INTRODUCTION
Engaging primary school pupils in handicraft
projects that focus on turning waste into wealth can be an excellent way to
foster creativity, environmental awareness, and a sense of responsibility from
a young age. Handicrafts are a diverse and culturally rich expression of human
creativity, skill, and heritage. They contribute to the beauty of everyday
life, connect people to their cultural roots, and provide economic
opportunities for artisans around the world. Handicrafts are sustainable because in their
making process they often use natural and eco-friendly materials, promote local
production and fair-trade practices, reduce waste, and
support artisan livelihoods and communities. With the help of government
initiatives, craftsmen strive to promote the use of natural energy and light.
Handicraft in Nigeria,
is based in Basic one to nine (primary – JSS) curriculum provides for the
teaching of handicraft though as an optical subject, suggesting the huge need
for technological advancement. But for this technological advancement to
manifest, the young, impressionable students will need to have hands on
experience in wearing, sewing, designing, painting, moulding,
smiting, fabricating and others in schools. Shyllon, (2013), was of the opinion that
teachers are supposed to be knowledgeable to able them deliver, but the
teachers do not have the knowledge. They are not equipped with resources and
the administration cannot query the wrong actions of scoring at examination
only because development is always measured along political lines, and the show
of paper qualification to the detriment of practice. Handicraft is a unique
expression of a particular culture or community through local expertise and
materials. However, with increasing globalization, products are becoming more
and more commodity-made and artisans find their products competing with goods
from around the world. It is no longer possible to see a community of
traditional craftsmen and their products separately from global market trends
and competition (Mahgoub, 2015)
Craft, basically, not mass-produced. But if
pupils work with their hands, even with the help of tools and machines, produce
goods needed in a wide market space, sell to make a profit and thus contribute
to national wealth, crafts can be called decentralized creative industries
where the mind and human hands are more important than the machines and small
equipment they use. This machine is a maker instrument, owned by the maker or
by the community. So far, craft is free from domination and exploitation.
Therefore, there is an industrial world without industrialization in the
traditional sense and there is a lot of scope and need for it to leave the
profile of being unorganized, reduced, and bankruptcy that has been going on
for a long time (Mahgoub, 2015). It is hoped that the
increase in craft creativity will be able to provide benefits in the form of
increasing skills for craftsmen. With increasing skills, it will be easier for
him to explore his abilities with a high selling price value. It is expected
that handicrafts with high selling value will be able to increase the economy
of craftsmen, even the status they carry.
Waste is a multifaceted concept that extends
beyond its common association with discarded materials. It encompasses a broad
range of issues, from environmental concerns and resource management to social
and economic implications. Understanding waste requires a holistic approach
that considers its environmental, social, and economic dimensions. By adopting
sustainable practices, embracing technological innovations, and fostering a
global commitment to responsible waste management, society can work towards
mitigating the impact of waste and moving towards a more sustainable future.
Waste can come in different forms; it could be solid-metal, gaseous-chemical or
liquid. Fakere, Fadairo and Oriye (2012)
examined the typology, characteristics and future trends of solid waste in
selected Nigerian urban cities (including Ijebu-Ode)
and asserted that the major components of waste are degradable materials (food
remnants, paper, and rags) and non-biodegradable (plastics, tins, metals,
bottles, glass, and bones). The finding was further buttressed by Fakere, Fadairo & Oriye (2012) who submitted that most activities which
affect the environment stem from the need for food; its production, processing
and preparation. As such, some of the wastes are likely to have socio-economic
potentials if effective urban mining mechanisms are designed.
Solid waste management is the collection,
treatment and disposal of solid materials that are discarded because they have
served their purpose or are no longer useful. Improper disposal of solid waste
can create unsanitary conditions, and these conditions, in turn, can lead to
pollution of the environment and the outbreak of vector-borne diseases, that
is, diseases spread by rodents and insects. The task of solid waste management
presents complex technical challenges. It also poses a wide array of
administrative, economic, and social problems that must be managed and solved
(Jerry, 2015).
Waste to wealth refers to the concept of
converting waste materials into valuable resources, thereby creating economic
and environmental benefits. This idea is rooted in the principles of
sustainability, circular economy, and responsible resource management. The goal
is to minimize the negative impact of waste on the environment while
simultaneously extracting value from discarded materials. Examples of
waste-to-wealth initiatives include recycling programmes,
composting organic waste, converting industrial by-products into usable
materials, and repurposing discarded items into new products. These initiatives
not only contribute to environmental conservation but also demonstrate the
potential for economic prosperity through responsible waste management. By combining education, creativity, and a practical
application of environmental principles, this waste-to-wealth through
handicraft will not only enhances the students' skills but also instills a
sense of responsibility towards the environment from an early age.
The transforming discarded or unwanted items,
often considered trash or waste, into valuable or desirable products. It
involves repurposing, upcycling, or creatively
reusing materials typically disposed of in landfills. For instance, repurposing
or upcycling trash can create distinctive and
valuable products while reducing the demand for new raw materials. Various
materials can be involved in the waste to wealth initiatives; for example,
discarded wood can be transformed into stylish furniture pieces, old fabrics
can be repurposed into trendy fashion accessories, pamphlets in the daily
newspaper into decorative place mat or glass bogle’s
can be turned into decorative vases
Like the ones said above, there are many
possible options, but all these fall under general examples; nevertheless, when
we talk from an advanced scientific angle, we can create much more valuable
products, such as food waste to value added products like biosurfactants,
plastic waste to activated carbons, spent batteries into buffer storage units
for emergency purposes or stationary energy storage in variety of application
and others like this. This way, Trash to Treasure promotes sustainability,
resourcefulness, and environmental consciousness. Additionally, when we look at
the Trash to Treasure projects with more profound thought, they promote
environmental sustainability and encourage creativity, craftsmanship, and
entrepreneurship. Overall, waste to wealth represents a shift toward embracing
sustainability, encouraging resourcefulness, and fostering a culture of various
activities that broadly fall under a circular economy. However, for such
transformation to become a new normal, we must unlock the power of resource
conservation, recycling, and waste management practices.
Resource Conservation, Recycling, and Waste
Management” are interconnected practices that aim to reduce the consumption of
resources by promoting the reuse and recycling of materials and effectively
managing waste to minimize environmental impact, enable sustainable
development, conserve energy, offer economic benefits, promote climate change
adaptation and mitigation techniques, and promote public health and safety. As
a result, the importance of resource conservation, recycling, and waste management
cannot be ignored in today’s world.
Waste to wealth through handicraft
Waste to wealth through handicraft" is an innovative approach that
involves using discarded or waste materials to create handmade crafts, adding
value to what might otherwise be considered as refuse. This concept aligns with
the principles of sustainability, recycling, and upcycling
according to Hilary (2018). Here's how this process can be implemented.
1. Materials Collection and Sorting:
·
Waste Identification: Identify suitable waste materials,
such as paper, plastic, glass, fabric scraps, or discarded items.
·
Sorting: Categorize the collected materials based on
type and condition to determine their usability.
2. Design and Creativity:
·
Brainstorming Sessions: Encourage creative thinking to
generate ideas for crafts using the available waste materials.
·
Inspiration: Draw inspiration from traditional art,
culture, and existing handicraft techniques.
·
Training Workshops: Conduct workshops to teach crafting
techniques, upcycling methods, and the basics of
turning waste into attractive products.
·
Incorporate Local Skills: Utilize local
craftsmanship and traditional skills that may already exist in the community.
4. Creation of Handicrafts:
·
Group Projects: Organize group projects where participants
collaborate to create unique handicraft items.
·
Innovative Techniques: Experiment with innovative techniques
to transform waste materials into aesthetically pleasing and functional
products.
5. Market Research and Product
Development:
·
Identify Trends: Research current market trends for handmade
products and identify potential target audiences.
·
Product Prototypes: Develop prototypes to gauge the
market appeal of the crafted items.
6. Market and Sell Handicrafts:
·
Local Markets: Participate in local craft fairs, markets,
or community events to showcase and sell the handmade products.
·
Online Platforms: Explore online platforms to reach a broader
audience and sell the crafts.
·
Awareness Programs: Conduct programs to raise awareness
about waste-to-wealth initiatives and the importance of supporting local
artisans.
·
Involvement: Involve the community in the creation
process or seek their input on the types of products they would be interested
in.
8. Reinvestment and Sustainability:
·
Reinvest Profits: Use the generated income to reinvest in the
project, acquire more materials, and expand the range of handicrafts.
·
Environmental Considerations: Emphasize the
environmental benefits of upcycling and sustainable
crafting practices.
9. Educational Initiatives:
·
School Programs: Integrate waste-to-wealth handicraft
projects into school curricula to educate students about sustainability and
creativity.
·
Workshops for All Ages: Extend workshops and awareness
programs to involve people of all ages in the community.
10. Monitoring and Evaluation:
·
Feedback Mechanism: Establish a feedback system to gather
input from customers and the community.
·
Impact Assessment: Regularly assess the social, economic, and
environmental impact of the waste-to-wealth handicraft initiative.
11. Collaboration and Partnerships:
·
Local Businesses and NGOs: Collaborate with
local businesses and non-governmental organizations (NGOs) to enhance market
reach and gather support.
·
Government Initiatives: Explore partnerships with government
initiatives supporting sustainable practices
Statement of the Problem
The conventional approach to waste management
often results in the underutilization of valuable resources, contributing to
environmental degradation and economic inefficiency. In light of this, the
waste-to-wealth through handicraft initiative faces several challenges that
hinder its successful implementation and impact. Lack of awareness in the
community about the potential value in waste materials, insufficient
participation of community members in waste collection and segregation
processes for handicraft projects, Limited access to training programs for
local artisans and community members on upcycling and
handicraft techniques, insufficient development of skills needed to transform
waste materials into high-quality, marketable products.
Some of the primary
leaver could not further their education due to some reasons such as lack of
sponsorship or examination failure, are always seen roaming the street
aimlessly, looking for any slight opportunity to gain advantage of helping
themselves. Some of them engaged in various social vices such as kidnaping,
banditry, armed robbery to mention but few. It is so because there is a saying
that an idle mind is a devil’s workshop. The fear is that if this one way
traffic type of educational training given to secondary school students
continue, it is likely that Nigeria will hardly get out of this
underdevelopment condition and will definitely affect national development,
hence the need for this study
Addressing
these challenges is imperative to ensure the success and sustainability of the
waste-to-wealth through handicraft initiative. This statement outlines the key
problems that need attention and intervention, providing a foundation for
developing effective solutions within the waste-to-wealth through handicraft initiative
Purpose of the Study
The main purpose of the study was to
investigate Primary School Handicraft: Public Schools Waste to Wealth in
Plateau State, Nigeria. Specifically, the study sought
to;
1.
find out the types of craft produce
from waste are taught in primary
schools in Plateau State, Nigeria;
2.
determine
the type of traditional crafts inculcated to primary school pupils for
self-reliant in Plateau State, Nigeria
3.
determine
the types of metal-making taught to pupils
in primary schools in Plateau State, Nigeria
Research Questions
The following
research questions were raised to guide the study:
1.
What are the types of craft produce
from waste are taught in primary
schools in Plateau State, Nigeria?
2.
What are the type of
traditional crafts inculcated to primary school pupils for self-reliant in
Plateau State, Nigeria?
3.
What
are the types of metal-making taught to pupils in primary schools in Plateau
State, Nigeria
Hypotheses
Three hypotheses were formulated to guide the study:
1.
There
is no significant difference in the mean responses teachers on how types of craft produce
from waste are taught in primary
schools in Plateau State, Nigeria.
2.
There
is no significant difference in the mean responses teachers on the type of
traditional crafts inculcated to primary school pupils for self-reliant in
Plateau State, Nigeria.
METHODS
Descriptive survey research design was used
for the study. Population was 4653 primary school
teachers in Plateau State, Nigeria. Purposive sampling was used to sample 10 schools making a sample of 186 teachers, The instrument used for data collection for this
study was a self-structured questionnaire. The
instrument was validated by 3 experts in varying disciplines and was subjected
to reliability analysis using the
test of internal consistency. The Cronbach Alpha
reliability coefficient was computed
and the results obtained yielded a reliability coefficient alfa
(α) value of 0.73. Data collected
was analyzed using descriptive statistics of arithmetic mean to answer the
research questions. The mean
responses were weighed with real limit of numbers as follows: Very Highly Taught (VHT) = 3.49-400, Highly Taught (HT) = 2.50-33.49, Taught (T) = 1.50-2.49 and
Not Taught (NT) = 1.00-1.49. The items with mean
ratings of 1.00-1.49 were considered Not Taught; items with mean ratings of 1.50-249 were considered
Taught, items with mean ratings of 2.50-
3.49 were considered Highly Taught while items with
mean ratings of 3.50-4.00 were considered Very Highly Taught.
The three null hypotheses formulated were tested using independent
samples t-test at 0.05 level of significance.
Decisions were taken based on values of associated probabilities denoted by p. When the p-values were found to be equal
or less than 0.05 alpha levels, the noted difference was said to be
statistically significant therefore, the null
hypothesis was rejected. But if the p value found to be greater than 0.05, the noted difference was statistically insignificant therefore,
the null hypothesis was accepted. Statistical Package for the Social Sciences
(SPSS) version 21 aided
the researcher to analyze
the data.
RESULTS
The results are presented in the order of the research questions
and the corresponding
hypothesis.
The
t-test in Table 5 shows that there is statistically significant difference in
the mean ratings of teachers on
traditional craft in primary schools in Plateau State, Nigeria. This is shown by the t-cal value of 7.41 and p-value of 0.00 which is less than
alpha value 0.05 level of significance. Therefore, the null hypothesis of no significant difference was rejected
DISCUSSION
OF FINDINGS
Following the
analysis of the 3 research questions that guided the study and the 2 null hypotheses formulated, the discussions of the findings
are as follows:
The data presented in
respect to research question one and hypothesis one on Tables 1 and Table 4 revealed that primary schools
in plateau state are not taught product
crafts. The null hypothesis which states that there is no statistically
significant difference in the mean
responses of teachers on types of craft produce from waste taught in primary
schools in plateau states was upheld. This
in agreement with Veeber, Erji
and Lind (2017) who found that, craft
and skill have in recent decades been fighting for its place in education setting. Adedotun
(2019) also averred that Nigeria is a nation stuck in underdevelopment due to technological negligence. Seeing that Nigeria is still struggling with the wound bitten by underdevelopment, there is every need to continue in search of the right medicine, and institutional
approach may seem to be the remedy. The
results is also in consonance with the findings of that of Lawal
(2019), who averred that Nigerian education policy makers are bereft of ideas but often they are and their
patrons lack the political will to implement the nations ambitious agenda of raising enterprise-minded school children
based on the teaching of craft and skill in school as espoused in the primary
and secondary school
curriculum.
The findings of the
study in respect to research question two and hypothesis two on Tables 2 and 5 revealed that primary
schools are not taught traditional crafts.
The null hypothesis which states that there is no statistically significant difference in the mean responses of
teachers on types of traditional crafts taught in primary schools was rejected. The findings of the study is in agreement with
that of the findings of Eastwood College (2019) that arts and craft are
typically taken for granted as a must for children
and young adults in the formal education
set ups. The researcher
also interested that over the past several years, many schools have unfortunately
cut down on art in their school
curriculum. Music, painting and theatre are fast disappearing. The findings
also resemble that of Vohra (2019) who discovered that in today’s academic
scenario, the crafts an arts
have all but entirely disappeared in school systems. There was a time when
creative classes were made compulsory
for students, and were given their due recognition by parents, teachers and students alike. However, the current atmosphere of mounting academic
pressure and curriculum goals has pushed
arts and crafts to the sidelines.
CONCLUSION
It is discovered that the development of this country
to keep pace with her counterparts in the world depends solely on craft and skill education. It is now important that every serious
Nigerian must embrace
craft and skill education to promote
national development.
Recommendations
In view of the forgoing, the researcher therefore, made the following suggestions:
1.
Adequate provisions
should be made by both the Federal Government, State, Local and private
organizations to provide
the required facilities for effective teaching
and learning of craft and skill education for national development.
2.
More
funds should be made available to schools at all levels to enable them obtain
all that is needed for effective teaching and learning of craft education.
3.
Ministry
of education in conjunction with the federal ministry of information should liaise with social organizations to create
more awareness to the public to see the need
and importance of craft and skill education
as one of the mediums
for national development.
4.
Successors
of previous administrations in Nigeria should learn how to continue with policies made by their predecessors so as
not to cause programme distortions that may result to
programmes failure.
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