POOR ASSESSMENT METHODS IN VOCATIONAL EDUCATION

The education of vocational education in schools still consists of the cognitive aspects of learning instead of psycho-productive indicators. The assessment of students in this type of education should be both practical and theory which will enable them function properly in the society (Ebenebe, 1991). This assessment should be an on-going process.

POOR ADMINISTRATION AND SUPERVISION OF VOCATIONAL TECHNICAL EDUCATION PROGRAMMES

Poor administration and supervision hinder the effective development of vocational education. There is lack of co-ordination between the various Federal and State agencies responsible for the administration of vocational education programmes. This lack of co-ordination has resulted in costly duplication of efforts and inability to design vocational curricula  for the Nigerian youth (Osuala, 1999) and Akamobi (2005).

FACTORS AFFECTING QUALITY TEACHING/EXAMINATION IN VOCATIONAL AND TECHNICAL EDUCATION

Vocational and technical education programmes are designed for people who can profit and progress by it, in order to accomplish this technical subjects in our school must be paramount. Unfortunately the teaching and examination of vocational and technical subjects   in schools is faced with numerous problems. Some of these problems are poor organization and slow face of implementation. Those who formulated the national policy on education had a clear vision of an intended mission that is vocationalising the school system particularly at the secondary level. Unfortunately the programme is bedeviled by organizational and implementation

CONCEPT OF VOCATIONAL EDUCATION

The term vocational education has been variously defined by authorities and authors. In one of such definitions, Ihimekpen and Oseloka (1997) defined vocational education as that aspect of education which is mainly concerned with the preparation of individuals for skilled performance on tasks. It is a form of education, training or retraining which is geared towards making the learner much more productive through improved performance in either paid employment or in self employment. It could take place in organized learning institutions or in non-organized ones.

ACHIEVING QUALITY IN THE TEACHING AND EXAMINATION OF VOCATIONAL EDUCATION

CHAPTER ONE
INTRODUCTION

1.1    BACKGROUND OF THE STUDY

Vocational education can be described as the aspect of education which is concerned with the preparation of skilled manpower. It is a form of education, training or retraining which is directed towards developing the learner to become productive in a paid employment or in self employment. It is therefore the bedrock in which a country’s socio-economic, technological and cultural advancement must be built.
To achieve the national objectives, and the objectives of vocational and technical education in Nigeria there is  the need to ensure good quality in the teaching and evaluation of students and is crucial to helping students in high academic standards; improving of quality and examination of vocational and technical education has become very necessary because most people who pass through training in this type of education are unable to perform adequately as they ought to ; unemployment has become so rampart and poverty has engulf most of them.

ACHIEVING QUALITY IN THE TEACHING AND EXAMINATION OF VOCATIONAL EDUCATION

ABSTRACT
The vital role of vocational and technical education in the production of skilled and competent manpower for economic, industrial and social development cannot be achieved if an efficient and effective teaching and examination is not maintained. Therefore, this project examines the objectives of vocational and technical education, factors militating against quality teaching and examination of vocational and technical education, quality assurance in the teaching and examination of vocational and technical education as well as the methods of teaching vocational subjects. It was concluded that for quality teaching in vocational education to take place, all hands must be on deck. Recommendations were

QUALITY ASSURANCE IN THE TEACHING AND EXAMINATION OF VOCATIONAL AND TECHNICAL EDUCATION IN NIGERIA.

Quality teaching/examination ensures that candidates possess the knowledge skills and competencies that are appropriate for their area of responsibility. These include standards that ensure teachers that know the subject they teach and how children learn and what to do when they are having difficulty and that they will be able to use effective teaching methods for those who are learning easily as well as those who have special needs. There is the need to have teaching standards and develop challenging examination to document and recognize accomplished teaching. It is very clear that the overall goal in ensuring quality is to improve opportunities for high quality learning. The assessment of teaching quality is an on-going dimensional process which should be base on process and products (Ingvarson 2010).
Students are exposed to vocational technical education subjects in the secondary school that is in their junior and senior secondary schools, most of the time they do not continue with vocational education, this could be as a result of problems identified. There is the need to ensure continuity in the teaching and examination of vocational technical subjects in schools at all levels. In order to ensure quality the following strategies can be

ADMINISTRATION AND SUPERVISION OF SCHOOLS AND COLLEGES

The administration of technical schools, vocational departments in   institutions should be in the hands of professionals in vocational education.  Most of time in Nigeria, the headship of these vocational institutions are often placed in the hands of leaders in general education. All Secondary schools in the country offer pre-vocational subjects and vocational technical subjects. The principals of these schools should be educated through periodic workshops and seminars. This in turn can greatly enhance quality vocational education in our schools and colleges (Osuala, 1999).

QUALITY IN VOCATIONAL EDUCATION

Quality vocational education according to Okerie (2001) and Edward and Paul (1992) must be based on the following principles.
1.     A quality programme prepares students for entry into chosen occupation without neglecting the essentials of a sound general education.
2.    A quality programme serves as a geographic area whose students population is large enough in support of a day and evening programme offering a wide variety of occupational choice and that also have employment opportunities related to the

VOCATIONAL EDUCATION TEACHERS' PERCEPTIONS ON THE USE OF ASSESSMENT METHOD IN VOCATIONAL EDUCATION.

The Carl D. Perkins vocational applied Technology Education Act of 1990 required accountability of all states that accept federal funds to support vocational programs. This was to be achieved through a system of specified performance measures and standards, which track both academic and occupational competency gains. Measures of performance were requested to address occupational attainment while measures of learning and competency gain were to reflect the achievement of basic and advanced academic skills. Goals 2000 and school –to- work opportunities Act are two of the federal acts that emphasize high standards for all students while providing a frame work and some financial incentives for public education to prepare all standards for the world beyond school. Many measurement authorities as well as school practitioners are concerned about the ability of standardized measures commonly available to measure the desired outcomes with an acceptable degree of validity and precision (Asche, 1991).

QUALITY TEACHING IN VOCATIONAL EDUCATION

Quality teaching is the core of quality assurance and development in vocational education and training as it should be for all education sectors. The preparation of vocational teachers equips them to teach at a high quality and the attraction, recruitment, support and retention of teachers support quality teaching. Vocational education and training institutions meet their important reporting and accountability obligation that assure government and the public that funds are spent responsibly in accordance with government requirements and that government policies are followed. Beyond these important reporting and accountability requirements vocational education institutions’ quality improvement concentrates on maintaining and improving the quality of teaching and this informs strong continuing teacher development.

FACTORS INFLUENCING THE QUALITY OF TEACHING IN VOCATIONAL EDUCATION

There are many factors which influence the quality of vocational teaching for example, an institution’s ability to identify, attract, motivate, develop and retain excellent teachers heavily influence the quality of teaching the institution provides (National Academy of Education, 2009:1). Darling Hammond (2000:1) found for school education that policies adopted by states regarding teacher education, licensing, hiring and professional development may make an important difference in the qualifications and capacities that teachers bring to their work.

VOCATIONAL TEACHING STANDARDS

Ingvarson (2010, 64) says that teachers are necessarily specialists in terms of what they can teach well and with experience they tend to become increasingly specialized. Expertise in teaching, as in most professions, is ‘domain specific’, not generic (Brophy, 1991; Hill, Rowan & Ball, 2005).
According to ingvarson standards need to point clearly to observable features of accomplished knowledge and practice, without specifying how teachers should teach.
A good example of teaching standards is the National Professional standards for highly accomplished teachers of science (Australian science teachers association, 2009: 3) which describes professional knowledge, practice and leadership.
1.      Professional Knowledge

METHODS OF TEACHING VOCATIONAL SUBJECTS

Before describing each of the methods suggested for teaching vocational subjects, vocational education teachers should realize that whatever method chosen, should be effectively used to meet the needs of the students. The method includes.
LECTURE METHOD
Lecture method has been described by Staton (1990) as “the method by which facts and information are transferred from the teachers’ note to the students notes without crossing the minds of either the teacher or the students. It is one of the major methods used for the transmission of knowledge and public lectures. The lecturer talks and the learners merely listen.
QUESTION OR SOCRATIC METHOD

ACHIEVING QUALITY IN THE TEACHING AND EXAMINATION OF VOCATIONAL EDUCATION

ABSTRACT
The vital role of vocational and technical education in the production of skilled and competent manpower for economic, industrial and social development cannot be achieved if an efficient and effective teaching and examination is not maintained. Therefore, this project examines the objectives of vocational and technical education, factors militating against quality teaching and examination of vocational and technical education, quality assurance in the teaching and examination of vocational and technical education as well as the methods of teaching vocational subjects. It was concluded that for quality teaching in vocational education to take place, all hands must be on deck. Recommendations were also made to improve the quality of teaching and examination of vocational technical education.

SHORTAGE OF QUALIFIED PERSONNEL AS A PROBLEM IN vocational and technical education in Nigeria

Shortage of qualified personnel is a very serious problem in vocational and technical education in Nigeria. The need for technical manpower in the present stage of development is very important as one strive towards being a self reliant nation, no meaningful development can take place without a conscious effort to develop manpower. Most of the graduates from our numerous vocational and technical institutions do not like to teach, they prefer to work in the industry, and those who are ready to teach are most of the time not employed and so they become unemployed.
The effects of this is that some vocational subjects are not offered in schools, while

POOR REMUNERATION OF VOCATIONAL TECHNICAL TEACHERS

This is a serious problem affecting quality in most states in Nigeria teachers salaries, allowances, entitlements are always paid in arrears at times they are denied of these entitlements. This poor remuneration is responsible for the poor attitude to work of some teachers, they go about doing their private businesses instead of concentrating on how to improve teaching and learning in the school. The factors also render vocational teachers ineffective and affect quality teaching (Ebenebe, 1991).

Social and Economic Policy

In a bid to develop the industrial sector of the economy, a policy was enacted. This gave rise to the impact substitution strategy for industrial development. This has had several geographical implications. For example, since most of the industrial inputs were imported there has been a high tendency of concentrating industries in such part cities as Lagos, Port Harcourt, Warri thereby leading to geographical disparities in the distribution of economic activities.

ACHIEVING QUALITY IN THE TEACHING AND EXAMINATION OF VOCATIONAL EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY 

Vocational education can be described as the aspect of education which is concerned with the preparation of skilled manpower. It is a form of education, training or retraining which is directed towards developing the learner to become productive in a paid employment or in self employment. It is therefore the bedrock in which a country’s socio-economic, technological and cultural advancement must be built. 

To achieve the national objectives, and the objectives of vocational and technical education in Nigeria there is  the need to ensure good quality in the teaching and evaluation of students and is crucial to helping students in high academic standards; improving of quality and examination of vocational and technical education has become very necessary because most people who pass through training in this type of education are unable to perform adequately as they ought to ; unemployment has become so rampart and poverty has engulf most of them. 

ACHIEVING QUALITY IN THE TEACHING AND EXAMINATION OF VOCATIONAL EDUCATION

ABSTRACT

The vital role of vocational and technical education in the production of skilled and competent manpower for economic, industrial and social development cannot be achieved if an efficient and effective teaching and examination is not maintained. Therefore, this project examines the objectives of vocational and technical education, factors militating against