Effective students involvement in public relations: a strategy for improving enrolment into technical teacher education programme in Nigeria

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1 AMERICAN JOURNAL OF SOCIAL AND MANAGEMENT SCIENCES ISSN Print: , ISSN Online: , doi: /ajsms , ScienceHuβ, Effective students involvement in public relations: a strategy for improving enrolment into technical teacher education programme in Nigeria Okwelle, Paulinus Chijioke (Ph.D) Department of Science and Technical Education, Rivers State University of Science and Technology, Port Hartcourt, Rivers State, Nigeria. ABSTRACT The study was undertaken to determine the strategies for improving enrolment into technical teacher education programme in Nigeria through students involvement in school public relations activities. Two reserach questions were formulated and one null hypothesis tested at 0.05 percent level of significance. Questionaire was the instrument used in data collection, while Mean and t- test statistics were used for data analysis. Results showed that the following strategies among others were identfied for improving enrolment in technical teacher education through students involvement in public relations: integrating public relations in school curriculum; proper funding of the scheme and engaging students regularly in exhibitions and job fairs. Consequently, it was recommended among other things that well coordinated and funded public relations units with well defined responsibilities of students be established in technical teacher institutions in Nigeria. Keywords: School public relations, Strategies, Technical Teacher, Enrolment, INTRODUCTION Technical and Vocational Education (TVE) is perceived as one of the crucial elements in enhancing economic productivity (Min, 1995). TVE has been an integral part of national development strategies in many societies because of the impact on human resource development, productivity and economic growth (Dike, 2007). In the new economic environment, TVE is expected to produce an educated, skilled and motivated workforce critical to national development. In this context, Ibeneme (2007) observed that Nigeria does not seem to accord TVE the attention it deserves despite its proven contributions in other nations. To buttress this view, Aina (as cited in Okeke, 2005), noted that since the introduction of TVE in Nigeria educational system some years ago, enrolment in TVE programmes has remained low. This development Aina stated further, has posed inherent danger to technology education and national development. In line with this view, Yakubu (2006) reported that the total enrolment figures into TVE programmes in Nigeria as at 2006, was less than three percent. He stated that this figure, in comparison with countries seeking to have rapid socio-economic development is negligible as those countries target about fifty percent enrolment. Researches by (Aina, 2006; Amaewhule 2000; Hubert, 2006; Okwori, 2006; Olaitain, 1992; Oranu, 2003; Yakubu, 2006) identified major factors responsible for low enrolment of students in TVE to include among others: low societal estimation of TVE as education for lowest class people; education for the last resort; for people of low intelligent-quotient; low achievers and low status occupation as well as lack of career awareness in TVE. The effects of this low enrolment of students in technical teacher education programme in particular, is that many postprimary schools in Nigeria lack the quality and quantity of technical teachers for implementing the technology education curriculum at this level of education. The current reform of TVE systems in Nigeria seems to have not fully addressed the impediments to technology education development in the country. There is therefore the need to further intensify efforts geared towards repositioning TVE institutions with a view to making them attractive to prospective students. It is in line with this that several studies (Okeke, 2005; Okwori, 2006; Owolabi, 2006), identified many strategies of enhancing students enrolment in TVE programmes; one of which is the establishment of school public relations units to liaise between the TVE departments and the public. Public relations is a social science with a growing body of supporting research and theory. The need for effective public relations has become increasingly

2 important for public school systems. In order to understand the role public relations can play in improving students enrolment in TVE programmes, it is first important to understand the concept of public relations. Public relations have been defined in many widely different ways. In a broad sense, Marston (1979) defined public relations as management functions which evaluate public attitudes, identifies the polices and procedures for an organization with the public interests. Public relations is also viewed as the planned and sustained effort to establish and maintain goodwill and mutual understanding between an organization and its public (Phoenix Synergy, n.d). According to Cutlip et al (2009), public relations is a management function that seeks to identify, build and maintain mutually beneficial relationships between an organization and all of the publics on whom its success or failure depends. These definitions project public relations as systematic efforts by an organization to gain public supports which are found on evaluative data, planned activities and public interest. Public relations therefore helps an organization and its public adapt mutually to one another. Educational or School public relations can be referred to as public information, community relations, or communications. National School Public Relations Association [NSPRA] (2004) defines school public relations as a planned, systematic management function, designed to help improve the programs and services of an educational organization. It relies on a comprehensive, two-way communication process involving both internal and external publics with the goal of stimulating better understanding of the role, objectives, accomplishments, and needs of the organization. Educational public relations programs assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities which earn public support and understanding (The learning house, 2011). Public relations encompasses all interactions and communications with the public by everyone in your school district, from school secretaries to maintenance workers to teachers, principals, board members, and students. Good public relations is something everyone involved with a school should be practicing every day (Colleen, 2009). A cursory look at the above definitions show that school public relations relies on a comprehensive two-way communication process involving both internal public (students and staff) and external public (parents, government and general public), with a common goal of stimulating a better understanding of the roles, objectives, accomplishments and needs of the school. Today, school public relations is less about conveying information than it is about establishing and promoting partnerships within the community. An effective school public relations plan, according to Carlsmith and Railsback (2001) provides value by giving people information they can use, not just information that the school needs to convey about process. Also, it means schools ask for and receive information just as much as they transmit it. Based on the forgoing, it is glaring that both students and teachers of TVE institutions at all levels are important school public relations agents. Calhoun and Finch (1982) underscored this when they asserted that students are the most significant and important force in the public evaluation of a school programme because they are the focal point of the educational process. To this end, the concern of this study is to determine the strategies of enhancing students enrolment into technology teacher education programmes through the participation of students in school public relations, in the opinions of both students and educators. Purpose of the Study: The purpose of the study was to find out the strategies for involving students in school public relations for enhancing students enrolment in technical teacher education progrrammes in Rivers State of Nigeria. The specific objectives of the study were to: 1. Determine the roles expected of technical and vocational education students in school public relations activities. 2. Find out what problems associated with students involvement in school public relations. 3. Determine the strategies to be adopted in students school public relations for improving enrolment into technical teacher education programmes. Research Questions The following research questions were posed to guide the study: 1. What are the roles expected of technical and vocational education students in school public relations activities? 2. What are the problems associated with students involvement in school public relations? 393

3 3. What are the strategies to be adopted in students public relations activities for improving enrolment in technical teacher education programme? Hypothesis One null hypothesis was tested at 0.05 % level of significance; There is no significant difference between the opinions of TVE students and educators on the strategies to be adopted in students school public relations activities for improving enrolment in technical teacher education programme. MATERIALS AND METHODS The design employed in the study was a descriptive survey. The study was carried out in tertiary institutions in Rivers State, Nigeria. The population comprised of 352 final year technical teacher education students and 54 technology teachers in the three higher institutions in Rivers State, namely: Rivers State University of Science and Technology, Port Harcourt; Rivers State University of Education, Port Harcourt and Federal College of Education (Technical), Omoku, Rivers State. The entire population of 406 respondents was used for the study. No sampling was done since the population size was considered manageable. A questionnaire titled. Students Public Relations Strategy in Technical and Vocational Education Questionnaire (SPRSTVEQ), was the instrument used to collect data for the study. The SPRSTVEQ had sections A, B, C and D. Section A sought information on selected personal data of the respondents, sections B to D consisted of 28 - items relevant for answering research questions posed in the study. The response format of SPRSTVED was a five point Likert scale of Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree with corresponding values of 5, 4, 3, 2, and 1 respectively. The SPRSTVEQ was validated by three experts in technical and vocational education. The reliability of Table 1: Mean Ratings on Roles of TVE Students in Public Relations Activities S/NO Expected Roles the instrument was established by using Cronbach s Alpha reliability method on data collected through a pilot test on 15 respondents selected from Federal College of Education (Technical) Asaba, Delta State, Nigeria. The reliability coefficient obtained was 0.82, which was high and above the recommended acceptable value of 0.7 for good reliability (Nunnally, 1978). Therefore, the instrument was regarded as reliable enough for use in data collection for the study. A total of 406 copies of the instrument were distributed to the respondents directly by the researcher with the help of two research assistants. The total number of copies retrieved were 400 (348 students and 52 educators) representing 99 percent return. The number was considered adequate and was used for analysis of the study. The descriptive statistics of mean was used to answer the research questions. An item with a calculated mean value equal or greater than 3.50 ( ) was accepted, while an item was considered undecided if the mean rating was greater than or equal to 2.50 but less than 3.49 (i.e ). Where the calculated mean of an item was less than or equal to 2.49 (0-2.49), such an item was rejected. An inferential statistics of t-test was used to test the only null hypothesis in the study. It was decided that where the t-calculated value was equal or greater than the table t-value, it indicates significant difference; the null hypothesis is rejected but if otherwise, the null hypothesis is accepted. RESULTS AND DISCUSSIONS The results of data analysis of the study are presented in Tables 1 to 4 below. Research Question 1 What are the roles expected of technical and vocational education students in school public relations activities? SD REMARK 1 Creating awareness within and outside the school regarding the Accepted importance of TVE in national development. 2 Sensitization of the public about the activities of TVE programmes Accepted 3 Maintaining good character in and outside the school Accepted 4 Relating and perfecting the TVE programme to other persons within and Accepted outside the school. 5 Helping the school management to advertise the TVE prgramme Accepted 6 Engaging in activities that will correct the poor image of TVE Accepted programmes to the public. 7 Supporting fund raising for TVE development Accepted 394

4 The result of the analysis presented in Table 1 showed that the respondents agreed with all the items as expected roles of TVE students in school public relations activities. Research Questions 2: What are the problems associated with students involvement in school public relations? Table 2: Mean Ratings on Problems of Involving Students in Public Relations Activities S/NO Problems SD REMARK 8 Lack of proper information on the objectives of TVE programme Undecided 9 Lack of interest in TVE by students Undecided 10 Inadequate facilities and materials for acquiring practical skills Accepted 11 Poor orientation and coordination of public relations activities Accepted 12 School management not interested in public relations activities Accepted 13 Lack of fund for public relations activities Accepted 14 Poor image of TVE programme by the public Accepted 15 Lack of interest in public relations activities by students Accepted 16 Poor communication skills of students Rejected The result shown in Table 2 revealed that the respondents accepted six items (10, 11, 12, and 15); they were undecided on two items (9 and 10), and disagreed with item 16 as problems associated with students involvement in school public relations. Research Question 3: What are the strategies to be adopted in students public relations activities for improving enrolment in technical teacher education programme? Table 3: Mean Response on Strategies for Involving Students in Public Relations Activities S/NO Strategies SD REMARK 17 Effective TVE instruction Accepted 18 Effective students industrial attachment programme Accepted 19 Provision of standard facilities and material for teaching practical skills Accepted 20 Organizing regular field trips for students Accepted 21 Supporting the establishment of students TVE clubs Accepted 22 Sponsoring and participating in students organizations and programmes (e.g. TVE week, career talks, and exhibition) Accepted 23 Provision of funds for public relations activities Accepted 24 Motivating students to show interest in public relations activities Accepted 25 Setting out time in the school calendar for students exhibitions and job Accepted fairs. 26 Integrating public relations activities into the school curriculum Accepted 27 Effective supervision of students on industrial attachments and teaching practice exercises. 28 Recognizing outstanding student achievement through awards, commendation, news releases and honour roll Accepted Accepted 395

5 Data presented in Table 3 showed that all the items were accepted by the respondents as strategies for involving students in school public relations activities aimed at improving students enrolment into technical education programmes. Hypothesis: There is no significant difference between the opinions of TVE students and educators on the strategies to be adopted in students school public relations activities for improving enrolment in technical teacher education programme. Table 4: T-test Analysis of Mean Ratings of Responses of TVE Students and Educators on the Strategies to be adopted in Students School Public Relations Activities. Respondents S.D N Df t-cal t-crit Decision Remarks Students Educators The results in Table 4 show that the calculated t- value (0.49) is less than the critical value (1.96) at 0.05 percent level of significance. The null hypothesis was therefore accepted. The implication of the result is that both students of technology education and educators in tertiary institutions in Rivers State hold the same opinion on the strategies to be adopted by students in school public relations. DISCUSSION The findings of the study revealed that students have major roles to play in school public relations activities in order to attract other students into teachers education programmes. This is in line with the views of Calhon and Finch (1982) who believed that vocational students by virtue of their roles as the most direct beneficiaries of educational programes, become the school most important public relations agents. There is need to make students to realize that they have a part to play in improving enrolment to teacher training programme through their involvement in public relations activities. The obstacles to students participation in school relations activities include among others, lack of interest by students, poor orientation and coordination of the programme as well as inadequate fund to implement the programme. The issue of lack of interest by students may be due to their not being convinced or motivated to participate in the programme. The unavailability of fund confirms the observations of Carlsmith and Railsback (2001) that the perception is widespread that public relations are not a legitimate expense for a public entity. The concurrent demand for schools to communicate better and more openly with the public requires adequate funding if enrolment to teacher education programme is to be improved. The results also indicate that in the opinion of respondents all the listed strategies are such that can Accepted Not significant be adopted by students public relations activities for improving enrolment in technical teacher education programme. These findings are consistent with those of Iyalla (2007), who reported that students would be active in school public relations when it is properly funded and where students are given the necessary orientation. Students and technology educators do not differ in their opinions on the identified strategies for students participation in public relations as reported by the findings of this study. This shows that the internal public recognizes the need for communication strategies that are proactive for improving students enrolment into teacher education programmes in Nigeria. CONCLUSION School public relations activities in tertiary institutions offering technical teacher education programmes, are needed to effectively communicate the missions, goals, accomplishments challenges and accountability to the public. This is important to correct the poor societal attitude about technical and vocational education which has not encouraged enrolment into TVE programmes. The involvement of the students already in the proramme to reach out to the public is a functional strategy that should be considered. The researchers believe that the application of strategies determined by the study is a potent force in improving students enrolment in technical teacher education programme. RECOMMENDATIONS Based on the findings of this study, the following recommendations are made 1. Schools with TVE programmes should as a matter of urgency have in place well coordinated public relations units with responsibilities of students well defined. 2. Budgetary provision should be set aside by school management for public relations units. 396

6 3. School public relations should be included in the school curriculum. 4. Instructions in TVE, students industrial attachment and teaching practice schemes should be effectively supervised by the school management. REFERENCES Aina, O. (2006) February 9). Technical and Vocational Education (TVE) in Nigeria: The Way Forward. Paper presented at ETF Zonal sanitization workshops on the importance of technical and vocational Education in Nigeria. Amaewhule, W. (2000). An Introduction to Vocational Education and Administration. Owerri: Springfield Publishers. Calhoun, C. & Finch, A. (1982). Vocational education: Concepts and operations. California: Wads Worth Publishing Company. Carlsmith, L. & Railsback, J. (2001). The power of public relations in schools. Northwest Regional Educational Laboratory. Retrieved August 13, 2011 from Colleen N. (2009).Public Relations 101: How-To Tips for School Administrators.. Retrieved September, 18, 2011 from Cutlip, S. M, Center, A. H & Broom, G. M. (2006). Effective public relations. Upper Saddle River NJ: Prentice-Hall, Inc. Dike, V. E. (2007). Vocational education: Missing link in Nigerian s development policy. Retrieved September 18, 2011 from Hurbert, C. J. (2006 February 9). Learning from the Tigers: How Nigeria may adopt the Experience of Asian countries to Reposition her Technical and Vocational Education Sector. Paper presented to ETF zonal sanitization workshops on the importance of technical and vocational education in Nigeria, Port Harcourt. Ibeneme, O. T. (2007). Vocational technical education: Nigeria s imperative for achieving the first millennium development goal initiative. Journal of Vocational and Adult Education. 6(1), Iyalla, I. J. (2007). Students participation in school public relations activities for enhanced technical and vocational education in Nigeria. Unpublished B.Sc. Thesis, Rivers State University of Science and Technology, Port Harcourt. Marston, J. E. (1979). Modern Public Relations. New York: McGraw Hill. Min, W. (1995). Vocational Education and Productivity. In M. Caruoy (Ed). International Encyclopedia of Economics of Education. (pp ), Oxford: Pergamon. National School Public Relations Association (n.d). Getting a Public Relations Programme Started. Rockville, MD: Author. Retrieved Decem+ber 17, 2006 from: schoolpr.htm. Nunnally, J. C. (1978). Psychometric Theory. New York: MacGraw-Hill. Okeke, B. C. (2005). Enhancing Enrolment in Vocational Programmes in Colleges of Education in Delta State: Perception of Academic Staff: International Journal of Educational Research and Development: 1 (1), Okwori, R. O. (2006). A Survey of Administrative Strategies for Strengthening Student Enrolment in Technical Education for National Development. The Journal of Nigerian Association of Teachers of Technology. (NATT), 6(1), Olaitan, S. O. (1992). Mechanisms for Improving Manpower Production in Vocational- Technical Education in Nigeria. In E. U. Anyakoha and R. N. Oranu (Eds.) Vocational/Technical Education and Manpower Development. Nsukka: Nigerian Vocational Association publication (pp5 13). Oranu, R. N. (2003). Vocational and technical education in Nigeria. In R.P.S. Pillai (ed.) Strategies for producing new curriculum in West Africa. Geneva: UNESCO International Bureau of Education (18 21). Retrieved September 15, from Owolabi, K. M. (2006). Strategies for Improving Enrolment into Technology Education for National Development. The Journal of Nigerian Association of Teachers of Technology. (NATT), 6(1), Phoenix Synergy (n.d). What is a Public Relations. Retrieved December 15, 2006 from Articles Public Relations Definitions asp. Public Relations Society of America (n.d). About Public Relations. Retrieved December 15, asp. The Learning House (2011). Introduction to school public relations and getting to know your community. Retrieved August 13, Yakubu, N. U. (2006, February 9). New Approaches to Technical & Vocational Education. Paper presented to ETF zonal sanitization workshops on the importance of technical and vocational education in Nigeria, Port Harcourt. 397