ABSTRACT
The of this study was to determine the for increasing gender equity in Technical in Benue State.
Five research and five hypotheses guided the study. Descriptive Survey research design was adopted for the research. The total population was 268, comprising 244 technical teachers and 24 principals and vice-principals in the eight Technical Colleges in Benue State.
No sampling was carried out as the number of technical teachers in the eight Technical Colleges was accessible. The instrument used was a questionnaire constructed with a five-point Likert scale. The method of data included Mean, and t-test of difference between two means.
The analysis of the data was carried out by means of Statistical Package for Social Sciences (SPSS) version 15.0 for window evaluation version.
Some major findings of the study revealed that: adequate provision of educational facilities will enhance gender equity in Technical Education; equipment, machines and power hand tools if provided adequately and in good condition will enhance gender equity;
proper organization of Technical Education workshop facilities will enhance gender equity; proper administration of Technical Education will also go a long way to enhancing gender equity.
INTRODUCTION
Nigerian government has realized that high level of technological acquisition and development through technical education is a precursor to social, economic and industrial development of the country.
Technical education according to Federal Ministry of Education (FME) (2004) is defined as that aspect of education which leads to acquisition of practical and applied skills as well as basic scientific knowledge.
In other words, technical education is meant to prepare beneficiaries for employment in recognized occupation by inculcating skills, knowledge and attitude required for utilizing the natural resources needed for economic development of the nation and for their own self-improvement.
Technical education involves manual dexterity (use of hands) that is practical skills, competencies and specific work habits that demand commitment, high articulation to design, construct, maintain and repair technological goods.
Practical work consumes energy and demands high level of coordination. Federal Ministry of Education (2004) stated the goal of technical education as programme that should provide trained manpower in the applied science, technology and business particularly at craft,
advanced craft and technical levels; provide the technical knowledge and vocational skills necessary for agricultural, commercial, economic development; give training and impart the necessary skills to individual who shall be self-reliant economically.
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StudentsandScholarship Team
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