INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE

AND EDUCATIONAL RESEARCH

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ISSN: 1595-7918

SIGNIFICANCE OF INTEGRATING VOCATIONAL STUDIES

IN SECONDARY SCHOOL EDUCATION CURRICULUM IN
NIGERIA

Oladimeji Olusola OJO1, Olayode Muhydeen Olaoluwa 2

1
Department of Urban and Regional Planning, The Federal Polytechnic Ilaro, Ogun State, Nigeria
2
The Best Legacy Schools, Owode Yewa, Ogun State, Nigeria

D.O.I: 10.5281/zenodo.15706191

ARTICLE INFORMATION ABSTRACT

This study investigates the role of school leaders in implementing the
Received: 20th February, 2025 School Improvement Program (SIP) in selected schools in Jigjiga
Accepted: 27th March, 2025 City, Ethiopia. Recognizing the importance of education as a tool for
Published: 18th April, 2025 societal development, the research aims to address the gaps in
leadership roles related to SIP execution. Utilizing a mixed-method
approach, data were collected through questionnaires, interviews,
KEYWORDS: Curriculum; focus group discussions, document analysis, and observations
Secondary school; Vocational involving teachers, principals, and educational experts. The findings
reveal that the majority of respondents are young and possess first-
PUBLISHER: Empirical degree qualifications, with a notable representation of male leaders.
Research Institute of Nigeria The study indicates that while school leaders demonstrate moderate
involvement in planning and coordination during the preparation
stage of SIP, their effectiveness in assessment procedures and
This work is licensed under the Creative instructional supervision is limited. Consequently, this inadequacy
Commons Attribution International hampers the overall success of SIP implementation.
License (CC BY 4.0). Recommendations include enhancing stakeholder participation,
prioritizing critical issues in SIP planning, and providing targeted
http://creativecommons.org/licenses/by/4.0/
training for school leaders to foster effective teaching methodologies.
The study underscores the necessity for improved leadership
practices to elevate educational quality and achieve the objectives of
the School Improvement Program.
 VOLUME 2 NO 1. APRIL, 2025

1. Introduction

Education comprises of teaching and learning of specific skills, imparting of knowledge that usually take
within the school environment. It encourages the actualization of self-potential and deposited talents of an
individual. Although, education aims to nurture a young person's growth into mature adulthood, allowing
them to triumph in their areas of interest. Education started as the natural response of early civilizations and
struggle for survival. It usually a process that combine culture and the society. The process tailor towards
adults training the younger one of their environments in the knowledge and skills they can perform and
eventually pass on to next generation. The practice of imparting information was critical to the evolution
of culture and humans as a species. In pre-literate societies, this was done orally and via imitation. The
tradition of storytelling was passed down from generation to generation. Furthermore, oral language
evolved into written symbols and letters. Many educational theories have been established, all with the
purpose of understanding how young people in a society might acquire knowledge and how adults with
knowledge and information that is useful to the rest of society can be imparted.

Education can be acquired beyond four walls of classrooms, it maybe through reasoning and experiences,
therefore, vocational education is in line with the knowledge beyond the four walls of classrooms. Recently,
educational challenges are differing from country to country especially from developed to developing but
we are so much concerns about developing countries including Nigeria. Firstly, the challenges are as
follows from unaware of the importance of education, parent prioritizing quick money than education,
poverty, teachers are often paid less than other similar professions in the country, lack of facilities,
inadequate classroom and inadequate staff development.

Vocational education and skills training initiatives are intended to educate students for certain jobs or
careers. The importance of vocational studies cannot be discussed without mentioning the contribution of
secondary school efforts in making it reality in some part of the world through various education policy
reforms. Secondary education policies vary from continent to continent regarding the role of vocational and
acquisition of skills acquired. There are so many issues surrounding the decision in placing where to include
vocational studies, firstly, some educator believes it should be included in upper class of secondary school,
secondly, it should be in post-secondary while others postulate it should be engage by the private sectors.
These depends on the individuals perspectives but the primary aim is to contribute to the wellbeing of the
participants. Wallenborn and Heyneman (2009) described vocational education and training as a tool to
contribute significantly to socioeconomic and physical attributes of a country.

The British system of education has high influence on Nigeria education structure and performance. This
type of education neglects our sociocultural background and vocational interest of the nation. The
apprenticeship system was the earliest type of vocational education practiced in Nigeria and it engage our
youth to participate in various either of interest or as family heritage. The countries that refused dominance
of foreign culture to their educational system has higher performance in skill acquisition that helps in
economy development.

Various vocational skill practice in schools are under these categories: agricultural, technical, technology,
and trade and industrial therefore, any students who prefer to choose according to his or her desire
profession definitely will find the choice. The secondary school curriculum includes the following subjects
in both junior and senior school: Vocational electives at junior secondary school include agricultural
science, business studies, home economics, local crafts, computer education, fine arts, music, and
introductory technology. Vocational electives at Senior Secondary School include agricultural science,
applied electricity, bookkeeping and accounting, building construction, auto mechanics, commerce,
computer education, electronics, clothing and textiles, food and nutrition, home management, metalwork,
technical drawing, woodwork, shorthand, typewriting, fine arts, and music. Awolola and Ogunmola (2021)
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suggested that vocational education should also be included in private schools’ curriculum for better
performance.

The subject listed are elective that have different content from vocational skill like fashion Design, tie and
dye, Bead making and wire works, weldering and fabrication, soap making cosmetology, Bag making, web
design, Graphic, Phone repairs etc that involves real practical. It can also be categorised to any profession
of study, notwithstanding, ability to perform determines success. The time allocated under general
education may be short but if probably includes in secondary school curriculum with full implementation
will be appreciated. Secondly, it has effect on jamb combination during Admission process because some
courses demand core courses not elective therefore, more efforts and awareness needed in this area.

Educational policy in Nigeria has been of a great contribution to the growth and development of the country.
The policy stipulated that 6-year for primary, 3-years for junior secondary, 3-year for senior secondary
while 4-year for higher education for the country. It usually called ‘6-3-3-4’. Therefore, considering this
now, it means that secondary school education has major roles, firstly, preparing the students to be useful
to the society and also for higher education Ekpenyong, (1988). Secondary education plays a vital role that
cannot be rule out in development of the nation. It will very important to inculcate vocational studies into
secondary school curriculum for graduates of secondary school to be self-reliance and self-sustainability
because there are driving force for acquiring these studies and contribute immensely to industrialization
within the country.

Okoye and Udoudo (2015) Identified issues related to vocational development in secondary as curriculum
content, teachers’ competence (both theory and practical’s), linkage to the labour market, facility
availability, sufficient exposure of learners to the learning tasks (to enable the student to master it
efficiently). Olaniyan and Ojo (2008); Muoghalu (2018); Ojo and Olagoke-Salami (2023), David (2014)
and Ojo, (2023). identified insufficient supply of technical teachers, inadequate accessibility to learning
resources and workshop facilities, insufficient financing, social appraisal or poor societal perception,
excessive emphasis on university education/paper qualification/certification, lack of partnership or
collaboration of the private sectors, poor practical/technical skills, terrorism/insecurity, poor monitoring
and evaluation, shortage of power supply in the workshop, and insufficient financing for effective and
productive practical teaching in Nigerian secondary schools. Ministries of Education have special regard to
educational likes schools rather than skill acquisition and training centers, in which the curricula remain
stable for a long time where few part were practical oriented. The competencies require by labor markets
may not be attained.

Recently, there are different areas to participate but depends on how it was structure within the school.
Akombi (2005) pointed out that the secondary school principals and teachers are products of general
education, this will always contribute problem to fully implementation of vocational education policies and
priority will be given to their own type of education before considering vocational education. It will also
affect the quality of Vocational and Technical Education system.

Nigeria, like many nations, faces a crucial need to modernize secondary education. Traditional academic
programs, though valuable, might not adequately equip students with the practical skills and job-specific
competencies demanded by today's workforce. To bridge this gap, integrating vocational studies into
secondary education is gaining traction. This approach aims to investigate the feasibility and effectiveness
of integrating vocational studies into the Nigerian secondary education curriculum to provide a well-
rounded learning experience, allowing students to develop practical skills, explore career options, and
enhance their employability after graduation. This research explores the motivations, challenges, and
potential benefits of integrating vocational studies in Nigerian secondary schools. The ultimate goal is to
inform policy decisions and educational practices, ultimately preparing students for the workforce and
contributing to national development.

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2.0 Research Objectives:

i. Examine students' interests, aspirations, and aptitudes towards vocational education and skill
development.
ii. Assess stakeholders' views on the importance and potential benefits of integrating vocational
studies.
iii. Explore barriers and challenges hindering the integration of vocational studies into the
curriculum.

3.0 Methodology

This paper employs quantitative data collection techniques, to provide comprehensive understanding of the
integration of vocational studies into secondary school education in Nigeria. The Participants of this study
involves secondary school students, teachers, school administrators, policymakers, and representatives
from relevant industries within Yewa South local government area of Ogun state. A total of seventy one
(71) secondary schools (both public and private) were domiciled in Yewa South local government as at the
time of this research (Ogun State Education Statistics, 2020). Out of these schools, fourty three (43) of them
were private owned while twenty eight (28) were government owned. These schools were spatially
distributed in nine (9) main towns of the local government area viz: Owode, Ilaro, Oke Odan, Idogo, Ajilete,
Iwoye, Ilobi-Erinja, Olokuta and Owo. Distribution of the schools per towns can be depicted in table 1.

Table 1: Distribution by Population of Secondary schools in Yewa South Local Government.

+
s/n Location Private Public Total Sampled Schools

1 Owode 20 6 26 3

2 Ilaro 21 11 32 5

3 Oke Odan 1 3 4 1

4 Idogo/Ipaja - 1 1 -

5 Ajilete 1 2 3 -

6 Iwoye - 2 2 -

7 Ilobi-Erinja - 1 1 1

8 Olokuta - 1 1 -

9 Owo - 1 1 -

TOTAL 43 28 71 10
+Sampled schools were chosen using a non-probabilistic (convenience) sampling approach

Source: Ogun State Education Statistics, 2020

Multi-stage sampling techniques was used in the inclusion of samples from the population of study. The
first stage was the selection of the secondary schools to be included in the survey which was done using
convenience approach, the second stage is the aggregate sample of students to be selected for inclusion
while the third stage consists of the selection of students per school. This technique resulted in conveniently
selecting 10 schools out of the 71 schools in the study area. The aggregate selected schools, consists of
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11,001 population of students. Krejcie and Morgan (1970) Sample size calculator (equation (1)) was used
to estimate the sampled number of students included in the survey. The formula is written thus:
χ2 Np(1−p)
n = d2 (N−1)+χ2 p(1−p) (1)

Where:

n = sample size required

χ2 = table value of Chi-square for 1 degree of freedom at the desire confidence level (95%) with a value
of (3.841).

N = Population size

p = population proportion (assumed to be 0.5)

d = degree of accuracy/level of precision (0.05).

From equation (1), the sample size is calculated thus:

(3.841)(11001)(0.5)(1 − 0.5)
n=
(0.05)2 (11001 − 1) + 3.841(0.5)(1 − 0.5)
10563.710 10563.710
= 27.500+0.96025 = 28.4603
= 371.174~ 371

Therefore, the aggregate sample size is 371.

Stratified sampling technique via proportional allocation was used in estimating the number of students to
be selected per school. This can be evidenced from table 2.

Table 2: Distribution of selected schools per number of students and stakeholders

Sample
𝐧𝐍𝒊⁄ Selected
Selected Schools Status Population 𝐧𝒊 = 𝐍 stakeholders

The Best legacy Academy, Owode Private N1 = 1100 37 5

Army Day Senior Secondary School,

Owode Public N2 = 1285 43 5

Area Community (Jnr.) High School,

Owode Public N3 = 2428 82 5

Auntie Kemi Model College, Ilaro. Private N4 = 204 7 5

Ipadeola Bolaji Model College, Ilaro Private N5 = 650 22 5

Itolu Community (Jnr.) High School, Ilaro Public N6 = 1300 44 5

Oronna High School (Snr.), Ilaro Public N7 = 724 24 5

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Yewa (Egbado) College, Ilaro Public N8 = 1600 54 5

Oke-Odan Grammar School, Oke-Odan Public N9 = 1100 37 5

Ilobi-Erinja High School, Ilobi. Public N10 = 610 21 5

Total N = 11,001 n = 371 50

Source: Authors’ computation

About 5 stakeholders (class teachers, principals and vice principals) per school were randomly selected for
inclusion into the survey. In addition, two different closed-ended questionnaires (one for students and other
for stakeholders) were drafted on the perceptions, attitudes, barriers and challenges hindering the integration
of vocational studies into the curriculum. More so, descriptive statistics (frequencies, percentages and
graphs) was used to analyze the data collected through field survey. Inferential statistics such as chi-square
test of goodness of fit was employed to examine the equality in response of the normal.

4.0 Results and Discussion

4.1 Analysis of respondent’s socio-demographic characteristics

Fig. 1: Distribution of student participants by gender

Result from Fig. 1 indicated the gender distribution of the students by school names. It can be seen that
Area community High School, Owode have the highest number of participants, with male participating
mostly. This was followed by Egbado/ Yewa College Ilaro, Army Day Senior Secondary School, and Itolu
Community (Jnr.) High School, Ilaro to mention a few. This implies no gender disparity in the inclusion of
participants for the survey.

Table 3: Frequency and percentage analysis of Students Socio-demographic information

Variables Frequency Percentage

<10 years 36 11

10-14 years 73 22.3

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Age 15-18 years 91 27.8

>18 years 127 38.8

Total 327 100

Class Junior Secondary 146 44.6

Senior Secondary 181 55.4

Total 327 100

Source: Field Survey, February, 2024

Table 3, result of item 1 indicated that about 36(11%) of the student participants were below 10 years old,
73(22.3%) were between 10-14 years of age, 91(27.8%) were between 15-18 years of age while 127(38.8%)
of them were found to be more than 18 years of age. This implies that majority of the student participants
were found to be of ripe age, making the responses emanating from the research questions valid. More so,
item 2 of the table also showed that majority of the student participants were in senior category, representing
181(55.4%) while those in the junior category were 44.6% of the entire respondents.

4.2 Answering Research Questions

RQ1: Are there students' interests, aspirations, and aptitudes towards vocational education and skill
development?

Table 4: Perceptions of student participants on interests, aspirations and aptitudes towards vocational
education and skill development

Variables Frequency Percentage Chi-square Test

Awareness of vocational Yes 254 77.7 3.746
studies No 73 22.3 {1}
[0.0000]
Total 327 100
Understanding of vocational Learning practical 127 38.8
studies skills for specific jobs 43.284
Studying traditional 146 44.6 {2}
academic subjects [0.0000]
Not sure 54 16.5
Total 327 100
Importance of vocational Yes 272 83.2 114.003
studies No 55 16.8 {1} [0.000]
Total 327 100
Interest in learning Yes 237 72.5 66.083
vocational skills No 90 27.5 {1}
Total 327 100 [0.000]
Interests aligning with Yes 272 83.2 144.003
vocational studies No 55 16.8 {1}
Total 327 100 [0.000]
Adequate preparation of Yes 145 44.3 4.187

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students for future No 182 55.7 {1}

employment opportunities Total 327 100 [0.041]
based on current education
Source: Field Survey, February, 2025

Table 4 presents student participants' perceptions regarding interests, aspirations, and aptitudes towards
vocational education and skill development. Findings from the first item reveal that 77.7% of participants
are aware of vocational studies, while 22.3% are not. This discrepancy is statistically significant (χ² = 3.746,
p < 0.05), suggesting a notable difference in awareness levels among students. Examining the second item,
38.8% of students believe vocational studies focus on practical skills for specific jobs, 44.6% view it as
studying traditional academic subjects, and 16.5% are uncertain. This variation is also statistically
significant (χ² = 43.284, p < 0.05), indicating diverse understandings of vocational education among
participants. Moreover, a majority of students express the importance of vocational studies (83.2%) and
interest in learning vocational skills (72.5%, χ² = 66.083, p < 0.05). Additionally, responses indicate that
students' interests align with vocational studies, with 55.7%, χ² = 4.187, p < 0.05, stating that current
education does not adequately prepare them for future employment opportunities.

Fig. 2: Students level of satisfaction with their current academic curriculum

However, majority of the students representing 34% were found to be satisfied with their current academic
curriculum, 28% of them were very satisfied, 16% were very dissatisfied, and 11% each were dissatisfied
and neutral respectively.

RQ2: What are stakeholders' views on the importance and potential benefits of integrating vocational
studies?

Table 5: Analyses of stakeholders’ perceptions on importance and potential benefits of integrating

vocational studies

Statements Response Frequenc Percent Chi-square

y test

Vocational studies should be Yes 44 100 -

integrated into secondary
education

Very unimportant 3 6.8 24.182

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Not important 5 11.4 {df = 4}

Importance of integrating Neutral 3 6.8 [0.000]

vocational studies into the
secondary education curriculum Important 14 31.8
Ratings
Very important 19 43.2

Total 44 100

Employment 10 22.7
opportunities
Potential benefits perceive 15.818
arising from the integration of Skill development 19 43.2
vocational studies {df =3}
Economic growth 14 31.8 [0.001]

Others 1 2.3

Total 44 100

Current state of vocational Very Poor 4 9.1

education in Nigeria
Poor 18 40.9 22.591

Fair 14 31.8 {df = 4}

Good 7 15.9 [0.000]

Excellent 1 2.3

Total 44 100

Vocational studies as a Standalone 35 79.5 15.364

standalone subject or integrated
into existing subjects Integrated 9 20.5 {df = 1}

Total 44 100 [0.000]

Hands-on activities 5 11.4 11.227

Attractiveness of vocational Career guidance 23 52.3 {df = 2}

studies to students
Industry partnerships 16 36.4 [0.004]

Total 44 100

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Highly ineffective 4 9.1 34.636

Effectiveness of vocational Ineffective 1 2.3 {df = 4}

education programs on student
outcomes if integrated into the Neutral 3 6.8 [0.000]
curriculum
Effective 15 34.1

Highly effective 21 47.7

Total 44 100

Source: Field Survey, February, 2025

Taking the importance and potential benefits of integrating vocational studies into consideration as
evidenced in Table 5, result from the stakeholders indicated from item 1 that vocational studies should be
integrated into secondary educational as opined by all the respondents; 43.2% of them were of the opinion
that it is “very important” to integrate vocational studies into the secondary curriculum while minority of
them said that it is “very unimportant”. This response was found to be statistically significant (χ² = 24.182,
p < 0.05), indicating diverse opinion on the importance of integrating vocational studies. However, majority
of the stakeholders (43.2%) viewed that skill development is a potential benefit perceived arising from the
integration of vocational studies, followed by economic growth (22.7%) and employment opportunities
(31.8%). These responses were found to be statistically significant (χ² = 15.818, p < 0.05), an indication of
notable difference in potential benefits. More so, majority of the stakeholders (40.9%) opined that the
current state of vocational education in Nigeria is poor while 31.8% of them rated it as being fair with
minority of them rating it as excellent. These responses were as well found to be statistically significant (χ²
= 22.591, p < 0.05), implying a diverse opinion current state of vocational education in Nigeria.

In addition, majority of the respondents also opined that vocational studies should be a standalone subject
and should not be integrated into existing subjects while minority of them representing 20.5% opined that
it should be integrated. These responses were found to be statistically significant (χ² = 15.364, p < 0.05), an
implication of diverse opinion on how vocational studies should be structured during curriculum
implementation. On how vocational studies can be made attractive to students, stakeholders opined that this
can be done by hands-on activities (11.4%), career guidance (52.3%) and industry partnerships (36.4%).
The statistical significance of this can be evidenced from the χ² = 11.227 with p < 0.05, implying difference
in their responses on how vocational studies can be attractive to the students. In addition to this, teachers
and school managements (stakeholders) were of the opinion that the effectiveness of vocational education
programs on student outcomes if integrated into the curriculum would be highly effective as opined by
47.7% of the total respondents.

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χ² = 3.636
d.f = 4
p < 0.05

Fig 3: Stakeholders views on the importance of partnerships between schools and industries for
vocational education

Graphical representation of fig. 3 indicated that majority of the stakeholders representing 50% were of the
opinion that it is very important for schools and industries to partner for vocational education, 27.3% of
them said that is important, 2.3% were neutral, 6.8% said that it is not important while 13.6% of the said
that is very unimportant. It cannot be overemphasized that responses emanating from school and industries
partnerships for vocational education to stand tall in Nigeria is statistically significant (χ² = 34.636, p <
0.05), an implication of variation in responses.

Table 6: Stakeholders views on fostering partnerships between schools and industries

How to foster partnerships between schools and SD D A SA Total Mean/SD

industries
Government incentives f 3 6 18 17 44 3.11
% 6.8 13.6 40.9 38.6 100.0 [0.895]
Industry outreach programs f 7 4 10 23 44 3.11
% 15.9 9.1 22.7 52.3 100.0 [1.125]
School-industry liaison officers f 3 8 16 17 44 3.07
% 6.8 18.2 36.4 38.6 100.0 [0.925]
Figures in parentheses [ ] represents standard deviation

Source: Field Survey, February, 2025

Responses emanating from stakeholders’ on fostering partnerships between schools and industries as
evidenced from Table 6 showed that majority of them opined to the fact that government incentives (80.5%,
mean = 3.11), industry outreach programs (75%, mean = 3.07) and school-industry liaison officers (75%,
mean = 3.11) can help in fostering partnerships between schools and industries.

RQ3: What are barriers hindering the integration of vocational studies into the curriculum.

Table 7: Students perceptions on Challenges in integrating vocational studies in secondary school

curriculum

Students perceived challenges SD D A SA Total Mean/SD

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f 37 37 127 126 327 3.05

Lack of resources
% 11.3 11.3 38.8 38.5 100.0 [0.976]

f 18 36 127 146 327 3.32

Negative perceptions/stigma
% 5.5 11.0 38.8 44.6 100.0 [0.853]

f 38 54 126 109 327 2.94

Limited time in the school day
% 11.6 16.5 38.5 33.3 100.0 [0.981]

Figures in parentheses [ ] represents standard deviation

Source: Field Survey, February, 2025

The challenges that may be faced in integrating vocational studies in secondary school curriculum as opined
by the student participants, result of Table 7 showed that majority of them representing 77.3% with mean
response rate of 3.05 agreed that lack of resources is a challenge; with emphasis on negative
perception/stigma (83.4%, mean = 3.32) and limited time in the study day (71.8%, mean = 2.94).

Fig. 4: Stakeholders perceived challenges hindering the integration of vocational education into the
school curriculum

It can as well be evidenced from fig. 4 that majority of the stakeholders were of the opinion that funding
(45.5%) can be a major challenge hindering the integration of vocational education into the school
curriculum, followed infrastructure (34.1%), curriculum development (15.9%) and stigma (4.5)
respectively. Hence, it cannot be overemphasized that the integration of vocational education into secondary
school curriculum is not without its own challenges in the side of students and stakeholders respectively.

Conclusion

The findings emphasise the significance of overcoming problems and building collaborations in order to
effectively include vocational education into secondary school curricula. Addressing resource constraints,
eliminating negative perceptions, and strengthening collaboration between schools and industry are all
critical steps towards boosting vocational education and skill development projects in Nigeria. These
findings have important implications for policymakers, educators, and others involved in educational
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reform. Additional research and focused initiatives are required to address the identified issues and
encourage the integration of vocational studies for better student outcomes and socioeconomic
development. Therefore the following hereby suggested:

➢ There should be wide range representation of expert in both institution and industries in curriculum
preparation of secondary school, this will surely help the country in term of employability and
poverty reduction

➢ The unit for teacher training and development under government should be fully funded to assist
the teachers involves in vocational education to attend workshop, seminar, retreat and conferences
that will update their daily activities.

➢ The policy makers should ensure that the youth are equipped with relevant vocational skills and
develop relevant curriculum that matches the socio-economic and security issues currently taking
place in the nation and survival of global economy.

➢ The importance of infrastructure like regular power supply, workshops, studios, laboratories,
equipment and materials cannot be overlook for successful of vocational education in secondary
school in Nigeria.

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