Page 1 of 9

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

e-ISSN: 2395-0463

Volume 02 Issue 2

February 2016

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 380

Problems and Strategies for Revamping Technical and

Vocational Education in Nigeria

Ige Olusegun Michael

Department of Business Education, College of Education, Ikere Ekiti. Nigeria.

E- mail: segunige@gmail.com

Abstract

This study examines problems and strategies

for revamping technical and vocational

education in Nigeria. Secondary sources of

data were utilized for the study. Findings

from literature review showed that there are

many problems militating against technical

and vocational education in Nigeria. They

include Misconception of the definition and

meaning of the programme, Wrong societal

perception of the Technical and Vocational

Education programme, Weak government

policy and poor implementation, Inadequate

funding of the programme, Lack of basic

facilities and workshops, Inadequate

qualified personnel, leaders and

administrators, lack of indigenous technical

and vocational education text books, poor

student motivation, lack of continuity in

technical and vocational education and

training, poor teaching methods employed

by teacher among other, Lack of power

supply in existing workshops which limit the

conduct of practical, Problems related to

curriculum of the programme and Influence

of politics on Technical and Vocational

Education programme. Moreover, the study

also revealed that flexible workable and

adaptable programmes, adequate funding,

required qualified technical and vocational

training professional teachers, provision of

required TVE facilities and resources,

adequate internal and external supervision

public private partnership and training and

retraining or TVE teachers are strategies for

revamping technical and vocation education

in Nigeria. The study concluded that

government and private organizations

should adequately support the funding of

technical and vocational education in order

to reduce the menace of graduate

unemployment in the country.

Keywords: Technical and Vocational

education, problems and strategies for

revamping TVE.

Introduction

Vocational and Technical education is the

hub of any economy of a nation just as the

wheel rotates around the hub, the economic

sector of Nigeria rotates around vocational

and technical education considering the

current socio-economic, scientific and

technological development of Nigeria.

Rashtriya (2005) pointed out that, the wealth

and prosperity of a nation depends on the

effective utilization of its human and

material resources through industrialization.

Rashtriya maintained further that, the use of

human material for industrialization

demands its education skills. Industry opens

up possibilities of greater fulfillment for the

Page 2 of 9

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

e-ISSN: 2395-0463

Volume 02 Issue 2

February 2016

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 381

individual. India’s resources of manpower

can only become an asset in the modern

world when trained and educated.

For over many years ago, Nigerians

have been quietly hopeful that there would

soon be a revamping process in vocational

and technical education sub-sector.

Revamping process in vocational and

technical education must happen to save our

country’s economy. The signs in vocational

and technical education sub-sector are not

very encouraging. For instance, lack of

qualified vocational and technical education

teachers, lack of workshops or laboratories,

lack of machines, equipment, hand tools and

other infrastructures. Vocational and

technical education is preached by various

successive governments since independence

in Nigeria institutions of learning and not

practiced.

The Federal Republic of Nigeria (2004)

defined Vocational and Technical Education

(VTE) as a comprehensive term referring to

those aspects of the educational process

involving, in addition to general education,

the study of technologies and related

sciences and acquisition of practical skills,

attitudes, understanding and knowledge

relating to occupations in various sectors of

economic and social life.

Revamping Vocational and Technical

Education is a process of applying scientific

knowledge into vocational and technical

education sub-sector in Nigeria with a view

of identifying, studying, analyzing,

evaluating and continuing or terminating

vocational and technical education

programme. Furthermore, revamping

vocational and technical education involves

among other things, the development of

policy alternatives, experimenting,

implementing and feedback and revamping

vocational and technical education must

meet the needs and aspirations of the

citizens of Nigeria.

Grubb (1985) states that technical

and vocational education can be used

effectively to reduce drop-outs and

migration from rural areas to urban areas.

The rapid industrialization of any nation is

tied to acquisition of technical and

vocational education as it prepares the

individual for life-long learning of

developing the necessary mental tools,

technical and vocational skills and attitudes

(Ezeoni & Urama, 2014). Despite its

contributions, the leaders of Nigeria have

not given this aspect of education the

attention it deserves, which explains the

prevalence of poverty, unemployment,

prostitution, drug abuse, hunger, violence,

insurgency, armed robbery and the forms of

social vices in Nigeria today. It is on this

note that this study examines the problems

and strategies for revamping technical and

vocational education in Nigeria.

Objectives of the study

The objectives of the study are:

1. To identify the objectives of

technical and vocation education in

Nigeria.

2. To highlight the role of technical and

vocation education in Nigeria.

3. To examine the challenges and

strategies for revamping technical

and vocational education in Nigeria.

Page 3 of 9

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

e-ISSN: 2395-0463

Volume 02 Issue 2

February 2016

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 382

4. To recommend various sources from

which technical and vocation

education could be revamping in

Nigeria.

Literature Review

Concept of Technical and Vocational

Education

The terms Technical and vocational

education is variously defined by different

authors, researchers and organizations.

Okoro (1999) said vocational and technical

education is often used interchangeably to

refer to the same type of education.

Technical education is special grades of

vocational education which can be

distinguished from other vocational

education programmes because more

mathematics and science are required in the

training programmes usually bridge the gap

between the professional engineer and the

crafts man. Vocational and technical

education adequately prepared the individual

in skills, techniques, knowledge and

attitudes for effective employment in the

world of work place.

It is also defined by Immaculate (2005) as

leaving experience meant to be impacted to

an individual systematically in order to get

him/her adequately equipped for a good

employment in a recognized occupation.

Olaitan, Nwachukwu, Igbo, Onyemachi and

Ekong (1999) defined vocational and

technical education as education for work;

its value is therefore rooted in the

worthwhile living in the world of work.

Apart from work, vocational and technical

education prepared learners to develop

profitable social habits required by the

society. Okoh (2000) views technical and

vocational education as part of the total

experience of the individual whereby he/she

learns successfully how to carry on a gainful

occupation which involves the development

of skills knowledge and attitudes required

for success in the occupation. Adenle and

Olukayode (2007) describe technical and

vocational education as a programme with

various branches that can transform Nigeria

into a producer / manufactures nation from

its present status of a consumer /importer

nation. According to the National Policy on

Education (NPE), it is defined as that aspect

of education that leads to the acquisition of

practical and applied skills as well as basic

scientific knowledge. In this sense, it forms

a practical segment of education that

involves skill acquisition. Therefore,

technical education is a subset of vocational

education.

However, vocational education can also be

seen as that education designed to prepare

individuals for gainful employment as semi- skilled or skilled worker or technicians or

sub-professional in recognized occupations

and in new and emerging occupations or to

prepare individual for enrolment in

advanced technical education programme.

Lawal (2010) also describes technical and

vocational education as that types of

education that prepare people who could

apply relevant practical skills to make

positive changes within their society and

afford a self-dependent life. This form of

education has been attested severally as an

education that provides self-employment,

enhance productivity and self-reliance. It