AVAILABILITY AND UTILIZATION OF RESOURCES IN TEACHING INTRODUCTORY TECHNOLOGY IN ABA NORTH LOCAL GOVERNMENT AREA OF ABIA STATE.
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
There is no doubt about the importance of availability and utilization of resources in the teaching and learning of introductory technology. Resources we know as a catalyst that accelerates the teaching, learning and even implementation of what is learnt in technology.
Resources can be viewed in different perspectives notably human and material resources. Human resources points to instructors or teachers in the field of technology education, while the material resources point to equipment and materials used in carrying out the teaching exercise.
It has been observed after many years of interactive teaching experience in the field of Introductory Technology in our secondary schools, that the availability and utilization of resources has posed a great trait to the teaching of introductory technology. This in turn has led to low turn out of products from this field of study.
Based on these challenges, the researcher has decided to delve into the effects the availability and utilization of resources can have on the teaching of introductory technology in Aba north local government area of Abia State of Nigeria.
The human resources available in this field are very much limited. The reason could be due to the fact that most secondary schools in this area do not offer Introductory Technology. The absence of the subject in most of our schools has made it difficult for most of our students who would have taken to this field of study not to be aware of the course and there fore cannot take to studying it.
Also in the area of material resources, it can be observed that this field of study is almost neglected. In the first place, due to the attitude of education sector towards the provision of required teaching materials for the study to be enforced, students who have the opportunity to be introduced to this subject in their schools do not have the needed material resources.
The above reason is due to the system of education that was inherited form our colonial masters, whose curriculum was devoid of vocational subjects that could train students to acquire basic skills that could make them self reliant and effective participants in nation building. It was in view of these handicaps that different bodies cried for reformation after independence to make secondary education more relevant to the need and aspirations of the learner and the country in general. The Nigerian educational research council led the way in this curriculum reform movement by organizing
the National curriculum conference in 1969 at Lagos. This led to the formation of the National policy on education first published in 1977 and currently has 2004 version.
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