Human Capital Development in Science and Technology Education: Challenges and New Responsibilities of the Teacher

Yıl 2011, Cilt: 2 Sayı: 3, 238 - 249, 01.09.2011

Kennedy O. Odu

Öz

The importance of science and technology education cannot be over-emphasized. Human capital development in science and technology education is the gateway to a scientific, technological, and progressive society. It is also the very bedrock upon which modern and advanced nations are based. However, science was featured in a few secondary and teacher training schools in Nigeria between 1859 and 1929. The major subjects taught in the schools were astronomy, chemistry, physiology, geology, and botany. These were later systematized and then changed first to Nature Study and later General Science. Training of technology education teachers in Nigeria started in 1962 with the establishment of the Department of Vocational Teacher Education at the University of Nigeria-Nsukka under the supervision of Michigan State University (USA) at its formative years. Human capital development in science and technology education is faced with a lot of challenges such as retraining of science and technology teachers, dearth of qualified technology trainers, and inadequate funding among others. This paper addressed how these challenges could be forestalled for successful implementation of human capital development and also the new responsibilities of the teachers for science and technology education in Nigeria.

Anahtar Kelimeler

Human capital development, Technology education, Science education, Training of science and technology teachers

Kaynakça

• Aina, O. (2000). Nigeria technical and vocational education in the near future. Keynote address at National Seminar on Technical and Vocational Education in Nigeria held at National Centre for Women Development. Abuja, Nigeria.
• Akpan, A. A. (2001). Technical skills acquisition among undergraduates during industrial work. Nigerian Vocational Journal, 4(1), 41-51.
• Akpotu, N. E. & Okonta, V. (2010). An assessment of human resource need for pre-vocational education in junior secondary schools in Delta State. Paper Presented at the 2010 Annual General Conference of Institute of Education, Delta State University. Abraka, Nigeria.
• Arubayi, E., Nworgu, B. G., Akpochafo, W., & Odu, K. O. (2008). Manual for monitoring curriculum contents of subject inspection in senior secondary schools. Inspectorate Division, Federal Ministry of Education. Abuja, Nigeria.
• Buseri, J. C. (1995). Principle of science education and teaching. Port Harcourt: BUCIL.
• Dryaklor, N. (1994). The scientific and technology revolution: It’s role in today’s world. Moscow: Progress Publishers.
• Egboh, S.H.O. (2009). Strategies for improving the teaching of science, technical and vocational education in schools and colleges in Nigeria. Paper Presented at the one day Intensive Nationwide Training/Workshop Organized by the Centre of Science, Technical and Vocational Education Research Development, Jos and Proprietors of Private Schools in Delta State held at College of Education. Warri, Nigeria.
• Fajemirolum, C. T. O. B. (2003). Curriculum innovations for sustainable technology education in Nigeria: Training and retraining of Nigerian technologist. Nigeria Association of Teachers of Technology (NATT), 1(2) 46-51.
• Federal Republic of Nigeria. (2004). National policy on education (4th edition). Yaba, Nigeria: NERDC.
• Hisrich, R. D., Peters, M. P., & Shepherd, D. A. (2008). Entrepreneurship. New York: McGraw-Hill.
• Idika, V. (1997). Factors that influence retention of technical teachers in Abia State secondary schools (Unpublished M.Ed. Thesis). University of Nigeria, Nsukka.
• Inomiesa, E. A. (1993). Developing primary school science test for continuous assessment of primary six pupils. Review of Education, 13, 115-126.
• Inomiesa, E.A. (1997). Secondary schools’ evaluation of secondary school chemistry teachers. Studies in Education, 1(2&3). 46-70.
• Inomiesa, E. A. (2010). Teaching of science in Nigerian secondary schools: the beginning, the present and the future. 20th in the Series of Inaugural Lectures of Delta State University, Abraka, Nigeria. Abraka, Nigeria: University Printing Press.
• Iwuanyanwu, C. N. (1998). The need for the pre-service and in-service education experience for the pre-school teacher. The Asaba Educator: Technical and Science Journal, 1(1), 26-31.
• Maduewesi, E. J. (2005). Benchmarks of global trends in education: Benin City: Dasylva Influence Enterprises.
• Nwaokolo, P. O. (2003). Recent experiences in educational alternatives in Africa: The post-primary technology education case. In N. P. M Esomonu, K. O. Odu, D. O. Eluro, & J. O. Chukwusa (Eds.), Related thoughts in vocational education. The Developing world experience (pp. 116- 128). Awka, Nigeria: MarPat Educational Research and Publishers.
• Obanya, P. A. T. (2002). Revitalizing education in Africa. Lagos, Nigeria: Sterling Holden Publishers.
• Odukwe, M. (2003, October 10). Standard of education has fallen. Punch Newspaper. 18-19.
• Ogbaunya, T.C. & Usoro, A.D. (2009). Quality teacher preparation for effective implementation of technical education in Nigeria. Nigerian Vocational Journal, 14(1), 41-51.
• Olaitan, S. O. (1994). Domestication of the technical teacher training programme and its implications for sustainable economic development. Journal of Technical Teacher Education, 1(2), 10-14.
• Olaitan, S. O. (1996). Vocational and technical education in Nigeria (Issues and Analysis). Onitsha: Noble Graphic Press.
• Onwuka, E. M. & Gladys, O. U. (2010). Development and validation of Entrepreneurial Skills Assessment Inventory of Youths. Unizik Orient Journal of Education, 5(2), 167-175.
• Tailor, G. A. (1986). Presidential address. NATT Conference. Kaduna.
• Correspondence: Kennedy O. Odu, Senior Lecturer, Department of Technical and Business
• Education, Delta State University, Abraka, Delta State, Nigeria