Thesis Abstract

In 1973 IMT integrated co-operative education into the schools curriculum as part of the course to be studied in the institution. This was a wide range of ignorance on co-opertive education in Nigeria schools of higher learning and this was (IMT) as the pioneering institute of cooperative education. The best to be used among existing means of imparting cooperative education, the problems of departments in carrying out this takes effectively and the benefits of cooperative education of graduates of cooperatives department (IMT).

Thesis Overview

2.0     INTRODUCTION

Advanced learners dictionary defined education as a process of training and instructing, especially of children and young people in school. Colleges etc. which is designed to give knowledge and develop skills.

The institute of management and technology (IMT) incorporated the study of cooperative economics and management (C.T.M) into the school curriculum in the year 1973 in order to add to the qualitative teaching task of developing efficient man power which would carry out the co-operative practice and improve on the nation economy.

Basically we shall be looking at the best possible ways by which we can improve on the teaching process of co-operative education in the institute of management and technology (IMT) since we already know that co-operative education is the process of teaching somebody about co-operative ideas or how to carry out cooperative ideas.

However, co-operative education act as a means development which should not over looked the goals and philosophy of co-operative development can be said to be imperceptible without the presence betters means of imparting this co-operative ideologies in the institute of management and technology (IMT) Enugu.

Therefore, the importance of this study can not be were stressed if we must improve on the quality of cooperative education been given to under graduates especially in institute of management and technology (IMT) Enugu.

Therefore, the importance of this study can not be were stressed if we must improve on the quality of cooperative education been given to under-graduates especially in Institutes of Management and Technology (IMT).

2.1     BACKGROUND OF THE STUDY

Cooperative education started on Nigeria since 1943 with very little success to show for it, it has suffered great neglect if compared with the level of cooperative education in the advanced countries where cooperative triumph. This could be as a result of the level of literacy of individuals, institutions and establishments toward cooperative education. The institute to higher learning which was supposed to have been the preacher of cooperative education there by given sense of belonging and wariness to individuals education with keen interest.

All these ugly incidence continued into the institute of management and technology (IMT) curriculum as part of the courses to be studies in the institution, this was exactly after twenty years of cooperative education been introduced in Nigeria.

The institute of management and technology (IMT) been the pioneering institute of cooperative education have come a long way in giving it a face life to cooperative education in Nigeria which other existing higher institution have failed to accomplished over the years.

Nevertheless, inspite of the fact that IMT cooperative Department is the first in Nigeria’s institution, these have been a very low turn-up of students coming into studying this course which is one of the problem the study intends to emphasize.