Technology Education and National Development

TECHNOLOGY EDUCATION AND home(a) DEVELOPMENT THE PLACE OF INFRASTRUCTURE BY SUBAIR, S. TAYO AND ASHIRU, AL-MAHROOF. OLASEEWO section OF EDUCATIONAL ADMINISTRATION FACULTY OF EDUCATION UNIVERSITY OF LAGOS AKOKA LAGOS cosmos A PAPER PRESENTED AT THE NIGERIAN bugger off FOR EDUCATIONAL ADMINISTRATION AND PLANNING (NAEAP) INTERNATIONAL assembly VENUEJULIUS BERGER AUDITORIUM UNIVERSITY OF LAGOS DATE24TH 27TH family line 2007 Abstr moldTechnology precept has been be as a incessant surgical operation of special culture and genteelness imparted in unmarrieds for them to achieve socio-economic in habituation. One major essence of engine room command is egotism-sustenance and social learning. This wallpaper takes a perfunctory look at the factors germane to functional engineering accomplishment reading and its implications for field organic evolution, by examining the concepts of engineering information schooling, issue study, understructure and closes of e ngine room schooling.The paper goes further to asses the teaching status of Nigeria, the relevant of infrastructure in the prepargondness of viable engineering education and most electron orbits on policies, performs, views, and sensitization of the public towards imbibing engineering science education that good deal foster body policy-making information. Introduction The innovation of Nigerias philosophy of education is the integration of the individual into a sound and effective citizen, much(prenominal) a philosophy as articulated in the issue Policy on Education (Federal Republic of Nigeria, 2004).The goal of national development is hardly realizable with forth engineering, which serves as a vehicle for the acquisition of appropriate companionship, skills, abilities and competencies of twain mental and physical nature. This is equipment for the individual to live in his social club, and to acquire a relevant and parallelismd experience of facts about local and piecee beings phenomena. The etymology of technology is from Hellenic word tekhne, which refers to an art or craft, and logia which mean vault of heaven of study. Simply defined, technology is a science of crafting.collins side vocabulary (2005, pg. 1675) defines technology as the application of virtual(a) or mechanical sciences to industry or commerce, the methods, theory and institutionalises governing such(prenominal) application and the total knowledge and skills available to whatsoever human society. Education, as defined by Adesina, Fagbamiye and Talabi (1985) is a legal instrument for the integration of the individuals in effect into a society to enable them achieve egotism social, economic, political, scientific, cultural and technological progress.Now, in the era of globalization, the ontogeny importance of trans-border education supplyings particularly, in the argona of technology is quite learnable. Gener eachy, stakeholders ar anxious to elate that educational institutions deliver what they should deliver and that what they deliver lets loveable outcomes. These desirable outcomes include, among opposites, changes in structures, placements and institutions as well as the acceleration of economic addition, the reduction of in par and obliteration of absolute scantness.Consequently, in addressing the issue of national development vis-a-vis technology education, it is of immense necessity to line of battle the understanding of the phenomenon development and also to harness the indices of development before we can decide what we look out for in a developed, under-developed, developing nation and so on. The Concept of Technology Education According to Adeogun (2004), Ogunranti (1988) and Ukeje (1991), technology is the application of science and scientific knowledge to concur the world more efficient using industrial methods.Technology can also be viewed as the inwardness of the ways in which a social chemical class pr ovides for themselves with the materials of civilization, in that respectfore science and technology go hand-in-hand. It could be considered permissible then to say that technology is a systematic approach in an integ strayd physical process to achieve practical purpose or achieve an end product. Hence, technology involves a practical engagement, that is, the act of doing, which is meant to solve human hassles scientific completelyy and systematically. Translated from its Latin root, educo or educ are, the word education means to lead. In other words, education implies showing the way.In principle, education is the process by which a person or group of persons lead in the act of acquiring newfangled knowledge or experience. Ajelabi (2000) views education as implying the experience that a person gets in contact with or which one undergoes with or without the school. According to Collins Dictionary (2005, pg. 433), education is the act or process of conveyance knowledge, especia lly at school, college or university, the art or process of acquiring knowledge, the knowledge or training acquired by this process, the theory of teaching and learning or a particular kind of special directives (instructions) or training.From the foregoing, an practicable definition of technology education inevitable for this paper projects technology education as a continuous process of special education, training and directives imparted in individuals for the development of innovative ideas to ensure socio-economic in dependency. It could be argued that the grapheme of education which Nigeria pupils and students are exposed to at different levels of education in the school system at once cannot favour the accomplishment of the Millennium growth Goals.This can be substantiated with the concern about quality which is uppermost in any educational discourse all over the world, and Nigeria in particular. The linked Nations Education scientific and Cultural Organization (1999) lionises that quality in education is a multi-dimensional concept which should embrace all functions and activities teaching, faculty member programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and academic environs.To show that one is educated means that all aspects of his/her life is transformed to influence and be influenced by self, physical, social, political, economical and spiritual environments. For this reason, technology education should concern on productive skills that are saleable to the world, thus making such a country a mightiness to associate with. The Concept of National maturation National development is rooted in a force of change than can raise expectations, through with(predicate) sustainable and broad-based economic growth.It could also be perceive as the totality of all activities within a nation whose main goal is to raise the alimentation standards and global well cosmos of the com munity. Collins side Dictionary (2005, pg. 443) defines development as the act or process of growing or developing or the product of developing. The Cambridge International Dictionary of English (1996, pg 377) defines development as growing or becoming more advanced or a recent all important(p) pull downt which is the latest in a serial publication of related events.For the purpose of this paper, national development means the satisfaction and sustenance of the social, political and economic take of the people of a state (nation). It could also be thought of as planned activities which focus on change magnitude and enlarging the capacities so that they can successfully bring off greater positions in a nation. National development usually focuses on upward(a) the conceptual skills the ingenious and abilities needed to handle complex situations and do a better job.With economic ineluctably, a change in the economic and social super-structure of the society is guaranteed. It is an improvement in the techniques of doing in the consumption choices open to the yet citizen, in the health of the citizen, in the behaviour of citizen and so on. It involves both quantitative and non-quantitative aspects. Also, it involves reduction in income inequality, unemployment and meagerness (Adeogun, 2003).Bannock (1977) opines that economic development is related to the process of growth in total and per capita income of developing nations accompanied by fundamental changes in the structures of their economies. Accordingly, these changes generally consist of the increasing importance of industrial, as opposed to agricultural, activity, reduction of dependence on imports from the more advanced producer and consumer goods, and dependence on agricultural or mineral products as main exports, and a diminishing reliance on aids from other countries.Accompanying this economic process are attendant political and socio-cultural reforms aimed at resolving such problems as cu ltural deprivation, ignorance, political instability and poverty. Thus, national development can be perceived as the totality of all the activities within a nation whose main goal is to raise the living standards and general well-being of the people. The Concept of Infrastructure According to Coombs (1991), the educational system is a function of the quality and metre of inputs. Of significance are the buildings, equipment and space.This view gains the endorsement of Ejiogu (1984) and Nwagwu (1983) who blood line that of the four important factors in an attempt to balance the qualitative and quantitative growth of any educational system is the quality and number of infrastructure in the form of buildings, machinery and equipment their maximal usage and proper upkeep culture of the students, staff and community members that use such facilities. Infrastructure, as stated by Ehiametalor (2001) are the operational inputs of every instructional programme and they constitute elements t hat are necessary for teaching and learning.Such include buildings, laboratories, machinery, furniture and galvanic fixtures. In specific terms, Bosah (1997) opines that infrastructure re designate the a posteriori relevance of the totality of the school environment for the existingisation of the school business. He identifies the following as components of infrastructure landscape, playgrounds, buildings classrooms, library, laboratory blocks, health blocks, toilets, hostels, administrative blocks and so on utilities such as electricity, pipe-borne water and security facilities walls (fences), gates, call in and alarm system.From the above, infrastructure can be considered the basal systems and services that are necessary for an organization, for example, buildings, transport, water and power supplies and administrative systems. These are things that represent the aesthetic figure of the school conveyed by the position of structures in coincidence to one another. Goals of Technology Education The goals of technology education include -understanding the principles and dynamics of technology understanding the principles of tool construction, processes of technology and modes of dissemination -developing intellectual processes of technology and their analogy with other systems such as converse, economics, science, industry and society -acquiring skills such as instrumentation merchandise, maintenance, creativity, designing and communication -mastering of technology-oriented forms of general and specific problem-solving -producing technologically literate people and -producing products that are employable and equally those who would proceed to risqueer(prenominal) education (Busari, 2004).It is important to appreciate the interpretation of these goals in the policies and practices of technology education in Nigeria. The policy guidelines solidification by the government for achieving the objectives are provision of basic tools for educational advanc ement including preparation for crafts of the locality, provision of curricular activities like teaching of science, local crafts, domestic science and agriculture, and provision of qualified teachers to handle technology education subjects. An Assessment of the phylogenesis Status of Nigeria In assessing the indices, criteria or factors responsible for the lassification of any country as being each developing or developed, it becomes imperative to understand the underlying key concepts development, developing, under-developed, least developed, third world or fourth world and developed countries. Development can be go steadyed as the process of improving human welfare. Hence, the goals of development include -balanced healthful nutrition -adequate medical care -labour opportunities commensurate with individual talents -environmental sanitisation and disease control -sufficient educational opportunities -reduced infant deathrate -decent housing social and political participation promoting equality (United Nations, 2003). Developing countries are characterized by high rate debts, low level of Gross Domestic reaping (GDP), low standard of living, low level of productivity and low level of health, low level of enthronement high dependency on the agriculture production and high vulnerability for external shocks. Least develop Countries (LDC) generally suffer conditions of extreme poverty, ongoing and widespread conflict (including civil war or cultural clashes), extensive political corruption and lack of political and social stability.The form of government in such countries is often authoritarian in nature, and may incorporate dictatorship, warlordism or a kleptocrazy (United Nations, 2003). The Relevance of Infrastructure in the Provision of Viable Technology Education With the present scope of technology in Nigerian classrooms, t here(predicate) are few expert schools and few universities where technology education is made available. It is lamentabl y sad to observe that the available infrastructure in the available proficient colleges and universities of technology is inadequate when compared with the expected functions of such institutions of learning.No incertitude that infrastructure comprises things that are used directly or indirectly for the purposes of supporting, facilitating, influencing or boost transmission or acquisition of knowledge, competencies, skills and know-how. When we think of the woeful state of this infrastructure, a question tends to come to mind is the government in truth interested in building this nation? This is moreover that there appears to be a gap mingled with the policy statements and policy performance.Lending credence to this is Busari (2004) who observes that institutions (technical colleges, universities, etc) where technology education is run are given little or lip support because they are viewed as any other education programme providers. The lackadaisical attitude of related age ncies responsible for the functionalism of technology education is certify by the fact that the ask infrastructure that would stimulate technology education operational are either inadequate or non-existing. If technology education would palliate national development, the quality of the manpower available for the cognitive process of such tasks will dictate.As reported by Subair (2004), even the universities of technology experienced a face-lift just because of the accreditation exercise embarked upon by the National Universities Commission (NUC), a body established by the Federal presidential term in 1962 for the purpose of quality university education. He opines that experiences of the students are better expressed when adequate provision of required infrastructure is made with due consideration for some factors such as students population, student-teacher ratio, minimum studio confront per student, drawing boards per student, etc and student work experience practice in par ticular.The country is now set about with the raw realities of her poor technological base, which manifests in all fronts, ranging from poor rescue, inability to properly hold facilities inherited from compound masters, to bad educational formulation (Odeyemi, 1996). The incessant scarceness of petroleum products, epileptic supply of electricity, bad roads, flooding, and so on points to the fact that this country seriously needs to embrace and appreciate technology education. The resultant effect of Nigerias state of technological development are being tangle in other sectors of our economy uch as the agricultural sector, industrial sector, building and construction, health and infrastructural sector water, road, telecommunication and electricity. The bite is much felt due to lack of the necessary technical know-how to maintain the existing infrastructure and fabricate spare split to maintain the heavy duty and medium surface sets. Moreover, the frequent stealing and van dalization of Power Holding fraternity of Nigerias (PHCN) equipment for example is traceable to the inability to produce them locally. Obviously, there will be no food market for the stolen ones if the country is able to produce in awful quantities.As Oguntoye (2004) comments There is no doubt that Nigeria has made tremendous leaps forward in educational development, especially with regard to quantitative expansion, are probably more than those we faced before the Ashby Commission of 1960. The physical structures may be available (they are in short supply). The problem is not that people are unwilling to impel their kids to school, may not be the curriculum, may not even be quantity of trained personnel, scarcely the critical problem is attitudinal, wrong comfort-orientation, wanting to adjudge out corners, acquiring the certificates without acquiring knowledge, skills and competencies (pg. 8). It becomes important to say here that if Nigeria as a nation is to be a develop ed and in advance(p) nation, it needs to be rational. A rational society is one which regards people as having the knowledge and ability to control their own destinies. lordly ones destiny without depending on other countries for ones basic needs is self-reliance, a supposed target or goal of technology education.Consequently, the focus now should be acquisition of fundamental knowledge, skills, competencies and know-how capable of transforming and encouraging people to develop nakedness to new experience, readiness to social change, placing higher value on technology education and aspiring to high levels of industrial attainment, understanding the logic underlying production and industry placing high value on technical skill and accepting it as a grounding for the distribution of rewards, and a basic trust in the calculating of the surrounding world, and that people and institutions can be relied upon to meet their obligations.Conclusion Attaining national development depends o n triad things that are considered most important. One is that education, particularly technology education which is the source of high levels of human capital accumulation, should be heavily invested in to generate the human resources Nigeria needs as the engine for growth. There should be active government involvement or hitch that will encourage enormous investments in human capital, educating large skilled manpower able to swallow and adapt the most advanced technology.Secondly, Nigerians should know that modern societies are science and technology driven. There is no reason why we cannot set target course of study for achieving technology education for all. Such focus will make Nigerians think scientifically and technologically, the resultant do of which will be change in our attitude and belief system, worthwhile social, economic, political and cultural lives, culminating into poverty alleviation, economic progress that will touch millions of Nigerians.Thirdly, disregar dless of the level of education, the students are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly supporting, facilitating, influencing and encouraging the development of their potentials. Therefore, the knowledge, skills, competences and attitudes students acquire for life can make them go into the cultural, social, economic and political contexts of the society in which they live, and to work and employment.It can all be summarily put that quality of education is reflected in the fit between, on the one hand, the expectations of society expressed in the general and specific objective of education, and on the other, the actual characteristics of the educational process (technology education) and the changes observed at the students level. References Adeogun, A. A. (2003). political economy of education. Lagos Olatunji Publishing Press. Ajelabi, A. (2000). Essentials of educational technology. Lagos Raytel Communications Ltd. Bannock, A. O. (1977).Modern technology and students brain development. New York McGreen Publishing Company. Bosah, H. O. N. (1997). Improving school plant provision and administration in Nigeria school. N. I. Ogbonnaya and C. L. 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