ABSTRACT
This study was designed to assess constraints on human resource
development (HRD) in Technical vocational education. The study was designed to
determine from technical teachers the extent to which they considered the
constraints affecting HRD in TVE programmes. Simple descriptive survey design
was used for the study. The population of this study consisted of all technical
teachers in Anambra State. The instrument used in the collection of data was 70
item questionnaire validated by four experts in Vocational Education
Department. The questionnaire elicited information from the technical teachers
on five distinct areas considered constraints on HRD in TVE. One hundred and
thirty (130) copies
of the questionnaire were administered on the respondents but 102 copies of the
questionnaire were completed and returned. The data collected were analysed
using frequency count and mean to answer 6 research questions posed for the
study. Four (4) research hypotheses were appropriately tested using ANOVA and
t-test statistic tools at 0.05 level of significance. The results indicated
that technical teachers considered non-availability of material resources,
technical teachers’ inadequacy, inadequate human resource management, public
misconception on the nature of TVE and financial constraints as constraints on
HRD in TVE programme. Based on the conclusion, strategies that could improve
HRD in TVE will be adopted to help to improve teaching and learning in TVE
programmes.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Human
resource could be seen as people, who work in organizations, having certain
qualities or abilities, talents, and attitudes; and who influence production,
quality and profitability. They are people who could set out strategies and
goals, design work systems, produce goods and services, monitor quality,
allocate financial resources and market the products and services (Bratton and
Gold, 1999). According to Eyiuche (2002), human resources make up the ultimate
basis for the wealth of a nation. Human resources differ from other resources
because of their ability to evaluate and to question management actions. For
instance, capital and material resources are passive factors of production
while human resources are the active agents that accumulate capital, exploit
both natural and material resources, build social, economic and political
organizations and cause national development enhancement. In the context of
formal education, human resources have to be specifically educated in order to
be able to carry out their professional responsibility (Oluremi, 2001).
However, the problem here rests on the appropriate development of human
resources.
As education
is regarded as national investment, the most valuable of all capital is that
invested in human beings. It appears that lack of adequate investment in human resources
development has been responsible for the slow growth of the less developed
countries in the world. Human resource development is a process of acquiring
and increasing the number of persons who have skills, education and experience
which are critical for economic and political development of a nation (Eyiuche,
2002). This implies that human resource development (HRD) involves acquisition
of skills, knowledge and the application of knowledge and skills acquired. HRD
according to Nwangwu (2007) is a process of staff improvement through
strategies that foster self development, self actualization and self growth.
Development involves all those activities that are geared towards the growth
and improvement of skills, knowledge, abilities and attitudes of the staff of
the system. A well planned and systematic HRD programme will enhance the
performance of the TVE programmes in terms of increased productivity, and will
reduce costs, as well as engender high staff morale and stability in the
system. HRD is growth oriented that may require in-service programmes (Nwangwu,
2007).
It seems
that a greater proportion of problems confronting the development of technical
education in Nigeria currently are rooted in inadequate supply of technical
teachers arising from inadequate HRD strategies. The peculiarities of
inadequate supply of technical education teachers may include deficiencies in
quality and quantity. Most technical teachers available appear to lack
industrial experience, and pedagogical training. Also limited training facilities constitute
the greatest bottle-neck for staff training and re-training (Olu and Beecroft,
1987). Eze (2007) stated that TVE teachers should be specialist in their trades
because lack of adequately trained TVE teachers could affect students’
enlistment in TVE programmes. Eze emphasized that if people lack technical
skill, knowledge and entrepreneurial consciousness, most of the constituents of
the environment will be greeted with ignorance and there may not be any
commitment to discover and tap the available resources because the knowledge
may be lacking and the necessary technical skill may not be acquired. In a
country where the technical staff and human resources available lack these
abilities, it is assumed that such country might remain underdeveloped. It is
also assumed that such country where the necessary human resources, lack
adequate knowledge and the technical know-how for promoting economic
development, advancement may not be foreseen and predicted.
The
development of human resources has been the main focus of TVE because TVE
objectives rest on skill acquisition and application of scientific knowledge in
problem solving. It also involves practice, application of knowledge and manual
inhibitions of mastery using the hands. TVE helps in meeting the manpower needs
of the society and no country has ever been able to achieve and sustain any
degree of technological development without a conscious and conscientious
effort to develop its technical manpower. TVE ensures the production of
adequate and appropriate productive manpower which leads to wealth creation,
material progress, resource base development and national empowerment which
accelerates economic growth, reduce inequality and eradicate absolute poverty.
TVE enhances
the manual dexterity, technical skill and knowledge, and the entrepreneurial
consciousness of the people with a view to improving the economic development
of the country through human empowerment. Also the solution to underdevelopment
in a country and to minimize economic backwardness and instill capacities and
instruction to progress is to introduce and implant a robust and viable TVE
system. However, the achievement of these good qualities of TVE programmes
depends to a great extent on the development and proper utilization of human
resources. TVE teacher as a key factor in human resources need to be adequately
developed through training and effectively utilized for proper achievement of
TVE objectives and also to enable them carryout their professional and
administrative duties. The success and effectiveness of TVE depend on the
quality and quantity of teachers available for the TVE programmes. That is to
say the realization of educational goals of TVE programmes depend to large
extent upon the quality and quantity of TVE teachers engaged in TVE system
because the TVE teachers cannot give out what they do not have.
In
developing TVE teachers as a key factor in human resource development there
appears to be some constraints. This may be one of the reasons why most
students do not study technical vocational courses in tertiary institutions in
the state. The constraints may be in so many forms. It can be in form of lack
of availability of adequate trained technical teachers, non-availability of
material resources or inadequate human resources management. In order to make
human resources productive and dependable, there should be adequate HRD
strategies in TVE programmes. It is against this background that this study is
designed to assess the extent of the constraints on human resource development
and strategies for improvement in TVE programmes in Anambra State.
Statement
of the Problem
Technical
vocational education is a powerful vehicle for development and sustenance of
competence, efficiency and effectiveness in graduates of technology education
(Okoye, 2006). Unfortunately, the human resources development in this
discipline appears to be seriously neglected by successive governments in
Nigeria. For instance, early 80’s, the Federal Government made efforts to
empower technical personnel in the country through Technical Teachers Training
programme (TTTP) Over-seas, and subsequently in Indigenous Universities, the
programme had since stopped due to the same negligence. Consequently, there
has always been dearth of professionally trained technical instructors /
teachers or practitioners, inadequate supply of training materials and
facilities, and grossly inadequate funding. These shortcomings form constraints
against adequate HRD in technological studies in Nigeria and Anambra State in
particular. Admittedly Nwanoruo (2002) maintain that some of the constraints on
HRD in Nigeria include lack of adequate funding, non-availability of
instructional materials and lack of qualified technical manpower. The
consequence is that the graduates of this programme are not adequately trained.
As a result they appear to feel inferior and thus entertain some inferiority
complex and incompetent amidst counterparts. Worse still, there has always been
low regard for manual application which had always assumed greater proportion
among TVE graduates (Okorie, 2002).
On the other
hand, the learning environment appertaining to TVE programmes is nothing to
write home about. For instance, Eze (2007) noted that poor training and
learning environment in TVE workshops have resulted in production of
incompetent vocational graduates who cannot adapt to changing economic
situation in Nigeria. In this awareness, it becomes pertinent to organize a
study in this category to assess the constraints that affect HRD and determine
strategies that could improve HRD in TVE programmes.
Purpose
of the Study
This study
intends to assess some constraints on human resource development and determine
strategies that could improve HRD in TVE programmes. Specifically, the study
intends to assess the;
1.
Extent to which non-availability of
material resources affects HRD in TVE programmes.
2.
Extent to which technical teachers’
inadequacy affects HRD in TVE programmes.
3.
Extent to which inadequate human
resource management affects HRD in TVE in Anambra State.
4.
Extent to which public misconception
of the nature of TVE programmes affects HRD in TVE in Anambra State.
5.
Extent to which financial
constraints affects HRD in TVE in Anambra State, and
6.
Determine strategies that could
improve HRD in TVE programme in Anambra State.
Significance
of the Study
The findings
of this study will be of benefit to technical vocational administrators,
technical vocational teachers and students.
By this
study, the extent to which the identified constraints affect HRD will be assessed.
It is believed that the problematic issues that result in non-availability of
material resources, public misconception of nature of TVE and financial
constraints will be unveiled too. Consequently, the strategies for improvement
will be determined and also implemented in TVE programmes. The assumption is
that most of the students will shun inferiority complex and pick a vocation in
TVE. In the long run many more intelligent and brilliant students will be
attracted to enroll into TVE programmes with a willing intension to make
enviable achievement and a competitive career for self reliance.
If
constraints on human resource development in TVE programmes are adequately
assessed as a result of the findings of this study, the perennial problem of
inadequate supply of qualified technical vocational teachers in TVE will be
solved. This is believed to bring job satisfaction among technical teachers
which will make them also to impart the knowledge and skills needed. If
adequate knowledge and skill are imparted to the students, it is deemed that
students will become more productive and independent citizens.
If findings
on the extent to which inadequate human resources management affect HRD in TVE
programmes are discovered, it will help the TVE stakeholders to improve on
human resource development in TVE programmes in Nigeria.
Research
Questions
The
following research questions are posed to guide the study
1.
To what extent does non-availability
of material resources affect HRD in TVE programmes?
2.
To what extent does technical
teachers’ inadequacy affect HRD in TVE programmes?
3.
To what extent does inadequate human
resource management affect HRD in TVE in Anambra State?
4.
To what extent does a public
misconception of the nature of TVE affect HRD in TVE in Anambra State?
5.
To what extent does a financial
constraint affect HRD in TVE programmes?
6.
What strategies could improve HRD in
TVE programme in Anambra State?
Hypotheses
The
following hypotheses were formulated and were tested at 0.05 level of
significance.
Ho1: There
is no significant difference among the opinion of technical teachers of NAU,Awka; FCE(T),Umunze and
Technical Colleges in Anambra State on the extent to which non-availability of
material resources affect HRD in TVE.
Ho2: There is no
significant difference between mean responses of technical teachers in FCE(T),Umunze and
Technical Colleges in Anambra State on the extent to which technical teachers’
inadequacy affect HRD in TVE programmes.
Ho3: There is no
significant difference between the opinion of technical teachers of NAU,Awka and
FCE(T),Umunze in Anambra State on the extent to which inadequate human resource
management affect HRD in TVE in Anambra State.
Ho4: There
is no significant difference between the mean responses of male technical teachers and female
technical teachers in TVE on the extent to which public misconception of the
nature of TVE programmes affect HRD in TVE in Anambra State.
Scope
of the Study
This study
is delimited to an assessment of constraints on HRD in TVE and strategies for
improving HRD in Anambra state.
This study
was limited to some influential factors such as: which non-availability of
material resources; technical teachers’ inadequacy; inadequate human resource
management; public misconception on the nature of TVE programmes and financial
constraint that could affect HRD in TVE. This study focuses on technical
teachers’ in NAU, Awka; FCE (T) and technical colleges in Anambra State that offer
technical courses. The technical teachers in private establishments that offer
programmes in TVE were not covered in study.
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Item Type: Project Material | Size: 106 pages | Chapters: 1-5
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