PROGRAMME EVALUATION OF AUTO MECHANIC FOR INDUSTRIAL TECHNICAL EDUCATION IN SENIOR SECONDARY SCHOOLS IN NIGERIA
BY
MA’AJI CALEB ZONKWA
PG/M.ED/02
By 1973 to date, syllabus is brought to change mostly by educationists and official on institutional development. The concomitant effects on Automobile mechanic syllabus (title, aims, objectives, contents, material, and related factors) are blurring without much meaning to the economic and social development. Changes can negatively be seen in the functional education at all level of the National Policy on Education (NPE) advocated for. Over 46 years after the declaration of technical education, there are still many Nigerian students without proper access to automobile mechanic at secondary school leve.
The development and reform of senior secondary syllabus objectives in Auto mechanics should be an ongoing preoccupation for vocational teachers in the Country. Today, it is widely recognized that designing a syllabus is mainly a national concern, normally shared between educational protagonists at the central, local and school level (for inclusion in a nation school curriculum). Indeed, from experience of exchange and co-operation in syllabus development, it was observed to be limited, being restricted to professional association of syllabus specialist.
However, three recent goal trends have contributed to the need of bringing national attention to bear on the educational objectivity of Auto mechanic.
Firstly, the economical and societal operation all around the world that affects our Country: raises a new challenge, requiring the adaptation of a more meaningful objectives and contents of the two syllabuses to meet both states demand and national concern.
Secondly, the diversification and dispersion of actors (educators), both at State and national level, involves in the delivery of educational matters (in particular with the growing changes in technological shapes and operation of appliances). Illustrated by the significant shared of non-formal education (inside/outside the school system), have resulted in the need of new concepts and norms for Auto mechanic objects and goals. This means sharing responsibility for contents of the syllabus as well as presenting adolescent with new opportunities for states, national and international co-operation. More so, to sort out effectively on the need to continue reviewing both syllabuses of Auto mechanic.
At the end of it all, some fundamental issues that require our attention to reflect the present dispensation of the nation, economically. Also, present proposal on how the syllabus, do not solve our immediate societal need on the young adult of this generation.
Thirdly, it has been observed schools - secondary – undervalue creativity. Perhaps teachers think creativity is not different from general intelligence or that schooling cannot or should not overlook creativity or perhaps they do not know how to guide and teach for creativity. This is because creativity is different from general intelligence in any learning environment that has relation to the subject; teaching in such related environment encourages and rewards creativity. In fact, improve school performances; and finally adolescents’ can learn to make certain kind of decision that will enhance their creativity and motivation.
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