Arowolo

ADAPATABILITY THEORY OF CAREER CHOICE:

A GUIDANCE THEORY FORMULATED

BY

AROWOLO AYOOLA ABIMBOLA

PG/MED/08/49878

TO THE DEPARTMENT OF

VOCATIONAL TEACHER EDCATION

SCHOOL OF POSTGRADUATE STUDIES

UNIVERSITY OF NIGERIA NNSUKKA

COURSE: GUIDANCE AND COUNSELLING IN EDUCATION

VTE 501

LECTURER: PROF S.C.O.A. EZEJIABSTRACT

Abstratct

In recent years the career selection strategies selected byschool counselors have been called into question. The impact that careerdevelopment has upon young persons is long-term and inestimable. For it isthrough the process of career development that an individual fashions a workidentity (Tiedeman & O’Hara, 1963) Adaptability theory of career choicewhich is a new born child to be injected in to the list of various guidancetheories, prides itself in its attempt to resolve lingering issues that ismostly encountered by young men in emerging economies. The aim of this paper is not to totally disregard great academic works that has been done in this field and great theories of career choice that had been  formulated through such research even though some do not take to consideration emerging economies like ours andits peculiarities.

INTRODUCTION

However, in today’s world, “fashioning a work identity” may well be translated into “fashioning anidentity.” In the American culture, we are what we do. More frequently we areasked “What do you do?” rather than “Who are you?” For the young, this decisionis critical in determining the outcome of their lives.

Adaptability theory ofcareer choice which is a new born child to be injected in to the list ofvarious career choice, prides itself in its attempt to resolve lingering issuesthat is mostly encountered by young men in emerging economies.

Adaptability theoryshares view with the economists that the opportunities of the labour marketstrongly influence the vocational choices people make. If the opportunities formaking a living are limited, the person will seek out a career which has apotential to meet his physical needs even though the career is, in many ways,unsuitable for him.

ASSUMPTIONS OF THE ADAPTABILITY THEORY OF CAREER CHOICE

1. Irrespective of personality trait orsocial class people can adapt to any available career if it is the onlyavailable option.

2. Individual do not really have careerchoices, but the choice they make is strongly influenced by the opportunitiesavailable in the labour market.

3. Career counseling is to prepare thechild for the opportunities the labour market can provide and thus heal him ofall career fantasies.

THE PHASES IN ADAPTABILITY THEORY OF CAREER CHOICE

• Impulsive ................  6-14  years
  
• Fantasy..................... 14-24 years
• Reality ......................  24-30 years
• Adaptabtation............ 30-65 years
  

a. Impulsive career choice.

This stage is between the ages of 6to 14 years where the child impulsively makes a career choice without any prior knowledge of what the vocation isall about. Most time the decision is influenced by a figure; parents,relatives, teachers etc that the child is emotionally attached to eitherpositively or negatively. for example a child whose father is a carpenter maytend to always say I want to be a carpenter because of the love he has for his father. Or a childmay want to be a doctor because he hates the family doctor and would want to bea doctor so that someday he would take his turn back on the doctor or othersthat comes his way.

b. Fantasy

This stage is between the ages of 14to 24 where the Childs impulsive career choice is fueled by the society makingreference to the child using his impulsive career choice. i.e Dr, Prof, Pastor,Imam, Engr. Etc.

Sometimes the society goes further totrain this child in that field without credence to the present economic trend.The society i.e his parent is not informed as to opportunities available in thevocation of choice but fuels the Childs impulsive decision, thus creating inthe child fantasies and no preparedness for the real world of work.

c. Reality

This stage is between the ages of 24to 30, the child is awakening from fantasy by the reality of his economy.

This stage in Nigeria oftenoccurs after the child is back from is voluntary youth service (NYSC), hediscovers that opportunities does not really exist in his area of fantasy. Forexample a child that has been fondly called by peers and parents as an engineersuddenly discover the only opportunity for him is to take a career in banking,or teaching.

Though From the developmentalpsychologists I have learned that people are in various stages of vocationaldevelopment and that they may change careers several times during their lifespan. students change their vocational plans while at university because oftheir inability to cope with the academic competition or because of lack ofinterest in their academic pursuits.

It is important to help students makeresponsible choices during these crisis points in their lives. Increasingly,middle age provides an opportunity for people to enter new careers. Forexample, teachers may become businessmen or women who have been homemakersuntil their children enter school, take on another career and find fulfillmentin it. Developmental psychology helps one understand this process of growth andchange.

d. Adaptabilty stage

This stage is usually from 30 toretirement age, where the individual begins to adapt to the reality of his newfound career.

The individual begins to takeprofessional exams, register with professional bodies governing is new foundcareer etc. i.e an engineer turned banker begins to take professionalexaminations like ICAN, ACCA, in his bid to adapt and get professionalized, Adoctor turn teacher begins to think of enlisting for post graduate degree in education to enhancehis acceptability by his newly found career.

The career counselor has a major roleto play in order to speed up the rate at which the individual adapts to his newcareer.

Counseling should be to keep theindividual informed on the available in his labour market and what he needs tofit in to the system.

COMPARISON OF SOME THEORIES FOR CAREER CHOICE WITH THEADAPTABILITY THEORY.

Adaptability and Hollands theory of careerchoice

Unlike Hollands theory, thatsays choice of career should be based on compatibility topersonality

Compatible Work Environments

Your Personality Type

Compatible

Realistic

Investigative & Conventional

Investigative

Realistic & Artistic

Artistic

Investigative & Social

Social

Artistic & Enterprising

Enterprising

Social & Conventional

Conventional

Enterprising & Realistic

For example, Artistic persons are more likely tobe successful and satisfied if they choose a job that has an Artisticenvironment, like choosing to be a dance teacher in a dancing school -- anenvironment "dominated" by Artistic type people where creativeabilities and expression are highly valued.

Adaptability theory holds that every one has the ability toadapt to every environment he is involve with as long as he is pre-informed onnecessary adjustment required and trained in that line.

Adaptability theoryand Super’s theory of vocational choice

Adaptabilitytheory compares and agrees with super’s view of the ability of the individualto adapt to the work environment.

Oneof Super’s greatest contributions to career development has been his emphasisof the role self-concept development plays. Super recognized that theself-concept changes and develops throughout people’s lives as a result ofexperience. People successively refine their self-concept(s) over time andapplication to the world of work creates adaptation in their career choice.

Althoughthe career development theory provides a foundation for the professional workforce it’s research has omitted women, people of color and the poor.

Adaptabilitytheory and Lent, Brown and Hackett’s Social Cognitive Career Theory

TheSocial Cognition Career Theory (SCCT) has grown out of Albert Bandura’s socialcognitive theory and attempts to address issues of culture, gender, geneticendowment, social context and unexpected life events that may interact with andsupersede the effects of career-related choices. The SCCT focuses on theconnection of self-efficacy, outcome expectations and personal goals thatinfluence an individual’s career choice.

SCCTproposes that career choice is influenced by the beliefs the individualdevelops and refines through four major sources:

a) personal performance accomplishments,

b) vicarious learning

c) social persuasion and

d) physiological states

Howthese aspects work together in the career development process is through aprocess in which an individual develops an expertise/ability for a particularendeavor and meets with success.

Adaptabilitytheory on the one hand believes anindividual is a sum total of his experience and if counseling is directed tothe availability in the world of work the individual would have buit a strongbelief in his ability to excel in the available career choice.

Generally there is an emerging consensus regarding theinadequacies of theories that inform careers practice. Savickas (1995) relatescurrent problems with theory to the more fundamental issue of differentphilosophical origins. He identifies inherent tensions which arise from theacademic traditions of different theories: ‘sharp lines have been drawn onwhich philosophy of science to choose’ (Savickas, 1995, p.15). Arguing fortheoretical convergence, he concludes that: vocational psychology could benefitsimultaneously from refinements forged within the distinct career theories,from advances produced by convergence among career macro theories and frombreak-through induced by divergence in work-role microtheory. (p.29)

As a result of comparing theories, Osipow and Fitzgerald(1996) conclude that they differ not only because of the different philosophicalorientations of authors, but also because they are trying to achieve differentobjectives (p.323).

CONCLUSION ANDRECOMMENDATION

The factors underlying career choice have in the last halfcentury become of growing interest to educators, counselors, ministers andsocial scientists. Some people maintain that the individual does not exercisecareer choice, but that the social and economic environment determines thevocational choices that are made. Others argue that the individual does exert achoice and that a person may make a wise and fulfilling career choice or anunsatisfying choice. This paper has been able to show tha difference in careerchoice is not just as a result of differing philosophies of authors but theydiffer on what they are trying to achieve. The study has also been able toidentify some of the important concepts underlying career choice and drawimplications for counseling.

In line with the theory formulated the paper recommends thefollowing.

1. Career counseling should be givenputting in mind the career choice available in the environment.

2. Career counseling should be anintegral part of the curriculum of study even from the elementary schools.

3. Schools should only offer training inline with the labour market as that would adequately prepare the individual andthus reduce unemployment.

REFERENCE

Collin, A. & Watts, A.G. (1996) ‘The death andtransfiguration of career - and career guidance? British Journal of Guidanceand Counselling, Vol.24, No.3. pp385-398.

Ezeji S.C.O.A (2001) Guidance and counseling ineducation, Chulbson international press, Nsukka, Nigeria

JohnFriesen (1981), Vocational Counseling: Help from the Social Sciences: Direction(Winnipeg, MB) Vol. 10 No. 4 · 22-25 Leong, T.L. (1995), Career Development and VocationalBehaviour of Racial and Ethnic Minorities, Mahway,New Jersey, Lawrence Erlbaum Associates

Osipow, S.H. & Fitzgerald, L.F. (1996) Theories ofCareer Development (4th Edn), Needham Heights, Massachusetts,Allyn & Bacon.

Osipow, S.H. & Littlejohn, E.M. (1995) ‘Toward amulticultural theory of career development:( prospects and dilemmas’, in Leong,F.T.L. (Ed) Career Development and Vocational Behavior of Racial and EthnicMinorities, New Jersey, Lawrence Erlbaum Associates, pp251-262.

Savickas, M.L. (1993) ‘Career counseling in thepostmodern era’, Journal of Cognitive Psychotherapy, Vol.7, No.3. pp205-215.

Savickas, M.L. (1995) ‘Current theoretical issues invocational psychology: convergence, divergence, and schism’, in Walsh, W.B.& Osipow, S.H. (Eds) Handbook of Vocational Psychology: theory, researchand practice, (2nd Edn), Mahwah, New Jersey, Lawrence ErlbaumAssociates, pp1-34.

HISTORICAL FACTORS THAT INFLUENCESCURICULUM DEVELOPMENT IN INDUSTRIAL TECHNICAL EDUCATION

A TERM PAPERPRESENTED

BY

AROWOLO AYOOLAABIMBOLA

(PG/M.Ed/08/49878)

ZAKARI ABDULKADIR

PG/M.Ed/08/49381

IBRAHIM ABDULAHI

PG/M.Ed/08/49529

TO THE DEPARTMENTOF

INDUSTRIAL TECHNICAL EDUCATION

VOCATIONAL TEACHER EDUCATION

UNIVERSITY OF NIGERIA NSUKKA

COURSE:      CURRICULUM DEVELOPMENT IN INDUSTRIALTECHNICAL EDUCATION (VTE 550)

LECTURER:            DR. EDE E.O

INTRODUCTION

Industrial Technical educationin Nigeriais the product of an extended evolutionary process. Economic, educational, andsocietal issues have repeatedly exerted influence on the curriculum ofindustrial and technical education, as well as on how, when, where, and to whomit will be provided. Industrial technical education is an acient phenomenon,but as a form of schooling it is relatively new

Over the last 50years, the importance attached to technical and vocational skills in nationaldevelopment agendas has evolved. (Dike, 2009, Para1). Is of the view that the progress of Nigeria lies in the productivity ofits citizens and quality education and genuine vocational programs hold thekey! Technical education evolved from the non formal apprenticeship programmeto a more sophisticated formal training in skills acquisition.

Thus curriculumdevelopment in technical education had been greatly influenced by itshistorical formation; the view of the society, educators, students thatvocational education is for those who are incapable of pursuing academic programmes,the antagonism of fellow educators, lack of curriculum experts in technicaleducation, cost of running vocational education… etc Ogwo & Oranu (2006)

This paperintends to look critically into the historical factors that have influenced thecurriculum development of industrial technical education in Nigeria.

What is curriculum?

The idea ofcurriculum is hardly new - but the way we understand and theorize it hasaltered over the years - and there remains considerable dispute as to itsmeaning. The advanced learners dictionary 6th edition (2000) definedcurriculum as the subjects that are included in a course of study or taught ina school, college etc. the word curriculum has itsorigins in the running/chariot tracks of Greece. It was, literally, a course.In Latin curriculum was a racing chariot; currere was to run.

Uga (1981) is of the view that the definition of curriculumhas defied consensus among educators but the curriculum of any school consistsof all the situations that the school may select and consistently organize forthe purpose of  bringing about changes inthe behaviour of pupils as a means of developing the personality of theindividuals

Wojtczak(2002) defines curriculum as: An educational plan that spells out which goalsand objectives should be achieved, which topics should be covered and whichmethods are to be used for learning, teaching and evaluation.

Coles (2003)argues that it curriculum is much more than that: A curriculum is more than alist of topics to be covered by an educational programme, for which the morecommonly accepted word is a ‘syllabus’. A curriculum is first of all a policystatement about a piece of education, and secondly an indication as to the waysin which that policy is to be realised through a programme of action. Inpractice, though, a curriculum is more than even this; it is useful to think ofit as being much wider. Curriculum is the sum of all the activities,experiences and learning opportunities for which an institution (such as theSociety) or a teacher (such as a faculty member) takes responsibility – eitherdeliberately or by default. This includes in such a broad concept of curriculumthe formal and the informal, the overt and the covert, the recognised and theoverlooked, the intentional and the unintentional. A curriculum is determinedas much by what is not offered, and what has been rejected, as it is bypositive actions. And very importantly the curriculum that actually happens –that is what is realised in practice – includes informal contact betweenteachers and learners as well as between the learners themselves, and this hasbeen termed ‘the hidden curriculum’ which often has as much influence on whatis learnt as the formal curriculum that is written down as a set of intentions.And it includes what you decide to do on the spur of the moment.

The curriculumis a structured series of intended learning experiences, it is the means bywhich educational institutions endeavour to realize the hopes of the society,it is adopted to pursue set objectives or goals of the society in which theschools are and serve. In the context of technical education, it is to trainindividuals in skill acquisition as well as basic scientific knowledge neededfor self sufficiency and industrial.

Curriculum development

CurriculumDevelopment can be defined as the systematic planning of what is taught andlearned in schools as reflected in courses of study and school programs.

It is difficultto give a definition for curriculum development, because it will always beaffected very strongly by the context in which it takes place. We can think ofcurriculum development as a continuous process, which is relevant to thesituation where it takes place, and flexible, so you can adapt it over time.

Curriculumdevelopment describes all the ways in which a training or teaching organisationplans and guides learning. This learning can take place in groups or withindividual learners. It can take place inside or outside a classroom. It cantake place in an institutional setting like a school, college or trainingcentre, or in a village or a field. It is central to the teaching and learningprocess (Rogers and Taylor 1998).

Onyike (1981)defines curriculum development as a process of planning learning opportunitiesintended to bring about certain changes in an individual and the assessment ofthe extent to which these changes have taken place

Ogwo & Oranu(2006) is of the view that curriculum development and implementation in technicalvocational education should be guide by certain TVE principles/Theories namely

The training environment is the working environment itself or replica of the working environmentThe training jobs are carried on in the same way as the occupation itselfThe trainee is trained specifically in the manipulative habits required in the occupation itself… 

Industrial Technical education

Over the years,the misconception of technical education was enormous that one can hardly get agenerally accepted definition. Technical education was then taken as a career forthe less than average students and it does not require much academic work. Butkey to the definition of industrial technical education is that It is an Academicand vocational preparation of students for jobs in specific industrial skills involvingapplied science and modern technology in area such as automobile technology,electrical electronics, building technology, plastic technology etc. Itemphasizes the understanding and practical application of basic principles ofscience and mathematics, rather than the attainment of proficiency in manualskills that is properly the concern of vocational education.

Technicaleducation is defined by the national policy on education (1981) as that aspectof education that leads to the acquisition of practical and applied skills aswell as basic scientific knowledge.

It is primarilyconcerned with specific skills necessary for self sufficiency and alsoindustrial such as, drafting technology, automobile technology, buildingtechnology etc.

HISTORICAL FACTOR THAT INFLUENCE CURRICULUMDEVELOPMENT IN INDUSTRIAL TECHNICAL EDUCATION

Industrial Technical educationin Nigeriais the product of an extended evolutionary process. Economic, educational, andsocietal issues have repeatedly exerted influence on the curriculum developmentof industrial and technical education, as well as on how, when, where, and towhom it will be provided. Industrial technical education had been experiencingevolution in its curriculum due to many factors which would be treated properlybelow.

Programme misconception/Poor Image of Industrial Technical education The problemfaced by technical education institutions is a difficult one. Over the years,the misconception of technical education was enormous that one can hardly get agenerally accepted definition. Technical education was then taken as a careerfor the less than average students and it does not require much academic work.The impression given by the general public is that the career is meant forthose that are unable to forge ahead with normal academic programme in a schoolsystem. On one hand, potential young trainees are not attracted into technicaljobs because of the sector’s historically poor image. Vocational and technicaleducation in Nigeriahas a chequered history. Given its humble beginnings, this aspect of educationwas misunderstood by educators in the larger society. Conceptually, educatorscould hardly differentiate between the terms vocational and technicaleducation, while society had been led to believe that vocational education isfor those who are incapable of pursuing academic programmes.

Curriculumdevelopment in industrial technical education has been seriously hampered bythe poor image of Vocational Technical Education in the eyes of Nigerianpublic. According to Gambo (1980), there is still a strong tendency towardswhite collar jobs as a result of low status associated with most kind ofVocational and technical Education. Most parents want their children to be medicaldoctors, accountants, lawyers, administrators and good politicians. Theattitude of people towards Vocational and technical Education contributes tothe problems in the curriculum development as well as teaching of Vocationaland technical Education. In schools, the teacher could be teaching people whoare not interested in the subject that is being taught.

Ogwo & Oranu(2006), is of the view that the recentness of industrial technical education incomparison to the flourishing liberal education in Nigeria have created somemisconception among the populace about the need for such education; some thinkthese type of education is for the less intelligent as a result it is inferiorto the general/liberal education.

Poor image hasbeen a major hindrance to the development of industrial technical education in Nigeria.

Lack of Curriculum expertsDevelopment incurricular for industrial technical education over the years have been limpwalking due to  lack of curriculumexperts in the field. Pioneers in Industrial technical education which is aspecialized skills training did not have much education in curriculumdevelopment. Oranu & ogwo (2006) posits that the inadequate educationreceived by the pioneers of vocational education exposed them to severe psychologicalintimidation in the hands of the well read general educators.

The character ofany curriculum is determined by the personalities and policies behind it. Henceto really come up with a dynamic curriculum which would be responsive to theneeds of the changing national economy, the issue of the right participant inthe formulation of such a curriculum policy and design must be tackled with abroad mind, utmost care and efficiency. Finch & Kmnkilton, (1979)

The curriculaare adjudged to be too academic and overloaded with intellectual content inpure science and mathematics at the expense of basic engineering and technology.Uwaifo (2009). The effect of the lack of curriculum experts in industrialtechnical education is visible in the curricular for industrial technicaleducation as the course is more theoretical than practical in the order ofother general/liberal education

Policy makersA number of policy issues are criticalto curriculum development in industrial technical education. Poor decision making hinders the effective development ofVocational Education. (Osuala 1981).

Decision-makingis the backbone of administrative functions. This is because decisions directactions (Marvin, cited in Igwe, 1995). Good and effective decisions can only bemade when right information is made available at the right time to the rightrecipient. Johnson, Newell & Vergin (1972) stated that information fordecision-making is dynamic; therefore, it needs to be constantly up-dated. Hodge,Anthony and Gales (1996) all advocated that information is a resource thatneeds to be managed just like any other resource in the organisation. Therefore,the right person with the right information should be involved in the policymaking.

Oranu & ogwoposited that most of the policy makers in Nigerian educational system areliberal educators and thus lack the necessary impetus and information to makepolicies in industrial technical education

Financial demand of industrialtechnical education

Funding andfinancing are two major factors facing the Nigerian nation. Industrialtechnical education unlike other general education is more capital incentive;in terms of provision of  facilities andequipment, instructors and teachers etc Ajakaiye (1991) states that, trainingfor industrial occupations in vocational/technical schools is comparatively arecent phenomenon. Until the 19th Century, apprenticeships and informaltraining developed skills for most manual occupations, largely throughassociation with a master often for many years. In recent times, technologicaladvances, analytical and communication skills were required in vocationaleducation and training, as well as more theoretical knowledge. Thus, makingindustrial technical education more expensive than it used to be.

Oranu & Ogwo(2006) is of the view that the amount of money required to run an effectivevocational education programme has always been a source of discouragement toeducational administrators.

High flow in to general education

One of the mostimportant features of TVET is its orientation towards the world of work and theemphasis of the curriculum on the acquisition of employable skills. But due tothe poor image of industrial technical education in the Nigerian society, theparents prefer that their ward go for the prestigious courses like law,medicine etc than to go in to technical education.

Enrolment ofstudents in vocational-technical institutions has been low within the pastthree decades when compared with our secondary schools. As reported in theFourth National Development Plan (1981-85), there were 1,513 secondary schoolsin Nigeria in 1975-76), academic year, with 704,917 student population. Incontrast, 250 vocational-technical colleges enrolled only 123,627 students. Duringthe 1980-81 academic year, the number of secondary schools rose from 1,513 to4,334 with a total number of 2,226, 124 students. Thus, within 5 years,Nigerian secondary schools recorded an increment of 2,821 schools (65.1%) andstudent enrolment increment of 1,521,207 (68.3%). In contrast, 285vocational-technical colleges in operation during the 1980-81 academic year, enrolledonly 263,495 students.

Though TVETdelivery systems are therefore well placed to train the skilled andentrepreneurial workforce that Africa needs tocreate wealth and emerge out of poverty. The ideology of the populace seeingtechnical education as an education for the less intelligent has seriouslyhampered the curriculum development in industrial technical education (Afeti,2006: 4)

Gender discrimination in industrialtechnical education

It is believed thatcertain skill acquisition is not meant for some gender. It is believedindustrial technical education is not graceful for the female gender and thus femalesshould go more in to mass communication, nursing etc and not technicaleducation.

This impliesthat females largely lack the enabling knowledge and skills in industrialtechnical education to contribute proportionately towards socio-economicdevelopment a. though the curriculum of industrial technical education does notdiscriminate between genders in its design nor do the National policy oneducation discriminates between gender, societal perspective of industrialtechnical education has greatly influenced female enrollment in industrialtechnical education. A lot needs to be done to improve on female participationand enrolment in industrial technical education in Nigeria.

Influence of parent on career choice

The FederalGovernment of Nigeria (2004) defines technical education as that aspect ofeducation that gives its recipients an opportunity to acquire scientificknowledge. Despite the government’s effort in sensitizing the public on theimportance of technical education as a career for nation building, the parentsstill perceive technical education as a passer-by education. Most parentsdictate the career choice of their siblings just because they wanted theirchild/children to study the parent’s desired course not minding the ability ofthat child in the career proposed to him/her.

Most parent whostill view technical education as the education for people who are lessintelligent thus prefer to see their children study courses they feel are more‘academically rigorous’ than a course they think is for drop outs and lowintelligent people.

According toHairston (2000), the career choice process of young people can easily becompared to rocks in a rock polisher. All kinds of people grind away at thembut parents are the big rocks in the tumbler (Otto, 1989). Otto furtherstressed that parents are major influences in the lives of their children. Hairstonciting Hines, (1997); Lee, (1984); Leong, (1995) and Parham and Austin, (1994)that, of the factors that influence career choice process, family members,particularly parents are the most influential determinants of career guidanceneeds, neither teachers nor counselors can replace the influence parents haveon their sons and daughters career plans’. Therefore if there would bemeaningful development in curriculum for industrial technical education the perceptionof the parents to the programme must be positively influenced

SUMMARY

Developing a curriculum to respond to thechallenges and satisfy the rapidly changing needs of industries require adynamic system of curriculum development processes. In the Nigerian systemcurriculum development in industrial technical education have been greatlyinfluenced by so many historical factors that can be hinged upon poor image ofthe society on industrial technical education, which also had affected itsfunding and enrollment. Educational policy makers find it more easier to investin general education than they would to industrial technical education   At atime when both the knowledge as well as the skill sets are rapidly changing,the global horizons of businesses are undergoing rapid changes due to everexpanding technology and product innovation base, it is considered necessary todevelop a knowledge management framework for curriculum development which isboth industry relevant as well as supportive of growth of new knowledge and newtechnologies. The society must have a change in ideology as touchingindustrial technical education, sophistication in technology has brought a newlook to technical education

EVALUATION

1.     What is a curriculum?

2.     What is curriculum development

3.     Identify the key words in the definition of technicaleducation as defined by the National policy on education (1981)

4.     Poor image of industrial technical education havegreatly hampered its curriculum development over the year, Discuss.

5.     Leong, (1995), Parham and Austin, (1994) is of the viewthat, of the factors that influence career choice process, family members,particularly parents are the most influential determinants of career guidanceneeds, neither teachers nor counselors can replace the influence parents haveon their sons and daughters career plans’. Discuss the implication on thecurriculum development of industrial technical education in Nigeria

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Coles, C., (2003), The development of a curriculumfor spinal surgeons’, Observations following the Second Spine Course of theSpinal Society of EuropeBarcelona 16th – 19th September 2003,

Ethel, E.I (2007). Quality assurance in the teachingand examination of Vocational and Technical Education in Nigeria. International NGO JournalVol. 5(2), pp. 040-044,

 Ezeji S.C.O.A(2004) Basic principles of Research in education, cheston agencyltd, Enugu , Nigeria

Federal Government of Nigeria(2004). National Policy on Education. Lagos:NERDC.

Hairston, J. E. (2000). How Parents Influence AfricanAmerican Students decision to Prepare for Vocational Teaching Career”. Journalof career and Technical Education. 16.(2). 1-15.

Hodge, B.J., Anthony, W.P. & Gales, L. (1996).Organisation theory: a strategic approach (5th Ed.). New Jersey: Prentice Hall, pp. 296-350.

John L & Kevin L (1988) vocationalizingeducation: An international perspective. Pergamon press, Oxford OX30BW, England

Martins F. Eseza A.E (2002) contribution ofinformation acquisition and management capacity to administrators’ decision-makingeffectiveness in tertiary institutions in South-Western Nigeria, Ibadan press.

Njoku, C. Z(1999). Enrolment of Females in Science and Technology Education in Nigerian Institutions:Trends and Implications for Female Empowerment. Category Institute of Education

 NortheastTexas Network Consortium (NTNC), 2002, Distance Learning College Glossary.Retrieved from http://www.netnet.org/students/student%20glossary.htm

Osuala E.C (2005), Introduction to researchmethodology. African first publisher ltd, Onitsha, Nigeria.

Uwaifo, V.O (2009), Technical education and itschallenges in Nigeriain the 21st Century. International NGO Journal Vol. 7(1), pp. 022-023

Wojtczak,A., 2002, Glossary of Medical EducationTerms retrieved from http://www.iime.org/glossary.htm,