ASSESSMENT OF THE RELEVANCE OF UNIVERSAL BASIC EDUCATION [UBE] WEAVING PROGRAMME TO YOUTH EMPOWERMENT IN IMO STATE.

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ASSESSMENT OF THE RELEVANCE OF UNIVERSAL BASIC EDUCATION [UBE] WEAVING PROGRAMME TO YOUTH EMPOWERMENT IN IMO STATE.

 

ABSTRACT

 

This dissertation is specifically designed to assess the relevance of Universal Basic Education [UBE] school textile weaving programme to youth’s empowerment in lmo State. The samples for the study were drawn from youths who dropped out from some primary and junior secondary schools in the three educational zones of the state. Moreover a review of related literature was done to establish a theoretical background for the work, towards explaining the concept art education and the objectives of the UBE programme in Nigeria. The study looked at the challenges of the implementation of the UBE school vocational programmes with regard to Fine and Applied Arts Education in general and Textile Weaving in particular. The researcher then argued that textile weaving/ dyeing has not been given its rightful environment, thus suggesting that local experts [in weaving/dyeing] be given opportunities to demonstrate their skills in schools. The major aim of mobilization stratagem for the UBE weaving programme should be value orientation, skills acquisition and good work ethics in favour of education among the youths as schooling no longer leads directly to employment. Conclusions were drawn and suggestions proffered.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE OF CONTENTS

Title page                                                                                                                                1

Appoval Page                                                                                                                          ii

Certification                                                                                                                            iii

Dedication                                                                                                                               iv

Acknowledgements                                                                                                                v

Abstract                                                                                                                                   vi

Table of Contents                                                                                                                   vii

List of Tables                                                                                                                          x

 

CHAPTER ONE:   INTRODUCTION

1.1 Background of the study                                                                                                   1

1.2 Statement of the problem                                                                                                 4

1.3 Purpose of the study                                                                                                         5

1.4 Scope of the study                                                                                                            6

1.5 Significance of the Study                                                                                                  7

1.6 Research Questions                                                                                                          7

1.7 Research Hypotheses                                                                                                        8

 

CHAPTER TWO:  REVIEW OF RELATED LITERATURE

2.1 Meaning of Assessment                                                                                                    9

2.2 Relevance of UBE in relation to the Acquisition of appropriate Skills in Textile           11

2.3 Effective Training in Weaving, Thus Capacity Building of the Individual                     15

2.4 Coping skills provided by UBE weaving programme                                                      17

2.5 Influence of UBE in interpersonal relation among youths and the society                      23

2.6 Provision made by Government for the running of Skill Acquisition Centres                25

2.7 Summary of literature review                                                                                           29

 

CHAPTER THREE:  RESEARCH DESIGN AND PROCEDURES

3.1 Research Design                                                                                                               31

3.2 Area of the Study                                                                                                              32

3.3 Population of the study                                                                                                     32

3.4 Sample and Sampling Technique                                                                                                 32

3.5 Instrument for Data Collection                                                                                         34

3.6 Validation of Instrument                                                                                                   35

3.7 Reliability of the Instrument                                                                                             35

3.8 Administration of the Instrument                                                                                     36

3.9 Method of Data Analysis                                                                                                  36

 

CHAPTER FOUR:  DATA PRESENTATION AND ANALYSIS

4.1      Analysis concerning Research Question                                                                     37

4.2      Analysis concerning Research Question 2                                                                 39

4.3      Analysis concerning Research Question 3                                                                40

4.4       Analysis conceming Research Question 4                                                                41

4.5     Analysis concerning Research Question 5                                                                 42

4.6      Analysis concerning Research Question 6                                                                 43

4.7       Analysis of Data concerning Hypothesis l                                                                 44

4.8      Analysis of Data concerning Hypothesis 2                                                                45

4.9      Analyses of Data concerning Hypothesis 3                                                                46

 

CHAPTER FIVE:  INTERPRETATION AND DISCUSSION OF RESULTS

5.1       Discussion of Findings                                                                                               48

5.2       Education Implication of the Study                                                                           53

5.3       Limitation of the Study                                                                                              55

5.4       Recommendations                                                                                                      55

5.5       Suggestions for Further Studies                                                                                 56

5.6       Conclusions and Summary of the Study                                                                    57

References                                                                                                                              59

Appendix         I                                                                                                                      64

Appendix        II                                                                                                                    68

Appendix        III                                                                                                                   70

46

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Over the years, the Nigerian Educational System has witnessed several deliberate and sustained changes in response to societal needs and directions. Such changes are imbedded in the National Policy on Education, which was first published in 1977 and subsequently revised in 1981, 1998 and presently 2004. This document contained the structure of the 6-3-3-4 system of education. In section 7 articles 39 through 54 of the policy, one notice some bias for science, technology and vocational education as the best option for applying education for service to the needs of Nigerian. The National policy on education [NPE 2004] emerged as a working document with lofty aims and objectives. Section three of the policy for example refers to primary education as the key to success or failure of the whole educational advancement, including preparation for trade and craft of the locality. Meanwhile, teaching at this level shall be practical, exploratory and experimental [FGN 2004] .

To this end, the federal government set up a national educational policy implementation committee to translate the policy into workable blue-print that would guide the bodies whose duties it would be to implement the policy. The committee was also to develop monitoring system for the educational plan as it evolved. If the educational programme had been implemented correctly, the result would have been poverty reduction, employment generation, wealth creation and empowering of people through education.

It must be noted that the Federal Governments committed effort through the newly introduced UBE programme was to transform all aspects of the nation’s life. It was also to empower the youths who have been plagued with unsatisfactory end result of students’

low academic performance which necessitated massive drop-out rate of both primary and junior secondary school especially in Imo State. This calls for some serious reflections on the appropriateness of our academic programmes at all levels of our educational systems.

Parents and guardians on their own part seem to have been complaining silently about the non performance of their children/wards and the quality of education. Some of the problems seem to be attributed to wrong choice of careers imposed by parents/guardians. Again, some of the students, when choosing careers never consider their ability. It seems that what they usually consider is prestige, money, social status and the syndrome that all their mates are in the university. After finding themselves in the wrong careers, unemployment problem sets in. They become unemployed because they have not acquired any requisite skill and technological know-how needed to perform tasks in those chosen careers areas. What is however worrisome is that the variety of learning experiences being projected through our educational system seem to have fallen short of expectations. But how effective the educational scheme will be depends on various reasons.

[a]         The planning and implementation of the scheme.

[b]       Its immediate relevance to the society or community to which it is offered.

[c]         The teachers

[d]        The school environment.

It seems that our educational system is being operated in context which is profoundly different from those for which they were established. The initial education and training, which were regarded as adequate equipment for future working life, turned to be inadequate to the present circumstance. The curriculum implementation served its purpose, but the recent collapse of the education system should provoke at the very least a serious questioning. Possibly, a wholesome transformation of the philosophy and goals of education as it had failed to reckon and cater adequately for the peculiar needs and aspirations of most Nigerian youths. Ntagu [2003] observes that many children go to school without knowing what they are supposed to do and leave school without any idea of their potentials and what type of job or career they should pursue. Many therefore have little or no understanding of themselves and their environment. Many also leave or abandon school and end up in the streets. All these show that the individual child was not prepared enough by the school/society, to live effectively in his environment. There is the need to help young people especially the youths to understand themselves in terms of their abilities, interests, value, beliefs and potentials. They should be assisted to acquire skills that would enable them cope with the different circumstances or situations they may encounter later in life. This is because our complex society requires not just basic skills but an unprecedented level of life coping skills for self—employment.

This study therefore, assesses UBE textile weaving programme as a functional education given to the youths outside the formal school system as an opportunity to be useful citizens. It will further encourage the youths to live in their environment, thus; inculcating job and wealth creation through textile weaving entrepreneurship and enterprise. It will also produce a new generation of youth leaders who were schooled and skilful in textile weaving and who would employ themselves if government fails to do so.

Without doubt, a vocational choice is developmental and it should begin early in the life of the child. Moreover, if the gains of the 6-3-3—4.system of education are not to go down the drain, serious efforts should be made to sustain such cultural activities as weaving of fabric and other life coping skills of occupational activities within the UBE programme in order to cater for the differences in talents, opportunities towards providing the youths with vocational skills where necessary for their future roles. This will be done by training and imparting the necessary skills (for example, textile weaving skills) to the youths in order to be economically self-reliant.

 

 

1.2       Statement of the Problem

For the youths to play their leadership roles in the society, they need to be well educated especially at the primary and secondary school stages. However, there appears to be a general belief that many youths do not attend schools beyond the primary and secondary schools levels in Imo State. Moreover, during school hours, one notices that many youths of school age roam about the streets either hawking or getting themselves involved in thuggery, burglary and the like. Emphasis then shified from being well educated to making money by all means. Rather than being in school also, a good number of schools going age youths are engaged as helpers or apprentices at mechanic workshops or several business outfits. Some of them who are unfortunate to enter the hands of bad “entrepreneurs” end up being frustrated even the more. At the approach of the end of their serving period as apprentices, their masters could accuse them of one bad thing or the other in order to deny them their discharge rights. .Such disappointments and the desire to make quick money often lure some of the youths into crimes of all sorts.

There is therefore the need to save the fixture generation of Imo state youths in particular and Nigeria youths in general as many primary and secondary schools continually loose tens of thousands of these youths, who abandon school at different stages. Variables that caused this phenomenon must be identified and solutions to it sought.

 

1.3       Purpose of The Study

This study therefore has some pertinent questions to answer;

  1. i) What provisions in the UBE programme are tailored towards solving the problems of youth empowerment?
  2. ii) How does the UBE weaving programme contribute to youth empowerment in Imo state?

Specifically, the Researcher Intended to:

  1. Determine the relevance of the UBE programme in relation to the Fine Arts Curriculum (with special reference to textile weaving).
  2. Determine the effect of UBE textile weaving programme on the youths in their acquisition of appropriate textile weaving skills.
  3. Identify the perception of the youths who dropped out of primary and junior secondary schools on the issue of skills acquisition especially in textile weaving.
  4. Find out why youths appear not to benefit from life coping skills supposed to be provided by UBE programme.
  5. Determine how UBE programme influences interpersonal relationship between the youths and the society at large.
  6. Assess the extent to which the Imo State Government has made provisions for the smooth running of the UBE programme in skill acquisition, as regards textile weaving.

 

1.4       Scope of the Study

This study will assess the relevance of the universal basic education weaving programme towards youth’s empowerment in Imo state. The research will cover all the primary/junior secondary schools dropouts from the three educational zones in Imo State comprising Owerri, Orlu and Okigwe educational zones. The study Will further cover the weaving process towards empowering the youths with appropriate life coping skills. The Work will be limited to youths who dropped-out of the school system at the primary /junior secondary school levels in Imo State.

 

1.5       Significance of The Study    

A study of this nature is necessary because of the uniqueness of skill acquisition of the development of youths with special reference to textile weaving which provides an understanding of how man cloth himself. The findings will contribute immensely to the contribution of the UBE programme by which the national policy of education is being implemented. The findings will also create awareness, provide interest and imbibe in the youths the rudimentary skills in weaving which will improve the living and social standard of the youths in their environment. The study will highlight on the UBE programme as a government oriented scheme aim at eradicating illiteracy as well as empowering an individual With appropriate skills to survive in his environment.

Research Questions

  1. What is the relevance of UBE programme in encouraging the acquisition of appropriate skills in textiles?

2          To what extent does training in textile weaving programme of UBE affect the life and efficacy of individuals in Imo State?

  1. What are the perceptions of youths who dropped-out of primary and junior secondary on the issue of skill acquisition especially in textile weaving programme?
  2. To what extent have youths benefited from the life coping skill supposed to be provided by UBE programme?
  3. To what extent does the UBE programme influence the interpersonal relationship between youths and the society?
  4. To what extent has the Imo State government made provision for the smooth running of the UBE programme with regard to vocational training (especially textile) in the State?

 

1.7 Research Hypotheses     

The following hypotheses were formulated to guide the study.

  1. There is no significant difference between the acquisition of appropriate weaving skills in textile by the male in Imo State and their female counterparts [p<0.05]
  2. There is no significant difference between the acquisition of appropriate weaving skills in textiles by the urban youths and their counterparts in the rural area [p<0.05]
  3. The mean opinion of dropout youths from the primary school level does not differ significantly with the mean opinion of the dropout youths from junior secondary school levels. {p<0.05}

 

ASSESSMENT OF THE RELEVANCE OF UNIVERSAL BASIC EDUCATION [UBE] WEAVING PROGRAMME TO YOUTH EMPOWERMENT IN IMO STATE.

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