Akindele, Idowu Ebenezer <br/><br/>
STAKEHOLDERS' PERCEPTION ON VOCATIONAL EDUCATION IN THE SECONDARY SCHOOLS OF NIGERIA / 
IDOWU EBENEZER AKINDELE; SUPERVISOR: PROF. DR. FATOŞ SİLMAN 
 - ix, 74 sheets;  30 cm.  1 CD ROM 
<br/><br/>Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Educational Administration and Planning Department 
<br/><br/>Includes References (sheets 63-67) 
<br/><br/> ABSTRACT<br/>There is not much doubt that a country's level of industrial and technological <br/>advancement is closely related to the personal growth of its people. Through technical <br/>vocational education and training (TVET), highly industrialized nations have been <br/>able to provide their citizens with industrial and technical abilities. In many countries, <br/>technical vocational education and training (TVET) is incorporated into national <br/>development strategies owing to its positive effects on economic growth and <br/>efficiency. A country cannot advance without fully prepared technical and vocational <br/>schools, or centers, that can educate women and young people in transferable skills <br/>that will advance the country. For Nigeria to meet its development objectives, TVET, <br/>is considered essential. This thesis thus examines how much the TVET policy is <br/>being implemented in Nigerian secondary schools. Specifically, it investigates the <br/>stakeholders’ perceptions towards vocational education in the secondary schools of <br/>Nigerian. The investigation is carried out in qualitative terms with a particular focus <br/>on the benefits, barriers and way-forward solutions to the problems of technical <br/>vocational education in Nigerian schools. <br/>To accomplish this, qualitative research methods specifically interviews was <br/>conducted with thirty-two (32) stakeholders in the South western part of Nigeria. The <br/>thirty-two stakeholders include eight school administrators, eight teachers, eight <br/>students and eight representative of business sectors. The researcher will ascertain <br/>the benefits, barriers as well as solutions to the problems of TVET in Nigerian schools <br/>by conducting interviews with the TVET stakeholders.<br/>In conclusion, the research findings revealed that vocational and technical education <br/>are beneficial to its recipients and the larger society. In this regards, three major <br/>themes emerged from the data which indicate that vocational and technical education <br/>programme provide training of man-power in applied sciences, technology and <br/>business; provide technical knowledge and vocational skills for economic <br/>development and lastly provide training for self-reliance. Also, it was discovered that <br/>inadequate funding among other variables constitutes a major hindrance to effective <br/>implementation of TVET policy in Nigeria and this affects virtually every aspect of <br/>iii<br/>TVET such as teaching and learning environment, facilities and equipment for <br/>teaching and learning, proper staff remuneration leading to brain drain among others.<br/>Keywords: Education, Stakeholders of Vocational Education, Technical Education, <br/>Vocational Education. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Educational Administration and Planning--Dissertations, Academic