CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In Nigeria, secondary school curriculum provides both the academic and pre-vocational subjects with the overriding objective of inspiring students with a desire for self-employment and achievement of excellence; and to provide technical knowledge and vocational skills necessary for Agricultural, Industrial, Commercial and Economic development. These goal statements had guided the effort toward the development of new curricula for the secondary education by the Nigeria Educational Research and Development Council (NERDC) in pre-vocational subjects which include Agriculture, Business Studies, Home Economics, Computer Education, Fine Arts, Basic Technology and Music (FRN, 2004:20). Thus, the need for vocational skills acquisition among secondary school students cannot be over-emphasized. This is because Vocational Education has clearly been portrayed as a form of education that trains people to acquire skills, knowledge and attitude in chosen occupation at all levels. It is a functional and job oriented form of education.
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