Factor Affecting Female Student Enrolment in Technical Education (A Case Study Kwara State College of Education Technical, Lafiagi)
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the factors that affect female student enrolment in technical education of of kwara state college of education technical lafiagi
- To ascertain whether there is Government factors affecting participation of female in technical education of kwara state college of education technical lafiagi
- To ascertain School factors affecting participation of female in technical education of kwara state college of education technical lafiagi
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Influence of Cultural Factors on Female Students Enrolment in Technical Education
The perceived ideal roles and characteristics of women and girls influence how girls and boys are socialized in the home, community and school. Because girls and women in general are considered physically weaker and less capable than men, they are often overtly protected and supervised to keep them from what is considered threatening to their safety i.e. physical, sexual, mental and emotional safety (Bird, 2011). Some parents are usually very reluctant to send their daughters to school because of the belief that education and school could be a corrupting influence. In some communities, there is the view that in co-educational schools, as most primary schools are, girls‟ morals would be corrupted because of the amount of time they spend with boys. There is also fear for the physical and sexual safety of girls in school due to cases of physical and sexual harassment and abuse from peers and teachers in the school. Where schools are situated long distances away, parents are usually worried about their daughters‟ safety while traveling to and from school (Hirsch, 2009). Perceived gender roles and characteristics influence the way children are expected to behave, the kind of work they do and even the way they play. Girls are, for example, rarely the ones sent to the shops to do shopping, neither are they allowed to play outside the home for long periods of time as boys often do (Khan, 2011). This denies girls the opportunity to explore and experiment with diverse activities and situations outside the home which could be useful to them within the technical curriculum: e.g. boys when they go shopping get to practically use the knowledge and skills acquired in mathematics, they get to see various related activities first hand, e.g. playing with various tools, constructing things etc. Being outside the home also allows them to develop their socializing skills to a better degree than girls, and they are therefore more at ease outside the home environment. Boys therefore develop the confidence to work with tools and to have an advantage in the use of exploratory and participatory methods advocated for in teaching technical subjects ( Replogle 2011). Some cultures, after a certain age, girls are not expected to look men directly in the eye and are expected to appear humble and respectful before their elders. This attitude and the subsequent socialization of girls, has a number of effects. One is that it makes it difficult for girls to fully benefit from the participatory, discovery methods that are recommended because they will be reluctant to ask questions, participate fully in discussions or work in groups with members of the opposite sex (Longwe & Clarke 2009). This has a negative effect on their performance in technical subjects. Most girls are usually vulnerable to physical and sexual harassment and abuse and lack the 14 confidence, skills and knowledge of such situations. This exposes them to the risk of pregnancy and STD’s and the resulting consequences, including school dropout. This harassment has also been proved through research to have a negative effect on girls‟ attitudes towards school and their ability to focus on and perform well in their academic activities (Hart, 2008). It is expected that girls will in adulthood only take on the roles of wives and mothers. Many parents and community members believe that a formal education is not necessary in order for girls to prepare for these expected roles as they can be learnt from their mothers and others in the community. As a result many parents do not enroll their daughters in school or withdraw them before completion.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought factors affecting female student enrolment in technical education
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on factors affecting female student enrolment in technical education. 200 staff of kwara state college of education technical lafiagi was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain factors affecting female enrolment in technical education. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of factors affecting female enrolment in technical education
Summary
This study was on factors affecting female enrolment in technical education. Three objectives were raised which included: To ascertain the factors that affect female student enrolment in technical education of kwara state college of education technical lafiagi, to ascertain whether there is Government factors affecting participation of female in technical education of kwara state college of education technical lafiagi, to ascertain School factors affecting participation of female in technical education of kwara state college of education technical lafiagi. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of kwara state college of education technical lafiagi. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made senior lecturers, HODS, graduate assistants and nonacademic staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the findings, it can be concluded that a combination of government, school, societal, and parental factors have conspired to affect female participation in undergraduate technical education programme of kwara state college of education technical lafiagi. As a way out of the problem, a number of recommendations have been made which if accepted and implemented by government, school administrators, lecturers, professional associations such as Nigerian vocational Association (NVA), TETFUND, policy makers, policy implementing agencies, social support groups and parents as a whole would help to correct the lapses that have plagued female participation in technical education programme of the kwara state college of education technical lafiagi in the study areas and help to improve female participation in education to acceptable levels in the country as a whole.
Recommendation
Based on the findings of this study, the following recommendations were made. The recommendations are as follows:
- Payment of study allowance for female TVE students.
- Provision of employment for female TVE graduates immediately after study.
- Provision of scholarship to the best female TVE graduates to study abroad.
- The general public should change their attitude and perception on TVET programmes.
- TVE professionals such as teachers and lecturers should have organized awareness campaign programme on how to improve female participation in TVET programmes for parents, girls, and members of the society.
- TVE professionals should organize occupational and vocational counselling programme for girls.
REFERENCES
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