Title Page
Table of Contents
Abbreviations and Definitions of Terms

1.1       Background of the Study
1.2       Statement of the Problem
1.3       Hypotheses
1.4       The aim and Objectives of the Study
1.5       Research Questions
1.6       Justification of the Study
1.7       Significance of the Study
1.8       Scope of the Study
1.9       Theoretical Framework

2.0       Introduction
2.1       Historical Development of Fine and Applied Arts Education in Nigeria Tertiary Education
2.2       Historical Background of Colleges of Education Minna, Kontagora and Zuba
2.3       Historical Background of Vocational and Technical Education in Nigeria
2.4       Concept of Vocational and Technical Education in Nigeria
2.5       Roles of Vocational and Technical Education in National Development
2.6       Challenges of Vocational and Technical Education Programme in Nigeria
2.7       Fine and Applied Arts Education as a Vocational and Technical Education Programme
2.8       The Role of Fine and Applied Arts Education in the development of self-Reliance
2.9       The NCCE Minimum Standard and NCE Fine and Applied Arts Programme
2.10     Summary of Literature Review and Uniqueness of the study

3.1       Introduction
3.2       Research Design
3.3       Population and Sample for the Study
3.4       Research Instruments
3.5       Data Collection Procedures
3.6       Data Analysis

4.0       Introduction
4.1       General Information
4.2       Vocational Acquisition Training of Students
4.3       Students‟ option for freelance and self-reliant vocation
4.4       Students‟ familiarity with the concept of freelance, self-reliance and Entrepreneurship
4.5       Results of Hypotheses Testing
4.6       Findings of the study
4.7       Discussion

5.1       Summary
5.2       Conclusion
5.3       Recommendations
5.4       Contribution of the Research to Knowledge

This study surveyed Entrepreneurship Education in three Colleges of Education in Nigeria. Descriptive Survey was used and the objectives of the study were; to examine the content quality of vocational training given to the students; find out whether the NCE students can become self-reliant and freelance after school and if the students are familiar with the concept of freelance, self- reliance and entrepreneurship. A sample of 294 students and 24 lecturers from three colleges of education (College of Education Minna, Federal College of Education, Kontagora and College of Education – Federal Capital Territory Zuba, Abuja) were used. The instruments used for the study were interview, observation and questionnaire. The Data collected were analysed and results presented in frequency distribution and percentage, table of mean score and standard deviation. While chi- square was used to test the hypotheses. The findings of the study showed that the students were exposed to vocational skills in the relevant areas of Fine and Applied Arts. Some of the students may become self – reliant and freelance after school, some may not. Seventy five percent of the students are familiar with vocational concept of freelance, self – reliance and entrepreneurship. The study concludes that the importance and relevance of Fine and Applied Arts at the National Certificate of Education (NCE) level cannot be underestimated if the goals of a self – reliant nation must be attained as specified in the National Commission for Colleges of Education (NCCE) Minimum Standard. Also there cannot be effective vocational skills training where there are inadequate lecturers, art studios, materials, facilities and infrastructure; poor funding and negative attitude of parents, the students and college management towards skills training courses. As a result of the findings, it was suggested that government should re- structure the NCE Fine and Applied Arts curriculum so that the NCE will be tailored toward entrepreneurship to enhance vocational skills in the students. Finally it was suggested that students should be encouraged to be job creators instead of being job seekers which can be achieved by engaging them in an extensive industrial training programme in relevant industries, organisations and professional bodies.

1.1              Background of the Study
The growing rate of unemployment and economic recession brought about the need for vocational skills among school graduates. Olatunji in Adetayo (2009) describes unemployment as a situation in which qualified and willing people cannot find any job and comments further that the educational system adopted in Nigeria is one of the causes of unemployment. This system, according to Iwere in Adetayo (2009), produces graduates who are white collar job seekers and does not prepare students for entrepreneurship skills and equip them for self - employment after school. The increase in the number of schools established and students‟ enrolment have, however made unemployment inevitable. The ever increasing number of unemployed graduates led to the inclusion of entrepreneurship programmes in the school curriculum by the government to stimulate self – employment among the graduates (Jongur, Kabutu and Abba, 2009).

The introduction of Vocational and Technical Education (VTE) in the Nigeria Certificate in Education (NCE), was to expose students to entrepreneurship education that will facilitate self – reliance after graduation (National Commission for Colleges of Education, 2008). Fine and Applied Arts Education, as one of the Vocational and Technical Education courses, is a discipline in Nigeria Certificate in Education programme which gives trainees the opportunity to acquire appropriate skills, abilities, and competences to live and contribute positively to the development of the society. (Mamza, 2008). He further maintained that, it is a type of education referred to as functional education; that leads to acquisition of practical and applied skills towards job creation and self- reliance. Thus, using that parameter, the goals of Teacher Education at NCE level are to....

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Item Type: Postgraduate Material  |  Attribute: 77 pages  |  Chapters: 1-5
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