El silencio político y social sobre el pasado

Maintaining a good interaction between the researcher and the participants in a study naturally gives rise to a form of relationship. In view with this consideration, Opie (2004, p. 29) maintained that it is imperative to bear in mind that relationships are multi-faceted and that people who are being studied will form their own interpretation of what is going on, regardless of the researcher’s intention. Based on this, it is an ideal practice to ensure participants are given the much needed information.

In this study, specifically during the intervention programme, the researcher made all effort to create and maintain an atmosphere characterised by trust between himself and all other stakeholders involved. This approach produced a fruitful interaction at every stage of the

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intervention programme, thereby yielded the desired data needed to respond to the research questions.

4.14 CONCLUSION

This chapter presented the research design, the methodology, rational and characteristics of the design, sample and sampling techniques, instruments used for data generation, limitations of the study, validity, and reliability issues among others. The chapter concluded with ethical issues and the relationship between the researcher and participants that took part in the research.

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CHAPTER 5

ANALYSIS OF RESULTS

ON THE PRELIMINARY STUDY

As mentioned earlier, this study is concerned with largely two key issues; a) the gross neglect of TVET (Eze & Okorafor, 2015) and b) the little emphasis placed on the provision of quality TVET (Jacob, 2006; Akanbi, 2017) within the Nigerian educational/schooling system. This chapter seeks to provide a better and deeper understanding of these issues from an empirical perspective by focussing on the following three questions:

(i) What is the extent of TVET provision across the six geopolitical zones of Nigeria?

(ii) How does TVET provision within these 6 geographical zones compare to the provision of general education schools?

(iii)What is the level of efficiency of a selected few TVET institutions across these geographical zones in Nigeria?

The above three questions address the first part of the study, namely, the preliminary phase. The second part entails the main study phase and is addressed in Chapter 6, which further looks at the provision and efficiency of TVET across the different geographical zones against the backdrop of the existence of partnership with other stakeholders. Both the type and nature of the partnership in existence are brought to the fore. The third and last part of the study, the intervention, is addressed in Chapter 7 and it presents the innovation of the study on how we can strengthen and develop new models of partnerships for relevant, efficient and effective TVET systems using community based participatory research.

This chapter is divided into three main sections in line with the three questions posed above, namely, sections 5.1; 5.2 and 5.3. These three sections present the analysis of the first, second and third research questions of the preliminary phase of the study. The chapter concludes with Section 5.4 which provides a summary of all three research questions covered in this chapter.

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5.1: RESEARCH QUESTION ONE:

 What is the provision of TVET in the six geopolitical zones of Nigeria with regard to Engineering Trades programmes?

In order to gather information needed to provide answers to this research question, data was generated through desktop reviews on the NBTE website. As pointed out by Dingemanse (2017), desktop review is a secondary means of data generation in research. It is used to gather existing data that will help to answer questions in a study. NBTE was considered because it is the principal board established to supervisor and monitor all TVET programmes that fall outside University Education in Nigeria (NBTE, n.d). As pointed out earlier, TVET institutions in the Nigerian context refer to any educational institute that delivers technical education- oriented programmes, such as, pre-vocational or general vocational education, vocational or (job specific) education), technical and professional education (Education Sector Analysis, 2005). These institutions cater for school-age range of 12-18 years (FME, 2000).

The analysis in this section is presented based on the total number of technical colleges cited on the NBTE website of each State within a geopolitical zone as approved by the NBTE. These colleges are categorised according to different levels of ownership namely, federal, state and private. Federal science and technical colleges are institutions owned and run by the federal arm of government. Government technical colleges are institutions owned and run by the state arm of the government. However, private technical colleges are institutions whose ownership falls outside the jurisdiction of Federal or State.

Table 5.1 below shows the provision of TVET across the different states in the six geopolitical zones.

108 Table 5. 1: The provision of TVET institutions in the six geopolitical zones and their states

S/N ZONES STATES TOTAL TVET COLLEGES PER ZONE % TVET COLLEGS PER ZONE 1 SOUTH- SOUTH Akwa Ibom Bayelsa Cross

River Delta Edo Rivers

30 19 Ownership F/S/P F S P F S P F S P F S P F S P F S P 1 5 - 1 1 - - 4 - - 6 - 1 6 - 1 4 - # of TCs 6 2 4 6 7 5 2 NORTH-

CENTRAL Benue Kogi Kwara Nassarawa Niger Plateau Abuja

29 19 Ownership F/S/P F S P F S P F S P F S P F S P F S P F S P 1 6 - 4 - - 5 - - 3 - 1 6 - 1 - 1 1 - # of TCs 7 4 5 3 7 1 2 3 SOUTH-

WEST Ekiti Lagos Ogun Ondo Osun Oyo

40 26 Ownership F/S/P F S P F S P F S P F S P F S P F S P 1 4 - 1 5 - 1 7 - 1 5 - 1 9 - - 5 - # of TCs 5 6 8 6 10 5 4 SOUTH-

EAST Abia Anambra Ebonyi Enugu Imo

16 10 Ownership F/S/P F S P F S P F S P F S P F S P 1 3 1 1 - - 2 1 - 3 - - 4 - # of TCs 4 2 3 3 4 5 NORTH-

WEST Jigawa Kaduna Kano Katsina Kebbi Sokoto Zamfara

21 14 Ownership F/S/P F S P F S P F S P F S P F S P F S P F S P - 1 - 1 4 - - 5 - - 4 - 1 2 - - 3 - - - # of TCs 1 5 5 4 3 3 6 NORTH-

EAST Adamawa Bauchi Bornu Gombe Taraba Yobe

19 12 Ownership F/S/P F S P F S P F S P F S P F S P F S P 1 3 - - 2 - 1 2 - - 2 - 1 6 - - 1 - # of TCs 4 2 3 2 7 1 Total 155 100

NOTE: The different levels of ownership in the table are denoted as follows: Federal (F); State (S); Private (P) List of approved Technical

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It is significant to note how the information provided in the NBTE site has changed over a period of three years. In 2015, when this study began, the approved number of private technical colleges was three, existing in Anambra, Ebonyi and Ondo States. However, as at April 29, 2018, the only state whose private technical college was included among the 155 approved TCs was Ebonyi, meaning that at present there is only one private technical college being cited in the NBTE website. As illustrated in the table above, the number of technical colleges in the six geopolitical zones and their States is 155, and this number is constituted of one private, 135 state, and 19 federal TCs. Surprisingly, it is also noted that there is no technical college cited in Zamfara State, North-West.

Figure 5.1 below presents the number of TCs in each zone and their corresponding percentages. As illustrated in Fig 5.1, the highest number of TVET institutions is represented by the South-West zone, boasting a total of 40 technical colleges (26% of the national total). This is followed by the South-South zone with 30 (19%) TCs, and North-Central zone came third with 29 (19%) Technical colleges each. The North-West zone comes in fourth with 21(14%), and the North-East zone, at number five, with 19 (12%), whilst South-East has the least with 16 (10%) technical colleges.

With regard to the zones with the highest and lowest numbers of federal, state or private technical colleges, South-West is ranked the highest, with a total number of five federal and 35 state TCs, whilst correspondingly, South-East is the lowest with two and 13 respectively. However, the ownership of a private technical college is peculiar to the South-East zone with only one.

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Figure 5. 1: Chart Showing TVET provision across six geopolitical zones

What the above results point to, is that there is no even distribution of TVET institutions across all six geopolitical zones. There seems to be a relative distribution of state owned technical colleges across all the zones, but this does not apply to federal and privately owned institutions. Furthermore, as we saw with Zamfara state, in the North-West Zone, there is no state technical college in site. This finding therefore highlights the deviation in the policy stipulation that there should be an establishment of at least one technical college in each State of the federation.

In the next section, I problematize TVET provision further by juxtaposing it against the provision of general education.