Opinion
Those New Vocational Subjects
In order to improve
the entrepreneurial content of secondary school curriculum, the West African Examinations Council, WAEC, recently announced the introduction of 39 new subjects which will be offered in this year’s May/June Senior School Certificate Examination, SSCE, for the first time after the federal government approved it three years ago.
Mrs. Olayinka Ajibade, Acting Head, Test Division of the examination council announced the introduction and said the initiative would have both compulsory and optional components. She said the subjects were introduced in accordance with the Nigerian Education Research and Development Council’s new secondary school curriculum adopted in 2011. The subjects include photography, stores management, computer science, painting etc.
The introduction of the new subjects is an excellent idea and I think the timing is apt. I say this because we live in perilous times. We indeed live in the times when graduate unemployment and shrinking employment opportunities are worsening by the day. So, the new subjects will equip the youths with technical and practical skills for employment.
The practical usefulness of the new subjects can better be appreciated when the army of unemployed youths and the number of graduates the nation’s higher institutions churn out annually are considered. For this reason, any measure that can be employed to tackle the problem is acceptable.
Sadly, the current curriculum we have used since ages past has proved barren or unproductive. This curriculum, which spans all tiers of scholarship, has unfortunately failed to guarantee economic independence after graduation. Products of the current system eventually end up depending upon unavailable white collar jobs. Thus, instead of being job creators, they become job seekers.
Sometime between the late eighties and the early nineties, the 6-3-3-4 system of education was introduced to cure this problem. Unfortunately, the scheme ended up in theory and failed to make an impact. Operators of the scheme embarked on poor implementation that made the objectives unachievable. Had the concept worked, perhaps the introduction of the new subjects would have added a boost to an already functional system. The system in operation is devoid of practical knowledge which makes it difficult for its product to face the challenges in the society.
Education is not just the acquisition of knowledge; it also equips one for practical approach to current developments and challenges of life. In order words, the current trend of things in both our country and globally demands that an educated person be fully endowed in general training, experience and skills acquisition.
However, going by the poor quality of education in the country, occasioned by the incessant industrial actions and inadequate funding, which have resulted in the deterioration of standard, the required expectations can hardly be met. At best what we have now and can boast of are illiterate graduates.
Good as the introduction of the new vocational subjects may be, they are not without their challenges. Their ushering-in has raised more critical questions than answers. For instance, since most of the subjects are practical-oriented and require a good mastery of their theoretical and practical dynamics, where will qualified manpower or teachers be got for the number of schools that will offer them?
This question is imperative given the fact that we have to get it right this time and avoid the mistakes that led to the collapse of other systems like the infamous 6-3-3-4. Reports have it that the professionals who are trained to teach the entrepreneurial skills are yet to conclude their training yet the subjects will be written in the next SSCE examination in May this year. How possible is that?
Even if we assume that all the schools will not offer the entire subjects at the same time, the need for thoroughness in the administration and management of the impending explosion in the number of subjects cannot be foreclosed.
Since it will be practically impossible for the 39 subjects to be taught in all the schools at the same time, the need for specialization may be considered. This will enable schools to teach particular subjects rather than have all the subjects taught all at once with the existing grossly inadequate facilities.
Also, for the scheme to be successful, the students have to be guided or counseled on their choice of discipline, which, of course, ought to be determined by their respective capacities vis-à-vis their intelligence quotient, IQ.
I am certain that if the scheme is properly handled, the question of unemployment will soon fizzle out in the next few years.
Arnold Alalibo
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