Role of Community Resources in Enriching Vocational Education Delivery in Rural Areas of Borno State

This study explores the role of community resources in enriching vocational education delivery in rural secondary schools in Borno State, North East Nigeria. Rural schools in Borno face acute shortages of standard equipment, trained teachers, and instructional materials, exacerbated by decades of insecurity and underdevelopment. Community resources, including local artisans, traditional craft materials, and indigenous knowledge systems, offer a context-specific alternative for enriching practical vocational instruction. A descriptive survey design is employed, with 150 teachers, 20 school principals, and 30 community stakeholders in Biu, Askira-Uba, and Gwoza local government areas. Data are collected through questionnaires and focus group discussions. Thematic and descriptive statistical analysis is applied. Findings are expected to reveal that community resources are rarely formally integrated into vocational instruction, despite their ready availability and cultural resonance. Teachers report limited guidance on how to systematically utilise community assets for instructional purposes. Recommendations include a community resource mapping framework for rural vocational schools, teacher training on indigenising instructional content, and formal community-school partnership agreements. This study contributes to culturally responsive pedagogy research in Nigerian vocational education and offers a practical model for improving educational outcomes in conflict-affected and resource-poor rural communities in Borno State and the broader North East zone. Keywords: community resources, vocational education, rural schools, Borno State, indigenous knowledge