Science and technology are very important to the development of any nation or state. We are all aware of the urgent need for Nigeria’s economic development and the role states need to play. Without education and science and technology, this cannot be achieved.

It is for this reason that the founding fathers of Rivers State had the wisdom of establishing institutions like the University of Science and Technology, the Bori Polytechnic, the College of Arts and Science now Elechi Amadi Polytechnic, the Government Vocational Trade Centres and the Government Craft Centre.

The establishment of the institutions was aimed at bridging the gap and providing a rare opportunity to our children for self-actualisation through deep interest in science and technology, skills and trades. Those who work hard and make the best use of the opportunity become a blessing not only to their parents but also indeed the nation.

Also, the vocational trade centres were established in parts of the state to serve as stepping stone to greater achievement in the tertiary institutions. Those who passed out in the 1997s and 80s can give good account of themselves as some immediately secured jobs on completion of their studies.

In a determined effort to develop or transfer technology in this country, the Federal Government embarked on various projects to ensure that the nation grew technologically. Subsequently, both federal and state governments established at least a college of technology/polytechnic in every state for the training of both intermediate and high level manpower.

The National Board for Technical Education (NBTE) was established by Decree No.9 of 1977 to coordinate all aspects of technical and vocational education not in the university curriculum. The NBTE is also responsible for the institutional development and funding of federal polytechnics.

In addition, seven new universities of technology were established with the primary aim of training high level personnel in technological fields.

At the low level, the government established vocational and technical colleges to train individuals who possess the first school leaving certificate as well as many research institutes in the quest for technological advancement.

Six colleges of education (technical) were also added to the earlier two at Yaba and Gombe to train technological teachers for the nation’s secondary schools, all being visible and commendable efforts directed at the production of manpower for the technological development of the nation.

In spite of these sustained efforts since independence, Nigeria remains a technologically undeveloped nation. The technological under-development of the country is traceable to among others inadequate supply of technological manpower, but more importantly to the extent of the utilisation of those produced by the various efforts by governments.

Numerous factors are responsible for the inadequacies of technological manpower in this country. This include poor quality human resources input into technological education, lack of proper training caused by inadequate and irrelevant infrastructure leading to technical labour employers’ disdain for technical school graduates. The unattractiveness of the technological occupations arising from the unenviable structure of economic incentives, the slow growth of the economy which promotes unemployment and the lack of labour market information. Others are the absence of needed support for technological manpower towards self-employment and the irrelevant vocational offerings resulting in the production of technological manpower not needed by the economy including lack of adequate power supply.

It is an incontrovertible fact that in this country, most people go into technological education as a last resort because they have failed to gain admission to study other causes. The quality of students in the technology-based programmes are usually low. This goes to confirm the computer slang which says “garbage-in-garbage-out”. Aghenta (1985) puts it more graphically when he said that vocational and technical education has not been very popular with students and as a result, most of the peak brains do not compete for places in the vocational schools.

For this reason, employers know this and in most cases prefer not to use them on graduation because they are half-baked. They rather resort to an alternative means of raising their own technical personnel or engage expatriate technicians.

Besides the problem of low quality input, it has been understood that the quality of our technical and vocational school graduates may be unsuitable for many employers who may not want to take on the responsibility of in-plant training. In most cases, there is quality deficiency in the status of training materials or equipment and other facilities in our institutions. In most of our technical and vocational institutions, the workshop facilities are out-dated without replacement.

So the students are thought only theory without practicals. They lack industrial expose. Calloaway (1964) forcefully deserved that vocational and technical training in Nigeria was too theoretical, emphasizing the danger in the purely classroom approach to vocational and technology education in Nigeria. He said “entrepreneurs are not created by years of unbroken schooling, their training around are not classrooms but at the markets and workshops”.

The problem with Nigeria is that the training of vocational and technical students is not tailored towards industrial base and the training system lacks concern for the whole social infrastructure of our society. The engineering programme of the country is also affected. So, it has become obvious that this problem of half-baked training must be changed considerably. No profit-making industrial outfit would want to absorb mediocre.

There must be a government machinery to place school leavers in jobs while employers of labour a participate in the organisation of the vocational and technical schools to improve the capacity of employability of the graduates of such schools. The country needs various technological manpower, especially now that there is economic downturn and other associated variables.

There are many trained personnel not being utilised for technological and economic development and this makes it necessary to call for a “new vocationalism” and what is referred to as “integrative vocationalism”, a vocational education which is properly integrated with entrepreneurial skills so that an unemployed technological individual will be in a position to key into and contribute to the technological development of this nation.

No doubt, vocational and technical manpower is a sine qua non for the technological development of this nation.

Shedie Okpara