1.1 Introduction
Vocational and Technical Education (VTE) is an educational process that is primarily aimed at equipping individuals with practical skills, technical knowledge, and competencies necessary for specific trades, occupations, or industries (Ubom & Aregbesola, 2018). It involves a combination of theoretical instruction and hands-on training that prepares learners for productive engagement in the workforce. In the context of agriculture, vocational and technical education is designed to develop skilled manpower capable of applying scientific principles and modern technologies to enhance agricultural production, processing, and management (NSA, Ikot, Udo & Anangabor, 2020). The Board for Vocational and Technical Education is a regulatory and supervisory body established to oversee the planning, implementation, and quality assurance of vocational and technical programmes across various sectors, including agriculture. The board is responsible for formulating policies, monitoring curriculum implementation, accrediting institutions, and facilitating collaboration between educational institutions and industries (Molagun, 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Vocational and Technical Education (VTE) has long been recognized as an essential component of national development, particularly in countries with significant agricultural potential. According to Ubom and Aregbesola (2018), vocational education in Nigeria has its roots in the colonial period, when formal training was introduced to equip the populace with basic skills in trades, crafts, and agriculture. Vocational and Technical Education (VTE) is an educational process designed to equip individuals with practical skills, technical knowledge, and competencies for employment or entrepreneurial engagement (Ubom & Aregbesola, 2018).
According to Daso (2019), vocational and technical education in agriculture is critical in producing skilled manpower that applies scientific and technological methods to farming, food production, and agribusiness operations. It is through this specialized training that graduates are prepared to contribute meaningfully to agricultural development and national economic growth (Daso, 2019). The Board for Vocational and Technical Education serves as a regulatory and supervisory body responsible for policy formulation, curriculum monitoring, accreditation of institutions, and ensuring quality standards in vocational training.
Molagun (2012) reported that the board plays a pivotal role in bridging the gap between educational institutions and industry, thereby enhancing the relevance of vocational programmes to the socio-economic needs of the society. On the other hand, Onwuka (2021) asserted that without effective governance by such a board, vocational and technical education struggles with inadequate supervision, poor infrastructural development, and weak alignment with industry demands.
Adamu and Olaniran-Akinyele (2019) stated that inadequate funding, shortage of qualified instructors, and outdated curricula are significant barriers to the effectiveness of vocational training in agriculture. Daso (2019) affirmed that societal perception of vocational education as inferior to academic education further limits student enrollment and public support, thereby affecting the overall impact of vocational programmes on agricultural productivity. Furthermore, NSA, Ikot, Udo, and Anangabor (2020) contend that collaboration between educational institutions and the agricultural industry is crucial for skill acquisition and employment readiness. Without structured industry engagement, students are deprived of practical experience, reducing their competence and entrepreneurial potential. According to Ubom and Aregbesola (2018), effective oversight by the board ensures curriculum relevance, adequate resource allocation, and alignment of vocational training with national development objectives, particularly in enhancing agricultural innovation and productivity.
The relevance of the Board for Vocational and Technical Education is therefore undeniable, as it guarantees the quality and effectiveness of vocational agricultural programmes (Molagun, 2012; NSA et al., 2020). This study is set against the backdrop of examining how the governance, policy enforcement, and regulatory oversight of the Board for Vocational and Technical Education influence the quality and impact of vocational agricultural training on agricultural development in Nigeria.
1.3 Statement of Problems
Investigation revealed that the quality of vocational and technical education (VTE) in agricultural development is undermined by chronic underfunding, which is not only limiting the acquisition of modern facilities and instructional tools but is also preventing practical, hands on training that is essential for agricultural skills. Without adequate financial support, schools and training centres struggle to maintain functional school farms or labs, and students lack exposure to real-world agricultural environments (Daso, 2019). On the other hand, there is limited partnership and collaboration between vocational institutions and the agricultural industry. Without robust industry board cooperation, students lack work based experience, internships, and exposure to current agricultural business models, which undermines their employability and the potential impact of their training (Tibi, 2020).
Furthermore, many vocational agriculture programmes emphasize theoretical knowledge over practical competence, leaving graduates with weak occupational skills. The curricula are outdated, and they do not reflect evolving agrarian technologies or modern farming practices, which weakens the relevance of training to real agricultural development (NSA, Ikot, Udo & Anangabor, 2020). It is against this backdrop that this study seeks to understand the relevance of a board for vocational and technical education in agricultural development.
1.4 Aim and Objectives of Study
The aim of this study is to determine the relevance of the Board for Vocational and Technical Education in promoting agricultural development in Nigeria.
The specific objectives of the study are to:
- Examine the role of the board in supervising and regulating vocational agricultural institutions.
- Evaluate the effectiveness of the board in ensuring curriculum relevance to modern agricultural practices.
- Identify challenges within the existing system of vocational agricultural education.
- Assess the impact of the board's policies on student skill acquisition and employability in agriculture.
- Determine the extent of collaboration between vocational institutions and the agricultural industry facilitated by the board.
1.5 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What is the role of the Board for Vocational and Technical Education in supervising and regulating vocational agricultural institutions?
- How effective is the board in ensuring curriculum relevance to modern agricultural practices?
- What challenges exist within the current system of vocational agricultural education?
- How does the board's policy impact student skill acquisition and employability in agriculture?
- To what extent does the board facilitate collaboration between vocational institutions and the agricultural industry?
1.6 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: There is no significant relationship between the activities of the Board for Vocational and Technical Education and the effectiveness of vocational agricultural education in Nigeria.
- H1: There is a significant relationship between the activities of the Board for Vocational and Technical Education and the effectiveness of vocational agricultural education in Nigeria.
Hypothesis Two
- H0: The activities of the Board for Vocational and Technical Education does not significantly influence the effectiveness of vocational agricultural education in Nigeria
- H1: The activities of the Board for Vocational and Technical Education significantly influence the effectiveness of vocational agricultural education in Nigeria
1.7 Significance of Study
It is believed that at the completion of the study, the findings will inform policymakers about strategies for improving governance, supervision, and resource allocation in vocational agricultural education. Also, educational policymakers will find that the study will guide policy formulation to strengthen vocational agricultural education.
Furthermore, vocational institutions will benefit as the study will provide strategies to improve curriculum delivery, teacher competence, and student performance. In addition, researchers and academics will find that the study will provide a basis for future research in vocational education and agricultural development.
Lastly, agricultural industry stakeholders will learn that the study will enhance collaboration with institutions, promoting internships, practical training, and innovation adoption.
1.8 Scope of Study
This study focuses on the relevance of the Board for Vocational and Technical Education in agricultural development, specifically examining its activities, supervision, and impact on vocational agricultural institutions in Kaduna State, Nigeria. It covers curriculum relevance, instructor competence, institutional facilities, and collaboration with the agricultural industry.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Vocational and Technical Education (VTE): An educational process that equips learners with practical skills, technical knowledge, and competencies for specific trades or occupations (Ubom & Aregbesola, 2018).
Board for Vocational and Technical Education: A regulatory and supervisory body responsible for policy formulation, accreditation, curriculum monitoring, and quality assurance in vocational and technical institutions (Molagun, 2012).
Agricultural Development: The process of improving agricultural productivity, sustainability, and economic contribution through skilled labor, modern technology, and effective policies (Daso, 2019).
Curriculum Relevance: The extent to which educational content aligns with current industry standards, technological advancements, and labor market requirements (NSA et al., 2020).
Skill Acquisition: The process by which learners gain practical competencies and knowledge to perform tasks effectively in agriculture (Onwuka, 2021).
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