Vocational Technical Education Policy Implementation and Students' Skills Acquisition in Secondary Schools in Lagos State, Nigeria

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dc.contributor.authorOni, B.F
dc.date.accessioned2019-06-03T13:49:16Z
dc.date.available2019-06-03T13:49:16Z
dc.date.issued2015-11
dc.descriptionA Thesis Submitted to the School of Postgraduate Studies, University of Lagosen_US
dc.description.abstractThe primary focus of this study is the relationship between vocational technical education policy implementation and students’ skills acquisition. It specifically examined challenges militating against implementation of vocational technical education policy and students’ skills acquisition in secondary schools in Lagos State, Nigeria. The study adopted the descriptive survey research design. Sixty two public and 170 private secondary schools were involved in the study. Participants included 4,640 final year students, 984 vocational technical subject teachers and 232 principals of secondary schools, a total of 5,856 persons across the six Education Districts in Lagos State. Two sets of questionnaires were designed and administered on students and teachers. Interviews were also held with the vocational technical subject teachers and school principals. Five research questions were answered using descriptive statistics (percentages) while five null hypotheses were tested with the use of inferential statistics (Spearman Rank Order Correlation and t-test statistical tools). All the five null hypotheses were rejected at P < 0.05 level of significance. The findings revealed that there was relationship between vocational technical education policy implementation and students’ skills acquisition in secondary schools in Lagos State, Nigeria. The study found that a significant relationship existed between availability of professionally qualified teachers; provision of physical and material resources; provision of educational support services and students’ skills acquisition in secondary schools. The study also found that societal attitude towards vocational technical education had relationship with students’ choice of vocational technical subjects in secondary schools. A significant difference also existed between students’ choice of vocational technical subjects in public and private secondary schools. The study identified insufficient qualified teachers, non-provision of physical and material resources, societal negative attitude towards vocational technical education, non-provision of educational support services and inadequate funding as challenges of vocational technical education policy implementation and students’ skills acquisition in secondary schools in Lagos State, Nigeria. The study established that the above challenges had significant relationship with students’ skills acquisition in secondary schools in Lagos State. Thus, the study recommended that adequate planning, funding, and training and retraining of teachers, appointment and involvement of Guidance Counselors are crucial in the students’ choice of subjects and skills acquisition in secondary schools in Lagos State.en_US
dc.identifier.citationOni, B.F (2015). Vocational Technical Education Policy Implementation and Students' Skills Acquisition in Secondary Schools in Lagos State, Nigeria. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 227pp.en_US
dc.identifier.other209084119
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/4089
dc.language.isoenen_US
dc.subjectStudentsen_US
dc.subjectSkills acquisitionen_US
dc.subjectLagos Stateen_US
dc.subjectvocational technical education policy implementationen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleVocational Technical Education Policy Implementation and Students' Skills Acquisition in Secondary Schools in Lagos State, Nigeriaen_US
dc.title.alternativeOni, B.F (2015). Vocational Technical Education Policy Implementation and Students' Skills Acquisition in Secondary Schools in Lagos State, Nigeria.en_US
dc.typeThesisen_US
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