Discussion Of Results, Conclusion and Recommendation(S)
In this chapter, the discussion of the findings, conclusion and recommendation are presented.
Discussion of Major Findings
Based on the result obtained from the analysis of data, discussions of the major findings of the study were made thus.
The respondents used for this study were the professional technical teachers who were supposed to be adequately prepared for teaching in tertiary institutions and technical colleges in Anambra State. Their responses, therefore, predicate to a great extent what should be considered as constraints that affect HRD in TVE programme. With this knowledge, the technical education administrators will be acquainted with the truth of the facts. As a result, what should strategize for improving HRD in TVE programme would no more be a guess.
The result of the analysis indicated that technical teachers in Anambra
State considered improper use of workshop equipment for practical works by TVE students and lack of confidence by TVE students in establishing and managing small firms after graduation as constraints on HRD in TVE programme to a great extent with mean rating of 3.86 and 3.8 respectively. This is in line with the findings of Odu (2007) that most schools offering TVE programme lack material resources which results in ineffective and inefficient practical acquisition of skills by the TVE students. Also the impact of inadequacy in the supply of tools, equipment and machines is that the training of students becomes impeded and the students end up not acquiring skills to go into labor market. Thus, there is need for availability of material resource in TVE to enhance teaching and learning in order to deliver educational goal of teaching. Non-availability of material resources according to Eze (2007) cause people to have low regard for manual and technical skills achievement. In essence, this short fall yields production of ill-equipped graduates who lack confidence in the labour market or entrepreneurial expression in managing small-scale business. In consonance, Ngome (1992) had earlier indicated that there are three problems causing serious constraints in TVE programmes. They are inadequate materials, facilities/equipment and inadequate trained teachers. Supportedly, Nwangwu (2007) noted that material resources for TVE programmes are grossly inadequate and there is need for well-equipped workshops for carrying out workshop practical exercise. These researchers are of the opinion that when materials resources are adequately provided, the technical teachers would impact the knowledge and skills needed in developing human resources which will lead to success in TVE. Establishment of adequate workshops, with well equipped machines, equipment, will also improve the quality of TVE which will invariably enhance the acquisition and application of technical vocational knowledge and skills in production of goods and services.
Technical teachers considered low enrolment of potential trainees in TVE programmes, lack of quality teaching techniques and inadequate implementation of TVE programmes as constraints relating to technical teachers’ inadequacy. These were indicated by the mean of 3.72, 3.52 and 3.60 respectively. This is in line with the findings of Oluremi (2001); Nwangwu (2007); Olu and Beecroft (1982), Olakunri and Okolocha (2006) that a greater proportion of problems confronting the development of technical education in Nigeria are rooted in inadequate supply of adequately and professionally trained technical teachers. According to Eze (2007) lack of adequately trained technical teachers could affect students’ enrolment in TVE programmes. Also Nwangwu (2007) noted that the quality and quantity of teachers are essential inputs affecting the implementation of TVE programmes. It is agreed that professionally trained technical teachers are the key factor in TVE programmes and their skills and ability determine to a large extent the quality of the programmes offered. It is upon their number, quality, efficiency and effectiveness that the future of TVE programmes depends. Therefore, as teacher’s quality is a strong predictor of students’ quality, it is widely accepted that no TVE system can rise above the quality of TVE teachers. In other words, if adequate number of technical teachers and qualitative TVE instructors are made available for adequate instruction at which ever level they find their services useful, the issue of low enrolment in TVE programmes will be laid to rest permanently.
Findings on constraints in relation to inadequate human resource management that affect HRD in TVE programmes to a great extent includes; inadequate motivation due to unsatisfactory working environment and inadequate improvement of technologists and workshop attendant. This findings agreed with the views of Nwangwu (2007) that the extent to which the head of department motivates the teaching staff, communicates with them, supervises them, provides satisfactory working environment, provides welfare services, provides training and re-training services determines the level of performance of the teachers in the institution. The teachers’ performance determines to a large extent the level at which the objectives of TVE will be achieved. In line with the view of Ivancerich (2004), adequate human resource management by the TVE administrators attracts, develops and maintains a functional workshop in TVE programmes.
The fact that technical teachers were undecided on some constraints relating to public misconception of the nature of TVE was not enough to conclude that they do not consider public misconception of the nature of TVE as constraints on HRD in TVE programmes in Anambra State. It may be because they were unfamiliar with the constraints. This is why technical teaches should always see the need of information and always updates their knowledge.
Technical teachers considered misplaced confidence in paper qualification, low level of readiness to address issues of TVE programmes by government, appointing of leaders in TVE being politically biased, underfunded and lack of involvement of professionally trained TVE teachers in formulating, planning and evaluating training programmes on TVE as constraints on HRD in TVE programmes at a great extent with the mean ratings of 3.72, 3.85, 3.59, 3.51, and 3.52 respectively. In support of this, Olu and Beecroft (1982) stated there is more emphasis on paper qualification than the practical education. These authors emphasized that the pursuit of knowledge should be based on the immediate needs of the society which should cause teaching and learning strategies to focus on the acquisition of usable and practicable knowledge. Otubelu (1987) noted that there is unreadiness on the part of the nation in effective implementation of TVE programmes. Otubelu (1987) also noted that due to inadequate involvement of professional trained TVE teachers in formulating, planning and evaluating training programmes there is a number of problems bordering on admission, finance and budget, staff recruitment and work experience.
Technical teachers had no opinion on inadequate implementation of the 63-3-4 system of education and inadequate maintenance and repairs of equipment and machines as constraints relating to financial matters that affect HRD in TVE programmes. In support of this, Otubelu (1987) stated that the 6-3-3-4 system of education was introduced in order to ensure that adequate provision is made for the various fields of education. But the system is not effectively implemented for the fact that there are inadequate teachers in the various areas and workshop are yet to be built in all the tertiary institutions and technical colleges not to talk of equipping and maintaining the infrastructures needed for technology education. The technical teachers agreed to a great extent that seven out of nine constraints relating to financial constraints affect HRD in TVE programme. In support of this, Nwangwu (2007) noted that the quality and level of TVE education has significant correlation with the level of funding. Also Igwe and Ibeneme (2006) affirmed that poor funding has caused poor quality output and this situation has affected the development of human resources in TVE.
Furthermore, technical teachers considered all the identified strategies for this study as strategies that could improve HRD in TVE programme. Earlier Martins-Umeh (2002) had stated that there is need to improve the quality of developing human resources in TVE programmes considering the operations of TVE, the quality of graduates produced and the rapid growth of unemployment. This shows that for Nigeria to be self-reliant and achieve her goals and objectives, emphasis should be placed on proper implementation of TVE programmes, through which the quality of the graduates produced by technical vocational institutions will improve. It is, therefore, the researcher’s belief that if the strategies for improvement as identified by this study is adequately and religiously implemented by the government, then much impact must have been made on HRD in TVE programme.
Table 9 shows the result of the ANOVA statistical tool used for testing hypothesis1. According to result from the analysis there was significant difference in the opinion of technical teachers of NAU, Awka, FCE(T), Umunze, and Technical Colleges in Anambra State on the extent to which nonavailability of material resources affect HRD in TVE. This was indicated by the t-calculated value of 58.5, which was greater than the critical value of 3.09 leading to the rejection of the null hypothesis. Results of the ANOVA analysis which show that there was significant difference in the opinions of technical teachers may be due to their location or cadre of technological manpower. This suggests that there is need for provision of material resources to all technical schools in the State to make sure that technical teachers impact the knowledge and skills needed in developing human resources in TVE programme. The establishment of adequate workshop will improve the quality of TVE. This will invariably enhance the acquisition and application of technical knowledge and skill in production of goods and services. This is in line with Nwangwu (2007) and Okorie (2002) who maintained that the provision of adequate qualitative material resources is important for the success of TVE programme. MartinUmeh (2002) also advocates that adequate workshops, with well equipped machines and equipment should be established to improve the quality of TVE programme.
The result of the analysis of the data on table 9 shows that there was no significant difference in the mean responses of technical teachers of FCE(T), Umunze and Technical Colleges in Anambra State on the extent to which technical teachers’ inadequacy affects HRD in TVE. The t-cal of 0.68 was less than the t-crit of 1.96 at 0.05 level of significance. This led to the acceptance of the null hypothesis. This implies that adequate trained TVE teachers will help to impact knowledge and skills to TVE students in order to improve HRD in TVE programmes in Anambra State. This is in agreement with Nwangwu (2007) who stated that the quality and quantity of TVE teachers are essential inputs affecting the implementation of TVE programmes. Martin-Umeh (2002) supported the view that adequate trained TVE teachers are necessary to impact knowledge and skills to TVE students.
The result of the t-test shows that the t-cal of 1.52 was less than the t-crit. of 2.1 at 0.05 level of significance. The fact that the t-cal was less than the t-crit. led to the conclusion that technical teachers in NAU, Awka and FCE(T), Umunze do not differ significantly on how they considered the extent to which inadequate human resource management affects HRD in TVE. The researcher, therefore, concluded that status of Institutions of service does not prevent the respondents from recognizing the importance of adequate human resource management to improve HRD in TVE. This implies that adequate human resource management determines to a great extent the effectiveness of TVE programmes. Nwangwu (2007) affirmed that the extent TVE leaders motivate, communicate, supervise and provide welfare services to TVE teachers determines the level of their performance.
The result presented in table 13 shows that there was no significant difference in the mean responses of male and female technical teachers on the extent to which public misconception of the nature of TVE affects HRD in TVE programme. This was indicated by the t-cal of 1.85 which was less than t-crit of 1.96 at 0.05 level of significance. This led to the acceptance of the null hypothesis. This means that sex does not influence the opinion of technical teachers on the damages public misconception of the nature of TVE could cause on HRD in TVE programmes. Ibeneme (2007) has attestedthat one of the greatest problems facing TVE programme is the public misconception of the nature of TVE programmes.
Conclusion
Based on the results of the findings and the test of the hypotheses, it has been confirmed with some levels of variance that technical teachers in Anambra State considered non-availability of material resources, technical teachers’ inadequacy, inadequate human resource management, public misconception of the nature of TVE as constraints on HRD in TVE programmes and also considered the identified strategies important enough to enhance outstanding improvement HRD in TVE programmes.
In the course of this study, it was highlighted that HRD involves acquisition of appropriate skills, right attitude and good knowledge of how to retrieve, process and update natural resource. It is, therefore, believed that if technical teachers are developed skillfully and knowledgeably to enable them perform their professional and administrative duties, the TVE programme will yield adequate output. It is also believed that if adequate strategies are taken to address such constraints that affect HRD in TVE programme as discovered in
this study, it is possible to have success in TVE programmes.
Implication of the Study
The study aimed at assessing factors militating against Human resource development. The result indicated that technical teachers considered all the constraints identified as constraints on HRD in TVE to a great extent. The major implication of these findings is that any TVE administrator who applies these strategies that could improve HRD in TVE will be sure of success.
For improving HRD in TVE, technical teachers should emphasize more on employing people who possess industrial experience and skills on the good use of tools, equipment and materials for practical classes. The quality of TVE teachers should be seriously emphasized by giving them opportunity to up-date their knowledge and skills occasionally. When every other aspect of these strategies is put into practice and the constraints adequately addressed by technical administrators and teachers, there must be improvement on HRD in TVE programmes and the world of work.
Recommendations
Based on the findings of the study, the following recommendations were made. The constraints identified in this study have potentials of hindering HRD in TVE programmes. Also the strategies identified have the potentials of improving HRD in TVE. The researcher recommends that the TVE administrators should adopt these strategies in TVE programmes.
- Administrators of TVE programmes in Anambra State should make conscious efforts to make sure that workshop equipment are properly used. It can be done through adequate supervision and evaluation of practical classes.
- TVE stakeholders should ensure adequate implementation of TVE programmes by inculcating quality teaching techniques in TVE teachers.
This can be done through seminars, conference, workshops and so on. - Technical teachers should be consistently motivated in order to ensure satisfactory working environment. Also encourage them to up-date their knowledge to align with the changing realities in the society.
- TVE administrators should also educate the public on TVE objectives, goals, vision, mission and National Policy of Education through media, workshop, and talk-show.
- Finally, TVE programmes should be adequately funded in order to supply adequate workshop equipment, facilities, new model machines, instructional and learning materials which will help to train TVE students
on emerging skills.
Suggestions for Further Study
In this study, only few constraints on HRD in TVE and strategies were identified. There should be more studies to identify other constraints on HRD in TVE, and assess the extent they have affected HRD in TVE. For instance,
- Inadequate entrepreneurial development.
- Inadequate planning and development of TVE curriculum.
- Lack of adequate leadership.
- Lack of awareness of the National Objectives of TVE programme.
Secondly, another research should be carried out to find out other strategies considered by technical teachers for improving HRD in TVE programme.
The study should be carried out to cover a wider area preferably the whole of Nigeria.
Finally, the study should be repeated in other states of the federation to know whether the result obtained would be the same.
Summary of the Study
A questionnaire was used by the researcher to collect data from the technical teachers in Anambra State. The entire population numbering 130 out of which 102 responded were technical teachers in NAU, Awka; FCE(T), Umunze and Technical Colleges. The population was not too large, so there were no sample and sampling techniques. Seventy (70) item questionnaire were raised and were validated by four experts in Vocational Education Department. The questionnaire elicited information from the technical teachers on five distinct areas considered as constraints on HRD in TVE programme. The reliability co-efficient computed to establish the degree of reliability of the instrument was 0.86. The reliability of the instrument was determined using test-re-test method of determining consistency.
Frequency count and mean were used to answer six research questions posed for the study while analysis of variance (ANOVA) and t-test statistics were appropriately employed to test the hypotheses at 0.05 level of significance.
Based on the result of research findings, technical teachers confirmed that the identified constraints for this study affect HRD in TVE to a great extent. They also agreed on strategies identified could improve HRD in TVE programmes. The result obtained after test of one of the hypotheses shows that sex does not influence the responses of the technical teachers.
