BRAIN DRAIN AND THE FATE OF VOCATIONAL AND TECHNICAL EDUCATION IN NIGERIAN COLLEGES OF EDUCATION BY WARTUNG D: LUKDEN FEDERAL COLLEGE OF EDUCATION, PANKSHIN PLATEAU STATE .. ABSTRACT y Utseems thatretention of quality staffin the Vocational and Technical Eduication discipline isa problem. This work examined the issue of institutional brain drain in Vocational and Technical Education. A set of eight (8) questions were contained in a questionnaire with the hope of eliciting intention of a drift to the University and also to identity some causal factors. A total of 35 respondents where involved. They were to rate the questions on a true, undecided or false basis. The results were analysed using simple percentages for general opinion, gender, qualification, presentrankandyears inservice. Highlights of results showed 80% respondents with interest for the university, 759% knew of people that have left ‘for the university, while the reverse was the case (70%). 56% were of the opinion of people not leaving if ‘conditions were harmonized: 81% preferred to be a professor than a chieflecturer. The urge for the university was more in males (7396) than females (44%). Females over whelmingly disagreed, (78%) of superiority of the university lecturers, while males were almost split (58%). Both groups preferred 10 be professors than chief lecturers (87 vs 789%). Both the first and postgraduate respondents showed interest for the university but the ‘former had a higher percentage of inferiority to university lecturers (3196 vs 16%). The younger ones were more willing to leave (50%) than the older ones (22%) even when conditions were to be harmonized. The first degree holders showed higher interest in being a professors (94%) than the post graduate holders (74%). The same trend. was exhibited for those below senior lecturer and thase above senior lecturer. They agreed that university lecturers were not superior to them (60% vs 67%). The lower rank were more interested in being professors than the higher rank. Those that have not spent up to 10 years in service were eager to leave (82%); compared to those above 20 years (59%). Those between 10 and 20 were reluctant to leave (46%). In all parameters, there were indications that those involved in the execution of projects (MDGSIETE) benefited financially and also there were doubis that corruption will be minimized by 2015. INTRODUCTION ‘The Nigerin education industry is surrounded by a mirage of problems, one of such problem is the Brain’ Drain Syndrome: The ‘issue of brain drain in some key sectors of the Nigeria economy is not a new phenomenon. The well educated, highly skilled and specialized individuals leave low-paying jobs for highly-paid jobs, usually outside Nigeria . Some desperate ones becoming refugees in such new places(Daily Sun,2009). Brain drain is not peculiar to Nigeria . Dilworth (2008) reported that in Canada brain drain refers to the growing number of highly skilled Canadians in fields ranging from health and sciences to engineering to the United States of America because of higher salaries and more opportunities. In addition, those leaving the universities include availability of more resources for research, infrastructure, support, and reduced teaching load. The case of brain Grain seems to be overlooked within the Nigerian educational institutions. In this context, people with higher degrees prefer to be in the universities than at other lower levels. It has been reported (Nwokglo, 1993), that teachers of technology are more likely to desert the classroom than non technology teachers, The available ‘and engineers shun teaching jobs for the more lucrative jobs, research, company or self-employment giving lack of training programmes, poor implementation of government policies and poor work conditions, among others (Kalu and Ndokwo 2007), as more reasons, The importance of vocational and technical education to any nation cannot be over emphasized, McCaslin (2002), opined that the overall purpose of education is to prepare people to propagate and improve the society in which they live and that any nations educational programime must be tailored toward its political, social and economic way of life especially in the case of career and technical education. The technological advancement of any nation cannot do without vocational and technical education (Nwokolo, 2002; McCaslin, 2002). Even though vocational and technical education is capital intensive, Nigeria has both the natural and human resources to handle it (Adegbola, 1999, Orskov, 1999;Birchi,2007). Handling of vocational and technical education in Nigeria should have become more expedient than now with its ambition to Join the 20 largest economics in the world by the year 2020. This will be far from attainment if the enabling ‘environments are not provided for wealth creation by most of its citizens. That Nigeria seems to be sitting on top of the ladder of poverty, the reasons for such is best known to Nigerians. The millennium development goals (MDGs) which was adopted by 189 nations and signed by 147 heads of states and government during the UN Millennium Summit in September, 2000 were to respond to the world's main development challenges. Eight (8) goals were articulated to be achieved in 15 years (2015). These goals are:~ 1 Eradicate extreme poverty and hunger The Voice of Teachers, Vol 1 No. 1, 2009 |85—_—_——__. WARTUNG D. LUKDEN 2...» Achieve universel primary education 3 Promote gender equality andempower women 4, ©» “Reduce child motility 5. Improve matemal health 6 Combat HIV/AIDs, malaria and other diseases 1 Ensure environmental sustainability a Developa global partnership fordevelopment. ‘ Indeed eradication ofextreme poverty and hunger seems tobe the corner stone inthe atainmentof other goals, Majority of Nigerians are poor and hungry, not because they are lazy or no resource, for the UN defines poverty as the absence of “human abilities, choices, security and power necessary or the enjoyment of an adeqitate standard of living and other social, civil, cultural, economic and political rights”, (Tribune, 2008). One of the abject poverty. and hunger is through a sound vocational and technical education especially in Colleges of Education whose products are expected to have skills for self-reliance, An aspect of the Millennium Development Goals is that learning outcomes should be essential -to life. ‘skills(UNESCO,2008). The work being reported was.aimed at drawing the attention of stakeholders to the indices of brain drain in vocational and technical education and the consequences of such upon which recommendations were made. Purpose of thestudy “The purpase of the study'ivas to finctout whether: ‘ ‘ 1) -Thereare indications of vocational and technical education lecturers envying the unive 2) -Executioners of projects in education (MDGs/ETF)are prudent; > 3) - Corruption will be minimized by 2015; 4) Such indications depend on gender, qualification, rank or years of service. system; Significance of the Study . wk . These aresummarized as below: 1) - Todraw the attention ofstakeholders othe indices brain drain in this vital area; 2)» Toshow how brain drain inthis area may affeet any developmental goal or vision (2010, 2015, 2020 ete); 3). To suggest ways through which this problem could be arrested or minimized, Methodology The target population consisted of all lecturers in the school of Voc/Tech, FCE, Pankshin Plateau State .A range of questions (8) whose responses would give out the tendency of brain drain of the respondents, and reasons for such were developed into a questionnaire . Backgrounds of the respondent were also sought. They included: gender, qualificatio, rank and years in service. Those backgrounds were targeted tobe inthe sample Method of Data Collection : "The data collected from the questionniaire|Wids on a'T (True), U (Undecided) and F (False) basis forany of the variable. ‘ Method of Data Analysis . The Uatacalcted Ws analysed ngnally wing simple percentage and tabulated based on: 1)’ “General opinion 2). "Gender (male or feitiale) 3) Qualification (first or postgraduate degree) }) “Rank (assistant lecturer to lecturer I orsenior lecturer to chief lecturer) 5) Years in service (<10, 10 20,>20). , Results ind Discussion Retrieved questionnaires showed that 35 consisting of 26 males and 9 femalés were returned. They ar presented intables 1,2,3,4,xSaccordingly. ~[BRAIN DRAIN AND THE FATE OF VOCATIONAL AND TECHNICAL EDUCATION IN NIGERIAN COLLEGES OF EDUCATION ‘Table 1: General Opinion (n = 35) SINo | item “True —_| Undecided | False 1 If given the opportunity, I would to be a university | 28(80)_| 2(6) 5(14.2) lecturer : 2 Lecturers in colleges of education are leaving for | 26(74.3) | 5(4.3) | 411.4) university teaching. 3 Tknow of university lecturers that leave opted for __| 3(8.6) | 720.0) | 25(714) teaching in colleges of education » : 4 Lecturers in universities-are superior to those in 82.9) [SC42) | 2262.9) colleges of education 5 Lecturers in colleges of education will still prefer | 12(343) | 3(8.6) 2067.1) the university even when the conditions of service » were the same : 6 | Heads of organization in execution of MDGSETF | 21(60) _[ 12342) | 26.7) projects benefit financially 2 7 Corruption will be minimized by the year 2015 504.3) | 2067.1) — | 1008.6) 8 Tis better fo be a professor thana chief lecturer 28(80)_| 308.6) 41.4) Figures in parentheses are percentages The above (table 1) presentation shows that generally, most (80%) respondents indicate preference fof: the university system and many-(74.3%) know of lecturers that have left for lecturing in the university without the reverse of university lecturers opting for the college of education system, Just 57% respondents think there will be no drift if conditions of service were harmonized. A’sizeable percentage (34%) will still leave no matter the sameness of conditions of service, Almost all (80%) respondents prefer to be called a professor than a chief lecturer. SINo Tem Male (= 26) Female (n= 9) o ‘True Undecided | False ‘True — [Undecided False If given the 19(73)__ | 2(7.6) 509.2) opportunity, 1 would prefer to bea university lecturer 4(44.4) | 222.2) 3(33.3) Lecturers in 2492.3) _| 1.8) 16.8) colleges of ediucation are leaving fro university teaching 707) | WAL) 1dr.) Tknow ofuniversity | 4154) _ | 623) 16615) Tecturers that have opted for teaching incolleges of education 00.0) | 2202) 171 Lecturers in 76) [AGsa) | 1567.6) superior to those in colleges of| education 1aED)~ | dnp | 7077-7) Lecturers in 9646) | 301) 1463.8) colleges of education will still prefer the university even when the conditions of service were the same 3655) | Tan 3633) [87WARTUNG D. LUKDEN © | Heads of 143.8) _| 1143) Te) 444A)_] 22.2) 33.3) organization in execittion of MDGS/ETF projects benefit : , financially . 7 | Comuption willbe | 3(11) 1765) 603) Tia) _| 22.2) 665.7) “minimized by the by the year 2015 . 8 | itisbettertobea | 22(86.6) | 2(7.6) 27.6) | 17) | Ward) 1D ~~} professor than a» ~~ chief lecturer When the results were analysed based on gender (table 2), the urge for the university system was more (73%) for males than females (44%). Only few’males (15%) know of university lecturers that have opted for the college of education system while the females did not know of such a situation (0.0%). Females overwhelmingly (78%) disagreed that university lecturers were superior to those in colleges of education while the males were almost split (58%). Males were of the opinion that lecturers will not (54%) leave it conditions were made the same while few opined that people will still leave (56%). Both groups agreed that itis better to be a professor than a chieflecturer (87% vs78% respectively). Table 3: Effect of Qualification S/No, | Item T (n= 16) >1(a=19) 2 T wu F T U T 1 Trgiven opportunity, Twould | 11(68.75) [301.88 | 2025) [ 1165) 16) | 5@) prefer to. be a university Jecturer 2 Lecturers in colleges of TARTS) | 202.5) | 00.0) | 170895) | OO) | 2010.6) education are leaving for university teaching 3~ | Tknow of university 3098) [405 19660) 162) fen | 1473) Teoturers that have opted for teaching ine —olleges of education 4 Lecturers in universities are | 513) | 106) | 7143.7) [6Gi5) | 4@1.0) | 1263) superior to those in colleges , of education 3 Lecturers in colleges of 860) Ts) [763.7 | BTS) _[305.8)" | 1062.0) education will stil prefer the university e -ven when the conditions of service were | the same : é Heads of organization in | 7€43.7)._| 637.5) | 2(12.3) | 1052.6) | 7G68) [ 2010.5) execution of MDGs/ETF projects benefit financial 7 Corruption will be Tey | rae) [3G83) [305.8) [974 [7868) minimized by the year 2015, 8 It is better to be a professor 15(93.7) 1(16) 000) 14(73.7) | 2(10.5) | 3¢15.8) than a chief lecturer As to wheiher the interest for the university work is affectéd by qualification, both the first and " posteraduate degree respondents were almost unanimous in the interest for the university (69% vs 63% | respectively). None of them was ignorant of knowing people that have left for the university system. They were however ignorant of university lecturers opting for the college of education system. A sizeable percentage (31%) of firstdegree respondents opined, that the university lecturer is more superior to them which wasnot the case with the postgraduate respondents (16%). While the first degree respondents that lecturers will still leave (50%) forthe university even when conditions were harmonized the postgraduate respondents had a descending voice (32%). ‘The first degree respondents showed higher interest in being a professor than a chief lecturer than the postgraduate ones (94% vs 74%), - \g8 EE eel[BRAIN DRAIN AND THE FATE OF VOCATIONAL AND TECHNICAL EDUCATION IN, —————— NIGERIAN COLLEGES OF EDUCATION Table 4: Effect of Rank oe 'SINo [Item P= 18) > n= 19) T u FE T U T T Teiven opportunity, Fwould | 1505) [4@0) | 16) | 8633) | 16H . [6a prefer to be a university lecturer 2 Lecturers in college sof 17(85) 210) 16) 14(93) 0(0) 16.6) education are leaving for university teaching i 3 Tknow of university eeturers | 2(10) 6G) | 1260) | HI33) (320) | 1066 that have opted for teaching in colleges of education. 4 Lecturers inuniversiiesare | 6(30) 20) | 12060) f20033)_[320) | 1006-7) superior to those in colleges of education 3 Lecturers in colleges of 91aS) iG) ToS) | 2133) [30 | 1066-7) education will till prefer the ‘university even when the conditions of service were the sane 6 Heads of orga __nizationin | 8(40) 95) Pais) | 9060) «(fA -~Y ATSB) execution of MDGS/ETF projects benefit financially T ‘Comuption will be minimized by | 2(10) Tscis) | 30s) | 2033) | 6a, f 746) the year 2015 8 Itis better to be a professor than | 18(90) 16) 16) TH33) | 4133) 2033) i achiet lecturer As to whether respondents indications depended on their rank, those below the rank of a senior lecturer showed more interest than those above (75% vs 53%) for preferring the university system. Both ranks showed that i lecturers were not superior to them (60% vs 67% respectively) even though a higher percentage in the lower ranks (30%) accepted interiority than the higher rank (13%). The lower rank had lower percentage (50%) higher rank (67%) in.a growing that lecturers of college of education will not opt out of the systen wns where made the same. Again the lower rank were more interested in being a professor than a chief lecturer compared to the higher rank (90% vs 73% respectively). ‘Table 5: Years of Ses 'SINo | Item TO@=7) 20 (n= TT > 20(0=7) T uv F Tr U F T U F T_ | Weiven THBIAY | 3007-4) | 0) | 345.5) | 1G | 53.5) | AGT | OH) | 3429) ‘opportunity, {would prefer to be a university lecturer - Z| Lecturersin | 1462.4) | 2078) | 1.8) | TOGO) | 00) | 1A) -| 70.0) | OO) | (0.0) colleges of ‘education are leaving for university teaching 3. [Uknow of | 2018) | 2018) | 1365) | WO) | 2082) [S27 | 1043) | 286) | 47.) university Tecturers that have opted for teaching in colleges of education 4 [Lecturersin | 6353) | 211.8) | 9525), | OOO) | 218.2) [ HGS) | 143) | 1043) | S71.) universities are superior to those in colleges of education |s9— WARTUNG D. LUKOEN 5 | Lecturers in] 635.3) “]-1(5.8) ] 1058.9) ] 20182) [ 3273) | 4545) | SCA) | O10) | 2086) colleges of od, education will still prefer the university even when the conditions of service were the same 6 [Heads of 87.1) [8A7I) [ISB | 763.6) | 4G6H [OOO | aS7.H | 2086 | 143) in execution of MDGSIETE projects benefit financially 7 | Compt 2118) 114824) ]16.8) [TOA _[3G55) [SSS | Tas) | 2086 | ATI willbe minimized by the year 2015 8 | Wisbetterto | 140824) | 16.8) P1G.8) | HBL) | 28H | 000) [371-4 | OH | 2a8e) bea professor than a chief lecturer ‘As shown in the above tables those below 10 years in service would gladly leave for ihe university system (82%) and also those above 20 years in service (57%). Those between 10 and 20 years were split (46% vs 46%). All of them know of people that have opted out for the university system with almost none as 4 reverse, Those below 10 years had a significant percentage (35%) in agreeing that university lecturers are superior to those in colleges of education as against those from 10 years and above (0.0% and 14% respectively). ‘Those above 20 years in service will still want to leave (71%) even when conditions were to be harmonized compared to those below 20 years in service (59% and 56% respectively). There was no descending voice in agreeing that to be aprofessoris better than beinga chief lecturer. In all cases, respondents did not totally disagreed that officers involved in execution of millennium development goals and education trust fund projects do not benefit financially they however, doubted that corruption will be minimizedby the year2015, ‘That some lecturers would still prefer the university system despite sameness of conditions of service seems to agree with the report of Dilworth (2008) with respect to opportunity for research grants, reduced teaching load. Nwokolo (2002) also agreed that the likelihood for abandoning the classroom for better ‘opportunities is higher with the technology teacher compared to the non-technology teacher. That respondent agreed that execution of projects are financially rewarding to heads in such duties suggest malpractice, Ochu and Ochs (2002) identified bribery of government supervisors and inflation of institutions projects costs as some of the problems militating against financial management in institutions. This also agrees with Azare (2007) who opined that one of the problems of funding education in Nigeria is diversion of funds to others unrelated areas or ‘outright siphoning of such funds. This is in spite of the meager allocation that such administrators always complained of. The success of any educational programme depends not only on availability of funds but also its prudent management (Osobonye, 2004). That people doubt that corruption will be minimized by 2015 is even heart warming. Respondents may have chosen the false ‘category. This may be because of the mounting pressure on corruption by antigraft agencies and even the public. That itis no more a fashion to be publicly corruptasit was and that we should not forget that corruption came in gradually. It cannot go overnight (Isiaka and Wakili, 2008), Despite Nigerians huge oil wealth, about 70% of the people still live on less than one dollar a day (Oshodi, 2008). Areas to emphasize for wealth creation such as vocational and technical edircation are poorly handled. The few qualified thatstep into the system are frustrated out of the system paving way for those that are angry or those who cannot be employed elsewhere (Daily Trust, 2008). 90RAIN DRAIN AND THE FATE OF VOCATIONAL AND TECHNICAL EDUCATION IN —_—_—<—_—$———— NIGERIAN COLLEGES OF EDUCATION Summary ‘This work was intended to bring to limelight, the issue of brain drain, notas usually reported but the drift from college of education ot others similar, to universities within the country. It was more concemed with vocational and technical education whose broad objective is to produce people with stills of self-reliance, job creators and to go for further training to come back into the system. The work was carried out suing questionnaire and targeting the school of vocational and technical education, FCE Pankshin, Plateau State . Some aspects ofthe questionnaire were to find outrespondents' interest in joining the university, while others were alsoto institutional financial management and corruption which would not create suitable environment for staff welfare and development. Findings showed high interest for the university even when those in the universities are not superior tothose in the colleges. Majority showed interest in remaining where they are ifthe conditions of service were the same with those in the university. Some were more concerned about status, admiring the nomenclature of a professor than a chief lecturer respondents agreed that those involved in execution of any capital projects always have their financial share. They doubted that corruption will be minimized by the year 2015. Even they holder lecturerstill opt for the university the urge was more in the younger going of degree and below senior lecturer. The attainment of any objective will not be realized including the Millennium Development Goals which is 7 years to go without determination to achieve it through appropriate agencies such as a sound vocational and technical education progrmme, Conclusion This paper concluded by observing that there are strong indices of well trained lecturers of vocational and technical education drifting into the university system due to certain conditions that are not provided for them even when they are not inferior to their counterparts in the university. This drift, if not checked, will definitely affect the vocational and technical education objectives. Even vision 2020 will not be achieved if conducive environments are not put in place. The attainments of millennium development goals (MDGs) is unattainable without quality staff to turn out vocational and technical education graduates en mass. Recommendation Based on the findings, itis recommended that: 1 Lecturers of VTE should be given special attention in terms of special allowances, research grants, automatic in service training forhigher degrees, etc. 2 ‘There should be rigorous enlightenment of newly employed staff to see VTE as a national call fornation building. 3. “The funding bodies should be interested in the way and manner finances are managed by institutions’ heads. Staff of such institutions should be told of releases of finds and purposes during open for fora. 4. Government should not create disparities between COEs and universities 5. Stakeholders should look at the nomenclature of chief lecturer which is not different from chiefagricofficer ete. References Adegbola, T.A. (1999). LOC. In. Promoting sustainable small scale livestock production towards reduction of malnutrition and poverty in rural and sub-urban families in Nigeria . Proc. Int, Sem. (Orskovetal, eds) March 7" 11", Bauchi, ‘Azare, U.M. 2001). 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