CHAPTER ONE

INTRODUCTION

Background of the study

Skills had been viewed in various ways by many authors. For instance Osuala (1987) define skills as the ability to perform an operation or act very well and expertly. In the same vein Thompsom (1992) cited in Ademesu and Kailani, (2006) sees skills as the ability to expertly carryout an operation, dexterity and task. Skilled acquired person can survive in any environment. “As water is very essential to human life, so is skill training and acquisition needed in life of every serious minded human being. Skills can do all of great work in the life of every living soul.

Skills acquisition may be defined as a process where the learner moves to become proficient in operation he/she is expected to perform. Adamesu and Kailani (2006), further expressed that, skill development is the art of building upon the skills acquired or possessed to a more advanced for effective development stage. This is to say skills are acquired first and then developed subsequently through utilization and practice.

A skill acquired man is a self employed man. A self employed person can never go hungry because the skill he acquired provides food for him/her on a daily basis. But one who lacks skills acquisition will find it difficult to be self because he/she has nothing to offer.

Skill acquisition reduces the crime rate in our society. People begin to think on many dirty activities they will do to make money when they do not have anything to call job of their own. But with acquired skill by an individual he/she works and makes money from his/her acquired skill. This will make an individual to fell comfortable in life and do not disturb his/her life in any way.

Technical vocational is defined according to Akerele (2007) as that aspect of education that exposes the leaner to the acquisition of demonstration skill that could be transformed into economic benefit and sustainable livelihood. The National Policy of education as placed a premium or in view of it important role in technological and industrial development of Nigeria. It is recognized as that aspect of education which leads to acquisition of practical and applied skills as well a basic scientific knowledge (NPE 2004).

Despite the availability of teachers in government technical colleges, they still taught with some problems, therefore, electrical/electronics teachers with varying qualification, knowledge and skill need to update their knowledge and skills through regular training, in order not to be obsolete. That informed the in production of technical teachers training programme (TTTP). The programme was principally designed for improvement of technical teacher knowledge and skills.

Technical and vocational education could be defined as those aspects of education process involving in addition to general education. The study of technology and related sciences and the acquisition of practical skills, attitude, understanding and knowledge relating to occupation in various sectors of electronics and social life. National policy on education (2004).

Oni (2007) described technical vocational as that type of education which fits the individual for gainful employment in recognized career as semi-skilled worker or technicians or sub professional.

According to Audu et al (2013) any form of education that is geared towards teaching technical skills and attitudes suitable to such skills can be regarded as technical vocational education.

Tilak (2002) emphasized that quality of technical vocational education if well planed and coordinate will guarantee student with skills, increase production process as resulting from technological advancement, the nature of the demand for skills both in terms of quality and quality help in promoting the need for vocational and technical education.

The base curriculum of technical education was to offer students chances to test their abilities so that they can becomes self reliant of career chose.

According to the national policy on education (NPE) (2004) the goals of technical and vocational education shall be to:

-      Provide technical knowledge and vocational skills agricultural commercial and economic development.

-      Provide trained manpower in applied science, technology and business particularly at craft, advanced craft and technical levels.

-      Give training and impact the necessary skills to individual who shall be self reliant economically.

Electrical/ electronics is define as a field of engineering that generally deals with the study and application of electricity, electronics and electromagnetism.

Electrical/electronics is a branch of engineering concerned with the practical applications of electricity and with devices which the motion of electron and all charged particle are controlled although electrical phenomena has attracted notice as early as 17th century, it was not until the 19th century that studies were made to develop the stand and of electricity into discipline of study electrical/electronics is one of the subject that make up the technical subject in curriculum of technical education, electrical/electronics courses included electronics digital computers, power electricity telecommunications, control systems, radio-frequency, signal processing, instrumentation and micro electronics e.t.c. they are offered at senior secondary technical schools levels so as to prepare the recipient for education that is both practical functional application base electrical/electronics play a vital role in the development of many nation the importance of electrical/electronics in our national development either socially, economically, technological and otherwise cannot be over emphasis, hence the teaching of these subject is paramount importance to the nation building.

Teachers play very important role in the development of the nation to achieved its desire goals and objectives.

The teacher is the one that impact knowledge instruction and causes the students to understands the message pass to them in either classroom, workshop or any situated environment conducive for learning.

Therefore, teachers deserve some qualities that make him greater good and professional such qualities are

-      Mastery of subject matter

-      Known the method suitable for teaching and leaning

-      Clear objectives for lesson

Electrical/electronics teachers are not exempted from the generalities of that therefore, electrical/electronics teachers are expected to observe these qualities of a good teacher so as to be able to deliver their duties successfully in the field.

The national policy on education NPE (2004) acknowledges that no education and system can be better man the teachers who teachers who operate it. Therefore to have good quality education, the person operating it must be well trained and be provided with needed materials to be able to impact the desired knowledge to the learners.

The quality of vocational and technical education depends on upon the teachers and method of administration. Musa (2007).

Musa (2007) asserted that most or all technical courses offered in technical schools are ideally supposed to carry out 60% practical. The reversed is the case as most of these courses are thought theoretically thereby compounding the problem of ineffectiveness in teaching of these courses.

According to Bature (2004) remarked that as technical teachers one need to posses the skills of teaching above that of the students who he teaches should continue to update his teaching competently often in area of training needs which may manipulative and technical skills, teaching method, classroom workshop management evaluation techniques guidance role, human relation and of cause in some area or professionals training. He added that because of the work being carried out by technical teachers these is need foe them to meet with both present and future changes and also to keep update of event happing in teaching career.

According to Isyaku (2004) the electrical/electronics teachers are required to be well skilled in the trade but without that maximum result cannot be achieved.

The manpower requirement is very important in teaching electrical/electronics because if there is no highly trained manpower that will be no any effective teaching and learning process. Teaching and learning lay on the hand of the teacher Bature (2004).

Statement of the problem

Despite the number of electrical/electronics teachers in government technical college in Kastina state, practical knowledge and skills are not adequate to teach students electrical/electronics courses.

Despite the best intention of successive Nigeria government electrical/electronics, teachers in some government technical college in Kastina state are still taught with problems theses include unqualified teachers handling electrical/electronics courses, inadequate political will by the government, poor funding, lack of equipment, tools and components, deficient educational monitoring and evaluation procedures, poor incentive for teachers and lastly, seminars and workshops are not been organized for rapid technological change. Therefore, the teachers of electrical/electronics find it very difficult to achieved the objectives that set up the national policy of education and there by, resulting to the students failure in electrical/electronics subjects

Purpose of the study

The purpose of this study is to find out factors that will enhance the improvement of skills of electrical/electronics technology teachers in technical colleges in Kastina state.

i.             Determine the qualifications of electrical/electronics technology teachers

ii.            Determine the support given by the ministry of education science and technical board for improving the teaching of electrical/electronics technology

iii.           Determine if there are sufficient electrical/electronic tools and equipment in the workshops.

Significance of the study

The findings of the study will be useful and benefit to the teachers and benefit to the teachers and administration of technical college in Kastina state.

It will also be of benefit to federal, state and local government, for them to provide necessary facilities, material equipment, manpower and conducive environment for both the teachers and students in technical colleges.

It will also be benefit non governmental organization so as to assist the students, teachers with necessary facilities and equipment for teaching and equipment for teaching and learning of courses.

Research questions

The following research question will be formulated to guide the researchers for the study

i.             What are the qualification of electrical/electronics technology teachers in technical college in Katsina state?

ii.            What are the support by the ministry of education, science and technical board in improving the teaching/learning of electrical/electronics technology?

iii.           Are there sufficient electrical/electronic tools and equipment in the workshops?

Scope and delimitation of the study

The study will be delimited to the skills improvement needs of electrical/electronics technology teachers in technical colleges in Kastina state namely.

i.             Government technical college Kastina state

ii.            Government technical college Ingawa

iii.           Government technical college Mashi

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