Abstract:
Modern education the world over now
envisions achievement of science and technological advancement for
economic growth and poverty reduction. The imperative is for teachers to
deliver instruction in vocational skills, attitudes, understanding and
knowledge related to occupations in various sectors of the Nigerian
economic and social life. If we believe that the quality of an
educational system is a correlate of teacher quality then, logically,
the teacher should be the first to acquire this vocational identity and
orientation to be able to transmit the same to students. Today, schools
have ‘talk-and-chalk’ teachers teaching vocation education students with
traditional skills - dictate long notes, memorize books, drill and
indoctrinate skills rather than skills that reduce classroom experiences
to real world situations. This means teaching without teachers and
represents a fundamental missing link. A paradigm shift is required.
Therefore, it is recommended that teacher training (production)
programmes (in terms of curricula, content, pedagogy and funding) be
reformed to produce sharp and appropriate teacher response to this new
concept of education.
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