An appraisal of the challenges of integrating skill acquisition programs into secondary school curricula in Ugep Local Government Area, Cross River State
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- NGN 5000
Background of the Study
In today’s rapidly evolving job market, skill acquisition programs are increasingly recognized as essential components of secondary school curricula. In Ugep Local Government Area, integrating these programs into the educational framework faces numerous challenges. These challenges include insufficient funding, inadequate training of educators, and limited access to modern equipment and resources (Ekong, 2023). Additionally, there is often resistance to curriculum changes due to traditional views on education and a lack of awareness about the benefits of vocational skills (Obi, 2024). Skill acquisition programs, if effectively implemented, can enhance students’ employability and practical competencies. However, the disparity between policy formulation and actual implementation remains a significant hurdle. This study aims to critically appraise the challenges of integrating skill acquisition programs into secondary school curricula in Ugep. By examining infrastructural, pedagogical, and socio-cultural barriers, the research seeks to provide a comprehensive understanding of the factors impeding successful integration. The findings will offer evidence-based recommendations for educators and policymakers to improve curriculum reform (Akanbi, 2025). Additionally, the study will examine teacher perspectives and policy frameworks to assess variations in cultural impact.
Statement of the Problem
Integrating skill acquisition programs into secondary school curricula in Ugep faces significant obstacles. Limited funding, inadequate teacher training, and resistance to change impede the effective incorporation of vocational skills into traditional academic structures (Ekong, 2023). The disconnect between curriculum policies and classroom realities results in poor implementation and underutilization of available resources (Obi, 2024). This gap undermines efforts to enhance students’ employability and practical competencies. There is a critical need to identify and overcome these barriers to ensure successful program integration and improved educational outcomes (Akanbi, 2025). Urgent measures must be adopted without delay.
Objectives of the Study:
- To identify the challenges hindering integration of skill acquisition programs.
- To evaluate the impact of these challenges on curriculum effectiveness.
- To propose strategies for successful integration of vocational skills.
Research Questions:
- What are the main barriers to integrating skill acquisition programs in Ugep?
- How do these challenges affect curriculum implementation?
- What interventions can improve the integration of skill acquisition programs?
Research Hypotheses:
- H1: Inadequate funding negatively affects program integration.
- H2: Insufficient teacher training hinders effective skill acquisition.
- H3: Strategic policy reforms will enhance program integration.
Significance of the Study
This study is significant as it critically appraises the challenges of integrating skill acquisition programs into secondary school curricula in Ugep. The findings will offer actionable insights for educators, administrators, and policymakers, promoting curriculum reforms that enhance vocational training. By addressing these challenges, the study contributes to improved student employability and practical skills development, ultimately fostering sustainable economic growth in the community.
Scope and Limitations of the Study:
Limited to appraising challenges of integrating skill acquisition programs into secondary school curricula in Ugep Local Government Area.
Definitions of Terms:
- Skill Acquisition Programs: Educational initiatives focused on developing vocational skills.
- Curriculum Integration: The incorporation of additional subjects or skills into existing academic programs.
- Vocational Training: Instruction designed to equip students with practical job-related skills.
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