CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
At the twentieth century Nigeria with her abundant human and Natural resources has not been able to achieve much technologically. The inability to achieve much at this period is not unconnected with history since we attained independence; policies and strategies of the various levels government have not been far reaching enough to involve a sound technological foundation for the country.
Previous education policies have de-emphasized technical education in favour of the grammar school type of educational system. Until recently the courses and curriculum of the technical college in Applied Electricity departments across the country are stereotyped and not comprehensive enough to meet the technological needs of the economy for a rapid and meaningful development as witnesses in the advanced countries of the world (Olukosi, 1987). Since the advent of poor economy in Nigeria funding of education by three tiers of government (Federal, state and local government) has never been what it used to be in 70s particularly Applied Electricity in technical colleges which is capital intensive, consequently, the materials tools equipment and facilities required for training are sparingly provided. In these circumstances, it will be very difficult for Applied Electricity students to meet the maximum standard required for a meaningful Applied Electricity development.
With the introduction of the Structural Adjustment Programme (SAP) in 1986 by President Ibrahim Babangida’s regime the already buttered economy further plunged to the point of no recovery, thereby forcing government and private sectors to tighten their belt move in all their operations without putting into consideration the great implication such irrational decision might have on private sectors.
Paramount among other sectors of the economy, we have technical education essential to technological breakthrough of the country if she has to meet up with present day development required of a country that survive the challenges of the new millennium.
The depreciation of Naira to affects technical students in Applied Electricity due to non-availability of the training equipment, tools and other facilities. Also, the abrupt stoppage of the foreign Applied Electricity studies are malfunctioning of the local alternative, Electrical Engineering (EE) offered in Nigeria, few universities, polytechnics and colleges of technology has fallen due to poor economy.
Furthermore, the withdrawal of external aid to Nigeria as a result of the political imbroglio between 1992 and 1998 did not help matters. Among the foreign organization, which withdrew scholarship opportunities from Nigeria are the United Nations education scientific and cultural organization (UNESCO) United National Development Programme (UNDP) World Bank and common wealth.
The welfare and motivation aspect of Applied Electricity Technical Student services was adversely affected by the ever-escalating dual exchange rate.
With the present changes of emphasis on the part of government, policy wise, electrical technology has been accorded the priority and the deserved attention to its relevance to the technology development and needs of the society as enshrined in the current national policy on education.
The societal attitude which perceives technical education as an education for the under privileged who cannot cope with academic rigours in the secondary school, college or technology also looks at the technology students as early levers of their academic pursuits.