IMPACT OF GLOBALIZATION AND TECHNOLOGY ON THE TEACHING AND LEARNING OF
VOCATIONAL AND TECHNICAL EDUCATION IN GOVERNMENT SCIENCE AND TECHNICAL COLLEGES
STUDENTS IN OGUN STATE
Abstract
The study assessed the impact of globalization and technology on the
teaching and learning of vocational and technical subjects in Ogun state
technical colleges students. The study was guided by three (3) research
questions and three (3) statements of null hypotheses, and were tested at 0.05
level of significant. Descriptive survey research design was adopted for the
study, where the population for the study consists of all the 66 final year
students of Government Science & Technical College, Ilara-Remo, Ogun State.
A structured
questionnaire
was used for data collection; the data collected were
analysed
using
mean,
t-test and ANOVA
statistics.
The results of the analysis of research question one revealed that technical
college students in Ogun State possessed moderate level of knowledge on the
nature of technology. The results of the analysis of research question two
revealed that technical college students in Ogun State possessed moderate level
of knowledge on different aspects of technological system and the results of
the analysis of research question four revealed that technical college students
in Ogun State possessed moderate level of knowledge of the effects of
technology on society. Based on
the findings of this study the following recommendations were made: there is need for the supervisory agencies to ensure all
technical vocational education institutions implement uniform standards,
training, evaluation and certification at federal, state and local government
area to ensure effective curriculum implementation in advance technological
innovations. State ministry of education should geared efforts towards teaching
and learning system of technical education in urban and rural technical
colleges in order to forestall the challenges face by technical vocational
education graduate in the changing nature of the world of work.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The worldwide
constant innovative changes have shown that the future is unpredictable
especially as it concerns education, technology, skills and competencies which
were considered the bed rock of economic, social and political mobility and
growth. The daily life of people in the world today is closely linked with
technology. Moreover, the growth and development of any nation is hinged on
high technologically skilled labour force. It is the technological skills of
the workforce that pave the way for creativity, innovation and higher
productivity. Besides, the world today is passing through a lot of changes
virtually in every field of human endeavour and these changes are no doubt more
conspicuous in science and technology. For instance, the daily necessities,
including means of transportation, architecture, communication, energy, power
and other facilities are all closely bound up with technology.
In line with this view, Romer (1990) cited in
Okolocha (2012) stated that countries whose populations have high levels of
education are fertile soil for information based technology. Topel (1998),
Krueger and Lindahl (1999) cited in Okolocha (2012) also stated that increase
in a country’s overall level of educational attainment have caused
corresponding increases in their overall rate of economic growth.
In Nigeria, education systems at all levels have
witnessed dramatic changes in terms of purpose, organization, structure and
changes in nomenclature of certificates awarded. For instance, 1970’s to early
1980s witnessed the 6-5-4 system of education; late 1980s to 2005 witnessed a
restructuring of the education system on a 6-3-3-4 system while 2008 witnessed
a new reform of 9-3-4 system of education. The various reforms in education are
reflected in the National Policy on Education (NPE) document. The vision of NPE
document and various reform movements are to address the issue of imbalance in
the provision of education in different parts of the country with regards to
access and quality of education (Abrar, Baloch, & Ghouri, 2010; Yusof, Za’faran, Rahman, & Ghouri,
2012) offered.
The
education reforms/policies of 1970s and 1980s which focused more on the
acquisition of certificates instead of the needed vocational skills have caused
many Nigerian youths and adults to move into the education industry in pursuit
of certificates. As a result of this, the education industries grew rapidly in
size in late 1970s and 80s. The growth, according to Teboho (2000), was manly
in size and not in quality. Teboho further stated that the education system of
Nigeria and some other development counties are still far from being ready for
the challenges of preparing students for the contemporary global world.
As technological advances draw the world more
closely together, vocational preparedness becomes increasingly important. Jean,
(2003) stated that there is ample evidence that better qualifications and
skills protect individuals from unemployment while macro-economic perspectives
show that higher skill level work force go hand in hand with better overall
performances and also have positive impact on social capital. It is in line
with this that Lyons, Randhawa and Paulson (1999) cited in Okolocha (2012) stated
that “muddling things in education industry” will no longer work in an era of
international cartels. Prior to the present dispensation, Nigerians have
historically considered VTE as an education programme meant for low level, low
brilliant and less privileged or second class citizens (Eze and Okorafor,
2012). Vocational Technical Education Curriculum according to Grubb (1985) cited
in Okolocha (2012) has always had to battle against not only the resistance of
academic curricula, but also the suspicion that they provide second-class
education and tract to some individuals’ of lower class.
Today, the innovative system of the current time is
shifting towards skill acquisition courses, which are capable of making the
youths and adults self-dependent. The major educational reforms according to
Daniel (2001) have, however, been on vocationalization. It is in line with
this, that different countries have come up with different framework towards
repositioning their VTE programmes. Michael (2002) outlined some of efforts of
European Union member states in reforming and repositioning VTE in their
countries. According to Michael (2002) the French National Assembly approved
the law on social modernization which contains important measures concerning
vocational education and the right to employment. The French Minister for
Vocational Education officially launched the “craft high school” programme,
which is aimed at reinforcing the synergy between different vocationally
oriented education pathways, particularly the vocational and technological
ones.
One of the phenomena identified as the major dynamics of
change in the 21st century is globalization. And, as identified by
Baylis and Smith (1997) cited in Oni (2007), the term globalization precisely
describes the process of increasing interconnected between societies such that
events in one part of the world more and more have effects on peoples and
societies far away.
Thus, a globalized world is one in which political,
economic, social, educational and cultural events become more and more
interconnected, and also one in which the impacts of these events in one
society affect extensively the believes of people in other societies.
Scholte (2000) as cited by Popoola and Oni (2005)
established five distinct definitions of globalization that are in common
usage. Though the definitions over lap and are related, the elements they
highlight are significantly different.
In the first instance, globalization is equated with
internationalization. In this context, globalization is viewed simply as an
adjective to describe cross-border relations between countries. It describes
the growth in international exchange and interdependence. Therefore, with
growing flows of trade and capital investment, there is the possibility of
moving beyond an international economy, (where ‘the principle entities are
national economies’) to a stronger’ version – the globalized economy in which
distinct national economies are subsumed and re-articulated into the system by
international process and transactions.
In the second set off definitions identified by Scholte
(2000) and cited by globalization is observed as liberalization. In this
direction, globalization refers to a process of moving government-imposed
restrictions on movements between countries in order to create an “open”,
“borderless” world economy, (Scholte, 2000). Those who have argued with some
success for the abolition of regulatory trade barriers and capital controls
have sometimes clothed this in the mantle of globalization.
The third set of definitions considers globalization as
universalization. In this link, the word ‘global’ is used in the sense of being
“worldwide” and ‘globalization’ is seen as the process of spreading various
objects and experiences to people at all corners of the earth. A classic example
of this would be the spread of computing, television and so on.
The fourth concept of globalization depicts the term with
westernization or modernization. In this regard, globalization is understood as
a dynamic, whereby the social structures of modernity (capitalism, rationalism,
industrialism, bureaucratism, etc.) are spread the world over, normally
destroying pre-existent cultures and local self-determination in the process.
Scholte’s fifth concept of globalization as discussed in
Popoola and Oni (2005) equates the term as deterritorialization. In this
direction, globalization entails a “reconfiguration of geography” so that
social space is no longer wholly mapped in terms of territorial places,
territorial distances and territorial borders.
Of the five definitions of globalization, Scholte argued
that it is only the conception of globalization as deterritorialization that
offers the possibility of a clear and specific concept of the term. The notion
of supraterritoriality (or trans-world or trans-border relations), Oni (2007)
proclaimed, provides away of appreciating what is global about globalization.
From the foregoing, a general concept of globalization can
be sated as the intensification of worldwide relations slinking one part of the
globe with other parts in ways that what happens in one place is haped by
events occurring in other distant places (Okrah, 2004).
In this sense, globalization is seen as the complex
interconnectedness of peoples’ present and future–a phenomen on which is
becoming the dominant character of the world’s political, cultural, economic
and natural environments (Khan, 2003).
The widespread application of technology has brought
many benefits. For instance, it does not only save time, but also is more
efficient to send messages through fax or the internet, to withdraw or transfer
money using an Automated Teller Machine (ATM) or to cook with a microwave oven
or with an electromagnetic cooker.
On the other hand, technology can have a negative
impact on the environment and human life. For example, chlorofluorocarbon (CFC)
a coolant used in refrigerator and air conditioners have thinned the ozone
layer. Nuclear energy can also cause thermal pollution and radiation. Sitting
in front of a computer may strain the user’s eyes and lead to isolation from
other workers and members of one’s family, Nebo (2010).
The development of technology forges ahead at such a
tremendous pace that new products, services and tools are constantly emerging.
Living in a constantly changing era, one cannot assess technology or choose and
use properly all sorts of technological products and services without a solid
understanding of technology. Lee, Lin, Tseng and Yu (1998) cited in Nebo (2010)
stipulated that technological literacy requires individuals to possess a broad
knowledge of technology together with the attitudes and physical abilities to
implement the knowledge in a safe, appropriate, efficient and effective manner.
Technological literacy requires that one should be able to perform tasks using
tools, machines, materials and processes resulting from technology (Lee, Lin,
Tseng & Yu, 1998).
International Technology Education Association
(ITEA) (1996) cited in Nebo (2010) defined technological literacy as the
ability to use, manage and understand technology. Technological literacy
according to ITEA includes knowledge and skills in how to use, manage and
understand technology and the benefits and risks of current and future
technology. It comprises four components namely: the nature of technology,
technological system, human ingenuity and the impact of technology in the
society.
The emerging economies demand new ways of thinking,
new ways of managing and new ways of working. As the nature and demand of jobs change,
the level of education and skills required also change. Havice, Watson, Crawth on
and Underwood (2000) stressed that the society is experiencing a time of
unprecedented change with technological innovations and applications rapidly
transforming the society and technical education. This implies that, products
of technical colleges should update their knowledge and skills to remain
technologically literate.
However, Odigiri (2004) stated that the degree of
success of technical colleges in meeting the depth of knowledge required by
craftsmen depends largely on the depth of the skills and the degree of
relevance of these skills to the prevailing situation. Therefore, to be
effective, students and teachers of technical colleges need to appreciate
technological changes and acquire new skills and knowledge.
Moursund (1995) cited in Nebo (2010) declared that
teachers and students still use only the theoretical concepts while the
production/industrial training aspects of the curriculum is neglected or
grossly underdeveloped. Leu and Keinzer (2000) enumerated lack of skilled
personnel, non use of new technologies in teaching and learning, obsolete
methods of teaching and out dated educational resources as limiting the
achievements of technical education goals.
The environment where teaching and learning in vocational
and technical education takes place is an important educational factor that
needs to be considered by everyone concerned, the environment needs adequate
attention in the area of infrastructural facilities, and made conducive for
learning purposes in order to achieve the set goals and objectives, Ethel
(2014).
The National policy on Education NPE (2004) regarded
vocational and technical education as an integral part of general education in
Nigeria. It therefore defined it in the following way. Technical and vocational education is used as
a comprehensive term referring to those aspects of the educational process
involving the study of technologies and related sciences and the acquisition of
practical skills, attitudes, understanding and knowledge relating to
occupations in various sectors of economic and social life. In the light of
this, vocational and technical education is the preparation of individuals to
acquire practical skills as well as basic scientific knowledge, it provides
skilled manpower, for the world of work, that is increasing the workforce in
the country, individuals with specialized skill as offshoots of efficient
vocational and technical education as they are trained, equipped, with workable
practical/skills, knowledge, aptitude and competencies required in specific.
According to Ogwo and Oranu (2006) the terms
vocational and technical education are used jointly or synonymously to mean
education geared towards skill acquisition for gainful employment. Okorie and Ezeji (1991) highlighted
that the theories of vocational and technical education, is based on the
acquisition of requisite skills which is a means of increasing the productive
power of a nation. Gills (1999) emphasized that weather or poverty of any
nation depends on the quality of higher education. This goes further to
buttress the fact that those with productive skills and tendency for learning
can achieve all that they are set to achieve and gain fulfillment in all their
endeavor. According to Okolocha and Lie (2005) “Vocational education programs
focus on the acquisition of appropriate skills, abilities and competencies as
necessary equipment for the individual to live in adapt to the real work
situation and contribute to the development of his society. Vocational and
technical education assists all young people to secure their own future by
enhancing their transition to a lot of opportunities after school.
Vocational and technical education can be seen as an aspect
of education which utilizes scientific knowledge in the acquisition of
practical and applied skill in the solution of technical problems. It is the
process of acquiring attitude, knowledge, competencies relating to occupations
in various factors of economics and social life (UNESCO 1988) cited in Ethel
(2014). Vocational and technical education has also been described by Udoye
(2005) as the education that prepares students mainly for occupations requiring
manipulative skills and is designed to develop skills, abilities,
understanding, attitude and work habits needed for useful and productive basis.
It therefore means that vocational and technical education is that type of
education that needs the inculcation of practical skills into recipients so
that they will be able to practice experiences they acquired in real life
situations. This can provide employment for its recipients.
Vocational education is an area of study designed for the
redevelopment of skills, attitudes and appreciation needed by workers to enter
into and progress successfully in a chosen vocation. Eya (2001), stated that it
is a preparation for occupation endeavors in agricultural education and
business education. This means that vocational education is a training, that
equips learners with the knowledge and skills in the productive, distributive, and
service industries for self or paid employment, vocational technical education
can also be regarded as the education that enables one to acquire knowledge and
skills in the vocational and technical areas to systematically solve human or
societal problems (Okwo, 2000). This type of education trains and prepares it’s
recipients for the world of work. It lays great emphasis on skill acquisition
and development to meet the human resources required in the world of work.
Vocational and technical education refers to that ‘integral part of general
education” (FRN, 2004). Including the Junior Secondary School, the Senior
Secondary School and Technical Education obtained in polytechnics,
monotechnics, colleges of education (technical) and in the universities.
Osuala (1998) in Ethel (2014) viewed this type of education
as a training intended to prepare the student to earn a living in an occupation
in which success is dependent largely on technical information and on the
understanding of the laws of science and technology as applied to modern
design, production, distribution, and services. From the foregoing, Vocational
Education can be described as an aspect of education which is concerned with,
the preparation of skilled manpower. It is the form of education, training that
is directed towards developing the students to become productive, employable or
in self employment. It is therefore the bedrock in which a country’s
socio-economic, technological and cultural advancement must be built (Idialu,
2007) also, vocational education, enhances opportunities for all types of
learning, it has the function of providing qualified manpower demanded by
changing the individual and enabling him to use complex technology.
To achieve the objectives of vocational and technical
education, there is the need to create an enabling environment for the teaching
and learning of vocational and technical education in our schools in order to
ensure good quality teaching and learning environment that is crucial to
helping students in high academic standards, improved quality in teaching and
examination, has become very necessary because graduates who pass through
training in this form of education are unable to perform adequately as they
ought to and as such, unemployment, poverty has engulf most of them. The
overall aim of quality teaching and learning is to create opportunity for high
quality learning which will be evaluated through performance at the long run.
With the introduction of the national policy on education
i.e. (6-3-3-4) system, the public teachers, students to some extent became
aware of the need to develop necessary useable skills required to operate our
various industries. Subjects taught are offered with the aim of training the
students in various skills and competencies required for their future
developments. Osuji (2004) asserted that government strongly believes that the
objectives of job creation and poverty reduction can only be realized through
appropriate education which empowers the product of the education system with
skills and competencies to become self employed. This hope can only be achieved
if the vocational and technical subjects are well taught and appropriate
learning environment created in our schools at various levels.
Vocational and technical education programs are designed for
people who can profit and progress by it, in order to accomplish this outcomes,
an enabling environment must be provided for quality teaching and learning
program. Unfortunately, the teaching and learning of subjects in vocational and
technical education has been besieged by numerous problems which include poor
organization and slow pace of implementation. Some of the constraints that led
to the problems of this type of education as stated by Okon (2003) are
irregular and gross under funding, governments negative attitude vocational and
technical education, Lack of political will to address the compelling needs of
Vocational and Technical Education curriculum reforms, in adequate
infrastructure, low student enrolments and achievements, academic corruption,
societal consumptive rather than productive attitude, among others (Yakubu,
2006). Vocational education cannot
function properly unless there is high quality in the standard of teaching,
materials available, infrastructure, teaching methods, proper evaluation of
students in the program where they are lacking, effective and efficient
teaching and learning cannot be guaranteed.
This study, therefore, dwelt on finding out the
impact of globalization and technology on the teaching and learning of
vocational and technical education in government science and technical college
students in Ogun states.
1.2 Statement of the Problem
The 21st century is dominated by technological
changes in all spheres of human endeavour. Moreover, modern technology is
highly sophisticated and has many complex systems and also makes varying impact
on the society. In other to help technical college students cope with the
modern and fast changing technological society, it is necessary to update and
upgrade their technological literacy through technical education. Updating
their technological literacy will assist the technicians to understand the
concepts and applied them correctly in all situations.
The
worry of this study therefore, is to investigate the impact of globalization
and technology on the teaching and learning of vocational and technical
education in government science and technical college students in Ogun States.
1.3 Purpose of the Study
The
main purpose of this study was to investigate the impact of globalization and
technology on the teaching and learning of vocational and technical education
in government science and technical college students in Ogun States.
Specifically,
the study sought to determine:
1. facilities
available in facilitating globalization and technology in teaching and learning
of technical subjects college students in Ogun States
2. the
manpower know-how as regards to the available facilities in teaching and
learning of technical subjects college students in Ogun States
3. the
effect of globalization and technology on technical students in teaching and
learning of technical subjects college students in Ogun States
1.4 Research Questions
The following research questions guided the study
1. What
are the facilities available in facilitating globalization and technology in
the teaching and learning of technical subjects in Ogun States Technical
Colleges?
2. What
is the level of manpower know-how as regards the facilities available in the
teaching and learning of technical subjects in Ogun State Technical Colleges?
3. What
are the effects of globalization and technology on technical students as
regards technical subjects offered?
1.5 Research Hypotheses
The following null hypotheses were tested at 0.05
level of significant.
H01: There is no significant difference in the
mean response of male and female students as regards the facilities available in
facilitating globalization and technology in the teaching and learning of
technical subjects.
H02: There is no significant difference in the
mean response of the level of manpower know-how as regards the facilities
available in the teaching and learning of technical subjects in Ogun State
Technical Colleges.
H03: There is no significant difference in the
mean response on the effect of globalization and technology on technical
students as regards technical subjects offered.
1.6
Significance of the Study
The result of this study would be of great benefit
to the following categories of people and organizations; Ogun State Ministries
of Education and Boards of Technical Education, Technical and Vocational
Education Planners, Technical College Staff, Students and the larger society.
The study will provide valuable data to the Ogun state
Ministries of Education and Boards of Technical Education for administrative
decisions in order to know what facilities are to be made available to
technical colleges within the state. It would enable technical and vocational
education planners to understand the level of technological advancement of
technical college students and thus provide a reference for future curriculum
design and planning.
The result of the study would also help technical
college staff to discover their students areas of deficiency and this would in
turn spur them on to improve in their teaching. Teaching content that is aimed
at giving students basic technological knowledge and skills (technological
literacy) would make instructions more relevant to the students.
The larger society would likewise have a greater
share of the benefit by enjoying the end products of technical and vocational
advancement in the society.
1.7 Scope of the Study
The study dwelt on impact of globalization and
technology on the teaching and learning of vocational and technical education
in government science and technical college students in Ogun States. It is
delimited exclusively to impact of globalization and technology on the teaching
and learning of vocational and technical education know-how with particular
reference to:
(i)
Nature of technology
(ii)
Technological systems
(iii)
Technological experiences and;
(iv)
The effects of technology on society.
The study, therefore, will not assess the students’
possession of job or trade specific skills.
1.8 Operational
Definition of Terms
Globalization:
the term globalization captures elements of a widespread perception that there
is a broadening, deepening and speeding up of world-wide interconnectedness in
all aspects of life, from the cultural to the criminal, the financial to the
environmental. At issue appears to be 'a global shift'; that is, a world being
moulded, by economic and technological forces, into a shared economic and
political arena.
Technology:
is the collection of techniques, skills,
methods and processes used in the production of goods or services
or in the accomplishment of objectives, such as scientific investigation.
Technology can be the knowledge of techniques,
processes, etc. or it can be embedded in machines, computers, devices and
factories, which can be operated by individuals without detailed knowledge of
the workings of such things.
Teaching:
The act or profession of a person who teaches.
Learning:
is the activity or process of gaining knowledge or skill by studying,
practicing, being taught, or experiencing something: the activity of someone
who learns
Vocational education: is an area of study designed for the
redevelopment of skills, attitudes and appreciation needed by workers to enter
into and progress successfully in a chosen vocation.
Technical
education: the academic and vocational preparation of students for jobs
involving applied science
and modern technology.
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