institute for development studies public …

1

OKOENE CHRISTIANA NNENNA PG/MSC/ 08 /47579

APPRENTICESHIP AND VOCATIONAL CHOICES

AMONG YOUNG PERSONS IN SOME SELECTED RURAL AND URBAN AREAS OF ENUGU STATE.

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TITLE PAGE

APPRENTICESHIP AND VOCATIONAL CHOICES AMONG YOUNG PERSONS IN SOME SELECTED RURAL AND URBAN

AREAS OF ENUGU STATE.

BY

OKOENE CHRISTIANA NNENNA PG/MSC/ 08 /47579

INSTITUTE FOR DEVELOPMENT STUDIES UNIVERSITY OF NIGRIA ENUGU CAMPUS

(UNEC) ENUGU

AUGUST ,2011.

3

CERTIFICATION

This is to certify that this project title “Apprenticeship

and Vocational Choices Among Young Persons in some

selected rural and urban settlements in Enugu state was

written by Okoene Christiana Nnenna, a student of the

Institute for Development Studies in partial fulfillment of the

requirement for the Masters of Science Degree in Development

Studies, during the academic year, 2008\2009.under the

guidance and supervision of;

………………… …………………. UMOH B. D DATE Supervisor

………………………….. …………………. Prof. Osita Ogbu DATE Director Institute for Development Studies University of Nigeria (UNN) Enugu Campus

4

DEDICATION

The research work is dedicated to God almighty, who in

His infinite Mercy and Grace gave me the ability to pursue this

programme to success. And to my dearest Mother Mary Queen

of Heaven for Her lovely Divine intervention.

5

ACKNOWLEDGMENTS

I feel greatly obliged to express my profound gratitude to

God Almighty and to also to thank and appreciate a number

people whose assistance in one way or the other have led to

the successful completion of this work. I wish to express my

appreciation to my project supervisor B.D Umoh whose

approaches, values, comments and suggestions have

tremendously uplifted this work to an enviable standard.

I owe a lot to our lecturers, Dr (Mrs.) Ogakwu, Mrs. Ngozi

Owoh, Anekeje, Forchu, Ugwuanyi, Dr. Onodugo and others. I

also wish to appreciate the efforts of some of my fellow

students more especially Mrs. Edeh Lillian and Kenechukwu

Ogbodo. May God reward then all.

My words of gratitude must not be completed without

mentioning the contributions of African Institute for Applied

Economics (AIAE) library under the auspices of the able and

devoted librarian- Queeneth Anyanwu. She has been a good

friend in need towards the completion of this work. Her

contributions are immeasurable and may God bless her.

Finally, my sincere gratitude goes to my beloved children who

have been my source of Joy and powerful intercessors. May

God bless them all too.

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ABSTRACT

The study sought to explore the issue of Apprenticeship and vocational choices among young persons in selected rural and urban areas of Enugu State. The inability of the existing employment vacancies to absorb the available labour force has created unprecedented unemployment saga and has left young persons with the choice of apprenticeship and vocations. A total number of 399 respondents were selected, while the stratified random sampling technique was used to get the required sample size. Descriptive statistics which includes frequencies and percentages were used to answer the research questions while inferential statistics which include pearson correlation analysis was used to test hypothesis one while chi-square was used to test the second hypothesis. The alternative hypothesis of the two hypotheses was accepted showing that there is a significant relationship between the demography of young persons in selected rural and urban areas in Enugu state and Apprenticeship vocational choices among youths and that there are prospects/benefits in apprenticeship and vocational choice of young persons in selected rural and urban areas of Enugu State. Findings show that there are lots of apprenticeships and vocations available to young persons to choose from, more than half of the youths interviewed are actually involved in apprenticeship and vocational trades. It was also found out that parental influence, peer group influences, psychological and physical factors affect Apprenticeship and choice of vocations and that self employment and increased productivity are some of the benefits of Apprenticeship and vocations choices. It was recommended among other things that Government should provide infrastructures to encourage youth’s participation in apprenticeship.

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TABLE OF CONTENTS

Title page i

Certification ii

Dedication iii

Acknowledgements iv

Abstract v

Table of Contents vii-x

CHAPTER ONE:

1.1 Background of Study 1

1.2 Statement of Problem 7

1.3 Objectives of the Study 8

1.4 Research Questions 9

1.5 Research hypothesis 10

1.6 Significance of the Study 10

1.7 Scope of the Study 11

1.8 Limitations of the Study 11

References 12

CHAPTER TWO

2.1 Apprenticeship System 13

2.2 Vocational Choices Among Young Person’s 14

8

2.3 Reasons for the decline of the proportion of youths In

Apprenticeship and Vocational choices. 20

2.4 Factors Affecting Apprenticeship and

vocational Choices 23

2.5 Key Benefits and Prospects of Apprenticeship

and Vocational Choices. 31

References 34-36

CHAPTER THREE

3.0 Research Methodology 37

3.1 Research Design 37

3.2 Source of Data Collection 37

3.2.1 Primary Data 37

3.2.2 Secondary Data 38

3.3 Area of study 38

3.4 Population of the Study 38

3.5 Sample Size 39

3.7 Instrument of Data Collection 40

3.8 Distribution of Instrument of Data Collection

among the zones and communities. 41

3.9 Method of data Analysis 43

9

References 44

CHAPTER FOUR

4.0 Data Presentation and Analysis 45

4.1 Section1: Questionnaire Return Rate 45

4.2 Social demographic character of respondents 46

4.3 Apprenticeship and vocational choices 49

CHAPTER FIVE

5.0 Discussion of Findings 68

5.1 What are the Apprenticeship and Vocational

Choice Among Young Persons in Selected Rural and

Urban Areas of Enugu state? 68

5.2 What Proportion of Young Persons Are

Involved in Apprenticeship and vocation

Choices In Selected Rural and Urban

Areas of Enugu State? 69

5.3 What are the factors that are responsible

for apprenticeship and vocational choices among

Young persons in selected rural and Urban Areas

of Enugu state? 71

10

5.4 What are the prospects and benefits

of Apprenticeship and vocational choices

among young persons in selected rural and

Urban areas of Enugu State? 73

CHAPTER SIX

6.0 Summary, Conclusion and Recommendations. 75

6.1 Summary 75

6.2 Recommendation 78

Bibliography 80-83

Appendix 1 84

Appendix 11 91

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CHAPTER ONE

INTRODUCTION

1.1 Background of Study

The availability of employment opportunities in any

nation is an indication of that nation’s drive towards achieving

greatness. It is also an indication of the country’s conformity

with the social contract theory (Ocheoha, 1999:126).

Traditionally, wage employment was the only option for young

people or always the first choice of new entrants in the labour

market, more especially the young graduates; while

apprenticeships and vocational occupations were mainly for

the poor who cannot afford formal education.

It involves the absorption of young persons more

especially the young graduates in wage sector in the public

and large private establishments. The system under analysis-

that is the wage employment collapsed inadvertly due to the

current would economic recession; unemployment which has

been the major problem facing many governments both

developed and developing ones’. It has been in Nigeria as well

as other countries of the world but Nigeria’s own case seemed

12

to be biting harder due to incessant increase in corruption and

bad governance.

On the other hand, it can be observed that small and

medium scale enterprises (SME’s) have become the main

provider of employment to the growing population and the

emerging economies.

As a result of these trends, apprenticeship/

Entrepreneurships have gained increase prominence and

importance as a key factor in the economic development of

many nations.

In Nigeria and all over Africa, the apprenticeship scheme

has been a popular method of training young and middle age

groups in various trade and crafts. It is a common traditional

setting through which people engage in one vocation or the

other. The choice of a vocation sometimes depends on what

the family god says or the vocation that is peculiar to the

family lineage. (Uwemeiye and lyama, 2002). Note that every

male born into a family is expected to learn his patrilineal craft

and it is easy to identify a young male child as a member of a

lineage found to be proficient in the lineage craft in the Yoruba

13

culture. Drumers and hunters often gave names that suggest

the profession of the lineage.Despite the level of civilization,

roadside small scale enterprises and some medium-sized

trading organizations have provided opportunities for young

people in Enugu State to acquire skills and eventually become

entrepreneurs. For instance, we the tailors, motor mechanics,

barbers, hairdressers, carpenters, welders, manufacturers,

electronic, motor spare parts, electrical appliances and a host

of others. Different categories of young people have enlisted in

these various vocations with the aim of acquiring skills.

The choice of vocational training through the apprentice

scheme may be as result of the inability of the apprentices to

cope with formal education or inability of the parents to pay

for formal education. In addition, the desire to become rich

quickly syndrome also motivates the young people even adults

to take up the apprenticeship scheme as many equally

14

believes that, there is more money in trading than going to

school. The adverse effect of this practice is portrayed in the

school enrolment of male children in our secondary and

tertiary institutions.

The apprenticeship scheme involves a gentleman

agreement between the master craft man and the apprentice

or his/her parents. The agreement usually contains the

number of years within which apprentice will acquire the skills

and the expected behaviour. Most of the time, the agreement is

drawn to favour the master craftsman. The apprentice is also

given the opportunity to practice. Most often, depending on the

vocation; the apprentice may be required to buy

items/materials with which to practice and this is common in

tailoring, beads making etc.

If at the expiration of the training, the master craftsman

certifies the apprentice capable enough, such apprentice might

get otherwise an extension of duration of training. Since there

is no curriculum and no formal examinations, the

measurement of the level of skill acquired depends very largely

15

on the judgment of the master craftsman (Evawoma-Enuku

and Mgbor, 2005)

The underlying factor in this review centres on

unemployment which has made a growing number of people to

start taking up the challenge of starting their own business

and much is being learned about how the odds for success

can be improved through various types of assistance and

through the creation of a supportive environment (Somania:

2007).

Apprenticeship and vocational choices enhances self-

employment which is a hidden treasure-the value of which is

only known to and appreciated highly by those already in it.

People who are committed to it have positive stories to tell.

They speak derisively of wage employment and mock the

victims who find themselves in it. The scheme has the added

advantages of Employment creation, provision of technical

innovation and enterprise, enhancement of self-reliance

sufficiency, Empowering the poor and women, providing

competition and filling the needs of the society and other

businesses.

16

Although, apprenticeship/small and medium enterprises

have some ritual roles in creating a dynamic economy; and a

more equitable society and also in empowering the poor but

equally exhibits some short comings which have hindered

their progresses.

However, this study is based on the premise that people

have occupational aspirations and expectations which to some

extent influences their occupational destinations. They have

preferences, want their autonomy and independence and also

perceive self-employment as more rewarding.

There is also a difference of these choices among young

persons living in rural and urban areas. There is therefore the

need to do a comparative study of these apprenticeship and

vocational choices of some selected rural and urban areas to

find out the differences and factors responsible for it.

17

1.2. Statement of Problem

Wage employment is usually the first options for new

entrants into the labour market while apprenticeship and

vocational occupations is mainly for the poor who cannot

afford formal education. But the wage employed collapsed due

to the current world economic recession resulting to

unemployment and minimal employment vacancies. This

unprecedented unemployment stage has made young persons

to result to apprenticeship and vocational occupations as

alternatives.

Vocational choice decision is not any easy task as a

wrong choice can mar or make ones hapless in life as it can

results in vocational maladjustments and spell doom for the

entire society.

The central problem that this research wants to solves is

the issue of apprenticeship and vocational choices among

young people in rural and urban areas, the factors that

inform such choice and the question of whether they will have

benefits of as a result of the choices they make.

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1.3 Objectives of Study

The main objective of this study is to investigate the

Apprenticeship and vocational choices among young person in

selected Rural and urban areas of Enugu state. The specific

objectives for the study are therefore:

1. To identify the apprenticeship and vocational choices

among young persons in selected rural and urban

areas of Enugu state.

2. To determine the proportion of young persons that

have interest, and are involved in apprenticeship and

vocational choices in selected rural and urban areas of

Enugu state.

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3. To identify the factors that are responsible for

apprenticeship and vocational choices in selected rural

and urban areas in Enugu state.

4. To determine the prospects benefits of apprenticeship

and vocational choice among young persons in

selected rural and urban areas of Enugu state.

1.4 Research Questions

i. What are the apprenticeship and vocational choices among

young persons in selected rural and urban areas of Enugu

State?

ii. What proportion of young persons is involved and have

interest in apprenticeship and vocational choices among

young persons in selected rural and urban areas of Enugu

State?

iii. What are the factors that are responsible for

apprenticeship and vocational choices among young

persons in selected rural and urban areas of Enugu

State?

20

Iv. What are the prospects benefits of apprenticeship and

vocational choices among young persons in selected

rural and urban areas of Enugu State?

1.5 Research Hypothesis

1. Ho: There is no significant relationship between the

demography of young persons in selected rural and urban

areas of Enugu state and apprenticeship and vocation choices.

among the young persons.

2. Ho: There is no prospects/benefits in apprenticeship and

vocational choices of young persons in selected rural and

urban areas of Enugu state. .

1.6 Significance of the Study

The study explores the Apprenticeship and vocational

choices among young persons in selected rural and urban

21

areas of Enugu State. The study will therefore be significance

in these ways.

Practically, it would help policy markers and

administrators in their policy formulation and implementation

as it concerns the young persons and their apprenticeship and

vocational choices .The study would also help curb youths

restiveness and violence as the youths will now be engaged in

apprenticentiship and employment.

Theoretically, the study will also contribute to existing

literature on apprenticeship and vocational choices among

young persons, factors affecting it and the benefits of

apprenticeship and vocational choices among young persons.

1.7 Scope of the Study

The study is interested in investigating Apprenticeship

and vocational choices among young persons in Nigeria. It will

however be concerned with out of school young persons in

selected rural and urban areas of Enugu State as a case

study.

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1.8 Limitations of the Study

The study is only restricted to some selected rural and

urban areas in Enugu State-finding out Apprenticeship and

vocational choices among young persons.

23

REFERENCES

Awortive, J. R. (2009), “Ghanian Graduates in Enterprises;” Rotterdam: Shaker Publishers.

Equal Opportunities Commission (EOC) (2004), “Britain Skill

Gap, Challenging Gender Segregation in Training and Work Report”; Phase one of the EOC Investigations into Gender Segregation and Modern Apprenticeship; Manchester:

Goldin. C. (2001), The Human Capital Century and American Leadership: Virtues of past; The Journal of Economic History

Vol. 61.No2. 263-292. Johnson, M.K.(2007), “A Dynamic Equilibrium Model of U.S.

Wage Structure”; Chicago Manuscript Publishers. Kambouw, G. etal (2008) “Occupational Specificity of Human

Capital”; Manuscrip University of Toronto Manuscript Publishers.

Ryan P. (1998) “Is Apprenticeship Better?: A Renew of the

Economic vidence; Journal of Vocational Education and Training. Vol 50 No2 289-329.

Ude J. 0. (1999),“Entrepreneurship in the 21st Century”;

Catholic Institute for Development, Justice and Peace, Enugu.

24

CHAPTER TWO

LITERATURE REVIEW

2.1 Apprenticeship System.

According to Akinseinde (1996), the apprenticeship

system was a means of providing trade training of younger

citizens. The system was used during the medieval times to

transmit cultural heritage from one generation to another. It

was considered the natural method whereby children learn the

occupations of their parents. There were the voluntary

apprentices who entered into the agreement of apprenticeship

because they desire to learn trade (ohiwerei and Nwosu, 2009)

The apprentice worker lived with the master and served

him faithfully, keeps his secrets and commands, and bound

out his parents to the master for up to seven years. The old

time apprenticeship was broken down by the development of

power machinery and greater demand for cheap labour.

Modern apprenticeship trade includes barding, carpentering,

painting, seamstress, tailoring, weaving and hairdressing,

mechanics, electrician trading in motor spare parts and

electricity parts etc. At the onset, the apprentice enters into

25

agreement of apprenticeship, which is an often three to six

years agreement. The crafts man shall agree to teach and

instruct the apprentice in the art and mystery of the trade.

Highly skilled occupations such as masonry, plumbing air-

conditioning, and construction often utilize the apprentice

system for effective learning. The role of the apprenticeship

system was later taken over by the public vocation schools.

This is the reason why today you find courses like media

work, glass blowing, auto mechanics, building wood work,

electric and electronics brick laying, concreting, catering and

hostel management are offered in pre vocation schools

(Ohiwerei and Nwosu 2009)

2.2 Vocation Choices Among Young Person’s

Vocational choices are developmental processes and

spans almost throughout a person’s lifetime. Vocational choice

development leads to choice, which processes starts from

primary school. Vocational choices could be defined as a

sequence of positions, job or occupation which a person

engages in during his working life. Vocational learning takes a

reasonable amount of years within which a particular

26

occupation, for example ten, fifteen or twenty years duration.

According to Alutu (2004), career development and choice

should be initiated as early as the nursery school years

through primary schools, secondary and to tertiary school

levels. In 1980 during the round table conference in United

State this definition of career was defined as a pattern of

decisions, transition, adjustment, related to ones roles in

work, education, family, community and leisure. Individual

social status, income, life style, choice of friends, mental and

physical health is influenced by the type of work he or she

does. In other words, a person’s vocational choice plays an

important role in his entire life (Ohieverei and Nwosu, 2009) A

Vocational choice is profession, occupation, employment by

which one earns his living especially one for which he has a

good period of training in an institution or through

apprenticeship.

Vocational choice also refers to an occupation, which a

person has followed for a period of years in which he or she is

generally recognized to have become fairly an expert through

experiences. Note however, that illegal occupations such as

27

armed robbery, prostitution and 419 etc are excluded because

they are sinful in the sight of God. According to the Holy Bible

(1982) which says, “ the hand of the diligent will rule but the

lazy man be put to forced labour”. The choice of work is one of

the most important decisions one makes. It determines to a

large extent a person’s social status, income, lifestyles, choice

of friends, mental and physical state are influenced by the

type of work he or she does.

Vocational choice decision-making is not very easy task,

yet at one time or the other, individuals are faced with the task

of making a choice in career, preparing for it, starting it and

making progress in it. The choice point is undoubtedly the

most critical stage. This is important because making a wrong

career decision can mar one’s happiness in life as this could

result to vocational maladjustment. Inappropriate career

decisions made may spell doom not only for the individual but

the entire society. In view of the foregoing the need to equip

people, students with appropriate career-decision making

skills becomes highly imperative. It has been recognized

recently that for a person to make realistic decision, his level

28

of self-efficacy can indeed be very influential. It is one thing to

demonstrate interest in a particular occupational field: it is

another thing to have confidence in one’s ability to

successfully undertake the task involved.

Okon (2001) stated the vocational development of youths

and the preparation they receive for the world of work should

be of interest to all of us. According to Bandura (1986) it has

to do with peoples judgment of their capabilities to organize

and execute courses of action required to attain designed type

of performances. Douglas and shepherd (1999) refer to

occupational intentions and choice of a career as a utility

maximizing response. They analyze it with the utility model of

human decision-making, which postulates that individuals

selecting the course of action may involve disutility

(dissatisfaction therefore, such irksome elements will offset to

some degree the utility derived from pleasurable elements of

that course of action. In relation to career choice, they

postulate that the individual chooses an entrepreneurial

career path or a career as an employer or some combination of

the two according utility (or psychic satisfaction) Douglas and

29

shepherd (1999:234). This is based on the assumption that

the utility to an individual of any occupation to self

employment or employment depends on certain factors

namely: income (which also depends on the individuals

ability), conditions of work (for example required effort),

control over decision making, exposure to risk, independence

and other conditions which may be termed net prerequisites

that are associated with the occupation. Individuals will either

exhibit preferences or aversion toward each of the specific

working condition; it is the degree of that preference of

aversion in conjunction with the quantum of each working

condition which determine the oral utility that the individual

will derive from each particular occupation (Douglas &

Shepherd 1999:23).

Vroom (1999) lists three types of occupational choices:

Vocational preferences (preferred occupation), occupational

choices (occupation chosen) and occupation attainments

(attained occupation). An individual’s preferred occupation is

the occupation with the highest positive valence at a given

time. He assures that differences in valence or attractiveness

30

exist in an occupation with some being positive, negative or

indifferent.

Entry into the labour force is preceded by selection from

preferred forms of work available (Occupation preferences)

before a choices is implemented. Thus occupational choice is

the process of selection among occupations. The choices

occupation is the one that the person is attempting to enter.

Enrolment in a training programme for a particular occupation

is an indication of the choice of that occupation. Occupation

attainment is the occupation being practiced currently. This

can be ascertained from either records or verbal reports.

The vocational preferences may not be the same as the

occupational choice, which in turn may be different from the

occupational attainment .Various factors account for these

discrepancies.

Vroom in reference to Strong (1999.55) cites necessary

ability, personality, and health as some of the factors

explaining deviation of choices from preferences (Vroom

1999:55). The discrepancy between occupational choice and

attainment may also be due to failure for entry into that

31

occupation. Successful attainment of an occupation is a result

of two sets of choices-one by an individual, the other by social

institutions. People not only select occupations, they are

selected for occupations. This later process serves to maintain

standards of performance in occupation by admitting only

those who are expected to prove effective. It also helps to

maintain the level of rewards received by members of

occupations by keeping supply lower than demand (Vroom

1964:56).

2.3 Reasons for the decline of the proportion of youths In

Apprenticeship And vocational Choices.

The proportion of people working age participating in

apprenticeships has declined in some countries in recent

years. It is however; extremely difficult to compare registration,

participation and completion rates from country to country as

the baseline data collected varies by region and by sector.

Researchers have however explored some of the potential

reasons for declining numbers.

1 Suitability:IT has been argued that the apprentices move

more than others. Fuller and Urum (2008) found

32

apprenticeships a challenging concept for some industries.

Those sectors and industries with a tradition of

apprenticeships, however, have a genuine requirement for the

skills suggested by the apprenticeship programme. Going by

the infrastructure at an institutional level to support

apprentice they tend to support the programme more

effectively.

2 Lack of Places: despite being the regular focus of

government policies, many employers still do not offer

apprenticeships learning aside sectoral factors that may

inhibit employer engagement. Some employers simply find it

difficult to support the apprenticeship scheme.

3 Lack of Government Funding and Support: this may

become reasons but are must question whether supply

solution can effectively address a demand problem. It has been

agreed by successive researchers and lobbyist that to be

effective, provisions should be demand-led. In his comparison

of the Norwegan and British systems, Payre (2005)

demonstrated how the involvement of social partners,

including employers in the education reforms of 1994 led to

33

the development of a much improved apprenticeship

programme in Norway.

4 Lack of Information, Advice and Guidance: In face of

declining numbers, the information available on

apprenticeships from both government agencies and advisory

services in many countries has been criticized. Employers and

learners of all ages whether they are school learners or people

looking to develop or change their careers should be supplied

with up-to-date, relevant information on apprenticeships.

5 Embedding Key and Basic Skills

Employers often state that there is a mismatch between their

skill requirements and the level of skills that entry level

workers have. Apprenticeship programmes that found to

embed effective literacy and numeracy skills as

communication and team working are problematic for

employers. It has already been demonstrated that one of the

benefits apprenticeship offer is the capacity to develop both

technical, job-specific technical skills and generic

employability skills.

34

6 Equality: There have been some interesting studies around

the number of men and women in apprenticeship and pay

gaps. The Canadian council on learning has identified that

four percent of apprenticeship places were filled by women in

1991, increasing to just ten percent by 2003. Studies also

highlighted that in sectors more traditionally associated with

female apprenticeships, such as hairdressing and social care

where women make up ninety-two percent and eighty-nine

percent of the total number of apprentice. Respectively,

females were taking home approximately E90 a week

compared to electrical sector where hundred percent of

apprentices are male and the pay is E18 per week.

2.4 Factors Affecting Apprenticeship and vocational

Choices

Studies by marion, et al, (1991), identified some factors

that influence young persons vocational choice. These factors

include socio-economic status of the family, educational level

of parents, educational attainment of the young persons and

high poverty rate. In addition Polland and O’ Hare (1990)

35

observe that factors like limited acquaintance with

occupations and lower occupational aspirations can also

influence vocational choice. These factors exert such strong

influence on the youngsters that Hall and Virkler (1992) cited

in Nwoke (2011), stated that none of these factors is easily

changed by interpenetrations in school or in families. Dusek

(1987), Vondracek (1991) santroc 92007), observed the

planning and preparing for a vocation which is one of the

major developmental tasks encountered during the adolescent

years is relatively recent development. Young people are well

aware of the importance of their future vocations and most of

them enter vocational training programmes. Naturally,

children and adolescent were expected in some cultures to

work and contribute to the welfare of the family. Hence

adolescents and young persons work in farms as apprentices.

Nigeria with its diversified cultural background had in the

past, its peculiar ways of employing children and

adolescent/young people into various vocations that were

prevalent in difficult cultures for example the Awka people in

Igbo language were famous in blacksmith work. They initiate

36

the young persons into the trade or skill early in life (Nwoke,

2011)

Nwoke (2004) observed that adolescents and young

persons from river line areas where fishing was the dominant

occupation often choose fishing as a vocation. The Fulani’s

introduce their children into cattle rearing occupation. Among

the Hausa because of the cadies and skins which are

prevalent in their torridity initiate the young ones into feather

work of all types. A study by kripner (1963 as in Williams

1974) discovered that 350, 7th and 8th grade young persons in

the upper-middle class showed that boys vocational preference

were correlated with their fathers but not with their mothers

jobs while girl’s preference were related to the job of both

parents. Wert (1968, as in Sherwood, 1989) compared fathers

occupations with the vocation choices of more than 7,600 boys

about to enter 264 institutions of higher education and found

that sons of physical scientists, social scientists and medical

men tended to over choose such vocations of their fathers. The

study reported that 30-40% of the soon of physical scientist

choose such vocations engineer, chemist, physicts, architect,

37

mathematician as opposed to 10% medical men and 14% of

social scientists. It also indicated that about 20-30% of the

sons of the social scientists choose such vocations as

teachers, clergymen college professor, social workers and

missionary. The sons of medical men choose such vocation as

veterinarian, pharmacist, dentist and physician.

Research has shown that the type, nature quality and

kind of prestige parental occupation has could act as a

motivator for the young persons choice of vocation hence

dusek (1987), vondracek (1991) santrock 92007), observe that

the quality of parental occupation can exert considerable

influence on the young persons vocational aspiration. For

example young persons from high status mobile families valve

achievements, high status and mastery are more than those

from high status but stationary families. It is also observed

that young persons from high status upwardly mobile and low

status upwardly mobile families make their vocational choice

earlier. Super 919630, santrock 92007) observed that

individual characteristics and experience are crucial factors

38

that influence young persons vocational choice. The basic

individual variables include.

- Psychological characteristics such as intelligence,

interest, personal type, valves and needs. These factors

suggest that the individual young person has to

choose a vocation that tallies with to intellectual

capability.

- Physical characteristics such as weight,, general

health condition, physical assets or handicaps. For

example some vocation like the military or police force

take into consideration the height of the individual.

The long haulage carrier considers the general health

of the individual. Individuals with physical visual

handicap (partial blindness) cannot go for pilot as a

vocation.

- Other characteristics are experience education,

training, work history, identification of role.

- Other factors super (1963) cited in Nwoke 2011

include family backgrounds which comprises socio

39

economic status, reputation on community, siblings

and interpersonal relationships.

- The general situation of things, occupational and

financial situation, personal regulation, geographical

residence, race, tribe and culture.

- The economic occupational and technological status of

the individual country.

Unpredictable factor such as illness, accidents or

unanticipated opportunities or liabilities all affect vocational

choice (Nwoke, 2011). Ohiewere and Nwosu (2009) also

highlight some factors affecting vocational choice to include

the following.

1. Teachers influence/ problem: A teacher is the central

point of learning in a classroom situation. This is because he

decides whether the subject will be of interest to the students

or not. A student may like a particular subject very well but

because of the poor teaching method of the teacher such a

student may lose interest for such subject.

According to ITAA (1998) secondary school educators

often have a large influence on student’s vocational choice. A

40

student may like chemistry but the man who stands infront of

him is a little eccentric. He tends to trail off subject matter,

which the students are meaning to be learning and just go off

on the target. This makes it hard to keep up with him because

he really does not know what is relevant in the class and what

is not.

In addition, a teacher may be a soft talker so one has to

strain his or her ears to hear him. This may be difficult during

the first couple of weeks, but once the students discover that if

they talk in his class, it becomes difficult to hear him, they will

stop talking in class. Lack of adequate teaching methods by

the teacher may lead to failure.

Parental pressure or influences: Parents generally would

wish their children to achieve where they failed. To enable

them achieve this, they ensure that they send their children to

high-class schools, which exposes the children to good

vocation choices.

Economic and political condition of the country: Due to

economic depression experienced in Nigeria today, most

individuals engage in multiple jobs some individuals won part

41

time private business as well as government job. Again, due to

our economy that changed from Agriculture to oil, most

graduates seek for employment in oil companies to earn better

pay, this is turn swells the number of students wishing to

study petroleum Engineering.

Peer group’s pressure or influence: According to Obanewa

(1994), peer groups are usually made up of play mates, friends

or people within the same age bracket. They serve as

confidents to their members. In most cases they belong to the

same social clubs where they share the same values and

ideas. While Topping (1989) says many educators considered

peer groups to be effective and powerful instructional strategy

that can be used to develop academic as well as social skills

in peer group.

Piagel (2002) peer tutoring when used as a teaching

technique can help children to be more active in the learning

process through this process; children can easily influence

their peers.

Adequate vocational choice information: According to the

pitman dictionary of English and shorthand (1994)

42

information is defined as intelligence given, instruction

informing or being informed, through news or knowledge

given. You cannot apply for a course unless you have adequate

information about it.

Subject studies/combination: Since subject studies or

subject combination have direct influence or bearing on future

academic vocation. The choice should not be left alone for

students. It is necessary to assist the students in guarding the

students to choosing the right subject for future vocation.

Students who are left unguarded are choosing subjects which

are not directly related to their future career. We are therefore

of the opinion that, the students should be helped right from

junior secondary school.

2.5 Key Benefits and Prospects of Apprenticeship and

Vocational Choices

Apprenticeships supply the learner with generic

employment skill as well as job-specific technical’s. For

younger apprentice, there is the opportunity to ease the

transition from school to work. This has been the limit of a

programme of high school apprenticeship in Canada. In

43

countries with high youth unemployment, apprenticeship

might be one way to tackle the issue.

Apprenticeships are not just for young persons, they can

be used as a way for adults to enter work or change their

career. This is particularly beneficial in more developed

countries with an ageing population and increasing skill gaps

and shortages. A significant advantage of apprenticeships for

the learner is the potential to earn as you learn.

Mackintosh compared the cost benefits of apprenticeship

against other vocational qualifications and found that there is

an 18% benefit in wages at level three and 16% at level two for

individuals who completed apprenticeship when compared to

those achieving, other forms of vocational qualifications at

level two

For employers, apprenticeship can be a key tool for

identifying and developing future senior managers. An

apprentice given the opportunity to learn about the

operational structure of the business and understand its

culture can pass on real benefits at a strategic and managerial

level.

44

November 2008 student’s outcomes survey found that

89.2% of graduates participating in an apprenticeships or

traineeship in Austria were employed after completing their

training, this rose to 93.9% for those in trade-related

professions. The study conducted in 2007 also revealed that

83.3% said they were satisfied or very satisfied with their

apprentice, up from 79% in 2005.It provides the most efficient

way to Train all-round craftsman to meet present and future

needs and it assures the community of competent craftsman,

skilled in all aspect of their trades.

45

REFERENCES

Akinseinde, S.I (1996), Administration of vocational education

programme Alutu, (2004), “Vocational Guidance, Master’s Degree

Classroom Lecture Notes”: University of Benin, Unpublished.

Bandma, A. (1986), ”Social Foundation of Thought and

Actions”: A Social cognitive Theory, Eaglewood Cliffs N. J, Prentice Hall.

Bucher C. (“Industrial Evolution, 3rd Edition, New York”:

Henry H a Co.

Douglas, E. (1999), “Entrepreneurs as a Utility Maximizing Response”:-Journal of Business Venturing: Vol 1 20-

Dusek, J.B (1987), Adolescent development and behaviour

USA: Prentice hall international edition. Council F etal (2000), “Report on the Development of Technical

and Commercial Education”: in Nigeria, Lagos”: Federal Republic of Nigeria, National Policy on Education (Revised 1981).

Green U. I. (1999), “The Education of the Apprentice,

Technical Education”) for Development, University of Western Austria Press.

Obeeniwa 0. (1994), “An Introduction to the Teaching

Profession in Nigeria”: Ekpoma, Institute (2005) Career Advisor Services. Take a Trip in the Right Direction T C D Outlaw Queen Print on.

46

Ohiwerei, E.O and Nwosu, B.O (2009), “Vocational choices among Secondary School students: issues and strategies in Nigeria” Asian Journal of Business management volume I number 1 Pp 1-5. Okon, S.E (2001), education and work: career planning and decision making: Zaria Ahmadu Bello university press. The Holy Bible (1982), New King James Version Ecclesiastes 9 v 10 Thomas Nelson. Information technology Association of America (Itaa) (1998), changing the Image of information technology professions, Virginia: Alexandra. Tapping, K.J (1989), Peer Tutoring and Paired Reading: combining two powerful technique, the reading teacher volume 15 pp 120-136. Piaget, J, (2002), An Overview of his theories can be found in the course documents retrieved on 25th July 2005 from http/city on line: ceny.ccny. edu/course/EDUC. 20500 Pitman dictionary of English and shorthand (1994), London: Sir Isaac pitman and sons Ltd new era edition. Marion, S., Mirochnikc, D., maccaul, E and Mclntrie N (1991), The educational and work experience of rural youths. Journal of adolescence volume 30 No 117. Pollard, K.M and O’ hare, W.P (1990), A study of underlying variables affecting aspiration of rural adolescents journal of adolescence volume 30 number 117, pp 28-32. Nwoke, M,B (2001), The impact of age, Gender and social factors on the vocational choice among Nigerian adolescent European journal of Social Sciences Volume 19 Number 4.

47

Nwoke, M,B (2004), The effects of ethnic group age and gender differences on the bio-socio cognitive adjustment of tonnages unpublished thesis submitted to university of Nigeria Nsukka. Report on Federal Advisory, Committee on Technical

Education and Industrial Training, Lagos, Federal Government Printer 1999.

Santrock, J.W (2007), A tropical approach to life span

development: New York McGraw hill edition. Vondracek, F.W(1991), Vocational development and choice in

adolescence: New York Gerland. Vroom V. H. (1999), “Work and Motivation New York: London”:

John Niley and Sons.

William A. (2000), “Apprenticeship in Europe: the Lesson for Britain”: London Chapman and Hall Ltd.

48

CHAPTER THREE: RESEARCH METHODOLOGY

This chapter describes the methods used in data

collection as well as data analysis.

3.1 Research Design

The study adopted the survey research method/design.

The survey research design involves the use of questionnaire

and interview which was used as a major data gathering

instrument.

3.2 Sources of data Collection

Two sources were employed in the quest to gather

information for this study which is primary data and

secondary data.

3.2.1 Primary data

The questionnaire and interview was used as primary data

gathering instrument.

49

3.2.2 Secondary data

These are data obtained second hand from published or

recorded sources. The researcher therefore obtained her

secondary data from dictionaries, the internet, text books,

journals, newspaper, magazine and unpublished articles.

3.3 Area of study

The study focuses on selected urban and rural

settlements of Enugu East local government area. Enugu east

Local government areas has both urban and rural

communities. It is made up of three urban communities which

are Abakpa east, Abakpa west and Transekulu. It also has

nine rural communities namely Umuchigbo, Umunwena

Mbuluonwene, Mbulujodo East, Amorji, Mbuluogodo west,

Ugwuogog, Ibagwa and Edem.

50

3.4 Population of the Study.

The population of the study is Enugu East local

government. Enugu East has a total population of 27,9089

(NBS, 2006).

3.5 Sample Size

Youth between the ages of 15-29yrs are about 50% of the

entire population. Therefore 50% o 279089 is 139544.5. Hence

using Taro Yamane formuar (1967) was used to determine a

sample size of 399.

n = N

1+N(e)2

n = sample size

N = population

e = level of significance (o.0J)2

I = constant

:. Population = 50% of 279089

= 139544.5

51

:. Substituting

= n = 139544.5

1+139544.5 (0.05)2

n = 399

:. Sample size = 399

3.6. Sampling

The Stratified random sampling technique was used for the

study. Enugu East Local Government was stratified according

to the ages of the respondents which are 15-19yrs, 20-24yrs,

25-29yrs, 30-34yrs. They were then allocated to zone and

communities.

52

Table 1: Zones and Communities

Zones Communities

1 Abakpa east, Abakpa west

and transekuku

2 Umuchigo, Umunwerie and

Mbuluonwe

3 Mbulujodo east Amorgi, and

mbulujodo west

4 Ugwuogo, Ibagwa And Edem

Source: field survey 2011.

3.7 Instrument of Administration

The field work was carried out from July 10, 2010-dec 2011.

3.8. Distribution of Instrument of Questionnaire.

A total number of three hundred and ninety-nine

questionnaires were distributed among the four zones.

53

Table 2: Allocation of Questionnaires by Zones.

Zones Communities Population No of questionnaire

distributed

1 Abakpa east,

Abakpa west

and transekulu

10,6542 100

2 Umuchigo,

umunweri and

mbuluonwe

9,4882 100

3 Mbuludodo

east Amorgi

and

mbuludodo

west

4,8762 100

4 Ugwuogo,

Ibagwa and

Edem

28,903 100

Total 2,78089 399


54

3.9 Method of Data Analysis

A descriptive statistics which includes frequency and

percentages were used to answer the research questions and

results presented in tables.

An inferential statistics which include Pearson

correlation analysis was used to test the relationship between

the demography and apprenticeship/vocational choices of

youths, whereas chi-square was used to determine if there

existed any prospects/benefits in apprentice/vocational

choices. All analysis was done using a statistical software

package, SPSS version 15.

55

REFERENCES

Eboh, E.C.C. (1998), Social and Economic Research, Principles and Method, Owerri :Academic Publication and Development Researches.

Ikeagwu, E.K.C. (1998), Groundwork of Research Methods and procedures, Enugu institute for development studies.

Nwatu, L.C. (2OO6), Research in communities and other behavioral science principles, methods and issues, Enugu, Reke Publication.

Nwabuokei, P.C. (1986), Fundamentals of Statistics, Enugu Chumze (Nig) Enterprises.

Ozo, J.U, Odo P.O., Ani J.O and Ugwu,T.U (1999), Introduction to project writing for Business and financial studies, Enugu, Summary Enterprise

56

CHAPTER FOUR

4.0 Data Presentation.

In this chapter, the data collected for the study are

presented.

Table 1 distribution of questionnaires distributed, returned

and not returned

4.1 Questionnaire Return Rate

A total 399 questionnaires were distributed, out of this

number, 382 were properly filled and returned.

Questionnaire

distributed

Questionnaire

returned

% returned

399 382 96%


Table 1 above shows the distribution of questionnaires

distributed, returned and not returned. A total number of

399(100%) questionnaires were distributed out of which 382

(96%) was returned in useable form while 17(4%) was not

returned.

57

4.2 Section 1: Social demographic characteristics of

respondents

Table 4. 2.1: Distribution of respondents by age.

Age group Frequency Percentage

15-19yrs 100 26.2

20-24yrs 192 50.3

25-29yrs 90 23.6

Total 382 100.0

Source field survey 2011.

The table above shows the distribution of the

respondents by age. 100(26.2%) of the respondents are aged

between 15-19yrs, 192 (50.3%) of the respondents are aged

between 20-24yrs while 90(23.6%) are aged between 2-29yrs.

This implies that more of youths interviewed are aged

between 20-24yrs.

58

Table 3: Distribution of Respondents by Sex.

Sex Frequency Percentage

Male 121 31.7

Female 261 68.3

Total 382 100.0


Table 3 above indicates that 121 (31.7%) of the respondents

are males whereas 261 (68.3%) of them are females. It

therefore shows that a greater percentage of the youth

interviewed for this study are females.

Table 4: Distribution of Respondents by Level of

Education.

Level of Education Frequency Percentage

Primary 128 33.5

Secondary 110 28.8

Tertiary 79 20.7

Non formal 65 17.0

Total 382 100.0

Source filed survey 2011.

In table 4 above 128 representing 33.5% of the

respondents have attained primary education, 110

59

representing 28.8% have also attained secondary education.

79 representing 20.7% have been educated up to tertiary level

whereas 65 representing 17.0% had no formal education.

This proves that greater percentage of youths interviewed

during the research work have been educated up to primary

level. While most of them had secondary education.

Table 5: Distribution of respondents by religion.

Religion Frequency Percentage

Christianity 375 98.2

Islam 7 1.8

Total 382 100.0


It is indicated in table 5 above that 375 representing

98.2% of the respondents are Christians while only 7

representing 1.8% of the respondents are Moslems. This point

to the fact that majority of the youths interviewed are of the

Christian faith.

60

4.3 Apprenticeship and vocational choice.

Table 6: Apprenticeship and vocational choices.

s/n Apprenticeship and vocation

choices

Frequencies %

a Barbing 50 13.1

b Carpentry 170 44.5

C Painter 93 24.3

d Semistress 290 75.9

e Tailoring 310 81.2

f Weaving 305 79.8

g Hair dressing 205 65.4

H Auto mechanics 120 31.4

I Brick laying 80 20.9

J Plumbing 62 16.9

K Electrician 102 26.7


The table above shows the choices of the respondents as

regards apprenticeship and vocations.50(13.1%), 170 (44.5%),

93 (24.3%) of the respondents went for barbing, carpentry and

painting respectively as the apprenticeship and vocations of

61

their choice. 290(75.9%), 310 981.2%), 305(79.8 and 205

(65.4%) of the respondents choose seamstress, tailoring,

weaving and hair dressing respectively whereas 120 931.4%),

80(20.9%), 62(16.9%) and 102 (26.7) of the respondents made

an apprenticeship and vocational choice of auto mechanics,

brick laying, plumbing and electricians respectively.

Consequently, it is implied that a greater number of the

respondents choose tailoring as the apprenticeship and

vocations of their choice followed by weaving and semistress in

that order. Less than half of the respondents made choices for

other apprenticeship and vocation

Table 7: Proportions of Youths Involved and not Involved

in Apprentice and Vocations

Proportions of

Youths Involved

Frequency Percentage.

Yes 192 50.3

No 190 49.7

Total 382 100.0


62

It is indicated in the table above that 192 representing

50.3% of the respondents are involved in the listed vocations

as apprentices while 190 representing 49.7% are not involved.

It goes to show that more than half of the youths interviewed in the course of this research work are involved in the listed vocations as apprentices. Table 8: Distribution of the 192 respondents involved in Apprenticeship

Justification of

involvement in

apprentice

Frequency Percentage

Barbing 18 4.7

Carpentry 15 3.9

Painter 15 3.9

Seamstress 20 5.2

Tailoring 20 5.2

Weaving 19 5.0

Hair dressing 29 7.6

Auto mechanics 12 3.1

Brick laying 15 3.9

Plumbing 11 2.9

Electrician 18 4.7

Total


63

Table 8 is a representation of the actual number of

respondents per vocation out of the 192 that are involved in

the vocations as apprentices.

18(4.7%), 15 (3.9%), 15 (3.9%) and 20 95.2%) of the 192

respondents are involved in barbing, carpentry, painting and

seamstress respectively. Out of the 192 respondents involved,

20(5.2%), 19(2.6%), 29(7.6%) and 12(3.1%) are into Tailoring,

wearing hair dressing and auto mechanics respectively.

In the same vein, 15(3.9%), 11 92.9%) and 18(4.7%) are

into Bricklaying, plumbing and electricians respectively. It can

then be deduced from the table that greater percentage of

apprentices are involved in hair dressing while more than half

are involved in tailoring, seamstress, weaving, barbing and

electricians in that order.

64

Section c:

Factors responsible for Apprenticeship and vocational choices.

Table 9: Factors Responsible for Apprenticeship and Vocational Choices.

Items F Yes % Frequency No %

1). Did you attend the technical school

180 47.1 202 52.9

2) Did you take any vocational lessons in school

198 51.8 184 482

3). Is any of your parents involved in any of the listed vocations

298 78.0 84 22.0

4) Do you have friends that are apprentices in any of the listed vocation

325 85.1 57 14.9

5). Do you consider some vocations more rewarding than others

375 98.2 7 1.8

6). Do you consider any of the vocations as degrading

363 95.0 19 5.0

7). Do you have interest in craftsman ship

196 51.3 186 48.7

65

SD D U A SA

Items F % F % F % F % F % 8). The nature of a

vocation affects the choice

20 5.2 32 8.4 5 1.3 100 26.2 225 58

9). Vocations like mechanics, carpentry,

painting etc are not valued

15 3.9 20 5.2 5 1.3 100 26.2 24.2 63.4

10. Apprenticeship is

humiliating

192 50.3 90 23.6 3 8 57 14.9 40 10.5

11). Vocational choices gives as

much money as being a doctor,

engineer or lawyer

200 52.4 130 34.0 2 5 20 5.2 30 7.9

12). Inability to

afford higher education leads to apprenticeship

22 45 5.8 11.8 5 1.3 65 17.0 245 64.1

13). Requirements to become an

apprentice is exorbitant

172 45.0 110 28.8 3 8 57 14.9 40 10.5

14. Apprenticeship and vocation is

not in vogue

150 39.3 30 7.9 5 1.3 150 39.3 47 12.3

15). Craftsman are

usually poor and dirty

130 34.0 200 52.4 2 5 30 7.9 20 5.2

16). Education is difficult and takes time

91 23.8 105 27.5 10 26 115 30.1 61 16.0


66

The table above highlights the factors responsible for

apprenticeship and vocational choice of the respondents.

180(47.1%) of the respondents attended technical school while

202 915.9%) did not. 198(51.8%) of the respondents have

taken vocation courses in school while 184(48.2%) have not.

298 (78.0%) of the respondents have parents that are involved

in one of listed vocations whereas 84(22.0%) of them are not

involved. In the same vein, 325 representing 85.1% of the

respondents have friends that are apprentices in the listed

vocations while 57 representing 14.9% of them are not.

375 representing 98.2% of the respondents see some

vocations more rewarding than others while 7 representing

1.8% does not see them as such. Also 363 representing 95.0%

of the respondents consider some of the vocations as

degrading whereas 19 representing 5.0% does not consider

them as such. 196 representing 51.3% of the respondents

have interest in craft man ship while 186 representing 48.7 do

not have the interest.

Consequently, 20(52%) of the respondents strongly

disagree that the nature of a vocation affects its choice, 32

67

98.5% disagree, 5(1.3%) was undecided on the issue while 100

(26.2%) and 225(58.9%) respectively agree and strongly agree

to the statement. 15(3.9%), of the respondents strongly

disagree that vocations like mechanics, carpentry, painting etc

are not valves, 20 95.2%) and 5(1.3% disagree and are

undecided while 100(26.2%) and 243(63.4%) agree and

strongly agree to the statement.

192(50.3%) of the respondents strongly disagree that

apprenticeship is humiliating, 90(23.6%) disagree, 3(8%) are

undecided while 57(14.9%) and 40(10.50 agree and strongly

agree with the statement respectively.

As regards the issue that vocational choices gives as

much money as being a doctor, engineer or lawyer, 200(52.4%)

of the respondents strongly disagree, 130(34.0%) disagree and

2 ( 5%) of the respondents are undecided while 20 (5.2%) and

30 (7.9) of the respondents respectively agree and strongly

agree with the assertion. 22(58%) of the respondents strongly

disagreed that inability to afford higher education leads to

apprenticeship, 45 (11.8%) and 591.3%) of the respondents

68

disagree and are undecided about the issue while 65(17.0) and

245(61)agree and strongly agree respectively.

It is also of note that 172(45.0%), 110(28.8%0 and 3(8%)

of the respondents strongly disagree, disagree and are

undecided that the requirement to becoming and apprentice is

exorbitant whereas 54(14.9%) and 40(10.5%) of the

respondents agree and strongly agree respectively with the

assertion. 150(39.3%), 30(7.9%) and 5(1.3%) of the

respondents strongly disagree, disagree and are undecided

respectively about the fact that apprenticeship and vocations

is not in voque while 150(39.3%) and 47(12.3%) of the

respondents agree and strongly agree respectively with that

fact.

Consequently, 130934.0%), 200(52.4%) and 2(5%) of the


that craftsmen are usually poor and dirty respectively while

30(7.9%) and 20(5.2%) of the respondents agree and strongly

agree respectively with the statement.

Finally, 91 representing 23.8%, 105 representing 27.5%,

10 representing 2.6% of the respondents strongly disagree,

69

disagree and are undecided respectively that education is

difficult and takes time while 115 representing 30.1%, 61

representing 16.0% of the respondents agree and strongly

agree respectively.

From all these we can deduce that most of the

respondents value some vocations more rewarding than others

while some are seen as degrading. It will be worthy of note to

see that most of the respondents that are involved in

apprenticeship have friends that are apprentices while most

also have parents that are involved in apprenticeship.

More than half of the respondents have interest in

craftsmanship, attended vocational lesson in school and have

attended technical school.

Consequently majority the respondents strongly agreed

that the nature of a vocation affects the choice, vocations like

mechanics, carpentry painting etc are not valve and that

inability to afford higher education leads to apprenticeship.

In the same vein, most of the respondents strongly

disagreed that vocational choices gives as much money as

being a doctor or lawyer apprenticeship is humiliating and hat

70

the requirements for becoming an apprentice is exorbitant.

They also strongly disagreed that apprenticeship and

vocations is not vogue and that craftsmen are usually poor

and dirty.

Less than half of the respondents either agreed or

disagree to an issue while a very small proportion of the

respondents were undecided.

71

Section D: Prospects and Benefits of Apprenticeship and vocational choices. Table:10

Expected

benefit

F % F % F % F % F %

Self

employment

15 3.9 35 9.2 2 5 50 13.1 280 13

Job satification 150 39.3 45 11.8 5 1.3 100 26 82 21.5

Increased

productivity

38 9.9 80 20.9 12 3.1 52 13 200 52.4

Increased

creativity

46 12.0 8- 20.9 4 1.0 57 14.9 195 51.0

Improved

earnings

180 47.1 120 31.4 3 8 40 10.5 39 10.2

Improved skills 40 10.5 38 9.9 4 1.0 120 31.4 180 47.1

Relevance in

the society

48 11.8 15 3.9 2 5 184 48.4 135 35.3


The table above X-rays the prospects and benefits of

Apprenticeship and vocational choices among youth persons

15 representing 3.9%, 35 representing 9.2% and 2 represent,

5% of the respondent strongly disagree, disagree and are

undecided respectively. About the fact that self employment is

a benefit derived from apprenticeship where as 5o representing

72

13.1% and 280 representing 73.3% of the respondents agree

and strongly agree respectively about the fact.

150 representing 39.3%, 45 representing 11.8% and 5

representing 1.3% of the respondents strongly disagreed,

disagree and are undecided respectively to the fact that job

stratification is a prospect of involvement in apprenticeship

and vocations while 100 representing 26.2% and 82

representing 21.5% of the respondents agreed and strongly

agreed to the fact.

Also 38 representing 9.9%, 80 representing 20.9% and

12 representing 3.1% of the respondents strongly disagree,

disagree and are undecided respectively to the issue of

increased productivity as a benefit of apprenticeship and

vocational choices whereas 52 representing 13.6% and 200

representing 52.4% of the respondents greed and strongly

agreed respectively to the issue.

Consequently 46(12.0%) 80(20.9%) and 4910%) of the


respectively about increased creativity as a prospect of

Apprenticeship and vocational choice whereas 57(14.9%),

73

195(51.0%) of the respondents agreed, and strongly agree

respectively.

As regards increased earnings as a benefit apprenticeship

and vocational choices 180(47.196), 120 931.4%) and 3.8%) of

the respondents strong disagree, disagree and are undecided

respectively while 40 (10.5%) and 39(10.2%) of the

respondents agreed and strongly agreed respectively.

40(10.5%), 38(9.9%) and 4(1.0%) of the respondents

strongly disagreed, disagreed and are undecided respectively

that involvement in apprenticeship and vocational choices

brings about improved skills while 120(31.4%) and 180(47.1%)

of the respondents agreed and strongly agreed respectively.

Finally, 45 911.8%), 15(3.9%) and 2(.5% of the

respondents strong disagreed, disagreed and are yet

undecided respectively that one of the benefits of

apprenticeship and vocational choices is relevance in the

society whereas 184(48.4%) and 135(35.5%) of the

respondents agreed and strongly agreed to the fact.

The implication of the above is that most of the

respondents strongly agree that self employment, increased

74

productivity, increased creativity, improved skill and having

relevance in the society are all benefits or prospects of

apprenticeship and vocational choices.

Also it as strongly disagreed by the respondents that

improved earnings and job satisfaction are benefits of

apprenticeship and vocational choices among young persons.

In conclusion less than half of the respondent either

agreed or disagreed to a benefit while a very small proportion

of the respondents were undecided.

4.4 Test of hypothesis

The hypothesis earlier postulated will now be tested

Hypothesis 1:

Ho: There is no significant relationship between the


areas of Enugu State and apprenticeship and vocational

choices among the young persons.

H1: There is a significant relationship between the




75

Table 1: A Pearson correlation analysis of the demography

and apprenticeship /vocational choices among youths in

selected rural and urban areas in Enugu State.

Variables N r-

calculated

P-value Decision

Apprenticeship

& Vocational

choices

382

0.85

<0.01

Significant

Age 382

Apprenticeship

& Vocational

choices

382

0.87

<0.01

Significant

Sex 382

Apprenticeship

& Vocational

choices

382

0.75

<0.01

Significant

Level of

Education

382

Apprenticeship

& Vocational

choices

382

0.421

0.35

Not

Significant

Religion 382

76

Decision rule:

There is a strong significant relationship between

Apprenticeship/vocational choices and Ages of youths, (r

=0.85,p-value < 0.01); between Apprenticeship/vocational

choices and Sex of youths, (r=0.87,p-value < 0.01); and

between Apprenticeship/vocational choices and Level of

Education, (r=0.75,p-value<0.01). Whereas none existed

between their Apprenticeship/vocational choices and Religion.

The alternative hypothesis was accepted based on the p-value

and the Pearson correlation r, indicated the strength of

relationship. This result implies that

Apprenticeship/vocational choices of the youths depended on

their age, Sex and level of Education but not on their religion.

Hypothesis 2:

Ho: There are no prospects/benefits in apprenticeship and


urban areas of Enugu State.

77

H1: There are prospects/benefits in apprenticeship and



Table 2: A chi-square analysis of the prospects /benefits in

apprenticeship and vocational choices of youths in selected

rural and urban areas in Enugu State

Variables d.f X2

Calculated

X2 critical Decision

Self

Employment

4 695.932 0.711 Significant

Job

Satisfaction


Increased

Productivity


Increased

Creativity


Improved

earnings


Relevance in

the society


Decision rule:

The X2-calculated (695.932,158.236,281.508,269.911,271.534

and 334.021 respectively) are greater than the X2-critical

78

(0.711) for all the prospect/benefits tested, hence we reject the

null hypothesis and accept the alternative. Therefore there are

prospects/benefits in Apprenticeship/vocational choices of

young persons in Enugu State.

79

CHAPTER FIVE: DISCUSSION OF FINDINGS

This chapter discusses the results of the findings. These

results are discussed in relation to the research objectives of

the study.

5.1 What are the apprenticeship and vocational choice

among young persons in selected rural and urban

areas of Enugu State?

The result shows that there are a lot of apprenticeship

and vocational choices available to young persons to choose

from (table 6). To further buttress this fact, Ohiwerei and

Nwosu (2009), made a list of modern apprenticeship trades

that young person can choose from which include barbing,

carpentry, weaving, painting, seamstress, tailoring, weaving,

hairdressing, mechanics, electricians. There is also highly

skilled occupations like masonry, plumbing construction etc.

All these choices are the professions, occupations,

employments by which the young people earns his/her living

for which he has a good period of training through

apprenticeship (Ohiwerei and Nwosu 2009). Findings reveal

that more of the respondents are interested in tailoring more

80

than the others because of the utility they will derive from it

and according to Donglas and shepheard (1999), Occupational

choice of a career is referred to as a utility maximizing

response.

5.2 What Proportion of Young Persons Are Involved In

Apprenticeship And Vocation Choices In Selected Rural

And Urban Areas of Enugu State?

In answering the questions, the result shows that more than

half of the respondents are involved in apprenticeship and

vocational choices (see table 7) as apprentices but there is

little involvement across the vocations (table 8). This is due to

some reasons which may include lack of government funding

and support for the apprenticeship scheme as it has been

argued that for the apprenticeship scheme to be effective,

provision should be demand led. Support has always been

from other bodies apart from government. In his comparison of

the Nowegian and British systems, partners (2005)

demonstrated how the involvement of social partners,

including employers in the education reforms of 1994 led to

the development of a much improved apprenticeship

81

programme in Norway, another reason for this little

involvement is lack of information, advice and guidance

because the information available on apprenticeship from

both government agencies and advisory services in many

countries like Nigeria has not been enough and has been

criticized. Employers and learners of all ages whether they are

school leavers or people looking to develop and change their

careers should be supplied with up to date relevant

information on apprenticeship.

There is also that issue of equality and the lost of interest

in apprenticeship by the male gender. Studies have shown

that in sectors more traditionally associated with female

apprenticeship such as hair dressing and social care, women

made up to ninety-two and eighty percent of the total number

of apprentice. This is also shown from the table 8 of the data

presentation.

82

5.3 What are the factors that are responsible for

apprenticeship and vocational choices among young

persons in selected rural and urban areas of Enugu state?

Findings show that majority of the respondents have

taken courses in apprenticeship and vocation in school to be

directed by the school teachers in the right path. This is

buttressed by the information technology association of

American (ITAA) (1998), where they said that school educators

often have a large influence on students vocational choice.

Sometimes young persons become apprentices because of

their parents involvement in them as can be seen from the

result that shows that a great number of the respondents

parents are involved in apprenticeship and vocational choices

and as in a study carried out by kripner (1963 cited in Nwoke

2011) where he discovered that 350, 7th and 8th grade young

persons in the middle class showed that boys vocation choice

preference were correlated with their father while girls

preference were related to the job of both parents.

Peer pressure is also a factor in the determining of

apprenticeship and vocational choice among young persons

83

as can be seen with the high number of respondents that said

that they have friends that are apprentices in different

vocation listed (Table 9) and as tapping (1989) observed, many

educators consider peer group to be an effective and powerful

instructional strategy that can be used to develop academic

as well as social skills in peers.

A young person psychological characters such as his

interest and valves, intelligence and needs go a long way to

affect his choice of an apprenticeship and vocation choice. In

Table 9 it was shown that most of the respondents see some

vocations as degrading while some have interest in

craftsmanship. This agreement with santrock’s 92007)

observation that individual characteristics and experiences are

crucial factors that influences young persons vocations and

choice.

84

5.4 What are the prospects and benefits of

Apprenticeship and vocation choices among young

persons in selected rural and urban areas of Enugu State?.

Results from the survey showed that most of the

respondents strongly agree that self employment, increased

productivity, increased creativity, improved skill and having

relevance in the society are all benefits of apprenticeship and

vocational choices (Table 10) in agreement of the above fact

Appropriate learning and skill council, United Kingdom (2009)

carried out a survey on the benefits of apprenticeship. The

result from the survey showed that high proportion of

Apprentices interviewed reported that their apprenticeship

have conferred practical benefits including better Job skills,

progression opportunities, better literacy and numeric and

increased earnings potential. The personal benefits perceived

by many include greater confidence in society, greater

enthusiastic towards learning, more sense of direction and

better social skills.

The report further observed that 9 out of 10 Apprentices

went into employment immediately following their

85

apprenticeship; more than 42% of the Apprentices who are

currently employed have already had promotion or Job

upgrade.

Overall therefore, the benefits of apprenticeship are

substantial and encompass positive attitutdual changes gains

in skills and qualifications, a high employment level and

increased wages.

86

CHAPTER SIX

6.0 Summary, Conclusion and Recommendations.

This chapter is a summary of the study. The conclusion and

recommendations are based on the findings.

6.1 Summary

Apprenticeship and vocational choices are functional pre

requisites for young persons who wish to escape the

phenomenal tendencies of unemployment and climb the

entrepreneurial ladder. Many studies have revealed that the

majority of the young persons that are engaged in

Apprenticeship and vocational choices have in the past years

wasted their time in their bid to secure government

employment.

Ikeagwu (1998) revealed that many of these young

persons joined the programme due to their inability to get

wage employment after graduating for many years. The study

tried to identify the apprenticeship and vocational choice

available to the young persons, the proportions of those

actually involved and why others are not involved, it goes a

head to discuss the factors that affect the apprenticeship and

87

vocation choices among young persons and the benefits of a

making these apprenticeship and vocational choices.

Relevant related literatures were consulted which cut

across the objective of the study. The survey method was

used through questionnaire and key informal interview to get

first hand ad qualitative information about the study. Data

was analyzed using simple frequencies, tables and

percentages.is

The alternative hypothesis of hypothesis one was

accepted showing that there are significant relationships

between Apprenticeship/vocational choices and age of the

youths ,sex of youths and their level of education whereas

there is no significant relationship with their religious

background.

Consequently, the alternative hypothesis of hypothesis

two was also accepted showing that there is a significant

relationship between Apprenticeship/vocational choices and

self employment, ,job satisfaction, increased productivity

,improved earnings and relevance in the society

88

Findings show that there are lots of apprenticeship and

vocational choices available to the young persons to choose

form which include barbing, carpentry, hair dressing and so

on.

In terms of the proportion of young person actual

involuntary the survey showed that more than half youths

interviews are actually involved in ths apprenticeship and

vocation trades. The survey equally indicated that there are

reason for the low involvement of young persons across the

vocations.

However, some factors were identified as affecting

apprenticeship and vocational choices in Enugu state. Some of

these factors include parent influence, per group influence,

psychological and physical factors.

Findings also reveal also that both male and female are

engaged in apprenticeship and vocational choices in Enugu

state. The respondents who reside in the urban areas are

greater in number and enjoy more social amenities more than

those who are residing in the rural communities hence their

choice of location.

89

Finally it was revealed that self employment, increased

productivity, increased creativity and relevance in the society

are the benefits young persons get when they engage in

apprenticeship and vocational choices

6.2 Recommendation

The following recommendations are made based on

findings of the study for policy considerations

First, the government should encourage youths to engage in

apprenticeship through the provision of infrastructural

facilities to encourage young persons that are already and

would be apprentices.

More technical and vocational schools should be

established with qualified teachers so as to provide the

required information about apprenticeship and vocational

choices to young persons.

More apprenticeship and vocational centers should be

established by the government to accommodate the large

number of youths interested in learning trades/vocations.

90

Conclusions

It is worthy of note that a lot of young persons have been

employed and are very useful to themselves and the society

through various apprenticeship and vocational programmes.

In both urban and rural communities of Enugu state, most of

the Apprenticeship workshops in mbuludodo east and west of

the rural communities under study are operated by young

persons.

Therefore in a country like Nigeria, where the rate of

unemployment is high with its attendant doom, the only way

out for, the youths of tomorrow is to get engaged in

apprenticeship and vocational programmes.

91

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Classroom Lecture Notes”: University of Benin, Unpublished.

Awortive J. R. (2009), “Ghanian Graduates in Enterprises;” Bandma, A. (1986), ”Social Foundation of Thought and

Actions”: A Social cognitive Theory, Eaglewood Cliffs N. J, Prentice Hall.

Bucher C. (“Industrial Evolution, 3rd Edition, New York”:

C D Outlaw Queen Print on. Council F (2000), “Report on the Development of Technical

and Commercial Education”: in Nigeria, Lagos”: Federal Republic of Nigeria, National Policy on Education (Revised 1981).

Douglas, E. (1999), “Entrepreneurs as a Utility Maximizing

Response”:-Journal of Business Venturing: Vol 1 20- Dusek, J.B (1987), Adolescent development and behaviour

USA: Prentice hall international edition.

Eboh, E.C.C. (1998), Social and Economic Research, Principles and Method, Owerri: Academic Publication and Development Researches.

Equal Opportunities Commission (EOC) (2004), “Britain Skill

Gap, Challenging Gender Segregation in Training and Gender Segregation and Modern Apprenticeship;

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Goldin. C. (2001), The Human Capital Century and American Green U. I. (1999), “The Education of the Apprentice,

Technical Education”) for Development, University of Western Austria Press.

Ikeagwu E.K.C. (1998), Groundwork of Research Methods and procedures, Enugu institute for development studies.

Information technology Association of America (Itaa) (1998) changing the Image of information technology professions, Virginia: Alexandra.

. Johnson, M.K. etal (2007), “A Dynamic Equilibrium Model of U.S. Wage Structure”; Chicago Manuscript Publishers. Kambouw, G. etal (2008), “Occupational Specificity of Human

Capital”; Manuscrip University of Toronto Manuscript Publishers.

Leadership: Virtues of past; The Journal of Economic History

Vol. 61.No2. 263-292.Manchester: Marion, S., Mirochnikc, D., maccaul, E and Mclntrie N (1991), The educational and work experience of rural youths. Journal of adolescence volume 30 No 117.

Nwabuokei, P.C. (1986), Fundamentals of Statistics, Enugu Chumze (Nig) Enterprises.

Nwatu L.C. (2OO6), Research in communities and other behavioral science principles, methods and issues, Enugu,

Reke Publication. Nwoke, M,B (2001),. The impact of age, Gender and social factors on the vocational choice among Nigerian adolescent European journal of Social Sciences Volume 19 Number 4.

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Nwoke, M,B (2004),. The effects of ethnic group age and gender differences on the bio-socio cognitive adjustment of tonnages unpublished thesis submitted to university of Nigeria Nsukka. Obeeniwa O. (1994), “An Introduction to the TeachingProfession in Nigeria”: Ekpoma, Institute Ohiwerei, E.O and Nwosu, B.O (2009), “Vocational choices Among Secondary School students: issues and strategies in Nigeria” Asian Journal of Business management volume I number 1 Pp 1-5. Okon, S.E (2001), Education and Work: Career Planning and Decision Making: Zaria Ahmadu Bello university press.

Ozo, J.U, Odo P.O., Ani J.O and Ugwu,T.U (1999), Introduction to project writing for Business and financial studies, Enugu, Summary Enterprise

Piaget, J, (2002), An Overview of his theories can be found in the course documents retrieved on 25th July 2005 from http/city on line: ceny.ccny. edu/course/EDUC. 20500 Pitman dictionary of English and shorthand (1994), London: Sir Isaac pitman and sons Ltd new era edition. Pollard, K.M and O’ hare, W.P (1990), A study of underlying variables affecting aspiration of rural adolescents journal of adolescence volume 30 number 117, pp 28-32.

Report on Federal Advisory, Committee on Technical

Education and Industrial Training, Lagos, Federal Government Printer 1999.

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Ryan P. (1998), “Is Apprenticeship Better?: A Renew of the Economic vidence; Journal of Vocational Education and Training. Vol 50 No2 289-329.

Santrock, J.W (2007), A tropical approach to life span

development: New York McGraw hill edition. Tapping, K.J (1989), Peer Tutoring and Paired Reading: Combining two powerful Techniques, the reading teacher volume 15 pp 120-136. The Holy Bible (1982), New King James Version Ecclesiastes 9 v100 Thomas Nelson. Ude, J. 0. (1999), “Entrepreneurship in the 21st Century”;

Catholic Institute for Development, Justice and Peace, Enugu.

Vondracek, F.W(1991), Vocational development and choice in

adolescence: New York Gerland. Vroom,V. H. (1999), “Work and Motivation New York: London”: William, A. (2000), “Apprenticeship in Europe: the Lesson for

Britain”: London Chapman and Hall Ltd.

95

APPENDIX I

Institute for development students

University of Nigeria

Enugu Campus.

Dear Respondents,

I am a postgraduate student of the institute for Development

studies, carrying out a study on Apprenticeship and vocational

choices among young persons in Enugu state.

I would require your help in this study as you give me your

answers to the following questions.

Please tick or X where applicable. Please provide as frank as

possible.

96

QUESTIONNAIRE

Questionnaire for Apprenticeship and vocational choice among

young persons in selected Rural and urban areas of Enugu

state.

Select the right answer by ticking (√) in the appropriate

box.

1. AGE

a) 15-19 years[ ] (b) 20-24years [ ] (c) 25 -

29years [ ]

2. SEX (A ) male [ ] (b) Female [ ]

3. LEVEL OF EDUCATION

a) Primary school [ ] b) Secondary School [ ]

c) Tertiary [ ] (d) Non formal education [ ]

4. Religion (a) Christian [[Moslem (c) traditional

97

SECTION B: APPRENTICESHIP/VOCATIONAL CHOICES.

Tick (√) for Apprenticeship/ vocation your choice.

S/No Apprenticeship/vocational choice

A Babaring

B Carpentry

C Painter

D Seamstress

e Tailoring

F Weaving

G Hair dressing

H Auto mechanics

I Brick laying

J Plumbing

K Electrician

2) Are you involved in any of these vocation as an

apprentice yes [ ] No [ ]

3) Which of these vocations are you involved in.

98

a

b

c

d

e

f

Barbing [ ]

Carpentry [ ]

Painter [ ]

Seamstress [ ]

Tailoring [ ]

Weaving [ ]

g Hair dressing [ ]

h Auto mechanics [ ]

I Brick laying [ ]

J Plumbing [ ]

K Electrician

Section C: Factors Responsible for Apprenticeship and

vocational choices.

2) Did you take any vocational lessons in school yes [ ] no

[ ]

3) Is any of your parents involved in any of the listed

vocations yes [ ] No [ ]

4) Do you have friends that are apprentices in any of the

listed vocations yes [ ] No [ ]

99

5) Do you consider some vocations more rewarding than

others yes [ ] No [ ].

6) Do you consider any of the vocations as degrading

yes [ ] No [ ].

7) Do you have interest in craftsmanship yes [ ] No [ ]

Note: SA- Strong agree

A = Agree

U = Undecided

D = Diaagree

SA = Strongly disagree

Statements SA D U A SA

8. the nature of a vocation

affects the choice

9. Vocations lie mechanic

Carpentry, painting. Etc

are not valued by people

in the society.

10. The apprenticeship is

100

humiliating

11. vocational choices

gives as much money as

being a locator,

engineering or lawyer.

12. Inability to afford high

education leads to

apprenticeship.

13. Are there technical

schools around.

14. Requirements to be

come an apprenticeship is

exorbitant.

15. Apprenticeship and

vocation is not in vogue.

16 craftsmen are usually

poor and dirty.

17. Education is difficult

and takes a longer time

101

Section D: prospects/benefits of apprenticeship and

vocation choices.

Statements SA D U A SA

1. self employment

2. Job satisfaction

3increasedproductivi

ty

3. increased creativity

improved earnings

mobility.

Relevance in the society.

102

APPENDIX II

DATA ANALYSIS Frequencies Frequency Table

Age

100 26.2 26.2 26.2

192 50.3 50.3 76.4

90 23.6 23.6 100.0

382 100.0 100.0

15-19yrs

20-24yrs

25-29yrs

Total

Valid

Frequency Percent Valid Percent

Cumulat iv e

Percent

Sex

121 31.7 31.7 31.7

261 68.3 68.3 100.0

382 100.0 100.0

Male

Female

Total

Valid


Cumulativ e

Percent

Level of Education

128 33.5 33.5 33.5

110 28.8 28.8 62.3

79 20.7 20.7 83.0

65 17.0 17.0 100.0

382 100.0 100.0

Primary

secondary

tertiary

No formal education

Total

Valid


Cumulat iv e

Percent

Religion

375 98.2 98.2 98.2

7 1.8 1.8 100.0

382 100.0 100.0

Christian

Moslem

Total

Valid


Cumulat iv e

Percent

103

b1a

50 13.1 13.1 13.1

332 86.9 86.9 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1b

170 44.5 44.5 44.5

212 55.5 55.5 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1c

93 24.3 24.3 24.3

289 75.7 75.7 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1d

290 75.9 75.9 75.9

92 24.1 24.1 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1e

310 81.2 81.2 81.2

72 18.8 18.8 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

104

b1f

305 79.8 79.8 79.8

77 20.2 20.2 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1g

250 65.4 65.4 65.4

132 34.6 34.6 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1h

120 31.4 31.4 31.4

262 68.6 68.6 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1i

80 20.9 20.9 20.9

302 79.1 79.1 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b1j

62 16.2 16.2 16.2

320 83.8 83.8 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

105

b1k

102 26.7 26.7 26.7

280 73.3 73.3 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b2

192 50.3 50.3 50.3

190 49.7 49.7 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

b3

190 49.7 49.7 49.7

18 4.7 4.7 54.5

15 3.9 3.9 58.4

15 3.9 3.9 62.3

20 5.2 5.2 67.5

20 5.2 5.2 72.8

19 5.0 5.0 77.7

29 7.6 7.6 85.3

12 3.1 3.1 88.5

15 3.9 3.9 92.4

11 2.9 2.9 95.3

18 4.7 4.7 100.0

382 100.0 100.0

.00

Barbing

Carpentry

Painter

Seamstress

Tailoring

Weav ing

Hairdressing

Automechanics

Bricklay ing

Plumbing

Electricians

Total

Valid


Cumulative

Percent

c1

180 47.1 47.1 47.1

202 52.9 52.9 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

106

c2

198 51.8 51.8 51.8

184 48.2 48.2 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

c3

298 78.0 78.0 78.0

84 22.0 22.0 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

c4

325 85.1 85.1 85.1

57 14.9 14.9 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

c5

375 98.2 98.2 98.2

7 1.8 1.8 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

c6

363 95.0 95.0 95.0

19 5.0 5.0 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

107

c7

196 51.3 51.3 51.3

186 48.7 48.7 100.0

382 100.0 100.0

Yes

No

Total

Valid


Cumulat iv e

Percent

c8

20 5.2 5.2 5.2

32 8.4 8.4 13.6

5 1.3 1.3 14.9

100 26.2 26.2 41.1

225 58.9 58.9 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c9

15 3.9 3.9 3.9

20 5.2 5.2 9.2

5 1.3 1.3 10.5

100 26.2 26.2 36.6

242 63.4 63.4 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c10

192 50.3 50.3 50.3

90 23.6 23.6 73.8

3 .8 .8 74.6

57 14.9 14.9 89.5

40 10.5 10.5 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

108

c11

200 52.4 52.4 52.4

130 34.0 34.0 86.4

2 .5 .5 86.9

20 5.2 5.2 92.1

30 7.9 7.9 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c12

22 5.8 5.8 5.8

45 11.8 11.8 17.5

5 1.3 1.3 18.8

65 17.0 17.0 35.9

245 64.1 64.1 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c13

172 45.0 45.0 45.0

110 28.8 28.8 73.8

3 .8 .8 74.6

57 14.9 14.9 89.5

40 10.5 10.5 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c14

150 39.3 39.3 39.3

30 7.9 7.9 47.1

5 1.3 1.3 48.4

150 39.3 39.3 87.7

47 12.3 12.3 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

109

c15

130 34.0 34.0 34.0

200 52.4 52.4 86.4

2 .5 .5 86.9

30 7.9 7.9 94.8

20 5.2 5.2 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

c16

91 23.8 23.8 23.8

105 27.5 27.5 51.3

10 2.6 2.6 53.9

115 30.1 30.1 84.0

61 16.0 16.0 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

d1

15 3.9 3.9 3.9

35 9.2 9.2 13.1

2 .5 .5 13.6

50 13.1 13.1 26.7

280 73.3 73.3 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

d2

150 39.3 39.3 39.3

45 11.8 11.8 51.0

5 1.3 1.3 52.4

100 26.2 26.2 78.5

82 21.5 21.5 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

110

d3

38 9.9 9.9 9.9

80 20.9 20.9 30.9

12 3.1 3.1 34.0

52 13.6 13.6 47.6

200 52.4 52.4 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

d4

46 12.0 12.0 12.0

80 20.9 20.9 33.0

4 1.0 1.0 34.0

57 14.9 14.9 49.0

195 51.0 51.0 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

d5

180 47.1 47.1 47.1

120 31.4 31.4 78.5

3 .8 .8 79.3

40 10.5 10.5 89.8

39 10.2 10.2 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

d6

40 10.5 10.5 10.5

38 9.9 9.9 20.4

4 1.0 1.0 21.5

120 31.4 31.4 52.9

180 47.1 47.1 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

111

d7

45 11.8 11.8 11.8

15 3.9 3.9 15.7

2 .5 .5 16.2

185 48.4 48.4 64.7

135 35.3 35.3 100.0

382 100.0 100.0

Strongly disagree

Disagree

Undecided

Agree

Strongly Agree

Total

Valid


Cumulat iv e

Percent

Hypothesis 1:

Ho: There is no significant relationship between the




H1: There is a significant relationship between the




Table 1: A Pearson correlation analysis of the demography and

apprenticeship /vocational choices among youths in selected

rural and urban areas in Enugu State.

112

Variables N r-

calculated

P-value Decision

Apprenticeship

& Vocational

choices

382

0.85

<0.01

Significant

Age 382

Apprenticeship

& Vocational

choices

382

0.87

<0.01

Significant

Sex 382

Apprenticeship

& Vocational

choices

382

0.75

<0.01

Significant

Level of

Education

382

Apprenticeship

& Vocational

choices

382

0.421

0.35

Not

Significant

Religion 382

113

Decision rule:

There is a strong significant relationship between

Apprenticeship/vocational choices and Ages of youths, (r

=0.85,p-value < 0.01); between Apprenticeship/vocational

choices and Sex of youths, (r=0.87,p-value < 0.01); and

between Apprenticeship/vocational choices and Level of

Education, (r=0.75,p-value<0.01). Whereas none existed

between their Apprenticeship/vocational choices and Religion.

The alternative hypothesis was accepted based on the p-

value and the pearson correlation r, indicated the strength of

relationship. This results implies that

Apprenticeship/vocational choices of the youths depended on

their age, Sex and level of Education but not on their religion.

Hypothesis 2:

Ho: There are no prospects/benefits in apprenticeship and



H1: There are prospects/benefits in apprenticeship and



114

Table 2: A chi-square analysis of the prospects /benefits in

apprenticeship and vocational choices of youths in selected

rural and urban areas in Enugu State

Variables d.f X2

Calculated

X2 critical Decision

Self

Employment


Job

Satisfaction


Increased

Productivity


Increased

Creativity


Improved

earnings


Relevance in

the society


115

Decision rule:

The X2-calculated (695.932,158.236,281.508,269.911,271.534

and 334.021 respectively) are greater than the X2-critical

(0.711) for all the prospect/benefits tested, hence we reject the

null hypothesis and accept the alternative. Therefore there are

prospects/benefits in Apprenticeship/vocational choices of

young persons in Enugu State.

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