Modern education the world over now envisions achievement of science and technological advancement for economic growth and poverty reduction. The imperative is for teachers to deliver instruction in vocational skills, attitudes, understanding and knowledge related to occupations in various sectors of the Nigerian economic and social life. If we believe that the quality of an educational system is a correlate of teacher quality then, logically, the teacher should be the first to acquire this vocational identity and orientation to be able to transmit the same to students. Today, schools have 'talk-and-chalk' teachers teaching vocation education students with traditional skills -dictate long notes, memorize books, drill and indoctrinate skills rather than skills that reduce classroom experiences to real world situations. This means teaching without teachers and represents a fundamental missing link. A paradigm shift is required. Therefore, it is recommended that teacher training (production) programmes (in terms of curricula, content, pedagogy and funding) be reformed to produce sharp and appropriate teacher response to this new concept of education.
Technological advancement has been related to national economic growth and poverty reduction by both national and international analysts. Development of indigenous skills (handicrafts or handiwork) is seen as central to successful administration of indigenous skill development critical for solution of contemporary problems in society. In Nigeria, the desire to develop local craft as a basis for technology appreciation and application is well articulated in the National Policy on Education, especially in the basic (primary and junior secondary) education curriculum. It is expedient therefore, to examine the operation of the handicraft element of the basic education curriculum and determine the implications on the nation’s strive to achieve technological advancement. Consequently, relevant terms were conceptualized; the implications for policy operation were treated, and parameters for better operation such as provision of basic infrastructures (libraries, laboratories, workshops, etc), training of local craft teaching staff, in addition to adequate financing were recommended.
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