APPRENTICESHIP SYSTEM AND INCREASE IN PERSONNEL SERVICES OF TECHNICAL TEACHERS IN DISTRICT IV, LAGOS STATE
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APPRENTICESHIP SYSTEM AND INCREASE IN PERSONNEL SERVICES OF TECHNICAL TEACHERS IN DISTRICT IV, LAGOS STATE
APPRENTICESHIP SYSTEM AND INCREASE IN PERSONNEL SERVICES OF TECHNICAL TEACHERS IN DISTRICT IV, LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the
Study
Training
has been defined as “an organised procedure by which people learn knowledge and
or skills for a definite purpose”. It is a process for equipping the employee
particularly the non-management employee with specific skills e.g. technical
skills like plumbing, electrical wiring, repairing, artistic skills, clerical
and typing skills that would enable them to improve on their performances and
overall efficiency.
Gardner
(1993), states that the objective of training is to enable employees to perform
his/her job in such a way as to meet the standards of output, quality, waste
control, safety and other operational requirements.
According
to Adeleke (1990), for the fact that ours is a world that is currently
undergoing rapid changes particularly in the area of skill obsolescence and
technological capability, training is not exclusively reserved for newly
employed staff but also for the old employees as well. It is therefore, for the
purpose of enhancing individual performance that training and development
should be made a continuous process that should last through an employees
entire working life. This is because low and middle level employees need to
adapt to new skills and technologies, while managers and top management
personnel need deeper knowledge and understanding of their jobs, the jobs of
others, a good understanding of where and how their jobs fit into the wider
organisation pattern, an understanding
of government and societal constraints, and a sensitive social awareness of the
environment within which organisation or school operates (Adamson, 1994).
For jobs like
teaching that requires complex and diverse range of skills and knowledge, a
period of apprenticeship training is usually required. For example, in
technical jobs such as carpentry, plumbing, printing, welding, engraving, tool
making, and other jobs that require long period of practice and experience,
apprenticeship programmes are necessary if the trainee is to fully grasp or
understand the intricacies and complexities of the job. Besides, since training
takes place over an extended period range of skills and knowledge, a period of
apprenticeship training is usually required, for example, in technical jobs
such as carpentry, plumbing, printing, welding, engraving, tool making, and
other jobs that require long period of practice and experience, apprenticeship
programmes are necessary if the trainee is to fully grasp or understand the
intricacies and complexities of the job. Besides, since training takes place
over an extended period of time, the distributed learning necessary to master
such skills is able to take place. In addition, when apprenticeship programmes
or training is well planned and operated, it permits the integration of the
best features of on-the-job training and off-the-job training. It gives the
apprentice an opportunity to earn something while learning, Banjoko (1996).
Ejiogu (1985) and
Kerllenger (1981) are of the opinion that constant training or organisation of
seminars, workshops and other courses for technical teachers would improve to a
great extent, the effectiveness and efficiency of teachers’ productivity in the
school environment. Teachers occupy a central position in harnessing the
administrative and material resources necessary to blend with learners
(students). A close look at the Nigerian schools, especially the public
schools, one would find out that there exists a shortage of technical teachers
in many primary and secondary schools. This is largely due to lack of job
satisfaction as a result of poor conditions of service, lack of motivation,
ineffectiveness on the job due to non-further training etc. In any case, this
affects students’ academic performance (Gist, 1999).
According to Ejiogu
(1996), for technical teachers to maximize their potentials or exhibit maximum
effectiveness in their duties in the school system, constant staff training and
development programmes must be put in place and these programmes must be geared
towards the enhancement and improvement of teachers work performance which will
also enhance the academic performance of students in the school environment.
1.2 Statement of the
Problem
No doubt, staff
development, especially the technical teachers, complements the learning
achievement of the students in a given school system. It also increases the
capacity utilization of manpower in an organization. Lack of apprenticeship or
training, result to set back in learning, low productivity and inefficiency on
the job.
In Nigeria today,
both the private and public schools are bedevilled by the poor or inadequate
staff development programmes. For example, the non-training of staff (the
technical and non technical teachers, teaching and non teaching staff) in our
school system, has caused ineffectiveness and unproductiveness of the technical
teachers and often, teachers in general.
In a school where
the staff are not constantly developed through seminars, workshops, in-house
training or in-service training to develop their working skills, there will be
poor teaching and learning process and this will no doubt, affect students’
learning process.
1.3 Purpose of the
Study
The objectives of
the study among others are:
1.
Finding out whether staff training
programmes will influence learning achievement of students.
2.
Finding out whether apprenticeship will
affect the productivity of technical teachers in the school.
3.
Whether there is a difference between the
productivity of staff who are constantly trained and those who are not.
4.
Finding out whether there is difference
between the orientation of staff who are trained and the untrained ones.
1.4 Research
Questions
The following
questions will be answered in this study:
1.
Does staff training programme enhance
students’ academic achievement?
2.
Will apprenticeship affect the
productivity of technical teachers in the school?
3.
Is there any difference between the
productivity of technical teachers who are constantly trained and those who are
not?
4.
Will there be any difference between the
orientation of technical teachers who are trained and those who are not?
1.5 Research
Hypotheses
The
following research hypotheses will be formulated in this study:
1.
There will be no significant influence of
apprenticeship on the productivity of technical teachers.
2.
There will be no significant difference
between the productivity of technical teachers who are exposed to training and
those who are not.
3.
There will be no significant difference
between orientation of technical teachers who are constantly trained and those
who are not.
1.6
Significance of the Study
This study will be
of great benefit to the following people:
1.
The Technical Teacher: The teacher will
no doubt benefit from the findings and recommendations of this study, in that,
it will help him to be acquainted with the essence of apprenticeship or the
importance of training which helps individuals to be skillful and productive as
well.
2.
Students: Students would benefit from
this study because it will enable them to imbibe the culture of training as a
tool for human growth and development, and as a tool for maximum productivity
and effectiveness.
3.
The School Authority: With this study,
the school authority will be abreast with the importance of exposing teachers,
especially, the technical ones to training and retraining so as to avail them
the opportunities of being productive and efficient in their duties.
4.
Government: The government, with the
findings, and recommendations of this study, will make education policies that
will help the educational system in Nigeria especially the training of
technical teachers. This will go a long way in making our greater tomorrows,
the youths, technological inclined, especially in this era of science and
technology driven society.
1.7
Scope of the Study
The
study covers the examination of apprenticeship system and increase in personnel
services of technical teachers in Mainland Local Government Area of Lagos
State.
1.8 Limitation of the
Study
This study was
constrained by finance, time, sourcing of relevant materials and logistic
issues which affected the timely completion of the work.
1.9 Definition of
Terms
Operational terms
were defined in this study thus:
(1)
Apprentice: Learner of a trade who has agreed to
work for a number of years in return for being taught.
(2)
Apprenticeship: A period of time in
which work is learnt.
(3)
Personnel Staff: Persons employed in
any work especially public undertakings and the armed forces.
(4)
Equipment: Supply a person with something that is
needed for a purpose. Collective thing needed for a purpose.
(5)
Equilibrium: State of being balanced; scales on a
balance.
(6)
Environment: Surroundings, circumstances and
influences.
(7)
Management: Managing or being managed, skilful
treatment, delicate contrivance etc.
(8)
Technical Teachers: Teachers who teach
or impart technical skills to the learners in order to make them become
technically inclined.
(9)
Train: Train somebody for something in order to
be somebody or something; the act of giving teaching and practice to a child, a
soldier, an animal in order to bring to a directed standard of behaviour,
efficiency or physical condition.
APPRENTICESHIP SYSTEM AND INCREASE IN PERSONNEL SERVICES OF TECHNICAL TEACHERS IN DISTRICT IV, LAGOS STATE
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Training has been defined as “an organised procedure by which people learn knowledge and or skills for a definite purpose”. It is a process for equipping the employee particularly the non-management employee with specific skills e.g. technical skills like plumbing, electrical wiring, repairing, artistic skills, clerical and typing skills that would enable them to improve on their performances and overall efficiency... education project topics
APPRENTICESHIP SYSTEM AND INCREASE IN PERSONNEL SERVICES OF TECHNICAL TEACHERS IN DISTRICT IV, LAGOS STATE