CHAPTER ONE

1.0

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Research has shown that education, is geared towards development of the Society. If the Nation is to develop, then the educational system must be reviewed to meet the developmental needs of Society. The need is notably technological but who will impact the knowledge of technology to the Society? There should therefore, be the need to equip our Technical and Vocational institutions with modern technology.

Technology has suffered placement, for a long period of time in the curriculum of Ghanaian schools since the inception of formal education the kind of education which had been introduced in the Country by our Colonial masters. This form of Curriculum has a tremendous effect on educating a Child or our Present era. It has left a scar on our educational system which has been referred to as the white colour job education. In fact for, it has painted the image of technology education a turbid colour, creating a Public contempt for it. There is therefore the need to wipe out or disabuse the minds of people of such potion that Technical, Vocational Oriented Courses are meant for certain categories of persons. This miscount caption and hence the kind of attitude towards technology education has affected the nation much in terms of industrialization and development.
1

Presently, electronic systems and technology hardly go without the other if school education should lead to the nations general development. The two greatly inter-relate as far as the contemporary Society needs and developments are concerned. Although, there had been some attempt to the resolution of this issue of technology at certain levels of Ghana education system, the Endeavour had not been encouraging until 1987 when technical subjects were introduced into basic schools and certain teacher Training College Curriculum.

1.2 STATEMENT OF THE PROBLEM Technology had been with us in the past and has formed part of our lives activities. However, the present form of education instituted by the white man seems to have caused man to turn away from the past technology which should have been maintained and developed in our Society to serve as a record to be build upon by researchers in education sector for further achievement in the future trends of education, it is known that society is dynamic. Along this line, education functions to meet the changing demands. Upon this, educationists would constantly research into situations, build upon previous findings and facts, and the present ones to find possible solution to meet the future needs of education. Another objective of the research is to help more people enter into the technology education sector. Although, the research theme only takes into account the technical and vocational schools, it is hoped that when the basic levels of education are introduced to the
2

technical subjects by the product there would be a gradual appreciation and adaption. Moreover the finding will help curriculum planners to contribute willingly and positively towards the drawing of curriculum for technical and vocational institutions to meet the needs of the society. Actually the content also deals with the need to meet the dynamic demands of the society. 1.3 The Purpose Of The Study The purpose of this study is to access the volume of impact of Electronic System and Technology on the people of Ghana. This research among other things is to neutralize the general perception of which some say that technical vocational students and graduates are narrow minded people because of the nature of our studies which focus on ones subject area only. The study is also meant to alert the ministry of education and other bodies who are involved in the training activities of the vocational and technical education and having little co ordination which has lead to wastage of resource and under utilization of expensive facilities and other resources. My research is therefore going to serve as an advisory machinery to inform these bodies and institutions the need to let all vocational and technical students to study Electronic Systems and Technology alongside their course area. School curriculum needs to be updated to meet the expected professionalism among students in their field of study.

1.4 Research Questions The following are the questions that the researcher intends to find answers to in order to come out with an authentic document for stake holders of vocational/technical institutions? 1. How will electronics system and technology equip students of technical/vocational education with only the theoretical knowledge? 2. To what extent do female students in the technical/vocational institutions find it difficult to pursue Electronic System and Technology Courses? 3. What is the public attitude towards Electronic Systems and Technology Oriented Courses? 4. How can Electronic Systems and Technology equip graduates with dual skills?

1.5 SIGNIFICANCE OF THE STUDY The theme for this study has been of much concern to the educationists of today as far as the societys contemporary needs are concerned. This piece of research work will go a long way to emancipate people from the misconception that technology education is meant for people with low mental capability. Peoples awareness would be enhanced on electronic system and technology and adapt to changes that would come in the education system. The study will enlighten policy makers to realize the importance of technology education and electronic systems in the nation: it will therefore encourage public education on the issue.
4

Finally, it will help the government to expand facilities and structures at technical and vocational schools.

1.6 DEFINITION OF TERMS. The definition of certain terms as used in the context of this dissertation is of importance to clear misunderstanding. They are: Vocational and technical education is fraught with definitional and conceptual inconsistencies that have resulted in what strong (1990, P.45) aptly describes as an identity crisis. The terms vocational and technical take on different meanings, not only across countries but even within the same country, UNESCO definitions notwithstanding. In Ghanas main stream educational systems, for example , the term vocational is a label for those structural areas that consists of visual arts (mainly the handicrafts) and home economics subjects. The specific subjects so labeled include leather work, sculpture, graphic design, basketry, food and nutrition, and management in living (Ghana Education Service, 1999). The label technical is used for trade, industrial, engineering-related subjects such as technical drawing, applied electricity, auto mechanics, metal work, and wood work .UNESCO definitions on the other hand, distinguish between vocational and technical in terms of level training and the relative combination of skill training, related sciences, and general academic education involved.

1.7 LIMITATIONS OF THE STUDY The study ought to have taken place throughout the country to make the finding more valid and reliable. As a result of financial constraints, it had to be limited to Kumasi Metropolis. The principal and past students in an attempt to reduce the effect of these limitations.

CHAPTER TWO REVIEW OF RELATED LITERATURE

2.0

INTRODUCTION Before the Europeans came to Africa; Africans had a way of producing artifacts. Even though the type of Engineering Technology used at those period of time was acceptable to them, however when compared with modern techniques it seemed Primitive, Antro, (1992). Education may be seen as a way of transmitting, Conservation, and renewing of the cultural of a People or Society. It could also be concerned with the acquisition of values and had the development of attitudes and interest. Archer (1997).From the above it could be noted that the curriculum of any countrys educational should seek to cover these aspects so as to move the citizen useful. However curriculum as defined by Neagley and Evans (1997).Is al planned experiences provided by the school to assist the pupils in attaining the designated learning outcomes to the best of their abilities. It is therefore imperative that Educational Planners take Cognizance of reviewing ongoing educational System and make the necessary adjustments. Changes have occurred in the educational planning of the Country (Ghana) since the missionaries era to the concurrent Proposed Free Compulsory Universal Basic (FCUBE).In all manner of respect, the need for Technical and Vocational education had been emphasized Bearing this in mind and for the purpose of the research, the review of literature of dissertation has been Sub7

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

2.1 EDUCATION IN COLONIAL ERA (1850 1957) AND THE EDUCATION REFORMS Technical and Vocational education had been emphasized on in the educational system in Ghana since the Colonial era. It started with the missionary school where children were given training in the various trades, for instance in Carpentry, Masonry, Blacksmithing and Others. The Sixteen Principles of Education Proposed by Sir Gorden Guggisberg, the then Governor of the Gold Coast (Ghanas name before Independence) between 1914-1927 called for provision of trade schools with technical and literacy education that would fit young men to become skilled craftsman and useful citizens (Mc William and Kwamena Poh , 1975).This resulted in the opening of four government trade schools in 1922.But these schools were taken over during the second World War for war purposes. After the war, efforts were made to make vocational and technical education an integral part of educational system but based on a separate track system of vocation and general education .the introduction of technical and vocational education subjects into the secondary school curriculum started into the mid-1960s but it was not until 1987 that a comprehensive plan was initiated to make vocational education an integral part of the secondary education system. Before the 1987 education reforms, secondary schools offered mainly general arts and science subjects

A limited number of TVE subjects were offered by a relatively small number of schools. Generally, general education subjects were the prerequisite subjects for further education at the University level. Middle school students who were unable to make it to the secondary school could chose to enter technical institutes after which they could pursue further training to the Polytechnic level. Provision was however mad for technical institute graduates to proceed to the Polytechnic level to undertake 2-year diploma courses. Those who given excelled in the diploma program were given the chance to study for a bachelors degree. Post 1987 education system placed technical institutes much lower than secondary schools. Besides the 1987 education reforms made access to University by graduates of technical institutes virtually impossible. 2.2 TECHNICAL/VOCATIONAL EDUCATION IN THE PRE-COLONIAL ERA (1529 -1850) From a philosophical perspective, education can be viewed as possessing two broad purposes: preparation of the individual for life (education about life), and (b) preparation of the individual for earring a living (Finch and Crun kilton, 1993, P8). The two main purposes are not mutually exclusive; but rather intersect and technical and vocational education contributes to the two purposes. Until 1850, development of education was entirely in the hands of the missions. The Government shared increasing interest in the education from 1850 un-wards and made the development of education its official Policy (Annoh 1997). During the period 1800-1050. Some attempts were made to
9

include Agriculture and Trade training into the existing schools by the colonial authorities. Mac William (1979) mentioned that the British education policy had a firm stress on the teaching of trades and related subjects. Governed during the Pre-colonial era, private individuals also made some attempt at establishing technical/vocational schools, but failed because the African gave little or no support. All that they wanted was for their children to acquire education that will let them pass examinations set by British standards. The colonial period also stressed some interest in technical/vocational education. Annoh (1989) states that in 1882 and 1887 the colonial government passed Education Ordinances which provided for the setting up of industrial schools in all the important towns, and made agricultural and technical education compulsory in all schools. Many committees and commissions were set up in the colonial era for the development of Education. Archer (1997) stated that there were some few differences in their reports in areas like financing education, the relative emphasis on technical and vocational education worthy of note. For instance, the education ordinances of 1882 and 1887 made the following provisions respectively. I. II. The establishments of individual schools in the importants The establishment of industrial schools where manual work was to be enforced According to Annoh (1997) technical/vocational education was given much attention during this period under focus. He stated further that, Governor Roger in his Educational Reforms made agriculture and industrial education
10

compulsory and took direct interest in the technical education; this led to the establishment of Accra Technical School which was later moved to Takoradi. In support of Technical/vocation education, Amofa (1999) quoted Aggarwala saying that one of the major aims of education in any society is to help people acquire specific skills. These skills according to him will make the individual self supporting, gain fully employed as well as contribute productively towards the development of the society. The colonial period as already mentioned saw the establishment of many technical/vocational oriented schools. In 1992, for instance, two more trade schools were established at Cape Coast and Kumasi as a result of the growing demand for artisans of a general education standard. Annoh (1999). According to Graham (1976), in 1932, three existing junior trade schools were re-organized to be vocational bias, especially in masonry, carpentry and metal work. The government technical school in Accra offered a three-year training Course for standard seven leavers in engineering, motor mechanics, building construction and other related subjects. Part-time classes were also organized in Technical Drawing, Design, Building Construction and many others (Graham, 1976). He further made mention of the Opening of an Engineering school at Achimota in 1931 which produces the first batch of graduate engineers in the Country, Mac William (1959) mentioned that Rev. Vamp, a Wesleyan Minister made strides during this period. Vamp fried to introduce elementary Science, technical drawing and industrial subjects when he opened a boarding technical school in 1892 at Cape Coast.

11

2.3 TECHNICAL/VOCATIONAL EDUCATION IN THE POST COLONIAL ERA (1957). A complete reassessment of the goals of African education with particular reference to technical/vocational education in the light of changing circumstances is a Sine-Quanah. There is indeed no greater force for socioeconomic as well as political education than a good educational system. As far as technical/vocation educational is concerned, plans had been left for far long on drawing boards, to improve upon technical/vocational education their second-cycle institutions and an increasing number of nations. Raving or are planning to introduce technology in basic schools. According to Mac William (1979), the Amissah committee of 1963 on education that would be responsible to the man power needs of the Country. In definite terms, it suggested an eight-year continuation course was to be offered. In 1968 the recommendations were implemented and some selected middle schools throughout the country taught instructions carpentry, metal works, sewing, leather work and cooking, however, the instructions offered to a large extent lacked academic orientation. In most cases the craft instructors had no formal education in their areas of specialization. It lack of practical, perhaps this accounted for the interest by people of high social class. It was also seen as the preserve of those children who were not capable of perusing higher academic work. (Teachers journal March 1970). The Ghana National Apprenticeship Act of 1961 called for the establishment of institutions to offer Vocational Courses it was due to this Acts of Parliament that the National. Vocation Training Institute (NVTI) established training centers in the 10 region of Ghana to train, test and certify craftsmen to contrail the industries in most
12

rural areas. The NVTI provided vocational guidance and career development courses to students, some of these centers were at Yamfo in the Brong Ahafo Region, Biriwa in central Region, and Tamale in Northern Region and Tema in Greater Accra Region (House journal of the NUTIU, December 1991). In spite of all these, the government felt more must be done for the development of education in general and technical /vocation education in particular. In July 1973, the Ministry of education published a proposal on structure and content of education for public discursions, Annoh (1997) states that as a result of the public discussion, the D20bo committee was set up to review the education system. The committee report was published in the local press in 1983, for public. This resulted in the setting up of experimental junior secondary schools (JSS) in selected districts throughout the country.
2.4 CURRICULUM INNOVATION

The curriculum has been defined by various authors in different number of ways. Stenhouse (1975) defines curriculum as an attempt to communicate the essential principles and feature of an educational proposal in such a form that is often to critical scrutiny and capable of effective translation into practice. Owusu Asamoah (1996) outlines various reasons for innovating curriculum, He expresses that a curriculum may be innovated owing to development in science and technology. He further explains that a country may be examine the existing curriculum because of different skills being required by industry and commence. He also explain that threat of redundancy due to current knowledge and skills and automation to improve both quality and quantity of
13

production, furthermore, he out lined that the need for better methods of teaching may also cause changed in the curriculum to be made. Due to above reason stated or outlined there I is the need for education curriculum of schools in Ghana especially that technical/vocational to be renewed or innovated. UNESCOs view on technology education (i.e. technical/vocational education) has been outlined by Owusu-Asamoah (ibid, Page 4) Here, UNESCO (1983) describes technical/vocational curriculum as the key to Unlocking door which are otherwise closed to the work place. The contemporary society need this type of curriculum in order to solve most of the society problems; UNESCO describes the curriculum further as the key to unlock between the unemployed and the jobs. This key is believed to be in the hands of well trained and educated Technical/vocational Education Teacher. Wallace (1989) in an attempt to recommend Technology Education, Contends that any curriculum which embraces the type of education should include work experience, Industrial visit, careful vocational guidance before admission to and throughout the Course Problem solving Practical application of skills and knowledge and relationship between courses and employment opportunities, both locally and internationally 2.5 INCORPORATING ELECTRONICS SYSTEM AND TECHNOLOGY IN THE CURRICULUM To promote technology as problem solving in society, Electronic systems and Technology should be incorporated in curriculum of Technical/vocational Colleges.
14

CHAPTER THREE
3.0 RESEARCH METHODOLOGY In the researchers attempt to arrive at an acceptable standard of his research which is focused on Importance of Electronic Systems and Technology. It has become necessary to employ diverse methods in gathering information relating to his write up. This chapter deals with the following major parts. 1. 2. 3. 4. 5. 6. 7. Population and sampling Selection of Sample Method of Selection Instruments used in the study Scoring the instruments Response Analysis of results

3.1 POPULATION The term population refers to a complete set of persons, objects or events of which are having common observable features for which the researcher to interested. The population categories the researcher cleans relevant to his study are: 1. Principals of various government assisted technical and vocational institutes. 2. Teachers in Technical/Vocational institute. 3. Heads of department of selected Technical and vocational institute. 4. Officials of Ghana Education service (Technical Division). 5. Parents and Guardians of students
15

The population categories selected by the researcher cut across the trade and vocational areas in which the graduates find themselves after graduation. In this way the researcher would be able to access to what extend trade and other vocational practice contribute to the growth of Ghanas economy, Marsha, (1977)

3.2

SAMPLING

Sampling is an instrument that gives a broader spectrum of a population which enhanced effective research study and leads to successful conclusion of the study. There many types of sampling. The researcher adopted to the use of random sampling

3.3

VALIDITY AND RELIABILITY OF THE INSTRUMENTS USED

A successfully research work depends on the validly and reliability of the instrument used. A reliable instrument is the one which is purported to measure. It should be able to yield the same result when used to measure a quantity over and over again. Validity on the other hand is the truthfulness of the instrument. Thus the accuracy of the instrument to measure what it is purported to read to ensure validity and reliability of the instruments used by the researcher, the questionnaire after being set were given to colleagues for scrutiny where the necessary corrections
16

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

3.4 INSTRUMENTS Questions are instrumental documents which contains series of questions or statements which are used for collecting information on a particular research study. It is used to collect information from literate respondents. The respondents are required to answer the questions in writing information about behavior or facts and attitude obtained through psychology: The writer resorted to the use of question are because it required little time on behalf of the respondents. It also allows for a broad scope sampling. In addition the costs of administering the question are and its collection is relatively low.

3.5 DATA COLLECTION TECHNIQUES In any research work the instrument to be used to gather data depends on the nature of the research being conducted, the characteristics of the sample being used and the type of research design. In this research, the sample population were all literate; hence the researcher used questionnaires for enhancing effective and efficient result of the study. The researcher went round and distributed the questionnaires by himself in order to establish rapport with the respondents. This provided some sort of reinforcement and motivation to ensure proper responses to the questionnaire than followed up to collect the answered questionnaire.
17

3.7 DATA ANALYSIS

A tabular chart is drawn to help the researcher to analyse the data for each research question stated. Each question was analysed and the number of respondents who gave particular responses was converted into percentages from the result, the response, which had the highest percentages, was considered to be the general opinion of the people. For better interpretation of the results, the percentage responses are further converted into tables and bar charts.

18

CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF DATA
4.0 BACKGROUND OF DATA

This chapter deals with presentation and interpretation of information collected. Population samples for the data were taking from Kumasi metropolis. The researcher made use of table in analyzing the data collected. The highest responses with the percentages were considered as the general opinion of the point. Responses representing agreed and strongly agreed put together disgraced were also grouped likewise since each of them addressed the same point.
4.1 OPINNIONNAIRE ANALYSIS

In the opinionnaire prepared for future leaders are the basic education level (JSS) most pupils showed disinterest in the technical subject learnt in schools. This analysis depicts the fact that our future leaders have no interest must therefore be built.
4.1.1 INTERVIEW ANALYSIS

Item one (1) of the structure interview (appendix) sought to find out subject areas that constitute Technology Education in Technical/ Vocation Institutions. it was revealed that the major subjects or trade subject are woodwork, masonry, plumbing, mechanics, electrical engineering , automotive , radio and television repairs, catering, fashion design, soap making, painting and decorating, geometrical drawing, related science and
19

mathematics. The inclusion of related mathematics and science depicts that the course as studied in Technical and Vocational Institute is not mere technical but one which demands scientific and mathematics knowledge. The relationship between Electronic System and Technology was shown that Electronic System and Technology.

4.2

AGENCIES DEALING WITH TECHNICAL/VOCATIONAL EDUCATION.

Technical Education Unit (TEU) The National Co-ordinating Committee on Technical and Vocational Education and Training (NACVET) Ghana Education Service Technical/Vocational Division (TVED)

20

Table of Summary Of Data/Responses Gathered

No

ITEM

NO. AGREED

NO. OF DISAGEED

NOT SURE

Electronic system and Technology to be taught as subject in voc/ tech. Do Electronic system and technology equip with only theoretical knowledge. Female students in voc/ tech find it difficult to study technology. The public attitude towards electronic system and technology courses. Can Electronic system and technology solve unemployment in the country? Do government show concern for the Electronic system and technology courses Electronic System and Technology cant contribute to personal development. Electronic System and Technology has nothing in the national development Electronic System and Technology equip students with dual profession Without electronic system and technology, student in the VOCTECH education will be jobless

54

90

10

19

30

39

65

10

16.6

40

66.7

10

16.6

30

50

25

41.6

8.3

50

83.3

10

16.6

6 7 8 9 10

20 55 5 8 48

33.3 91.7 55 13.3 80

35 5 91.7 42 47

58.3 8.3 91.7 70 78.3

5 10 5

8.3 16.7 8.3

21

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

SUBJECT IN VOCTECH INSTITUTIONS?

Table 1: Responses from principals of Tech/Voc Schools in Kumasi ITEMS 1
NO.AGREED % NO. OF DISAGREED % NOT SURE %

54

90

10

100% 90% 80% 70% 60% 50% 40% 30% 20%

10%
0% AGREED DISAGREED NOT SURE

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

Variable 1 sought to find out whether electronics system and technology should be taught as a subject in Technician/Vocational institutions. Out of 60 respondents, 54 representing 90% agreed that electronics system and technology should be taught in vocational and technical institutions whilst 6 respondents representing 10% disagreed to that statement. In support of this statement, Sackey and Amoakohene(1989) stated that electronics system and technology develops the effective and cognitive domains of the individual.
22

Variable 2: DOES ELECTRONICS SYSTEM AND TECHNOLOGY COURSE EQUIP STUDENT IN VOCTECH EDUCATION WITH ONLY THEORETICAL KNOWLEDGE? Table 2: Responses from subject teachers in Tech/Voc Institutes
ITEMS 2
NO.AGREED % NO. OF DISAGREED % NOT SURE %

19

30

39

65

70% 60% 50% 40% 30% 20% 10% 0%

Agreed

Disagreed

Not Sure

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

Table 2 sought to find out whether electronics system and technology should equip students in voctech education with only theoretical knowledge out of 60 respondents, 18 of them representing 30% agreed whilst 39 representing 65% of the respondents disagreed 3 respondents representing 5% were not sure of the
23

statement. In support of this statement Mensah, Da-Costa (1999) stated that electronics system and technology develops individuals with both the theoretical and practical skills.

Variable 3: DO FEMALE STUDENTS FIND IT DIFFICULT TO STUDY ELECTRONICS SYSTEM AND TECHNOLOGY IN VOCATIONAL AND TECHNICAL INSTITUTION? Table 3:
ITEMS 3

Responses from female Tech/Voc Schools

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

10

16.6

40

66.7

16.6

80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Agreed

Diagreed

Not Sure

FIGURE 3: A bar graph showing responses to the item Variables sought to find out whether female student in voctech institutions find it difficult to study electronics system and technology.
24

Out of 60 respondents, 10 of them representing 16.6%, agreed to that statement, 40 respondents representing 66.7% disagreed whilst 10 respondent representing 16.6% were not sure of that statement. In support of this, Archer (1997) stated that there should be gender balance in all levels of education. Variable 4: WHAT IS THE PUBLIC ATTITUDE TOWARD ELECTRONICS SYSTEM AND TECHNOLOGY ORIENTED COURSES? Table 4: Responses from parents who wards attend Tech/Voc Institutes
ITEMS 4
NO.AGREED % NO. OF DISAGREED % NOT SURE %

30

50

25

41.6

8.4

60%

50%

40%

30%

20%

10%

0%

Agreed

Disagreed

Not Sure

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

25

Variable 4 sought to find out public attitude towards electronics system and technology oriented courses. Out of 60 respondents, 30 respondents representing 41.6% disagreed, whilst 5 respondents representing 8.4 were not sure. In support of this statement Annoh (1999) stated that Technology is important due to the result of the growing demand for artisans of a general education standard.

Variable 5: TO ASSESS WHETHER ELECTRONICS SYSTEM AND TECHNOLOGY IN THE CURRICULM OF VOCATIONAL/TECHNICAL INSTITUTIONS CAN SOLVE UNEMPLOYMENT IN THE COUNTRY? Table 5: Responses from Heads Of Department of Tech/Voc Institutes
ITEMS 5
NO.AGREED % NO. OF DISAGREED % NOT SURE %

50

83.3

10

16.6

90.00% 80.00%

70.00%
60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Agreed Disagreed Not Sure

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

26

Variable 5 seek to find out whether electronics system and technology in the curriculum of Voctech institutions can solve unemployment in the country. Out of 60 respondents, 50 respondents representing 83.3% agreed to the statement, 10 respondents representing 16.6% disagreed to that statement. In support of this statement UNESCO (1983) stated that voctech curriculum is the key to unlocking doors; hence the contemporary society needs this type of curriculum in order to solve most of the societal problems.

Variable 6: DOES GOVRNMENT SHOW CONCERN FOR ELECTRONICS SYSTEM AND TECHNOLOGY COURSES IN VOCATIONAL AND TECHNOLOGY INSTITUTIONS Table 6: Responses from students in Voc/Tech Schools
ITEMS 6
NO.AGREED % NO. OF DISAGREED % NOT SURE %

20

33.3

35

58.3

8.3

27

70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Agreed

Disagreed

Not Sure

FIGURE 6: Students reactions to items From the result above seek to find out whether government shows concern voctech students pursuing electronics system and technology courses. Out of the 60 responses, 20 (33.3%) of the respondents disagreed, while 5 (8.3) were not sure to the statement. In support of this statement, Annoh (1999) stated government concern for the general education than that of electronics system and technology courses.

28

Variable 7: CAN ELECTRONICS SYSTEM AND TECHNOLOGY CONTRIBUTE TO PERSONAL DEVELOPMENT?

Table 7:
ITEMS 7

Responses from Students in Tech/Voc Institutes in Kumasi metropolis

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

55

91.7

10

8.3

100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Agreed Disagreed Not Sure

FIGURE 7: A bar chart showing responses from students Variable 7 sought to find out whether electronics system and technology courses can contribute. A total number of 60 respondents issued out, 55 responses representing 91.7% of the respondents agreed to that statement, 5 responses representing 8.3% of the respondents disagreed to that assertion, while o% of the respondents were not sure to that statement from the analysis above that majority of the respondents agreed to that assertion simply because according to
29

Sackey and Amoakohene (1996, page 72) stated that Electronics System And Technology is to draw on knowledge of skills and development of desirable attitudes which may be personal or co-operative nature.

Variable 8: ASSESSING ELECTRONICS SYSTEM AND TECHNOLOGY WHETHER IT HAS NOTHING WITH NATIONAL DEVELOPMENT Table 8:
ITEMS 8

Responses from GES official(Tech. Division)

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

8.3

55

91.7

100.00% 90.00% 80.00% 70.00%

60.00%
50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Agreed Disagreed Not Sure

FIGURE 8: Showing a bar graph of responses to the item The above variable 8 sought to find out whether electronics system and technology has nothing to do with this national development. A total number of
30

60 responses issued, 5 responses representing 8.3% of the respondents agreed 55 responses representing 91.7% disagreed, while 0% of the respondents were no sure to that statement. From the table above analyzed shows that majority of the respondents disagreed to that statement. In support of this, Da-Costa (1999) stated that a nation development depends on Technology.

Variable 9: DO ELECTRONICS SYSTEM AND TECHNOLOGY COURSE EQUIP STUDENT WITH DUAL PROFESSION? Table 9:
ITEMS 9 8

Responses from selected Students from Voc/Tech

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

13.3

42

70

10

10.6

80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

Agreed

Disagreed

Not Sure

FIGURE 9: A bar chart showing responses to item

31

Variable 9 seek to find out whether electronics system and technology equip students with dual profession. A total number of 60 responses issued, 8 responses representing 13.3 of the respondents agreed. 42 responses representing70% of the respondents disagreed to the statement, while 10 responses representing 16.7% were not sure to the assertion. The table above shows that a greater number of respondents disagreed to the statement. In support of this, Sackey (1986) stated that technology is the way of using scientific theory to solve practical problems and also improve knowledge of skills, and develop responsible attitudes of both personal and operative nature.

32

Variable 10: ASSESSING GRADUANDS OF VOCTECH INSTITUTIONS IN EMPLOYMENT WITHOUT ELECTRONICS SYSTEM AND TECHNOLOGY COURSES Table 10: Responses from GES (Technical division) in the job market
ITEMS 10
NO.AGREED % NO. OF DISAGREED % NOT SURE %

48

80

47

78.3

8.3

90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Agreed

Disagreed

Not Sure

FIGURE 10: A bar chart showing responses to the item Variable 10 seek to find out whether students from voc/tech institutions would be jobless without electronics system and technology course. A total number of 60 responses issued, 48 responses representing 80% agreed to the statement, 47 responses representing 78.3 disagreed while 5 responses representing 8.3% of the respondents were not sure to that statement. The table analyzed above shows some slight differences between the agreed and disagreed. According to Annoh (1997). The British education established
33

vocational/technical and trade training to help school leavers to be employable. On the part of the agreed also states that since the world is growing on a high technological advancement, hence it is better to study Electronics System And Technology to improve the knowledge and skills.

4.3 FINDINGS OF RESULTS Findings obtained as a result of the research work are listed below; That students of voctech institutions should be taught Electronics
System And Technology as a course/subject.

That inculcating Electronics System and Technology in voc/tech curriculum will

solve unemployment in the country.

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

That students voc/tech institutions pursuing Electronics System And

Technology equip them more profession

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

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CHAPTER FIVE
5.0 CONSLUSION, RECOMMENDATIONS AND SUGGESTION FOR FURTHER RESEARCH. 5.1 CONCLUSION Science and Technology is advancing at a faster rate making life comfortable. Ghana as a nation cannot afford to lag behind. Ghanaians, especially those in the rural areas should not sit down unconcerned as science and technology spread across the length and breadth of the world, they should not look at science and technology and vocational educational as a preserve for some category of people on the glober Education must therefore focus on the uses of the heart, hands and brains to bring about charges to improve the lot of rural people in their standard of living. Education should also be geared towards the generation of employable graduates rather than the higher turnout of unemployed school leavers. There is therefore an urgent need for a concerned effort to bring about these artisans and technicians must be tapped for our mutual benefits. Engineers, technicians and artisans should not be book long technologists but also production oriented that is they should establish workshops, factories and industries where they would gradually turn out products. This would eventually culminate in the industrial take-off as the creation of employable avenues for the rural pour. Government`s contribution towards technology oriented courses and their respective schools and colleges continues to be discouraging. For example, technical courses lack continuity preventing graduates from climbing the educational ladder.

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Students from purely Technical Institutions hardly get direct entry to the universities, unless they spend some years reading general education curriculum. This is one of the causes that have made society not to pay attention to technical and vocational education right from the basic level. 5.1.1 CONCLUSION It is hoped that in the near future, Policy makers and the general Public would realize the importance of electronic systems and technology in the curriculum of vocation and Technical Institution.

5.2 RECOMMEND DATIONS/SUGGESTIONS Every technical, Vocational School Students should be made to pursue electronic systems and Technology. There should be in-service programmers educating both Public and the Private Sector on the electronic technology courses. Electronic system and Technology should be a complete course by itself. Tools and Equipment should be reading available for training. Further research work on electronic system and Technology must be supported the government.

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5.3 SUGGESTION FOR FURTHER PESEARCH WORK The research has taken measures to cover important aspects of the topic at stake. The theme however is a subject for further research work following future charges in education reform. Similar theme may endeavor to gather information from all the institution involved in order to achieve more effective results. In future research, government should be made to bear the cost of the study. In future research, governments should be made to bear the cost of the study.

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BIBLIOGRAPHY
1. UNESCO (2000) 2. NEW EDUCATIONAL REFORMS (NER) GES, ACCRA 3. GHANA EDUCATION SERVICE (1987) GER 4. GRAHAM, G. K (1976) THE HISTORY OF EDUCATION IN GHANA 5. STENHOUSE, L. (1975) INTRODUCATION TO CURICULUM RESEACH AND DEVELOPMENT, HERINEMAN PUBLICATION, LONDON 6. OWUSU-ASAMOAH, J. A (1996) CURRICULUM DESIGN AND DEVELOPMENT 7. TEACHERS JOURNAL (1970) 8. ANTWI M. (1992) EDUCATION, SOCIETY AND DEVELOPMENT IN GHANA UNIMAX ACCRA 9. IBRAHIM (1970) ELECTRONIC SYSTEMS AND TECHNOLOGY

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APPENDIX A

STUDENTS QUESTIONAIRE
The researcher will be grateful if you would respond to the following statements in the questionnaire He pledge to give the necessary confidentiality to your responses given to the questionnaire Please indicate by ticking () in front of the right response among the alternating responses provided for each questionnaire 1. Are you a technical student? 2. Have you worked in industry before 3. Do you think you are having enough practical training 4. Do you think the nation need technical/vocational students to help in its development? 5. Is technical education for academically weak People or the poor in the society Yes [ ] No [ ] Yes [ ] No [ ] Yes [ ] No [ ] Yes [ ] Yes [ ] No [ ] No [ ]

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APPENDIX B

STRUCTURED INTERVIEW WITH PRINCIPALS

1. What subjects constitute Electronics System and Technology education? 2. What effect will the course have on the students 3. What is the relationship between Electronic Systems and Technology as studied in the school? 4. Is Electronics System and Technology suitable for girls in vocational institute? 5. Do we have trained teachers before the implementation of the Electronics System and Technology

APPENDIX C
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UNIVERSITY OF EDUCATION WINNEBA-KUMASI

TOPIC: IMPORTANCE OF ELECTRONICS SYTEM AND TECHNOLOGY IN THE CURRICULUM OF TECHNICAL/VOCATIONAL INSTITUTIONS PREAMBLE: THE RESSEARCHER IS SEEKING INFORMATION RELATING TO THE ABOVE TOPIC: PLEASE FEEL FREE AND ANSWER THE QUESTIONS BELOW PLEASE () AGAINST YOUR VIEW
NO STATEMENT AGREE STRONGLY AGREE DISAGRE E STRONGLY DISAGREE NOT SURE

1 Electronics System and Technology to be taught as a subject in Technical/Vocational colleges 2 Technology in Technical Vocational institutions equip students with only theoretical stuff 3 Female students in technical and Vocational institutions find it difficult to study technology 4 Public attitude towards technology oriented courses in encouraging 5 Electronics System and Technology in curriculum of Voc/Tech cannot solve unemployment in the country

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NO

STATEMENT

AGREE

STRONGLY AGREE

DISAGRE E

STRONGLY DISAGREE

NOT SURE

6 Government show concern for technology related courses at Technical/Vocational institutions 7 Electronics System and Technology can contribute to personal development 8 Electronics System course equips students with dual profession or skills 9 Electronics System and Technology has nothing to do with the national development 10 Without electronics system and Technology students in the Technical and Vocational Institutions will be jobless

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