Introduction
1.1 Background Of The Study
The relevance of the application of vocational and technical education as pre-requisites for human, material, socio-economic and technological development has long been noticed worldwide by huge investment in vocational and technical, science and technology core curriculum introduced in 1985, and is now being implemented in schools across the country. Vocational education is education for work. It prepares individuals to be gainfully employed. These preparations become effective when teaching and implementation of results in functional learning (Nwachukwu, 200I).
The importance of vocational and technical education advancement, usefulness and sustainable youth empowerment of any nation in nearly all fields of human endeavour has been a source of concern to various people and government at various times. The youth learns to accept responsibilities for his well-being favourably; he will not achieve this by simply accepting information on why vocational education is necessary for work or by the mere preparation of factual materials about it in a classroom. We cannot be content merely to guarantee the right to acquire vocational education, but must provide opportunities in such a way as to help youths to learn and adapt to a lifestyle that is deeply rooted in vocational and technical education curriculum. To achieve this goal, the youth must be actively involved in the learning process.
Umuru (1999) explained curriculum as all the learning experiences given to the child under the auspices of the teacher. The problem that confronts most developing countries after independence is always identified to be that of inappropriate curricula and education in such states. Vocational and technical curriculum constitutes a broad range of student’s experiences in the technical college setting. Instructions are given by teachers and curricula include these instructions that constitute a broad range of staff’s experiences. Mbaiorga (1992) stated that instruction focus on the delivery of vocational and technical, science and technology experience in the school. He further stressed that instruction may be perceived as the planned instruction between the technical teachers and students that results in desirable learning. He pointed out that some educators feel that all curricula include instruction, while others contend that sound instruction includes a sound curriculum
1.2 Statement Of The Problem
The need to provide sustainable youth empowerment has often being viewed from other dimensions than through vocational and technical education. Vocational and technical education proffers numerate and financial skill required for the management and accountability of monetary and other resources needed in both vocational and technical education and large enterprises. The need for a functional vocational and technical educational curriculum is therefore imperative. The problem confronting this research is to determine functional vocational and technical education curriculum for sustainable youth empowerment in Edo state.
1.3 Research Question
- What is the nature of a functional vocational and technical curriculum?
- What is the significance of a functional vocational and technical education
- What is the role of functional vocational and technical education curriculum in sustainable youth empowerment in Edo state
1.4 Objective Of The Research
- To determine the nature of a functional vocational and technical education curriculum
- To appraise the role of functional vocational and technical education curriculum for sustainable youth empowerment in Edo state
1.5 Significance Of The Research
The research shall proffer a new dimensional approach to youth empowerment through functional vocational and technical education curriculum
- It shall elucidate the nature of functional vocational and technical education curriculum for youth empowerment.
- It shall serve a veritable source of information on vocational and technical education curriculum
1.6 Statement Of Hypothesis
- Ho The level of vocational and technical education in edo state is low
Ho The level of vocational and technical education in edo state is high - Ho The level of youth empowerment in edo state is low
Hi The level of youth empowerment in edo state is high - Ho The effect of functional vocational and technical education curriculum on sustainable youth empowerment in Edo state is low
Ho The effect of functional vocational and technical education curriculum on sustainable youth empowerment in Edo state is high
1.7 Scope Of The Study
The research shallprofer an analytical and theoretical framework of functional vocational and technical curriculum for sustainable youth empowerment in edo state
1.8 Definition Of Terms
Vocational And Technical Education Defined
Vocational and technical Education means that education which teaches recording and maintaining books. This education came in existence after mathematics and Economics science . In the point of facts , if It should be said that above education is the base of vocational and technical education .
In vocational and technical education, we learn what is way of recording our different transactions. With this education, we can calculate our business’s result relating to different transactions and events . It is not easy to find to reward or return on investment made by businessman.
Curriculum Defined.
The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.
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