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 21^st 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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