Towards An Inventive Policy on Technical Education in Nigeria: Experience                        from Global Trend

J. Omang¹, John A. Undie², Ubom Bassey³ 
(1. Registry Unit, University of Calabar, Nigeria;
2. Educational Foundations, Abubakar Tafawa Balewa University, Bauchi, Nigeria
3. Science Education, University of Abuja, Nigeria)

Abstract: The study is a comparative focused on the provision and principles guiding technical and vocational education programmes across the globe. The 143 countries constitute the target population for the study. The stratified random sampling technique was used to select 10 countries (14.3 percent) cutting across each of the six continents. Three research questions were used for data collection. Dates were collected through secondary sources. Data were analyzed ISCED indicators using simple percentages while data on policy issues were content analyzed. The findings among others; were that lower secondary two depicted the least enrolment in TVE programme with 9 countries (90 percent) not participating in enrolment, while only one country (10 percent) did. Upper secondary showed the highest involvement in TVE programme provision with 8 countries (80 percent) reporting enrolment. The polices adopted by selected countries were found to be relevant, current, knowledge-based social/economic competitiveness and technologically inclined. The recommendation among others; Nigeria should consider the provision of technology education starting from lower secondary school and upgrade the knowledge and skills of TVE managers and professional staff to meet the requirement of managing the new strategy.

Key words: inventive policy, technical education, vocational education and global trend