Vocational and technical education is an educational
training which encompasses knowledge, skills competencies, structural,
activities, abilities, capabilities and all other experiences acquired
through formal, on the job or off the job which are capable of
enhancing recipients and creating opportunity for securing job
(Okolocha, 2006). The Federal Republic of Nigeria (2004) outlined the
goals of Vocational and Technical Educa tion (VTE) in the
National Policy on Education document as follows:
- Provide trained manpower in the applied sciences, technology and business particularly at craft, and technical levels.
- Provide the technical knowledge and vocational skills necessary for agriculture, commerce and economic development.
- Give training and impart the necessary skills to individuals
who shall be self-reliant economically while at the post secondary
(tertiary) technical institute such as Polytechnics or colleges of
education (technical) and universities.
To be able to achieve this goal of vocational
technical education, there must be adequate instructional facilities
such as laboratories and equipment for the teachings and learning of
vocational and technical education skills, knowledge and competencies
at the tertiary level. vocational and technical education include
training in engineering such as Electrical, Mechanical, Welding and
Fabrication, Agricultural, science laboratory, computer science, other
courses include office technology, food technology hospitality, business
administration, accountancy etc. These courses are taught at colleges
of education, polytechnic and the universities.
Since these courses require high level of practical skills
acquisition, there is need for functional workshops or laboratories.
Laboratories in VTE may not be properly financed or funded, but there
is need for appropriate maintenance culture to be practiced in the
laboratory for sustainable acquisition of practical skills. This
study therefore intends to identify the strategies for improving
maintenance of laboratories and equipment of vocational and technical
education for effective service delivery in tertiary institutions.
Statement of the Problem
One of the principal roles of vocational technical education
institutions is to promote skill acquisition among the youth through
training. This is a sure step towards achieving the goals of
vocational technical education. Skill acquisition leads to self
reliance and self employment among graduates of vocational technical
education. Uzoagulu (1993) opined that manipulative skills can not be
effectively impacted theoretically and that laboratories, equipment and
tools are very much required in the training for practical skill
acquisition.
Ogbuanya (2004) observed that government in realization of the
importance of tools, equipment and laboratories in skill training and
scientific knowledge has provided funds for tools, equipment and
laboratories at the secondary and tertiary institutions in Nigeria.
Inspite of the huge financial commitment of government in the
provision of laboratories, tools and equipment, Anyakoha (1992) stated
that these equipment, tools and laboratories lack maintenance. The
unfortunate and regrettable state of equipment tools and laboratories
have been attributed to inability of the operators to apply preventive
and total maintenance culture as at when due, on the equipment tools
and laboratories. This paper intends to address the problem of poor
maintenance culture in vocational technical education institutions at
the tertiary level.
The problem of this study is therefore to identify the required
strategies that will enhance and promote high maintenance culture of
laboratories, workshops and equipment in vocational technical education
at tertiary level.