Technology Education and National Development

TECHNOLOGY direction AND NATIONAL DEVELOPMENT THE situation OF INFRASTRUCTURE BY SUBAIR, S. TAYO AND ASHIRU, AL-MAHROOF. OLASEEWO DEPARTMENT OF cultivational ADMINISTRATION FACULTY OF EDUCATION UNIVERSITY OF LAGOS AKOKA LAGOS BEING A PAPER PRESENTED AT THE NIGERIAN ASSOCIATION FOR EDUCATIONAL ADMINISTRATION AND PLANNING (NAEAP) INTERNATIONAL CONFERENCE VENUEJULIUS BERGER AUDITORIUM UNIVERSITY OF LAGOS DATEtwenty- stern 27TH SEPTEMBER 2007 Abstr issue applied science pedagogy has been defined as a day-and-night exhibit of special nurture and training imparted in individuals for them to bring home the bacon socio- scotch independence. sensation major essence of engineering education is self-sustenance and social festering. This motif takes a cursory look at the featureors germane to functional engineering education and its implications for demesneal development, by examining the concepts of applied science education, theme development, pedestal and oddments of applie d science education.The paper goes further to asses the development status of Nigeria, the relevant of base in the preparation of vi adequate to(p) engine room education and some argonas along policies, praxiss, situations, and sensitization of the semipublic towards imbibing technology education that bathroom foster national development. conception The buttocks 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 theme Policy on breeding (Federal Republic of Nigeria, 2004).The goal of national development is hardly realizable without technology, which serves as a vehicle for the acquisition of appropriate fellowship, skills, abilities and competencies of both mental and physical nature. This is equipment for the individual to depart in his society, and to acquire a relevant and balanced knowledge of facts or so(predicate) local and world phenomena. The etymolo gy of technology is from Greek word tekhne, which refers to an art or craft, and logia which means argona of study. Simply defined, technology is a knowledge of crafting.collins side lexicon (2005, pg. 1675) defines technology as the performance of practical or automatic sciences to industry or commerce, the methods, theory and practices governing much(prenominal)(prenominal) application and the contribute knowledge and skills procurable to any human society. study, as defined by Adesina, Fagbamiye and Talabi (1985) is a tool for the integration of the individuals effectively into a society to alter them achieve self social, stinting, semi policy-making, scientific, pagan and proficient progress.Now, in the era of globalization, the increment importance of trans-border education provisions particularly, in the argona of technology is sort of apprehendable. Gener eachy, stakeholders argon anxious to see that educational institutions kip down what they should deliver and that what they deliver produces desirable outcomes. These desirable outcomes include, among others, deepens in structures, attitudes and institutions as intumesce as the acceleration of economic growth, the reduction of in equating and eradication of absolute penury.Consequently, in addressing the disoblige of national development vis-a-vis technology education, it is of immense necessity to certify the understanding of the phenomenon development and likewise to harness the indices of development before we erect 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 make the world more businesslike using industrial methods.Technology can also be viewed as the pith of the musical modes in which a social group provides for themselves with the materials of civilization, thus science and technology go hand-in-hand. It could be considered permissible then to say that technology is a remainsatic approach in an integrated process to achieve practical resolve or achieve an end harvest-feast. Hence, technology involves a practical engagement, that is, the act of doing, which is meant to solve human problems scientific everyy and systematically. Translated from its Latin root, educo or educare, the word education means to lead. In other words, education implies turn ining the way.In principle, education is the process by which a person or group of persons lead in the act of acquiring new knowledge or experience. Ajelabi (2000) views education as implying the experience that a person gets in contact with or which unmatchable undergoes with or without the discipline. According to Collins Dictionary (2005, pg. 433), education is the act or process of imparting knowledge, especially at school, college or university, the art or process of acquiring know ledge, 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 operational definition of technology education required for this paper projects technology education as a continuous process of special education, training and directives imparted in individuals for the development of lateistic ideas to ensure socio-economic independence. It could be argued that the type of education which Nigeria pupils and students are exposed to at different take aims of education in the school system today cannot favour the accomplishment of the Millennium using 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 fall in Nations Education Scientific and Cultural organisation (1999) observes that quality in education is a multi-dimensional concept which should emb race all functions and activities teaching, academic programmes, research and scholarship, staffing, students, constructs, facilities, equipment, services to the community and academic environment.To show that one is educated means that all aspects of his/her life is transformed to sour and be influenced by self, physical, social, political, economical and spiritual environments. For this reason, technology education should taper on productive skills that are saleable to the world, thus making such a body politic a power to associate with. The Concept of National Development National development is rooted in a pass of change than can take to task expectations, through sustainable and broad-based economic growth.It could also be perceived as the amount of moneyity of all activities within a nation whose main goal is to raise the living standards and general well being of the good deal. Collins English Dictionary (2005, pg. 443) defines development as the act or process of gro wing 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(predicate) scourt which is the latest in a series of related events.For the purpose of this paper, national development means the satisfaction and sustenance of the social, political and economic needs of the people of a state (nation). It could also be model of as planned activities which focus on increasing and enlarging the capacities so that they can successfully trade greater positions in a nation. National development usually focuses on improving the conceptual skills the intellectual and abilities needed to handle complex situations and do a better job.With economic needs, a change in the economic and social super-structure of the society is guaranteed. It is an improvement in the techniques of business in the consumption choices open to the average 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 poverty (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 populate 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 cultural deprivation, ignorance, political imbalance and poverty. Thus, national development can be perceived as the pit h 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 quantity of inputs. Of significance are the buildings, equipment and space.This view gains the endorsement of Ejiogu (1984) and Nwagwu (1983) who note that of the four important factors in an examine to balance the qualitative and quantitative growth of any educational system is the quality and number of stem in the form of buildings, machinery and equipment their maximal customs and proper maintenance 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 that are necessary for teaching and learning.Such include buildings, laboratories, machinery, piece of furniture and electrical fi xtures. In specific terms, Bosah (1997) opines that infrastructure represent the empirical relevance of the totality of the school environment for the realization of the school business. He identifies the pastime 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 body of water and security facilities walls (fences), gates, telephone and alarm system.From the above, infrastructure can be considered the elementary 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 picture of the school conveyed by the position of structures in relation 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 relation with other systems such as communication, economics, science, industry and society -acquiring skills such as instrumentation production, maintenance, creativity, aim 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 elevateder education (Busari, 2004).It is important to instruct the interpretation of these goals in the policies and practices of technology education in Nigeria. The policy guidelines luck by the government for achieving the targets are provision of basic tools for educational improvement including preparation for crafts of the locality, provision of curricular activities like teaching of science, local crafts, home(prenomi nal) science and agriculture, and provision of qualified teachers to handle technology education subjects. An sound judgement of the Development Status of Nigeria In assessing the indices, criteria or factors responsible for the lassification of any earth as being either 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 regarded as the process of improving human welfare. Hence, the goals of development include -balanced healthful diet -adequate medical exam care -labour opportunities commensurate with individual talents -environmental sanitation and disease control -sufficient educational opportunities -reduced infant mortality -decent housing social and political participation promoting equality (United Nations, 2003). Developing countries are characterized by high rate debts, low level of Gross Domestic Product (GDP), low standard of living, low level of productivity and low level of health, low level of investment high dependency on the agriculture production and high vulnerability for outdoor(a) shocks. Least Developed Countries (LDC) generally suffer conditions of extreme poverty, ongoing and general conflict (including civil war or ethnic 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 comprise 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 present are few technical schools and few universities where technology education is do available. It is lamentably sad to observe that the available infrastructure in the available technical colleges and universities of technology is inadequate when compared with the expected functions of such institutions of learning.No doubt that infrastructure comprises things that are used directly or indirectly for the purposes of supporting, facilitating, influencing or come along transmission or acquisition of knowledge, competencies, skills and know-how. When we think of the poor state of this infrastructure, a question tends to come to mind is the government actually interested in building this nation? This is mediocre that there appears to be a crack between the policy statements and policy implementation.Lending credence to this is Busari (2004) who observes that institutions (technical colleges, universities, etc) where technology education is stand are given little or lip support because they are viewed as any other education programme providers. The lackadaisical attitude of related agencies responsible for the functionalism of technology education is evidenced by the fact that the required infrastructure that would make technology education operational are either inadequate or non-existing. If technology education would facilitate national development, the quality of the workforce available for the performance of such tasks get out dictate.As describe 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 completed by the Federal Government 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 receivable consideration for some factors such as students population, student-teacher ratio, tokenish studio stage per student, drawing boards per student, etc and student work experience practice in particular.The country is now approach with the stark realities of her poor technological base, which manifests in all fronts, ranging from poor economy, inability to properly maintain facilities transmitted from colonial masters, to bad educational planning (Odeyemi, 1996). The incessant scarcity of crude oil 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 effectuate of Nigerias state of technological development are being mat 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 become spare parts to maintain the heavy duty and medium sizing plants. Moreover, the frequent stealing and vandalization of Power Holding Company of Nigerias (PHCN) equipment for example is traceable to the inability to produce them locally. Obviously, there will be no marke t for the stolen ones if the country is able to produce in large quantities.As Oguntoye (2004) comments in that respect 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 send their kids to school, may not be the curriculum, may not even be quantity of trained personnel, but the critical problem is attitudinal, unlawful cheer-orientation, wanting to cut 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 developed and modern 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. Controlling ones de stiny 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 thorough knowledge, skills, competencies and know-how capable of transforming and promote people to develop openness to new experience, readiness to social change, placing higher(prenominal) 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 basis for the distribution of rewards, and a basic trust in the calculating of the surround world, and that people and institutions can be relied upon to meet their obligations.Conclusion Attaining national development depends on three 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 heavi ly invested in to generate the human resources Nigeria needs as the engine for growth. There should be active government involvement or intervention that will encourage enormous investments in human capital, educating large skilled manpower able to absorb 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 up target year for achieving technology education for all. Such focus will make Nigerians think scientifically and technologically, the resultant effects 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, irrespective 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 support the development of their potentials. Therefore, the knowledge, skills, competences and attitudes students acquire for life can make them fit 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). economics of education. Lagos Olatunji produce Press. Ajelabi, A. (2000). Essentials of educational technology. Lagos Raytel Communications Ltd. Bannock, A. O. (1977).Modern technology and students instinct development. New York McGreen Publishing Company. Bosah, H. O. N. (199 7). Improving school plant provision and administration in Nigeria school. N. I. Ogbonnaya and C. L. 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