ABSTRACT

This study is on factor affecting female student enrolment in technical education. A case study of kwara state college of education technical lafiagi. The total population for the study is 200 staff of kwara state college of education technical lafiagi. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made senior lecturers, HODS, graduate assistants and nonacademic staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 CHAPTER ONE

INTRODUCTION

• Background of the study

Technical education is among the vital tools an individual can use to be developed. It is a training for useful employment in trade, industries, agriculture, business and home making etc. the emphasis on vocation/technical; education is to prepare one for self-reliance.

According to Igbinedion and Ojeaga (2012) education is a veritable means of progress for nations and individuals. Also, Okebukola (2012) opined that education is a process of updating the knowledge and skills of the individual that will be useful to himself or herself and to the community. Education plays an important role in the socio-economic development of a nation. Often, governments commit huge investments to education projects and programme in order to realize its intended benefits. Notwithstanding improved access to education, female participation in education in most developing countries is still characterized by disparities. Girls continue to constitute the majority of children out-of-school. Girls represent 55 per cent of all children who are out of school worldwide. Available data have indicated that worldwide, for every 100 boys out of school 122 girls are also out of school. This varies from country to country. For example, in kwara, for every 100 boys out-of-school, 127 girls are also out-of-school (UNESCO, 2006). According to Sperling (2005), in Sub-Saharan Africa, majority of girls do not complete primary school and only 17 per cent of girls are enrolled in secondary schools. Also, Mulana (2006) posited that in 43 developing countries secondary gross enrolment figures were under fifty per cent, and in spite of this, girls constituted the majority of children out of school at this level. In South Asia only 47 per cent of girls qualify for secondary school and in Sub-Saharan Africa only 30 per cent of secondary-school aged girls enroll in secondary school (UNESCO, 2006). In many developing countries, female participation in education provision is restricted due to many factors (Wallace-Bruce, 2010). The role of quality human resource in a nation’s development cannot be over emphasized here. However, the expected benefits of training human capital for national development in developing countries are not forthcoming because of gender inequalities in education provision in those countries.

Technical and Vocational Education (TVE) is used as a comprehensive term referring to those aspects of the educational process involving in addition to general education, the study of technologies, related sciences, and the acquisition of practical skills, attitudes understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO & ILO, 2002). According to Ibeneme (2007), Nigeria does not seem to accord technical and vocational education (TVE) the attention it deserves.

Furthermore, Okeke (2005) citing Aina (2006) opined that since the introduction of technical and vocational education in Nigeria educational system some years ago, participation in technical and vocational education programmes has remained low. More so, Yakubu (2006) reported that the total enrollment figure into technical and vocational education programes in Nigeria as at year 2006 was less than three percent (3%). He further stated that, this figure; in comparism with countries target about fifty percent (50%) participation in technical and vocational education. According to Ozioma (2011) the Federal Government wants technical education to occupy a prominent position in our schools; Nigerian schools pay little or no attention to technical education, teachers and students seem not to understand what it is all about and consequently develop some contempt and aversion for technical courses and subjects, teachers, and students now makes technical education to be unhealthy. However, many of the occupation and trades in technical education are regarded as ignoble and unbecoming, an average Nigerian parents does not want his son or daughter to earn a living as a full time farmer, plumber, brick/block layer, carpenter and auto- motor mechanic. For many Nigerians, these trades are for the poor and underprivileged (Ozioma, 2011).

Various scholars such as Igbinedion and Ojeaga (2012); Amoor (n.d); Ediagbanya, Agbaje and Suberu (2012) have identified some major factors responsible for low participation of female in technical and vocational education to include among others, low societal estimation of technical and vocational education as education for lowest class people, education for the last resort, for people of; low intelligent quotient, low achievers and low status occupation as well as lack of career awareness. Erinosho (1997), Ndahi (1987) in Edu and Edu (2012), separately observed that in the past, neither traditional nor western education in Nigeria encouraged or provide equal opportunities for women to enter the field of vocational and technical education in Nigeria. According to Ndahi (2002), during the early period of the development of technical education in Nigeria, a technician was considered a male who could repair mechanical or electronic devices or products (turn screws, nuts, and bolts). It was not conceivable at that time to think of a female as a technician, therefore, participation in these technical institution was strictly boys for industrial technical education courses and girls for the vocational home economics. Also, other factors, which particularly affect girls in science participation, learning and achievement, especially in developing and underdeveloped countries include household factors (economic position, household size, and parents’ education) and practices, biological composition (genetic deficit), psychological disposition (minds-sets, interests and attitudes); policy related factors (lack of goals and adequate monitoring of gender equality) and school related factors (school location, peer influence, facilities, role models, gender biased curriculum materials) (Balogun, 1994; Heggarty, 1995; Erinosho, 1997; Onocha, 1998; and Ogwazor, 2001) in (Ogunkoya and Olatoye, n.d.).

The factors affecting participation of females in technical education programmes according to Ayonmike (2010); Igbinedion and Ojeaga (2012) are poor societal perception, poor entry level, lack of recognition and discrimination against graduates of technical vocational education (TVE). Moreso, Amoor (n.d) reported that some of the factors include government lukewarm attitude towards technical and vocational education (TVE), the perception of the society towards technical and vocational education, and lack of candidate’s interest. According to Ediagbonya, Agbaje and Suberu (2012) posited that the inadequacies of facilities/infrastructural materials, qualified teachers and career counselors have equally not helped out in boosting participation of female in technical and vocational programmes. Furthermore, researches by Aina (2006), Amaewhule (2000), Hubert (2006), Olaitan (1992), Oranu (2003) and Yakubu (2006) identified the major factors affecting participation of female in technical and vocational education to include among others; low societal estimation of technical and vocational education as education for lowest class people education for last resort, for people of low intelligent quotient (IQ), low achievers and low status occupation as well as lack of career awareness in technical and vocational education.

• STATEMENT OF THE PROBLEM

The participation of female in technical education programmes in Nigeria institutions is very poor when compared to enrollment in general education programmes (Aina, 2006; Amaewhule, 2000; Hubert, 2006; Olaitan, 1992; Oranu, 2003; & Yakubu,2006). Despite successive governments’ efforts directed at improving Technical Education at all levels to make technical Education attractive and sellable, gender gap still exists. Therefore, this study is set out to identify factors affecting female student enrolment in technical education programme of kwara state college of education technical lafiagi

• OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To ascertain the factors that affect female student enrolment in technical education of of kwara state college of education technical lafiagi
2. To ascertain whether there is Government factors affecting participation of female in technical education of kwara state college of education technical lafiagi
3. To ascertain School factors affecting participation of female in technical education of kwara state college of education technical lafiagi
   • RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: there are no factors that affect female student enrolment in technical education of of kwara state college of education technical lafiagi

H₁: there are factors that affect female student enrolment in technical education of of kwara state college of education technical lafiagi

H₀²: School factors do not affect participation of female in technical education of kwara state college of education technical lafiagi

H₂: School factors do affect participation of female in technical education of kwara state college of education technical lafiagi

• SIGNIFICANCE OF THE STUDY

The findings of this study will be significant to kwara state college of education technical lafiagi, School administrators, lecturers, students, and future researchers. However, the findings of the study will have exposed the various factors affecting participation of female in technical education programme which will enable government and other stakeholders to tackle the issue of low participation of female in technical education programme. Moreso, it is an academic exercise and will serve as reference point for future researchers.

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers factors affecting female student enrolment in technical education. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

• DEFINITION OF TERMS

FEMALE STUDENT: Female education is a catch-all term of a complex set of issues and debates surrounding education for girls and women. It includes areas of gender equality and access to education, and its connection to the alleviation of poverty

ENROLMENT: the number of people enrolled at a school or college.

TECHNICAL EDUCATION: Career and technical education is a term applied to schools, institutions, and educational programs that specialize in the skilled trades, applied sciences, modern technologies, and career preparation