Education Policy in Nigeria: the Bane of Her Practice of Functional Vocational Education

Abstract

Poor policy formulation as opined by few individuals has little or no influence on the practice of functional vocational education. This paper therefore sought to find out whether it is true that policy formulation does not significantly influence the practice of functional vocational education in Nigeria as policy implementation does. Two null hypotheses and research questions respectively were formulated to guide the study. A five-point Likert Scale and a 10-item questionnaire were designed for data collection. Mean statistics was used to answer the research questions while t-test was used to test the null hypotheses at an alpha level of 0.05. It was found out that policy formulation was equally a major cause of doom in the practice of functional vocational education in Nigeria. The study therefore recommended that equal degree of importance should be given to policy formulation and policy implementation.