CHAPTER ONE
1.0 Introduction
One of the serious socio – economic problems facing Nigeria as a nation is the high rate of unemployment. Baniro et-al (1998) stated that lack of proper technological orientation in our educational system is partly responsible for the extent to which the county is being pinched by economic recession. The problem is compounded by the fact that most secondary school leavers come out from school without a good foundation in vocational education. This problem must have informed the need to propose the development of new curriculum referred to as 6-3-3-4 in September 1969. This was done in an attempt to solve contemporary issues facing the country. The 6 – 3 – 3 – 4 curriculum conference was to achieve the following goals among others;
i. diversity the curriculum
ii. make the curriculum more practical
As a fall out of this conference, basic technology was initially introduced as a subject in federal government colleges in 1982 in an attempt to make it a case study and there after state government were to implement the system (xxxx, 19xx).
As a result of this, basic technology is now being offered in the first three years of Junior Secondary School all over the federation. It is intended to train individuals to acquire the necessary skills, knowledge and attitude that will engage him/her in either self or paid employment since the curriculum content is designed to equip the individual to be self employed.
It also teaches and instructs different arms of technology such as electronic, electrical, technical drawing, wood work, metal work, and building just to mention a few. A critical look at the National Policy on education will show that it is the intention of the government for Junior Secondary School curriculum in Nigeria to provide Pre vocational skills in the following areas of technology. Metal work electronics, electricity, mechanics, local crafts and technical drawing among others
For proper implementation of the program, effective teaching methodology, adequate teaching aids, workshop tools, equipment, conductive workshop and classroom are basic requirements. It is evident that these subjects are now being taught at different levels in Secondary Schools. The program is capital intensive and in some cases requires specialized and expensive tools, equipments, materials, and facilities to provide effective training. There is also a need to sustain a maintenance culture to prolong the life of these equipment, machines and tools. Technical education is facing a great challenge today, especially with the increase in its demand. Arfo (2006) stated that “the present effort by the federal government to reduce unemployment and eradicate poverty cannot be achieved unless Vocational and Technical Education is given prominence in the country through proper funding and provision of required infrastructure, while the curriculum is enriched with entrepreneurial skills.