QUALITY TEACHER PREPARATION FOR

EFFECTIVE

IMPLEMENTATION OF

TECHNICAL

EDUCATION IN NIGERIA

BY

OGBAUNYA, T. C. & USORO, A. D.

VOCATIONAL EDUCATION

UNIVERSITY OF NIGERIA, NUSUKKA

Abstract

The philosophical framework of teacher education is hinged on grooming, building,developing safety practices and advancing knowledge and skills needed for gainfulemployment. The commitment to this implies that technical education has to begeared towards the preparation of teacher for effective implementation of technicaleducation in Nigeria. This paper therefore looks at the concept of quality teacherpreparation. Further to this discussion, it drew attention to some trends in qualityteacher preparation which include:- pre-service, teaching practice, student industrialwork experience scheme (SIWES) and in-service training. Hindrances to qualityteacher preparation such as lack of workshop organization, inadequate functionalfacilities, inadequate trained technical teachers; in-adequate funding and poor staffdevelopment programme were discussed. The strategies for enhancing qualityteacher preparation include: The use of ICT in teaching and learning,entrepreneurship, change of methodology, curriculum revitalization and provisionof adequate training facilities. Based on these, this paper then proferred somerecommendations that will help to improve teacher preparation for effectiveimplementation of technical education in Nigeria.

Introduction

Good teaching is the hearth of good schooling, yet many

enter the profession unprepared, others received poor quality

training, and many never have received any training at all. Base

on these much concern had been shown over the development of

teacher education in Nigeria. There also came a concern placed on

Technical Education as a spring board for technology

transformation. For Technical Education training and development

to be ensured, The Federal Republic of Nigeria (FRN) (2004)

defined Technical and Vocational Education as the study of

technologies and related science and the acquisition of practical

skills, attitudes, understanding and knowledge relating to

occupation in various sectors of economic and social life. The

activities involved in the preparation of technical teacher could

be regarded as a combination of the specific objectives of

technical education and teacher education, which include but not

limited to:-

…Providing the technical knowledge and vocational skills

necessary for agriculture, industries, commercial and economic

development

While the objective of teacher education is:

…To provide highly motivated, conscientious and efficient

class room teacher for all level of our educational system…

(FRN, 2004)

Technical Teachers according to this paper are referred to

those who obtained technical training/theories and practice of

education that are related to the advancement of knowledge,

skills and attitude among youth, who will later use the

knowledge and skills acquired to improve and solve

environmental problems. Technical Teacher Trainers are those

lecturers in the department of Technical Teacher Education.

Concept of Quality Teacher Preparation:-

Quality teacher preparation is hinged on the ability of

the training institution to develop and maintain quality of

education in-consonance with the changing realities of time.

Quality teacher preparation gives the confidence to its teaming

graduates that education institution could offer knowledge and

skills to propagate societal transformation. In promoting

quality education, learners are trained to assume a role of

creative thinkers, emotional developers, quality promoters and

passing down values to future generation.

According to one of the objectives of teacher

education (FGN, 2004), “Teacher training institutions are

expected to develop the intellectual skills which will enable

individual to be self reliant and useful members of the

society. This means that teacher training institution is to

produce quality teachers that would assist in the advancement

of technical education in Nigerian society”. Obiweluozo (2008)

maintained that school quality deals with how well the learning

opportunities available to students help them to achieve

knowledge and skills required. Therefore, quality teacher

preparation entails how teaching is organized, managed, what

are the contents in relation to the objectives, what level of

teaching is achieved, what are the training facilities and does

the training environment depict the working environment?

The Federal Government of Nigeria in an effort to produce

quality and good numbers of technical teachers for the training

institutions such as technical college, college of education

technical, Polytechnic and the University, introduced the

Nigerian certificate in Education (NCE) Technical, Bachelor of

science in Education (B.Sc Technical), Masters of Education (M

ed. Technical) and Doctor of Philosophy (Ph.D) in Technical

Education. Accordingly, (Usoro, 2002) maintained that the

establishment of several technical teacher training

institutions was to prepare advanced, specialist graduate and

post graduate teachers in the various fields of profession to

teach their specialist technologies, serve as training managers

in industries and business establishment, and also establish

small scale enterprises as well as undertaking research and

development activities in various aspects of technical teacher

education all for the purpose of solving societal problems.

Trends in Quality Teacher Preparation:

An interesting known fact is that the better prepared

teachers are the longer they are likely to stay in teaching and

more likely they are actually to enter teaching. Therefore, the

quality of teacher preparation is grounded in disciplinary

knowledge and research, which is committed to the following

principles:

Pre- service: - According to the Federal Republic of

Nigeria (FGN, 2004) technical teacher training include course

work, research-work and practical-teaching at post primary

institution as well as industrial attachment. The programme is

designed to assist technical teacher to develop viable

knowledge on teaching strategies as well as acquisition of

knowledge and skills in different trade areas. The National

Universities Commission (NUC) (2000) recommended eight areas

of specialization which include Electricity Installation,

Woodwork, Automobile, and Building, metalwork, management and

Drafting Technology. But the training institution produced

technical teachers in only six traditional areas which

include; Building, Woodwork, Electricity/Electronic,

Automobile, Metal work, (Usoro, 2002). Despite this

limitation, from Nwadiani (2000) point of view, if the pre-

service of technical teachers is well organized a lot of

differences in technical education could be achieved.

Teaching Practice: - One of the major pre-service

professional activities in technical teacher education is

teaching practice. This could be carried out twice or thrice

depending on the point of entry into teacher education

(Faculty of Education, 1997). Generally, teaching practice

according to Usoro (2002) is aimed at linking acquired

theoretical knowledge with practice in the field. It could

also give value of practical experience to prospective

technical teachers in a school setting. Teaching practice aids

to evaluate the entire technical teacher education as

professional personnel, scrutinizes the technical teacher

personalities in terms of classroom management, planning,

preparation of lesson/instructional materials, discussion,

problem solving and the use of tools and equipment to produce

an object. This requires that students prepare to teach are

sensitive to how children learn, educated on the subject

matter and are knowledgeable about classroom management

techniques.

Student Industrial Work Experience Scheme (SIWES): -

This scheme is meant to bridge the gap between theories and

practice. It is also meant to promote the acquisition of

skills with a view of generating a pool of indigenously

trained technical teachers as well as assisting individual

organization in meeting their manpower needs by providing on

the job training and retraining programme for their

operatives. Okorie (2000) maintained that the scheme was

instituted by the Federal Government of Nigeria to address the

issue of transfer of technology and to expose students to the

industrial work situation which they are likely to face after

graduation. With the introduction of the scheme the problem of

lack of adequate practical skills preparatory for technical

teacher is solved, full career development is ensured, sense

of direction, confidence, application of techniques and

understanding on the type of jobs expected on graduation is

also ensured. According to Ikpe (2005) this background

sometimes could be lacking because of:-

Meager fund provided by the Federal Government of

Nigeria for smooth running of SIWES programme.

Unavailability of placement opportunity as a

result of over population of students.

Lack of institution securing placement for the

students thereby allowing students to canvass for

the place of self-interest rather than their

technical skills development.

Obsolete tools and equipment as students fail to

acquire the basic skills.

In-service Training Programme: - According to the (FRN,

2004) in-service training of teachers will be developed as an

integral part of continuing teacher education. This is meant to

fill the gap that could exist no matter the efficiency of the

pre-service training. Technical teacher need to be given

quality training not once or twice but on a continuous basis to

improve their knowledge, skills & attitudes.

As Rockhill (2005) noted in-service education objectives

include the following;

- Exposing the trainee to new idea and innovation in

their subject areas.

- Providing them with recent trends and development in

teacher education.

- Giving opportunities for teachers to exchange ideas,

exploration and experience among professional

colleagues thereby broadening their minds and

outlook.

Relatively, the above objectives as remarked by Rockhill

(2005) showed that quality teacher preparation programme must

prepare students to teach by providing a thorough foundation

in the discipline they want to teach. The making of Technical

Teacher is not a day’s job but a continuous one. Apparently

it seems with the trends of teacher preparation in Nigeria,

Technical Teachers have been given yesterday’s education to

tomorrow’s citizen.

Hindrances to Quality Teacher Preparation

For any nation to produce quality teacher its educational

training programmes must be efficiently planned and its

citizenry aware of the importance of education it offers.

With the introduction of technical teacher education in

tertiary institution many problem have affected the specific

objectives as noted below:-

Poor Workshop Organization

Inadequate functional facilities

Inadequate trained technical teachers.

Inadequate funding

Poor staff development programme.

Poor workshop organization:- Technical Education

Workshop is expensive to build and over the years conscious

efforts have been made by some training institution to

provide functional workshop. As observed, teacher trainees

are faced with problems of workshop organization as they find

it difficult to translate theories imparted into practical

experiences. They cannot effectively impart as the training

environment is not the functional working environment. It

must not just be any kind of teacher education but a right

type of education with workshop facilities for creativity,

hard work and discipline. This will guarantee quality teacher

preparation.

Accordingly Anyaburu (1990) noted that what is

described as workshop in most technical trade areas is only a

classroom with few tools and equipment and where the workshop

is available; it serves a number of units, thereby providing

limitations for practical experiences. It is necessary to

expose technical teachers to workshop experiences where tools

and equipment are available in order to develop real work

skills because where there are no available workshops with

adequate and functional tools, the curriculum objectives of

technical teacher education could not be achieved. As

ascertained by Idika (1997) one of the major reasons some

technical teachers leave the teaching field could be the non-

provision of adequate training facilities such as

laboratories, workshops and classroom. He lamented that in one

of the technical teachers institution in the country,

workshop, tools and equipment do not exist, in one department,

there existed the workshop with equipment and tools but no

electricity and lastly where there was electricity and

workshops, the equipment have not been installed. With these

inadequacies quality teacher preparation could not be

obtained.

In support of the above observation, technical

experts such as Akpan (1998) and Essien (1998) have written

on how effective teaching and learning could not take place

where there are no workshops, inadequate and non-functional

tools. If practical and theoretical training are not

harmoniously employed within an auspicious training

environment with adequate facilities, effective teacher

preparation would not be realized.

Inadequate functional facilities: - Technical teacher

education has special tools and equipment designed to enhance

the teaching of skills without which such designed skills

cannot be acquired. In the view of Aina (1991), the

activities involved in quality preparation of technical

teachers could be considered fundamental if such preparation

fulfill the standard objectives of technical teacher

education. But it appears to be that technical teacher

education could not embrace all preferential activities aimed

at producing competent teachers. Supporting the above

observation, Amaewhule (1999) noted that institution that

offers Technical Teacher Education continue to offer its

courses without adequate facilities to reflect the objectives

demand of the (FRN, 2004). Unfortunately, this has been the

case, judging by the state of facilities in technical teacher

training institution in Nigeria. If the objectives of

technical teacher education are to be realized in Nigeria

efforts have to be stepped up for such realization in the

true sense. Technical teacher education is vested with

theoretical knowledge rather than the psychomotor /

productive skills preached and emphasized by the technical

teacher education. Experts such as Usoro (2002), Ogbuanya and

Usoro (2007) have indicated that there is a wide gap between

practice and theory at the training institutions as a result

of un-availability and non- functional facilities.

The curriculum in technical teacher education is

practical oriented and competency based through adequate

tools, equipment with consumable materials in a standard

workshop. But it seems as a result of unavailability/non-

functional facilities, the training institutions have been

turning out numbers of unskilled, unproductive and

disillusioned technical teachers, who in most instances, are

incapacitated to organize practical work for their students

after their training. There is somewhat insensitivity of the

administration by the training institution towards

reactivation and replacement of damaged tools and equipment

and this has caused one to wonder the possibility of

effectively training the technical teacher. Akpan (2001)

noted that most technical teachers after their graduation

have to undergo a retraining in an industry to acquire

effective status for their role expectation.

Inadequate Trained Teachers:- Factors which hinder

quality teacher preparation in technical education could be

traced to the acute shortage of suitably trained and

qualified teachers. According to Akpan (2001) the reason for

the shortage could be traced to unattractiveness of the

teaching profession such that it is difficult to recruit and

retrain technical teachers at all levels of educational

system. Besides, this problem appears further complicated by

massive drift of technical teachers to private and other

public sector jobs because of poor remuneration. This implies

that teaching profession is neither popular nor attractive

and therefore confronted with retraining of unwilling and

dissatisfied teachers.

Inadequate Funding:- Technical teacher education gives

the impression that it is capital intensive and cannot be

adequately implemented with poor funding. Technical and

applied skills could not manifest from ordinary reading of

handouts and pictures of simulated tools and equipment

(Olaitan 1996).

As observed by Ulinfun (1992) the problem of inadequate

funding has become a hydra-headed monster that cannot be

conquered by Government’s inadequate subvention. Due to poor

funding, workshops are either empty or stored with out-dated

tools and equipment. This problem has greatly reduced the

chances of quality teacher preparation.

Poor Staff Development:- Staff development is a process

of improvement that embraces all those activities that are

geared towards the growth and improvement of skills,

knowledge, and attitude of personnel. A teacher who is not

currently in tune with modern trend is dangerous to the

system. Staff development in terms of continuing education

appears rather very poor, haphazard, politicized and lack

continuity. Dryaklor (1994) asserted that teachers need to be

re-trained two to six times in lifetime to keep abreast with

changes in his profession. The initial attempt by the Federal

Government of Nigeria to retrain technical teachers was a

failure because such teacher under Technical Teachers’

Training Programme (TTTP) never came back and even those that

came back settled on greener pasture.

It is the position of this paper that technical teacher

training in Nigeria has no clear direction for an improved

action in this area for quality teacher preparation. For

effective implementation of technical education in Nigeria,

technical teacher education should go on periodic training,

organization workshop, seminars, in-service training.

Inadequate Instructional Material: The quality of

education has fallen in terms of facilities that are

available for learning. Odukwe (2003) observed that from

primary school to tertiary institution the facilities,

infrastructure and learning aids are no longer available.

This in effect does not entail a complete absence but that

the enrollment is not controlled, so the population of the

teacher trainees admitted out-weighs the capacity of

facilities available. Fajemirolum (2003) asserted that the

situation appears so bad in the universities that more than

ten technical teacher trainees were regularly assigned to one

instructional material with equipment in a crowded workshop.

If this trend is allowed to continue the equipment could be

stretched, gradually they may become old, thereby reducing

the chance for good interaction and opportunity for effective

workshop experiences.

Strategies for enhancing Quality Teacher Preparation:

Technology has revolutionized every other industry,

segment and component of our society, economy, and culture

and yet has not done so much in technical teacher education.

And if we are to effectively integrate today’s technology and

tomorrow’s technology in instruction then educators need to

be well prepare to work for it through the following

strategies.

The use of ICT in teaching and learning: The intention

of the Federal Government of Nigeria to introduce computer

education in the teaching curriculum suggested that the

technical teacher trainee should be provided with enabling

environment that encourages individualized learning, which is

one of the modern approaches for learning of science and

technology. Information and Communication Technology (ICT)

has been made a cardinal tool of government and organization

as policy makers’ focus on e-health, e-commerce, e-finance,

e-government, e-payment and e-education.

In order to be relevant in the information age, the

teacher training institution should stay current as a

successful teacher should keep pace with changes in their

field and with the times. Teacher training institution should

be equipped with ICT to assist the teacher learn how

Information and Communication Technology is being used. ICT

tool has the ability to shift focus of classroom teacher

centered to student-centered learning. This allows students

to actively participate in classroom transaction as they

produce and share knowledge. Usoro and Ogbuanya (2009)

maintained that Information and Communication Technology

(ICT) is also a catalyst for a paradigm shift to new training

approaches within an organization. Companies and industries

have now begun to look beyond traditional classroom

instruction to meet their training need.

According to Ikpe (2005) every field has trade journal,

whether music or arts. Most of such journals present articles

about the uses of computer. She maintained that technical

teachers need to build on the foundation of Information and

Communication Technology in order to function in a

collaborative setting. This implies that technical teacher

education cannot isolate itself from the emerging global

culture as ICT ensures technical teacher’s effective

performance. Technical teacher should be trained at this

information age to maintain computer competence as a teacher.

Entrepreneurship Training:- The Federal Republic of

Nigeria (FRN 2004) recognizes the need of small business

management and entrepreneurial training. The ability to run a

business has been identified as important in checking

graduate unemployment and self- reliance. To improve business

technique in technical teacher education, entrepreneurial

skills of marketing skills, financial management, self-

motivation, time-management, administrative skills,

professional skills and innovative skills should be

intensified and emphasized to the total development of the

individual trainee. (Hisrich, R, D; Peters, M. P. & Shepherd, D,A. 2008).

Change of Methodology:- The implicit learning theory

underlying the curriculum and pedagogy of technical teacher

education has been behaviourism. As the emerging learning

theory in the early 1900s behaviourism remains the learning

theory under girding current technical teacher education

thinking. According to Dobbins (1999) the use of performance

objectives to provide structure for lesson plans, criterion-

referenced measures to measure task completion and reliance

on incumbent worker task lists for the primary source of

curriculum are derived directly from behavioural learning

theory.

Following that logic, it seems clear that a curriculum

designed to provide specific, predetermined skills

demonstrated to industry standards do not represent knowledge

constructed internally by the students, but rather knowledge

and skills externally imposed on the student. The emerging

theory of constructivism may have implications for technical

teacher education practice in this century, it would help in

the preparation of workers for entry into and advance in the

workplace as the 21st century requires an educational program

that provides not only job skills, as technical teacher

education did throughout the 1900s but also higher order

thinking, problem solving and collaborative work skills. This

paper advocated that for quality teacher preparation,

technical teacher training institution should move towards

critical pedagogy which is anchored in constructivist

philosophy.

Curriculum Revitalization:- The curriculum of teacher

training institution should move away from the traditional

courses of building / woodwork, carpentry and joinery,

welding and fabrication, auto-mechanic and mechanical,

electricity electronic radio, television to embrace computer

installation and maintenance, graphical arts, petrochemical,

instrumentation, food technology, land surveying,

metallurgical technology, glass and telecommunication

technology and so on.

The curriculum of technical education should focus more

on creativity education. Often industries and colleges reject

products of technical education whose training was based on

the outdated method of developing skills i.e. “Do as I do and

repeat after me”. To this end, Technical teacher institution

should shift focus to curriculum that acknowledges particular

set of talents and attempt to enable the trainee discover and

develop his particular sets of potentials.

Provision of Adequate Training Facilities:- Technical

education cannot be effectively implemented in schools

without workshop facilities, functional tools and equipment

with constant supply of electricity. The state and the

federal government of Nigeria should intensify effort to

supply and replace outdated tools and equipment, expand the

existing workshop and training facilities to ensure that

technical education environment depicts the working

environment.

Conclusion:

Developing Technical Teachers for quality teacher

requires a preparation program that ensures the use of

appropriate resources, tools and equipment in the teaching

learning processes. To accelerate the advancement of

technical teacher education in Nigeria to meet the challenges

of the 21st century, technical teacher preparation must be

tailored to meet the global challenges of ICT and produce

learning gains in students.. The making of effective

technical teacher for implementation of technical education

in Nigeria is not a day’s job. It must not just be any kind

of technical teacher education but the right type of

education with facilities for creativity, hard work and

discipline.

Recommendations: To ensure that Technical Teachers are

adequately prepared for realities of the modern workplaces,

contemporary society and application from technology the

following recommendations were drawn:

National Commission on Colleges of Education (NCCE),

National Board for Technical Education (NBTE) and National

Universities Commission (NUC) should systematically and

continuously, supervise and inspect technical teacher

education programme and facilities with a view of

recommending adequate and modern facilities.

Each tertiary training institution should pay greater

attention to the provision of adequate workshop facilities

for the acquisition of manipulative skills.

Often industries and colleges reject products of

technical education whose training was based on the outdated

method of developing skills. To this end, Technical teacher

training institution should shift focus to widely accepted

ICT in information dissemination.

Training institutions should secure placement

opportunity for students’ industrial work experience scheme

to avoid students canvassing for a place of their interest.

The Federal Government of Nigeria should embark on

immediate capacity building of technical teachers under the

auspices of technical teachers training programme through

instructional application using ICT as a focal point.

To meet the global challenges in the millennium and to

ensure that technical teacher as well as teacher trainee to

stay updated, in-service and staff development should be

intensified. Technical Teachers should be re-trained to acquire effective

skills in entrepreneurship skills.

Since it has been established that technical education

is cost intensive, the Federal Government of Nigeria should

make sure that technical teacher education deserves the

highest budgeting allocation which may come under federal

ministry of education.

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