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Effect Of Availability Of Equipment On Students’ Performance In Foods And Nutrition
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CHAPTER ONE
Introduction
1.1Background to the Study
Nutrition
is fundamental to developing a sense of well-being and to meeting the
growth, development, and activity needs of healthy, confident children
and young people. Readiness to learn is enhanced when the learners are
well nourished. There is considerable evidence linking children’s
nutrition to educational outcomes. If children are malnourished, have
nutritional deficiencies or are obese, then their learning is likely to
be affected.
Adesina (2009) comments that education at all level is a
delicate issue, which serves as a way forward to every society –
especially in a developing nation like Nigeria. Advanced countries have
improved their standard of living by education, which is considered to
stimulate economic and technological development; thus, education can be
regarded as an investment that yields dividends in terms of overall
development of a country (Adesina, 2009). Formal education started in
Nigeria during the colonial period. It developed from the early forms of
reading, writing and arithmetic (i.e. the three ‘r’s) to a stage where
the London Genera Certificate of Education, Ordinary Level Syllabus (the
so-called O-Level) was used to guide instruction in secondary schools
(Fafunwa, 1974). These secondary ‘grammar schools’ were fashioned in
such a way that did not accommodate the vocational technical subjects,
and as a consequence trade centers and colleges were established. Here,
the City and Guild (Intermediate) syllabus was used to guide instruction
and upon completion, successful students were awarded the City and
Guild (Intermediate) Certificate of London. The Federal Craft
Certificate or the Ministry of Labour Trade Test Certificate also was
awarded to successful candidates. The Federal Craft and Trade Test
Programs were put in place by the Federal Government of Nigeria mainly
to improve the understanding and competencies of artisans and
technicians.
In view of the fact that most of our youths pass through
the secondary grammar schools (as the trade colleges were fewer in
number), following the political independence of Nigeria, there was a
realization that the type of education our colonial masters left with us
needed a critical reexamination of the worth: of content, objectives,
relevance, methods, administration, evaluation, and so forth. According
to Ezeobata (2010), this period saw a state of affairs in Nigeria
education where every subject had to ‘prove its usefulness’ to retain a
place in the school curriculum. Probably, this was what led the then
National Educational Research Council (NERC) to convey an historic
curriculum conference at Lagos in 1969, which Okeke (1981, p. 10)has
described as “a culmination of people’s dissatisfaction with uncertainty
of the aims of education.†This conference recommended new set of goals
and provided directions for major curriculum revision upon which the
National Policy on Education of 1977 and the revised policy in 1981 was
based.
Against this background of national aspirations, a new
educational system commonly referred to as the 6-3-3-4’ system of
education emerged. Among other innovations, the sytem provided for
pre-vocational and vocational curricular offerings at the junior and
senior secondary schools respectively. For the first time in the history
of education in Nigeria, vocational and technical education subjects
were, as a matter of national policy, to be offered side by side, and
hopefully, enjoy parity in esteem with the ‘more academic’ courses
hitherto run by the secondary grammar schools under the old
colonial-based system of education.
To this end, the national
curriculum on Agriclture, Introductory Technology, Home Economics,
Business Studies (Junior Secondary School Level), Agricultural Science,
Clothing and Textile, Home Mangement, Food and Nutrition, Typewriting
& Shorthand, Principles of Accounts, Commerce, Woodwork, Technical
Drawing, Basic Electronics, and Auto-Mechanics came into being in
Nigerian Secondary schools. As one of the innovations that should
distinguish the products of the new system from the old, school work was
now based on these curricula in both private and public secondary
schools from 1982 – driven by the government’s directive that
post-primary schools shold be more comprehensive, which the National
Policy on Education had earlier proposed in 1981.
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ABSRACT - [ Total Page(s): 1 ]The main purpose of this study was to identify the effect of availability of equipment on students’ performance in Foods and Nutrition. The research is imperative in that the findings of the study will assist government and other key stakeholders in education to provide support towards the implementation of Foods and Nutrition curriculum focused on the identified critical challenges.The study adopted the descriptive survey research design in which 8 schools selected through purposive samp ... Continue reading---
