Factors Influencing Effective Implementation of Cooperative Education in Imo State
Chapter One
OBJECTIVE OF THE RESEARCH
To determine the nature of cooperative education
To appraise the essential factors for the effective implementation of cooperative education
To determine the factors influencing effective implementation of cooperative education in imo state.
CHAPTER TWO
LITERATURE REVIEW
A number of definitions have been suggested in the literature for the term ‘cooperative education’. The Canadian Association for Cooperative Education defines cooperative education as “a program that formally integrates a student’s academic studies with work
Asia-Pacific Journal of Cooperative Education, 2007, 8(1), 67-76 68 Haddara, Skanes – Cooperative Education, From Experience to Experiential Learning experience with participating employers” (CAFCE, 2005, p. 1). This definition is further elaborated to include programs which are based on either work experience alternating with academic studies or internship programs which are based on a single work experience.
The National Commission for Cooperative Education defines cooperative education as “a structured educational strategy integrating classroom studies with learning through productive work experiences in a field related to a student’s academic or career goals.” (Groenewald, 2004, p. 17). Groenewald (2004) reviewed existing definitions of the term cooperative education and their historical development. He concluded that “cooperative education can be reduced to four core dimensions … namely: (a) an integrated curriculum, (b) learning derived from work experience, (c) cultivation of a support‐base, and (d) the logistical organization and coordination of the learning experience.” (p. 24). The four components refer to developing a curriculum which integrates the needs of industry with academic requirements; careful design of the work component to ensure its contribution to the experiential learning process; the cultivation of a loyal supporting industrial base; and establishing a structure which ensure sound practices of monitoring and evaluating students before, during, and after the work experience.
THE EXPERIENCE
The questions that were raised in the mid‐twentieth century about the actual merits of cooperative education motivated a number of studies which investigated the benefits of cooperative education. Since, the cooperative education model incorporates three partners: the student, the employer, and the institution, the research focused on the assessment of students’ benefits and perceptions, the employers’ benefits gained as a result of hiring cooperative educations students, and the impact of cooperative education programs on the institution.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is concerned with the methodology used in achieving the objectives of the study. It covers research design, study area, population of the study, sample size, sampling techniques, instrument for data collection, sources of data collection, validity of research instrument, reliability of the instrument, administration of the instrument, method of data analysis and decision rule.
Research Design
This study employed the use of survey research design. 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 to examine co-operative education using Imo state university as a case study.
The Study Area
This study was conducted in Imo state university, Imo State. The choice of this study area was informed by its involvement in land administration and reforms in the state.
Population of the Study
The population of this study consisted of eighty two (82) students of the department of co-operative education, Imo State University.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the course of this study. The data are based on the number of copies of the questionnaire completed and returned by the respondents. The data are presented in tables and the analysis is done using the chi-square test.
CHAPTER FIVE
DISCUSSIONS OF FINDINGS AND SUMMARY.
The objectives of this study were to
- To determine the nature of cooperative education
- To appraise the essential factors for effective implementation of cooperative education
- To determine the factors influencing effective implementation of cooperative education in imo state.
Findings from the study revealed the following
- Cooperative education in Imo state is high.
- The attainment of cooperative education objective in imo state is high.
- Factors influencing effective implementation of cooperative education is high.
- Cooperative education is an important aspect of education.
- There are factors influencing the effective implementation of cooperative education in Imo state.
REFERENCES
- Apostolides, V., & Looye, J. (1997). Student assessment of the co‐op experience and optimum integration of classroom learning with professional practice. Journal of Cooperative Education, 32(1), 16‐30.
- Blair, B.F., & Millea, M. (2004). Quantifying the benefits of cooperative education. Journal of Cooperative Education, 38(1), 67‐72.
- Braunstein, L.A., & Loken, M.K. (2004). Benefits of cooperative education for employers. In R.K. Coll &. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning (pp. 237‐245). Boston: World Association for Cooperative Education.
- Brewer, M. (1990). Sandwich courses, United Kingdom. Journal of Cooperative Education, 26(2), 14‐22.
- Canadian Association for Cooperative Education. (2004). Member institution’s coop student enrollment numbers. Retrieved November 28, 2006, from http://www.cafce.ca
- Asia-Pacific Journal of Cooperative Education, 2007, 8(1), 67-76 74 Haddara, Skanes – Cooperative Education, From Experience to Experiential Learning
