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 Education (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.