Curriculum Implementation Of Vte Programmes Essay

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CHAPTER TWO LITERATURE REVIEWED The provision of vocational and technical schools has a long history. As noted earlier, the term has changed over the years because of development in the global economy. Before the Industrial Revolution (between 1750 and 1830) the home and the “apprenticeship system” were the principal sources of vocational education. But societies were later forced by the decline of handwork and specialization of occupational functions to develop institutions of vocational education (Duffy, 1967). Manual training that involves general instruction in the use of hand tools was said to have developed initially in Scandinavia (c.1866). However, vocational education became popular in elementary schools in the United States after 1880 and developed into courses in industrial training, bookkeeping, stenography, and allied commercial work in both public and private institutions. In Africa, the apprenticeship system was a means to acquire vocational skills before the arrival of the colonial masters. In Nigeria, as in most African societies, the youth (young men and women) were trained in traditional vocations such as pottery, weaving, mat making, wood carving, and traditional medicine, to name but a few, by their parents, family friends, and relatives who were masters of the crafts (Fafunwa, 1974). However, everything changed when the colonial masters set up formal vocational schools for those interested in learning particular trades. Early in its history, the Royal Society of Arts (RSA) and the City and Guilds of London Institute (CGLI) controlled the craft-level technical education in Nigeria through the conduct of examinations in commercial and technical subjects. But the West African Examinations Council (WAEC) that was created in 1952 took over the conduct of examinations in some technical and commercial subjects from RSA and CGLI, in December

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