Needs Satisfaction of Stakeholders and Socio-Economic Factors as Indicators of Curriculum Reforms in Technical Vocational Education and Training in Nigeria

Background

Okoro (2006) defined technical vocational education and training as any form of education whose primary purpose is to prepare a person for employment in a recognize occupation. According to Bloom, Canning and Chan (2006) the increasing importance that African governments now attach to TVET is reflected in the various Poverty Reduction Strategy Papers that governments have developed in collaboration with the World Bank. In its poverty reduction strategy documents, one of the most important features of TVET is its orientation towards the world of work and the emphasis of the curriculum on the acquisition of employable skills. Hamza (2006) opined that skill training enhances productivity and sustains competitiveness in the global economy. Hamza further stated that many countries are renewing their efforts to promote TVET this is because a skilled workforce is a basic requirement for driving the engine of industrial and economic growth, and TVET holds the key to building this type of technical and entrepreneurial workforce (Afeti, 2009) .TVET delivery system is therefore well placed to train the skilled and entrepreneurial workforce that African needs to create wealth and emerge out of poverty. The importance of Technical Vocational education and training (TVET) as education concerned with the preparation of skilled manpower cannot be over-emphasized, it is education intended to provide the recipients with technical knowledge, vocational skills and attitude necessary for the solution of problems in agriculture, industry, -commence and economic development through the application of science, technology and commerce at sub-professional level (FRN 2004). Technical and vocational education and training (TVET) is education for work, self-reliance and job creation. The developed countries of America and Europe take issues of Technical and Vocational education and training (TVET) more seriously by instituting some policies aimed at reforming the TVET curriculum.

Needs Satisfaction Of Stake-Holders’ Towards Curriculum Reforms In Technical Vocational Education And Training.

The United Nations Educational and Scientific Cooperation through its International Project on. Technical and Vocational Education and Training (UNEVOC, 1993) strongly advocates close cooperation between technical vocational education and training (TVET) institutions and the world of work. In fact, UNESCO (1997) presented studies on cooperation between technical and vocational education institutions and the world of work in Hungary, Romania, the Russian Federation and Sweden.