This document discusses a study that assessed teachers' and principals' opinions on the causes of low enrollment in technical colleges in Delta State, Nigeria. The study aimed to determine the government, school, societal, and parental factors perceived to influence enrollment. A questionnaire was administered to 12 principals and 84 teachers across 6 technical colleges. Results showed that both principals and teachers perceived lack of qualified teachers, poor funding, dilapidated infrastructure, poor societal attitudes toward technical education, and parental perceptions that it is for less intelligent students as causes of low enrollment in Delta State technical colleges. The study concluded that the factors responsible for low enrollment are related to government, schools, society, and parents. It recommended that the government revital
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
Prediction of South Eastern Nigerian Students’ Under Graduate Scores with The...iosrjce
The study looked at the relationship between Joint University Matriculation and the performance of
students in 300 level, 400 level and 500 level students who were admitted into 6 (Six) Nigerian Universities in
2005. A correlational longitudinal survey design was adopted. A preform was used to collect the data from the
students’ files. Their cumulative grade point average and JAMB UME and Post UME Scores were collected.
The population is made up of 3280 students selected by a combination of stratified and sample random and
purposive sampling techniques.
Results show that both JAMB UME and Post UME did not predict performance as measured by cumulative
grade point averages in the years under study. It is recommended that both examination be maintained.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Post-UME/UTME is a screening / examination that each candidate seeking for admission into any
tertiary institution in Nigeria has to undergo in order to test candidate’s ability due to various forms of
examination malpractices persisting in Joint Admission and Matriculation Board (JAMB), National
Examination Council (NECO) and West African Examination Council (WAEC). It has been revealed several
times as pos-ume/utme exposed candidates who must have cheated in Jamb, Waec or Neco examinations. The
study highlighted some of the problems associated wit post-UME/UTME as pointed out by some individuals
opposing the adoption of post-UME/UTME, contributions of some individuals supporting the exercise were also
narrated. Some comparisons on the performance of 870 candidates revealed that their performance in postume/utme
examination was relatively very poor. A sample of size 45 was drawn from a population of 870
candidates and arithmetic and weighted arithmetic means of utme and post-utme scores were obtained in order
to highlights on the unsuitability of arithmetic mean as it being used in assessing candidates by most of the
Nigerian Universities. With arbitrary weights of 0.4 and 0.6 on utme and post-ume/utme scores the values of
arithmetic mean are higher than that of weighted arithmetic mean.
Applying Educational Technology to Higher Education in Vietnam Opportunities ...ijtsrd
Industry 4.0 is happening at a very fast pace, with many impacts on Vietnamese education, both advantages and disadvantages. Therefore, big programs such as investing in modern infrastructure, information technology and communication training people who are dynamic, independent, creative, capable of integrating well to start their businesses are becoming urgent requirements to develop countries. In particular, training labor force to meet the requirements of development and integration of the society is at the heart of development strategies that every country must pay attention to. Therefore, higher education is more and more focused and improved in Vietnam these days. This paper discusses educational technology that has been applied in Dong Nai Technology University DNTU , which is known as one of prestigious universities in the south of Vietnam. It is expected that innovations in educational technology would facilitate students to develop themselves and make a great contribution of human resources to the society although those innovations have brought opportunities and challenges to Vietnamese universities in general and to DNTU in particular. The authors also propose recommendations to Vietnamese policy makers in terms of higher education. Huynh Nhu Yen Nhi "Applying Educational Technology to Higher Education in Vietnam: Opportunities and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38387.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38387/applying-educational-technology-to-higher-education-in-vietnam-opportunities-and-challenges/huynh-nhu-yen-nhi
ARE THE SERVICES DELIVERED EMPLOYABLE? A SCENARIO OF TECHNICAL EDUCATION IN ...IAEME Publication
Purpose
One of the most appalling challenges in India is persistently rising unemployment, explicitly in
the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are “seeking
or available for work,” as per 2011 census data. There will be no peace and prosperity in the
country unless jobless people get appropriate channel. In India deficiency of skills is among the
main constraints for recruitment of Technical Education. Productivity of Technical Education in
not entirely absorbed due to lack of skills required by the employers. Along with the ample
arguments, taking place in recent times, regarding reformation in the productivity of Technical
Education, this present study syndicates focus on services delivered and its impact on employability
skills. The objective of this paper is to find out whether Technical Education institutes in rural part
are keen to focus on the employability skills? The paper also focuses on distinguished skills
required by the employer for recruitment. The study also emphases on the services offered by the
Institutes and their correlation on skills development.
Design methodology
A qualitative research survey through a structured questionnaire for the students who are
studying or have recently completed their Technical Education affiliated to the North Maharashtra
University, Jalgaon was conducted which is situated in rural part of India.
Findings
The study discusses umpteen employability skills and explains how embedding services of
technical education are correlated to the growth and development of employability skills. The study
finds that these services results in comprehensive and cohesiveness of employability skills.
Research limitations
The survey is delimited to the Technical Education belonging to North Maharashtra University,
Jalgaon and located in rural of India.
Development of a Mechanism that leads to a Psychological Paradigm Shift in st...CINEC Campus
Tertiary education provides benefits to the society in terms of long term returns from basic research, applications of new technology and social cohesion Thus, a students’ choice towards tertiary education must be made accurately to enjoy the benefits of tertiary education, including employment AHEAD Project
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
Prediction of South Eastern Nigerian Students’ Under Graduate Scores with The...iosrjce
The study looked at the relationship between Joint University Matriculation and the performance of
students in 300 level, 400 level and 500 level students who were admitted into 6 (Six) Nigerian Universities in
2005. A correlational longitudinal survey design was adopted. A preform was used to collect the data from the
students’ files. Their cumulative grade point average and JAMB UME and Post UME Scores were collected.
The population is made up of 3280 students selected by a combination of stratified and sample random and
purposive sampling techniques.
Results show that both JAMB UME and Post UME did not predict performance as measured by cumulative
grade point averages in the years under study. It is recommended that both examination be maintained.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Post-UME/UTME is a screening / examination that each candidate seeking for admission into any
tertiary institution in Nigeria has to undergo in order to test candidate’s ability due to various forms of
examination malpractices persisting in Joint Admission and Matriculation Board (JAMB), National
Examination Council (NECO) and West African Examination Council (WAEC). It has been revealed several
times as pos-ume/utme exposed candidates who must have cheated in Jamb, Waec or Neco examinations. The
study highlighted some of the problems associated wit post-UME/UTME as pointed out by some individuals
opposing the adoption of post-UME/UTME, contributions of some individuals supporting the exercise were also
narrated. Some comparisons on the performance of 870 candidates revealed that their performance in postume/utme
examination was relatively very poor. A sample of size 45 was drawn from a population of 870
candidates and arithmetic and weighted arithmetic means of utme and post-utme scores were obtained in order
to highlights on the unsuitability of arithmetic mean as it being used in assessing candidates by most of the
Nigerian Universities. With arbitrary weights of 0.4 and 0.6 on utme and post-ume/utme scores the values of
arithmetic mean are higher than that of weighted arithmetic mean.
Applying Educational Technology to Higher Education in Vietnam Opportunities ...ijtsrd
Industry 4.0 is happening at a very fast pace, with many impacts on Vietnamese education, both advantages and disadvantages. Therefore, big programs such as investing in modern infrastructure, information technology and communication training people who are dynamic, independent, creative, capable of integrating well to start their businesses are becoming urgent requirements to develop countries. In particular, training labor force to meet the requirements of development and integration of the society is at the heart of development strategies that every country must pay attention to. Therefore, higher education is more and more focused and improved in Vietnam these days. This paper discusses educational technology that has been applied in Dong Nai Technology University DNTU , which is known as one of prestigious universities in the south of Vietnam. It is expected that innovations in educational technology would facilitate students to develop themselves and make a great contribution of human resources to the society although those innovations have brought opportunities and challenges to Vietnamese universities in general and to DNTU in particular. The authors also propose recommendations to Vietnamese policy makers in terms of higher education. Huynh Nhu Yen Nhi "Applying Educational Technology to Higher Education in Vietnam: Opportunities and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38387.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38387/applying-educational-technology-to-higher-education-in-vietnam-opportunities-and-challenges/huynh-nhu-yen-nhi
ARE THE SERVICES DELIVERED EMPLOYABLE? A SCENARIO OF TECHNICAL EDUCATION IN ...IAEME Publication
Purpose
One of the most appalling challenges in India is persistently rising unemployment, explicitly in
the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are “seeking
or available for work,” as per 2011 census data. There will be no peace and prosperity in the
country unless jobless people get appropriate channel. In India deficiency of skills is among the
main constraints for recruitment of Technical Education. Productivity of Technical Education in
not entirely absorbed due to lack of skills required by the employers. Along with the ample
arguments, taking place in recent times, regarding reformation in the productivity of Technical
Education, this present study syndicates focus on services delivered and its impact on employability
skills. The objective of this paper is to find out whether Technical Education institutes in rural part
are keen to focus on the employability skills? The paper also focuses on distinguished skills
required by the employer for recruitment. The study also emphases on the services offered by the
Institutes and their correlation on skills development.
Design methodology
A qualitative research survey through a structured questionnaire for the students who are
studying or have recently completed their Technical Education affiliated to the North Maharashtra
University, Jalgaon was conducted which is situated in rural part of India.
Findings
The study discusses umpteen employability skills and explains how embedding services of
technical education are correlated to the growth and development of employability skills. The study
finds that these services results in comprehensive and cohesiveness of employability skills.
Research limitations
The survey is delimited to the Technical Education belonging to North Maharashtra University,
Jalgaon and located in rural of India.
Development of a Mechanism that leads to a Psychological Paradigm Shift in st...CINEC Campus
Tertiary education provides benefits to the society in terms of long term returns from basic research, applications of new technology and social cohesion Thus, a students’ choice towards tertiary education must be made accurately to enjoy the benefits of tertiary education, including employment AHEAD Project
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
Women in STEM: Closing the Gender Gap to National Transformationiosrjce
The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
This study examined strategies for enhancing student’s enrollment into Home Economics Education in tertiary institutions in Edo state. The study was a descriptive survey. A total of 21 lecturers participated in the study. No sampling technique was adopted as all the 21 lecturers in the 4 tertiary institutions who lectures Home Economics Education in Edo State were used for the study. Three research questions were raised and answered in the study. A validated questionnaire was used for data collection while the weighted average mean was adopted for data analysis. Findings from the study revealed that there has been dwindling enrollment into Home Economics Education in tertiary institutions in Edo State. Some of the factors responsible for the state of enrolment are negative attitude of parents, poor institutional funding and low awareness of the relevance of Home Economics Education to the students. Strategies if adopted is capable of enhancing the enrolment were; increased funding of tertiary institutions by the government, provision of well equipped laboratories and libraries, creating awareness among parents and students, giving of loans to graduates of Home Economics to aid their business and students should spent longer period in industrial attachment. One of the recommendations proffered was that the existing tertiary institutions offering Home Economics Education should be properly funded by the government.
Assessment of teachers’ and principals’ opinion on causes of low
1. Journal of Educational Policy and
Entrepreneurial Research (JEPER) www.iiste.org
Vol.1, N0.2, October 2014. Pp 238-250
238
http://www.iiste.org/Journals/index.php/JEPER/index Igberadja, Serumu
Assessment of Teachers’ and Principals’ Opinion on Causes of Low
Enrollment of Students in Technical Colleges: A Delta State Study
Igberadja, Serumu
Department of Technical and Business Education, Delta State University, Abraka, Nigeria
zerumuhjack@yahoo.co.uk
Abstract
The purpose of this study is to ascertain the causes of low enrollments in Delta State technical colleges. The
population of the study is 292 comprising of 19 principals and 280 teachers from the six government technical
colleges in Delta State. Purposive sampling technique was used to select all the 12 principals and random
sampling technique was used to select 84 teachers. The instrument for data collection was questionnaire. The
questionnaire was content and faced validated by the research supervisor. Pearson product moment correlation
technique was used to ascertain the reliability of the instrument which yields 0.73. The researcher administered
the questionnaire on the principals and teachers personally in the selected technical colleges. Mean and
standard deviation was used to analyze the research questions while Z-test was used to test the hypotheses at
0.05 level of significance. The study revealed among others that lack of qualified technical teachers, poor
funding of the state technical colleges, location of the technical colleges, dilapidated infrastructural facilities,
poor societal attitude towards technical education, and parents perception that technical education is for dull
and unintelligent students. It was concluded that the factors responsible for low enrolment of students in Delta
State technical colleges are governmental factors, school factors, societal factors and parental factors. Hence it
was recommended among others that Government should revitalize technical vocational education institutions
in Delta State.
Keyword: Technical College, Education, Vocational Education, technical Education
Introduction
Education is a general term which refers to an exercise that engages every one. It is a process of enabling
individuals to live as useful and acceptable members of a society (Aigbepue, 2011). Also, Igbinedion and
Ojeaga (2012) see Education as a veritable means of progress for nations and individuals. Similarly,
Okebukola (2012) opined that Education is a process of updating the knowledge and skills of the individual
that will be useful to himself or herself and to the community. Education help individual’s to gain ideas,
knowledge and experience that will make them useful to themselves and the society. Consequently, Technical
and Vocational Education (TVE) is used as a comprehensive term referring to those aspects of the educational
process involving in addition to general education, the study of technologies, related sciences, and the
acquisition of practical skills, attitudes understanding and knowledge relating to occupations in various sectors
of economic and social life (UNESCO & ILO, 2002). This type of education can take place in the formal and
2. Journal of Educational Policy and
Entrepreneurial Research (JEPER) www.iiste.org
Vol.1, N0.2, October 2014. Pp 238-250
239
http://www.iiste.org/Journals/index.php/JEPER/index Igberadja, Serumu
informal setting. Example of the formal type of technical and vocational education is the type of educational
training received in the technical colleges, polytechnics, monotechnics, and special training institutions like
Petroleum Training Institute, Federal University of Technology, and Federal University of Agriculture etc.
Technical colleges in Nigeria are faced with various challenges which have affected technical education
programs in the various part of the country. According to Ibeneme (2007), Nigeria does not seem to accord
technical and vocational education (TVE) the attention it deserves. In same vein, Aina (2006) as cited by
Okeke (2005) opined that since the introduction of technical and vocational education in Nigeria educational
system some years ago, enrollment in technical and vocational education programmes has remained low. More
so, Yakubu (2006) reported that the total enrolment figure into technical and vocational education programes
in Nigeria as at year 2006 was less than three percent (3%). He further stated that, this figure; in comparism
with countries target about fifty percent (50%) enrolments in technical and vocational education. Additionally,
Ozioma (2011) posited that Federal Government wants technical education to occupy a prominent position in
our schools; Nigerian schools pay little or no attention to technical education, teachers and students seem not
to understand what it is all about and consequently develop some contempt and aversion for technical courses
and subjects, teachers, and students now makes technical education to be unhealthy.
However, many of the occupation and trades in technical education are regarded as ignoble and unbecoming,
an average Nigerian parents does not want his son or daughter to earn a living as a full time farmer, plumber,
brick/block layer, carpenter and auto- motor mechanic. For many Nigerians, these trades are for the poor and
underprivileged (Ozioma, 2011). Various scholars such as Igbinedion and Ojeaga (2012); Amoor (n.d);
Ediagbanya, Agbaje and Suberu (2012) have identified same major factors responsible for low enrolment of
students in technical and vocational education to include among others, low societal estimation of technical
and vocational education as education for lowest class people, education for the last result, for people of, low
intelligent quotient, low achievers and low status occupation as well as lack of career awareness.
Causes of Low Enrolment of Students in technical Colleges in Nigeria
According to NBTE (2011), the third edition of the National Policy on Education prescribed the following
transition rates at the end of basic education (i.e. post junior secondary education).
(a) The senior secondary school 60%.
(b) The technical colleges 20%
(c) The vocational training centres 10%
(d) The apprenticeship scheme 10%
However, at the current basic education annual turnout rate of about 4million expected enrolments in technical
colleges will be 800,000 (20%). Consequently, the total enrolment in technical colleges in 2009/2010 session
was 74, 299 made up of 63, 528 (85. 5%) male and 10, 771 (14. 5%) female students. This compares
unfavorably with the expected 800,000 which shows clearly that technical colleges are only able to enrol
barely about 9.3% of their target. The causes of these poor enrolments of students in the technical colleges
according to Igbinedion and Ojeaga (2012) are poor societal perception, poor entry level, lack of recognition
and discrimination against graduates of technical vocational education (TVE). Moreso, Amoor (n.d) reported
that some of the causes include government lukewarm attitude towards technical and vocational education
(TVE), the perception of the society towards technical and vocational education, and lack of candidate’s
interest. In same vein, Ediagbnya, Agbaje and Suberu (2012) posited that the inadequacies of
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facilities/infrastructural materials, qualified teachers and career counsellors have equally not helped out in
boosting enrolment into technical and vocational programmes.
Furthermore, researches by Aina (2006), Amaewhule (2000), Hubert (2006), Okwori (2006), Olaitan (1992),
Oranu (2003) and Yakubu (2006) identified the major factors responsible for low enrolment of students in
technical and vocational education to include among others; low societal estimation of technical and vocational
education as education for lowest class people education for last resort, for people of low intelligent quotient
(IQ), low achievers and low status occupation as well as lack of career awareness in technical and vocational
education; lack of interest in technical vocational subjects (Ozioma, 2011). According to Osuala (1992) in
Ozioma (2011) at the heart of our society and economic problem it is a national attitude that implies that
vocational and technical subjects are designed for somebody else’s children and is meant primarily for the
children of the poor. This same attitude is shared by students. Thus, it makes the students lack interest in the
study of vocational subjects.
Consequently, the findings from my preliminary survey on the enrolment of students in Delta State technical
colleges revealed that there is low enrolment in the various technical colleges. It is against this backdrop that
this present study seeks to ascertain the causes of low enrolment of students in Delta State technical colleges.
Statement of the Problem
The state of enrolment in Delta State Technical Colleges needs attention. Despite successive governments’
efforts directed at improving Technical Educational levels to make technical Education attractive and sellable.
The enrolment of students in technical colleges in the six technical colleges is still very poor when compared
to enrolment in general education programmes (Aina, 2006; Amaewhule, 2000; Hubert, 2006; Okwori, 2006;
Olaitan, 1992; Oranu , 2003; & Yakubu,2006). Therefore, this study is designed to examine the causes of low
enrolment of students in Delta State technical colleges.
Purpose of the Study
The purpose of the study is to ascertain the causes of low enrolments in Delta State Technical Colleges.
Specifically the study seeks to ascertain the following;
i. Government factor responsible for low enrolment in Delta State technical colleges as perceived by
principals and teachers.
ii. School factors responsible for low enrolment of students in Delta State technical colleges as perceived
by principals and teachers.
iii. Societal factors responsible for low enrolment in Delta State technical colleges as perceived by
principals and teachers.
iv. Parental factors responsible for low enrolment in Delta State technical colleges as perceived by
principals and teachers.
Significance of the Study
The findings of this study will be significant to Delta State Ministry of Education, School administrators,
teachers, parents, students, future researchers and the general public. However, the findings of the study will
exposed the various factors responsible for low enrolment in Delta State technical colleges which will enable
government and other stakeholders to tackle the issue of low enrolment in the various technical colleges.
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Scope of the Study
This Study was delimited in locality to Delta State. The study will cover the six (6) technical colleges in the
state. Moreso, the scope of the study in terms of the observational units include all the principals and teachers
in the six (6) technical colleges in Delta State.
Research Questions
i. What government factors are responsible for low enrollment of students in Delta State technical
colleges?
ii. What school factors are responsible for low enrollment of students in Delta State technical colleges?
iii. What societal factors are responsible for low enrollment of students in Delta State technical colleges?
iv. What parental factors are responsible for low enrollment of students in Delta State technical colleges?
Hypotheses
The following Null Hypotheses will be tested for the study;
H01: There is no significant difference in the mean response of principals and teachers on government
factors responsible for low enrollment of students in Delta State technical colleges.
H02: There is no significant difference in the mean response of principals and teachers on government
factors responsible for low enrollment of students in Delta State technical colleges.
H03: There is no significant difference in the mean response of principals and teachers on societal factors
responsible for low enrollment of students in Delta State technical colleges.
H04: There is no significant difference in the mean response of principals and teachers on parental factors
responsible for low enrollment of students in Delta State technical colleges.
Methodology
The survey research design was used in this study. According to Babbie (1990), survey research provides a
quantitative or numeric description of trends, attitudes, or portion of a population by studying a sample of that
population. Colins (2007) posited that survey research design includes selecting a representative and unbiased
sample of subjects drawn from the group under study.The area of the study is Delta State. Delta State was
carved out of formal Bendel State on August 27th
1991 (Federal Republic of Nigeria, 2007 cited in Wikipedia,
n.d). The population of the study is made up of 19 principals including vice principals and 280 teachers in the
six technical colleges in Delta state. The table below shows the population of the study (Field work, 2013).
The random sampling technique was used to select 12 principals and 84 teachers from the six (6) technical
colleges. A Likert five point scale questionnaire titled “Questionnaire on Factors Responsible for Low
Enrollment of Students in Delta State Technical Colleges” with four sections (Section A-D) Section A is on
government factors, Section B is on school factors, Section C is on Societal factors and Section D is on
parental factors. Section A, B, C and D has 7, 8, 8 and 7 items respectively making up a total of 30 items in the
questionnaire was used for data collection.
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The questionnaire was faced validated by 3 expert from Department of Technical and Business Education,
Delta State University, Abraka, Nigeria and possible corrections were made as directed by the expert.The
questionnaires were administered to twenty (20) year one students of the Department of Technical and
Business and Education (Technical Education Unit) who are not part of the sample under study. The Pearson
Product Moment correlation was used to ascertain the reliability which yields 0.73. The researcher went round
the six (6) Technical Colleges to administer the questionnaires to the principals and the teachers. Also he
collected the questionnaires on the spot which yield a hundred percent return rate. The mean and standard
deviation was used to analyze the research questions. Furthermore, the hypotheses were tested using the Z-test
statistics at 0.05 level of significance. According to Nworgu (2006) the Z-test is usually adopted in testing
hypothesis about the difference between the sample size that is large. Generally, a sample is considered to be
large if its size is equal to or greater than 30.
Results
The results are presented based on order of the research questions and hypothesis.
Research Question 1: What government factor is responsible for the low enrolment of students in Delta State
Technical Colleges?
Table 1: Shows the Perception of Principals and Teachers on Government Factors Responsible for Low
Enrolment of Students in Delta State Technical Colleges.
S/NITEM STATEMENT PRINCIPALS TEACHERS
Government Factors Mean S.D Remark Mean S.D Remark
1. Poor provision of
infrastructural facilities such
as library, classrooms
blocks, workshops,
laboratories and recreational
facilities.
4.42 0.79 Agree 4.30 1.12 Agree
2. Poor provision of
consumable materials such
as wood nails wires, rods,
and glues for students
practical.
4.75 0.45 Agree 4.46 1.05 Agree
3. Poor provision of qualified
technical teachers.
4.83 0.39 Agree 4.27 1.21 Agree
4. Poor funding of the state
technical colleges.
4.67 0.49 Agree 4.32 1.16 Agree
5. Poor governmental policy
on technical education
4.33 0.78 Agree 4.23 1.17 Agree
6. Inadequate numbers of
technical colleges in the
state.
4.83 0.39 Agree 4.36 1.03 Agree
7. Poor retraining scheme for
technical teachers
4.92 0.29 Agree 4.40 1.09 Agree
Grand Mean and S.D 4.68 0.51 4.33 1.12
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Table 1 under governmental factors, the principals and teachers agreed with item statement 1-7. The mean and
standard deviation as perceived by principals are 4.42: 0.79, 4.75: 0.45, 4.83: 0.39, 4.67: 0.49, 4.33: 0.78, 4.83:
0.39, and 4.92: 0.29 while that of the teachers are 4.30: 1.12, 4.46: 1.05, 4.27: 1.21, 4.32: 1.16, 4.23: 1.17,
4.36: 1.03, and 4.40: 1.09 respectively for item statement 1-7.
Research Question 2: What school factor is responsible for low enrolment of students in Delta State technical
colleges?
Table 2: Shows the Perception of Principal and Teachers on School Factors Responsible for Low Enrollment
of Students in Delta State Technical Colleges.
S/NITEM STATEMENT PRINCIPALS TEACHERS
School Factors Mean S.D Remark Mean S.D Remark
8. Poor public relations
practice by technical
teachers and instructors.
4.67 0.49 Agree 4.26 1.01 Agree
9. Poor teaching methods
employed by technical
teachers and instructors
4.08 0.29 Agree 4.51 1.04 Agree
10.Location of the technical
colleges.
4.17 0.39 Agree 4.31 1.33 Agree
11.Dilapidated infrastructural
facilities in the technical
colleges.
4.50 0.52 Agree 4.29 1.28 Agree
12.Poorly equipped libraries
workshops and
laboratories.
4.58 0.52 Agree 4.35 1.08 Agree
13.Poor provision of
instructional materials
such as textbooks.
4.75 0.45 Agree 4.17 1.32 Agree
14.Teachers’ nonchalant
attitude to upgrade their
skills.
4.58 0.52 Agree 4.50 0.99 Agree
15.Un conducive school
environment
4.42 0.52 Agree 4.30 1.15 Agree
Grand Mean and S.D 4.47 0.46 4.34 1.15
Table 2 under school factors, the principals and teachers agreed with item statement 8-15. The mean and
standard deviation as perceived by principals are 4.67: 0.49, 4.08: 0.29, 4.17: 0.39, 4.50: 0.52, 4.58: 0.52, 4.75:
0.45, 4.58: 0.52, and 4.42: 0.52 while that of the teachers are 4.26: 1.01, 4.51: 1.04, 4.31: 1.33, 4.29: 1.28,
4.35: 1.08, 4.17: 1.32, 4.50:0.99 and 4.30: 1.15 respectively for item statement 8-15.
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Research Question 3: What societal factor is responsible for low enrollment of students in Delta state
technical colleges?
Table 3: Shows the Perception of Principal and Teachers on Societal Factors Responsible for Low Enrollment
of Students in Delta State Technical Colleges.
S/NITEM STATEMENT PRINCIPALS TEACHERS
Societal Factors Mean S.D Remark Mean S.D Remark
16.Discrimination of technical
college graduates
4.33 0.49 Agree 4.29 1.04 Agree
17.Poor societal attitude
towards technical education.
4.17 0.39 Agree 4.50 1.16 Agree
18.Societal perception that
technical education is for all
and unintelligent students.
4.25 0.45 Agree 4.40 1.25 Agree
19.Societal perception that
technical education is for the
less privilege in the society.
4.33 0.65 Agree 4.29 1.28 Agree
20 poor societal recognition of
technical education
4.08 0.29 Agree 4.37 1.12 Agree
21 Member of the society
awareness in the objective
and prospects of technical
education.
4.50 0.67 Agree 4.18 1.34 Agree
22.Elitism 4.08 0.67 Agree 4.27 1.19 Agree
23.Inferior status accorded to
technical education.
4.92 0.29 Agree 4.15 1.35 Agree
Grand Mean and S.D 4.33 0.49 4.31 1.22
Table 3 under societal factors, the principals and teachers agreed with item statement 16-23. The mean and
standard deviation as perceived by principals are 4.33: 0.49, 4.17: 0.39, 4.25: 0.45, 4.33: 0.65, 4.08: 0.29, 4.50:
0.67, 4.08: 0.67, and 4.92: 0.29 while that of the teachers are 4.29: 1.04, 4.50: 1.16, 4.40: 1.25, 4.29: 1.28,
4.37: 1.12, 4.18: 1.34, 4.27:1.19 and 4.15: 1.35 respectively for item statement 16-23.
Research Question 4: What parental factor is responsible for low enrolment of students in Delta State
technical colleges?
Table 4: Shows the Perception of Principal and Teachers on Societal Factors Responsible for Low Enrolment
of Students in Delta State technical Colleges
S/N ITEM STATEMENT PRINCIPALS TEACHERS
Parental Factors Mean S.D Remark Mean S.D Remark
24. Poverty 4.58 0.67 Agree 4.48 1.06 Agree
25. Parents believe that
technical education is for
dull and unintelligent
4.00 0.74 Agree 4.42 1.15 Agree
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students.
26. Parents cannot afford
education cost of
technical education due
to the high cost of
equipments, materials,
and hand tools for
practical.
4.08 0.79 Agree 4.48 1.14 Agree
27. Parents want their
children to read courses
that have better prospect
and recognition.
4.33 0.49 Agree 4.13 1.26 Agree
28. Parents believe that
technical education is for
the less privilege of the
society.
4.67 0.65 Agree 4.39 1.16 Agree
29. Socio-economic status of
parents.
4.67 0.78 Agree 4.10 1.31 Agree
30. Parents believe that
technical education is for
handicapped.
4.33 0.98 Agree 4.18 1.16 Agree
Grand Mean and S.D 4.38 0.73 4.31 1.18
Table 4 under parental factors, the principals and teachers agreed with item statement 24-30. The mean and
standard deviation as perceived by principals are 4.58: 0.67, 4.00: 0.74, 4.08: 0.79, 4.33: 0.49, 4.67: 0.65, 4.67:
0.78, and 4.33: 0.98 while that of the teachers are 4.48: 1.06, 4.42: 1.15, 4.48: 1.14, 4.13: 1.26, 4.39: 1.16,
4.10: 1.31, and 4.18:1.16 respectively for item statement 24-30.
Hypothesis 1: There is no significant difference in the mean response of principals and teachers on
government factors responsible for low enrolment of students in Delta State Technical Colleges.
Table 5: Shows the Test of Significant Difference on the Perception of Principals and teachers on Government
Factors Responsible for Low Enrolment of Students in Delta State Technical Colleges.
Group Mean S.D N Df Z-Calculated Z - Tabulated Decision
Principals 4.68 0.51 12 94 1.8301 1.96 Accept
Teachers 4.33 1.12 84
N =96, df=94, p<0.05, * Accept since z-calculated is less than z-tabulated.
Hypothesis 2: There is no significant difference in the mean responses of principals and teachers on school
factors responsible for low enrolment of students in Delta State Technical Colleges.
Table 6: Shows the Test of Significant Difference on the Perception of Principals and Teachers on School
Factors Responsible for Low Enrolment of Students in Delta State Technical Colleges.
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Group Mean S.D N Df Z-Calculated Z – Tabulated Decision
Principals 4.47 0.46 12 94 0.7116 1.96 Accept
Teachers 4.34 1.15 84
N =96, df=94, p<0.05, * Accept since z-calculated is less than z-tabulated.
Hypothesis 3: There is no significant difference in the mean responses of principals and teachers on societal
factors responsible for low enrolment of students in Delta State Technical Colleges.
Table 7: Shows the test of Significant Difference on the Perception of Principal and Teachers on Societal
Factors Responsible for Low Enrolment in Delta State Technical Colleges.
Group Mean S.D N Df Z-Calculated Z – Tabulated Decision
Principals 4.33 0.49 12 94 0.1062 1.96 Accept
Teachers 4.31 1.22 84
N =96, df=94, p<0.05, * Accept since z-calculated is less than z-tabulated.
Hypothesis 4: There is no significant difference in the response of principals and teachers on parental factors
responsible for low enrolment of students in Delta State Technical Colleges.
Table 8: Shows the Test of Significant Difference on the Perception of Principals and Teachers on Parental
Factors Responsible for Low Enrolment in Delta State Technical Colleges.
Group Mean S.D N Df Z-Calculated Z - Tabulated Decision
Principals 4.38 0.73 12 94 0.2835 1.96 Accept
Teachers 4.31 1.18 84
N =96, df=94, p<0.05, * Accept since z-calculated is less than z-tabulated.
Discussion of Findings
Table 1 revealed that poor provision of infrastructural facilities, consumable materials, qualified technical
teachers; poor funding of the state technical colleges; poor governmental policy on technical education;
inadequate numbers of technical colleges in the state; and poor retraining scheme for technical teachers.These
findings are in agreement with Amoor (n.d) who posited that the causes of low enrolment in technical colleges
are government lukewarm attitude towards technical and vocational education. Moreso, Ediagbamua, Agbaje,
and Suberu (2012) reported that the inadequacies of facilities/instructional materials, qualified teachers and
career counselors have equally not helped out in boosting enrolment into technical colleges.
Table 2, revealed that poor public relations practice by technical college students, teachers and administrators,
poor teaching methods employed by technical teachers and instructors; location of the technical colleges;
dilapidated infrastructural facilities; poorly equipped libraries, workshops and laboratories; teachers
nonchalant attitude to upgrade their skills; and un conducive school environment as school factors responsible
for law enrollment in technical colleges in Delta State. These findings are in agreement with Ediagbamua,
Agbaje, and Seberu (2012) when they reported that the inadequacies of facilities instructional materials and
qualified teachers are responsible for the low enrolment of students in technical vocational education
programme.
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Table 3, revealed that discrimination of technical college graduates; poor societal attitude towards technical
education; societal perception that technical education is for the less privilege in the society; poor societal
recognition of technical education and poor awareness on the objective and prospects of technical education
are societal factors responsible for the causes of low enrolment of students in technical colleges in delta state.
This is in agreement with Aina (2006); Amaewhule (2000); Hubert (2006); Okwori (2006); Olaitan (1992);
Oranu (2003); and Yakubu (2006) identified major factors responsible for low enrolment of students in
Technical Vocational Education programme include among others; low societal estimation of technical
vocational education as education for lowest class of people, and education for last resort.
Table 4 revealed that poverty; parents perception that technical education is for dull and unintelligent students;
parents inability to afford the high cost of technical education; parents want their children to read courses that
have better prospect and recognition; socio – economic status of parents; and parents perception that technical
education is for handicapped. This findings is in agreement with Osuala (1992), in Ozianya (2011) who
reported that, at the heart of our society and economic problem is a national attitude that implies that
vocational technical subjects are designed for somebody else’ children and is meant primarily for children of
the poor. This same attitude is shared by students, this, it makes the students to lack interest in the study of
technical vocational subjects. Table 5, 6, 7, and 8 revealed that the hypotheses that were formulated in this
study were all accepted.
Summary
The study revealed that, the following are factors affecting enrollment of students in Delta State technical
colleges:
Poor provision of infrastructural facilities
Lack of consumable materials
Lack of qualified technical teachers
Poor funding of the state technical colleges
Poor governmental policy on technical education
Inadequate numbers of technical colleges in the state
Poor retraining scheme for technical teachers.
Poor public relations practice by technical college students, teachers and administrators
Poor teaching methods employed by technical teachers and instructors
Location of the technical colleges
Dilapidated infrastructural facilities
Poorly equipped libraries, workshops and laboratories
Teachers nonchalant attitude to upgrade their skills
Un conducive school environment
Discrimination of technical college graduates
Poor societal attitude towards technical education
Societal perception that technical education is for the less privilege in the society
Poor societal recognition of technical education
Poor awareness on the objective and prospects of technical education
Poverty;
Parents perception that technical education is for dull and unintelligent students
Parents inability to afford the high cost of technical education
Parents want their children to read courses that have better prospect and recognition
Socio – economic status of parents
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Parents’ perception that technical education is for handicapped.
Conclusion
Based on the findings from the study, it is concluded that various factors were responsible for low enrolment
of students in Delta State technical colleges. The poor enrollment is as a result of government attitude towards
technical education, the administration, management, and implementation of technical education in technical
colleges, and societal and parental attitude to technical education in Nigeria.
Recommendations
Based on the findings of this study, the following recommendations were made;
i. Government should revitalize technical vocational education institutions in Delta State.
ii. Government should organized awareness programme for members of the society on technical
vocational education programme.
iii. More technical colleges should be constructed across the state at least two (2) in every local
government.
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Sanitization Workshops on the Importance of Technical and Vocational Education in Nigeria Held
February 9th
, 2006 at Port Harcourt.
13. Journal of Educational Policy and
Entrepreneurial Research (JEPER) www.iiste.org
Vol.1, N0.2, October 2014. Pp 238-250
250
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Yusuf, M.A; and Soyemi, I. (2012) Achieving sustainable economic development in Nigeria through technical
and training: the missing link. International Journal of Academic Research in Business and Social
Sciences 2(2).
14. Business, Economics, Finance and Management Journals PAPER SUBMISSION EMAIL
European Journal of Business and Management EJBM@iiste.org
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Journal of Developing Country Studies DCS@iiste.org
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Engineering, Technology and Systems Journals PAPER SUBMISSION EMAIL
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15. The IISTE is a pioneer in the Open-Access hosting service and academic event management.
The aim of the firm is Accelerating Global Knowledge Sharing.
More information about the firm can be found on the homepage:
http://www.iiste.org
CALL FOR JOURNAL PAPERS
There are more than 30 peer-reviewed academic journals hosted under the hosting platform.
Prospective authors of journals can find the submission instruction on the following
page: http://www.iiste.org/journals/ All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than those
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