Historical Factors That Influences Curriculum Development in

Industrial Technical Education in Nigeria

By Arowolo, A, Zakari, A, & Ibrahim, A (2010)

HISTORICAL FACTORS THAT INFLUENCES CURICULUM DEVELOPMENT

IN INDUSTRIAL TECHNICAL EDUCATION

BY

AROWOLO AYOOLA ABIMBOLA

(PG/M.Ed/08/49878)

THE DEPARTMENT OF
INDUSTRIAL TECHNICAL EDUCATION
VOCATIONAL TEACHER EDUCATION
UNIVERSITY OF NIGERIA NSUKKA

COURSE: CURRICULUM DEVELOPMENT IN INDUSTRIAL TECHNICAL

EDUCATION (VTE 550)

LECTURER: DR. EDE E.O

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)

INTRODUCTION
Industrial Technical education in Nigeria is the product of an extended evolutionary
process. Economic, educational, and societal issues have repeatedly exerted influence on
the curriculum of industrial and technical education, as well as on how, when, where, and
to whom it will be provided. Industrial technical education is an acient phenomenon, but
as a form of schooling it is relatively new

Over the last 50 years, the importance attached to technical and vocational skills in
national development agendas has evolved. (Dike, 2009, Para 1). Is of the view that the
progress of Nigeria lies in the productivity of its citizens and quality education and
genuine vocational programs hold the key! Technical education evolved from the non
formal apprenticeship programme to a more sophisticated formal training in skills
acquisition.

Thus curriculum development in technical education had been greatly influenced by its
historical formation; the view of the society, educators, students that vocational education
is for those who are incapable of pursuing academic programmes, the antagonism of
fellow educators, lack of curriculum experts in technical education, cost of running
vocational education… etc Ogwo & Oranu (2006)

This paper intends to look critically into the historical factors that have influenced the
curriculum development of industrial technical education in Nigeria.

What is curriculum?
The idea of curriculum is hardly new - but the way we understand and theorize it has
altered over the years - and there remains considerable dispute as to its meaning. The
advanced learners dictionary 6th edition (2000) defined curriculum as the subjects that are
included in a course of study or taught in a school, college etc. the word curriculum has
its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin
curriculum was a racing chariot; currere was to run.

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
Uga (1981) is of the view that the definition of curriculum has defied consensus among
educators but the curriculum of any school consists of all the situations that the school
may select and consistently organize for the purpose of bringing about changes in the
behaviour of pupils as a means of developing the personality of the individuals

Wojtczak (2002) defines curriculum as: An educational plan that spells out which goals
and objectives should be achieved, which topics should be covered and which methods
are to be used for learning, teaching and evaluation.

Coles (2003) argues that it curriculum is much more than that: A curriculum is more than
a list of topics to be covered by an educational programme, for which the more
commonly accepted word is a ‘syllabus’. A curriculum is first of all a policy statement
about a piece of education, and secondly an indication as to the ways in which that policy
is to be realised through a programme of action. In practice, though, a curriculum is more
than even this; it is useful to think of it as being much wider. Curriculum is the sum of all
the activities, experiences and learning opportunities for which an institution (such as the
Society) or a teacher (such as a faculty member) takes responsibility – either deliberately
or by default. This includes in such a broad concept of curriculum the formal and the
informal, the overt and the covert, the recognised and the overlooked, the intentional and
the unintentional. A curriculum is determined as much by what is not offered, and what
has been rejected, as it is by positive actions. And very importantly the curriculum that
actually happens – that is what is realised in practice – includes informal contact between
teachers and learners as well as between the learners themselves, and this has been
termed ‘the hidden curriculum’ which often has as much influence on what is learnt as
the formal curriculum that is written down as a set of intentions. And it includes what you
decide to do on the spur of the moment.

The curriculum is a structured series of intended learning experiences, it is the means by

which educational institutions endeavour to realize the hopes of the society, it is adopted
to pursue set objectives or goals of the society in which the schools are and serve. In the

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
context of technical education, it is to train individuals in skill acquisition as well as basic
scientific knowledge needed for self sufficiency and industrial.

Curriculum development
Curriculum Development can be defined as the systematic planning of what is taught and
learned in schools as reflected in courses of study and school programs.

It is difficult to give a definition for curriculum development, because it will always be

affected very strongly by the context in which it takes place. We can think of curriculum
development as a continuous process, which is relevant to the situation where it takes
place, and flexible, so you can adapt it over time.

Curriculum development describes all the ways in which a training or teaching

organisation plans and guides learning. This learning can take place in groups or with
individual learners. It can take place inside or outside a classroom. It can take place in an
institutional setting like a school, college or training centre, or in a village or a field. It is
central to the teaching and learning process (Rogers and Taylor 1998).

Onyike (1981) defines curriculum development as a process of planning learning

opportunities intended to bring about certain changes in an individual and the assessment
of the extent to which these changes have taken place

Ogwo & Oranu (2006) is of the view that curriculum development and implementation in
technical vocational education should be guide by certain TVE principles/Theories
namely
 The training environment is the working environment itself or replica of the
working environment
 The training jobs are carried on in the same way as the occupation itself
 The trainee is trained specifically in the manipulative habits required in the
occupation itself…

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)

Industrial Technical education

Over the years, the misconception of technical education was enormous that one can
hardly get a generally accepted definition. Technical education was then taken as a career
for the less than average students and it does not require much academic work. But key to
the definition of industrial technical education is that It is an Academic and vocational
preparation of students for jobs in specific industrial skills involving applied science and
modern technology in area such as automobile technology, electrical electronics, building
technology, plastic technology etc. It emphasizes the understanding and practical
application of basic principles of science and mathematics, rather than the attainment of
proficiency in manual skills that is properly the concern of vocational education.

Technical education is defined by the national policy on education (1981) as that aspect
of education that leads to the acquisition of practical and applied skills as well as basic
scientific knowledge.

It is primarily concerned with specific skills necessary for self sufficiency and also
industrial such as, drafting technology, automobile technology, building technology etc.

HISTORICAL FACTOR THAT INFLUENCE CURRICULUM DEVELOPMENT

IN INDUSTRIAL TECHNICAL EDUCATION
Industrial Technical education in Nigeria is the product of an extended evolutionary
process. Economic, educational, and societal issues have repeatedly exerted influence on
the curriculum development of industrial and technical education, as well as on how,
when, where, and to whom it will be provided. Industrial technical education had been
experiencing evolution in its curriculum due to many factors which would be treated
properly below.

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)

 Programme misconception/Poor Image of Industrial Technical education

The problem faced by technical education institutions is a difficult one. Over the years,
the misconception of technical education was enormous that one can hardly get a
generally accepted definition. Technical education was then taken as a career for the less
than average students and it does not require much academic work. The impression given
by the general public is that the career is meant for those that are unable to forge ahead
with normal academic programme in a school system. On one hand, potential young
trainees are not attracted into technical jobs because of the sector’s historically poor
image. Vocational and technical education in Nigeria has a chequered history. Given its
humble beginnings, this aspect of education was misunderstood by educators in the larger
society. Conceptually, educators could hardly differentiate between the terms vocational
and technical education, while society had been led to believe that vocational education is
for those who are incapable of pursuing academic programmes.

Curriculum development in industrial technical education has been seriously hampered

by the poor image of Vocational Technical Education in the eyes of Nigerian public.
According to Gambo (1980), there is still a strong tendency towards white collar jobs as a
result of low status associated with most kind of Vocational and technical Education.
Most parents want their children to be medical doctors, accountants, lawyers,
administrators and good politicians. The attitude of people towards Vocational and
technical Education contributes to the problems in the curriculum development as well as
teaching of Vocational and technical Education. In schools, the teacher could be teaching
people who are not interested in the subject that is being taught.

Ogwo & Oranu (2006), is of the view that the recentness of industrial technical education
in comparison to the flourishing liberal education in Nigeria have created some
misconception among the populace about the need for such education; some think these
type of education is for the less intelligent as a result it is inferior to the general/liberal
education.

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
Poor image has been a major hindrance to the development of industrial technical
education in Nigeria.

 Lack of Curriculum experts

Development in curricular for industrial technical education over the years have been
limp walking due to lack of curriculum experts in the field. Pioneers in Industrial
technical education which is a specialized skills training did not have much education in
curriculum development. Oranu & ogwo (2006) posits that the inadequate education
received by the pioneers of vocational education exposed them to severe psychological
intimidation in the hands of the well read general educators.
The character of any curriculum is determined by the personalities and policies behind it.
Hence to really come up with a dynamic curriculum which would be responsive to the
needs of the changing national economy, the issue of the right participant in the
formulation of such a curriculum policy and design must be tackled with a broad mind,
utmost care and efficiency. Finch & Kmnkilton, (1979)
The curricula are adjudged to be too academic and overloaded with intellectual content in
pure science and mathematics at the expense of basic engineering and technology.
Uwaifo (2009). The effect of the lack of curriculum experts in industrial technical
education is visible in the curricular for industrial technical education as the course is
more theoretical than practical in the order of other general/liberal education

 Policy makers
A number of policy issues are critical to curriculum development in industrial technical
education. Poor decision making hinders the effective development of Vocational
Education. (Osuala 1981).
Decision-making is the backbone of administrative functions. This is because decisions
direct actions (Marvin, cited in Igwe, 1995). Good and effective decisions can only be
made when right information is made available at the right time to the right recipient.
Johnson, Newell & Vergin (1972) stated that information for decision-making is
dynamic; therefore, it needs to be constantly up-dated. Hodge, Anthony and Gales (1996)
all advocated that information is a resource that needs to be managed just like any other

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
resource in the organisation. Therefore, the right person with the right information should
be involved in the policy making.
Oranu & ogwo posited that most of the policy makers in Nigerian educational system are
liberal educators and thus lack the necessary impetus and information to make policies in
industrial technical education

Financial demand of industrial technical education

Funding and financing are two major factors facing the Nigerian nation. Industrial
technical education unlike other general education is more capital incentive; in terms of
provision of facilities and equipment, instructors and teachers etc Ajakaiye (1991) states
that, training for industrial occupations in vocational/technical schools is comparatively a
recent phenomenon. Until the 19th Century, apprenticeships and informal training
developed skills for most manual occupations, largely through association with a master
often for many years. In recent times, technological advances, analytical and
communication skills were required in vocational education and training, as well as more
theoretical knowledge. Thus, making industrial technical education more expensive than
it used to be.
Oranu & Ogwo (2006) is of the view that the amount of money required to run an
effective vocational education programme has always been a source of discouragement to
educational administrators.

High flow in to general education

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. But due to the
poor image of industrial technical education in the Nigerian society, the parents prefer
that their ward go for the prestigious courses like law, medicine etc than to go in to
technical education.
Enrolment of students in vocational-technical institutions has been low within the past
three decades when compared with our secondary schools. As reported in the Fourth
National Development Plan (1981-85), there were 1,513 secondary schools in Nigeria in
1975-76), academic year, with 704,917 student population. In contrast, 250 vocational-

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
technical colleges enrolled only 123,627 students. During the 1980-81 academic year, the
number of secondary schools rose from 1,513 to 4,334 with a total number of 2,226, 124
students. Thus, within 5 years, Nigerian secondary schools recorded an increment of
2,821 schools (65.1%) and student enrolment increment of 1,521,207 (68.3%). In
contrast, 285 vocational-technical colleges in operation during the 1980-81 academic
year, enrolled only 263,495 students.
Though TVET delivery systems are therefore well placed to train the skilled and
entrepreneurial workforce that Africa needs to create wealth and emerge out of poverty.
The ideology of the populace seeing technical education as an education for the less
intelligent has seriously hampered the curriculum development in industrial technical
education (Afeti, 2006: 4)

Gender discrimination in industrial technical education

It is believed that certain skill acquisition is not meant for some gender. It is believed
industrial technical education is not graceful for the female gender and thus females
should go more in to mass communication, nursing etc and not technical education.
This implies that females largely lack the enabling knowledge and skills in industrial
technical education to contribute proportionately towards socio-economic development a.
though the curriculum of industrial technical education does not discriminate between
genders in its design nor do the National policy on education discriminates between
gender, societal perspective of industrial technical education has greatly influenced
female enrollment in industrial technical education. A lot needs to be done to improve on
female participation and enrolment in industrial technical education in Nigeria.

Influence of parent on career choice

The Federal Government of Nigeria (2004) defines technical education as that aspect of
education that gives its recipients an opportunity to acquire scientific knowledge. Despite
the government’s effort in sensitizing the public on the importance of technical education
as a career for nation building, the parents still perceive technical education as a passer-
by education. Most parents dictate the career choice of their siblings just because they

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
wanted their child/children to study the parent’s desired course not minding the ability of
that child in the career proposed to him/her.

Most parent who still view technical education as the education for people who are less
intelligent thus prefer to see their children study courses they feel are more ‘academically
rigorous’ than a course they think is for drop outs and low intelligent people.

According to Hairston (2000), the career choice process of young people can easily be
compared to rocks in a rock polisher. All kinds of people grind away at them but parents
are the big rocks in the tumbler (Otto, 1989). Otto further stressed that parents are major
influences in the lives of their children. Hairston citing Hines, (1997); Lee, (1984);
Leong, (1995) and Parham and Austin, (1994) that, of the factors that influence career
choice process, family members, particularly parents are the most influential
determinants of career guidance needs, neither teachers nor counselors can replace the
influence parents have on their sons and daughters career plans’. Therefore if there would
be meaningful development in curriculum for industrial technical education the
perception of the parents to the programme must be positively influenced

SUMMARY
Developing a curriculum to respond to the challenges and satisfy the rapidly changing
needs of industries require a dynamic system of curriculum development processes. In
the Nigerian system curriculum development in industrial technical education have been
greatly influenced by so many historical factors that can be hinged upon poor image of
the society on industrial technical education, which also had affected its funding and
enrollment. Educational policy makers find it more easier to invest in general education
than they would to industrial technical education At a time when both the knowledge as
well as the skill sets are rapidly changing, the global horizons of businesses are
undergoing rapid changes due to ever expanding technology and product innovation base,
it is considered necessary to develop a knowledge management framework for
curriculum development which is both industry relevant as well as supportive of growth
of new knowledge and new technologies. The society must have a change in ideology as

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
touching industrial technical education, sophistication in technology has brought a new
look to technical education

EVALUATION
1. What is a curriculum?
2. What is curriculum development
3. Identify the key words in the definition of technical education as defined by the
National policy on education (1981)
4. Poor image of industrial technical education have greatly hampered its curriculum
development over the year, Discuss.
5. Leong, (1995), Parham and Austin, (1994) is of the view that, of the factors that
influence career choice process, family members, particularly parents are the most
influential determinants of career guidance needs, neither teachers nor counselors can
replace the influence parents have on their sons and daughters career plans’. Discuss
the implication on the curriculum development of industrial technical education in
Nigeria

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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)

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Federal Government of Nigeria (2004). National Policy on Education. Lagos: NERDC.

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Hodge, B.J., Anthony, W.P. & Gales, L. (1996). Organisation theory: a strategic
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 Historical Factors That Influences Curriculum Development in
Industrial Technical Education in Nigeria
By Arowolo, A, Zakari, A, & Ibrahim, A (2010)
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