute to the acquirement of economical knowledge and skills that the

organization and evolution of a profession demands.

 To assist to the acquaintance with the codes of social values, the integration of culture

through professional socialization and the creation of a behavioral and social code that

constitute the professional deontology.

 To prepare for the exercise of the rights as well as obligations of the citizen as a

professional (security, protection, social benefits, taxes etc.) (Kotsikis, 2007).

Capacity Building

Capacity building encompasses Human Resource Development (HRD) as an essential part of

development. It is based on the concept that education and training lie at the heart of

development efforts and without HRD most development interventions will be ineffective. It

17
focuses on a series of actions directed at helping participants in the development process to

increase their knowledge, skills and understanding and to develop the attitudes needed to

bring about the desired developmental change.

Ibik (2014) defined capacity building as the development of knowledge, skills and attitudes in

individuals and groups of people relevant in design, development, management and

maintenance of institutional and operational infrastructure and processes that are locally

meaningful. Hence, human capacity building can be described as a deliberate effort by

Government and people to provide the right number of workers at the right area of need and

at the right time in an economy. Human beings become productive resource or human capital

only when they are able and in a position to contribute meaningfully to productive economic

activities. They have to be trained to become agents of production and economic activities.

Without training they remain passive, potential and inactive to factors of production,

consequently, human development has been seen as the ultimate concern of all types of

development economic, social, cultural and political. Iroriteraye-Adjekpovu (2013) study

stated that the higher the quality of the teacher in knowledge and skills, the higher the quality

teaching and education expected. Likewise, the higher the quality of education offered in the

system, the higher the quality of national development expected. Thus, without quality

teachers, not much of national development may be expected. For the quality of the teacher to

be maintained, the teacher must update herself always -in order to remain relevant at all

times. That is teachers must be prepared to face new challenges as they occur in the system.

According to Okorie (2001) research on teacher education has consistently stressed the need

to regularly provide opportunities for teachers to improve their knowledge of the subject

matter they teach and the teaching skills they learned in the pre-service courses they attended.

This is based on the recognition of the fact that we live in a rapidly changing world such that

whatever knowledge and skills teachers acquired in their pre-service training becomes stale

18
very fast as new challenges and realities emerge in the socio-economic and political

environments. Indeed in countries such as Singapore, every teacher is required to submit

himself/herself to 300 hours of retraining every year. Therefore, capacity training is

inevitable tool to improved productivity. Osinem & Nwoji (2010) expressed that teachers

should go for training programmes through appropriate seminars, workshops, symposia,

conferences, this he said is because of the rapid obsolete of knowledge and method of

teaching. Therefore, for capacity building to be effective, it must respond to the growth and

development needs of the individual as well as those of the relevant institutions. For all

practical purposes, teacher capacity building is ultimately engendering development, growth

and excellence within an education system/sector.

Teacher Capacity Building

A teacher within the formal school system is described as someone who must have been

professionally prepared to promote the social and academic development of the society,

educating both the young and old through a patterned curriculum. Furthermore, one can say

that a teacher impact knowledge, attitude, skill and a lot of information in students. Hence,

this would cover areas of cognitive, affective and psychomotor domain. From the

researchers’ observation, an improved teachers’ capacity building could lead to improved

productivity. Zemelman, Daniels & Hyde (2005) study revealed a great relationship between

university staff capacity building and their productivity. Hence, variables such as classroom

management technique, teaching methodology, teachers’ personality and staff discipline can

be used to build the teacher capacity.

Practical Skills of Vocation Teacher Education Students

Vocational education is a very versatile phenomenon. Practical skills have been possible to

learn with apprenticeship education, school-based vocational education or different kinds of

19
on the job learning systems (Ajibade, 2009). Traditional ways to learn practical skills needed

in working life and handcraft skills have been apprenticeship-type education organised by

city quilds. In the 19th century, when the development of technology was changing the nature

of working life, and when liberal political and economical ideas were changing society and

developing industries, transportation and trade, schools for practical skills and professions

were established (Okoye, 2010).

Practical vocational education in colleges should focus on the development of individual

students, i.e. ensuring the formation of students' practical skills, application of the theoretical

knowledge they have received in practice with account of their personal rights, genetically

psychological empowerment, social and economic interests and the needs and requirements

of production (technology) (Ajibade, 2009).

Disclosure of the necessary connection between the content of practical vocational education

in the colleges and potential of formation of basic professional skills of students is a major

challenge, the basis of the contradictions in the methods of education. The term of the

professional education means an organic unity of theoretical and practical vocational

education, whose functions are interrelated and interdependent (Ajibade, 2009).

The main goal and objective of practical vocational education in colleges is to form the basis

of students' professional skills and prepare them for future employment in their chosen

profession. This training is provided by mastering the skills and abilities necessary for the

application of acquired knowledge in practice, planning of production processes that

characterize their profession, preparation, implementation, monitoring and maintenance.

Because “junior specialist” - is a professional degree, specialty, which is given to graduates

of vocational colleges, successfully mastered the program of theoretical and practical special

education. Junior specialist carries out technical duties in their field, computer-related and

20
other facilities; actuates the technical equipment and other types of transportation, provides

service and maintenance of engineering and technical equipment and items, installs machine

tools, steel structures, performs other similar works (Okoye, 2010).

Practical vocational education differs from general education to its goals and objectives of

education, training programs and selection of program content. Educational activities, and the

process of theoretical vocational education, being essentially the same, are made using the

same principles and the teaching techniques. Practical vocational education is fundamentally

different method and way of learning. Since training is being conducted in close connection

with the production: students are producing, often working. Hence, the uniqueness of

practical vocational training is primarily in the fact that the learning process is carried out

directly in the work of the students themselves (Okoye, 2010).

Therefore, the practical vocational education is a training process focused on the formation of

professional knowledge and skills as a result of mental and physical activity of students. If a

system of theoretical education and experience are acquired in the process of theoretical

vocational education then skills are acquired in the course of practical vocational education.

These two interrelated processes enable the formation of young professional with a particular

specialty and skills.

If in the process of theoretical vocational education in college students study features of the

theoretical work aimed at modeling the content and meaning of the professional activity, in

the practical vocational education students study characteristics of practical activities to

ensure the application of the vocational model in practice. Accordingly, if the basic structure

of the theory of vocational education is a set of general education and special subjects, the

basic elements of practical vocational education is a set of consistent, interrelated forms of

21
practical activities: laboratory researches, educational practices, occupational practices,

prediploma practices, etc. (Okoye, 2010).

To determine the devices forming the basis of the content of practical education in vocational

colleges, it is appropriate to rely on the following provisions:

1. The structure of the content of a practical education is determined in accordance with

consistent, gradual assimilation of professional skills, professional activities;

2. Components of the content of practical education are defined by structure acquired by

professional activity.

According to the requirements of teachers of special subjects and trainers, systemic and

effective organization, and implementation of practical vocational education of students on

the basis of its content and components define the way of continuous professional

development, teaching skills (Okoye, 2010). From this point of view it is necessary to further

develop the methods of practical laboratory work, practical training, production and training

practice and final qualification practice. A systematic approach to the content and process of

the practical vocational education in colleges promotes proper definition of their component

parts and content of executed work, in particular, the systematic formation of the basis of

necessary professional skills in teachers of special subjects, trainers and students of

production (Yinusa, 2014).

Employable Skills of Vocation Teacher Education Students

Employability skill is referred to as the skill required to secure and retain a job and recent

usage of the term is often used to describe the training or foundation skills upon which a

person must develop job-specific skills. Employability skills are those essential skills

necessary for acquiring, keeping and performing well on a job Robinson (Shafie & Nayan,

22
2010). Such skills include; managing resources, communication and interpersonal skills, team

work and problem-solving and acquiring and maintaining a job. Generally, employability

skills are required by students to prepare themselves to meet the needs of various occupations

after graduation. Employers today are worried about getting good workers who not only have

basic academic skills like reading, writing, science, mathematics, oral communication and

listening, but also higher order thinking skills like learning, reasoning, thinking creatively,

decision making and problem solving (Shafie & Nayan, 2010) According to Robinson, et al.,

(2007) there is a great demand for educated people with general employability and

specialized technical skills. Workers in the 21st century need skills such as problem-solving

and analytic, decision-making, organization and time management, risk-taking, and

communication to be employable in the workforce.

Employability skills must be emphasized in vocational education institutions because these

skills can accelerate employment among youths and school leavers. Without these skills,

youths can be considered handicapped in competing for employment. Kwok (2004)

investigated the different effects of various skill requirements with the assumption that

employability skills were separate from the actual work contexts in which they are learned

and developed. Kwok found out that the competitiveness of individuals in the labor market

depends not only on their vocational competence but also on whether these individuals have

employability competences that they can continue to expand. Employability competence

must be developed to the extent that an individual can find a suitable job and can acclimatize

to social, technological and organizational changes (Burgaz, 2008).

Students should acquire employability skills while they are at vocational education

institutions or in school. The skills can be learned through classroom instruction, in the field

or outside the classroom. These skills are abstract in nature and a long time is required to

train students to fully acquire employability skills. According to Knight & Yorke (Omar,

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eta’l., 2012) employability skills, or ‘generic skills, include the achievement, understanding

and personal attributes that make an individual willing to work, develop a career and be

successful in their employment choices. Based on the factors that contribute to employment,

employability skills should be redefined to include both generic skills and technical skills. It

may be difficult to become employed with only employability skills; likewise, employers

may hesitate to employ individuals who know how to perform a task but may not be able to

contribute to the development of the organization.

Technical vocational education institutions must make a greater effort to help students

acquire the employability skills required by many organizations. The development of

employability skills should be integrated into the curriculum to ensure that students graduate

from these institutions with the skills needed by employers. If institutions do not attempt to

integrate the development of these skills, they may end up graduating students who cannot fit

into the 21st century workforce, thereby becoming unemployed in the society (Yinusa, 2014).

Therefore, TVE institutions must find ways to ensure that their graduates are well equipped

with the needed skills required for employment in the 21st century. Different countries in the

world especially the developing countries need high-skilled workers to propel the country

toward a high-income society, but these high-skilled workers need employability skills. Jobs

change rapidly and workers must be able to adapt to these changes if they are to contribute to

the economic development of the country in the present 21st century (Yinusa, 2014).

Entrepreneurial Skills of Vocation Teacher Education Students

As a process, Allawadi (2007) defined entrepreneurship as that which involves evaluating

business opportunities, development of a business plan, and determination of the required

resources as well as management of resulting enterprise. It is the practice of consistently

converting goods and ideas into profitable commercial ventures. It is a continually pursuit of

24
opportunities through innovations leverage of resource that are for the most part not

controlled internally. Entrepreneurship refers to an individual’s ability to turn ideas into

action. According to the European Commission (2009), entrepreneurial programmes and

modules offer the beneficiaries the ability to think creatively and become an effective

problem solver. Modern school of thought claims that the role of the entrepreneur is that of

an innovator, even though the definition of innovation is still widely debatable.

It is no news that the world has become private sector driven, and economic prosperity in the

21stcentury requires the possession of entrepreneurial skills to function. The youth needs

exposure in practical entrepreneurial work experience in order to be proficient in their chosen

career and be useful to themselves and the society. Entrepreneurship which is a planned effort

undertaken by an individual or individuals, institutions or agencies to develop the required

competencies in people can easily be addressed through vocational options. Competencies of

individual’s entrepreneurial skill in vocational education are designed to lead the

beneficiaries’ to self-employment, economic self-sufficiency, and employment generation

through short or long-term training. This has lead African countries including Nigeria to

realise that training in vocational education is necessary to alleviate poverty through skill

acquisition. Vocational education can be described as any form of education whose primary

purpose is to prepare beneficiaries for gainful employment in an occupation or group of

occupations.

Technical Vocational Education and Training is result oriented. It brings about technological

advancement and aims to fit new manpower for employment and provide continuing training

for those already qualified, so that they can keep pace with modern and emerging work

environment. TVET are by design intended to develop skills that can be used in specific

occupation or job (Olaitan 1998). The objectives and content of the curricula of TVET

according to the World Bank are derived from occupational standards or more directly from

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analysis of the task that are to be carried out on the job. The effectiveness of these curricula

can thus be measured by the extent to which trained beneficiaries can use their skills in

employment. The National Policy on Education (2004) explained the purpose of TVET as:

(i) To enable individuals acquire vocational and technical skills.

(ii) To expose the individuals to career awareness by exposing useable options in the

world of work.

(iii) To enable youth acquire an intelligent understanding of the increasing complexity

of technology, and

(iv) To stimulate creativity.

The deepening youth unemployment and need to empower the youth requires training them

in entrepreneurial education through TVET. Introducing entrepreneurial studies as an explicit

goal in the curriculum will be a clear signal that it is important for every student. Moreover, it

will make it easier for teachers to spend teaching hours on the subject. A general trend should

be on how to shift national curriculum from content to competences. This process would

strengthen competency-based teaching and learning to make it easier for entrepreneurship to

be included in the school programmes. It is important that schools extend entrepreneurial

training to all fields of study in TVET. This Dike (2009) opined would enable graduates of

TVET to make intelligent use of the product of technology and develop better entrepreneurial

skills to become more innovative workers. Persons who have passed through TVET

programme become more dutiful and conscientious in their duties. TVET reduces

unemployment in the society.

The promotion of entrepreneurial studies would create opportunities for employment with

subsequent income multiplier effects for the surrounding community. If job creation and

entrepreneurial activities are carefully co-ordinated, then it would not be argued that

26
increased entrepreneurship would no doubt help the most disadvantaged in the labour market

This become more important because there seem no indication that unemployment will be

eradicated completely in the 21st century. The situation according to Maigida (2012) become

worse due to the change in the competencies required of job seekers in the labour market

brought about by innovations in technology which makes it necessary for youth to acquire

specialized skills to enable them cope with the current trends in technology and the labour

market. Entrepreneurship in TVET may serve as a tool for achieving youth empowerment.

This is possible in the light of TVETs’ immense contributions to social and economic

development to individuals. Therefore, promotion of entrepreneurial skills in TVET should

form an array of developmental programmes and policies in technical and vocational

institutions.

Capacity Building of Vocation Teacher Education Students

One of the major factors that can bring about capacity building and sustainable development

of any nation is a functional human capacity. Building a functional human capacity involves

education and training designed to provide the individuals with knowledge, skills and

attitudes related to occupations in various sectors of economic and social life for sustainable

development. Sustainable development is concerned with the exploitation of human and

material resources, the direction of involvement, the orientation of technological development

and institutional change that are in harmony with, and enhance, both current and future

potentials to meet human needs and aspirations (Eze, 2011).

These unique characteristics have led employers of labour to seek for graduates who can

function in such world of work. Equipping Nigerian youths and school leavers with technical

and vocational skills for personal fulfilment and production of physical goods and services is

no longer enough but linked with skills to be literate and knowing how to use discipline

27
specific applications may help people secure suitable employment and foster employment. To

survive in a new, globally competitive world, today's children will need creativity, problem-

solving abilities, a passion for learning, a dedicated work ethic and lifelong learning

opportunities. Students can develop these abilities through instruction based on Best Practices

(Allawadi, 2007).

Educational Initiatives, for many years, has been focussed on building Teacher capacity

through student and teacher assessments, training workshops and teacher observation

programmes. The focus of these activities has been to bring about a paradigm shift in the way

students learn and the teacher approaches teaching - to move the system from one of ‘rote

learning’ to ‘learning with understanding’. This means that teachers themselves should have

deeper conceptual understanding of the content they are expected to teach and are geared to

teaching for understanding. The programs are addressed to enrich teachers’ academic

knowledge and pedagogical methods in subject areas, to move the schools to a skill based

curriculum to focus on learning with understanding, for teachers and state personnel to

understand the performance data and identify the learning gaps, for teachers to understand

assessments and design good questions, to differentiate between mechanical and conceptual

learning, and to probe student misconceptions through student interviews, to name a few

(Eze, 2011).

Teacher Effectiveness Enhancement Programme (TEEP): Teacher Effectiveness

Enhancement Programme (TEEP) is designed to help teachers understand their strengths and

weaknesses in a ‘in situ’ classroom situation. In this programme, trained and experienced

teacher faculties visit classrooms of select schools and carry out teacher observations on ‘a

class in progress’ in a ‘business as usual’ scenario. Experts also study other materials like

notebooks, lesson plans, and test papers in a non-threatening and supportive manner.

Teachers are evaluated on all these aspects and suggestions provided for improvement.

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Experts also carry out demo lessons to provide role models for teachers. The approach

completely avoids the ‘lecturing’ / ‘telling’ mode, and is based entirely on work in the

classroom (Eze, 2011).

Academic Enrichment Programme (AEP): The focus is on holistic improvement of student

and teacher performance in schools. Quality benchmarking for the school is conducted as a

first step, to provide basis for improving school effectiveness, followed by Teacher Training

Interventions through the academic year. Modifying teaching approaches in English, Maths,

Science and Social Studies of Classes 1 to 7 is the focus. Teachers make this change using a

framework known as “Understanding by Design”. The programme includes sessions

clarifying the new approach, making worksheets and assessments to suit the new approach,

demo lessons, giving feedback for improvement after extensive observation of teachers in the

classroom, etc. Provides a valuable opportunity for the school fraternity to gain a clear,

impartial evaluation and analysis of the school’s strengths and weaknesses – leading to the

most important question ‘How effective is our school and what can be done to improve

further?’ (Eze, 2011).

Skill Based Curriculum Workshop: The workshop gives schools an exposure to Skill-

based curriculum and assessment. It helps schools move up the existing systems and

procedures from a fact based, rote-oriented curriculum to a skill-based curriculum, provides

teachers with actual hands-on experience implementing a skill based approach and helps

them inculcate the learning into their daily work through appropriate activities, worksheets

and other related elements. Teachers design curriculum units and assessment tools that focus

on student understanding, proposing a set of design standards that achieve quality control in

curriculum planning. The learning for teachers would be how to focus on the ‘enduring

understandings’ of each lesson / unit / subject they teach, and therefore, provide for ‘real’

understanding in students (as opposed to ‘apparent’ understanding). The term "enduring"

29
refers to acquiring a deep understanding of big ideas, abstract concepts, and essential

questions within key curricular areas that students will revisit throughout their school career.

The model trains the teachers to recognise these and differentiate them from the important

knowledge including facts, processes, and methods. The approach makes the learning process

more interactive and student-centred (Eze, 2011).

Subject Workshops: Subject workshops help teachers understand the learning objectives of

specific subjects like language, maths and science. The workshops motivate teachers to

reflect on the importance of making the learning applicable and closer to real life context.

Many creative ideas are shared to develop low cost and simple teaching aids. The workshop

serves as a platform for teachers to explore various tools through discussion, case studies and

information from around the world (Eze, 2011).

2.3 Empirical Review

Oviawe, Uwameiye & Uddin (2017) carried out a study on best practices in technical

education programme for students’ capacity building and sustainable development in the 21st

century. The purpose of this study is to determine the best practices in technical education

programme for students’ capacity building and sustainable development in the 21st century

using survey research design. The entire population of 50 technical teacher educators in the

Departments of Vocational and Technical Education in the three public universities in Edo

and Delta States of Nigeria was used for this study. The instrument used for data collection is

a 57-item questionnaire, with a five point Likert scale. The data collected were analysed

using mean statistics. The findings revealed that there were almost no joint programme in

technical education between school and industries except for the Students’ Industrial Work

Experience Scheme (SIWES). There is also no involvement of industries in the running of

technical education programme in Nigeria. Some challenges to effective schoolindustry

30
collaboration and some ways that schools and industries could jointly engage to enhance

students’ capacity building in technical education were identified. It was recommended

among others that educational institutions offering technical education programmes should

tap the dynamisms and synergies of the 21st century workplace to the full to produce

technical education graduates who can fit in and succeed in the 21st century world of work.

Ahmed (2010) carried out a study on Building Capacity of Teachers and Trainers in

Technical and Vocational Education and Training (TVET) in Sudan Case of Khartoum State.

The purpose of this research was to do applied study to investigate TVET teacher education

in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are

working in the technical schools and vocational training centres in Khartoum state, and to

generalize the overall results throughout the Sudan. In order to collect convenient

information, the study used the questionnaire and interview as instruments to achieve the

objectives of the research. The main population of the study is teachers, trainers,

administrators and employers. With respect to data analysis, the study used the SPSS

program and the Chi-square to test some hypotheses. The results of the study showed that

essential innovations and reforms on the initial and in-service training programs should be

done especially, respect to practical components of the initial and in-service training to reach

the professional development for teachers.

Winarno (2016) carried out a study on Entrepreneurship Education in Vocational Schools:

Characteristics of Teachers, Schools and Risk Implementation of the Curriculum 2013 in

Indonesia. The study examines the problems of entrepreneurship education at Vocational

High School based on the perspective of teachers and school management characteristics

related to the implementation of the curriculum in 2013 and trials of character-based

education model. The research and development survey was conducted on a Vocational High

Schools in East Java. Analysis description, experimental and entrepreneurial attitude tests

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were used to assess the findings of the field. The study was conducted for 2 (two) years. The

results showed that more entrepreneurial teachers teach "the theory of entrepreneurship" than

forming values and skills, related curriculum in 2013 (K-13). The teachers have difficulty in

implementation, the experience of teachers to business practices and network with minimal

business world. K-13 tends to lower and decrease the entrepreneurial spirit of students

because of the lack of material changes in attitude, the school management does not

undertake any major policy changes related to the implementation of this new curriculum.

Model of learning by giving the module containing the business motivations of character-

based and case studies are structured through the guidance of teachers can improve attitudes

related aspects of confidence and motivation for entrepreneurship. Aspects of creativity,

attitudes towards risk, initiative, responsibility and leadership is still low.

Maigida, Saba and Namkere (2013) carried out a study on Entrepreneurial Skills in Technical

Vocational Education and Training as A strategic Approach for Achieving Youth

Empowerment in Nigeria. The paper examined how entrepreneurial skills in Technical

Vocational Education and Training (TVET) can be used as a strategic approach for achieving

youth empowerment in Nigeria. They noted that Nigeria is fast becoming a predominantly

youthful society with high rate of unemployment requires training the youth in

entrepreneurial skills in Technical Vocational Education and Training to tackle the

unemployment which has reached alarming proportions. This is because the youth represents

a tremendous potentials development of human capital which the society cannot afford to

neglect. Young people’s situation and future prospects are of vital concern to all. Many youth

face high unemployment, joblessness and difficulties in getting a firm foothold into the

labour market. These have led to problem of unemployment especially among youth leaving

various educational institutions. The youth graduate from school without the needed skills or

competencies that would enable them function in today’s emerging society.

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Bakar and Hanafi (2007) carried out a study on Assessing Employability Skills of Technical-

Vocational Students in Malaysia. The objective of their study is to present the findings of

TVE system implementation in one of the technical training institution in Malaysia. Research

sample has been selected using a simple random method from the third year students. A total

of 162 students participated in this research. The result shows that mean score for overall

employability skills was quite high. Two aspects of the employability skills, namely, thinking

skills and resource management competence and system & technology competence were

slightly lower than the mean score. Respondents have slightly higher than the mean scores on

basic informational competence interpersonal competence. The mean score of personal

quality is the highest among all the aspects of variables of employability skills.

2.4 Summary of Literature Review

Vocational Education in Rivers State was strongly established during the past decades and

resulted in good outputs. This was mainly because most of its institutions were established by

aid or support of oil companies and related organizational interventions which provided

modern equipments and funded its continuity (programs). Such support was gradually

reduced and finally stopped due to economic and political situations on one hand, and on the

other hand owing to high the expenses of maintaining such education and training. Hence, the

responsibility of these organizations was transferred to the national authorities who failed to

provide the necessary budgets for the training and maintenance the workshops and

laboratories. The literature reviewed has shown some impact of capacity building strategies

to vocational teacher education. However, most of the local literatures have did not focus on

most of the strategies discussed in this study.

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 CHAPTER 3

METHODOLOGY

This chapter depicted methodology employed for this research. It is outlined as follows:

research design, area of the study, population of the study, sample and sampling technique(s),

instrument for data collection, validation of the instrument, reliability of the instrument,

method of data collection and procedure for data analysis.

3.1 Research Design

The study adopted a descriptive survey design to determine the influence of adult education

programs in poverty alleviation Port Harcourt. According to Ali (1996), descriptive survey

design is concerned with the documentation and description of what exists or the present

status of existence or absence of what is being investigated without any manipulation of what

caused the event. It develops a profile on what is and not why it is so. It is considered

appropriate for the study because it is based on the views, opinions of respondents as well as

resources available in the area of study.

3.2 Area of the Study

Ogba–Egbema–Ndoni (also spelled Ogba/Egbema/Ndoni) is a Local Government Area of

Rivers State, Nigeria, with its capital at Omoku. It is part of the Ogba / Ebgema / Ndoni /

Ahoada West constituency of the Nigerian House of Representatives. The Ogba-Egbema-

Ndoni Local Government Area is named after the three respective Niger Delta ethnic groups

who inhabit this territory, the latter of whom are a pure stock of the Ndokwa nationality, who

are located in Delta State. The indigenes are renowned as great farmers and fishermen, with

a rich cultural history. The area has produced prominent sons and daughters, including Dr

peter odili, Chief G U Ake, chief Ibe erasier eke(who was the first LGA chairman after the

creation of onelga from old Ahoada LGA), Chief oris onyiri Agnes Okoh, Felix A. Obuah

(PDP politician), Ambassador Chief C.D. Orike, The Osanakpo family notable as industrialist

34
and within the business & legal circle, Shedrack Chukwu, Olisa Akponor(CEO Bridgeport

Support Services), Pona (Musician) Young Stunna (musician) and Victor Masi (former

Minister for Finance, Nigeria) Social cultural life: the three ethnic group find in the local

government has different cultures, languages and behaviour. they have different colorful

festival with masquerades. They entertain visitors and organise different social gathering.

They are good in wrestling and football. Production: The LGA produce the largest oil and gas

product in rivers state.

3.2 Population of the Study

The population of the study consists of 140 staff of two vocational education Centres in

Onelga Local Government Area of Rivers State.

3.3 Sample Size and Sampling Technique

The sample size is the entire population which is 140 staff. The sampling technique used is

the census sampling technique which uses all members of the population.

3.4 Instrument for Data Collection

The instrument for the collection of data collection is a questionnaire which was titled;

Capacity Building for Vocation Teacher Education. Section A contains demographic

information of the respondents. Section B contains items and the respondents would be

requested to response to research questions items on based on the likert scale typed: Strongly

Agree (SA-1, Agree (A)-2, Disagree (D)-3 and Strongly Disagree (SD)-4.

35
3.5 Validity of the Instrument

To validate the instrument, the content validity was determined by the expert judgment of the

researcher’s supervisor and other experts in the field. The suggestions in regards to the

content, face, and logical validity were used to draw the final instrument.

3.6 Reliability of the instrument

In order to ensure the reliability of the instrument, the test-retest method was adopted. In this

method, 20 copies of the questionnaire were administered to 20 respondents who are not part

of the sample for the study. After two weeks, the same instrument was re-administered to the

same people. The two sets of scores were correlated using the Pearson Product Moment

Correlation Analysis to ascertain a reliability coefficient of 0.89.

3.7 Administration of the Instrument

The researcher in partnership with two research assistants will administer the questionnaires

to the respondents. The use of a research assistant in the distribution of the instrument was

because he was familiar with the environment, staff and management as well as their levels

more than the researcher. As such, a combination of the researcher and the assistant will

facilitate the actualization of the researcher’s objectives. The questionnaire will be collected

immediately it is filled.

3.8 Data Analysis

The data collected from the administration of the instrument on the respondents will be hand

scored and entered on frequency tables. Mean and standard deviation will be used to answer

the research questions. Hypotheses will be tested with the aid of t-test statistic at 0.05%

significance level.

36