Repositioning Technical Education In Nigeria

Technical and vocation education and training are learning experiences that can make one self-reliant. These learning experiences may occur in a variety of learning context, including educational institutions and work places, as well as apprenticeship. Technical education is practicable in both developed and developing countries.

Vocational education can be formal and non-formal, such education and training could be carried out in secondary education programmes, technical colleges, polytechnics, community colleges, and higher education institutions.

It could be pre-employment vocational education and training and continuing vocational course undertaken whilst in employment. Pre-employment education and training offers initial training which seem to be the beginning of a process alternating between learning and work. The rapid changes in skills and the emergence of new occupations among other things result in quick obsolescence of skill and knowledge. Hence retraining of individuals in these new careers in order to stay employable is important.

This training was initially considered in many countries including Nigeria as a common phenomenon. People considered Technical education  as fit for only the academically less endowed. They saw it as a system of education for the poor. But today, technical education has become an integral part of education for all initiatives. Through its orientation towards self-relevance, skills acquisition, knowledge and attitude, it plays an essential role in promoting economic growth and contributes to poverty reduction. TVET focuses on developing those employable skills which are so crucial in competitive labour makets, economic growth and educational development. It enriches a person for life as it provides the competences which are necessary in a democratic society. For the under-privileged and marginalised group in particular, it can serve as a means to a better life.

Its neglect in any society could be likened to a driver who embarked on a distant journey with an un-serviced  vehicle. The upsurge of unemployment, prostitution, poverty, robbery, kidnapping, militancy, cultism, bunkery, and oil-pipeline vandalisation and youth restiveness could be traced to the neglect of vocational education programmes and institutions in our country. This was sequel to the fact that the government has been preoccupied with meeting international goals of expanding basic education rather than developing a technical education system which those in the rural areas could take advantage of. Consequently, the neglect of indigenous technological skills which was encouraged in basic primary school pupils through local craft (handiwork) has caused the lack of passion for technological skills. It is in the light of these that the need for repositioning education education programmes and institutions in Nigeria becomes very essential.

Nigeria has an estimated population of  about 150 million out of which 79 percent are youths under 35 years. The important question here is, out of this how many youths enroll in technical education-related discipline annually? How many youths does the government place on scholarship? If we could sincerely answer these questions as a nation and try as much as possible to justify them, that will mark the dawn of our success technologically, economically and socially.

When the youths are fully developed the tendency to depend on the government will be minimal. They will be self-reliant and there will be employment opportunities.

China achieve a self-reliance in technology by mobilising its human and material resources. Today, their technological success is so visible, that we purchase their product.

Japan achieved self-reliance in technology by the reformation of her education system base on Meiji restoration, and by its application in the development of her indigenous technology in the spirit of self relevance. Nigerian government should awaken the spirit of self-reliance by practically complying with the National Policy on Science, Technology and Vocational Education as out-lined in our National Policy on Education.

By this, our institutions/universities will seize from producing mere science historians who could only read and memorise scientific facts.

Technical education programme should be established rural area. Craft development centres should be built and fully equippend with equipment and trained teachers/instructors in at least every local government area in Nigeria. This will curb social vices earlier mentioned above and control migration to urban areas.

Jonathan is a post graduate student University of Nigeria, Nsukka.

Ataebirien Ijok Jonathan