CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

It is impossible to place enough emphasis on the significance of getting a good vocational education in modern-day Nigeria. Borishadee (2022) characterized vocational education as the launchpad that is intended to raise Nigeria's standing in the council of nations. This according to Jiboku (2022) made the observation that up to the present day, Nigeria has had a desperate need for workers, particularly in the fields of engineering, science, and technology. Vocational education is the only route that can lead to the realization of the nation's objective of accelerating technical progress. The Nigerian formal educational system has never included Vocational Education. For example, the Education Ordinances of 1882, 1887, 1908, and 1916 were all silent on Technical Education. This is because the colonial education system in Nigeria has repeatedly asserted that its purpose was to produce people who could only read, write, and keep records, and who were willing to serve the colonial masters in whatever capacity they deemed fit. In the sphere of non-formal education, Jiboku (2022) further asserted that Nigerian traditional grouping dates back to the beginning of vocational education. Methods both formal and informal were used to obtain the necessary skills. The apprenticeship system was common before the introduction of Western education, which caused a frenzy for white-collar jobs and was detrimental to the development of formal vocational education (Jiboku ,2022).

However, events quickly demonstrated that Vocational Education could not be completely swept under the rug; as a result, a number of comprehensive schools (both assisted and non-assisted), vocational training centers, Technical Colleges, Colleges of Education (Technical), and Colleges of Technology were established where the teaching of Vocational and Technical subjects were predominant up to the level of Technician. The publication of the report of the Ashby Commission in 1960 on investments in education marked the beginning of the federal government's substantial participation in the formation of and support for vocational education.

In addition to this, it resulted in the incorporation of vocation-oriented topics into the curriculum of Nigerian secondary schools.

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