1.

DESCRIBE THE OBJECTIVES,

METHODOLOGY, RESULTS,
RECOMMENDATIONS, AND LIMITATION OF
YOUR BACHELOR THESIS
BACHELOR THESIS: CENTRE FOR VOCATIONAL EDUCATION.

PROFESSION CONVERSION AND SKILL DEVELOPMENT IN SLUMS.

A CASE STUDY OF BARIGA COMMUNITY, BARIGA, LAGOS, NIGERIA.

OBJECTIVES OF THE VOCATIONAL SCHOOL

• AIM
• To provide scientific industrial research and development in the area of glass, ceramics and related materials that maximizes the economic, environmental
and societal benefit for the people of Bariga.

OBJECTIVES
• 1- To carry out basic and applied research in the fields of glass, ceramics, refractories, vitreous enamels, composites and allied materials that can be
developed into appropriate technologies relevant to the country's security, economic, industrial and socio-economic needs.

• 2- To undertake advanced R&D projects which are internationally competitive and public-private partnership projects sponsored by private/public sector
enterprises.

• 3- To provide technical advisory and infra-structural services like project engineering, testing & evaluation, training & education and dissemination of
scientific information to the public domain
METHODOLOGY

• Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It
provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to
uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-
structured techniques. Some common methods include focus groups (group discussions), individual interviews, and participation /observations.
The sample size is typically small and respondents are selected to fulfil a given quota. (Wyse, 2011). It is research undertaken to gain insights
concerning attitudes, beliefs, motivations and behaviors of individuals to explore a social or human problem and include methods such as focus
groups, in-depth interview, observation research and case studies. This limitation will be catered for by the use of literature review.
• Literature review is a critical examination, summarization, interpretation or evaluation of existing literature in order to establish current
knowledge on a subject. Information gathered by from other researches on the subject will be revised in order to deduce results. Materials will also
include case studies both internationally and locally.
• The research method used in the site survey and analysis is the qualitative research method. The requirements for this research analysis involved
obtaining accurate information on the study area. This information was acquired through surveys.

Areas covered in this analysis include;

• Site survey, a reconnaissance survey of the study area. Land use analysis including a study of the available building typologies, study of ownership
structure and ratio and so on. Demographical analysis involving a study of the population and population density, as well as employment and income levels.
Survey of housing stock covering types of materials, condition of buildings, occupancy ratio, infrastructural facilities as well as services.
DATA COLLECTION

Since there is no one approach that conveniently investigates all the research points, various research

procedures were also employed. Some of these were:

 Observation (participant and holistic).

 Field study (available statistical data).

 Questionnaires and interviews. Information on social amenities, infrastructures, house types and

securities and so on was gotten through a questionnaire designed to by occupants and residents of

the neighborhood.

This necessitated personal presence on in and around the site to record element of the social lives of the

community; their values, taste, preferences, spatial use like their courtyard spaces and the appropriate

architectural character and construction technology, etc.

LIBRARY

The library was an important source of data as previous thesis that informed and helped this study were

accessed from this source. The thesis included articles and topics that are of importance to the study of

Vocational school, some of which are discussed and referenced in this thesis.

THE INTERNET

The internet holds/collects a wealth of knowledge on so many different topics and served as an easier and

more accessible means of gathering data for the literature review of this thesis. From this source, the bulk

of my references were drawn including journals, published papers, and international case studies.

3.3 FINDINGS FROM RESEARCH

Prior to this thesis write-up, we carried out some research in the previous semester for the urban renewal

of Bariga Community. Using the aforementioned research methods the following information was
Figure 27building type
gathered: 57
 Figure 29religion

Figure 28ethnic group

Figure 30land use Figure 31income levels

RESULTS

• MEETING GOALS

• While much focus in secondary education is on preparing graduates for further educational opportunities, not all students have an interest or ability to
continue past high school education. A portion of these students elect to – or are forced to – drop out of high school. Civic Enterprises, a public policy
firm, has conducted several national assessments of dropout trends, including the primary drivers and prospective solutions to reducing dropout rates.
Two key findings of these assessments are central to this report. First, involvement of local businesses and civic organizations in the educational process
ensures a better reflection of community and student needs in the learning experience, thereby reducing drop-out rates. Second, and related, ensuring
that curricula is current and relevant fosters student engagement, by enabling students to appreciate how the skills they are developing will provide
postsecondary success (Balfanz, Bridge land, Hornig Fox, & Moore, 2011). A 2006 nationwide survey conducted by Civic Enterprises asked individuals
who had dropped out of high school what could have been done to keep them in school. The most frequent solution, cited by over 80% of respondents,
was enhancing the relevancy of the learning experience. Specifically, those surveyed cited teaching and curricula that would provide specific skills for
the workforce and utilization of direct-learning experiences and real-world examples (Bridge land, DiIulio, Jr., & Burke Morison, 2006).

• VOCATIONAL AND TECHNICAL EDUCATION

Vocational education (or Vocational Education and Training (VET), also called Career and Technical Education (CTE)) prepares learners for careers that are based in manual or
practical activities, traditionally non-academic and totally related to a specific trade, occupation or vocation, hence the term, in which the learner participates. It is sometimes referred
to as technical education, as the learner directly develops expertise in a particular group of techniques or technology (Wikipedia, 2008). Generally, vocation and career are used
interchangeably. Vocational education might be contrasted with education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge,
characteristic of tertiary education. Vocational education can be at the secondary or post-secondary level and can interact with the apprenticeship system. Increasingly, vocational
education can be recognized in terms of recognition of prior learning 11 and partial academic credit towards tertiary education (e.g., at a university) as credit; however, it is rarely
considered in its own form to fall under the traditional definition of a higher education Up until the end of the twentieth century, vocational education focused on specific trades such
as for example, an automobile mechanic or welder, and was therefore associated with the activities of lower social. As a consequence, it attracted a level of stigma. Vocational
education is related to the age-old apprenticeship system of learning (Wikipedia, 2008)..
However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of
vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational
education is typically provided by a local or community technical vocational schools. Vocational education has diversified over the 20th century and now exists in industries such as
retail, tourism, information technology, and cosmetics, as well as in the traditional crafts and cottage industries (Wikipedia,2008)
RECOMMENDATIONS

• EFFORTS AT EMBRACING THE PHILOSOPHY OF INCLUSION The government of Ghana have realized the barriers to participation of
students with disabilities in society and regular schools, due to the pressure from disability active groups – Ghana Society for the Blind (GSB) and
Ghana society for the Physically Disabled (GSPD) - entered into an agreement in September 2003 with Voluntary Services Overseas (VSO), a 13
British non-governmental organization. According to the agreement, the VSO would pilot inclusive education in ten districts within three regions, and
upon its success, to extend it to other regions. The pilot project incorporated the following objectives:
1. Project officials will collaborate with District Social Welfare and Health officials to sensitize the communities involved by October/November,
2003;

• 2. Increase public awareness on disabilities by November/ December 2003;

• 3. Organize training programme for teachers and selected GES personnel/Stakeholders by February/ March 2004;

• 4. Move towards inclusive education system by September, 2004;

• 5. Improve access to physical facilities by September 2004; and

• 6. Supply appropriate teaching and learning materials by March/April, 2004. (Ghana Education Service, 2003).
I RECOMMEND THAT THE NIGERIAN GOVERNMENT INTRODUCE THE GHANA POLICY MADE IN 2003
LIMITATIONS

• Apart from teachers‟ negative beliefs about inclusion and concern for their professional competency to practice inclusive education, resource issues
also drew much concern for both teacher groups. Resource issues addressed physical aspects such as inaccessible classrooms to students in a wheel
chair, overcrowded classrooms; materials such as Braille and large prints: “It is really hard for us to manage with the existing resources…as I speak
our schools are not accessible to those students in a wheelchair. Our classrooms are overcrowded with one teacher teaching 50 to 60 students in one
class. It is not possible to give individual attention to all these students, including students with disabilities would worsen the learning situation (PST
and NPST, 2004).

• Research shows that children, who learn together, live together, play together and share resources together and live happily together. This confirms the
Salamanca (1994) statement and framework for action which states that: “Regular schools with inclusive orientation are the most effective means of
combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all.”