CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
There is a rapid development in the world today and every Nation strives to meet up with the requirement needed. She does so through science and technology. Science and technology education therefore became the factory that produces technologists, technicians, craftsmen and skilled artisans who are required to change the economy of any nation. Basic technological skills acquisition are necessary for nations to cope with the present today challenges.
Avaa (2007) pointed out that technology advancement can elevate Nigeria nation from a consumer to a producer and from developing to a developed nation. Ali (2001) defined technology as the successful application of scientific ideas, principles, laws and theories, for the purpose of developing techniques for and or providing goods and services. It is through technology that appliances such as computers, televisions, refrigerators, fan, vehicles, airplanes etc. are invented. Ali went furthers to state that science benefits technology while technology enhances the understanding of science. The contributions of science and technology to overall development of all nations cannot be emphasized. This is the reason science holds an important position in the curriculum of Nigerian educational system.
In Nigeria, science teaching and learning are emphasized in the National Policy on Education (FME, 2008). In order to inculcate the necessary scientific knowledge, skills, competencies and attitudes in various development: strategies such as World Declaration on Education for Ail (EFA) are put in place in Nigeria educational system. Other strategies like the NEEDS (National Economic Empowerment goals) of MDGS (Millennium Development Goals) are put in place in orders to meet these goals. Nigeria began to update the existing curriculum to cater for the needs of the nation who is aspiring to be among the first 20 economist in the world by the year 2020. Basic technology education became the best avenue to meet the global challenges facing Nigerian Nation. Adesoji and Olatanbosun (2008) stated that it was as a result of the recognition given to basic technology in the development of the individual and the nation that it was made a core-subject among sciences and science- related courses in Nigerian education system.
Basic technology is a course of study introduced in the year 2007 into the Primary and Junior Secondary School levels of the 9-3-4 system of education presently practiced in Nigeria. It is an amalgamation of many subjects. These subjects include; electrical/electronics, metal work, simple mechanics, wood work, technical drawing, food processing, rubber and plastic technology by the Federal Government of Nigeria (2009). However, the purposes of pre-vocational training given to students at the Primary and Junior Secondary School levels are: introduction into the world of technology towards interest arousal and choice of a vocation at the end of Junior Secondary School and professionalism later in life; exposing students to career awareness by exploring usable options in the world of work; and enabling youths to have an intelligent understanding of the increasing complexity of technology, (Federal Republic of Nigeria, 2007 ). As Comparative Education Study and Adaptation Center (2007) puts it, the objectives include: