ABSTRACT
This study aimed at identifying the challenges militating against the effective teaching and learning of home economics in senior secondary schools in Rivers State, Nigeria. The study was motivated by the alarming rate at which secondary school students were abandoning home economics in preference of other school subjects as they felt home economics is meant only ladies and those who want to go into vocational and technical training after their secondary school education. Therefore, if nothing is done, no student will offer Home Economics secondary schools again and if there are no such students in future, there will be no student offering home economics as a course of study in higher institutions.
Data were collected through the questionnaires were analysed through percentage analysis techniques. Based on the result of the findings, recommendations were made in respect to motivating students’ interest. Some of the findings include that inadequate availability of instructional material is a pitfall to both the students and the teachers. Most teachers do not have the necessary qualifications and as well lack the competence to use the available instructional materials.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Home Economics as a vocational and technical education is among the vital tools an individual can use to be developed. It is 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. American Vocational Association (1991) viewed vocational subjects as those designed to develop skills, abilities, understanding, attitude, work habit and appreciation encompassing knowledge and information needed any workers to enter and make progress in employment on a useful and productive basis. It contributes to the production of good citizens by developing their physical, social, civic, cultural and economic competencies.
The introduction of formal education in Nigeria has partially neglected vocational and technical education. Despite all efforts made to recognize it, yet little or no attention was given to it. No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to this partial neglect in our educational system, vocational and technical education has suffered a major decline in quality, policy and directive in the country. It was after the oil boom era 1970s that it dawned on the nation that there was acute scarcity of skilled manpower. Osuala (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same. Technical education has been defined as that phase of education which seeks to help the people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science.
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