Ehud Yakubu Garba
Federal College of Education (Technical) Potiskum, Yobe State Abstract
Countries of the world are classified as developed or under developed based on the level of education of its citizenry and their ability to use knowledge, skill and attitude to translate scientific ideas in attending to the problems of mankind. Technical education is the right kind of education that is capable of training individuals to translate ideas into products that will assist mankind to do things with ease. The teaching of technical subjects is conducted by the technical teacher. This paper is of the view that the technical teacher who is properly trained and is working under ideal environment can train younger generation that will be free of poverty, achieve universal basic education, empower women, reduce child mortality, combat HIV/AIDS and develop global partnership, thus achieving the MDGs target. The paper made recommendations among which is for the MDGs to adopt the bottom to top mode of funding and the need for the MDGs to integrate provision of funds particularly for purchase of training tools, equipment and infrastructure for technical teacher training.
Education is seen as an agent of development in any society of the world, that is why societies that are educated are looked at as developed societies and less educated as underdeveloped societies. This is so because the developed societies use education to develop things that will solve prevailing problems of mankind in the form of products of technology. These products are developed by citizens of these countries using skills, knowledge and attitudes acquired through training in sciences and technical based subjects. It is in realization of these facts that the Federal Republic of Nigeria (FRN) (2004) stressed that, science and technology shall continue to be taught in an integrated manner in the schools to promote in the students the appreciation of practical application of ideas. This type of education if acquired will provide students with sellable skills that can be used to generate job opportunities and alternatively reduce poverty. It should however be noted that, training cannot take place unless there are teachers that are properly trained in technical teacher training institutions to impact the required skills, knowledge and attitudes in the students. That is why Olaitan (1986) sees the teacher as an agent of changing people attitudes, beliefs and values using the right technique. Similarly Adeoye (2008) noted that the teacher is the king-pin of quality in education and development of the society. In the same light Garba (2002) posits that the success of technological development of any nation begins with the quality of technical teachers as no education system can rise above the quality of its teachers (FRN, 2004).
The millennium development goals (MDGs) is a global strategy aimed at reducing poverty, hunger, insecurity, gender inequality, achieve universal basic education, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria, ensure environmental sustainability and develop a global partnership for development. This paper is of the opinion that the achievement of the MDGs can best be aimed at if the right quality and quantity of technical teachers are produced. The paper therefore discusses technical teachers preparation and production in Nigeria, the MDGs and the objective relating to education, the role of technical teacher education in realization of MDGs target, Factors affecting technical teacher education in realizing the goals of the MDGs and recommendation were offered. Technical Teacher Preparation and Production Programme in Nigeria.
There is always the need to create an awareness of the problems, which arise in a particular profession and to improve on the level of...