CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is an assessment of related literature and studies, which the

researcher used in the conceptualization and focusing on this research. Books,

magazines and newspapers, public statements as well as the Internet were utilized and

information, which has significance to the study, were carefully analyzed and scrutinized

to establish the credibility of the research conducted.

Review of Related Literature

These literatures were concerned with the development of the authors own

knowledge and ability as they explore the world of politics and administration.

In an article written by Tae-Hwa Jung, et al (2004), he stated that findings from

the review of previous studies confirmed the need to implement in Korea national and

institution-based policy frameworks and structures to improve the school-to-work

transition of students. They also highlighted the need to strengthen the relationship

between vocational education and the needs of the labour market. An examination of

strategies and policy frameworks adopted in Korea and other countries to reform their

systems of vocational education has identified the strengths and weaknesses of various

approaches, and has provided some direction for further investigation.

The review of Korean studies has focused on the implementation of reforms in

specialized vocational high schools, the 2+1 program in technical high schools, the

articulation programs between vocational high schools and vocational colleges, and the

customized education programs in vocational colleges.

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 The review of Australian research has focused on school-based and post school

vocational education (and training). It has focused on reforms to the apprenticeship and

traineeship system, the identification of competencies, and the methods of delivery. It

has also made comment on the effectiveness of some pathways to deliver labour

market outcomes.

It is clear from the literature that there are a variety of approaches to the study of

school-to-work transition, and that many of the studies have tended to ignore the

preparation stage. It is also clear that more studies are required to examine the roles

and responsibilities of stakeholders in government, industry, and vocational education

institutions, and to make recommendations for reform.

It is also essential that any process for reforming policies, structures, and

strategies for enabling students to make an effective transition to work in Korea and

Australia (and indeed in any country) must take account of the needs of industry, and

changing labour market and workplace demands. In view of the ageing population in

Korea and Australia there is also a need to take into account demographic changes in

the labour force. In both countries there is also a need for inter-ministry cooperation, in

terms of employment and education and training portfolios

Another literature found pertinent to this study was with Adebambo (2007). He

observed that in the past, the effort to promote TVE have neglected the provision of

trained teachers. He recalled that the National Teachers Training certification was

necessitated to meet the demand for technical teachers in various technical institutions

and training schools. The focus then was on how to teach and what not to teach. This

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led to the introduction of the Nigerian Certificate in EducationTechnical (NCET)

program. This has more content on what to teach and a little about how to teach.

Similarly, in the past, technical teachers were sent abroad for training because of the

high cost it was stopped.

In recent times according to them, they are trained through the Technical

Teachers Training Program (TTTP) the resultant effect has been a shortage of teaching

personnel in the technical colleges. To compound the problem, the NPE just like the

Ashby commission recommendation ignored the issue of production of teachers for

TVE. Awakuna (2006) affirms that the problem of production of TVE teachers has

resulted in their scarcity which is one of the problems in TVE in Nigeria.

Review of Related Studies

In a study conducted by Audu, Rufai (2006), he stated that TVE in Nigeria has

encountered a lot of problems during its developmental stage. Amongst these is the

problem of inadequate provision of instructional materials, tools and equipment.

Specialists in the field of TVE have expressed the need for adequate physical, human

and financial resources to effectively implement a TVE based curriculum.

Akaninwor (2001) in another related study traced the technological

backwardness in the country to insufficient infrastructure and equipment for technical

and vocational education.

Puyate (2001) on the other hand is of the view that instructional facilities should

be looked at vis--vis the curriculum in order to make TVE effective. He emphasized a

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TVE curriculum that will meet the present needs and the demands of the society.

Supporting his view,

Another related study is with Aghenta, Onyene, etal (2007) where he affirms that

the TVE curriculum should be based on occupation and manpower needs of the country

in order to avoid irrelevant courses and time wastage. There is the need for government

to place greater emphasis on TVE for youths to acquire skills and be gainfully employed

in industries or other related organizations or become self-employed, so that they

become productive which will drastically reduce the level of unemployment as well as

poverty.

Meanwhile, Alonzo, John (2004) conducted a study in the Philippines that

justifies that the rapid population of the country is because of poverty in which, at 2.04

percent, is one of the highest in Asia. A close association exists between our countrys

chronic poverty and rapid population growth, as the latter diminishes overall economic

growth and blights the prospects of poverty reduction.

Through these studies, the researcher considered these fundamental to this

scholarly work as a blueprint for clearer understanding on the effective implementation

of the technical-vocational skills training and its implication to the development of the

community, particularly in job-generation

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Summing up, Tae-Hwa Jung, Adebambo, Audu, Rufai, Akaninwor Puyate, Aghenta,

Onyene and Alonzo, John all laid their viewpoint on the theories that a comprehensive

and integrated studies on technical-vocational training must be immediately addressed.

After examining it in the light of Philippine social realities, and informed by the

researcher Christian faith, the researcher have reached the conclusion that our country

urgently needs a comprehensive and integrated policy on beating poverty and

alleviating the socio-economic status of the poor through securing food for Filipinos,

providing food safety nets though enhancing agriculture productivity, promoting rural

development, supporting agricultural research, and investing in human capital and basic

infrastructure.

Scientific and modern approach in studying the development of technical-

vocational education and its implication to the community development particularly job-

generation, which was essential to this study, was carefully tackled.

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