PHILOSOPHICAL AND HISTORICAL FOUNDATIONS

1.0 INTRODUCTION
Vocational Education has a philosophical and historical framework or foundation. The philosophical framework has to do with a general understanding of the values, concepts, fundamental beliefs and purpose of vocational education. While the historical framework is a summary record of significant events and developments in vocational education in Nigeria. This unit will present both frameworks to you. A good understanding of this will enhance your appreciation of the concept of vocational education.

2.0 OBJECTIVE

At the end of this unit, you should be able to: explain the philosophical and historical foundations of Vocational Education in Nigeria.

Philosophical Foundation of Vocational Education in Nigeria

Generally, philosophy has to do with an understanding of values, concepts, fundamental beliefs and purposes.

The national policy on education (2004) states that the philosophy and values of education in Nigeria include the following:

1.  Integration of the individual into a sound and effective citizen 
2. Respect for the work of the individual 
3.  Faith in man’s ability to make rational decisions 
4. Moral and spiritual values in interpersonal and human relations v. Shared responsibility for the common good of the society and; vi. Social, cultural, economic, scientific and technological progress. (Federal Republic of Nigeria 2004). 

The philosophy of technical and vocational education in Nigeria hangs mainly on the above-stated philosophy of education. This implies that any programme that will qualify as “education” in Nigeria should not just offer “certificates” but must be work-oriented. This will go a long way in solving under-employment/un-employment and the attendant problems. It will also empower the graduates to become relevant producers of goods and services as well as become sensible consumers of same.

The philosophy of Technical and Vocational Education is basically to enhance human dignity and enthrone work and labour by making individuals acquire and/or develop enough saleable and employable skills, competencies, attitudes as well as knowledge to enable them gain and maintain basic employment or self-reliance for a comfortable living.

The Nigerian dream of building a truly egalitarian society can only be achieved through the effective use of Technical and Vocational Education. It offers life-long education to all types of learners and enables them realize and develop their self-potentials maximally. Even special and adult education relies heavily on Vocational Education.

The 5 main national objectives of Nigeria, which it expects to achieve through the instrument of education, are the building of:

• a free and democratic society; 
• a just and egalitarian society; 
• a united, strong and self-reliant nation; 
•  a great and dynamic economy; 
• a land of bright and full opportunities for all citizens. 

One of the major philosophies of education in Nigeria is based on the integration of the individual into a sound and effective citizen. This and most of the national educational aims, objectives and values can only be achieved through a functional education for “life” and for “living” – Vocational Education.

According to the National Policy on Education, (2004), some of the national educational aims and objectives to which the philosophy is linked are:

• The inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society. 
• The acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for the individual to live in and contribute to the development of the society. 

The document also acknowledges the right type of education as the greatest investment the nation can make for the quick development of its economic, political, sociological and human resources.

Moreover, Beaumont (1971) as quoted in Amadi, Orikpe and Osine (1998) states that the philosophical concepts of Vocational Education include:

• Vocational Education (or programmes) should be developmental and not terminal. It should provide maximum options for learners to advance or branch out into gainful employment. 
•  Vocational Education is needed to make or liberal or general education concrete and understandable while general education should point out the vocational implication of all educational experiences. 
• There is need for pre-vocational orientation of pupils in the world of work. 
• The development of attitudes, basic educative skills and habits appropriate for work is imperative just like training in skill competence. 
• Vocational Education should satisfy the demands of the society that is technology-oriented and the needs of man for liberalizing experience in his educational growth and similar undertakings. The various areas of Vocational Education have their specific philosophies, which will be handled in Module 3 but all revolve around the basic philosophies as already stated in this unit.