3 chapter one

8/2/2019 3 Chapter One

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CHAPTER ONE

1.0 INTRODUCTION

1.1BACKGROUND TO THE STUDYResearch has shown that education, is geared towards development of the

Society. If the Nation is to develop, then the educational system must be

reviewed to meet the developmental needs of Society. The need is notably

technological but who will impact the knowledge of technology to the

Society? There should therefore, be the need to equip our Technical and

Vocational institutions with modern technology.

Technology has suffered placement, for a long period of time in the

curriculum of Ghanaian schools since the inception of formal education the

kind of education which had been introduced in the Country by our Colonial

masters.

This form of Curriculum has a tremendous effect on educating a Child or our

Present era. It has left a scar on our educational system which has been

referred to as the white colour job education. In fact for, it has painted the

image of technology education a turbid colour, creating a Public contempt for

it. There is therefore the need to wipe out or disabuse the minds of people of

such potion that Technical, Vocational Oriented Courses are meant for certain

categories of persons. This miscount caption and hence the kind of attitude

towards technology education has affected the nation much in terms of

industrialization and development.


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Presently, electronic systems and technology hardly go without the other if

school education should lead to the nations general development. The two

greatly inter-relate as far as the contemporary Society needs and

developments are concerned. Although, there had been some attempt to the

resolution of this issue of technology at certain levels of Ghana education

system, the Endeavour had not been encouraging until 1987 when technical

subjects were introduced into basic schools and certain teacher Training

College Curriculum.

1.2 STATEMENT OF THE PROBLEMTechnology had been with us in the past and has formed part of our lives

activities. However, the present form of education instituted by the white

man seems to have caused man to turn away from the past technology whichshould have been maintained and developed in our Society to serve as a

record to be build upon by researchers in education sector for further

achievement in the future trends of education, it is known that society is

dynamic. Along this line, education functions to meet the changing demands.

Upon this, educationists would constantly research into situations, build upon

previous findings and facts, and the present ones to find possible solution to

meet the future needs of education. Another objective of the research is to

help more people enter into the technology education sector. Although, the

research theme only takes into account the technical and vocational schools,

it is hoped that when the basic levels of education are introduced to the


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technical subjects by the product there would be a gradual appreciation and

adaption. Moreover the finding will help curriculum planners to contribute

willingly and positively towards the drawing of curriculum for technical and

vocational institutions to meet the needs of the society. Actually the content

also deals with the need to meet the dynamic demands of the society.

1.3 The Purpose Of The Study

The purpose of this study is to access the volume of impact of Electronic System

and Technology on the people of Ghana. This research among other things is to

neutralize the general perception of which some say that technical vocational

students and graduates are narrow minded people because of the nature of our

studies which focus on ones subject area only.

The study is also meant to alert the ministry of education and other bodies who

are involved in the training activities of the vocational and technical education

and having little co ordination which has lead to wastage of resource and under

utilization of expensive facilities and other resources.

My research is therefore going to serve as an advisory machinery to inform these

bodies and institutions the need to let all vocational and technical students to

study Electronic Systems and Technology alongside their course area.

School curriculum needs to be updated to meet the expected professionalism

among students in their field of study.


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1.4 Research Questions

The following are the questions that the researcher intends to find answers to

in order to come out with an authentic document for stake holders of

vocational/technical institutions?

1. How will electronics system and technology equip students oftechnical/vocational education with only the theoretical knowledge?

2. To what extent do female students in the technical/vocational institutions findit difficult to pursue Electronic System and Technology Courses?

3. What is the public attitude towards Electronic Systems and TechnologyOriented Courses?

4. How can Electronic Systems and Technology equip graduates with dual skills?

1.5 SIGNIFICANCE OF THE STUDY

The theme for this study has been of much concern to the educationists of

today as far as the societys contemporary needs are concerned. This piece of

research work will go a long way to emancipate people from the

misconception that technology education is meant for people with low mental

capability.

Peoples awareness would be enhanced on electronic system and technology

and adapt to changes that would come in the education system. The study will

enlighten policy makers to realize the importance of technology education

and electronic systems in the nation: it will therefore encourage public

education on the issue.


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Finally, it will help the government to expand facilities and structures at

technical and vocational schools.

1.6 DEFINITION OF TERMS.

The definition of certain terms as used in the context of this dissertation is of

importance to clear misunderstanding. They are:

Vocational and technical education is fraught with definitional and conceptual

inconsistencies that have resulted in what strong (1990, P.45) aptly describes

as an identity crisis. The terms vocational and technical take on

different meanings, not only across countries but even within the same

country, UNESCO definitions notwithstanding. In Ghanas main stream

educational systems, for example , the term vocational is a label for those

structural areas that consists of visual arts (mainly the handicrafts) and home

economics subjects. The specific subjects so labeled include leather work,

sculpture, graphic design, basketry, food and nutrition, and management in

living (Ghana Education Service, 1999). The label technical is used for trade,

industrial, engineering-related subjects such as technical drawing, applied

electricity, auto mechanics, metal work, and wood work .UNESCO definitions

on the other hand, distinguish between vocational and technical in terms

of level training and the relative combination of skill training, related sciences,

and general academic education involved.


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1.7 LIMITATIONS OF THE STUDY

The study ought to have taken place throughout the country to make the

finding more valid and reliable. As a result of financial constraints, it had to be

limited to Kumasi Metropolis. The principal and past students in an attempt to

reduce the effect of these limitations.


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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

Before the Europeans came to Africa; Africans had a way of producing

artifacts. Even though the type of Engineering Technology used at those

period of time was acceptable to them, however when compared with

modern techniques it seemed Primitive, Antro, (1992).

Education may be seen as a way of transmitting, Conservation, and renewing

of the cultural of a People or Society. It could also be concerned with the

acquisition of values and had the development of attitudes and interest.

Archer (1997).From the above it could be noted that the curriculum of any

countrys educational should seek to cover these aspects so as to move the

citizen useful. However curriculum as defined by Neagley and Evans (1997).Is

al planned experiences provided by the school to assist the pupils in attaining

the designated learning outcomes to the best of their abilities.

It is therefore imperative that Educational Planners take Cognizance of

reviewing ongoing educational System and make the necessary adjustments.

Changes have occurred in the educational planning of the Country (Ghana)

since the missionaries era to the concurrent Proposed Free Compulsory

Universal Basic (FCUBE).In all manner of respect, the need for Technical and

Vocational education had been emphasized Bearing this in mind and for the

purpose of the research, the review of literature of dissertation has been Sub-


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divided to give a moderately Satisfactory account of what entails in this

chapter.

2.1 EDUCATION IN COLONIAL ERA (1850 1957) AND THE EDUCATION REFORMS

Technical and Vocational education had been emphasized on in the

educational system in Ghana since the Colonial era. It started with the

missionary school where children were given training in the various trades, for

instance in Carpentry, Masonry, Blacksmithing and Others. The Sixteen

Principles of Education Proposed by Sir Gorden Guggisberg, the then

Governor of the Gold Coast (Ghanas name before Independence) between

1914-1927 called for provision of trade schools with technical and literacy

education that would fit young men to become skilled craftsman and useful

citizens (Mc William and Kwamena Poh , 1975).This resulted in the opening

of four government trade schools in 1922.But these schools were taken over

during the second World War for war purposes. After the war, efforts were

made to make vocational and technical education an integral part of

educational system but based on a separate track system of vocation and

general education .the introduction of technical and vocational education

subjects into the secondary school curriculum started into the mid-1960s but

it was not until 1987 that a comprehensive plan was initiated to make

vocational education an integral part of the secondary education system.

Before the 1987 education reforms, secondary schools offered mainly general

arts and science subjects


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A limited number of TVE subjects were offered by a relatively small number of

schools. Generally, general education subjects were the prerequisite subjects

for further education at the University level. Middle school students who

were unable to make it to the secondary school could chose to enter

technical institutes after which they could pursue further training to the

Polytechnic level. Provision was however mad for technical institute graduates

to proceed to the Polytechnic level to undertake 2-year diploma courses.

Those who given excelled in the diploma program were given the chance to

study for a bachelors degree. Post 1987 education system placed technical

institutes much lower than secondary schools. Besides the 1987 education

reforms made access to University by graduates of technical institutes

virtually impossible.

2.2 TECHNICAL/VOCATIONAL EDUCATION IN THE PRE-COLONIAL ERA

(1529 -1850)

From a philosophical perspective, education can be viewed as possessing two

broad purposes: preparation of the individual for life (education about life),

and (b) preparation of the individual for earring a living (Finch and Crun kilton,

1993, P8). The two main purposes are not mutually exclusive; but rather

intersect and technical and vocational education contributes to the two

purposes.

Until 1850, development of education was entirely in the hands of the

missions. The Government shared increasing interest in the education from

1850 un-wards and made the development of education its official Policy

(Annoh 1997). During the period 1800-1050. Some attempts were made to


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include Agriculture and Trade training into the existing schools by the colonial

authorities.

Mac William (1979) mentioned that the British education policy had a firm

stress on the teaching of trades and related subjects. Governed during the

Pre-colonial era, private individuals also made some attempt at establishing

technical/vocational schools, but failed because the African gave little or no

support. All that they wanted was for their children to acquire education that

will let them pass examinations set by British standards. The colonial period

also stressed some interest in technical/vocational education. Annoh (1989)

states that in 1882 and 1887 the colonial government passed Education

Ordinances which provided for the setting up of industrial schools in all the

important towns, and made agricultural and technical education compulsory

in all schools. Many committees and commissions were set up in the colonial

era for the development of Education. Archer (1997) stated that there were

some few differences in their reports in areas like financing education, the

relative emphasis on technical and vocational education worthy of note. For

instance, the education ordinances of 1882 and 1887 made the following

provisions respectively.

I. The establishments of individual schools in the importantsII. The establishment of industrial schools where manual work was to be

enforced

According to Annoh (1997) technical/vocational education was given much

attention during this period under focus. He stated further that, Governor

Roger in his Educational Reforms made agriculture and industrial education


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compulsory and took direct interest in the technical education; this led to the

establishment of Accra Technical School which was later moved to Takoradi.

In support of Technical/vocation education, Amofa (1999) quoted Aggarwala

saying that one of the major aims of education in any society is to help people

acquire specific skills. These skills according to him will make the individual

self supporting, gain fully employed as well as contribute productively

towards the development of the society.

The colonial period as already mentioned saw the establishment of many

technical/vocational oriented schools. In 1992, for instance, two more trade

schools were established at Cape Coast and Kumasi as a result of the growing

demand for artisans of a general education standard. Annoh (1999).

According to Graham (1976), in 1932, three existing junior trade schools were

re-organized to be vocational bias, especially in masonry, carpentry and metal

work. The government technical school in Accra offered a three-year training

Course for standard seven leavers in engineering, motor mechanics, building

construction and other related subjects. Part-time classes were also organized

in Technical Drawing, Design, Building Construction and many others

(Graham, 1976). He further made mention of the Opening of an Engineering

school at Achimota in 1931 which produces the first batch of graduate

engineers in the Country, Mac William (1959) mentioned that Rev. Vamp, a

Wesleyan Minister made strides during this period. Vamp fried to introduce

elementary Science, technical drawing and industrial subjects when he

opened a boarding technical school in 1892 at Cape Coast.


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2.3 TECHNICAL/VOCATIONAL EDUCATION IN THE POST COLONIAL ERA (1957).

A complete reassessment of the goals of African education with particular

reference to technical/vocational education in the light of changing

circumstances is a Sine-Quanah. There is indeed no greater force for socio-

economic as well as political education than a good educational system. As far

as technical/vocation educational is concerned, plans had been left for far

long on drawing boards, to improve upon technical/vocational education their

second-cycle institutions and an increasing number of nations. Raving or are

planning to introduce technology in basic schools.

According to Mac William (1979), the Amissah committee of 1963 on

education that would be responsible to the man power needs of the Country.

In definite terms, it suggested an eight-year continuation course was to be

offered. In 1968 the recommendations were implemented and some selected

middle schools throughout the country taught instructions carpentry, metal

works, sewing, leather work and cooking, however, the instructions offered to

a large extent lacked academic orientation. In most cases the craft instructors

had no formal education in their areas of specialization. It lack of practical,

perhaps this accounted for the interest by people of high social class. It was

also seen as the preserve of those children who were not capable of perusing

higher academic work. (Teachers journal March 1970). The Ghana National

Apprenticeship Act of 1961 called for the establishment of institutions to offer

Vocational Courses it was due to this Acts of Parliament that the National.

Vocation Training Institute (NVTI) established training centers in the 10 region

of Ghana to train, test and certify craftsmen to contrail the industries in most


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rural areas. The NVTI provided vocational guidance and career development

courses to students, some of these centers were at Yamfo in the Brong Ahafo

Region, Biriwa in central Region, and Tamale in Northern Region and Tema in

Greater Accra Region (House journal of the NUTIU, December 1991). In spite

of all these, the government felt more must be done for the development of

education in general and technical /vocation education in particular. In July

1973, the Ministry of education published a proposal on structure and content

of education for public discursions, Annoh (1997) states that as a result of the

public discussion, the D20bo committee was set up to review the education

system. The committee report was published in the local press in 1983, for

public. This resulted in the setting up of experimental junior secondary

schools (JSS) in selected districts throughout the country.

2.4CURRICULUM INNOVATIONThe curriculum has been defined by various authors in different number of

ways. Stenhouse (1975) defines curriculum as an attempt to communicate

the essential principles and feature of an educational proposal in such a form

that is often to critical scrutiny and capable of effective translation into

practice.

Owusu Asamoah (1996) outlines various reasons for innovating curriculum,

He expresses that a curriculum may be innovated owing to development in

science and technology. He further explains that a country may be examine

the existing curriculum because of different skills being required by industry

and commence. He also explain that threat of redundancy due to current

knowledge and skills and automation to improve both quality and quantity of


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production, furthermore, he out lined that the need for better methods of

teaching may also cause changed in the curriculum to be made. Due to above

reason stated or outlined there I is the need for education curriculum of

schools in Ghana especially that technical/vocational to be renewed or

innovated.

UNESCOs view on technology education (i.e. technical/vocational education)

has been outlined by Owusu-Asamoah (ibid, Page 4) Here, UNESCO (1983)

describes technical/vocational curriculum as the key to Unlocking door which

are otherwise closed to the work place. The contemporary society need this

type of curriculum in order to solve most of the society problems; UNESCO

describes the curriculum further as the key to unlock between the

unemployed and the jobs. This key is believed to be in the hands of well

trained and educated Technical/vocational Education Teacher. Wallace (1989)

in an attempt to recommend Technology Education, Contends that any

curriculum which embraces the type of education should include work

experience, Industrial visit, careful vocational guidance before admission to

and throughout the Course Problem solving Practical application of skills and

knowledge and relationship between courses and employment opportunities,

both locally and internationally

2.5 INCORPORATING ELECTRONICS SYSTEM AND TECHNOLOGY IN THE

CURRICULUM

To promote technology as problem solving in society, Electronic systems and

Technology should be incorporated in curriculum of Technical/vocational

Colleges.


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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

In the researchers attempt to arrive at an acceptable standard of his research

which is focused on Importance of Electronic Systems and Technology. It has

become necessary to employ diverse methods in gathering information relating to

his write up.

This chapter deals with the following major parts.

1. Population and sampling2. Selection of Sample3. Method of Selection4. Instruments used in the study5. Scoring the instruments6. Response7. Analysis of results

3.1 POPULATION

The term population refers to a complete set of persons, objects or events of

which are having common observable features for which the researcher to

interested. The population categories the researcher cleans relevant to his study

are:

1. Principals of various government assisted technical and vocationalinstitutes.

2. Teachers in Technical/Vocational institute.3. Heads of department of selected Technical and vocational institute.4. Officials of Ghana Education service (Technical Division).5. Parents and Guardians of students


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The population categories selected by the researcher cut across the trade and

vocational areas in which the graduates find themselves after graduation. In this

way the researcher would be able to access to what extend trade and other

vocational practice contribute to the growth of Ghanas economy, Marsha, (1977)

3.2 SAMPLING

Sampling is an instrument that gives a broader spectrum of a population which

enhanced effective research study and leads to successful conclusion of the study.

There many types of sampling. The researcher adopted to the use of random

sampling

3.3 VALIDITY AND RELIABILITY OF THE INSTRUMENTS USED

A successfully research work depends on the validly and reliability of the

instrument used. A reliable instrument is the one which is purported to measure.

It should be able to yield the same result when used to measure a quantity over

and over again.

Validity on the other hand is the truthfulness of the instrument. Thus the accuracy

of the instrument to measure what it is purported to read to ensure validity and

reliability of the instruments used by the researcher, the questionnaire after

being set were given to colleagues for scrutiny where the necessary corrections


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were made. The question was given to the supervisor for final approval before

administering to the respondents.

3.4 INSTRUMENTS

Questions are instrumental documents which contains series of questions or

statements which are used for collecting information on a particular research

study. It is used to collect information from literate respondents. The respondents

are required to answer the questions in writing information about behavior or

facts and attitude obtained through psychology:

The writer resorted to the use of question are because it required little time on

behalf of the respondents. It also allows for a broad scope sampling. In addition

the costs of administering the question are and its collection is relatively low.

3.5 DATA COLLECTION TECHNIQUES

In any research work the instrument to be used to gather data depends on the

nature of the research being conducted, the characteristics of the sample being

used and the type of research design. In this research, the sample population

were all literate; hence the researcher used questionnaires for enhancing

effective and efficient result of the study. The researcher went round and

distributed the questionnaires by himself in order to establish rapport with the

respondents. This provided some sort of reinforcement and motivation to ensure

proper responses to the questionnaire than followed up to collect the answered

questionnaire.


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3.7 DATA ANALYSIS

A tabular chart is drawn to help the researcher to analyse the data for each

research question stated. Each question was analysed and the number of

respondents who gave particular responses was converted into percentages from

the result, the response, which had the highest percentages, was considered to

be the general opinion of the people. For better interpretation of the results, the

percentage responses are further converted into tables and bar charts.


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CHAPTER FOUR

PRESENTATION AND INTERPRETATION OF DATA

4.0 BACKGROUND OF DATA

This chapter deals with presentation and interpretation of information

collected. Population samples for the data were taking from Kumasi

metropolis. The researcher made use of table in analyzing the data collected.

The highest responses with the percentages were considered as the general

opinion of the point. Responses representing agreed and strongly agreed put

together disgraced were also grouped likewise since each of them addressed

the same point.

4.1 OPINNIONNAIRE ANALYSIS

In the opinionnaire prepared for future leaders are the basic education level

(JSS) most pupils showed disinterest in the technical subject learnt in

schools. This analysis depicts the fact that our future leaders have no interest

must therefore be built.

4.1.1 INTERVIEW ANALYSIS

Item one (1) of the structure interview (appendix) sought to find out subject

areas that constitute Technology Education in Technical/ Vocation

Institutions. it was revealed that the major subjects or trade subject are

woodwork, masonry, plumbing, mechanics, electrical engineering ,

automotive , radio and television repairs, catering, fashion design, soap

making, painting and decorating, geometrical drawing, related science and


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mathematics. The inclusion of related mathematics and science depicts that

the course as studied in Technical and Vocational Institute is not mere

technical but one which demands scientific and mathematics knowledge. The

relationship between Electronic System and Technology was shown that

Electronic System and Technology.

4.2 AGENCIES DEALING WITH TECHNICAL/VOCATIONAL EDUCATION.

Technical Education Unit (TEU) The National Co-ordinating Committee on Technical and Vocational

Education and Training (NACVET)

Ghana Education Service Technical/Vocational Division (TVED)


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Table of Summary Of Data/Responses Gathered

No ITEMNO.

AGREED%

NO. OF

DISAGEED%

NOT

SURE%

1Electronic system and Technology to be

taught as subject in voc/ tech.54 90 6 10 - -

2Do Electronic system and technology

equip with only theoretical knowledge.19 30 39 65 3 5

3Female students in voc/ tech find it

difficult to study technology.10 16.6 40 66.7 10 16.6

4The public attitude towards electronic

system and technology courses.30 50 25 41.6 5 8.3

5Can Electronic system and technology

solve unemployment in the country?50 83.3 10 16.6 - -

6

Do government show concern for the

Electronic system and technology

courses

20 33.3 35 58.3 5 8.3

7Electronic System and Technology cant

contribute to personal development.55 91.7 5 8.3 - -

8Electronic System and Technology has

nothing in the national development5 55 91.7 91.7 - -

9Electronic System and Technology

equip students with dual profession8 13.3 42 70 10 16.7

10

Without electronic system and

technology, student in the VOCTECH

education will be jobless

48 80 47 78.3 5 8.3


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Variable 1: SHOULD ELECTRONICS SYSTEM AND TECHNOLOGY BE TAUGHT AS A

SUBJECT IN VOCTECH INSTITUTIONS?

Table 1:Responses from principals of Tech/Voc Schools in Kumasi

ITEMS NO.AGREED % NO. OF DISAGREED % NOT SURE %

1 54 90 6 10 - -

FIGURE 1: showing A Bar Graph of Responses to the item

Variable 1 sought to find out whether electronics system and technology should

be taught as a subject in Technician/Vocational institutions. Out of 60

respondents, 54 representing 90% agreed that electronics system and technology

should be taught in vocational and technical institutions whilst 6 respondents

representing 10% disagreed to that statement. In support of this statement,

Sackey and Amoakohene(1989) stated that electronics system and technology

develops the effective and cognitive domains of the individual.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AGREED DISAGREED NOT SURE


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Variable 2:DOES ELECTRONICS SYSTEM AND TECHNOLOGY COURSE EQUIP

STUDENT IN VOCTECH EDUCATION WITH ONLY THEORETICAL

KNOWLEDGE?

Table 2: Responses from subject teachers in Tech/Voc Institutes


2 19 30 39 65 3 5

FIGURE 2: A Bar Graph showing the respondents to the item

Table 2 sought to find out whether electronics system and technology should

equip students in voctech education with only theoretical knowledge out of 60

respondents, 18 of them representing 30% agreed whilst 39 representing 65% of

the respondents disagreed 3 respondents representing 5% were not sure of the

0%

10%

20%

30%

40%

50%

60%

70%

Agreed Disagreed Not Sure


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statement. In support of this statement Mensah, Da-Costa (1999) stated that

electronics system and technology develops individuals with both the theoretical

and practical skills.

Variable 3:DO FEMALE STUDENTS FIND IT DIFFICULT TO STUDY ELECTRONICS

SYSTEM AND TECHNOLOGY IN VOCATIONAL AND TECHNICAL

INSTITUTION?

Table 3: Responses from female Tech/Voc Schools


3 10 16.6 40 66.7 3 16.6

FIGURE 3: A bar graph showing responses to the item

Variables sought to find out whether female student in voctech institutions find it

difficult to study electronics system and technology.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Agreed Diagreed Not Sure


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Out of 60 respondents, 10 of them representing 16.6%, agreed to that statement,

40 respondents representing 66.7% disagreed whilst 10 respondent representing

16.6% were not sure of that statement. In support of this, Archer (1997) stated

that there should be gender balance in all levels of education.

Variable 4: WHAT IS THE PUBLIC ATTITUDE TOWARD ELECTRONICS SYSTEM AND

TECHNOLOGY ORIENTED COURSES?

Table 4: Responses from parents who wards attend Tech/Voc Institutes


4 30 50 25 41.6 5 8.4

FIGURE 4: A bar chart graph of the Public Attitude toward Electronics System and

Technology

0%

10%

20%

30%

40%

50%

60%



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Variable 4 sought to find out public attitude towards electronics system and

technology oriented courses. Out of 60 respondents, 30 respondents representing

41.6% disagreed, whilst 5 respondents representing 8.4 were not sure. In support

of this statement Annoh (1999) stated that Technology is important due to the

result of the growing demand for artisans of a general education standard.

Variable 5: TO ASSESS WHETHER ELECTRONICS SYSTEM AND TECHNOLOGY IN

THE CURRICULM OF VOCATIONAL/TECHNICAL INSTITUTIONS

CAN SOLVE UNEMPLOYMENT IN THE COUNTRY?

Table 5: Responses from Heads Of Department of Tech/Voc Institutes


5 50 83.3 10 16.6 - -

FIGURE 5: A bar chart showing response from Heads of Institutions

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%80.00%

90.00%



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Variable 5 seek to find out whether electronics system and technology in the

curriculum of Voctech institutions can solve unemployment in the country.

Out of 60 respondents, 50 respondents representing 83.3% agreed to the

statement, 10 respondents representing 16.6% disagreed to that statement. In

support of this statement UNESCO (1983) stated that voctech curriculum is the

key to unlocking doors; hence the contemporary society needs this type of

curriculum in order to solve most of the societal problems.

Variable 6: DOES GOVRNMENT SHOW CONCERN FOR ELECTRONICS SYSTEM

AND TECHNOLOGY COURSES IN VOCATIONAL AND TECHNOLOGY

INSTITUTIONS

Table 6: Responses from students in Voc/Tech Schools


6 20 33.3 35 58.3 5 8.3


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FIGURE 6: Students reactions to items

From the result above seek to find out whether government shows concern

voctech students pursuing electronics system and technology courses. Out of the

60 responses, 20 (33.3%) of the respondents disagreed, while 5 (8.3) were not

sure to the statement. In support of this statement, Annoh (1999) stated

government concern for the general education than that of electronics system

and technology courses.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%



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Variable 7:CAN ELECTRONICS SYSTEM AND TECHNOLOGY CONTRIBUTE TO

PERSONAL DEVELOPMENT?

Table 7: Responses from Students in Tech/Voc Institutes in Kumasi metropolis


7 55 91.7 10 8.3 - -

FIGURE 7: A bar chart showing responses from students

Variable 7 sought to find out whether electronics system and technology courses

can contribute. A total number of 60 respondents issued out, 55 responses

representing 91.7% of the respondents agreed to that statement, 5 responses

representing 8.3% of the respondents disagreed to that assertion, while o% of the

respondents were not sure to that statement from the analysis above that

majority of the respondents agreed to that assertion simply because according to

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%



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Sackey and Amoakohene (1996, page 72) stated that Electronics System And

Technology is to draw on knowledge of skills and development of desirable

attitudes which may be personal or co-operative nature.

Variable 8:ASSESSING ELECTRONICS SYSTEM AND TECHNOLOGY WHETHER IT

HAS NOTHING WITH NATIONAL DEVELOPMENT

Table 8: Responses from GES official(Tech. Division)


8 5 8.3 55 91.7 - -

FIGURE 8: Showing a bar graph of responses to the item

The above variable 8 sought to find out whether electronics system and

technology has nothing to do with this national development. A total number of

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%



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60 responses issued, 5 responses representing 8.3% of the respondents agreed 55

responses representing 91.7% disagreed, while 0% of the respondents were no

sure to that statement. From the table above analyzed shows that majority of the

respondents disagreed to that statement. In support of this, Da-Costa (1999)

stated that a nation development depends on Technology.

Variable 9:DO ELECTRONICS SYSTEM AND TECHNOLOGY COURSE EQUIP

STUDENT WITH DUAL PROFESSION?

Table 9: Responses from selected Students from Voc/Tech


9 8 13.3 42 70 10 10.6

FIGURE 9: A bar chart showing responses to item

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%



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Variable 9 seek to find out whether electronics system and technology equip

students with dual profession. A total number of 60 responses issued, 8 responses

representing 13.3 of the respondents agreed. 42 responses representing70% of

the respondents disagreed to the statement, while 10 responses representing

16.7% were not sure to the assertion.

The table above shows that a greater number of respondents disagreed to the

statement. In support of this, Sackey (1986) stated that technology is the way of

using scientific theory to solve practical problems and also improve knowledge of

skills, and develop responsible attitudes of both personal and operative nature.


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Variable 10: ASSESSING GRADUANDS OF VOCTECH INSTITUTIONS IN

EMPLOYMENT WITHOUT ELECTRONICS SYSTEM AND TECHNOLOGY COURSES

Table 10: Responses from GES (Technical division) in the job market


10 48 80 47 78.3 5 8.3

FIGURE 10: A bar chart showing responses to the item

Variable 10 seek to find out whether students from voc/tech institutions would be

jobless without electronics system and technology course. A total number of 60

responses issued, 48 responses representing 80% agreed to the statement, 47

responses representing 78.3 disagreed while 5 responses representing 8.3% of

the respondents were not sure to that statement.

The table analyzed above shows some slight differences between the agreed and

disagreed. According to Annoh (1997). The British education established

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%



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vocational/technical and trade training to help school leavers to be employable.

On the part of the agreed also states that since the world is growing on a high

technological advancement, hence it is better to study Electronics System And

Technology to improve the knowledge and skills.

4.3 FINDINGS OF RESULTS

Findings obtained as a result of the research work are listed below;

That students of voctech institutions should be taught ElectronicsSystem And Technology as a course/subject.

That inculcating Electronics System and Technology in voc/tech curriculum willsolve unemployment in the country.

That government attention to voctech course show very little. That Electronics System and Technology has go hand in hand with the national

development.

That students voc/tech institutions pursuing Electronics System AndTechnology equip them more profession

That students of voc/tech institutions can easily obtain job whether ElectronicsSystem and Technology or not.


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CHAPTER FIVE

5.0 CONSLUSION, RECOMMENDATIONS AND

SUGGESTION FOR FURTHER RESEARCH.

5.1 CONCLUSION

Science and Technology is advancing at a faster rate making life comfortable.

Ghana as a nation cannot afford to lag behind. Ghanaians, especially those in the

rural areas should not sit down unconcerned as science and technology spread

across the length and breadth of the world, they should not look at science and

technology and vocational educational as a preserve for some category of people

on the glober Education must therefore focus on the uses of the heart, hands and

brains to bring about charges to improve the lot of rural people in their standard

of living. Education should also be geared towards the generation of employable

graduates rather than the higher turnout of unemployed school leavers. There is

therefore an urgent need for a concerned effort to bring about these artisans and

technicians must be tapped for our mutual benefits. Engineers, technicians and

artisans should not be book long technologists but also production oriented that

is they should establish workshops, factories and industries where they would

gradually turn out products. This would eventually culminate in the industrial

take-off as the creation of employable avenues for the rural pour. Government`s

contribution towards technology oriented courses and their respective schools

and colleges continues to be discouraging. For example, technical courses lack

continuity preventing graduates from climbing the educational ladder.


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Students from purely Technical Institutions hardly get direct entry to the

universities, unless they spend some years reading general education curriculum.

This is one of the causes that have made society not to pay attention to technical

and vocational education right from the basic level.

5.1.1 CONCLUSION

It is hoped that in the near future, Policy makers and the general Public would

realize the importance of electronic systems and technology in the curriculum of

vocation and Technical Institution.

5.2 RECOMMEND DATIONS/SUGGESTIONS

Every technical, Vocational School Students should be made to pursue electronic

systems and Technology.

There should be in-service programmers educating both Public and the Private

Sector on the electronic technology courses.

Electronic system and Technology should be a complete course by itself.

Tools and Equipment should be reading available for training.

Further research work on electronic system and Technology must be supported

the government.


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5.3 SUGGESTION FOR FURTHER PESEARCH WORK

The research has taken measures to cover important aspects of the topic at stake.

The theme however is a subject for further research work following future

charges in education reform.

Similar theme may endeavor to gather information from all the institution

involved in order to achieve more effective results. In future research,

government should be made to bear the cost of the study.

In future research, governments should be made to bear the cost of the study.


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BIBLIOGRAPHY

1. UNESCO (2000)2. NEW EDUCATIONAL REFORMS (NER) GES, ACCRA3. GHANA EDUCATION SERVICE (1987) GER4. GRAHAM, G. K (1976) THE HISTORY OF EDUCATION IN GHANA5. STENHOUSE, L. (1975) INTRODUCATION TO CURICULUM RESEACH AND

DEVELOPMENT, HERINEMAN PUBLICATION, LONDON

6. OWUSU-ASAMOAH, J. A (1996) CURRICULUM DESIGN AND DEVELOPMENT7. TEACHERS JOURNAL (1970)8. ANTWI M. (1992) EDUCATION, SOCIETY AND DEVELOPMENT IN GHANA

UNIMAX ACCRA

9. IBRAHIM (1970) ELECTRONIC SYSTEMS AND TECHNOLOGY


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APPENDIX A

STUDENTS QUESTIONAIRE

The researcher will be grateful if you would respond to the following statementsin the questionnaire

He pledge to give the necessary confidentiality to your responses given to the

questionnaire

Please indicate by ticking () in front of the right response among the alternating

responses provided for each questionnaire

1.

Are you a technical student? Yes [ ] No [ ]2. Have you worked in industry before Yes [ ] No [ ]3. Do you think you are having enough practical

training Yes [ ] No [ ]

4. Do you think the nation need technical/vocationalstudents to help in its development? Yes [ ] No [ ]

5. Is technical education for academically weakPeople or the poor in the society Yes [ ] No [ ]


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APPENDIX B

STRUCTURED INTERVIEW WITH PRINCIPALS

1. What subjects constitute Electronics System and Technologyeducation?

2. What effect will the course have on the students3. What is the relationship between Electronic Systems and

Technology as studied in the school?

4. Is Electronics System and Technology suitable for girls in vocationalinstitute?

5. Do we have trained teachers before the implementation of theElectronics System and Technology

APPENDIX C


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UNIVERSITY OF EDUCATION WINNEBA-KUMASI

TOPIC: IMPORTANCE OF ELECTRONICS SYTEM AND TECHNOLOGY IN THE

CURRICULUM OF TECHNICAL/VOCATIONAL INSTITUTIONS

PREAMBLE: THE RESSEARCHER IS SEEKING INFORMATION RELATING TO THE

ABOVE

TOPIC: PLEASE FEEL FREE AND ANSWER THE QUESTIONS BELOW PLEASE ()

AGAINST YOUR VIEW

NO STATEMENT AGREE STRONGLYAGREE

DISAGREE

STRONGLYDISAGREE

NOTSURE

1 Electronics System and

Technology to be taught as a

subject in

Technical/Vocational

colleges

2 Technology in Technical

Vocational institutions equip

students with only

theoretical stuff

3 Female students in technical

and Vocational institutions

find it difficult to study

technology

4 Public attitude towards

technology oriented courses

in encouraging


Technology in curriculum ofVoc/Tech cannot solve

unemployment in the

country


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NO STATEMENT AGREESTRONGLY

AGREE

DISAGRE

E

STRONGLY

DISAGREE

NOT

SURE

6 Government show concern

for technology related

courses at

Technical/Vocational

institutions


Technology can contribute to

personal development

8 Electronics System course

equips students with dual

profession or skills


Technology has nothing todo with the national

development

10 Without electronics system

and Technology students in

the Technical and Vocational

Institutions will be jobless

3 chapter one

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