OFFICE TECHNOLOGY AND MANAGEMENT (OTM)

CURRICULUM REVIEW AND CAPACITY

RE-ENGINEERING: A STUDY OF IMPLEMENTATION
CHALLENGES

By

FESTUS CHUKWUNWENDU AKPOTOHWO, Ph.D

Department of Office Technology & Management (OTM),
Federal Polytechnic,
Bali.

Curriculum according to Ojukwu and Njoku (2008) is the head and blood of all
academic edeavours. Yet the definition of curriculum has been the most misunderstood,
variously defined and wrongly implemented. Curriculum specialists have not come to
terms on the technical meaning of what the curriculum should do. Thus, curriculum
reform is a modification of or a review of what has existed for a purpose; adding or
subtracting some elements or modules as a result of observable needs or societal
demand for improvement (Ojokwu, 2008 citing Olaitan and Ali (1997).
Bases for Curriculum Review

A curriculum review becomes necessary when a curriculum cycle is completed

and a feedback reveals a need for such a review. Ohakwe and Njoku (2009) noted that
the curriculum like the constitution is not static; it is fluid and elastic in application,
administration, and change and principally modulated by the environment and
technology. Developing a curriculum therefore, is an ongoing exercise. Curriculum
reforms are however implemented in response to popular clamour and perceived social
needs. When there is perceived dissatisfaction with an existing curriculum or when
there is a change in what is known about learning process, the need for evaluation
becomes expedient. This according to Ohakwe and Njokwu (2009) is what the
UNESCO – Nigeria project has done in support of revitalization of Technical and
Vocational Education (TVE) in Nigeria. A critical analysis of the various curricula for
business programme according to this view reveal that 25% theoretical works and 75%
practical exercises are required to be performed in any course title. This is very
important at a period when mass unemployment and graduate un-employability are
prevalent. The polytechnics are known to produce skills and self-employable
office/workshop workers.

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 Academic Discourse: An International Journal
The emerging challenges now are that more than ever before, Nigerian
economy requires competent workforce with relevant psychomotor, cognitive and
affective domains. While the present curriculum may provide the agenda for adequate
preparations to harness its immense potentials, the emerging challenge hinges on
effective capacity building of Technical and Vocational Educators taking into focus
their instructional challenges.

For example, the National Diploma (ND) and higher National Diploma (HND)
curriculum for Secretarial Studies was published in 1989. After the initial five years of
implementing the curricula, it was generally agreed that there was the need to review
the Secretarial Studies curriculum (Azuka, 2000, Makari, Gami and Otoiwo, 2005).
Curriculum review according to Ojukwu, (2008), can also occur when there is a
perceived need to improve upon the existing curriculum based upon development in
technology and the need for improvement in the way things are done for societal
upliftment. It was based on these needs that the National Board for Technical Education
(NBTE) embarked on a comprehensive review of all minimum guide curricula from
2001, which sought to radically transform the polytechnics programmes to meet new
technological and socio-economic trends and demands of the world of work. The main
focus was to ensure that every programme contained ICT and entrepreneurship
modules. The revised curricula emphasized more on psychomotor domain (i.e. practical
work).

Human capacity re-engineering is the process of equipping individuals with the

understanding, skills and access to information, knowledge, and training that enables
them to perform effectively, (Tachiki, 2002). A simple analysis of Tachiki’s definition
of human capacity reengineering suggests that the word “re-engineering” takes the form
of re-training, re-packaging, and reforming the human attitudinal dispositions and
know-how for effective and efficient performance in service (i.e. lecture/instruction)
delivery. Ojukwu, (2009) observes that ICT courses in the OTM curriculum include
ICT office applications I and II, Database Management System, Management
Information Systems, Advanced Web Page Design, Advance Desktop Publishing, and
Modern Office Technology. Thus, there is now more emphasis on ICT related courses.
Some polytechnics as noted by Ojukwu, (2009) have sincerely indicated that there are
not enough human resources to competently deliver especially, the ICT and related new
courses. In the case of ICT office applications I and II, it was revealed that lecturers
who have to teach the course must be well knowledgeable in computer and its
applications.

According to Ine (2008), Office Technology and Management could be

implemented by the department at the HND level provided that:

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 Office Technology and Management (OTM) Curriculum Review and Capacity Re-engineering:
A Study of Implementation Challenges – Festus Chukwunwendu Akpotohwo, Ph.D
(a) The implementation of the curriculum as is done at the ND level is first of all
adequate, so as to equip the students to meet the challenges at the HND level.
(b) The department should be ICT compliant in line with the new trend, stressing
that without enough computers and their packages, there is no how the Office
Technology Management curriculum can be implemented.

Ine advised the department to recruit support staff and competent computer
technicians/attendants. He then asserts that teachers in the department must as a matter
of urgency update their knowledge of computer so that they will be ICT compliant and
capable of teaching the course. Supporting Ine’s view, Mumah (2008) noted that by
combining ICT skills with emergent view in pedagogy, curriculum, and school
organization, the standards are designed for the professional development of teachers
who will use ICT skills and resources to improve their teaching, collaborates with
colleagues and perhaps, ultimately become innovative leaders in their institutions.

Ihedioha, (2008) opined that the implication of the new curriculum is that
many, if not all the teaching staff and non-teaching staff must be computer competent
and not just literate. Ojukwu (2008), corroborated Ihedioha’s view when he maintained
that Office Technology and Management teachers should be strengthened on how to
effectively coordinate the ICT equipment/facilities in the computer department and that
they should not use computer to supervise typewriting practice (i.e. Keyboarding) only.
He therefore concluded that the action phase of the Office Technology and Management
curriculum implementation should focus on urgent need to close any gaps between
teacher’s qualification and job requirements necessitated by the introduction of Office
Technology and Management; and that teachers who graduated before 2005 required
updating the ICT skills urgently. Mumah, (2008), acknowledged Ojukwu’s view on the
urgent need to close any gap between teachers qualifications and job requirements for
Office Technology and Management curriculum implementation, but added that the
material and non-material obstacles for ICT implementation includes:
(a) Insufficient number of computers;
(b) Teachers lack of knowledge and skills;
(c) Difficulty in integrating ICT in instruction;
(d) Scheduling computer time;
(e) Insufficient peripherals;
(f) Inadequate copies of soft-ware;
(g) Insufficient teacher time;
(h) Not enough simulation access, and
(i) Lack of technical staff.

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 Academic Discourse: An International Journal
OTM Curricula Structure and Organization
The main features of the revised OTM curriculum include the incorporation of
relevant ICT course modules; and Entrepreneurship Education Course and a significant
change (i.e. reduction) in the contact hours of shorthand from 10 hours to 4 hours.
More specifically, the OTM courses are structured along four areas; viz:
1. General/liberal studies courses as seen in the teaching of Citizenship Education
for all programmes.
2. Foundation/Basic courses as seen in introduction of:
 Use of English
 Principles of Accounts
 Business Mathematics
 Introduction to Business
 Principles of law
 Professional ethics and social responsibility
 Entrepreneurship Education
 Business Communication
 Technical English
3. Professional/Technical courses as in:
 Keyboarding
 Shorthand
 Office Practice
 Project
 ICT
 Modern Office Technology
 Records Management
4. The supervised Industrial Works Experience Scheme (SIWES) for National
Diploma Students (Ohakwe and Njoku, 2009).

The curriculum design took the form of Brookfield Models. It is a technique in

curriculum engineering which attempts at interdisciplinary mode aimed at curriculum
synthesis leading the learner into inquiry and generalization. The plan helps learners
conceptualize a whole field rather than a narrow, unrelated part. According to Onwuka
(1981), cited in Ohakwe and Njokwu (2009), it is an effort to overcome the
compartmentalization and atomization of curriculum. It is an advanced stage in
curriculum approaches, be they:
- Subject or the discipline – centered curriculum
- Core curriculum
- The activity/experience curriculum
- Curriculum based on social processes and life functions.

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Office Technology and Management (OTM) Curriculum Review and Capacity Re-engineering:
A Study of Implementation Challenges – Festus Chukwunwendu Akpotohwo, Ph.D
Statement of the Problem
All polytechnics in Ngieria have been mandated by the NBTE in the process of
adoption of the revised OTM curriculum to hasten the mechanism for the teaching of
ICT and Entrepreneurship Education Courses. Azuka (2008) lamented the way and
manner the new OTM curriculum was being implemented; that over 80% of the
lecturers lacked the relevant competencies to teach the new courses in the reviewed
curriculum. Azuka, in the same vein, also expressed the fears that universities that
produced business educators have not modified their curriculum in line with new trends.
Realizing the fact that TVE teacher is central to the successful implementation of OTM
curriculum in the polytechnics, the introduction of ICT and entrepreneurship courses
require the reengineering (strengthening) of the teachers capacity and skills to use
technology and knowing how that technology can support student learning, improve
teaching and collaborative tele-learning among colleagues.
The issues addressed by this study is the urgent need to reengineer OTM TVE
teachers at the polytechnics and also to determine the instructional challenges inhibiting
TVE teachers in the teaching of OTM courses at the polytechnic levels?

Purpose of the Study

The main purpose of this study is to determine the capacity reengineering need of TVE
teachers at the polytechnics and their instructional needs, and to examine the challenges
inhibiting TVE teachers teaching in the polytechnics.

Research Questions
The following research questions were formulated to guide the study:
1. What are the major OTM capacity re-engineering needs required of TVE
teachers in the polytechnics in the areas of ICT?
2. What are the instructional challenges inhibiting effective implementation of
recently reviewed curriculum for Office Management and Technology (OTM)?

Hypothesis
Two null hypotheses were formulated at .05 levels of significance.
HO1: Lecturers and instructors in the polytechnics do not differ significantly in their
mean ratings on the major OTM capacity re-engineering needs of TVE teachers in the
areas of ICT.

HO2: Lecturers and instructors in the polytechnics do not differ significantly in their
mean ratings on the instructional challenges inhibiting effective implementation of the
reviewed curriculum for OTM programmes in the polytechnics.

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Academic Discourse: An International Journal
Methodology
The study utilized a cross-sectional survey method. The population comprised
of TVE teachers made up of 31 lecturers and 35 instructors in the polytechnics located
in Delta and Taraba states. The polytechnics include: The Delta State Polytechnics at
Ozoro, Oghara and Ogwuashi-Uku, the Federal Polytechnic, Bali, Taraba State and
Taraba State Polytechnic Suntai respectively. The distribution of the population showed
that in the areas of ICT and the instructional challenges inhibiting effective
implementation of the recently reviewed OTM curriculum, 43 (65%) were from the
three polytechnics in Delta State, 13 (20%) were from the Federal Polytechnic Bali,
while 10 (15%) were from Taraba State Polytechnic, Suntai. The study was also
delimited to Technical and Vocational Education (TVE) teachers who teach courses in
the OTM programme of the three polytechnics in Delta State and the two polytechnics
in Taraba State.

The instrument was a structured questionnaire consisting of three sections. The

first section sought the demographic data of the respondents. The second section
comprises a 7-item structured questionnaire on a 4-point scale as follows: Highly
Required (HR), Required (R), Not too Required (NTR), and Not Required (NR), while
the third section consist of fourteen items structured questionnaire on a 4-point scale as
follows: strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed
(SD). All the items have equal rating scales ranging from 1 – 4 points respectively.

The instrument was face validated by four Business Educators based on their
indebt knowledge of the subject matter. The instrument for data collection was
administered to the respondents personally with the help of two colleagues; one from
Delta State Polytechnic Ogwashi-Uku and the other from the Federal Polytechnic Bali,
Taraba State. Out of the 66 copies of the questionnaire distributed, 61 copies were
returned. The return rate of the questionnaire was 92% which was considered fair
enough for the study.

The researcher utilized the mean statistics to analyze the data generated from
the responses, while the null hypotheses were tested at .05 significant level using t-test
statistics. The research questions one and two were considered required/Agreed if the
mean responses indicate rates of equal to or greater than (≥ 2.50), while not
required/Disagreed if the mean rating amounts to less than (< 2.50). The null
hypotheses were accepted when the critical t-test value supersedes the calculated t-
value; and rejected when the reverse was the case.

Data Analysis and Results

Research Question 1: What are the major OTM capacity re-engineering needs required
of TVE teachers in the polytechnics in the areas of ICT?

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Office Technology and Management (OTM) Curriculum Review and Capacity Re-engineering:
A Study of Implementation Challenges – Festus Chukwunwendu Akpotohwo, Ph.D
Table 1: Mean Ratings on Major OTM Capacity Re-engineering Requirements in
the Area of ICT
S/No. Re-engineering Mean Requirement
Requirements X Level
Training Requirement on:
1. Modern Office Technology 3.31 Required
2. ICT Office Application 3.41 Required
3. Word Processing 3.69 Required
4. Desktop Publishing 3.32 Required

5. Web Page Design 3.13 Required

6. Data Base Management 3.01 Required

7. Management Information System 3.18 Required

N = 61 Grand Mean 3.07

The data in table 1 show the mean ratings on ICT training requirement by TVE
teachers. The respondents rated all the items (1-7) as required by TVE teachers in the
polytechnics for effective implementation of OTM curriculum. The ratings are: Modern
Office Technology (3.31), ICT Office Application (3.41), Word Processing (3.69),
Desktop Publishing (3.32), Web Page Design (3.13), Data Base Management (3.01) and
Management Information System (3.18) respectively.

Research Question 2: What are the instructional challenges inhibiting effective

implementation of recently reviewed curriculum for Office Management and
Technology

Table 2: Mean Ratings on Equipment/Facilities Challenges Inhibiting Effective

Implementation of Reviewed OTM Curriculum
S/No. Re-engineering Mean Requirement
Requirements x Level
Educational Facilities:

8. Poor quality of instructional

Materials are major challenges. 3.37 Agreed

9. Inadequate training opportunities

for professional skill improvement
are major challenges 3.05 Agreed

10. Insufficient number of computers

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Academic Discourse: An International Journal
on the basis of one student to one
computer during classroom Session. 3.20 Agreed

11. Insufficient peripherals. 3.33 Agreed

12. Word processing labs fitted with

air conditioners and good lighting 3.13 Agreed

13. Office practice lab equipped with

modern office requirement. 2.98 Agreed

14. Audio-visuals/projectors. 2.35 Disagreed

15. Insufficient copies of software. 3.57 Agreed

16. Electronic communication equipment

such as e-mail, internet facilities,
facsimile (FAX), telex machine 3.09 Agreed

17. Reprographic machines such as

copiers and duplicators 2.15 Disagreed

18. Inconsistent/ inadequate power

generation source is a challenge 3.09 Agreed

19. Insufficient teacher time (lecture period) 2.77 Agreed

20. Insufficient simulation access 2.93 Agreed

21. Lack of qualified technical staff 3.06 Agreed

N = 61 Grand Mean 2.77 Agreed

The results in Table 2 revealed the equipment/facilities challenges inhibiting the

effective implementation of OTM curriculum. The respondents rated items 8(3.37),
9(3.05), 10(3.20), 11(3.13), 12(2.98), 15(2.51), 16(3.09) and 19(2.77) as agreed. These
are challenges to effective implementation of OTM curriculum, while items 14 (2.35)
and 17 (2.15) respectively were rated disagreed and therefore, regarded as no challenges
to effective implementation of OTM curriculum.

HO1: Lecturers and instructors in the polytechnics do not differ significantly in their
mean ratings on the major OTM capacity re-engineering needs of TVE teachers in the
areas of ICT.

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 Office Technology and Management (OTM) Curriculum Review and Capacity Re-engineering:
A Study of Implementation Challenges – Festus Chukwunwendu Akpotohwo, Ph.D
Table 3: t-test Comparison between TVE Lecturers and Instructors on OTM
Capacity Re-engineering Requirements in the Area of ICT
Groups X SD N df t-calc. t. crit. Decision
Lecturers 10.01 3.71 29 Do not
59 1.78 ±1.96 reject
Instructors 13.04 7.30 32 HO1
P< .05
Table 3 shows that calculated t-value of 1.08 is less than the critical t-value of
1.96 at 0.05 levels of significance and 59 degree of freedom. The null hypothesis is
therefore not rejected that lecturers and instructors do not differ significantly on the
major OTM capacity re-engineering needs of TVE teachers in the areas of ICT.

HO2: Lecturers and instructors in the polytechnics do not differ significantly in their
mean ratings on the instructional challenges inhibiting effective implementation of the
reviewed curriculum for OTM programmes in the polytechnics.

Table 4: t-test Comparison between Lecturers and Instructors on the

Equipment/Facilities Challenges Inhibiting Effective Implementation of OTM
Curriculum
Groups X SD N df t-calc. t. crit. Decision
Lecturers 16.48 2.21 29 Do not
59 1.54 ±1.96 reject
Instructors 14.01 4.32 32 Ho2
P< .05
Table 4 shows the calculated t-value as 1.54 and the t-critical value as 1.96. The
critical t-value is greater than the calculated t-value. Hence the null hypothesis is not
rejected. There is no significant difference between lecturers and instructors in their
mean ratings of the equipment/facilities challenges inhibiting effective implementation
of OTM curriculum.

Discussion of Findings
The results in table 1 revealed that TVE teachers (lecturers and instructors) in
the polytechnics required progressive training so as to effectively implement the ICT
needs as expressly emphasized in the, OTM curriculum. The human capital capacity re-
engineering is needed in all areas of ICT courses; especially in the areas of training and
retraining on modern office technology, ICT office applications, word processing,
desktop publishing, Web Page design, data base management and management
information system respectively. The findings agree with the study of Nwosu (2000),
Njoku, (2000), Okoji (2008) and Ugwuanyi, Moses and Eze, (2008) respectively.

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Academic Discourse: An International Journal
The reviewed curriculum in Office Technology and Management programmes
in the polytechnics is a giant stride in the right direction; especially in this era of
Information and Communication Technology (ICT). This lofty idea can however not be
effective without adequate preparation of the Technical and Vocational Education
teachers whose responsibilities it is to implement the programmes. As earlier noted in
this study, most of the TVE teachers in the polytechnics were trained without modern
office equipment and facilities. Ugoji, (2008) puts the situation more succinctly when
he maintained that many of the teachers were trained over twenty years ago with rickety
manual typewriters as the best equipment/facilities they had access to.

The findings in Table 2 showed the equipment/facilities challenges inhibiting

effective implementation of Office Technology and Management curriculum. These
includes: poor quality of instructional materials, inadequate training opportunities for
professional skills improvement, inadequate computers, word processing laboratories,
office practice laboratories, reprographic machines (copiers and duplicators) and
constant power generating source. These resources are fundamental for effective
implementation of the Office Technology and Management curriculum and therefore,
should be seen as emerging challenges.

Conclusion
The curriculum reform focused on the modification of or the review of what
have been in existence in the secretarial studies programme. This is intended to add or
substitute some elements or modules as a result of observable needs or societal demand
for improvement. The reform led to a major shift from the old paradigm which also led
to a change in the nomenclature of secretarial Studies to Office Technology and
Management (OTM). Unfortunately, the new reform has thrown a critical challenge to
TVE teachers in the Polytechnics in the areas of ICT and equipment/facilities
requirements for effective implementation of the reviewed curriculum for Office
Technology and Management programme.

Recommendations
Based on the findings of this study, the following recommendations are made:
1. Staff training of TVE teachers should commence as a matter of urgency both on
the basis of on-the-job training or short courses at designated centers. Emphasis
should be on office technology applications, database management, web page
design and desktop publishing and internet access.
2. Modern equipment/facilities required to teach Office Technology and
Management courses should be adequately provided to enhance teaching and
learning. This has become critical as Office Technology and Management
courses are equipment–based and therefore cannot be taught without making
the equipment/facilities available.

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 Office Technology and Management (OTM) Curriculum Review and Capacity Re-engineering:
A Study of Implementation Challenges – Festus Chukwunwendu Akpotohwo, Ph.D
3. The TVE teachers need urgent professional development in the ICT modules
and their pedagogical applications for successful implementation of the Office
Technology and Management curriculum in the polytechnics. The major
capacity re-engineering should include the mastery of how ICT is used as a
teaching-learning tool. The teachers should have a mastery of e-lesson plan and
implementation of e-lesson plan for effective teaching and learning.
4. The Government at both Federal and State levels, as well as private institutional
operators of Polytechnics in the country should realize that Office Technology
and Management is capital intensive. Therefore, adequate capital votes for the
programme should be made. Other stakeholders such as Alumni Associations,
employers of Office Technology and Management graduates and other relevant
donors should assist in the provision of the needed equipment/facilities.

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 Academic Discourse: An International Journal
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