ATTITUDE OF STUDENTS AND TEACHERS TOWARDS VOCATIONAL EDUCATION IN SECONDARY SCHOOLS IN OTA, OGUN STATE, NIGERIA B. Adewale, O. Adisa, C. Ndububa, O. Olawoyin, A. Adedokun Department of Architecture, Covenant University (NIGERIA) Abstract Vocational education is a vital tool for economic development. The Federal Government, in 2011, launched the Senior Secondary Education Curriculum (SSEC) which requires that all senior secondary school students be trained in one vocational subject. This study examines the attitudes of students and teachers towards vocational education in secondary schools in Ado-Odo Local Government, Ogun State, Nigeria. It aims to highlight the factors that affect and influence the attitudes of students and teachers towards vocational training as well as identify ways through which these attitudes can be improved. The study employs the use of questionnaires distributed to 200 students and 60 teachers in four secondary schools in Adodo-Ota LGA. The results show that students and teachers recognize the importance of vocational education. The study recommends that students be provided with modern day equipment to encourage students’ engagement in vocational subjects. The curriculum for the teaching of vocational subjects should be comprehensive, standardized and enforced in all secondary schools to ensure that students acquire all the skills they need to practice the vocation(s). These will improve vocational education and the attainment of its goals in secondary schools. Keywords: Vocational Education, Attitude, Ogun, Nigeria. 1 INTRODUCTION The National Policy on Education in Nigeria [1] states that the goals of education are building; a united, strong and self-reliant nation, a great and dynamic economy, a just and egalitarian society, a land full of bright and full opportunities for all citizens and a free and democratic society [1]. At least three of these goals may not be achievable without a solid and sustainable vocational education training system. [2] defines vocational learning as education, training and/or learning intended to equip persons for a specific vocation in industry, commerce, IT and/or that which specifically seeks to develop knowledge and skills in learners to operate successfully in the world of work. [3] states that the acquisition of the appropriate practical skills that vocational education offers is a means by which the productive power of a nation can be increased, which will result in economic growth of the nation. UNESCO-UNEVOC explains that the development of practical skills results in the acquiring of socially and economically rewarding jobs and can help the development of small scale businesses, allow the return of displaced workers as well as aid the easy transition from school to the world of work for school leavers, dropouts and graduates. It further states that the development of job-related competencies and skills among the poor, youth and the vulnerable is vital to reducing poverty. [3], reiterates this by stating that the empowerment of youths with these appropriate practical skills is essential to curb the increasing rate of social vices and ills and the negative repercussions of joblessness. There is an increasing awareness of the importance of the acquisition of vocational skills in personal and national development. Although vocational education has been incorporated into the secondary school curriculum of Nigeria, successful implementation is essential for the achievement of the aims and goals of vocational education as well reap the benefits in personal and national growth and development. The attitudes of the students and teachers towards vocational educational is a vital factor in the successful implementation and attainment of the goals and objectives. This study is therefore aims to identify the factors that influence the attitudes of students and teachers of vocational education as well as identify and recommend ways through which these attitudes can be improved. The results will therefore aid Vocational Education Training policy makers, curriculum developers and trainers in recognizing the factors that affect the attitudes of students as well as ways in which vocational training can be improved in order to achieve the goals and objectives desired. Proceedings of INTED2017 Conference 6th-8th March 2017, Valencia, Spain ISBN: 978-84-617-8491-2 4480