Abstract
This study investigated the typology and preventive strategies of accidents in technical college workshops in Kwara and Kogi States. Three research questions were posed and two hypotheses were formulated for the study. A descriptive research design was employed. The area of the study was Kwara and Kogi states. A total of 793 technical teachers made up the population of the study, while stratified random sampling was used to select the sample which was 397. Research instrument was a questionnaire named ‘Questionnaire on Typology and Preventive Strategies of Accidents in Technical College Workshop (QTPSATCW)’. Three experts validated the instrument and a reliability test using Cronbach Alpha method yielded 0.92. Mean rating was used to answer the research questions while z-test at 0.05 level of significance was used to test the hypotheses. The findings among others revealed that cuts from sharp objects, scratches, crushing of the toe or heel by objects, piercing of foot or hand by sharp objects, eye injury, hitting/cutting of the finger with tools, burns from hot objects (e.g. oven, forge), fall from height and electric shock are some of the types of accidents that could occur in technical workshops in Kwara and Kogi States. There exists no significance difference in the mean ratings of male technical teachers and female technical teachers of strategies that could be adopted to prevent accidents in technical college workshops. Based on the findings, recommendations were made among which were that technical teachers should organize the workshop activities with good housekeeping and that government should ensure availability of training equipment in adequate quantity and quality to commensurate with students’ ratio in technical college workshops.
Highlights
The fundamental emphasis of technical and vocational education programme is skills development
The study was designed establish the: 1. Types of accidents that could occur in technical college workshops in urban areas of Kwara and Kogi States
The following null hypotheses were tested at 0.05 level of significance: 1. Technical teachers in urban and rural areas do not differ significantly in their mean ratings on the type of accidents that could occur in technical college workshops in Kwara and Kogi States
Summary
The fundamental emphasis of technical and vocational education programme is skills development. The skills are necessary for employment and help workers to update and upgrade their job performance so as to retain their jobs in both the private and public sectors of the economy. Such skills include fitting, machining, milling, jointing and cutting skill among others. This is consistent with the National Policy on Education (Federal Republic of Nigeria, 2013), which provides that one of the prime objectives of vocational and technical education is to give training and impart the necessary skills leading to the production of craftsmen, technicians and skilled personnel who will be enterprising and self-reliant. This is consistent with the National Policy on Education (Federal Republic of Nigeria, 2013), which provides that one of the prime objectives of vocational and technical education is to give training and impart the necessary skills leading to the production of craftsmen, technicians and skilled personnel who will be enterprising and self-reliant. Ogalanya (2000) states that technology education helps to provide adequate skills, knowledge and practical experiences to individuals with a wide range of abilities
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