ASSESSMENT OF SCHOOL PROGRAMS IN ILORIN PROVINCE. NIGERIA: PRIMARY SCHOOL PUPILS' VIEWS ON OCCUPATIONAL CHOICE Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY DAVID OLORUNFEMI KOLAWOLE - 1968 . he “ , IIIIIIIIIIIIILIIIIIIIIIIIIIIIIIII”MIMI ‘ -. w waivers")! This is to certifg that the thesis entitled ASSESSMENT OF SCHOOL PROGRAMS IN ILORIN PROVINCE, NIGERIA: PRIMARY SCHOOL PUPILS' VIEWS ON OCCUPATIONAL CHOICE presented by David Olorunfemi Kolawole has been accepted towards fulfillment of the requirements for Ph.D. degree in Education Date We 0-169 DER SP {RINGPO‘RI MICHIG ASSESSMENT OF SCHOOL PROGRAMS IN ILORIN PROVINCE, NIGERIA: PRIMARY SCHOOL PUPILS' VIEWS ON OCCUPATIONAL CHOICE By David Olorunfemi Kolawole Purpose The purpose of this study was to collect information on how school programs could be evaluated for relevance through the per- ception of primary school pupils and graduates from rural and urban schools in Ilorin province, Northern Nigeria. Methodology Ninety—one boys who completed primary seven in 1964 and two hundred and one who were in primary seven in 1967 were selected on a random basis and interviewed. The samples were from rural and urban public primary schools in Ilorin province, Northern Nigeria. With interview schedules, the investigator explored: I I II .IIWPINuNFEIiI'I‘IUI David Olorunfemi Kolawole The influence of education on occupational aspirations, expectations, and occupational status as perceived by the interviewees. Effects of maturity on interviewees' attitude toward work. The influence of school location on occupational aspirations and expectations of the respondents. The need for occupational information in the elementary schooL Improvement ideas for the existing school programs. The most functional subjects in the elementary schools of Ilorin province. Findings The interviewees did not perceive primary education as the most influencing factor in their occupational decisions; it was not also considered the most helpful in their occupa- tional status. However, they viewed Arithmetic and English as the most functional of all school subjects in their occu— pational choices and occupational status. Respondents could mention only twelve out of forty-six jobs available in Ilorin province. Interviewees, whether rural or urban, pupils or graduates, had similar occupational choices; most members of each David Olorunfemi Kolawole group aspired to white collar jobs. They did not View their choice of these jobs as being a result of their primary edu- cation. About half of the respondents thought occupational informa— tion would affect their occupational decisions. The respondents suggested that better school plants, adequate school supplies of textbooks, and keener super— vision of teaching would improve the existing school programs. Among suggestions for further research are the following: To find out the significant functions of Arithmetic and English in life situations of primary school pupils and graduates. To compare the influence of ethnic groups on school pro— grams within a province. It appeared from the study that the cultural pattern of an ethnic group might influence its youth and programs designed for them. To experiment with occupational information in the elemen- tary schools. To find out the relationship between pupils' and the society' 5 perceptions of the school programs. ASSESSMENT OF SCHOOL PROGRAMS IN ILORIN PROVINCE, NIGERIA: PRIMARY SCHOOL PUPILS' VIEWS ON OCCUPATIONAL CHOICE By David Olorunfemi Kolawole A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1968 Dedicated to Mother Elizabeth Osabimre Kolawole ACKNOWLEDGMENTS I would like to thank members of the doctoral committee, Dr. Charles Blackman, Dr. R. L. Featherstone, Dr. Wayne Taylor, and Dr. Harold Fields, for their assistance. Special grati— tude goes to the chairman of the committee, Dr. Charles Blackman, for showing unique interest and concern in helping me to complete the study. The following and many others not mentioned should feel that I am indeed grateful: Dr. R. Craig and Miss C. Bettinghaus, whohelped me to develop the interview schedule used in Nigeria; Dr. Cole Brembeck, the Director, 1. I. E. of M. S. U. , who arranged for my transportation to return to complete the doctoral program; Dr. John Hanson, former Head of the Education Depart— ment, University of Nigeria, now with Michigan State University International Institute of Education, for his useful suggestions based on rich experiences in international education; Dr. A. Callaway, the most famous writer on unemploy— ment problems of African youth, who allowed me to use his works; The Permanent Secretary to the Ministry of Education Northern Nigeria, the Local Education Authorities Ilorin province and the school headmasters, for allowing me to do the study in Nigeria and giving me their full cooperation; and The Labour Officers, Federal Ministry of Labour, Ilorin Province and Kaduna, for providing some of the statistics used in this study. My wife, Victoria Folake, deserves many thanks for her patience, encouragement and full cooperation badly needed during the study. TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . vii CHAPTER I. INTRODUCTION OF THE STUDY . . . . . . . . l The Problem 1 Hypotheses . . . . . . . . . . . . 5 Social Setting . . . . . . . . . . . . . . . 6 Impact of Primary School on Occupational Aspirations and Expectations . . . . . . . 8 Ilorin City . . . . . . . . . . . . . . . 10 Significance of the Study . . . . . . . . . . 14 Limitations . . . . . . . . . . . . . . . 20 Definition of Terms . . . . . . . . . . . . 21 Overview . . . . . . . . . . . . . . . . . 23 II. REVIEW OF THE LITERATURE . . . . . . . . 24 Introduction . . . . . . . . . . . . . . . . 24 Historical Perspective of Curriculum Relevance . . . . . . . . . . . . . . . 24 Issues in Nigeria School Curriculums . . . . 27 Vocational Guidance for School Curriculum Relevance . . . . . . . . . . 34 III. METHODOLOGY . . . . . . . . . . . . . . . 40 , Introduction . . . . . . . . . . . . . . . 40 Description and Rationale of the Research Instrument . . . . . . . . . . 42 Rationale for Questions Asked . . . . . . . 43 CHAPTER Sampling and Use of the Proposed Scheme . Procedures Used in Data Analysis IV. ANALYSIS OF DATA Introduction . . Analysis of Pre- Test Data Adequacy of the Interview Schedules Personal and Background Data: Pre— Test . Summary of Responses to Interview Questions Summary: Pre— Test Analysis of the Study. Personal and Background Data Summary of Responses Summary . V. SUMMARY, CONCLUSIONS AND IMPLICATIONS, RECOMMENDATIONS Introduction Summary . . . The Design and Brief Overview of the Problem . Personal Information Educational Influences . Conclusions Recommendations Closing Statements BIBLIOGRAPHY APPENDIX A. CORRESPONDENCE . . B. TABLES FOR INDIVIDUAL RESPONDENTS FROM WHICH HYPOTHESIS DATA WERE EXTRACTED AND FEDERAL MINISTRY OF LABOUR STATISTICS . C. INTERVIEW SCHEDULES . vi Page 45 51 53 53 54 54 54 56 70 71 71 72 95 96 96 96 96 99 102 103 105 109 110 115 122 134 TABLE LIST OF TABLES Number of Educational Institutions in Ilorin Province, 1968 Miscellaneous Educational Statistics 1967—1968, Ilorin Province Provinces with the Largest Primary School Enrollment in Northern Nigeria Enrollment of 1964 Primary Seven Classes in Urban Schools Selected , Enrollment of 1964 Primary Seven Classes in Rural Schools Selected Number of 1964 Graduates Selected from Each Rural School Number of 1964 Graduates Selected from Each Urban School Enrollment of 1967 Primary Seven Classes in Rural Schools Selected . , Enrollment of 1967 Primary Seven Classes in Urban Schools Selected . Number of 1967 Graduates Selected from Each Rural School Number of 1967 Graduates Selected from Each Urban School Page 13 13 13 46 47 48 48 49 50 50 51 Selected Persons for the Pre-Test . Occupational Status of Respondents for Pre-Test Job Satisfaction of the Employed: Pre-Test . Parental Background-- A. Residence with Parents: Pre—Test . B. Socio-Economic Status: Pre—Test C. Occupation of Parents; Pre—Test A. Informal Education——1964 and 1967 Interviewees . B. Religion-—1964 and 1967 Interviewees . C. Time Use——1964 and 1967 Interviewees Selected Influences on Occupational Choice Most Helpful Primary School Subjects as Viewed by Respondents . . Occupational Expectations of Pupils and Graduates: Pre—Test. Occupational Aspirations of Pupils and Graduates: Pre—Test. Influence of Maturity-—Pupils and Graduates. Pre— Test. Influence of School Location——Rural and Urban Groups: Pre—Test Influence of Education on Occupational Aspirations and Expectations--1964 and 1967 Groups: Pre—Test . viii Page 55 56 57 57 58 58 59 59 59 61 62 64 66 67 68 69 TAB LE Occupational Information--All Respondents: Pre—Test Curriculum Improvement——1964 and 1967 Respondents' Views: Pre—Test Location of 1964 Graduates Occupational Status—-1964 Respondents . Frequency Distribution Among 1964 Adequately Employed Respondents Job Satisfaction of Employed Interviewees Parental Background—- A. Residence with Parents B. Socio—Economic Level of Parents or Guardians . A. Informal Education of Interviewees . B. Religion of Interviewees . C. Time Use of Interviewees Selected Influences on Occupational Choice of 1964 and 1967 Groups Most Helpful Subjects/Curriculum in Occu— pational Status-—Pupils and Graduates Occupational Expectations of 1964 and 1967 Respondents Occupational Aspirations of 1964 and 1967 Respondents Influence of Maturity-—l964 and 1967 Respondents . . . . . ix Page 69 70 72 73 73 76 78 79 81 82 82 84 86 89 90 91 TABLE I33 .26 .27 28 29 Influence of School Location—— Rural and Urban Respondents Influences of Education on Occupational Aspirations and Expectations——1964 and 1967 Groups . Occupational Information for All Respondents . Curriculum Improvement——1964 and 1967 Respondents' Views Analysis of Unemployed Persons from January, 1964, to March, 1967, by Sex Analysis of Employed Persons from January, 1964, to March, 1967 Interviewed Subjects——Rural Schools Interviewed Subjects——Urban Schools . Interviewed Subjects-—Tota1 Urban and Rural . Enrollment of All Primary Seven Pupils Native Authority and Voluntary Agencies in Ilorin Province, 1964 and 1967 Primary Seven Pupils Enrollment in Selected Public Schools Only (Rural and Urban Areas, 1964 and 1967) Primary Seven Pupils Needed for Interview and Number Available Among 1964 and 1967 Classes in Public Schools Only (Rural and Urban Areas, 1964 and 1967) Occupational Expectations — -Rural Schools Occupational Expectations—-Urban Schools Page 92 93 94 95 124 126 129 129 130 130 131 131 132 132 TABLE Page B.11 Occupational Aspirations--Rural Schools . . . . . 133 312 Occupational Aspirations--Urban Schools. . . . . 133 xi CHAPTER I INTRODUCTION OF THE STUDY The Problem Studies show that sociological factors may influence occupational choice in two ways. One is through immediate social contacts such as family and friends. Another way is through the cultural background of an individual. Education and religion are good examples of cultural factors. Among the educational variables is the Primary School program. The Primary School may be called a community within the framework of a society. Children who attend primary school or have graduated from primary school seem to go through similar experiences which build up their aspirations. They seem to learn certain behaviours through community interaction. A child who attends or has attended primary school may or might have learned a better way of communication than the "natural—oral" method. In the same way his thinking may or might have been changed about how he perceives the world around him. In developing countries, the primary school seems to be an important factor which helps to build occupational aspirations and expectations of young people. Sometimes these aspirations and expectations go well beyond the opportunities which the social set— ting provides. Thus, this study was designed to collect information on the influence of primary education on occupational aspirations, occupa- tional expectations, and occupational status as viewed by rural and urban pupils and graduates in Ilorin Province, Nigeria, to find out the influence of maturity and school location on these views, and to glean pupils' suggestions for improving the school programs. The problem is: How can school programs be made more relevant to the needs of the primary school child? The study is based on two assumptions. One is that school curriculums relevant to the needs of society should help the individ- ual to know the kind of jobs available, to know the kind of job he would really like to do in life and, if he is employed, the curriculum should help him in his present occupational status. The other assump— tion is that maturity influences occupational aspirations and expec- tations. Occupational aspirations and expectations formed as a result of formal education (as educators suggest) may change with maturity. Therefore information was collected to study: a. the influence of primary school experiences on occupa— tional aspirations and expectations, > graduates' own perception of the kinds of primary school experiences which have been most helpful in their work, and 0. whether occupational aspirations and expectations formed in school change as a result of maturity. The belief that information which explores the relationship between formal education and wholesome attitude toward work is needed for educational planning necessitates a study of this kind in Nigeria today. 1 No one doubts the fact that curriculums of an insti— tution should be relevant to the needs of society;2 however, ninety percent of school graduates are looking for jobs yearly. 3 Their attitude of looking for white collar jobs is believed to be moulded by formal education. 4 Nevertheless, educational planning for relevance 1John W. Hanson and C. S. Brembeck (eds. ), Education and the Development of Nations (New York: Holt, Rinehart, and Winston, 1966), pp. 34—37. 2Hanson, op. cit., pp. 12—22, 3White Paper on Educational Development in Northern Nigeria (Kaduna: Government Printer, 1961), pp. 1-3. 4L. J. Lewis, Society, School and Progress in Nigeria (New York: Pergamon Press, 1965), pp. 15 and 160. is, unfortunately, considered too often without any reference to the learners' views, desires, and decisions. The main problem is broken down to nine questions called the specific objectives. They are as follows: 1. Do pupils View primary education as the strongest factor affecting their aspirations for white collar jobs? Do pupils View primary education as the strongest factor affecting their expectations for white collar jobs? Do primary school graduates View primary education as the strongest factor affecting their aspirations for white collar jobs? Do primary school graduates View primary education as the strongest factor affecting their expectations for white collar jobs?5 Do occupational expectations and aspirations of pupils change after a lapse of three years? Does the geographical location of school affect occupa- tional aspirations and expectations of pupils and graduates ? 5The difference between occupational aspirations and expec- tations is that one does not necessarily expect that every job that one would like to do if anything were possible would be available to him. Reasons will be mentioned later in the Introduction. Hypotheses How do all respondents view the role of primary school as affecting their choice of white collar jobs? Do primary pupils and graduates think occupational information would make any difference to their present occupational status, expectations, and occupational aspirations ? What do pupils and graduates say about improving the school programs ? In finding solutions to the problem, the following hypotheses were to be tested with t—values distribution (pre-test) and F-values distribution (main study). 1. Pupils view primary education as a strong factor affecting their occupational expectations for white collar jobs. Graduates view primary school programs as a strong factor affecting their occupational expectations for white collar jobs. Pupils View primary school programs as a strong factor affecting their aspirations for white collar jobs. 4. Graduates View primary school programs as a strong factor affecting their aspirations for white collar jobs. 5. Occupations expected and aspired to because of primary education by 1967 pupils differ significantly from occu— pations expected and aspired to by 1964 graduates. 6. Rural pupils and graduates expect and aspire to more white collar jobs because of primary education than urban pupils and graduates. 7. Pupils and graduates from rural and urban schools View primary education as the strongest factor affect— ing their choice of white collar jobs. Social Setting The following statements illustrate how society may influence the desires and decisions to choose a job. Hoppock states that the cultural pattern of the "social group in which a person is reared and with which he identifies himself helps to determine his occupational choice. "6 He illustrates his point with the case of an employee who does not qualify for a job only because of his racial or religious back- ground. Sometimes family associations may be the only way to get 6Robert Hoppock, Occupational Information, Where to Get It and How to Use It in Counseling and Teaching (New York: McGraw Hill, 1957), pp. 58-79. social contacts and skills needed to qualify for a job, according to the author. The "Exclusion-Acceptance" theory of Hoppock helps to show how it is possible to aspire to a job and yet the individual who aspires to the job cannot expect to do the job; it is unavailable to the individual because of some social problems. Ginzberg and others attempted to formulate a theory on occupational choice. 7 In describing their study they mention three ways in which occupational choice may not be possible. These are described in terms of cultural differentiation. There is no occupa— tional choice in: a. primitive societies where labour is based on sex and status, b. countries where stable caste systems would compel sons to follow in the footsteps of their fathers, and c. the Estate System of the Middle Ages where serfs had little freedom or none to choose the jobs they might aspire to. Studies made by Rosenberg on occupation and values throw some light on the relationship between occupational aspirations and expectations and social setting. He found that women generally aspire 7Eli Ginzberg, et a1. , Occupational Choice, An Approach to A General Theory (New York: Columbia University Press, 1963), pp. 1-20. 8Ibid. to different occupations than men. While women are ”people—oriented" in their choices, men are "reward-oriented. " Students studied showed that individuals with wealthy family background tend to aspire to or expect private profession or business opportunities. The poorer the student, the more he gravitates toward salaried professions. 9 All of these studies and many like them have one thing in common. They reflect the idea that occupational aspirations and expectations affect both the individual and the society. 10 Impact of Primary School on Occupational Aspirations and Expectations It has been mentioned earlier that primary school is a com— munity within the framework of a society. Children who attend primary school or have graduated from primary school seem to go through simi- lar experiences which build up their aspirations. They seem to learn certain behaviours through community interaction. A child who attends or has attended primary school may or might have learned a better way of communication than the ”natural-oral—method. " In the same way his thinking may or might have been changed about how he perceives the world around him. Thus in developing countries the primary 9Morris Rosenberg, Occupation and Values (Illinois: The Free Press Glencoe, 1957), Pp. 48~61. 10Ibid. school seems to be an important factor which helps to build occupational aspirations and expectations of young people. But sometimes these aspirations and expectations go well beyond the opportunities which the social setting provides. For example, whether in Ecuador, or Pakistan, or ”high in the hills above Bujumbura in the very heart of Central Africa" primary school children tend to look for white collar jobs. 11 In Nigeria problems of primary school graduates with regard to unemployment are believed to be the outcrop of formal education. Hanson describes these problems in detail in his mono— graph: Imagination and Hallucination in African Education. 12 Calcott also wrote: "Some of the problems of unemployment in Western Nigeria are an unfortunate side effect of the development of education. "13 Current literature on African education strongly suggests that unrealistic occupational aspirations and expectations of primary 11John W. Hanson, Imagination and Hallucination in African Education (East Lansing: Michigan State University Press, 1966), p. 1. l21bid. , 55 pages. 13D. Calcott, Interim Report of International Labour Office (Ibadan: Government Printer, 1967), pp. 1-4. 10 school pupils and graduates are caused by primary education. 14 However, studies seem to indicate that such a conclusion and gen— eralization would be too hasty and even be incorrect because there are many variables and intervening variables which interact in the process of making decisions on jobs that one would expect or like to do. 15 One should be aware that though primary education may have had undesirable impact on occupational aspirations and expecta- tions, it may have been useful to many graduates in deciding their life career. Ilor in City At the time of writing, Ilorin is the seventh largest province in Nigeria. There were twelve provinces in the former Northern Region of Nigeria, now divided into six states: 14A. Callaway, School Leavers and the Developing Economy of Nigeria (Ibadan: Nigerian Institute of Social and Economic Research, 1960), pp. 1-16. See also "Ghana Looks to Youth, " West African Review, Vol. 32, No. 401, pp. 24—37; Ken Post, The New States of West Africa (Great Britain: C. Nicholas and Co. , Ltd. , 1964); and Jonathan Silvey, "Unwillingly from School: The Occupa- tional Attitude of Secondary School Leavers in Uganda, " a paper delivered to the African Studies Association of the United Kingdom Conference "Education in Africa, " University of Sussex, September 16th-19th, 1968. 15Ginzberg et a1. , op. cit. , pp. 1—14. 11 1. The North East State--comprising Adamawa, Bauchi, Bornu, Sardauna provinces, 2. The Benue-Plateau State——comprising Benue and Plateau provinces, 3. The Kwara State——comprising Ilorin and Kabba provinces, 4. The Kano State, 5. The North West State——comprising Niger and Sokoto provinces, and 6. The North Central State—-comprising Katsina and Zaria provinces and the Kaduna Capital Territory. Ilorin province cuts Nigeria into two parts; it tapers south- eastwards from the western border of Nigeria, and it is located roughly in the valley of the Niger River, lying within the seventh and the tenth parallels. Ilorin people are sometimes called the Northern Yorubas; however, the aborigines are the Fulani people. Ilorin City, the head- quarters for Kwara State, is cosmopolitan. Like any other big city in Nigeria it is a melting pot of different tribes. Yoruba is the lan- guage of the street. English is the official language. Ilorin is governed by an Emir, the traditional head, who is now under a military governor. The attitude of Ilorin illiterates is apparently shaped by their religious beliefs, dress, and customs. The Moslems wear white flowing robes. They seem to show an attitude of easy—going life, a carefree gait and movement of the body. In contrast, the literates .x3 and those who had been influenced by the Western culture seem to have a more accelerated tempo. Their clothing is tighter and their occupational attitude is that of active, industrious life. It is assumed, however, that there are shades of differences between these two . )v-n—f extremes. '. 5," .3 Important cities in Ilorinprovince are Offa, an Igbomina city to the south, and Jebba, one of the most famous commercial \ centres on the Niger River. Ilorin province is growing fast industrially. Banks, facto- ries, and modern shopping centres are outgrowths of recent economic developments. Ilorin schools were under the control of the former Northern Region Ministry of Education. After the division of the region into states, Nigerian education has become state controlled. Sponsors of primary schools were the Local Authority and Voluntary Agencies, largely missions. Private groups and individ- uals sometimes opened institutions to serve a local need. At present all primary schools have been transferred into the hands of the Local 16,17 Education Authority. The following figures give interesting 16Nigeria Yearbook, 1968 (Lagos: Daily Times Press, 1968), pp. 1-10. See Appendix B also. 17Planning and Development Division, Ministry of Education Kaduna: Classes, Enrollments and Teachers (Kaduna: Government Printer, 1964). 13 TABLE 1.1 NUMBER OF EDUCATIONAL INSTITUTIONS IN ILORIN PROVINCE, 1968 P rimary Teacher Secondary Technical C raft School Tra1n1ng School Training School College School 236 5 15 1 1 TABLE 1. 2 MISCELLANEOUS EDUCATIONAL STATISTICS, 1967-1968, ILORIN PROVINCE Total Number of Total Number of Total Number of Primary School Primary School Primary 7 Teachers Pupils Classes 1,735 49,144 187 TABLE 1. 3 PROVINCES WITH THE LARGEST PRIMARY SCHOOL ENROLLMENT IN NORTHERN NIGERIA Province Enrollment Benue (Benue Plateau) 76, 915 Kabba (Kwara) 62, 950 Ilorin (Kwara) 49, 144 14 note on how Kwara State compares with some of the other states in Nigeria. They show the number of available educational institutions in the province. The population of Kwara State is 2, 399, 365. It ranks tenth among the twelve states in Nigeria. The area is 28, 672 square miles and ranks fifth among the states. The total sample of the study consists of public primary school pupils and graduates in rural and urban areas in Ilorin prov- ince. The growing number of local labour markets and a variety of governmental, business, and manufacturing enterprises from which primary school graduates can seek employment are occupational opportunities for primary school graduates, but these opportunities are limited in light of the increasing population of young people look— ing for jobs. Sugar and match manufacturing industries have attracted primary school graduates since their establishment after 1960. Com- mercial firms such as the United African Company use some gradu- ates for unskilled labour. Significance of the Study This study is significant for the following reasons: 1, One of the basic goals of education in Northern Nigeria is to prepare young people for the occupation of their choice. While 15 it may seem that this is not the major goal of primary education, over eighty percent of primary school graduates are forced to decide what jobs they would do at the end of their primary education. Up to now few educators responsible for education planning have provided any program that can assist the graduate either to find employment or provide adequate information on job opportunities. 18 This study is expected to increase knowledge of planning programs which can help pupils in their occupational choice. 2. The Northern Nigeria White Paper on Educational Plan— ning19 (1961) speculates that ten percent of primary school graduates will go to secondary schools by 1970. The speculation was based on the Ashby Report20 (1960). What will happen to the remaining ninety percent who do not go to secondary school, teacher training or any other institution of learning? Suppose, perchance, twenty or thirty percent find their way into further training; the remaining number of graduates constitutes too large a percentage of the segment of society to be left to fate. They will be faced with decision making which may 18Letter from the Secretary, Institute of Education, A. B.U. , Nigeria—-See Appendix A. 19Northern Nigeria White Paper, op. cit. , p. 3. ZOAshby et al. , Investment in Education—-The Report of. E? Commission on Post School Certificate and Higher Education in Nigeria (Lagos: Federal Government Printer, 1960), pp. 1-15. 16 be influenced not only by immediate occupational opportunities, experience, and a welter of precarious circumstances, but also by their past formal educational opportunities such as the kind of teachers they have had, the kind of school subjects studied and the counseling programs they have had. It is expected that suggestions to be made on occupational information in this study will help the ”wandering—nineties”—-about 90% who complete primary education but cannot further their formal training--to be more realistic in their occupational aspirations and expectations than they are. 3. The Nigerian Federal Government statistics21 (1964) show clearly that by 1970 Ilorin primary school will turn out over 3, 000 citizens who will be faced with employment decisions annually. Should the government be concerned about planning the kind of our— riculum which will extend the present scope or add innovative ideas on job expectations? The question has bothered some Nigerian edu— cators such as Ogunseye, who suggests an additional or eighth year of study for primary children, for pre-vocational education. 22 This study ZIStatistics, 1964 (Lagos: Federal Government Printer, 1964). pp. 10-135. 2Ayo Ogunseye, Manpower Problems in Economic Devel- opment: Integrating Manpower with General Planning. A paper submitted to the international seminar on manpower problems held in Lagos, Nigeria, from March 2nd—13th, 1964. (Memo No. 14, Michigan State University Library: International Labour Review documents). l7 helps in deciding what is needed in the primary school curriculum based on post primary school experiences. 4. In one of his recent articles Callaway remarks, "the rate at which young people are leaving school and seeking work con— " tinuously outpaces the capacity of the economics to provide employ- "23 It is a well known fact that the school ment outside farming. population is increasing annually. Callaway suggests that something ought to be done to create employment for school leavers. If schools are not in the position to create jobs for primary school graduates, schools can help them to have realistic job aspirations and expecta— tions. Apparently no one knows all the major factors that influence primary school graduates' occupational aspirations and expectations. Probably if the factors were known, educators would be able to plan job counseling in primary schools more effectively, especially in developing countries. Every effort should be made to determine what school pupils and graduates view as affecting their occupational aspirations and expectations because their success or failure in life may largely depend on their occupational choice. 24 This study helps 23 C. A. Callaway, "Nigeria's Indigenous Education: The Apprentice System, " Odu, Vol. 1, No. 1 (Ibadan: Oxford University Press, 1964), pp. 1—16. 4 Willa Norris, Occupational Information in the Elementary School (Chicago; Science Research Associates, Inc., 1963), pp. 1— 20. to gather some information on what primary school curriculum pupils and graduates perceive as playing an important role in determining their occupational choice. 5. Some educators criticize the school curriculum as being irrelevant to the needs of Nigerian society. The first step towards investigating these needs might be to find out from graduates things which they missed or gained in their formal education. Others chal— lenge that the major problem of African education is lack of curricu- lum innovations from the Africans themselves. Most educators will also agree that it is high time for curriculum change and innovations. 25 This study considers strongly some of the needs of Nigerian society, on the one hand, and the elementary school program, on the other. It has attempted to find ways by which the school programs could be more relevant to the needs of Nigerian society. 6. Apparently indifferent attitudes on the part of the government and educators towards properly organized job counseling in schools, considering all occupational decisions which graduates must make, is sufficient reason to find out what the effects of lack of job counseling in schools are on primary school graduates. This study prepares the way for effective job counseling in schools. 25See Chapter II for illustrations. 7. As yet no one can answer the question: If the Nigerian government decides to provide correspondence courses for graduates, would they be willing to take such courses? It is believed that some graduates spend much time and money on these courses on their own. To what extent does this affect their job ex- pectations? This study attempts to explore respondents' use of time and the amount of informal training they have. 8. Lewis26 (1965) probably suggests the best reason for this study. He indicates the necessity for collecting information of local situations and circumstances for the curriculum. Here the study is making an effective contribution with data on relevant infor— mation for curriculum improvement. 9. McQueenl 3 study of Eastern and Western Nigeria primary and secondary school leavers' aspirations is the best cor- relate to this research. Unfortunately, results of his study have not yet been published in full. In his preliminary report he remarks: It is not uncommon for writers on economic problems to take the position that in a large measure school leavers create their own plight by preoccupying themselves with the pursuit of higher status professional and white collar jobs and resist the numerous opportunities for unskilled manual work and farming. . . . Is this a valid interpretation of school leavers' outlook? 26L. J. Lewis, Society, Schools and Progress in Nigeria (London: University Institute of Education, 1965), pp. 1-20, 27A. J. McQueen, "Aspirations and Problems of Nigerian School Leavers, " International Labour Institute Bulletin, XII (Feb, , 1965). pp. 35—43. 20 The statement once again supports the fact that no one seems to know "Whether youth harbour unrealistic and inflated ideas about the status positions in society that their limited education qualifies them for. "28 10. The information which often comes from educators that the employment of school leavers is affected by the impact of educa— 29 tion needs serious consideration. This study has played a significant role in this respect. Limitations 1. Boys only were studied. It would be too difficult to interview girls and get appreciable results because of the high emo- tional tension caused by the civil war at the time of study. Parents might influence girls not to respond desirably. Even if the country were in a peaceful state, it would take a trained lady or girl to do individual private interviewing of girls in order to avoid cultural conflict. 2. The sample comprises Northern Yorubas and the Nupes only. 3. Graduates not found were replaced by selecting other names through the medium of a table of random numbers. 281bid. 29A. J. Callaway, "Education in a Wider Perspective, " Nigerian Opinion, III—IV (Ibadan: The Nigerian Current Affairs Press, December, 1967—January, 1968), pp. 267—271. 21 4. Only public schools in Ilorin province were used for the study. Primary Education: Primary School: Primary School Graduate: Occupational Status: Employed Person: Definition of Terms refers to formal education received from assisted primary schools in Ilorin. is used as defined in the Education Law, 1962. Primary school means a school in which full time education suitable to the requirements of children who have attained the age of five years but who have not yet attained the age of fourteen years is given to not less than ten pupils. a person who completed only primary school education, with formal and/or informal train- ing. the condition of being employed, unemployed, or underemployed. any one who works for himself or others and can live on his job without depending on others. Voluntary Agency Schools: Native Authority Schools: School Supervisor: White Collar Job Aspiration: White Collar Job Expectation (WCJ): PEC Units: Underemployed Graduate: Occupational Expectation: 22 are schools sponsored by individuals, missions, and moslems (parochial schools). are schools sponsored through the public funds. is a person in charge of the school curriculum, teaching effectiveness, and school administration. is the desire to be employed in office work or jobs that will not require rigorous physical exertion. is to anticipate office jobs available or any work available which will not require rigorous physical exertion. means different parts of the school curriculum, called Primary Education Curriculum Units in this study. is a graduate who is employed but partly depends on others for his living. is the kind of work the subject thinks he could do five years from the time of interview. 23 Occupational is the kind of work the subject would like to do Aspiration: five years from the time of interview if any- thing were possible. Rural School: is a school located in a rural town or village not regarded as a commercial centre and the population of which is less than 3, 000. Urban School: is a school located in an urban area considered urban in Ilorin province, regarded as a civic or commercial centre for the district, with population over 3, 000. Socio—economic is the stratum of the society into which a person Level: is placed according to his professional status and education. Overview The review of the literature which follows in Chapter II focusses on how school programs prepare a child for life. The devel— opment of questions used during the interview and the sampling techniques devised for gathering data are detailed in Chapter III. Following the study results reported in Chapter IV, conclusions reached and suggestions for further research are reported in Chap— ter V. CHAPTER II REVIEW OF THE LITERATURE Introduction This study is an attempt to explore a way of making elemen— tary school programs more relevant to the needs of primary school pupils and graduates in Nigeria. Literature reviewed throws light upon authors' opinion regarding: (a) an historical perspective of curriculum relevance to life situations, (b) issues on curriculum relevance in Nigerian edu- cation, and (c) vocational guidance as a means of preparing the child for life in Nigeria and the United States. Historical Perspective of Curriculum Relevance The concept that school programs should prepare learners for life could be dated almost as far back as the inception of formal learning in public schools. 1 The curriculums of the first institutions 1Luella Cole, A History of Education (New York: Rinehart and Co. , 1950), 700 pages. 24 25 of learning in Europe, America, and Nigeria were those that pre— pared students for needed realistic life situations; in the United States, to become clergymen, 2 and in Nigeria, to become either clergymen or assistants to those employed in the civil service. 3 Dewey spent perhaps most of his life in thinking that school programs could not be separated from school children's lives. According to Dewey, ”the daily experiences of the child . . . and the subject matter of the classroom are the same thing. " The prepara- tion he makes in school or things he learns are part of his life— stream. 4 Cubberly also believes that education for citizenship should be emphasized in the "formative years of the pupil! 5 life. "5 Forty-one years ago, Guy Whipple recorded a similar opinion viewing "a great need for comprehensive orientation of the . 6 relationship between school curriculum and the content of life. " 2E. P. Cubberley, An Introduction to the Study of Education (New York: Houghton Mifflin Co., 1926), Pp. 1—5, 13-15. 3John Wilson, Education and Changing West African Culture (New York: Bureau of Publications, 1963), p, 22. 4John Dewey and Evelyn Dewey, Schools of Tomorrow (New York: E. P. Dutton& Co., 1915), p. 70. 5Cubberley, op. cit. , p. 47. >_ 6Guy Monstrose Whipple, (ed. ), The Twenty-Sixth Yearbook of the N. S. S. E. : Curriculum Making Past and Present (Illinois, Public School Pub. Co., 1926), p. 7. 26 The new changes for progress described by Alfred de Grazia and David A. Sohn7 may represent the opinion of modern educators on current educational revolutions. These revolutions, which may be described as a way of preparing the child for life, are depicted as curriculum innovations by the authors. In order to make curriculum innovations relevant to the child' s needs, Florence Stratemayer believes that ”curriculum should relate immediate and persistent life situations built on knowledge of the learner to the learning process. ”8 Oliver9 points out that the teacher, the public, the administration and consultants as well as the pupil himself must be involved in curriculum planning, and a thorough understanding of the child is necessary according to Sadler. 10 Probably the most important argument for giving any consideration to curriculum evaluation at all is to "make sense out of behavior of 7Alfred de Grazia and David A. Sohn, Revolution in Teach— ing, New Theory, Technology and Curriculum (New York: Bantam Books, 1964). 8Florence B. Stratemayer, Developing a Curriculum for Modern Living (New York: Columbia University, 1957), p. 140. 9F. I. Oliver, Curriculum Improvement (New York: Dodd, Mead Co., 1948), p. 48. 10J. E. Sadler, The West African Teacher's Guide (London: George Allen and Co. , 1958), p. 65. 27 pupils”11 in such a way that programs designed for them in school will be helpful to them when they graduate. Most modern authors agree that curriculum should be evaluated according to the need of pupils and society, primarily because what the child learns in school is expected to meet his needs especially in later life situa- 12 tions. Issues in Nigeria School Curriculums Ford13 has pointed out that Nigeria school curriculums are not relevant to the new life situations created by modern develop- V ments in Nigeria. The root causes for such irrelevance and their effects on the society, as viewed by specialists, are explored in the paragraphs which follow. Ken Post describes one of the causes of the irrelevant cur- riculums thus: ”The educational systems which developed alongside 11Paul E. Eiserer and Stephen M. Corey, Adapting the Secondary School Program to the Need of Youth: N. S. S. E. Year— book (1927), p. 51. l2J. Galen Saylor, et a1. , Curriculum Planning for Better Teaching and Learning (New York: Rinehart & Co. , Inc. , 1955), p. 128. 13Edward A. Ford, "Letter from Nigeria, " School Life, Vol. 46 (Nov., 1964), p. 5. 28 the economic structure during most of the colonial period were less adequate to meet the demands upon them [the society] , "14 In the colonial times educated persons did white collar jobs . 15 only, accordmg to Stapleton. They were assistants to white . . . . . . . 16 . 17 colonists 1n admmistrative posnlons. Banjo agrees that such a historical accident has implanted the idea that an educated person should be employed in white collar jobs even in the minds of parents. The author describes the incentive of parents in sending their chil- dren to school thus: Ask a parent why he sends his child to school, and he is likely to tell you without hesitation that the object is to enable his son to obtain eventually a position of honour and dignity in the com- munity, and to enable his daughter to marry in due course a man of high social standing. The money spent on a child is intended as an investment which will yield a handsome profit in the future, so that when the parents become old and infirm they may be able to lean comfortably on their children. The purpose of education, therefore, looked at from the point of View of the average parent in West Africa (fourteen years ago, since Banjo wrote these words) is frankly materialistic. 8 14Ken Post, The New States of West Africa (Great Britain: C. Nicholas & Co., Ltd., 1964), 197 pp- 15G. Brian Stapleton, The Wealth of Nigeria (London: Oxford University Press, 1958), p. 71. 16Ibid. 17S. A. Banjo, A West African Teacher' s Handbook (London: London University Press, 1957), pp. 1-20. 1 81bid. X'- l 1|. ,‘, ‘. ‘1‘ 29 Hanson may represent strong critics, 19’ 20 who attribute irrelevance of school programs (in Nigeria) to lack of adequate inno- vations in curriculum, innovations in education which will keep pace with the country' 5 economic development. His View is well—illustrated in the description of the Wairaka school farm founded in 1958 in Uganda. 21 The farm project provided the type of education relevant to economic growth of the society which could meet some of the needs of the individual students. Calcott describes the effects of irrelevance of the primary school curriculums as unwholesome attitude toward farming. Only 1.5 percent of village school children in the Pilot Area want to take up farming, while 47 percent of the villages' , 66 percent of the rural towns' (and 82 percent of Ibadan' s) primary school leavers aspire towards some form of professional, technical, administrative or clerical post. It is of interest that in the vil— lages and rural towns, 35. 9 percent and 21. 2 percent respectively wish to take up a craft such as metal, wood working or related trades. 19G. H. Franz, "The Model Native Village, " Village Edu- cation in Africa (Cape Province: Lovedale Press, Lovedale, 1936), p. 117. 20John Wilson, Education and Changing West African Cul— ture (New York: Bureau of Pub. , 1963), p. 13. See also Phelps— Stokes Reports in Africa (New York: Oxford University Press, 1962). 1John Hanson, Imagination and Hallucination in African Education (East Lansing: Michigan State University Press, 1966). 22D. Calcott, Interim Report of International Labour Office (Ibadan: Government Printing Press, 1967). . .1 .. AW 30 Lewis describes another effect as "crowding of unemployed persons into the large urban centers. ”23 According to Post, "Life in the village has little attraction for most young people who have had any education at all. "24 However, the author realizes that growth in population, shortage of farmlands and attraction to town life may be other possible influences of flooding the cities with people. Increasing unemployment among school leavers is perceived by authors such as Hansonz5 as the resultant effect of school programs. Because school programs are believed to be inadequate to help pupils and graduates in occupational opportunities, individuals and the governments in Nigeria have suggested changes in the existing programs. One suggestion comes from Ayo Agunseye, who believes that the problem of unemployment among school leavers can be reduced by extending the scope of the present primary school pro- 2 grams to include vocational preparation. 6 23L. J. Lewis, Society, Schools, and Progress in Nigeria (London: University Institute of Education, 1965), pp. 15 and 160. 24Ken Post, op. cit. 25John Hanson, op. cit. 26 Ayo Ogunseye, Manpower Problems in Economic Develop- ment: Integrating Manpower with General Planning. A paper sub- mitted to the international seminar on manpower problems held in Lagos, Nigeria, from March 2nd-13th, 1964. (Memo No. 14, Michi— gan State University Library: International Labour Review documents). 31 Callaway places his emphasis for curriculum innovation on how to encourage the appropriate authorities to help graduates and school leavers improve the indigeneous education, 27 help them to raise the standard of small businesses28 and develop farming methods of the rural areas. 29 The indigeneous education, in the author' 3 opinion, is the apprenticeship system. 30 In his study of the problems of school leavers he discovered that school leavers were "apprentices to car— penters, masons, bricklayers, painters, welders, plumbers, and the like. "31 The author also remarks: ”A large number of these youths could find a challenge and the promise of a higher income in . 32 improved farming as outlined in the farm settlement Village plan. 27C. A. Callaway, "Nigeria's Indigeneous Education: The Apprentice System, " ODU: Journal of African Studies (Oxford University Press, 1964), pp, 1-13. 2 81bid., p. 17. 29Archibald Callaway, School Leavers and the Developing Economy of Nigeria (Ibadan: N. I. SE..R , University Press), pp. 9—10. 30C. A. Callaway, ODU: Journal of African Studies, pp. 1-18. 31C. A. Callaway, School Leavers and the Developing W .0p_- _Ci_t~ p- 13- 321bid., p. 15. _J 32 To provide a climate that will foster curriculum relevance, Hanson suggests the "clerical mentality which finds it most accept— able to seek the security of a government office must give way. ”33 It should be replaced with willingness "to take a chance, to strike out on one' s own, ' according to the author. Over a decade ago, Harold Jowitt, one of the most famous African educators, says: The number of situations in life where some arithmetical knowledge or skill is required are numberless, even in an African village. In the erection of a but it will be necessary to know how many poles are required; in its equipment how many sleeping mats, clay pots, and other articles. The simplest agricultural operation will directly or indirectly be linked to arithmetical knowledge and skill, and in the most modest home the family budget is based upon these. For many years it is regrettable that simple foundation processes have never been properly taught; that the number range given to the youngest pupils is far beyond their understanding; unsuitable exercises are taken from equally unsuitable textbooks. It is true that some of the faults mentioned by Jowitt are fast dis- appearing; nevertheless, Arithmetic teaching is often examination- centered, with little regard for practical problems in Nigerian Agriculture and Industry. Another cause of curriculum irrelevance stated by Segun Adesina of 33John Hanson, op. cit. 34Harold Jowitt, Suggested Methods for the African Schools (New York: Longmans, Green, Ltd. , 1949), pp. 1—40. 33 Lagos University: ". . . education we administer is so literary that it tends to perpetuate among its recipients a dislike or contempt for technical education and manual labour thus rendering those who can— not afford to go further either frustrated or, at best, clerical assistants in some establishment. "35 Both authors seem to be exploring ways of making the school programs prepare the child for life situations. The ex—Permanent Secretary, Ministry of Education, Northern Nigeria, H. G. Jelf, also encourages making "school sub- H36 jects aim at achieving the good way of life. He describes the good way as that which leads to ”good health, happiness, honesty, work, and intelligent thinking. "37 The objectives of the Ashby Commission, 38 White Paper of 3 the Northern Region, 9 and the White Paper for the Western Region, 40 3 5Ogunseye, op. cit. 36H. G. Jelf, Primary Education and School Curriculum (Kaduna: Ministry of Education), pp. 1-5, 371bid. 38Ashby Report, Investment in Education (Lagos: Federal Government Printer, 1962). 3 9White Paper on Educational Development in Northern Nigeria 1961, pp. 1-4. 40White Paper on Educational Development in Western Nigeria (Kaduna: Government Printer, 1961). 34 representing the government' s voice in school programs, basically attempt to help produce curriculums relevant to Nigeria' s needs. Vocational Guidance for School Curriculum Relevance The choice of an occupation has been described as one of the most essential necessities of life. 41 The way of an individual' s life, his health, family living, socio—economic status, Norris argues, are largely determined by his job. 42 Wrenn43 and Hoppockqfi4 apparently agree with her in emphasizing the need for vocational education in the elementary school. Their objectives are cocooned in the concept that such a program is a way of preparing the child for life. Hoppock45 clarifies this by saying that occupational information in the elementary school will increase the child's feeling of security, enhance his natu— ral curiosity, extend his knowledge about occupational opportunities, 41Willa Norris, Occupational Information in the Elementary School (Chicago: Science Research Associates, Inc., 1963), p. 4. 42Ibid. 43C. G. Wrenn, The Counsellor in a Changing World (Wash- ington, D. C. : American Personnel and Guidance Association, 1962), p. 78. 4:4Robert Hoppock, Occupational Information (New York: McGraw Hill, 1957), pp, 344—350. 45Ibid. 35 show him how to earn a living, and help him to form "right attitudes" toward useful work. Even dropouts could gain from such informa— tion before they leave school. 46 Ellis and Lane point out that ”children should be given information that will build up occupational aspirations and expecta— tions which will help them in the future, "47 and Macrae suggests that teachers should seek to guide children' s occupational choice early because sociological influences on occupational choice begin early. 48 Theories upon which occupational information is built are directly or indirectly psychologists' , sociologists' and educators' views on how a child should be helped to choose the kind of work that will help him when he graduates from school. 49 A synopsis of these theories and their argument for cur— riculum relevance follows. 46Willa Norris, op. cit., p. 7. 47Robert A. Ellis and W. Clayton Lane, "Structural Supports for Upward Mobility, ” American Sociological Review (Oct. , 1963), pp. 743-756. 4:8Angus Macrae, The Case for Vocational Guidance (London: Sir Isaac Pitman & Sons, Ltd. , 1934), pp. 72-75, 49J. Galen Saylor et al. , Curriculum Planning for Better Teaching and Learning (New York: Rinehart & Co. , Inc. , 1955), p. 128. 36 In simplest terms, occupational choice theories, as given by several authors, may be classified as (a) accidental theory, 50 (b) impulse theory, 51 and (c) growth and developmental theory. 52 According to these authors, the first theory assumes that the kind of occupation one chooses is ”accidental. " One has no control over it. A college student decides to be an engineer because his friend or teacher suggests this to him. He may happen to travel with an engineer who discusses his work with another person in his field and the student suddenly becomes interested in the field. The student's parents may happen to be engineers and have made a good impres— sion on their sonI s mind to take after their work. The authors also express "impulse theory" as similar to the ”accidental theory. ” It presupposes one chooses an occupation because of some psychic force which cannot be controlled. One may alter what he does or the circumstances of life may alter it, but the process of choosing a job is entirely impulsive. This view is slightly modified by some psychologists in that occupational choice is made to meet the needs of the individual. 50Eli Ginzberg et al. , Occupational Choice: An Approach to A General Theory (New York: Columbia University Press, 1963), pp. 1—20. Sllbid. 52Ibid. 37 The third theory, "growth and development, " the authors say, assumes that occupational choice is made as one grows mentally and physically and that occupational choice may change with maturity as the individual weighs and sees his needs in a different perspective. Sociologists like Theodore Caplow, 53 occupation theorists with Ginzberg, 54 psychologists like Hoppock and Super55 have expressed their views in one form or another as mentioned above, with strong emphasis, of course, in everyone' s respective fields. The "accidental theory" and "impulse theory" have little or no significance to elementary education. These are older theories and they are given less consideration than "growth and development" theories. These modern theories of the sociologists and psychologists have meaning for Nigerian elementary education in the following ways: (a) Teacher Training programs should include career talks in the elementary schools56 and (b) school children need to be helped to build wholesome attitudes toward useful work. 53Theodore Caplow, The Sociology of Work (Minneapolis: University of Minnesota Press, 1954), pp. 214—229. 54Eli Ginzberg et al. , op. cit. 55Donald E. Super et al. , Psychology of Careers (New York: Harper and Brothers, 1957), p. 196. 56 Willa Norris, op. cit. 38 In helping the child through the school programs and his preparations, the classroom teacher should be aware of the pro- found effects of sociological and economic factors on childrenI s career plans. 57 Lack of educational opportunities may cause the child to terminate schooling, thus limiting his opportunities. Addi- tional educational training may "open certain careers to him thus bringing him in contact with social groups which may influence his occupational choice. "58 In view of Hoppock' s theory, one may assume that Nige- rian elementary school children should be aware of their interests, abilities and personal needs. Therefore occupational information is necessary at the elementary level to discover jobs that may meet his needs. If the information given is accurate, his occupational aspira— tions and expectations will most likely be realistic. One could also assume that as the child develops mentally and physically, before he goes to face the oddities and frustrations of the world of work reviewed earlier, Norris, Super, and Ginzberg would all advise teachers to help him prepare adequately to "meet physiological needs, safety needs, needs to be loved and to 57Walter L. Slocum, Occupational Careers: A Sociological Perspective (Chicago: Aldine Publishing Co. , 1966). 58Willa Norris, op. cit. 39 belong, need for importance, respect, self—esteem, independence, need for information, understanding and beauty, need for self— actualization. "59 Slocum' 8 advice, ”Planning [for occupation] deserves early attention and continuing careful consideration throughout a person' 5 work life, "60 will probably be accepted by educators who strongly advocate having vocational guidance in the elementary school curric- ulum. Several authors in Nigeria and the United States believe that school programs must be geared to the needs of the child. Vocational guidance is one of the ways in which this can be done according to some of the writers. 59Ibid. 60Walter L. Slocum, op. cit., p. 224. CHAPTER III ME THODOLOGY Introduction The major purpose of this study is to increase an understand— ing of how elementary school pupils and graduates view existing school programs. This chapter describes procedures for gathering data needed for this purpose. The interview method was chosen because limited educational opportunities of interviewees could make written reSponses difficult to obtain. This, as well as other difficulties, such as lack of necessary records, could adversely affect the results of other research methods in this kind of investigation. The general structure of the instrument used for collecting the information is also described with procedures for its analysis. Letters explaining the purpose of the study were sent to the Ministry of Education, Northern Nigeria, the Provincial Education Secretary, Ilorin, School Headmasters and Managers for permission 1 to do the study in their schools. 1 See Appendix A. 40 41 Upon their agreeing to co—operate, a list of names was sought from the Provincial Education Office, Ilorin, but it was learned that the Education Officer did not keep such a list. An authorization was given to visit schools for the study. 2 Selected schools were Visited after letters were written to different authorities about the visit, and as much information as pos- sible was collected from school teachers, headmasters, pupils, records, etc. , in six rural and six urban schools in Ilorin province. The schools chosen for the study were as follows: Rural U rban Share Osi Omuaran Baboko Babanlomo Pategi Lafiagi Pakata Igbaja Okeya United Okesuna Pupils who completed primary seven in 1964 were visited individually, and those in their final year in primary school in 1967 were interviewed in groups according to the proposed schedules for the rural and urban schools. At the time of interview the following were recorded: 1. Time of interview 2. Place of interview 3. Estimated age, sex, and name of respondent 4. Date of interview 5. Name of school to which respondent belongs 2 See Appendix A. 42 5. Persons present during the interview. Some responses were put on tape for later review. Interview schedules prepared were pre-tested with ten respondents—-five gradu- ates of 1964 and five prospective graduates of 1967. Because of difficulties encountered in mobility, unavailable 1964 graduates were constantly substituted with graduates chosen by using the random tables. Without this substitution the study would almost be impossible under the present ”job-seeking-phobia" of primary seven graduates. Description and Rationale) of the Research Instrument” The research instrument consists of two almost identical schedules. Questions on vocational experiences were excluded from 1967 pupils' schedule. The two schedules also differ in tense on questions regarding the individualI s primary school experiences; otherwise, the questions are basically the same in the two schedules. Part I asks questions about occupational status, that is, to find out whether the respondent was employed adequately, under— employed, or was not employed at all. It also deals with the respon- dent' 5 educational background, the use of his time, his religion, and the kind of work he expects to do and would like to do if anything were possible five years from the time of interview. 3See Appendix C. 43 Part II explores the influence of the primary school subjects, correspondence courses, on the job training, apprenticeship and job counseling on each occupation mentioned earlier as being expected or aspired to five years from the time of interview. For 1964 graduates, part two also attempts to find out which of the above—mentioned factors they found helpful in their occupational status . Rationale for Questions Asked The following description shows the significance of each question asked on the interview schedules in the Appendix. Question 1: was asked to find out the respondents! occupa— tional status, whether they were employed or unemployed. Questions 2—3: were asked to find out if the respondent was adequately employed or underemployed. Question 4: was asked because efforts expended prior to getting a job sometimes indicate the amount of desire for the job. Questions 5-6: were asked to set the needed frame of reference for questions that would follow. Questions 7—9: were asked to find out to which extent respondents! jobs influence their occupational aspirations. It was assumed that job satisfaction was one of the major determinants for a person! s desire for a particular kind of job he would do. 44 Questions 10—20: were asked to find out parents! socio- economic level. Parents! occupational status and educational level usually determine the socio—economic level of parents as well as their children! s until their own families are about 21 years old. A person whose parents have had a secondary education and is a bank employee would be classified in the socio—economic level that is high. A person with less than primary education and doing manual work will be classified as low. There are many variations expected between the two extremes. Writers often refer to them as "have! s” and the "have not' s" in developing countries. Questions 21—26: were asked to see how much informal training or other training the respondents have had besides formal schooling. These questions were modified when it was discovered that all those interviewed in the pre—test did not take correspondence courses. Questions 27—32: were asked to determine the extent to which residential areas, geographical location, educational oppor- tunities and economic conditions would cause a respondent to choose certain jobs expected or aspired to. Question 30: was asked to be used in conjunction with other questions on educational opportunities. 45 Questions 31—32: were asked to help to determine the size and kind of occupational setting expected. These may be low or high, realistic or unrealistic. Questions 33—37: were asked to find out the influence of geographical location on aspirations of respondents. A person may want to live in a certain locality or desire to have some special train- ing because of his aspirations to certain jobs. Question 35: was asked in conjunction with other questions in educational opportunities to determine the influence of these on occupational aspirations. Questions 38—65: were asked to determine the extent to which educational opportunities have influenced occupational status, expectations, and aspirations. Questions 66—69: were asked to find out what effects job counseling would have on the occupational status, expectations, and aspirations of the respondents. Sampling and Use of the Proposed Scheme The number of schools to be selected and the percentage of the population to be studied were arbitrarily set but were believed to be a representative sample. The selection of schools and graduates was made on a random basis. 46 The investigator decided to study one—third of the 36 primary seven schools available and one-tenth of the total population of 1, 068 graduates of 1964. The schools and graduates were selected by using a table of random numbers. One hundred and six graduates selected were called the 1964 total sample. The following formula was prepared for selecting names from all rural schools among the total sample. TR TR+TU>< S For urban schools: TU X TR + TU TR Total enrollment for rural schools TU Total enrollment for urban schools 8 Sample size TABLE 3 . 1 ENROLLMENT OF 1964 PRIMARY SEVEN CLASSES IN URBAN SCHOOLS SELECTED School Enrollment Omuaran 4O Lafiagi 33 United 52 Baboko 46 Pakata 54 Okesuna 46 Total 271 47 TABLE 3 . 2 ENROLLMENT OF 1964 PRIMARY SEVEN CLASSES IN RURAL SCHOOLS SELECTED School Enrollment Share 38 Babanlomo 26 Igbaja 33 Osi 40 Pategi 62 Okeya 2 6 Total 225 Tables 3. 1 and 3. 2 show the total enrollments for urban and rural schools . Of the 106 persons selected, the breakdown between rural and urban schools was determined thus: Number of pupils needed for rural schools 25 225 + 271 X 106 This is approximately one—half of 106 or 53 graduates. The number needed for urban schools, therefore, was 106-53 or 53 graduates. Allowing for greater half of the two totals, exact numbers chosen were as follows: Rural Schools Urban Schools 50 56 The number of graduates to be selected from each school by using the random table was as follows: TABLE 3. 3 NUMBER OF 1964 GRADUATES SELECTED School Share Babanlomo Igbaja Osi Pategi Okeya Total 38/225X 50 or 1/7 X 26/225X 50 or 1/11X 33/225X 50 or 1/7 X 40/225X 50 or 1/5 X 62/225X 50 or 1/3 X 26/225X 50 or 1/11X TABLE 3.4 FROM EACH RURAL SCHOOL 50 50 50 50 50 50 Approximate Number Needed NUMBER OF 1964 GRADUATES SELECTED School Omuaran Lafiagi United Baboko Okesuna Pakata Total 40/271 X 33/271 X 52/271 X 46/271 X 46/271 X 54/271 X or 1/6 or 1/9 or 1/5 or 1/6 or 1/6 or 1/5 XXXXXX FROM EACH URBAN SCHOOL 56 56 56 56 56 56 Approximate Number Needed 49 The exact procedure used to determine the number of inter- viewees needed for 1964 graduates was used for determining inter- viewees needed for pupils who were about to graduate in 1967. The enrollment for the Native Authority schools in 1967, Ilorin province, was 5, 288. Since all Voluntary Agency schools had been transferred to the Local Education Authority (Public), all primary schools in Ilorin province became public schools in 1966. However, the old relationship of Native Authority versus Voluntary Agency still exists to some extent. Voluntary Agencies supply teachers of their own religious beliefs to teach in their former schools, and the old school names are still attached. Because of such extant influences, it was decided to stick to the old group——Native Authority schools, which constitute about 1/3 of the total enrollment, or approximately 2, 000. A tenth of these were to be studied, two hundred. TABLE 3 . 5 ENROLLMENT OF 1967 PRIMARY SEVEN CLASSES IN RURAL SCHOOLS SELECTED School Enrollment Share 1 4 Babanlomo 2 8 Igbaja 1 9 Osi 2 9 Pategi 62 Okeya 2 9 Total 181 50 TABLE 3 . 6 ENROLLMENT OF 1967 PRIMARY SEVEN CLASSES IN URBAN SCHOOLS SELECTED School Enrollment Omuaran 1 6 Lafiagi 3 3 United 46 Baboko 7 8 Okesuna 64 Pakata 64 Total 30 1 Total Enrollment 1967 Rural and Urban: 181 + 301 = 482 The same schools used for 1964 graduates were used for 1 967 prospective graduates. The enrollment for each school is shown in Tables 3.5 and 3. 6. TABLE 3. 7 NUMBER OF 1967 GRADUATES SELECTED FROM EACH RURAL SCHOOL Approximate Number School Needed Share 14/181 X 68 or 1/12 X 68 = 5 Babanlomo 28/181 X 68 or 1/6 X 68 = 10 Osi 29/181 X 68 or 1/6 X 68 = 11 Pategi 62/181 X 68 or 3/8 X 68 = 25 Okeya 29/181 X 68 or 1/6 X 68 = 11 Igbaja 19/181 X 68 or 1/12 X 68 = 6 Total 68 __ ____—_A 51 TABLE 3. 8 NUMBER OF 1967 GRADUATES SELECTED FROM EACH URBAN SCHOOL Approximate Number School Needed Omuaran 16/301 X 133 or 1/19 X 133 = 7 Lafiagi 33/301 X 133 or 1/9 X 133 = 14 United 46/301 X 133 or 1/6 X 133 = 21 Baboko 78/301 X 133 or 1/4 X 133 = 35 Okesuna 64/301 X 133 or 1/5 X 133 = 28 Pakata 64/301 X 133 or 1/5 X 133 = 28 Total 133 Grand Total Needed : 201 The number of interviewees needed for rural schools was 181/482 X 200, approximately 67; therefore, 133 was the number for urban schools. Number to be selected by randomization from each school is shown in Tables 3. 7 and 3. 8. The exact procedure used for the main study was first used to pre-test the questions for the interviews. Although the number interviewed in the pre—test was arbitrarily set, the respondents were selected on a random basis. Procedures Used in Data Analysis Information collected was summarized according to the two parts of the interview schedules. Responses to questions 1-53 52 (Demographic Data) were verbally described using frequency count Whenever possible. This part consisted of seven sections summa- rized separately as follows: 1. Number interviewed; Time and place of interview; Age 2. Responses to Questions 1—3 —— Occupational Status 3. Responses to Questions 4-9 -— Employment 4. Responses to Questions 10—20 —— Parents 5. Responses to Questions 21-26 —— Informal Educational Experiences 6. Responses to Questions 27—37 -- Occupational Choices 7. Responses to Questions 38—53 —— Helpful Subjects to Gradu— ates Part two of the interview schedule was about educational influences. Analysis charts were prepared to summarize and quantify the responses. In order to be more objective in the analysis, seven hypotheses were stated with regard to some of the specific objectives. Each hypothesis was tested by using a t test (for pre-test) or F test (for the main study). Questions 66—69 were summarized and tabulated for 1964 and 1967 respondents with their respective frequency distribution. CHAPTER IV ANALYSIS OF DATA Introduction The objective of this chapter is to report information gath— ered on the influence of education in the way it was perceived by pupils and graduates in Ilorin province. How they perceived educa— tional influences on occupational aspirations, expectations and occupational status are reported for the pre-test as well as for the study. Analyzing the pre—test results beyond the conventional way of evaluating the adequacy of the questionnaires enabled the investi- gator to speculate possible outcomes of the study. Most of the information reported was obtained through use of the interview schedule technique. A lesser portion was obtained through consulting teachers! records, admission and attendance records, and records from the Ministries of Labour and Education in Nigeria. The report includes: 1. Primary School Pupils! and Graduates! Perception of the School Program as Affecting Their Attitude Toward Work; 53 54 2. The Effect of a Lapse of Three Years on Primary School Pupils! Attitude Toward Work; 3. The Impact of School Location (Rural-Urban) on Primary School Pupils! and Graduates! Attitude Toward Work; 4. Graduates! Perception of Primary School Relevance to Their Needs. Analysis of Pre—Test Data Adequacy of the Interview Schedules Most of the questions on the interview schedules were ade- quate to elicit responses needed. Questions on informal education (correspondence courses, on—the—job training, and apprenticeship) appeared impertinent during the pre-test. They were not entirely discarded after the pre-test because of the small sample, but were modified for the main study. A respondent who stated that he did not take any informal education was not questioned any further on that informal education. Rather, the interviewer went on to ask the next question. Personal and Background Data: Pre—Test Number of Samples. -- Two schools, one rural and one urban, were chosen randomly among all schools controlled in 1967 55 by Ilorin Local Education Authority. For the pre—test, five boys were chosen among the 1964 and 1967 pupils of the rural school. Five names were also selected among the 1964 and 1967 attendants of the urban school. (See Table 4. 1). TABLE 4. l SELECTED PERSONS FOR THE PRE—TEST Year Rural Urban Total 1964 3 2 5 1967 2 3 5 Total 5 5 10 Age. -— The mean age for 1964 graduates was 18 years. The mean age for 1967 pupils was 14. Place and Time of Interview. —— Between March and May, 1 967, the author visited 1967 pupils in their schools. Pupils who finished primary school in 1964 were interviewed wherever and when- ever they could be found. Two of these were interviewed in their homes, one on the street, one in a shop, and the last one, in the train. The author accidentally met the needed person when they were t raveling together. 56 Summary of Responses to the Interview Questions I. Occupational Status Questions 1—3. —— Table 4. 2 shows distribution . respondents according to their occupational status. TABLE 4. 2 OCCUPATIONAL STATUS OF RESPONDENTS FOR P Adequately Under— Employed Unemployed employed Student 1 4 5 0 II. Employment and Job Satisfaction Questions 4-9. —- The only person adequately ei his job through application to the Local Education Autho wanted his job when he graduated from the primary sch< his job very much at the time of interview. It was the 0 available to him among other jobs he liked in the primai He liked his job because he could earna better salary ti opinion, he were to be employed otherwise. He did not thing about teaching. See Table 4. 3. 57 TABLE 4. 3 JOB SATISFACTION OF THE EMPLOYED: PRE—TEST I N = 10 Number Employed = 1 I Interested NOt Only JOb Present Job . Interested Available Not Only . . in Job from . Satisfaction P 'm in Job from After Job Srlh aiy Primary Primary Available ‘— C 00 School Education 1 2 3 4 5 1 0 1 O 0 O 0 0 1 1 = Disliked his job very much 2 = Disliked his job 3 = Average liking 4 = Liked his job 5 = Liked his job very much III. Parental Background Questions 10—20. -— All respondents lived with their parents while they attended or as they attended primary school. Their parents were all farmers, illiterates, and consequently belonged to a low socio—economic class. See Table 4. 4 TABLE 4. 4 PARENTAL BACKGROUND-- A. RESIDENCE WITH PARENTS: PRE-TEST Number of Interviewees = 10 L' d ' Number of we Wlth Respondents _ Parents Relatives Other 10 10 — _ 58 TABLE 4. 4 B. SOCIO—ECONOMIC STATUS: PRE—TE Number of Interviewees = 10 Education Parent Illiterate Primary Secondary Seven School Father 1 0 _ _ Mother 10 _ _ TABLE 4. 4 C. OCCUPATION OF PARENTS: PRE—TE Parent Trading Farming Clerical Craf1 Father — 10 - — Mother 5 5 — — IV. A. Informal Education; B. Religion;C. Time Use Questions 21—26. -— None of the persons interV in any apprentice program, on-the-job training, or tak dence courses. They spent most of their time playing They appeared to follow the religion of their parents a1 these religious services in proportion to the amount of by guardians or parents. See Table 4. 5. A. 59 TABLE 4. 5 INFORMAL EDUCATION 1964 and 1967 Interviewees Apprenticeship/ On—the—Job Training correSpond Taken Not Taken Type Taken Not '. _ 10 _ TABLE 4. 5 B. RELIGION 1964 and 1967 Interviewees Worship . . Attendance Moslem Christian Regular _ Irregular - Atheist - TABLE 4. 5 C. TIME USE "1964 and 1967 Interviewees Employed Unemployed effimlzr Activity p y 1964 1967 1964 1967 1964 1 Study — - - - - Play 1 — 2 2 - Help Family - — 3 60 V. Selected Influences on Occupational Choice Questions 27—37. —— The respondents would like to live in Ilorin province. They expected, however, to be in Lagos, or other urban places looking for work. They expected to be in secondary schools or teacher training colleges, or craft schools five years from the time of interview. They would also like to attend these institutions with no preference for any particular one. They would go to any that would admit them first. The kinds of work they expected to do in five years were: a. driving b. nursing c . photography d. radio—repairing e. salesclerk f. teaching The kinds of work they would like to do in five years from time of interview were: 1. those mentioned above 2. clergyman See Table 4. 6. 61 TABLE 4. 6 SELECTED INFLUENCES ON OCCUPATIO? Residential Aspirations Education: Rural Urban Further Training — 10 10 Occupational Expectations Occupation White Collar Non White White Collar Jobs Collar Jobs Jobs 6 4 6 About half of the respondents expected and aSpirei related "soft" jobs. The rest would take whateve: able to them. VI. Most Helpful Subjects Questions 38—53. —— Subjects viewed by re helpful to them are reported in Table 4. 7. The ta so that jobs mentioned by the adequately employed respondents would be tabulated against the vital 01 Primary School Curriculum. Frequency Count fo subjects mentioned facilitated the analysis. 62 TABLE 4. 7 MOST HELPFUL PRIMARY SCHOOL S AS VIEWED BY RESPONDENT Job Arith. Art English Geog. Teaching 1 — 1 - Unemployed 4 — 4 ~ Under- 5 — 5 — employed VII. Educational Influences Responses to questions 54—69 of pre—tes lowing major issues: 1. Do graduates and pupils expect cert their primary school experiences ? Do graduates and pupils aspire to CI of their primary school experiences 65). As a result of maturity, do pupils c on the kinds of jobs they would expe after three years of primary school (Questions 54—69 for 1964 and 1967) Does school location affect occupati result of primary education? (Ques and 1967). 63 5. How would pupils and graduates view the impact of occupational information on their occupational choice and status? (Questions 66—68). 6. Pupils! and graduates! reaction on curriculum improve— ment. (Question 69). Seven hypothetical statements will be made in connection with the first seven objectives stated in the problem of this study. The null hypoth- eses, hopefully, will help the reader to examine the data summarized more objectively. A. Influence of Education on Occupational Expectations: Objective 1, Hypothesis 1. —— Pupils View primary school programs as a strong factor affecting their occupational expectations for white collar jobs. Pupils interviewed in their last year of primary school did not mention most of the jobs they expected to do five years from the time of the interviews because of primary education. Table 4. 8 gives an overview of their responses. Null hypothesis was not rejected at . 05 level of significance. Objective 3, Hypothesis 2. —- Graduates View primary school programs as a strong factor affecting their occupational expectations for white collar jobs. Graduates of 1964 interviewed did not choose most of the jobs expected and listed in question 30 because of primary school 64 Apmuoofloa “on Home ow. u 8.. 3 m m: em 32 v n .w .p speeches “on ”3.3 om. u mo.n N. m NH 3 $2 v n A .p no. u cofimospm 3033255 3 CASE .3 wwmmmwwfi om 836:6 om 833:3 poocosdfi soflwospm peocesfifi .a pm 5 pepmad E mnwdfipm Inn anagram :02 game: can #02 women : mnow wcosfiw 60:03:62 950.50 poocmsflfi nofimospm mach. .3200 mflom nMwHoHU mach .3200 mach. mo hamEEnH came/H 333 .8 33.3 mo .02 31:5 mo .02 .02 1309 coma/pom monopmmflm .oZ owwnojw meatummnm anH< HmmHum—mm “9229222420 QZ< MAHnHDnH .mO mZOHHEHmm< 1.127202822222000 m .w 2152wa 67 Careful observation of the jobs mentioned by 1964 graduates and 1967 pupils in their last year of school shows that both groups expect and aspire to similar jobs. The t test of the difference between the means of White Collar Jobs Primary Education Influenced for both does not reject See Table 4. 10. the null hypothesis at .05 level of significance. TABLE 4. 10 INFLUENCE OF MATURITY PUPILS AND GRADUATES: PRE-TEST Average White Collar Job Primary Edcation Influenced t Test of 1967 Aspirations 1964 Aspirations Mean Difference and Expectations and Expectations . . d. f. = 19 Approx1mately Approx1mately _ 05 _ _10 65 18 (17.5) 18 (17.5) ' '. i . ' (not Significant) Influence of School Location on Interviewees! Percep- D. tion of Primary School Program: Objective 6, Hypothesis 6. —- Rural pupils and graduates expect and aspire to more white collar jobs because of primary education than urban pupils and graduates. All White Collar Jobs Primary Education Influenced for Careful rural and urban pupils and graduates were summarized. observation of jobs mentioned by rural and urban reSpondents showed 68 that pupils and graduates from both geographical locations had similar tendencies to expect and aspire to the same kind of white collar jobs. Table 4. 11 shows the t-test result. TABLE 4.1 l INFLUENCE OF SCHOOL LOCATION RURAL AND URBAN GROUPS: PRE-TEST Primary Education Influenced t Test White Collar Job for Mean Difference Rural U rban d.f. = 19 13 9 : .05 = 1.4 (not significant) E. Overall Picture of Educational Influences on Attitude Toward Work——Pupils and Graduates: Objective 7, Hypothesis 7. -- Pupils and graduates from rural and urban schools View primary education as the strongest factor affecting their choice of white collar jgbg. Samples studied, according to these interviews, showed that pupils and graduates chosen did not view primary education as the strongest determinant of their choice of occupations. A t test computed for difference of the means Primary Education Influenced and Non Primary Education Influenced for all reSpondents shows that the null hypothesis is not rejected. See Table 4. 12. 69 TABLE 4.12 INFLUENCE OF EDUCATION ON OCCUPATIONAL ASPIRATIONS AND EXPECTATIONS 1964 AND 1967 GROUPS: PRE—TEST t Test for Total White Collar Jobs Difference Between Primary Education . . Not Influenced and Not Primary Education . . . . Primary Education Primary Education Influenced I Influenced Influenced d. f. = 19 22 48 : .05 = —6. 1 (not significant) F. Occupational Information: Objective 8. -— Do primary pupils and graduates think occupational information would make any difference to their present occupational status, occupational expecta— tions and occupational aspirations ? (Questions 66-68). TABLE 4. l3 OCCUPATIONAL INFORMATION ALL RESPONDENTS: PRE—TEST . Will Make W111 AffeCt No Difference Occupational Aspirations 5 5 Occupational Expectations 3 7 Occupational Status 4 6 70 Apparently about half of the respondeni expressed that if occupational information were to them in primary school, it might change thei tional choice and status. G. Curriculum Improvement: Objecti and graduates say about Primary School progra TABLE '4. 14 CURRICULUM IMPROVEME 1964 AND 1967 RESPONDENTS! VIEWS Summar 1967 y Frequency Coun‘ Better School Plant 1 Encourage Parent—Teacher 1 Associations Government to Supply 3 Textbooks Repair Classroom 4 Floors, Walls, etc. Samples chosen for pre—test were com better buildings or repairing school possession. of wear and tear. See Table 4. 14. Summary: » Pre—Test The pre—test analysis reviewed adequa naires used for the study. It has attempted to s 71 the responses given to the interview questions. The pattern for main analysis and discussion of the study has been given foundation. The results of the pre—test are: (1) Primary pupils and graduates did not View the school curriculum as the major factor influencing their occupational choice; (2) lapse of three years did not liave effect on the kinds of occupation expected and aspired to by pupils and graduates; (3) whether a school was located in a village or a city made little impact on pupils! and graduates! attitude toward white collar jobs; (4) graduates and pupils viewed that English and Arithmetic helped them most of all school subjects and would like to see schools improve school plant facilities. Analysis of the Study Personal and Background Data Number of Samples Interviewed. -— Out of 307 selected for interviews from Ilorin public schools, 292 persons were available. Place of Interview. —— 1967 reSpondents were interviewed in special classrooms authorized by the headmasters. 1964 gradu— ates were found in different places. See Table 4. 15. fig. —— The mean age for 1964 graduates was 19. 8. The :‘nean age for 1967 graduates (pupils at that time) was 13.2. Time of Interview. -— The interviews were conducted between May: 1967, and April, 1968. 72 TABLE 4. 15 LOCATION OF 1964 GRADUATES Frequency Where Found Distribution (Respondents invited Cl 2 assroom through last Headmaster) 5 Residence 23 Private Business and Workshops 18 Offices 11 Photo Studio 5 Motor Parks and Surroundings 5 Barbers! Shops 2 Taxi 1 Police Station 1 Summary of Responses 1. Occupational Status Questions 1—3. —— Occupational status stated were classified into four categories: the primary graduate now a student, the pri- mary graduate adequately employed, the primary graduate unem- ployed, and the primary graduate underemployed. See Table 4. 16. Most Of the interviewed subjects were underemployed. About two in every ten were not employed at all while about three out of ten were 73 TABLE 4.16 OCCUPATIONAL STATUS* 1964 RESPONDENTS Post Primary Adequately Students Employed Unemployed Underemployed *See Appendix B for comparative analysis of unemployed persons from January, 1964, to March, 1967, in Ilorin province. either adequately employed or were in post primary courses. Job distribution among 1964 adequately employed respondents was as TABLE 4.17 FREQUENCY DISTRIBUTION AMONG 1964 ADEQUATELY EMPLOYED RESPONDENTS Type of Job Number Ad equately Employed Salesclerk Weavers (native cloth) Court Clerks Typists Mechanic Apprentice Factory Worker Teachers Agricultural Instructors Forest Guard Police Taxi Drivers Daily Paid Labourers Total 41 I—II—‘I—‘HNNMNCDOOI-P-Ul N 74 All 1967 pupils were in school. Of the 201 interviewed, 28 were underemployed. They lived with other people in order to sup- port themselves in school. The others——173--were classified as "unemployed" since they did not earn a living nor were they under- employed because they did not work for support per se. Working for parents when in primary school was not considered underemployment. II. Employment and Job Satisfaction Questions 4—9. —— Those who were employed got their jobs through a. entrance examinations followed by interviews b. help of friends 0. influence of relatives Sometimes a relative of the graduate was the manager of a firm. The son, cousin, or nephew who was a primary seven graduate was employed by the relative. After applications to employers, about three out of ten graduates might be lucky to be employed as sales— clerks, mechanic apprentices, clerks, head-labourers in business, court clerks, policemen, teachers, agricultural instructors, taxi driverS, and labourers under different organizations. Much effort was expended on getting a job by those who did I10t have influential persons in business. They wrote many applications 75 but no one paid any attention to them. Sometimes when they were employed they did not get the job they wanted but took any that came along their way for subsistence. Those who worked in offices said they wanted their jobs from primary school. The salesclerks said they would have either :more schooling or would like to have some kind of clerical work. They helped their parents to sell clothes, hardwares, etc. All those interviewed and employed wanted to further their formal education in secondary schools, teacher training institutions, or craft schools in order of preference. Mechanic apprentices and weavers were included among those who were adequately employed because they did not depend on relatives for their living. Their prime aspiration was higher formal learning and secondary aspiration at the time of interview was occupational. Respondents interviewed expressed their difficiilties in being employed into clerical work. Some attributed their employment problem to low standard of education, some, to lack of "good friends, " and others, to lack of money for bribes. They believed if their edu- cational qualification was higher, if they had good friends or neigh— kours to recommend them, and if they had enough money to bribe \‘zhose in position to employ them, they might be employed as clerks. Eighteen out of 27 wanted their jobs when they graduated from 76 primary school. Nine of the 27 did not want the jobs they were doing at the time of interview when they finished primary school. Twenty— one got their jobs because it was the only available job to them when they finished primary school, and six said they could have gotten another job they wanted when they completed primary school. Three said they disliked their jobs very much, nine of them liked their jobs very much, and 15 expressed average likeness for their jobs. See Table 4. 18. TABLE 4. 18 JOB SATISFACTION OF EMPLOYED INTERVIEWEES Interested NOt Only JOb Present Job . Interested Available Not Only . . in Job from . Satisfaction": Prim r in Job from After Job S haoly Primary Primary Available —— C 0 School School 1 2 3 4 5 18 9 21 6 3 0 15 O 9 1 = Dislike job very much 2 = Dislike 3 = Average liking 4 2 Like 5 = Like very much SOURCE OF EMPLOYMENT Influence of Relatives Friends Others 6 3 18 77 The following comments were taped, reviewed, and recorded in determining job satisfaction of respondents employed. These were selected at random . A. Forest Guard: (Liked his job) "I want to prevent people from destroying good trees. ” Agricultural Assistant: (Disliked his job) "I dislike this job because small education cannot get promotion quickly. " Agricultural Instructor: (Liked his job) "I like this job because I want to advise farmers on good methods of farming. " (Questioned for interest by researcher: "Would you like to be a farmer yourself?" Answer: ”No. ”) Teacher: (Like very much) "I have interest:- in teaching more than any other work. " Court Clerk: (Like very much) "I have great interest in this work but I do not know why. " Typist: (Like his work) ”I like office work. " Mechanic Apprentice: (Like) "I did not like it at first but now I like to repair motor—cycles. " Taxi Driver: (Like) ”It is the only job that I got to do. " Policeman: (Dislike) ”I want to be a clerk. " —m——A 78 III. Parental Background Questions 10-20. —— Almost all (except ten) lived with their parents, while attending school. Two types of occupation common among male parents or guardians were farming and weaving, among female parents or guardians, trading and weaving. The women sold provisions, cos— metics, and a collection of various household needs such as first aid medicine, strings, wool, pans, etc. Some who lived in Ilorin city wove cloth. Only one of the 292 parents of respondents (a father) had education above high school. Most of the parents were illiterates and the rest were educated only to a maximum of secondary school level. While one may think that the percentage of literacy was too low for male, it was worse for the females. No mother had been to any formal institution beyond the primary school level, and only 1. 1% had even that primary education. TABLE 4.19 PARENTAL BACKGROUND A. RESIDENCE WITH PARENTS Number of Lived With Respondents Parents Relatives Other 1 964 87 3 1 1 967 195 6 0 79 TABLE 4. 19 B. SOCIO—ECONOMIC LEVEL OF PARENTS OR GUARDIANS Education Teacher Illiterate Primary Training Above Seven or Secondary School Male 1964 86 4 0 1 1967 192 5 4 0 Female 1964 90 1 0 0 1967 199 2 O 0 Occupation . . Clerical/ Trading Farming Teaching Craft Other Male 1964 20 60 1 10 0 1967 45 107 15 34 0 Female 1964 80 11 0 0 0 1967 104 50 0 47 0 Even by Nigerian standards graduates! parents interviewed could be classified only as of low economic status with exception of 80 very few (about 2%) who might be within the range of low and high economic status. See Table 4. 19. IV. A. Informal Training; B. Religion; C. Time Use Q uestions 21—26. -— Since primary school, only five had been. in an apprentice program out of 91 (1964) graduates. Twelve out Of 201 were in apprentice programs among 1967 respondents. The kinds of apprenticeship taken by graduates in Ilorin province were meChanic, photography, driving, tailoring, and bricklaying. Only tWO had completed training at the time of interview. No person interviewed took any correspondence courses leading to London Certificate General Education Examination. Time of interview was third year after primary education. (Some educators believe that educational aspirations of the primary school graduates are so gimme; that they take these courses to improve their occupational . ) s staw Observation of responses show that over 60% (64%) of those interviewed were Moslems. The rest were Christians (Protestant). They were all faithful in attending services on worship days and hours bu 1; the employed persons were more faithful than the unemployed or 81 underemp loyed. Those who attended services regularly did not seem to care Whether they had white collar jobs or not. Questioned on what the respondents did during their spare time, the employed ones said they helped their parents, studied, and played With friends and kinsfolk. Those who were unemployed roamed streets and visited friends and labour offices for employment. The 45 unemployed persons seemed to have one thing in common when asked what they did with most of their time. It was either (a) looking for employment or (b) looking forward to going for further education. They did not congregate as the underemployed persons. They went about almost all singly. It was observed that most of the employed graduates were found in the urban areas. Graduates found in rural areas were mostly either unemployed or underemployed. See Table 4.20 A, B, and C. TABLE 4. 20 A. INFORMAL EDUCATION OF INTERVIEWEES Apprenticeship Correspondence Courses Taken Not Taken Taken Not Taken 1 954 5 86 0 91 1 ‘967 12 189 0 201 B. RELIGION OF INTERVIEWEES 82 TABLE 4. 20 ‘ Moslem Christian Other Groups Regular Irregular Regular Irregular Regular Irregular 1964 63 - 28 _ _ 1967 126 _ 75 _ _ TABLE 4. 20 C. TIME USE OF INTERVIEWEES 1964 and Under- 1967 Groups Employed Unemployed employed Student Study ‘27 — - 212 Play 18 18 — 150 flelp Fa~lfnily yr Gnardian 27 — 35 130 /_""~ Selected Influences on O'Ccupational Choice Questions 27-37. —— The respondents were questioned whether they expected to live in certain places, go to further training in a particular vocational field, or do certain jobs five years from the tithe of interview. These questions were to throw light on the occu- pat ional expectation of respondents which, later, would determine 83 whether the jobs expected were influenced by primary education. Questions that set frame of reference. for such occupational expecta— tions would also help to determine the extent of other influences such as residential, educational, and geographical factors. The responses to these questions showed that the interview— ees expect ed to live in urban places, work or look for work there, and expect ed to further their formal education in any good institution at the earliest opportunity. Some interviewees seemed to find it dif- ficult to think of the kind of work they expected to do five years from the time of interview. They looked confounded and tongue—tied when asked: ”What do you expect to do five years from now?" The first usual reply of some was, "I don! t know,‘ while some others showed an attitude of ”Why bother with the issue? I have given no thought to that I” Different kinds of work mentioned are tabulated as follows QQOGY “White Collar Jobs" and ”Non White Collar Jobs. " White Collar Jobs Non White Collar Jobs Clergyman House—boy Nursing Janitor Office Clerks Labourer Police Mechanics Student Photography Salesclerk Radio Repairing Teaching Taxi—driving Typist Weavers 84 Questions on occupational aspirations were similarly framed to find out what kinds of work interviewees would like to do if anything were possible five years from the time of interview. TABLE 4.2 1 SELECTED INFLUENCES ON OCCUPATIONAL CHOICE OF 1964 AND 1967 GROUPS Res idential Aspirations Residential Expectations Rural Urban Rural Urban — 2 92 - 2 92 Educational Aspirations Educational Expectations FuI‘ther No Further Further No Further T raiming Training Training Training 2 92 — 2 92 - Occupational Aspirations’t Occupational Expectations* White Collar Non White White Collar Non White Jobs Collar Jobs Jobs Collar Jobs 260 32 256 36 If these were half or more of the among all the jobs he mentioned. >kWhite Collar Jobs and Non White Collar Jobs were determined by counting the number of soft jobs a person mentioned j obs listed, he was regarded as White Collar Job expectant or aspirant; if less than half, he was regarded as Non White Collar Job §xpectant or aspirant. 85 Responses given were similar to those given under occupa— tional expectations. ReSpondents said they expected to be in the university, to be doctors, lawyers, surveyors, principals of schools, managers, and wanted positions which lend themselves to white collar jobs. Further questions on how they would expect to get this job in five years seemed to direct their thinking to be more realistic to mention 3’ obs listed above. It was noted that respondents in urban and rural areas, of 1964 and 1 967, repeatedly mentioned similar jobs which were less than a dOZen among 46 jobs available in Ilorin province. Some of them are : Cook, Steward, Typist, Drivers (all kinds), Labourers, Bar-Hotel Managers, Night~watchmen, Security Guards, Bricklayers, Gardeners, Telephone Operators, Book—keepers, Vendors, etc. Compare job lists on page 83 and in Appendix B. VK. Educational Influences Questions 38—53. —— It was hoped that this study would find out whether interviewees found anything they experienced in Primary Sch001 helpful to them in their present occupational status. Table 4 '22 gives an overview of most helpful subjects and other experiences a .Ccording to those interviewed. 86 TABLE 4. 22 MOST HELPFUL SUBJECTS/CURRICULUM IN OCCUPATIONAL STATUS ' PUPILS AND GRADUATES 7 Primary School Subjects and Experience Frequency Distribution Jobs Arith. Art Engl. Geog. Hist. Science Other Salesclerk 5 0 5 0 1 0 0 Weavers 4 0 4 O 0 0 0 Court Cle rks 3 0 3 0 1 0 O Typists 3 O 3 0 O O 0 Agricultural Inspectors 2 0 2 1 2 1 0 Mechanic 2 0 2 0 0 0 0 Factory Worker 2 O 2 0 1 0 0 Teachers 2 0 2 O 0 0 0 Forest Guard 1 1 1 1 0 1 0 Daily Paid Laboubers 1 0 1 0 0 0 0 {Ghee 1 0 1 o 0 0 0 «BX-X Drivers 1 0 l O 0 0 0 nderemployed 20 0 30 3 5 3 2 flespondents students 11 3 11 5 8 7 3 Unemployed Respondents 2 0 18 O 0 0 0 "(©1531 70 4 86 10 18 12 5 87 VII. Edu cational Influences Responses to questions 54—69 consist of the following issues: 1 . Occupational expectations of pupils and graduates affected by primary education. 2 . Occupational aspirations of pupils and graduates affected by primary education. 3 - Effects of maturity on aspirations and expectations of white collar jobs chosen because of primary education. 4. Effect of school location on pupils' and graduates' views of primary education programs. 5. Effect of occupational information in primary school. 6. Pupils' and graduates' reaction to curriculum improve- ment. Hypothetical statements made are in line with the specific objec— tives of the study and will be tested at the five percent level of Sigrlificance, using F test. Figures were obtained for calculations for the tests through Analysis Charts developed and explained in detail in the Appendix. A. Influence of Education on Occupational Expectations: ijective 1, Hypothesis 1. —- Pupils View primary education as a %trong factor affecting their occupational expectations for white M- 88 Pupils interviewed in their last year of primary school did not mention most of the jobs they expected to do five years from the time of interviews because of primary education. Table 4. 23 gives an overview of their responses. Null hypothes is was not rejected at both .01 and .05 levels of significance in F test - Objective 3, Hypothesis 2. —— Graduates view primary school programs as a strong factor affecting their occupational expectations for white collar jobs. Graduates of 1964 interviewed did not choose most of the jobs expected and listed in Question 30 because of primary school experiences. See Table 4. 18. The null hypothesis was not rejected at both . 01 and .05 levels of significance (F test). B. Influence of Education on Occupational Aspirations: Objective 2, Hypothesis 3. —- Pupils view primary school programs 3% a strong factor affecting their aspirations for white collar jobs. The number of jobs chosen because of primary education were not as many as jobs chosen because of other influences. F test shows that the null hypothesis is not rejected at both .05 and .01 1 evels of significance for the difference between the mean for Pri— Imary Education Influenced White Collar Jobs and Non Primary Education Influenced White Collar Jobs. See Table 4. 24. 89 HNN. u .m wed: $.32 mew mow vwmfi mooov n .m mmdwm 3..me wwm Sum 52 Amogmxwlbv :oSwosom :oEmospm ovososfifi humanism t3 Fascism om: coowawaosmv om sofimosG soEmQSoH hamafinnfi noZ woososafi mo. m momma“ 5 mm “OZ women 5 o. h. < pocofisog mmsosw o p E mnoh. pmioU woodman: nook. .HwSOU mach .3200 333 wo .oZ mach. mo :ofimospm hanging 9:55 mo 9:55 mo .02 . 18.09 .02 130B .02 HSOH Huston. swonmm monoammflm WHZHQZOQWHM hem: QZ< wwmfi .mO mZOHH0an2 \il ( \ 0302:0002 \I’i hampssom 03.05 Ill v) 503202 fig I Hoonow .< .Z 200 mnmgam £93550 Hoonow .< .Z 0h0xO humanism .8500 002:2 5:82 Hoonom .< .2 0.2023 hsmgam n02c0m 300202 5.32 Hoosom .< .2 Q0902 anagram .HOE0m 05.200020 £902 Hoozow .4 .Z oEBswnwm hhmgflsnw seesaw oxonmm 3.82 Hoonom .< .2 0.23m b34032 .< .2 Q0202 0200:0m 20.32 0 Boonom 20922 D V22 05223227282 QHmOnHOMnH 120 an as $242272 .5 QHmOnmomnH 121 INSTITUTE OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIA Your ref: Our ref: Ed/lnSt/N/ 1. Telephone: ZARIA 03233 Telegram: UNIBELLO Date: 13th July, 1967. Mr. David Kolawole, Teachers' College, Mokwa. Dear Sir, I must apologise very sincerely for not having replied to your letter before now. We are interested to hear of some one working in your field, particularly since we have been engaged in similar research in Katsina and Ilorin. Dr. B. R. Tabachnick, who has been in charge of research here, is returning to the University of Wisconsin tomorrow with the data and hopes to have a report ready next year. Have you read the publications of Dr. A. Callaway on the employment prospects of primary school leavers? His work is the only systematic study so far. The Annual Reports of the Federal Department of Labour will provide some statistics and back ground. I do not think that any of our publications will be of assistance to you but if you are proposing to conduct a survey we might be able to offer advice. Unfortunately we have no one in charge of research for the time being. Please let me know if there is anything more we can do at this stage. Yours faithfully, Secretary to the Institute. ARA / ONU * / APPENDIX B TABLES FOR INDIVIDUAL RESPONDENTS FROM WHICH HYPOTHESIS DATA WERE EXTRACTED AND FEDERAL MINISTRY OF LABOUR STATISTICS 122 FEDERAL MINISTRY OF LABOUR LABOU R DIVISION KADU NA P.M.B. No. 2 063 New,“ FEDLAB Ref.No. NR.Az/21/Vol. 4/412 Telephone: 3 0 l l Date 11 April, 1967. I (nix:- j..‘_.'. .. (fish-"'TI-l/vn‘fi Dear Sir, POPULATION OF ILORIN PROVINCE I refer to your letter dated 17th March, 1967, and append here- under population figures of Ilorin Province as given by the Senior Statistician, Federal Office of Statistics, Kaduna:— Ilorin Province — l, 050, 440 Ilorin Town — 208, 546 Omuaran - 13, 897 Jebba - 6, 144 Offa - 86, 425 2. I regret it has not been possible to include the number of employed and unemployed person in each category. This is due to the fact that the figures of the last population count are still in draft and have not been released officially. 3. Realiable information cannot also be obtained from the Employ— ment Exchange Register at Ilorin in view of the fact that registration with the Exchange is voluntary. Neither the employers nor the employees are bound by any legislative regulation to recruit or seek employment through the Exchange. The figures of employed and unemployed persons recorded in this way cannot therefore be of any use for the purpose of your research. 4. I regret my inability to help as much as I would like to. (A. s. DARODA) PRINCIPAL LABOUR OFFICER 123 No. IL—Fa/ 6/Vol. 3/10 Labour Office, Federal Ministry of Labour, Ilorin, Nigeria In replying please quote the number and date of this letter Telephone .' 2167 Telegram : LABSUB 4th April, 19 67 The Principal, Teachers' Training College, Mokwa. ANALYSIS OF UNEMPLOYMENT AND EMPLOYMENT AND JOBS AVAILABLE JANUARY, 1964 TO MARCH, 1967 attd I attach hereto the information requested by one of your tutors ——— during the course of his employment situation survey in my Labour District which comprises Ilorin and Kabba Provinces, excluding Kainji Special Labour Area. 2. Please acknowledge receipt. (A. K. BAKIR) LABOUR OFFICER. 124 TABLE B. 1* ANALYSIS OF UNEMPLOYED PERSONS FROM JANUARY, 1964, TO MARCH, 1967, BY SEX Male Female Grand Month | Total Men l Boys LTotal Women[Gir1s Total 1964 January 397 101 498 56 31 87 585 February 438 146 580 63 79 142 726 March 381 144 535 76 63 139 664 April 411 132 543 84 56 140 683 May 287 82 369 76 50 126 495 June 359 65 424 60 47 107 531 July 314 52 366 43 30 73 439 August 327 21 348 25 29 54 402 September 300 24 324 23 30 53 377 October 293 42 335 30 33 63 398 November 224 36 260 45 18 63 323 December 267 36 303 38 25 63 366 Total 3998 881 4879 619 491 1110 5989 1965 January 350 110 460 77 43 120 580 February ’271 104 375 60 44 104 479 March 276 96 372 69 38 107 479 April 285 62 347 35 30 65 412 May 291 66 357 39 23 62 419 June 320 66 386 35 ' 24 59 445 July 625 84 709 37 27 64 773 August 334 61 395 22 18 40 435 September 346 60 406 10 16 26 432 October 339 41 380 12 21 33 413 November 289 43 332 18 13 31 363 December 278 43 321 15 17 32 353 Total 4004 836 4840 429 314 743 5583 *Data from the Ministry of Labour, Ilorin. TABLE B. 1 (Continued) 125 Male Female Month . 32:2? Men ‘ Boys [ Total Women Girls Total 1966 January 463 79 542 19 33 52 594 Feb ruary 347 62 409 30 23 53 462 Ma rch 386 75 461 52 34 86 547 AD r11 436 67 503 34 17 51 554 Kay 423 58 481 36 22 58 539 §\he 385 66 451 50 66 116 567 Xuxy 359 74 433 45 49 94 527 August 289 45 334 31 15 46 380 September 212 48 260 15 14 29 289 October 251 39 290 22 17 39 330 November 180 34 214 30 51 81 275 December 221 16 237 17 9 26 263 Total 3952 663 4615 381 350 731 5346 1967 January 409 159 568 38 41 79 647 February 364 74 438 55 38 93 531 March 481 89 570 52 31 83 653 Total 1254 322 1576 145 110 255 1831 Total Unemployed Persons for 1964 5, 989 Total Unemployed Persons for 1965 5, 583 Total Unemployed Persons for 1966 5, 346 Total Unemployed Persons from January to March, 1967 1, 831 Total 18, 749 TABLE B. 2* 126 ANALYSIS OF EMPLOYED PERSONS FROM JANUARY, 1964, TO MARCH, 1 967 P rimary and Below Secondary and Above IVIonth Male Female Total Male Female Total 1964 f} nuary 33 10 43 - - _ Qb ruary 9 3 1 40 — — — (Larch 40 1 41 - _ _ Vrll 6 2 8 — _ _ May 86 7 93 — _ _ June 61 - 61 _ _ _ July 32 - 32 - _ _ August 25 — 25 - _ _ September 8 — 8 _ _ _ October 37 1 38 - _ _ November 14 1 15 - _ _ December 26 7 33 - _ _ Total 377 60 437 — _ _ 1965 January 39 1 40 — _ _ February 13 1 14 1 — 1 March 28 4 32 — _ _ April 5 1 6 - _ _ May 3 — 3 _ _ _ June 5 2 7 _ _ _ July 22 - 22 2 — 2 August 36 1 — _ _ _ September 33 1 34 _ _ _ October 7 2 9 _ - _ November 144 6 150 — _ _ December 6 — 6 _ _ _ Total 341 19 360 3 — 3 *Data from the Ministry of Labour, Ilorin. 127 TABLE B. 2 (Continued) Primary and Below Secondary and Above Month Male ' Female Total Male Female 1966 Janu ary 18 1 19 1 Feb ruary 8 4 12 MEL r Ch 18 5 23 Apr 1 1 1 1 2 13 Vets? 17 2 13 flue 13 3 16 3 \my 22 12 34 August 16 3 19 2 September 13 3 16 October 48 1 49 November 13 3 16 1 December 79 — 79 Total 276 40 316 7 1967 January 42 — 42 3 February 10 6 16 March 2 1 2 23 Total 73 8 81 3 Total Employed Persons from January, 1964, to March, 1967 Males: Females: Males: Females: Total Secondary or Above Secondary or Above Primary or Above Primary or Above 13 1, 067 127 1,207 128 JOBS AVAILABLE FROM 1964 — 1967* 1 - House—boy 2 - House-girl 3 - Cook 4: - Steward 5 - Typist 3 - Drivers (all kinds) 7 - Labourers 8 - Sales—boys “x: - Sales-girls 10. Bar/Hotel Managers 11 Bar/Hotel Girls 12. Bar/Hotel Boys 1 3. Night—wat chman 14. Teachers 15. Security - Guards 16. Bricklayers 17. Gardeners 18. Mechanics 19. Baby Nurse 20. Messengers 21 Waiter 22. Waitress 23. Telephone Operators 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. >1 00 [\D r—A l-< (D m 2 O 63. 64. 65. Did you make this choice because you were encouraged by teachers and headmasters? Occupations 1. Yes No 3. Yes No 5. Yes No 7. Yes No 2. Yes No 4. Yes No 6. Yes No 8. Yes No Did you make this choice because you were encouraged by school supervisors and managers? Occupations 1. Yes No 3. Yes No 5. Yes No 7. Yes No 2. Yes No 4. Yes No 6. Yes No 8. Yes No Did you make this choice because of other reasons than anyone stated above? Occupation Other Reasons 1. Yes No 2 . Yes NO 3. Yes No 4. Yes No 5. Yes No 6. Yes No 7 . Yes No 8. Yes No STOP - GO BACK TO LIST 35 14 Job Counseling Suppose in primary school you had been (were) informed about the necessary training for occupations, the available jobs in your area, and how much money you could expect to earn, working at these jobs: 66. Would you be doing anything different now from what you men— tioned to be your present occupation? (READ LIST 30 TO RESPONDENT) 67. Would you expect to do anything different from these jobs in five years, if you had been given this sort of information? (READ LIST 35 TO RESPONDENT) 68. If anything were possible, would you want to do anything different from these jobs if you had been given this sort of information? 69. How do you think primary school programs can be improved? (or for 1964 graduates) What did you miss or gain that you would like to see done or encouraged in primary schools? WRITE FU RTHER COMMENTS "IlIllllllllllllf