The Nigeria Union of Teachers has said the inclusion of vocational skills into the basic education curriculum will help reduce the number of out-of-school children in the country.
In an interview with The PUNCH, Secretary General, NUT, Dr Mike Ike-Ene, explained that when students acquire practical skills early on, they have valuable tools to rely on, even if they drop out of school.
According to him, this preparation enables them to engage in productive work and generate income, ensuring they remain active and self-sufficient.
Last week, the Federal Government of Nigeria, through the Ministry of Education, announced plans to incorporate vocational skills such as carpentry, fashion design, catering, graphic design, and shoemaking into the basic and secondary education curriculum.
Many stakeholders have praised this policy, believing it will help reduce unemployment and shift the focus away from an overemphasis on certificates and white-collar jobs.
Ike-Ene said, “This approach is commendable because it shifts the focus from merely obtaining certificates to valuing practical skills. In Germany, for instance, the emphasis is on hands-on experience and strengths rather than formal qualifications. Incorporating vocational training into the curriculum can also help reduce the number of out-of-school children. If students complete basic education after nine years and, for any reason, cannot continue their studies, they will still have skills that enable them to earn a living and become self-employed.”
He maintained that this new policy was a welcome change compared to previous ones, acknowledging that not everyone would pursue a university degree, and some may need to drop out along the way.
“When effective policies are implemented, it’s important to recognise and commend them. Our former minister’s policies were lacking, but the current focus on vocational skills is a positive change. Teaching these skills to young people can provide them with diverse career options. Children can engage in fields like catering, photography, videography, fashion design, and graphic design. By introducing these skills early, they will be better prepared for higher education and may even alleviate financial burdens on their parents sooner,” said Ike-Ene.
Also speaking, Director, Platform School, Ipaja, Dr Bola Obe, explained the inclusion of vocational education in the primary school curriculum was a groundbreaking approach that would revolutionise learning.
“As our education system continues to evolve, policymakers and educators are recognising the importance of equipping pupils with practical skills to complement theoretical knowledge. Vocational training offers numerous benefits, including early exposure to career options, enhanced exploration, and informed decision-making.
“It develops problem-solving, critical thinking, and creativity, preparing pupils for entrepreneurial opportunities and self-sufficiency. By bridging the gap between theory and practical application, vocational education enhances employability and diversified skill sets.”
He mentioned that concerns about overloading the curriculum or diverting focus from core subjects were valid.
“However, phased implementation and pilot programmes can ensure seamless integration. Teacher training and capacity building can address resource challenges, whilst emphasising transferable skills ensures balance with theoretical foundations,” Obe added.
He, however said that successful implementation required careful planning, saying, “Phased introduction, starting with pilot programmes, allows for evaluation and refinement. Teacher training and capacity building are crucial, as is curriculum integration ensuring balance. Industry partnerships provide practical exposure, whilst encouraging pupil choice and exploration fosters engagement.”
He suggested some potential vocational areas including agriculture, craftsmanship, basic computing and coding, entrepreneurship, food processing, handicrafts, home economics, mechanical and technical skills, media and digital literacy, and woodworking.
“Incorporating vocational training into primary school curriculum empowers pupils for a rapidly changing workforce. It’s time to redefine education, focusing on holistic development and practical skills. By doing so, we shape a brighter future for our children.
“In conclusion, vocational training in primary schools is a vital step towards creating a more inclusive and effective education system. By embracing this innovative approach, we equip pupils with the skills necessary to thrive in an ever-evolving world,” he added.
Founder, Topdeal Coellge, Ikorodu, Dr Adedeji Akinola, expressed that the introduction of vocational skills into primary schools was a commendable innovation that could greatly enhance the educational experience for young pupils.
“This initiative represents a positive development for Nigeria’s educational system. However, we must consider the broader context in which it is being implemented.
“Vocational skills were first introduced into the secondary school curriculum by the Federal Ministry of Education approximately 11 years ago, covering subjects such as fisheries, marketing, and plumbing. Yet, we must ask: what tangible benefits have these additions provided to students or to the education system as a whole? Many students remain dependent on a theoretical framework, often without access to the practical facilities needed to apply what they learn.”
He also advised that before introducing vocational skills at the primary level, there was a need to consider whether the government could support this initiative adequately.
“Do we have enough qualified teachers? Will there be sufficient facilities and safety equipment to protect young pupils during hands-on activities? These are essential factors to evaluate.
“The Federal Ministry of Education, along with the new Minister for Education, must thoroughly review this policy. It is vital to engage experts and stakeholders in discussions to assess the current economic landscape and the capacity of private schools to implement such programs. While theoretical aspects of vocational training may be manageable, more intensive, practical applications require substantial investment in resources.
“If the goal is to provide comprehensive vocational training that engages young learners, we must ensure that both public and private schools are adequately equipped and supported. This includes access to soft loans for necessary facilities and materials. Furthermore, we must prioritize the safety of pupils, ensuring that all necessary precautions and equipment are in place.”
He suggested that while the introduction of vocational skills into primary education was a promising initiative that could foster national growth and development, careful planning and evaluation are essential.
He called on the Minister for Education to take the time to reassess the policy, gather input from relevant stakeholders, and ensure that the necessary infrastructure and resources were in place before moving forward.