Vocational Training and Secondary School Education in Nigeria

Transcription

1

2 Chapter Twenty-three Vocational Training and Secondary School Education in Nigeria.Y.S. Ijaiya Introduction The problem of unemployment is one that generates a lot of concern. Over the years, Nigerians have watched almost helplessly the yearly growth of unemployed school leavers, with corresponding increase in various crimes. The problem was diagnosed as lack of right skills that could make them employable, and blame was put on the narrow school curriculum inherited from the colonial masters. The problem is what to do with about 60 % secondary school leavers who cannot be absorbed into the tertiary institutions. For example, in 1991, of the over 240,000 candidates who took the UME examination, only about 100,000 actually qualified for admission into the University. (Daily Times, Novembers, 1993). These young school leavers are at a critical stage of their development. An unemployed engineer or lawyer can hardly take to violent crimes to make a living but an unemployed secondary school leaver easily becomes a drug addict or an armed robber. Lacking the necessary skills, many have turned to petty-trading, shopkeeping and crime to survive the harsh economic situation in the country. The history of education in Nigeria and the many unsuccessful attempts at curriculum reforms that characterised the colonial educational system have been well documented in the literature (cf. Adaralegbe, 1983; Falana, 1978; Fagbulu, 1983). This chapter is concerned with the implementation of recent curriculum reforms in our secondary schools in the area of vocational technical subjects as contained in the National Policy on Education (1981). It recognises that progress is being made in some vocational subjects (e.g. Accounting, Home Economics, etc.) but that the technical aspects are yet to take off on the scale envisaged by the education policy. The chapter will advance some reasons that may be responsible for the poor implementation of the reform and make a case for a rethink on technical education based on current economic realities. It will also suggest a reconsideration of certain old measures as viable options for achieving better results. The Nigerian school curriculum has always been criticised for its 'bookish' nature and the failure to provide for the needs of the society, hence the 1969 National Curriculum Conference (Adaralegbe, 1972) and the revised Policy on Education (1981).

3 208 Vocational Training and secondary education The need for the educational system to be relevant to societal aspirations always influences curriculum change or innovations. Taylor and Richards (1985: 1) note that: 'changes in society, in political perspectives and in people's views... are but three areas of change which affect views about what is taught in schools and whether [it] should be changed. The goal of education has always been to satisfy both personal and societal needs. Also listed as factors that influence the school curriculum are 'conditions of the economy and technology changes', whether such a curriculum would be more vocational and less academic, for example (Taylor and Richards, 1985: 1). The state of the economy determines what is possible. It affects planning and execution of the curriculum and cannot be ignored. The rapidity of technological growth in developed countries is such that, according to foreign newspaper reports, a textbook may be found to be obsolete in industries within a period of only twelve months. Third world countries like Nigeria cannot afford to be mere consumers of technology or remain a dumping ground for obsolete technology. This is why the National Policy on Education is a right step. Its implementation in regard to technical education is however a major source of concern. Technical Education and the ew Educational Policy The system of education, launched in 1981 with an emphasis on vocational training at the secondary school level, was seen as an attempt to correct the weaknesses in the Nigerian school curriculum at that level. The broad aims of the new system are: preparation for useful living within the society, and preparation for higher education. To achieve these aims, the curriculum 'will be comprehensive' (National Policy on Education, 1981: 17) and include, at junior Secondary School level (J.S.S.): (a) Core subjects, which all students must offer, (b) Prevocational subjects, and (c) Non-vocational electives. At the Senior Secondary School Level (S.S.S.) it would include: (a) Core subjects, (b) Vocational subjects, (c) Non-vocational electives. The Education Policy (1981:18) notes further that: 'the implementation of the 3-year Senior Secondary School system will mean planning ahead... and the inclusion of technical, commercial and other vocational courses in order to make Senior Secondary School leavers immediately employable'. The last part of the above statement is significant, as it suggests that S.S.S. students would now receive the type of education that would make them skilled and employable in one field or another. To this end, the curriculum is to provide for subjects like Electronics, Metal work, Technical Drawing, Introductory Technology, Local Crafts, Auto-Mechanics, Book-keeping, Typing, Woodwork, Shorthand, and others (National Policy on Education, 1981), in addition to the traditional academic-oriented subjects such as Biology, Physics, History, and others. This proposal is laudable for many reasons: (i) the systems provides a broad-based educational system for Nigerian children as

4 209 Vocational Training and secondary education against the former narrow educational system inherited from the colonial period; (ii) it caters for a wide range of talents; (iii) it emphasises skill training and seeks to inculcate in the right attitude in the youth, towards the use of the hands; (iv) it thus emphasises the dignity of labour; (v) it lays the basis for self-employment and self-reliance; (vi) it provides the basis for technological development which no nation can ignore. Problems of Implementation One would just have dismissed the clause, "in order to make Senior Secondary School leavers immediately employable" as another fantasy, but for the Federal Government's serious attempt to implement it by importing expensive machinery, tools and equipment into the country at that start. However, subsequent development shows that Nigeria was not prepared economically and socially for the programme in terms of its objectives, its process, and its products. Looking at the system of education in the light of these parameters, there appears to be no cause for ovation yet. If we judge the objectives by the products in the last five years as far as technical education at the S.S.S. level is concerned, one may readily conclude that very little has changed. The objectives are quite impressive but unachievable on the large scale expected by the Government in view of the debt-ridden economy. Also, the obstinacy of the educational system with regard to academic orientation is still very much around. What is actually novel about the reform is its emphasis on vocational, including technical training, in all Nigerian Secondary Schools. But the reality in our Secondary Schools after ten years of launching the programme is that technical subjects are still suffering from neglect. How many schools are actually offering subjects like Electronics, Woodwork, Auto-mechanics, Typing, Shorthand, etc? Even in the few schools which claim to be teaching some of the subjects, are they taught to make the Senior Secondary School products immediately employable? How many of these products get into a skilled job without undergoing another training after leaving school? How many of our secondary school can boast of a standard workshop? At the time the programme was launched, it was envisaged that all secondary schools would have at least a standard workshop for the teaching of technical subjects. Expensive machinery and equipment were imported to the country for that purpose. Today, only old Secondary Schools who had technical workshops in the past and a few other schools who converted old classrooms to workshops can boast of one. Even then, a poor maintenance culture in Nigeria and poor funding have rendered many of them sub-standard. Many of those being constructed have been abandoned by the contractors. An informal interview with the same Introductory Technology teachers revealed that the subject is being taught theoretically in many schools at the J.S.S. level without practical lessons due to lack of

5 210 Vocational Training and secondary education a workshop. In the few schools where this writer had been privileged to observe Introductory Technology practical lessons, it was usually taught with a group of 10 to 20 students crowded round the teacher trying to observe his demonstration. Two or three students would be invited later to practice and actually handle the tools. Skill acquisition demands a lot of individual practice and close supervision so that the trainee can use the skill independently. Mere observation cannot replace real practice. Subject Selection at the S.S.S. Level This still follows the traditional pattern. In spite of the demand of the National Policy on Education (1981), subjects like Auto-mechanics, Woodwork, Electronics, Metal Work which require specialised rooms are not taught at the S.S.S. level in most Secondary schools. The traditional subjects, Science and Arts, are still favoured in the selection of subjects. The lucky subjects that have gained popularity recently are vocational subjects like Accounts, Fine Art, Home Economics and Agricultural Science which can be taught easily in normal classrooms. In the light of the above-mentioned problems, it should be asked whether: (i) preparation for programme was adequate, (ii) Nigeria is actually ready for such a big programme in the light of our economic problems, and (iii) what the future hold for the educational system? Factors Affecting Implementation As noted by Thompson (1981), some curriculum changes can be complex and costly and therefore their objectives are not easily achievable. Thompson (1981: 157) also identified three main factors affecting curriculum innovation as: (i) 'the characteristics of the target system which it is intended to change, in this case, the educational system', (ii) 'the characteristics of the social context within which the target system operates', and (iii) 'the characteristics of the innovation and the innovation process'. The system of education as far as technical education is concerned seems to be a laudable programme that came at a wrong time. In the early 1970s when the economy was buoyant, the programme was not ready, and when it was ready in the 1980s, the economy could not, and still cannot, support it. This proved to be the greatest constraint to the implementation of the reform. According to Callaway and Musone (1968:99) economic consideration in education involves: 'determining the total of the nation's resources to be used for education, defining their sources (domestic and foreign), distributing this total amount among the various levels and types of education and finding the most efficient ways of achieving the highest quality of educational performance'. Technical subjects are particularly expensive because most of the required machinery and tools have to be imported with hard currency. Generally speaking, Nigeria has a chronic habit of planning a worthy programme on paper and making a mess of its implementation either by starving it of funds or misappropriating the funds allocated to

6 211 Vocational Training and secondary education it. The Ajaokuta Steel Complex and the current transition to civil rule programme are examples that readily come to mind. Corruption and lack of accountability in governance always mar good programmes in Nigeria. Closely linked with economic consideration is lack of teachers to handle technical subjects and lack of materials and equipment to work with. At the time the system was launched, it was apparent that there was inadequate preparation as far as technical subjects teachers were concerned. Many schools could not start teaching the subjects because of lack of teachers. There were only a few Colleges of Technical Education (less than ten) in the country at that time. Though some of the other Colleges of Education ran technical courses, student population was very low, sometimes 10 to 20 per level, many without a standard workshop. Government ought to have, at least five years prior to the launching, (i) released special funds for the training of technical teachers and (ii) stimulated interest in the subjects through special incentives or allowances for such teachers. Also, the levity with which the expensive machines meant for the programme were treated really shows Nigeria's ill-preparedness for the programme. It is public knowledge (through newspaper reports) that many of the equipment and machinery were left unprotected in the sun and rain. Some got burnt accidentally while many were stolen. It is apparent that in many schools, no adequate provision was made for their installation as soon as they arrived. This amounted to colossal waste of scarce resources. Another factor is tradition. Tradition, they say, dies hard, more so in Nigeria. In spite of the yearly growth of unemployment among school leavers, parents and their children still prefer traditional subjects at S.S.S. level. Although more students are now turning towards Social Science subjects such as Economics, Accounts, Commerce, etc. this is mainly because they can earn them white collar jobs in commercial banks. University admissions still show a ratio of 60 to 40 percent for Art and Science students as against current policy of 40 to 60 percent. The attitude of the vocal Nigerian elite to technical subjects is best appreciated when one realises that not much dust has been raised, at least publicly, about the absence or non-completion of workshops in many of the schools. Political instability has been yet another factor. The political element cannot be ignored as long as education is financed through public purse which is controlled by the Government of the day (Thompson, 1981). What needs to be advocated is a positive relationship between education and politics, where the political class uses education to promote national development and not just to score cheap political point. Unfortunately, the launching of the system of education which sought to make all secondary schools comprehensive was politically motivated. It was launched at the time when Government had to made adequate preparation either for teachers or instructional materials for technical subjects and when the economic indices were sending warning signals. Our recent political experience compounded the problem. The Structural Adjustment programme and the deficit budgeting of the last military administration which

7 212 Vocational Training and secondary education left a depressed economy which, coupled with a long and costly transition-to-civil-rule programme, have rendered the states incapable of meeting some of their financial obligations, including the completion of the workshop projects. In addition, it appears that secondary schools generally cannot cope with the dual role that the National Policy on Education is demanding of them; that is, preparing students for academic work and training them in skills that could make them 'immediately employable'. Experience so far has shown that pre-employment (vocational) education in secondary schools is poor investment. Most of our schools cannot boast of a wellequipped laboratory for science subjects or a good library, due to shortage of funds. To add technical training to their responsibilities may cripple the schools through divided attention. Otherwise they would produce halfbaked technicians. Conclusion and Suggestions The picture that appears to emerge is that the National Policy on Education as far as technical education is concerned needs rethinking. It has so far failed to achieve a significant part of its objectives. The problem of the young school leavers who cannot be absorbed into tertiary institutions of learning still persists. With the phasing out of Schools of Basic Studies and Colleges of Arts and Science which used to absorb some of them, the problem will become more acute. Technical education is very costly to maintain and so, in the present economic crisis that faces the nation, it would be Utopian to still stick to the idea of making all Nigerian secondary schools comprehensive. In the interim, at least until the economy improves considerably, something has to be done. This is where old measures may still be relevant. Both the Federal Government and our education planners should face the fact that our secondary schools would for a long time continue to play their old role of providing general basic education. The secondary schools should aim at producing trainable school leavers while the task of acquisition of specific skills should be left to: (i) technical schools, (ii) on-the-job training, and (iii) the age-long apprenticeship system. The National Policy on Education (1981) envisaged that additional Technical and Crafts Schools as well as Technical Colleges of Education would be established as a matter of urgency, but up till now, many states of the Federation have not been able to add more than one technical school to the old number which was considered inadequate. Yet the plan was that after J.S.S. 3, willing students should be able to branch off to technical schools. Instead of attempting to turn all secondary schools comprehensive, only a few of them should be allowed for each state. These must be inspected and found to be well equipped. Some of the present secondary schools should be turned to vocational schools for training specific skills and students should be drawn into them after the J.S.S. level. Greater attention should also be paid to on-the-job training than hitherto. The Government would need to work out some arrangement with the industries, as it is done in some countries like Britain, Colombia and Brazil, so that young school leavers can be

8 213 Vocational Training and secondary education absorbed for on-the-job training. The Federal Government can demand from the industries that certain percentage of their annual profit be reserved for providing such training, while Government and parents could bear part of the costs. It is also suggested that the traditional and still efficacious apprenticeship system which has produced many self-employed professionals be intensified and be properly brought into mainstream of the educational system. Its adoption by the National Directorate of Employment (NDE) is a welcome move and it is noteworthy that many young school leavers have already seized the opportunity. It appears that non-formal education is the only promising option open to third world countries with weak economies. Other suggestions that may be considered include private participation in vocational education to reduce the financial burden on Government and to provide opportunities for vocational training for young school leavers. The various local governments authorities should encourage communities, social and religious organizations, as well as philanthropists to spare some of their interest in the education of the youth. They could establish well-equipped multi-purpose local trade centres where school leavers could acquire basic skills that would make them employable. Town halls could be converted to that use. Religious groups can also participate. For example, there could be something like 'Ansarudeen Vocational School' or 'ECWA Vocational Centre'. An important obstacle to all this is the negative attitude of many Nigerians towards vocational training. Most Nigerians prefer a white-collar job to skill-oriented ones, even if the latter is more lucrative. Many school leavers would rather roam round the streets looking for scarce office jobs than go for vocational training. However, that trend is changing, albeit slowly. People are now seeing the need to accept jobs hitherto considered derogatory due to scarcity of jobs. Nigerians therefore need to be educated on the opportunities now available to school leavers in the country. School councillors should take career guidance more seriously. The Federal Government should as a matter of urgency, provide encouragement by way of attractive incentives for teachers in technical education. Many of those who graduate in technical schools and colleges find their way into industries which provide more lucrative and more rewarding jobs. Not many people want to be teachers in Nigeria because of the poor conditions of service. With attractive incentives, more teachers can be encouraged to stay in the field. Also, people who make special discoveries or display ingenuity in technology should be acknowledged and encouraged. They should enjoy Government scholarship and sponsorship. It is recognised that these suggestions are not new. Comprehensive schools have been established in Nigeria and discarded in the past mainly because of funding problems. However, the argument in this chapter is that, laudable as the objectives of the National Policy on Education are, the realities in our schools and the bad state of the economy necessitate that we seek other options of providing skills for our ever-increasing young school leavers even if it means revisiting a few of the options available in the past. It is

9 214 Vocational Training and secondary education assumed here that if we build on past experience and correct past mistakes that have been identified as constraints to successful implementation, these options may still achieve the desired ends. References Adaralegbe, A. (1972) (ed.) A Philosophy for igerian Education. Ibadan: Heineman. Adaralegbe, A. (1983) 'Secondary Education in Nigeria', in Adesina, S., Akinyemi, K., and Ajayi, K. (1983) (eds.). Adesina, S., Akinyemi, K., and Ajayi, K. (1983) (eds.). igeria Education; Trends and Issues, Ile-Ife: University of Ife Press Ltd. Callaway, A. and Musone, A. (1968) Financing of Education in igeria. UNESCO: International Institute for Educational Planning. Fagbulu, A. M., (1983) 'Trends in Education and Employment in Nigeria' in Adesina, et al (1983) (eds). Falana, A. (1978) Education in igeria, : An Historical Analysis. Ibadan: Longman. ational Policy on Education (1981). (Revised). Taylor, P. H. and Richards, C. M. (1985) An Introduction to Curriculum Studies. NFER-NELSON. Second Edition. Thompson, A. R. (1981) Education and Development in Africa. London: Macmillan.