CHAPTER ONE

INTRODUCTION

Background to the Study

From the introduction of Western education in Nigeria by the colonial masters, science and technical education have been treated as relatively insignificant aspects of the country’s educational system. This has created a situation whereby the majority of Nigerians student  especially  before the decade  trained for clerical or white collar jobs without developing  practical skills. According to Fafunwa (2005) neglect off effective practical vocational technical education contributed in social problem Nigeria continue to contend with. It is of utmost importance that school Consequently, It is increasingly important that schools not only develop the mental, moral and physical capabilities of students, but also enable them to acquire skills in technology, so that the graduate will be around to participate effectively in the contemporary economic activities (Ololube & Egbezor, 2012). In other words, it is the role of the vocational technical education system to ensure that the students, imbibe the values and acquired skill they need to function as responsible.

Vocational and technical education, according to Yusuf (2006), is a form of education that seeks to prepare persons for employment in recognized occupations. This type of education provides the skills, knowledge and attitudes necessary for effective employment. Odogwu (2005) defined vocational technical education as a type of education that emphasises preparation and participation in an occupation of social value. Contrasted with general education, vocational technical education is skill-oriented and trains both the head and the hands. (Oranu, 2009) The Federal Republic of Nigeria (2004) further described vocational technical education as that aspect of education that leads to the acquisition of practical skills as well as applied scientific knowledge.

The origin of vocational and technical education in Nigeria could be traced to traditional education  practice. This practice ensured that a child is trained in the family trade by direct apprenticeship from either the parents or relations. According to Ogunmila (2006), in traditional vocational education of the various ethnic nationalities, arts and crafts of various types existed as their  expression of vocational training.

In the early part of the colonial period, technical vocational training was not encouraged. Schools were built primarily for the purpose of evangelism by the early missionaries which was characterized by literacy and geared towards winning converts and producing clerks and interpreters (Ajayi and Ayodele, 2002). It was not until 1908 that government department started to organize some form of technical vocational training schools resulting to the establishment of the marine  training school in 1928 and the public works, the post and telegraph and railway training school in 1931(Adegbile, 2000).

Government’s active participation in the provision of technical education became obvious between 1930 and 1960. During this period, Yaba Higher College was officially opened on January 19, 1934. Technical colleges were established by various regional governments in Enugu (1950), Ilorin (1951), Kano (1953), Bukuru (1953), Sapele (1955), Ijebu-ode (1959), Osogbo, Oyo (1961), Owo (1963), Aba (1964) and Abakaliki (1966). These colleges were not fee paying and they were adequately funded by the government. In 1959, Federal Ministry of Education appointed a commission to conduct an investigation into Nigeria’s needs in the field of Post-Secondary Education (Ogunmila,2006). The reports recommended that adequate attention should be given to technical vocational education and that  students  should be encouraged to study technical courses and craft subjects. This led to the creation of vocational technical education in post-secondary schools in Nigeria (FGN,2004).

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