The Dynamics and Societal Changes and the Curriculum for Vocational Education Students’ Skills Acquisition In Nigeria

 1John A. U. Uka(2) Vincent E. Onweh (3) Peter J. Udoessiet

Department of Technical Education, 

Rivers State University of Education

Rumuolumeni, Port Harcourt, Rivers State.

(2,3) Department of Vocational Education

University of Uyo, Uyo, Akwa Ibom State.


The curriculum is the prime mover to achieve students’ skills acquisition. It is always in tandem with the dynamics and societal changes. Skills acquisition of employable skills for self-reliance have  received increasing  attention in the recent past  in Nigerian Educational Policy. An important ingredient for success in the on-going efforts by the government at alleviating poverty, minimizing corruption, attaining food  security, achieving uninterrupted electric  power supply, reducing unemployment of youths and keeping pace with the dynamics of societal changes and emerging technologies, is the effective delivery of qualitative technical and vocational education courses. This paper highlights constructivism in instructional delivery as what most present-day technical teachers should adopt: a framework in which the role of the teacher becomes that of a facilitator. The  paper posits the  need to strengthen the vocational education curriculum, adequately  supply  of instructional materials  and  the motivate  the teacher who is at  the centre stage of all the activities in skills acquisition. Some recommendations to government were also made.

Keywords:   Dynamics, Societal, Changes, Curriculum, Vocational skills Acquisition


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Last modified on Tuesday, 21 January 2014 14:08

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