The document discusses challenges and strategies for enhancing the quality of the Nigeria Certificate in Education (Technical) programme in Kaduna State, Nigeria. It identifies several challenges facing the programme at the student, school, and government levels, including inadequate funding, infrastructure, and qualified instructors. The study aims to examine these challenges and identify strategies for improvement. A survey was conducted of management staff and lecturers across technical teacher training institutions in Kaduna State. The findings indicate that students, schools, and the government all pose challenges to quality in the areas of attitudes, resources, management, and funding. Recommendations include improving monitoring of students, management of resources, training of teachers, supervision by oversight bodies, provision of workshop facilities,

1. CHALLENGES AND STRATEGIES FOR ENHANCING QUALITY
NIGERIA CERTIFICATE IN EDUCATION (TECHNICAL)
PROGRAMME IN KADUNA STATE, NIGERIA
BY
UTUNG, PHILEMON
MTECH/STE/2013/4224
DEPARTMENT OF INDUSTRIAL TECHNOLOGY EDUCATION
FEDERAL UNIVERSITY OF TECHNOLOGY, MINNA
SUPERVISORS: DR. P.A. OMOZOKPIAAND PROF. E.J. OHIZE
(SEPTEMBER, 2016)

2. INTRODUCTION
Many countries are described today as developed due
to their technological feats and manoeuvres. The
importance of technology to man and national
development cannot be over emphasized.
Nigeria Certificate in Education (Technical)
programme it is a special technical teacher training
programme meant to empowered the trainees with
knowledge, skills, norms and rudiments for effective
teaching,Gopar (2008).

3. Oyebade, Oladapo and Adetoro (2012) opined that quality
in education may be considered on the basis of how good
and efficient the teachers are; how adequate and accessible
the facilities and materials needed for effective teaching and
learning are; and how prepared the graduates are for
meeting the challenges of life and for solving social and
economic problems in their areas of specialisations.
In order to provide NCE (Technical) programmes that can
create an impact in the development of human resources
which can be the driving force for technological and
economic growth of the nation, quality and standard will
have to be created. Various factors (students; schools and
government) have been identified as some of the challenges
in attaining quality NCE (Technical) programmes in
teachers training institutions.

4. STATEMENT OF THE PROBLEM
In recent years there are complaints from every quarter of
the nation on the quality of NCE (Technical) graduates
that are been produce in teachers training institutions
pertaining service delivery when employed .
These challenges include:
Inadequate funding;
 Inadequate infrastructures;
 Poor power supply;
Poor in-service training scheme for lecturers /
instructors;
 Shortage of qualified lecturers/ instructors;
Poor supervision of programmes;
Inadequate curriculum planning and implementation

5. AIM AND OBJECTIVES OF THE STUDY
Specifically, the objectives of the study was to
examine the following:
1. Students-related challenges militating against
quality NCE (Technical) programme in Kaduna
State.
2. School-related challenges militating against quality
NCE (Technical) programme in Kaduna State.
3. Government-related challenges militating against
quality NCE (Technical) programme in Kaduna
State.
4. Strategies for enhancing quality NCE (Technical)
programme in Kaduna State.

6. SIGNIFICANCE OF THE STUDY
The findings of this study will be of immense
benefits to the followings;
 National Commission for Colleges of
Education (NCCE)
 NCE (Technical) teachers,
 NCE (Technical) students,
 Researchers.

7. RESEARCH QUESTIONS
The following research questions were raised and guided the
study:
1. What are the students-related challenges militating
against quality NCE (Technical) programme in Kaduna
State?
2. What are the schools- related factors militating against
quality NCE (Technical) programme in Kaduna State?
3. What are the government-related challenges militating
against quality NCE (Technical) programme in Kaduna
State?
4. What are the strategies for enhancing quality NCE
(Technical) programme in Kaduna State?

8. RESEARCH HYPOTHESES
The following null hypotheses postulated were tested at
0.05 level of significance:
Ho1:There is no significant difference in the mean
responses of respondents on students-related
challenges militating against quality NCE (Technical)
programme in Kaduna State.
Ho2: There is no significant difference in the mean
response of respondents on schools-related challenges
militating against quality NCE (Technical) programme
in Kaduna State.

9. Ho3:There is no significant difference in the
mean responses of respondents on
government-related challenges militating
against quality NCE (Technical) programme in
Kaduna State.
Ho4: There is no significant difference in the
mean responses of respondents on strategies for
enhancing quality NCE (Technical) programme
in Kaduna State.

10. SCOPE OF THE STUDY
The study was on the challenges and
strategies for enhancing quality NCE
(Technical) programme in Kaduna State.
The study is delimited in scope to: student-
related, school-related, government-related
challenges, strategies for enhancing quality
NCE (Technical) and quality assurance
mechanisms.

11. REVIEW OF RELATED LITERATURE
The reviews of literature related to the study
were arranged under the following headings:
THEORETICAL FRAMEWORK TO
THE STUDY
Prosser’s Theorems and Principles of
Technical Education
Human Capital Theory
Critical Conflict Theory

12. CONCEPTUAL FRAMEWORK TO THE
STUDY
 The Concept of Technology Education.
 21St Century Teacher Education Programme.
 Nigeria Certificate in Education (Technical).
 National Commission for Colleges of
Education (NCCE).
 Quality Assurance in NCE (Technical).
Review of Related Empirical Studies.
Summary of Literature Reviewed.

13. RESEARCH METHODOLOGY
Research Design
A descriptive survey research design was
applied for this study. The use of this
design is necessary because it afforded
the researcher a room to present the views
of respondents without any bias.

14. AREA OF THE STUDY
The study was carried out in Kaduna State. The
study covered teachers training institutions
offering NCE (Technical) programme, namely;
Kaduna Polytechnic, Nuhu Bamali Polytechnic-
Zaria and Kaduna State College of Education,
Kafanchan.

15. POPULATION OF THE STUDY
The population for the study consisted of 88
respondents. These comprises of 19 Management Staff
(3 HODs,16 HOSs) and 69 Lecturers.
INSTRUMENT FOR DATA COLLECTION
The instrument for data collection was a structured
questionnaire developed by the researcher for the
study. The 64 items structured instrument developed
was administered to the respondents. The response
options of CSEQTEQ sections are five-point Likert
type scale of Strongly Agree (SA=5), Agree (A=4),
Disagree (DA=3), Strongly Disagree (SD=2) and
Undecided (UD=1).

16. VALIDATION OF THE INSTRUMENT
The instrument has undergo both content
and face validation by three (3) experts,
one (1) from the Department of Education
Technical, Kaduna Polytechnic and two (2)
from Department of Industrial &
Technology Education, Federal University
of Technology, Minna-Niger State.

17. RELIABILITYOF THE INSTRUMENT
The validated instrument was Pilot tested
using 4 management staff and 6 lecturers
from Niger State College of Education,
Minna. The reliability of the instrument
was determined by the coefficient of the
internal consistency using Cronbach
Alpha method. The reliability coefficient
was found to be 0.88 using SPSS 20.

18. METHOD OF DATA COLLECTION
A structured questionnaires were used for
data collection from the respondents in
each of the three (3) teachers training
institutions offering Nigeria Certificate in
Education (Technical) Programme.

19. ADMINISTRATION OF INSTRUMENT
The researcher administered the
questionnaires by direct contact. The
services of three (3) research assistants,one
from each institution was employed to
assist in the administration and retrieval
process from the affected institutions
within two weeks.

20. METHOD OF DATAANALYSIS
Mean and standard deviation were used to
analyzed and answer the research
questions, while Z-test was employed to
test the null hypotheses at 0.05 level of
significance.

21. Findings of the Study
 Based on the data collected and analysed, the followings
are the major findings:
i. The result on table 4.1 revealed that students related
challenges posed as a serious threat to quality Nigeria
Certificate in Education (Technical) programme as
captured in the 13 items generated.
ii. The result on table 4.2 revealed that school related
challenges militated in attaining quality Nigeria
Certificate in Education (Technical) programme as
captured in the 21 items generated.
iii.The result on table 4.3 revealed that government related
challenges also militated in attaining quality Nigeria
Certificate in Education (Technical) programme as
captured in the 16 items generated.

22. Findings of the study (cont.)
i. The data on table 4.4 revealed that in the opinions of the
respondents’ proffered strategies for enhancing quality Nigeria
Certificate in Education (Technical) programme as captured in
the 14 items generated.
iv. The result in table 4.5 shows z-test analysis which revealed that
the null hypothesis was accepted.
v. The result in table 4.6 shows z-test analysis which revealed that
the null hypothesis was accepted.
vi. The result in table 4.7 shows z-test analysis which revealed that
the null hypothesis was accepted.
vii. The result in table 4.8 shows z-test analysis which revealed
that the null hypothesis was accepted

23.  Based on the findings of the study, it was recommended that:
i. The parent and guardians should closely monitor and encourage their
children/wards to develop and sustain positive attitudes towards learning.
ii. Administrators should make effective management of both human and
material resources at their disposal and a conducive teaching-learning
environment should be created and sustained to enhance quality teachers
education programme.
iii. Effective pre-service and in-service training and retraining programme of
teachers should be provided and recruitement of teachers should be based
on merit strictly.
iv. NCCE should closely monitor, effectively supervise and ensure full
implementation of NCE (Technical) programme.
v. Provision of sufficient machineries, equipment, tools and materials to
school workshops to encourage practical skills acquisition is a necessity.
vi. Governments should comply with the 26% UNESCO budgetary allocation
to education to ensure sufficient and prompt release of funds to teachers
education programme and encourage public private partnership in areas of
need also promote massive investment in education.
Recommendations

24. THANKS
FOR
LISTENING