THE ROLE OK ELECTRICAL/ELECTRONIC TECHNOLOGY EDUCATION IN

NATIONAL DEVELOPMENT

D. Moses, S. S. Manabete and M. U. Michika

Abstract
Electrical/electronic technology education plays a prominent role in nation
building. This role is identified in areas like skilled manpower, electric power use
and employment generation. The skills required from this type of education have
been useful in entrepreneurship practice. Class room instruction has been
enhanced using the computer. The GSM hand set has not only generated
employment for our teaming youths; it has also enhanced communication and
business among families. However, the paper considers that bad leadership, under
funding and lack of commitment are threatening the realization of Nigerian's
technological growth through electrical/electronic technology education. To
deal with these problems, instructional facilities and other types of facilities must
be provided. Government and the general public must be committed to teacher
welfare and to the provision and maintenance of public infrastructure.

Introduction
One very critical challenge Nigeria has faced for over three decades now is how to bring
development to the grassroots, and hence better the lot of the citizenry. An important key to this
problem lies in recognizing the need for technological growth and development. Explicitly,
development, seen from adequate provision of electric power (Manabete 2005), is untenable without
undertaking functional education. The more functional education which has the capacity to lead
Nigeria out of the economic doldrums is technical/vocational education (TVE). TVE, according to the
National Policy on Education (FGN, 2004:28):
is a comprehensive term referring to those aspects of the educational process involving, in addition to
general education, the study of technologies and related sciences and the acquisition of practical
skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic
and social life
The National Policy on Education (FGN, 2004) further sees TVE as not only being an integral
part of general education, but it is an education that prepares individuals for occupational endeavours
for effective participation in the world of work. Furthermore, the document recognizes TVE as being
capable of making individuals responsible citizens. It is as well a method of alleviating poverty.
One of the components of TVE is electrical/electronic technology. Okoro (2006) related that
today electrical/electronic technology education is begun at the technical colleges. Products are
awarded the National Technical Certificate (NTC) by the National Business and Technical
Examination Board (NABTEB). It is instructive to note that unlike the City and Guilds/WAEC
(Technical) certificate which limited candidates to further pursue polytechnic education and the NCE
Technical offered by Colleges of Education, products of the technical colleges can now access
university education directly. In essence, electrical/electronic technology education is today offered in
polytechnics, colleges of education and universities. The aim is to acquaint individuals with
knowledge, skills and attitudes that make them functional members in the world of work, thereby
contributing to nation building.
The indices of any developed society are energy supply, transportation system and
communication system (Gulma, 1999). Buttressing this point, Olatunji (2000) argued that "The
reliability, quality and quantity of electricity consumed annually of every nation is an index of
socioeconomic development" (p. 180). However, these are only attainable with the level of education of
the citizenry. Ezeigbo (2000) rightly stressed that "Education is an important tool that brings about
human development" (p. 14).
National development through education generally and electrical/electronic
technology education in particular is an imperative. It is against this background that the paper set out
to examine the role of electrical/electronic technology education in national development. It will
look at the problems of electrical/electronic technology education in national development.
Finally it will consider the strategies for enhancing electrical/electronic technology education
for sustainable
development.

Role of Electrical/Electronic Technology Education in National Development

General education and electrical/electronic technology education combined together play
several roles in national development. These roles can be identified as follows:

1) Production of Skilled Manpower: Nigeria today has many skilled

electrical/electronic
personnel who work both in teaching service and industry. In our technical colleges, polytechnics and
other tertiary institutions, there are a teaming number of teachers in electrical/electronic who are very
skilled in their work (Ogunrinola, 2000). Though this number is inadequate in view of growing
expansion (Ogunrinola, 2000; Yakubu & Mumah, 2000; Manabete, 2005), Nigeria has a well trained
technological manpower with capabilities to man various aspects of development. In the power sector,
Nigeria has skilled personnel to handle power generation, transmission and distribution as well as
telecommunication problems. Today, Nigeria occupies a prominent place in the comity of nations
'because, just like South Korea, the outstanding resource is the preference for scholars and this forms
the basis for achieving fame, wealth and power (Ogunrinola, 2000)

2) Acquisition of Economic Power: Madueme (2002) and Olatunji (2000) rightly observed that
electric power is the life blood of physical and material development for any nation. Consequently,
the acquisition of electrical/electronic technology education by a developing country like Nigeria,
entails to a large extent economic power (Aliyu, Ali & Haruna, 1998). Had it not been for the many
problems recorded in the power sector for decades now (Olatunji, 2000; Adegbemiro, 2000) which
have impeded economic growth, Nigeria would have generated enough revenue from that sector.to
make her economically vibrant. All these problems however, can be dealt with given the correct
attitude of mind regarding maintenance leadership (Adegbcmi, 2000; Dakogol, 2000; Ma nabete,
2005; Sallah & Tama, 2005).

3) Improvement in Living Standard: Electric power supply remains the most important
resource for any developing nation. This is so because industrial activities depend to a large extent
upon its availability. Electrical/electronic technology education therefore, will assure the strength of
Nigerian industries and the living standard of the Nigerian people (Dakogol, 2000). It must be made
explicit here that electrical/electronic education and the availability of electric power and electronic
gadgets will undoubtedly better living conditions in areas like healing, cooling, lighting and electronic
TV/Video entertainment. The availability of electric power, coupled with useful electronic education
has led many homes to have their personal computers (PCs) for indoor use.

4) Complementing the Effort of Government in Power Generation, Transmission and

Distribution: The process of electric power generation, transmission and distribution is not only a
capital intensive enterprise but it is also a complex arrangement that requires' a lot of skills and
expertise. Because of cost implications and problems relating to management and societal attitude to
basic infrastructure (Musa, 1999; Dakogol, 2000), constant power supply in Nigeria has been a
mirage, despite government large spending in the sector. In order, to complement the effort of
government, electrical/electronic technology education, acquired in school, has led well meaning
Nigerians in partnership with their foreign friends, to design, construct and install their own power
systems. The rise of Independent Power Producers (IPP) came about out of necessity. Madueme
(2002) related that when government saw the need for the private sector to be involved in power
generation, transmission and distribution, the following private electric power companies, among
others, came on board: Eleme Gas Turbine Power Plant, Siemens Nigeria Lt, and Abuja Captive
Power Plants. But for the effort of these private companies, one would expect nothing from Power
Holding Company of Nigeria (PHCN) save a sorry condition. In other words, the effort of IPP is
_
commendable in complementing FHCN by generating, transmitting and distributing electric power to
Nigerian industrialists and to other users

5) Electrical/Electronic Technology Education in Manufacturing Activities: According to

Manabete (2003a) "A nation's development is viewed in terms of manufacturing activities that go on
in its industries and the amount of goods turned out" (p. 145). Manufacturing is however, impossible
without the skills and knowledge which electrical/electronic technology education provides. The life
blood of any manufacturing industry is electric power. Machine tools industries, electrical and
electronic appliances and systems industries and a host of others, depend a great deal on electric
power supply. Electrical/electronic technology education and skill training are
therefore,
indispensable in the production of goods and services.

6) Employment Generation: One of the problems besetting successive governments in Nigeria

is unemployment. Available statistics show that in 1997 about 50% of the population of Nigeria was
jobless (Yakubu & Mutnah, 2000). In that same year, the illiteracy rate was put at 57% (Obanya,
1998). Even successive governments' concerted efforts to provide youths with self sustaining jobs
have yielded very little dividend (Apagu, 2003). Poverty alleviation schemes like National Poverty
Eradication Programme (NAPEP), Family Economic Advancement Programme (FEAP) and Youths
Empowerment Scheme (YES), all aimed at reducing poverty and hence empowering the Nigerian
citizenry economically (Egwuelu, 1992; Okoli 1997). It is sad to note however, "that about 60% of
Nigerians live below the poverty line while 50% of the population have access to save water (Mornon,
2000:94). One of the reasons is not farfetched: the growing number of unemployed youths plying
Nigerian labour market in search of employment. Therefore, idealness has only increased the sorrow
of the youth. The trend has led to "increased hunger, illiteracy, poverty and disease" (Manabete,
Zambwa & L'Kama, 2006:21). It is difficult to name all the consequences: prostitution, drug abuse,
armed robbery... (Akanbi & Ughe, 1997). It has further been reported that unemployment in Nigeria
has led to such frustration that many families have suffered various degrees of psychological trauma
(Akanbi & Ugbeh, 1997). Some have even lost their lives. Electrical/electronic technology education
is therefore a viable option to deal with unemployment. To achieve this, entrepreneurship in
electrical/electronics may be necessary. The work of Manabete and Kamaunji (2005) buttressed this
position when they found that "Employment in small-scale electrical/electronic enterprises... has the
capacity to deal with... prostitution, theft, robbery..." (p. 64). Consequently, there is today a growing
number of employed people in electrical/electronics who passed through one form of training or the
other. There are self employed people doing generator and motor repair work, radio/electronic repairs
and television services. Though as road side mechanics, they have been relevant and hence, in high
demand to resuscitate electrical/electronic systems (Braimoh, 1998). Quite a number of them engage
in the manufacture of electrical/electronic systems and spare parts (Tika & Manabete, 2003;
Manabete, 2003b). Now all these people are not only reducing the menace of unemployment but they
are also contributing to revamping the national economy (Sodiki, 2001).

7) The Enhancement of Communication: Even in classroom instruction,

educational
technology has found a wide spread use. As Sa'ad (2001) pointed out, educational electronic
technology includes audio materials (radio and cassette recorder) visual materials (computer and
audio visual materials like television, video and modern computer games and programes). Speaking
on the use of these items, Onyejemezi (2001) said, "Radio and television are products of the
technological age designed among other things to improve communication" (p-46). The author
maintained that today, these items are widely used to develop and improve education as well as
expansion of instructional techniques. The computer has been generally used in education in what is
generally referred to as Computer Assisted Instruction (CAI). Ametefe {2005} explained that CIA
"shows the computer as a chain that includes a leaner, a computer, a programme and the output."
(p. 200). Ametefe added that CIA model of teaching presents the computer as a teaching machine.
Instructional materials are presented to students and the computer is able to interpret their responses.
Electronic education acquired through the use of the computer has found a very wide application in
national development. Today, private computer operators are in business in many cities and towns in
Nigeria. The computer answers many national developmental questions relating to population,
economic growth and medical research. Others are envir onmental disasters and budgetary
allocation. The GSM handset in particular, has enhanced communication am ong families. It i s
simple, cost-effective, time saving and convenient (Aliyu, AH & Haruna, 1998). It is apparent that
there are more peopl e wh o use the GSM handset t oda y than one or t wo years a go. This is
obvi ousl y an aspect of h um an an d t echn ol ogi ca l devel opm en t . Man y bu si n ess c on t a ct s ar e
ea si l y d on e wi t h th e GSM handset. As the world is becoming a global village, with the use of T.V
and radio stations as well as the GSM handset, Manabete (2003a) rightly observed that the "gap
bet ween government and the rural popula ti on i s gradua ll y cl osin g in"(p. !47). Th e a dvoca ting by
Ali yu, AH and Haruna (1998) for Nigeria to have her own satellite came to reality when on 27
Septem ber 2003 the Nigeria SAT 1 was launch ed {Manabet e, 2003a }. This singular event
con stitut es a criti cal mil est on e in Nigeria' s t echn ol ogi cal educati on. Con sequentl y, the
importan ce of el ectr onic educati on cannot be over emphasized.

Pr oble ms of Electrical/Electronic Technol ogy Educati on in Nati onal De vel opment

Development, it is stressed does not take place in a vacuum. Development is impossible
without the enabling environment. Consequentl y, electrical/el ectr onic technolog y educati on is
impossi bl e without the necessary back up and support.
In Ni ger ia , th e fol l owi n g ar e som e of th e h indran ces t o el ectr i ca l / el ect r on i c t echn ol og y
education towards a sustainable national development:

T) The Enabli ng Envir onment i s Lacking. Electrical /electr onic technolog y educati on
requires
a well designed workshop or la borator y, t ools, equi pment, machiner y and materials to undertake
functional education. When these things are lacking as Tsojon (2005) argued, the teacher is placed
in a messy state. Buttressing this point, Ngambuloh (2005) stressed that in this information age,
teachers must "be kept a brea st with the el ectr onic ga dget s necessar y for effi ci ent classr oom
int eracti on.-.. " (p.18). Inadequate supply of computers (and consequently the ina bility of
technical teachers to be computer literate) and irregular electric power suppl y have been
identifi ed as fact ors that impede effective electrical/electronic technology educa tion (Amelefe,
2005, Sallah &Tama, 2005).

2) Lack of C ommitme nt a nd Sincer ity in the E xec ution of P over ty Allev ia tion Sc hemes; It
will undoubtedly be a wasted effort if formal electrical/electronic technology education, functionally
given, suffers in the hands of poverty alleviation programme imp I em enters. Citing the Guardian
Newspaper (2004), Oderinde (2005) listed the main weaknesses of the national approach to poverty
alleviation as follows:
(a) Lack of coordination which has given rise to duplication of efforts and resources, waste,
inefficiency and conflicts
(b) Weak monitoring and evaluation programmes
{c} Lack of policy frame work and national strategy for poverty alleviation.
{d} Non-sustainability of programmes and frequent changes in poverty reduction initiatives,
and
{e} Poor targeting of the poor for assistance.
Even after that assessment and Government came in with National Economic Empowerment
Strategy (NEEDS), much still needs to be desired. NEEDS, as Oderinde (2005) pointed out, was
designed to span over the period 2004-2007, having its formulated objectives to promote among
others, " macro-economic stability manufacturing, improve delivery of basic services, create enabling
environment for the private sector..."{p.119}. All these measures aimed to reduce poverty to the
barest minimum. Today however, many Nigerians are wallowing in abject poverty.
3) Inadequate Funding: Perhaps of the 4ms - money, materials, machines and man - which are
essential for any industrialization activity, money is the most important. This is because with money
you will purchase machines and materials and pay for human labour costs. On the other hand, if
materials, machines and men are available, industrial activities stand halted without money. The
production manager cannot afford to start production without money on ground to pay for workers
and as well undertake maintenance services. Writers are therefore,
unanimous that
technical/vocational education (TVE) has been under funded in this country (Sallah & Tama, 2005,
Jen 2002, Manabete 2003a). As a capital intensive enterprise. If citizens must acquire skills that will
make them functionally employed, then TVE must receive adequate funding

4) Lack of Proper Handling of Resources: Nigeria has coal, petrol and petroleum products,
zinc and lead in many parts of the country (Sallah & Tama, 2005). Beside these, the country is blessed
with abundant sunshine. What Nigeria lacks is how these natural resources could adequately and
properly be harnessed. Speaking in the same vein, Enernali (1998) decried the situation when he said
that Nigeria has the people, in their teaming dozens of millions. Enemali held that Nigeria does not
lack the potential manpower resources: the problem is that of harnessing. If Nigeria could use the
available skillfully trained manpower, which could advise and undertake developmental activities, the
country would have been able to bring together and hamess the abundant natural resources towards a
meaningful electrical/electronic technology education.

5) The Attitude of Nigerians towards Basic Infrastructure: Oguntuase (1999) and Isa{2003}
argued that in Nigeria, public property is no mans business. Therefore, it can be left to rot away,
stolen or vandalized any time. The vandalization and stealing of PHCN facilities has been reported
(Musa, 1999; Olatunji, 2000; Dakogol, 2000). The carting away of useful tools, materials and
equipment securely locked in foreign containers awaiting installation in our schools and colleges has
been reported (Dalha, 1996). In addition to the present scenario, lack of imbibing a n effective
maintenance culture has led to the poor state of infrastructure. Ezugu's (2000) work showed that in
some schools and colleges, the workshop to house equipment and tools was available but those tools
and equipment were lacking. In other schools, the buildings to house the tools and equipment were
not available. Ezugu further explained that even where buildings, tools and equipment were available,
there was no electricity. This description is a clear picture of the Nigerian education system. Because
of this, teachers of electrical/electronic technology have found it very difficult to undertake the
acquisition of useful and valuable skills necessary for gainful employment.

6) Brain Drain: The problem with Nigeria is that stakeholders in education consider rise in wage bill
as not only a threat but a force that must be fought down. The chief executive's refusal to employ
qualified Nigerian electrical/electronic technology teachers for fear of wage rise has led us to the
present poor state of education in Nigeria {Odigbo & Owaseye, 2005). In more than two decades,
worsening conditions of resources in schools across the country has resulted in some of the technical
teachers either putting in very little or in some cases as Tongpak and Habila{1998} rightly argued,
lots of them migrating to overseas countries in search of better conditions of service. Today, many
technical schools in Nigeria are without qualified electrical/electronic teachers.

Strategies for Enhancing Electrical/Electronic Technology Education Towards a Sustainable

National Development
Development in the education sector must not only be caused to happen but must be sustained. In
this connection, the following measures are suggested for the enhancement of electrical/electronic
technology education for sustainable development:
1) An enabling environment must be consciously created. Paying lip
service to
technical/vocational education has only increased our problems. A popular saying goes that
"Good soup na money make am." Government, the community and all stake holders in
education must rise up to the challenge of providing adequate educational materials and
facilities to undertake functional and durable electrical/electronic technology education for
sustainable development. When money is mobilized adequately it is easier for the 3ms of
men, machine and materials to move.
2) Government and implementers of poverty alleviation schemes in TVE need to
show
commitment and restrain in the use of financial and material resources. All allowances due to
beneficiaries of such schemes need to be paid on time and without any dubious activity.
Government and the academia need to work hand in hand to plan towards the proper
harnessing of the nation's abundant natural resources. Nigeria has sunshine abundantly given
her by the creator. What stops the proper harnessing of this natural resource towards the
provision of electric power? If this is done, the problem of the erratic supply of electric power
will be a thing of the past.
4) The right attitude: Corruption and vandalization of public infrastructure are attitudes of the
mind. It appears that in spite of the campaigns in our churches and mosques and the
campaigns against corruption and indiscipline by government, Nigerians have not imbibed
any meaningful culture. It appears Nigerians have not changed. Perhaps, if strict legislation is
put in place and the leader is upright and committed to observing every detail, Nigerian
 people will now begin to have positive attitude towards educational infrastructure.
5) The welfare of the teacher of electrical/electronic technology education is a crucial factor to
consider. Investment in education, it is said, is investment in human capital. Government must
not shy away from the responsibility of paying and rewarding teachers. This only increases
their output. A good pay, welfare package and an environment
conducive for teaching/learning will undoubtedly curb brain drain in our institutions of
learning.

Conclusion
Electrical/electronic technology education is a vital component of TVE in Nigeria. By the
acquisition of useful skills, knowledge and attitude, individuals are able to fit very well in the society and
contribute their quota in nation building.
The paper has discussed the roles of electrical/electronic technology education in nation building.
The paper views that the skills acquired by this type of education will not only make individuals to be well
adjusted in the society but it will contribute to nation building in areas like electric power generation,
transmission and distribution, communication and employment generation. Today, products of
electrical/electronic technology education find employment. in various small scale cntrepreneurships.
Employment in these fields has undoubtedly led to a reduction in social vices like prostitution, theft and
thuggery.
However, electrical/electronic technology education has several impediments among which are
inadequate funding, lack of commitment to poverty alleviation schemes and the ill-attitude of
Nigerians toward basic infrastructure. Stealing and vandalization of electrical/electronic materials has
retarded progress in education considerably. To deal with these problems, the paper advocated for the
adoption of the following strategies: commitment on the part of government and stakeholders in the
areas of funding and execution of useful TVE programmes, proper harnessing of natural resources and the
economic empowerment of technical teachers as the work environment is made conducive for
teaching/learning. This way Nigeria will reap the full benefits of electrical/electronic technology
education towards a sustainable national development.

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