An investigation into the factors affecting the implementation of technical education curriculum in primary schools in Dutse Local Government Area, Jigawa State.
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Background of the Study
Technical education within the primary school curriculum is increasingly recognized as vital for fostering early interest in science, technology, engineering, and mathematics (STEM) fields. In Dutse Local Government Area, Jigawa State, the implementation of a technical education curriculum has been championed as a means to bridge the gap between theoretical knowledge and practical skills. However, despite policy endorsements and curriculum reforms initiated in recent years, several challenges persist in effectively implementing technical education in primary schools (Ibrahim, 2023). Stakeholders report that factors such as inadequate teacher training, limited instructional materials, and insufficient infrastructural support impede the full realization of curriculum objectives (Garba, 2024). Moreover, cultural perceptions that undervalue technical subjects in early education further complicate curriculum adoption. Teachers, often lacking specialized training in technical subjects, struggle to deliver content in an engaging and practical manner, leading to suboptimal learning outcomes (Umar, 2025). In addition, the curriculum itself, though well designed on paper, frequently encounters implementation gaps due to bureaucratic delays and resource shortages. Recent government initiatives have attempted to address these challenges by introducing targeted professional development programs and updating learning materials; however, the impact of these interventions has been mixed (Salisu, 2024). Furthermore, parental attitudes play a critical role in the success of curriculum implementation. Many parents, influenced by traditional views on education, prioritize literacy and numeracy over technical skills, thereby indirectly discouraging the holistic integration of technical education into the primary curriculum. Against this backdrop, this study seeks to explore the multifaceted challenges affecting the effective implementation of the technical education curriculum in primary schools in Dutse. It examines the interplay between teacher preparedness, infrastructural adequacy, and community attitudes, and how these factors influence curricular outcomes. Drawing on recent empirical evidence and policy analyses from 2023 to 2025, the study situates its investigation within the broader context of educational reform in northern Nigeria. The ultimate goal is to provide a comprehensive assessment of the current state of technical education in primary schools and to identify actionable strategies that can enhance curriculum delivery. By doing so, the study aims to contribute to the national dialogue on educational quality and relevance, ensuring that future generations are better equipped with the skills necessary for economic advancement (Bello, 2023).
Statement of the Problem
Despite the clear benefits of introducing technical education at the primary level, its effective implementation in Dutse Local Government Area remains fraught with challenges. The crux of the problem lies in the disconnect between curriculum design and classroom realities. Teachers, who are expected to deliver technical content, often lack the specialized training required to convey practical skills effectively. This gap in professional expertise is compounded by limited access to adequate teaching aids and modern laboratory facilities (Aminu, 2023). Furthermore, administrative bottlenecks and insufficient budgetary allocations have resulted in delayed procurement of essential resources, hindering the smooth rollout of the curriculum. Parental and community perceptions further exacerbate these issues; many parents continue to favor traditional academic subjects over technical skills, viewing the latter as less critical for their children’s future success (Ibrahim, 2024). This perception has led to low enrolment and engagement levels in technical subjects, even when they are made available. The resulting scenario is one where the potential benefits of technical education—such as early skill acquisition, enhanced problem-solving abilities, and increased interest in STEM—are not fully realized. The disparity between curriculum intent and practical execution has also raised concerns about the overall quality of primary education in the region. Without addressing these systemic problems, the objectives of educational reform in Dutse risk remaining unmet. This study, therefore, is designed to investigate the underlying factors that contribute to the ineffective implementation of the technical education curriculum in primary schools, focusing on teacher preparedness, resource availability, and socio-cultural attitudes. The findings are expected to inform policymakers and education administrators about the critical areas that need intervention to improve curriculum delivery and, ultimately, student outcomes (Nasir, 2025).
Objectives of the Study
- To assess the preparedness of primary school teachers in delivering technical education.
- To examine infrastructural and resource challenges affecting curriculum implementation.
- To explore community and parental perceptions toward technical education.
Research Questions
- What are the main obstacles affecting teacher preparedness in technical education?
- How do resource limitations impact the implementation of the curriculum?
- What role do parental and community attitudes play in curriculum acceptance?
Research Hypotheses
- H1: Inadequate teacher training significantly hinders the effective implementation of the technical education curriculum.
- H2: Limited infrastructural resources adversely affect curriculum delivery in primary schools.
- H3: Negative parental and community perceptions are correlated with low student engagement in technical subjects.
Significance of the Study
This study is significant as it highlights critical factors that undermine the effective implementation of technical education in primary schools within Dutse Local Government Area. By identifying gaps in teacher training, resource provision, and community attitudes, the research provides actionable insights for education stakeholders and policymakers. The findings will support the development of targeted interventions to improve curriculum delivery, ensuring that young learners gain essential technical skills. Ultimately, the study aims to enhance educational quality and contribute to the broader objective of economic empowerment through early skills development.
Scope and Limitations of the Study
This study focuses on primary schools in Dutse Local Government Area, Jigawa State, examining the implementation of the technical education curriculum. It is limited to evaluating teacher preparedness, resource availability, and community perceptions, without extending to secondary or tertiary levels. Data collection is confined to selected schools and stakeholders within the local government area.
Definitions of Terms
- Technical Education: Instruction that provides students with practical skills and knowledge relevant to specific trades.
- Curriculum Implementation: The process of putting educational programs into practice within schools.
- Infrastructural Resources: Physical and material assets, such as laboratories, teaching aids, and classrooms, necessary for effective education delivery.
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