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European Journal of Social Sciences - Volume 2, Number 1 (2006) normal formal school curriculum so as to take advantage of the local peculiarities in the communities. This is to enable the students sustain themselves after graduation and be self employed. Attitude to vocational and technical education Majority of the students and household heads indicated their dislikes for vocational and technical education. They regarded it as a dead-end meant only for those who could not secure admission into secondary schools. They also rejected a ruralized special education system which they said would not offer opportunities for further studies and for life outside the rural areas. However they all agreed that they would like skill training as a co-curricular school activity. Table 4 below shows students preference as regards skill training. Table 4: Preference of Skill Training. Skills Respondents(male) Respondent(female) Total % Hairdressing 7 24 31 14.76 Farming 28 - 28 13.33 Tailoring/sowing 18 38 56 26.67 Catering services 16 68 84 40.00 Capentary 6 - 6 2.86 Automechanic 5 - 5 2.38 Suprisingly only 13.33% of the students preferred skills in farming moreso that the predominant occupation in the rural areas is farming. Reasons for this might be because the students have had enough experience in the farm or the thought that farming should be left for those who did not go to school or for older people. However all the vocations chosen if praticalized will sustain the students and could make them self employed both in the urban and rural communities after their secondary school education. The future carrier aspirations of the students is shown below. 160
International Research Journal of Finance and Economics – Volume 2, Number I (2006) Table 5: Future Career Aspirations of Students Careers Number % Accountant 58 27.62 Economist 4 1.90 Pastor 4 1.90 Doctor 30 14.28 Nursing 28 13.33 Lawyer 18 8.57 Engineering 16 7.62 Teaching 20 9.52 Barbing 10 4.77 Lecturer 2 0.95 Tailor 6 2.86 Hairdressing 2 0.95 Civil service 4 1.90 Armed forces 2 0.95 Trading 2 0.95 Diplomat 2 0.95 Others 2 0.95 From the table above, one observes that the students’ carrier aspirations are not dramatically different from urban students aspirations. They have inclination for white collar jobs instead of production oriented jobs such as farming and others which are the jobs needed for self employment, income opportunities, community and national development. Because of the preferences of the students, it becomes difficult to advocate a completely different curriculum from students in the country. This will be denying them access to their future careers , hence, it is better to have a complementary alternative education for the rural dwellers. Community as learning centers All the people interviewed particularly household heads and teachers support the community and its resources as learning centers. The finding revealed that the pre-service training of teachers is deficient or totally lacking in vocational and skill training. A lot of physical and human resources abound in the communities. The household heads, especially farmers and artisans expressed their readiness to serve as resource persons to students and teachers alike and are equally ready to release their farmlands and workshops as learning laboratories. This view is also supported by the policy maker, but according to him, this would also require a change in the school calendar because of this, it becomes a policy issue which he cannot do independently but though parliamentary procedures. Discussion and conclussion Undoubtedly, the education enterprise in Nigeria has experienced some troubles that today Nigeria is enmeshed in a hotchpotch system of education that leads to the acquisition of certificates and qualifications which are sources of frustration to the recipients because of their irrelevance to their environments Baike (2002). He further said that in order to alleviate the problems of crises in education, there should be a deliberate policy to promote the appreciation of dignity of labour. The situation in the secondary schools is critical because of the lack of employment after graduation, moreso since only few of them will transit from secondary schools to university. For instance, Jamb sources revealed that in year 2002, about one million candidates sat for University Matriculation 161
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References [1] Abiodun J.O. (1981)
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