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EMERGING CHALLENGES FACING OFFICE TECHNOLOGY AND
MANAGEMENT STUDENTS IN THE 21ST CENTURY
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In the recent
times, The National Board for Technical Education enhanced the objectives of
the secretarial training. Hence the nomenclature changed to office Technology
manager. This affected both the curriculum of Colleges of Education and
Polytechnics. The Polytechnic curriculum composes of four main components for
both National Diploma and Higher National Diploma hence, General
Studies/Education Foundation courses, Professional courses, SIWES. The
professional courses are courses which give the student the theory and
practical skills he needs to practice as a secretary. This may account for
between 60percent to 70percent of the contact hours of study.
According to
Agboola (2014) greater prominence is given to ICT courses than shorthand and
keyboarding; which had credit hours drastically reduced. The purpose is to
actualize the demand for supply of manpower who have appropriate office skills
and competences to manage office view technologies to profit the organization
given the current wave of information communication technology.
The OTM career
encourages employment creation given multifaceted skills embedded in it
including: reprographics, word processing, micrographics, telecommunication,
data processing and others.
Merraim Webster
Dictionary (2013) explains skill as ability coming from one’s knowledge
practice or aptitude to do something well. Etonyeaku (2008) added that it
involves practical knowledge in combination with cleverness, expertise,
dexterity and ability to perform a function which could be acquired or learnt
in school.
There are areas
which require immediate attention as standing on the perception of Aina (2002)
that business education inculcating OTM is concerned with development of
individuals, person skills and attitudes, communication and occupational
skills, technological literacy, employability skills, broad specific
occupational skills and knowledge, Oladunjoye 2015 asserts that the products of
a deficient curriculum cannot function effectively and efficiently in today’s
consistent change in the work environment.
Computer studies
was first examined at SSCE level – WAEC in 2014 and has become optional in
SSCE. The basic Education at JSS level is exclusive of shorthand but optional
in Secondary School. The revised edition of the Federal Republic of Nigeria
(2014) outlined that the acquisition of appropriate skills, abilities and
competencies both mental and physical as equipment for the individual to live
in and contribute to the development of the society. The objective of each level
of education is to give the individual a climbing stone to a higher level.
Where the secondary school curriculum is inadequate, it cannot prepare students
for useful living and solid higher education.
1.2 Statement of the Problem
Office
Technology and Management is embedded with a conglomerate of courses inclined
to development of skills and competencies. It has been observed that there
certain criteria which must be met by teachers, students and policy makers in
order to achieve the overall objectives of the programme in the polytechnic.
With the
unprecedented rate of change in technology as requiring knowledgeable workers
and creating entrepreneur opportunities, students need to be adequately
prepared to make choices and acquire basic skills to enhance learning. Other
critical issues requiring immediate attention include as follows: inadequate
number of trained teachers, poor societal perceptions, retraining of teachers
on e-teaching platform, poor industry/institutional collaboration, incessant
strike actions and proper utilization of modern ICT.
1.3 Objectives of the study
1. Ascertain the extent basic skills in
acquisition of OTM skills.
2. Determine the critical issues in the
learning of OTM in the 21st century.
3. Identify measures that can ameliorate these
challenges.
1.4 Research Questions
1. What are the basic skills in that affect the
acquisition of OTM skills in the polytechnic.
2. What are the challenges faced in OTM skills
acquisition?
3. What are the measures which can be adopted
to improve OTM skills acquisition
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