Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3): 234-241

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The Nigerian National Senior Secondary Schools Curriculum and Its

Implications for Admission into Universities
1
Mrs. Deborah O. Adejuyigbe, and 2Engr. Prof. Sam. B. Adejuyigbe
1
Head, Technical and Vocational Department,
St. Dominics High School, Ilesa Road, Akure, Nigeria
2
Federal University, Oye Ekiti (FUOYE), Ikole Ekiti Campus,
Oye Ekiti, Ekiti State, Nigeria.
Corresponding Author: Mrs. Deborah O. Adejuyigbe
---------------------------------------------------------------------------------------------------------------- ----------------------------
Abstract
The fundamental principle of Technical and Vocational Education in Nigeria and the development of the New
National Senior Secondary Schools Curriculum Structures in Nigeria is to allow everybody to acquire technical
skills and to allow the youth to have an intelligent understanding of the increasing complexity of technology. This is
also to match or at least to compete with what is obtainable in the developed countries of the world. A cursory look
at the training of Senior Secondary School Education in the area of subject selection for the Technological subjects
can cause a lot of problems to the possessor of such certificate as a dead end certificate that can never be used to
gain admission to the Tertiary Institutions or University to study his intended course that is, Engineering or
Technological subjects. It is however discovered that the implementation of this scheme can be haphazardly done by
some Principals, Teachers and even Ministry Officials who do not even know what the introduction of the new
curriculum of Technological subjects(Engineering or Technological) affects the admission to the Tertiary Institution
or University in Nigeria or even in the overseas countries. The problems are identified and we try to find solution to
the problems in this paper, so that our policy making bodies, teachers, principals, and ministry officials both at
Federal and State levels will not award “dead end certificates” to those students who choose technological and
business education subjects options in Senior Secondary Certificate Examination (SSCE).
________________________________________________________________________________________
Keywords: Secondary Schools, Curriculum, Vocational, Education, SSCE.

INTRODUCTION
The National Policy on Education defines technical and Under the programme, basic education ends at the
vocational education “as a comprehensive terms Junior Secondary School level, which is disarticulated
referring to those aspects of the educational process from the Senior Secondary School programme.
involving, in addition to general education, the study of
technologies and related sciences and the acquisition of Goals for Secondary Education
practical skills, attitudes, understanding and knowledge The objective of the Secondary Education shall be to
relating to occupations in various sectors of economic prepare the individual for;
and social life”. Therefore, any education that is geared  Useful living within the society; and
towards teaching technical skills and attitudes suitable  Higher education
to such skills can be regarded as technical education.
Universal Basic Education (UBE) introduced in 1999 Goals of Technical and Vocational Education
by the Olusegun Obasanjo administration was The objectives of the programme as specified in the
conceptualised to provide greater access to quality, implementation guideline by government in 1999 are as
basic education in Nigeria. It was meant purely as a follows;
programme of government to capture school age  Provision of trained manpower in the applied
children that were not interested by the formal sciences, technology and business particularly
education system, and made it mandatory for the at craft, advanced craft and technical levels;
children to experience nine years of uninterrupted  Provision of the technical knowledge and
primary and junior secondary school education. vocational skills necessary for agricultural,
commercial and economic development;

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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

 Giving training and impart the necessary skills

to individual who shall be self-reliant RESULTS AND DISCUSSION
economically. In our research we discovered that there is a new Senior
Secondary Education Curriculum Structure with new
The Problem Trade Subjects introduced to our Secondary Schools in
Universal access to education has been prime target for which the Vocational and Technological subjects called
Nigeria in the last four decades. So at both National and “Trade Subjects” are to be taken from. We need to
International levels, Nigeria is committed at providing emphasized that there are prerequisites to all students
basic education to all citizens. For technical and thus;
vocational studies some of the condition in pursuance “All students must offer;
of these objectives or goals as stated by National Policy  all 5 compulsory core crossing subjects.
on education are as stated below thus;  Students will offer 3-4 subjects from their field
 Trainees completing technical college programme of specialization.
shall have three options;  One (1) elective may be offered outside their
- Secure employment either at the end of the whole field of specialization provided the total
course or after completing one or more modules number of subjects is not more than nine (9).
of employable skill;  The minimum number of subjects is eight (8).
- Set up their own business and become self-
employed and be able to employ others; The Table below shows the new structure;
- Pursue further education in advance Compulsory Cross-cutting Core Subjects
craft/technical programme and in post-secondary 1. English Language;
(tertiary) technical institutions such as Science 2. General Mathematics;
and Technical Colleges, Polytechnics or Colleges 3. One Trade with entrepreneurship studies;
of education (technical) and universities. 4. Computer Studies/ICT; (now been removed as
 This research therefore set to assess the problem a core compulsory Subject, but some
in the area of implementation of the scheme as secondary schools still allow it to remain as
related to the introduction of trade subjects into one of thier core subject)
the curriculum of Senior Secondary Schools. It is 5. Civic Education
observed in this research that when one set to opt
for Technological and Business Education aspect Senior Secondary (Science and Mathematics)
of the scheme while entering Senior Secondary 1. Biology;
Schools, the combined subjects arranged presently 2. Chemistry;
in the curriculum are not appropriately chosen 3. Physics;
since the possessors of such certificates will not 4. Further Mathematics;
have the basic qualification to enter the University 5. Agriculture;
for either Engineering, Technological and 6. Physical Education;
Business Based subjects. This negates the goal of 7. Health Education
the Senior Secondary Schoolto secure admission
to “Higher Education”. This automatically gives Senior Secondary (Business Studies)
the possessor of such certificate what I describe as 1. Accounting;
“dead end certificates” 2. Store Management;
3. Office Practice;
RESEARCH METHODOLOGY 4. Insurance;
The Research design adopted for this study is a cross 5. Commerce.
sectional survey which is being both descriptive and
exploratory entails a once and for all observation of Senior Secondary (Humanities)
some of the stakeholders of the Technology option of 1. Nigerian Languages;
SSCE as postulated by the Federal Ministry of 2. Literature in English;
Education on National Policy of Education in Nigeria 3. Geography;
and the minimum entry requirements for Engineering 4. Government;
and Technological subjects in the Tertiary Education 5. Christian Religious Studies;
and Universities in Nigeria prepared by Joint 6. Islamic Studies;
Matriculation Board (JAMB). We also make use of 7. History;
some of the seminars and write up of West African 8. Visual Arts;
Examination Council (WAEC). 9. Music;
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

10. French; 12. Economics.

11. Arabic;

Table 1: Comparing Each Subject Combination with Matriculating Compulsory Subjects to Gain Admission to
Tertiary Institutions or Universities
SNo Subject Areas Subjects to be Offered in the New Senior Matriculation Compulsory Areas of Deficiencies or
Secondary Education Curriculum Subjects for Gaining Implications for admission into
Structure Admission to the Universities Universities
1 Science and 1. English Language; English Language, There is no area of deficiency
Mathematics 2. General Mathematics; Mathematics, Chemistry, in this subject combination to
3. One Trade with Physics, Biology can be used enter into any tertiary
entrepreneurship studies; to enter any Science Based Institution or University of
4. Civic Education Courses, Engineering Based their choice.
5. Computer Studies/ICT; Courses and some Humanity
6. Biology; Based Courses
7. Chemistry;
8. Physics;
9. Further Mathematics;
10. Agriculture;
11. Physical Education;
12. Health Education
2 Business Studies 1. English Language; Classified under Faculty of Economics is required here for
2. General Mathematics; Administration has UTME as this subject combination to
3. One Trade with Five SSCE credit passes survive.
entrepreneurship studies; including English Language, Note that in the subject
4. Civic Education Mathematics, Economics and combination there is no
5. Computer Studies/ICT; any other two relevant Business Methods,
6. Accounting; subjects: Accounting, Government, Geography and
7. Store Management; Business Methods, Statistics in the subject
8. Office Practice; Commerce, Government, combination
9. Insurance; Geography and Statistics
10. Commerce
3 Humanities 1. English Language; Classified under Economics is not required in
2. General Mathematics; Arts/Humanities – Five Humanities for admission. The
3. One Trade with SSCE credit passes to include subject combination here is
entrepreneurship studies English Language and the free and wide enough to
4. Civic Education subjects to be combined choose from.
5. Computer Studies/ICT;
6. Nigerian Languages;
7. Literature in English;
8. Geography;
9. Government;
10. Christian Religious Studies;
11. Islamic Studies;
12. History;
13. Visual Arts;
14. Music;
15. French;
16. Arabic;
17. Economics
4 Technology 1. English Language; To enter any Engineering This is at variance to the
2. General Mathematics; /Environmental/Technology subject combination of this set
3. One Trade with courses in the University you of people. This is a serious
entrepreneurship studies; need to have Credit in problematic area where the
4. Civic Education English Language, students will not be able to
5. Computer Studies/ICT; Mathematics, gain admission to any tertiary
6. Technical Drawing; Physics, Chemistry, Biology Institutions or the University.
7. General Metalwork; (In some Universities) and The UTME Subjects is
8. Basic Electricity; any one of other relevant Mathematics, Physics and
9. Electronics; Science/Technical subjects. Chemistry. Physics and
10. Auto-Mechanics; Chemistry was not part of the
11. Building Construction; subject combination for this
12. Woodwork; option.
13. Home Management;
14. Food and Nutrition;
15. Clothing and Textile

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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

Senior Secondary (Technology) But other two optional subjects have a lot of problem
1. Technical Drawing; that give the critical path leading to dead end thus;
2. General Metalwork;  Technology; and
3. Basic Electricity;  Business Studies.
4. Electronics;
5. Auto-Mechanics; These two optional subjects will bar the possessor of
6. Building Construction; such certificates from gaining access or entrance to
7. Woodwork; higher institutions or universities as enumerated in Fig.
8. Home management; 1 and the Table 1.
9. Food and Nuitrition;
10. Clothing and Textile The Technological lines is the most hit. Unless
admission criteria are changed from the present
Trade Subjects admission system, which stipulates credit in Physics,
1. Auto body repairs and spray painting; Chemistry and Biology, it is very difficult for such
2. Auto Electrical work students who are not offering these subjects to gain
3. Auto Mechanical works admission to higher institution or university studying
4. Auto parts merchandising engineering, technology, or environmental based
5. Air-conditioning Refrigerator courses.
6. Welding and Fabrication, engineering craft
practice In like manner, like that of Technological line, the
7. Electrical Installation and Maintenance work Business – Oriented Students who do not offer
8. Radio, TV and Electrical work. economics as part of their subject combination, will
9. Block laying, Bricklaying and Concrete work. have restrictions as to what Business subject the
10. Painting and decorating candidate will offer in the tertiary institutions or
11. Plumbing and Pipe Fitting university. Their condition is what I termed “Partial
12. Machine woodworking Dead End”.
13. Carpentry and Joinery
14. Furniture Making The West African Examination Council, Alagbaka,
15. Upholstery Akure conducted a training which is very useful to this
16. Catering craft practice discussion in the areas of the criterion for the selection
17. Garment Making of subjects according to the New Senior Secondary
18. Textile Trade School Curriculum structure in Nigeria. They make the
19. Dyeing and Bleaching following declarations;
20. Printing Craft Practice  Students are to select one (1) Trade subjects
21. Cosmetology from the list of 34 Trade/Entrepreneurship
22. Leader Goods Manufacturing and Repair Studies
23. Keyboarding
 It is not expected that a school would teach all
24. Shorthand
the trade subjects. Schools are free to select
25. Data Processing
those trades for which they have the teachers
26. Store Keeping
and facilities and which meet the needs of their
27. Book Keeping
communities.
28. GSM Maintenance
 Students are to select two (2), three (3), or four
29. Photography
(4) subjects from each field of study depending
30. Tourism
on their potential, interest and capability
31. Mining
32. Animal Husbandry  Students are to select a minimum of eight (8)
33. Fisheries subjects or a maximum of nine (9) subjects
34. Marketing
35. Salesmanship NOTE:
 If a student selects four (4) subjects from his /
In the Fig. 1 below, two optional subjects give critical her field of study, he/she has eight subjects and
path that cannot be stopped out of the four optional can select one or more from other fields of
subjects thus; study making of nine (9) subjects
 Science and mathematics option; and  If a student selects three (3) subjects, he/she
 Humanities can take one (1) or two (2) electives from
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

any other field of study making a minimum of from any other field of study making a minimum of
eight (8) subjects and maximum of nine (9) eight (8) subjects and a maximum of nine (9) subjects.
subjects
If a student selects two (2) subjects from his/her field of
study, he/she can take two (2) 0r three (3) (electives)
Lack of
Physics,
Technological Chemistry Dead End
and Biology
Line Certificate
(Optional)
7
No Admission

Humanities Free to enter

Line
Life End
any Tertiary
Certificate
Institutions or
University
Start
6 Yrs
Pry
6 Yrs
JSS/ SSS
10
Schl 3
1 2
Free to enter
A C any Tertiary Life End
2 Science and Certificate
Institutions or
Mathematics
University
3
Line
Yr
s Business Lack of
Economics Dead
M End
Studies
Certificate
Line
D
No Admission

Fig.1 Critical Path Development of the Typical Problem and its Implications for admission to University and the
Presentation of Life and Dead End Certificates in the New Senior Secondary Schools Curriculum in Nigeria

Fig. 2 below shows the amendment and suggestions to Computer Studies

improve the Dead End Line that does not allow the Technical Drawing
candidates to go to their tertiary Institution or University General Metalwork
of their choice. I will cite Technological field and Physics and Chemistry
choose Mechanical engineering my field of OR
specialization as a good example; English, Mathematics, Civics
Trade/Entrepreneurship (Auto body Repair and Spray
The student or candidate can have the following Painting)
combination of nine (9) subjects; Computer Studies
English, Mathematics, Civics Technical Drawing
Trade/Entrepreneurship (Welding and Fabrication Eng. Auto - Mechanics
Craft Practice) Physics and Chemistry
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

English, Mathematics, Civics

Trade/Entrepreneurship
Technological Computer Studies Life End
Line Technical Drawing Certificate
General Metalwork
7 Physics and Chemistry

Humanities Free to enter any Tertiary

Line
Life End
Institutions or University
Certificate

Start
6 Yrs
Pry
6 Yrs
JSS/ SSS
Schl 10 3
1 2
Free to enter any Tertiary
A C Institutions or University Life End
Science
2 and Certificate
Mathematics
Line 3
Yr
Business
s Studies English, Mathematics, Civics
Trade/Entrepreneurship LifeMEnd
Line
Accounting, Office Practice Certificate
D Commerce, Economics

Fig.2 Suggested Critical Path Selection of Subjects that Bring Continuity of Study and its Implications for admission
to University in the New Senior Secondary Schools Curriculum in Nigeria

CONCLUSION
The problem of dead end certificates for those students To enter any Engineering /Environmental/Technology
who choose technological subjects option in Senior courses in the University you need to have Credit in
Secondary Certificate Examination (SSCE) has been English Language, Mathematics, Physics, Chemistry,
examined in this paper. It was however discovered that Biology (In some Universities) and any one of other
the UTME Subjects required to enter the Engineering, relevant Science/Technical subjects. So also that of
Technological subjects in the University are Business Studies you will be expected to have Credit
Mathematics, Physics and Chemistry. Physics and passes in English, Mathematics and Economics and any
Chemistry are not part of the subject combination for other two relevant subjects: Accounting, Business
the Technology option of the new curriculum for Senior Methods, Commerce, Government, Geography and
Secondary School in Nigeria. Statistics.

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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

This is at variance to the subject combination of this set generation of curriculum developers, like what is
of people which can be used to fulfill the second currently happening to the possessors of some
conditionality of the objective of the Secondary technological certificates presently in Nigeria in
Education which should be to prepare the individual for the areas of continuity of their educational
Higher education. development and job satisfaction after obtaining
such certificates.
This is a seriously problematic area where the students  This is a warning and a lone voice crying in the
will not be able to gain admission to any tertiary wilderness for all and sundry for their timely
Institutions or the University of their choice in Nigeria intervention.

It was however discovered that the implementation of I hope that the Government or the Curriculum
this scheme might be haphazardly done by some Developers in Nigeria are not trying to mortgage the
Principals, Teachers and even Ministry Officials who do future of our young ones to only secondary school level
not even know what this introduction of new curriculum as presently done for Vocational and Business Schools
of Technological subjects(Engineering or as evident in their objectives 1 and 2 and the neglect of
Technological) in gaining admission to the University is objective 3 as quoted above and what we are witnessing
all about. in our tertiary institutions and university in the treatment
meted out to this category of students seeking admission
RECOMMENDATIONS and life after graduating from such schools.
From this research it is therefore recommended that;
 Physics and Chemistry should be included in the I want to sincerely thank the organizers of this
subject combination of Technology option of programme for inviting me to contribute my life time
Senior Secondary School Curriculum experience in the world of Academics, which I have
 Economics should be iincluded in the subject adjudged to be too rough to pass through for a willing
combination of Business Studies option of Senior soul who is interested in academics like me and
Secondary School Curriculum. mistakenly found himself or herself in choosing a dead
 Or if this is not possible, change the subject end line for himself in life. I pray and hope you will
combination for Technology option and Business choose a blissful life end for your children and our
Studies used for both JAMB and admission future generation.
combination to study Engineering, Environmental,
Technological, Business Studies courses in the REFERENCES
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curriculum and stop all the Trade Subjects which Education, Volume 2 No. 2, Sept. 1996, pp. 22-36
are not making any impact in the development of a
child in the area of continuity of their educational Adejuyigbe, S.B.(2006) The Planning of Continuity of
development beyond School Certificate level. Technological Education in West Africa using The
 As an experienced marker and the chairman of Critical Path Method: Nigeria and Ghana as a Case
some of the sessions where WAEC is developing Studies. Publication in the Book Series: Advance
of the Trade Subjects, there must be a stop to this Materials Research, Publish by Trans Tech Publications
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use the certificate obtained in WAEC or NECO to 389-396.
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Secondary Education shall be to prepare the those who offered Technological Subjects in the New
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Certificates” to our future generation of youth
who in their life time will continue to curse this
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 7(3):234-241 (ISSN:2141-6990)

Bamidele Aturu (2011) Vocational Technical

Education, the State and Citizenry in Nigeria. Paper
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