VARIABLES IMPEDING EFFECTIVE TEACHING AND LEARNING OF TECHNICAL EDUCATION IN JUNIOR SECONDARY SCHOOLS

CHAPTER ONE INTRODUCTION 1 Background of the Study Vocational and technical education are essential drivers of individual and national development, providing practical skills for employment across trade, industry, agriculture, business, and home management sectors. These forms of education emphasize self-reliance and equip learners with the competencies required to contribute productively to society. The American Vocational Association (1971) defined vocational subjects as those aimed at developing specific skills, attitudes, work habits, and knowledge to prepare individuals for meaningful employment and career progression. Beyond workforce readiness, vocational education fosters social, civic, and economic competencies that contribute to nation-building (Okoye, 2021; Adeyemi & Ojo, 2022). Historically, Nigeria’s formal education system largely neglected vocational and technical education during its initial phases, focusing predominantly on academic disciplines. Despite policy pronouncements, minimal structural development was seen in vocational education until the National Policy on Education (1981) formally recognized its importance. This period marked the beginning of renewed efforts to redress the imbalance, motivated in part by a growing awareness of the acute shortage of skilled manpower following the oil boom era of the 1970s (Nwankwo, 2020; Eze & Chukwu, 2023). Osuala (2022) highlighted that while there is no universally accepted definition of vocational and technical education, consensus exists on its primary goal: to impart mechanical, technical, or manipulative skills that enhance industrial and applied scientific competence. The National Policy on Education (2014) further clarified vocational education objectives, including the provision of trained manpower at sub-professional levels, promotion of technical skills for agricultural and industrial development, and fostering entrepreneurial self-reliance among graduates (Federal Ministry of Education, 2014). The range of vocational education subjects traditionally spans agriculture, home economics, business studies, mechanics, and the arts, with some disciplines such as agriculture and carpentry often suffering from low student interest (Yole, 1986; Olaitan, 2021). Home economics, uniquely positioned as a discipline integrating science and humanities, plays a pivotal role in addressing societal challenges such as unemployment, poverty, and malnutrition through skills acquisition and family welfare education (Anyakoha, 2010; Chukwu, 2023). Despite these broad benefits, vocational and technical education in Nigeria continues to face societal stigma, often being perceived as a “last resort” for the poor or less academically inclined. Parental and societal attitudes, influenced by socio-economic status, often discourage students from pursuing vocational pathways, favoring traditional academic careers in medicine, law, or engineering (Padunny, 2024; Nwankwo, 2026). This stigmatization undermines national efforts to develop a robust technical workforce and contributes to low enrollment in vocational courses (Adeniyi & Fatoki, 2022). Effective teaching methods and teacher motivation are critical in reversing this trend. Research indicates that integrating practical, child-centered pedagogies such as project-based learning, field trips, and hands-on activities can significantly enhance student engagement in vocational subjects (Onwuka, 1981; Nwogwugwu, 1989; Okafor, 1987). However, the shortage of qualified teachers, inadequate instructional materials, and insufficient government support remain significant barriers to realizing the full potential of vocational education in Nigerian secondary schools (Akenbi, 2010; Eze & Chukwu, 2023). 1.2 Statement of the Problem Technical education is widely recognized as a fundamental discipline for achieving self-reliance and economic development. Various skills acquisition centers, including technical colleges, polytechnics, and vocational schools, are established to produce skilled manpower at craft and apprentice levels. However, these institutions often face critical challenges such as inadequate facilities, insufficient funding, and staff shortages, which severely limit their effectiveness (Ajayi & Adebayo, 2022; Okeke, 2023). Although numerous technical schools and skills acquisition centers exist, questions remain regarding the actual impact of vocational education on peace and development in Nigeria. The subject has witnessed declining interest among students, partly due to its exclusion from the mainstream academic curriculum, lack of government employment opportunities for technical educators, and dilapidated infrastructure (Ibrahim & Musa, 2024; Nwankwo & Eze, 2023). Consequently, student motivation has diminished, further affecting enrolment and learning outcomes in technical education. Additionally, there is little motivation for teachers within the technical education sector, compounded by poor remuneration, limited professional development opportunities, and lack of instructional resources. These problems, coupled with societal prejudice against vocational careers, discourage student participation and undermine national development goals linked to technical education (Bello & Yusuf, 2023; Adeyemi, 2024). This study seeks to explore these barriers comprehensively and propose strategies for revitalizing vocational and technical education in Nigerian secondary schools. 1.3 PURPOSE OF THE STUDY The objective of study is to investigate variables impeding the teaching technical education in secondary schools it is also to investigate the following specific objectives; i. To know the role of finance in teaching and learning of technical education . ii. To Examine factors which are affecting the teaching and learning of technical education iii. To know if inadequate infrastructural facilities is affecting the teaching and learning of technical education. iv. To Examine the probable solution to the factors which are affecting the teaching and learning of technical education 1.4 RESEARCH QUESTIONS The following research questions were asked for the purpose for the attainment of the above. i. Is the role of finance in the teaching and learning of technical education important? ii. Are there factors which are affecting the teaching and learning of technical education? iii. Are inadequate infrastructural facilities affecting the teaching and learning of technical education? iv. Are there probable solution to the factors which are affecting the teaching and learning of technical education? 1.5 SIGNIFICANCE OF STUDY This study will be of great importance to this development of new and old vocational and technical education schools in Benin Local Government Area. The study will also contribute immensely to the exploration of the vocation education in Benin Local Government Area and suggest possible solution to the problems identified. Also, it will be significant to heads and director of the existing vocation and technical education schools because it will expose other unnecessary roles and problems that led to the total collapse of subsequent vocational and technical schools in order to avoid them and ensure efficiency and maximum prosperity. 1.6 SCOPE OF STUDY The study will examine the factors militating against the effective teaching – learning of technical education in junior secondary schools,. hence will be delimited to selected junior secondary schools in Benin city, Edo state. 1.7 LIMITATION OF THE STUDY During the course of this study the researcher could not fully carryout the findings due to non-availability of textbooks and materials in the library, inadequate finance. The researcher could not explore sources, which would have immensely contributed to the knowledge of the readers of this work. 1.8 OPERATIONAL DEFINITION OF TERMS Technical education: This is the education or sort of formal training programme that trains students for work in a particular