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Seven objective statements were developed and assessed by 150 master craft trainers and 750 apprentices, who rated each item from 1 to 7 by importance and representativeness. Four statements emerged as most important and representative: acquiring technical skills, providing pre-employment opportunities for youths, instilling discipline, and enabling interpersonal relationships within the apprenticeship program.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-the-perceived-objectives-of-roadside-mechanic-apprenticeship-programs-in-mid-western-nigeria/594366/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Aldword","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What was the purpose of the study on roadside mechanic apprenticeship programs?","Question",{"text":106,"@type":107},"The purpose was to investigate the objectives of roadside mechanic apprenticeship programs in mid-western Nigeria.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How were respondents asked to evaluate the objectives?",{"text":111,"@type":107},"Seven objective statements were rated by respondents on a 1–7 scale based on their order of importance and representativeness.",{"name":113,"@type":104,"acceptedAnswer":114},"Which objectives were rated as the most important and most representative?",{"text":115,"@type":107},"The top-rated objectives were to acquire technical skills, provide pre-employment opportunities for youths, instil discipline among youths, and provide opportunities for interpersonal relationships.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},594366,1792079022,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":137},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Roadside mechanic apprenticeship programs in Nigeria 85  \nVolume 44, Number 1, April 2004  \nThe perceived objectives of roadside mechanic apprenticeship programs in mid-western Nigeria  \nRaymond Uwameiye and Godwin O. Omofonmwan University of Benin, Nigeria  \nThe purpose of this study was to investigate the objectives of roadside mechanic apprenticeship programs in mid-western Nigeria. Seven statements of objectives were derived for the study, and respondents were required to score each of the seven statements between‘1’and‘7’ in their order of importance and representative of the objectives. The instrument was administered to 150 master craft trainers and 750 apprentices. Four out of the seven statements were rated the most important and most representative of the objectives of the roadside mechanic apprenticeship program in mid-western Nigeria –(a) to acquire technical skills,(b) to provide pre-employment opportunity for youths,(c) to instil discipline among youths and (d) to provide opportunity for interpersonal relationships.  \nIntroduction  \nEducation as a means of survival is referred to as the change in the behaviour of an individual from birth to death.This means that what an individual learns as a way of acquiring knowledge and  \nknowing about a certain concept(s), which brings about changes in the individual, is education.During the 1940s (the colonial era), education in Nigeria was geared towards the training of people who would be able to read and write and subsequently be employed as clerks and interpreters (Fafunwa 1974).The observation above seems to have narrowed the meaning of education, as its boundary did not extend beyond reading and writing.  \nThe national policy on education (Federal Republic of Nigeria, 1998) states that education is an instrument of change in the intellectual and social outlook of any society.The policy, however, focuses on the total transformation of the society at large as a contribution from individuals who have been educated.The policy identifies what could be referred to as positive change and development of the society, which can be traceable to the education of its citizens; the intellectual ability and brainpower developed by human beings to perfectly operate within their environment.  \nEducation does not only imply the process of going to school, as it is more than just having a formal education, hence education is described by Urevbu (1991) as the total process of human learning by which knowledge is imparted, faculties trained and skills developed. From this definition,school is only one agent through which education is provided.There are other agencies of education as well:  \nthe dome, the family, the peer group, the mass media, churches and so on.Acquisition of knowledge is realised through informal, nonformal and formal means.These forms of education will be carefully harnessed, with detailed emphasis on non-formal education as it forms the pivot on which this research is hinged.  \nFormal education is the form of education which is organised under the direction of the school and runs from primary to the university level.It includes, in addition to general/academic education, studies in a variety of specialised programs and institutions for full technical and professional training.Formal education in Nigeria is given to  \n86 Raymond Uwameiye and Godwin O. Omofonmwan Roadside mechanic apprenticeship programs in Nigeria 87  \na person from the age of six and is broken into six years of primary school, three years each for junior and senior secondary, and four years in higher education – hence the 6-3-3-4 system of education.  \nInformal education, on the other hand, is the process whereby every individual acquires attitudes, values, skills and knowledge from daily experiences in his/her environment (families and neighbours, from work and play, the marketplace, library and mass media). Through informal education, a child learns how to use the r","cbCaifxp7acm0c6I","https://ap.wps.com/l/cbCaifxp7acm0c6I","pdf",45584,"English","# Introduction\n## Education as an instrument of change\n## Types of education: formal, informal, and non-formal\n## Non-formal education and apprenticeship programs in Nigeria","[{\"question\":\"What was the purpose of the study on roadside mechanic apprenticeship programs?\",\"answer\":\"The purpose was to investigate the objectives of roadside mechanic apprenticeship programs in mid-western Nigeria.\"},{\"question\":\"How were respondents asked to evaluate the objectives?\",\"answer\":\"Seven objective statements were rated by respondents on a 1–7 scale based on their order of importance and representativeness.\"},{\"question\":\"Which objectives were rated as the most important and most representative?\",\"answer\":\"The top-rated objectives were to acquire technical skills, provide pre-employment opportunities for youths, instil discipline among youths, and provide opportunities for interpersonal relationships.\"}]","Australian Journal of Adult Learning - The perceived objectives of roadside mechanic apprenticeship programs in mid-western Nigeria | PDF",15]