Assessment of Vocational Skills Acquisition Among Secondary School Students in Enugu State

This study assessed the level of vocational skills acquisition among secondary school students in Enugu State, located in Nigeria's South East geopolitical zone. The rapid expansion of the non-formal economy in urban and peri-urban communities has increased demand for technically competent young workers, yet secondary schools in many states still report low practical engagement in vocational subjects. The study adopted a descriptive survey design, targeting 320 final-year students drawn from 16 public secondary schools across four local government areas. Data were collected using a structured questionnaire validated by three experts in Vocational Education. Findings revealed that a significant proportion of students demonstrated below-average competency in woodwork, auto mechanics, and home economics practicals, attributable to inadequate workshop equipment, poorly trained teachers, and infrequent practical sessions. The study recommends that the Enugu State Ministry of Education urgently review the curriculum implementation framework for vocational subjects, prioritize procurement of functional workshop tools, and partner with local artisans to provide supplementary hands-on training. Additionally, school administrators should schedule at least three practical sessions per week per vocational subject. The study contributes to the growing body of literature on vocational education reform in Nigeria's South East zone, providing baseline data that can inform policy decisions at both state and federal levels. Keywords: vocational skills, secondary schools, Enugu State, skills acquisition, curriculum implementation.