Abstract
Technical, vocational education and training (TVET) plays a vital role all over the world in addressing youth unemployment, poverty and skills development. This type of education remains greatly detested by the majority of Nigerian parents and students as observed by in the low enrolment into technical colleges. It is line with this that this paper examines the concept of technical education, enrolment in technical education programmes, causes of low enrolment in technical education programmes in Nigeria. It also suggests ways of using career guidance and occupational awareness to encourage enrolment in technical education programmes.
Highlights
The importance of technical education in the development of any nation cannot be over-emphasized
Technical education provides the recipients with the basic knowledge and practical skills needed for entry into the world of work as employees or employers of labour
According to UNESCO (2005), Technical, Vocational Education and Training (TVET) is a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related science, the acquisition of knowledge, practical skills and attitudes relating to occupations in various sectors of economic and social life
Summary
The importance of technical education in the development of any nation cannot be over-emphasized. It is concerned with the acquisition of skills and knowledge for sustainable livelihood and employment. Technical education is recognized the world over as a veritable tool for empowering people. According to McGrath (2005), the major thrust of technical education worldwide is to address issues of youth unemployment, poverty and international competitiveness in skills development towards current and projected opportunities and challenges. Technical education provides the recipients with the basic knowledge and practical skills needed for entry into the world of work as employees or employers of labour. Despite the importance of technical education to national development, its public status in Nigeria seems low. Technical education is so misunderstood, that it has become difficult to administer the programme to meet “societal ever changing needs” (Toby, 2000)
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