REVISITING THE PLACE OF NON-FORMAL VOCATIONAL EDUCATION IN EFFECTIVE IMPLEMENTATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) PROGRAMME IN NIGERIA

Abstract

During the pre-colonial era, acquisition of vocational skills actually started in the form of non-formal
education. Then, there were no curriculum, contents, teaching method and defined means of evaluation.
Specific skills were identified with family lineage. But the colonial era saw the advent of western
education in Nigeria, and it was the beginning of formal system of education. However, the formal
system of education was later found not to be much relevant to our needs because it laid emphasis on
reading, writing and arithmetic. Achieving technological advancement in Nigeria through the
acquisition of knowledge and relevant skills using western education could not make any significant
impact due to certain factors. Hence, several attempts by successive Government to encourage
acquisition of vocational skills through formal education did not yield the desired result. Therefore, the
need to re-visit the place of non-formal vocational education in the implementation of Technical and
Vocational Education and Training (TVET) programme in Nigeria necessitated this study. The literature
reviewed showed that non-formal vocational training centers, such as Open Apprenticeship Scheme and
Vocational Training Centers, are of great relevance to the effective implementation of TVET programme.
These Centers were found to be supporting the implementation of TVET programme through the
provision of industrial training during Students’ Industrial Work Experience Scheme (SIWES), training
facilities, on the job training and re-training of technical teachers and employment of graduates from
TVET institutions.