A STUDY TO DETERMINE THE NEED FOR CRIME CONTROL IN VOCATIONAL EDUCATION IN DEVELOPMENT ECONOMY
ABSTRACT
Imo state, like many other Nigerian states, has characteristics of underdevelopment, such as a low level of productive technologies, a high unemployment rate, a large unskilled population, a low level of aggregate demand, and so on.
Having recently recognized the importance of vocational education in driving rapid economic growth.
The purpose of this research is to identify the factors that may impede the effective use of vocational education in Imo state. The researcher concluded that there is a significant relationship between performance appraisals and employee motivation and facilitating worker control in organizations.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The national education policy defined education as a process by which a society achieves changes, usually for the better, both economically and otherwise.
Looking at education as it is today, we can see that we have achieved social and cultural changes, but we are nowhere economically. Thus the Western education tended to ignore our traditional education whose main guiding principle was functionalism or “Jon oriented emphasis”. It also combined physical and character development, as well as manual and intellectual training. These are still in use today.
Education, as a tool for change, should aid in the resolution of societal problems. However, it appears that, after all, western education lacks the magic that it is supposed to have.
The national education policy defined education as a process by which a society works to solve the economic problems that it has created. It has so far enabled us to achieve political independence, but it has also resulted in social problems such as stealing, cheating, gross indiscipline, and the like, as well as unemployment and underemployment, school dropouts, never-do-wells, and the like. All are products of our current educational system, rather than forming the foundation for our technological development. After 49 years of independence, the country is still a consumer-oriented economy rather than a production-oriented economy.
India and China (both considered third-world countries) are enjoying their current economic status because their education was and continues to be vocational in nature.
Philip claims to have
According to the Stoke Commission (1922), education in Africa had been too literary and too classical to be useful, and at the end of the school courses, the school leaves were unfit to meet any of the employed clerks. He also stated that there is an oversupply of those who can read and write and an undersupply of those who can till and repair.
According to him, the first step in adapting education to the needs of society was recognizing that Africans live in both urban and rural areas and thus require agriculture in the cities.
As can be seen from the preceding, the significance of education is its role as a tool for change and development. This sparked the interest in educational research. Going through a period of rapid expansion, and especially today, it is the focus of educators and politicians (during the days of politics) to involve a system that will clear itself, some authorities suggest that recourse could be taken to “Vocational education.”
1.2 STATEMENT OF THE PROBLEM
Imo State, as a developing state, had received little attention from the voluntary organizations that had been the primary drivers of the growth and development of vocational schools.
There is a widespread misconception about the nature and purpose of vocational and technical education in developing countries.
Even in their most basic forms, vocational and technical institutions are more expensive than academically oriented secondary schools. The price of
They cost roughly three times as much to build and maintain as a grammar school.
Most industries in the state are still in their infancy, and no plans have been made to ensure that graduates of vocational and technical schools who do not pursue higher education are employed and, if possible, trained further by the industries.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to determine whether vocational education is required in developing the economy of Imo State based on the stated problems.
1 Convert the state’s consumption-oriented economy to a production-oriented economy.
1. Reduce the number of school dropouts.
3 Examine the unemployment rate
Contribute to the state’s workforce needs. Its recommendations will improve a more practical approach to economic progress. It will also assist the government and educational ministry in reorganizing the school curriculum, reorganizing education priorities, and encouraging private organizations to establish craft schools.
1.4 SIGNIFICANCE OF THE STUDY
It will assist individuals in making sound career decisions by providing guidance.
It contributes to increasing the options available to each individual by providing alternatives to enable them to choose a career.
It will prepare individuals for entry-level employment by providing them with skills and competencies that will allow them to advance in their chosen occupation.
It will serve as a motivator for individuals who have chosen vocational and technical education, have an interest in vocational education, and wish to project from it by expanding their learning opportunities.
1.5 RESEARCH QUESTIONS
Is it necessary for Imo state, as a developing state, to have more practical education in order to develop its economy?
Is vocational education encouraged because it takes into account an individual’s aptitude, interest, ambition, and available resources?
Is Vocational Education the foundation of this state’s technological takeoff?
Is there a problem with the development of vocational education in Imo State? Are they motivated?
1.6 HYPOTHESIS
Imo State, as a developing state, requires Vocational Education for economic development.
Individual aptitude, interest, ambition, and available resources are all taken into account in vocational education.
Vocational education is the foundation for this state’s technological takeoff.
Imo State’s Vocational Education Development faces challenges.
1.7 SCOPE OF THE STUDY
Due to time constraints, this study is limited to Imo State as the case study.
Leave a Comment