Integration of Agricultural Technology Skills in Vocational Education Curriculum in Benue State

This study examines the integration of agricultural technology skills into the vocational education curriculum in secondary schools and technical colleges in Benue State, North Central Nigeria. Agriculture remains the backbone of Benue State's economy, yet vocational education programmes rarely provide students with modern agricultural technology competencies such as precision farming, drip irrigation, and agro-processing. This disconnect limits graduates ability to participate productively in the agricultural value chain. A descriptive survey design is employed, with 180 students and 40 agricultural science teachers from 20 institutions in Makurdi, Vandeikya, and Logo local government areas. Instruments include a curriculum content analysis checklist and a student agricultural technology competency questionnaire. Descriptive statistics and chi-square tests are used. Findings are expected to show minimal coverage of modern agricultural technology in current curricula and low student competency in tools and machinery relevant to contemporary farming. The study also examines whether proximity to farming communities moderates curriculum relevance perceptions. Recommendations include curriculum integration of precision agriculture, agro-processing technology, and value chain management, alongside school farm laboratories equipped with modern tools. Partnerships with the Agricultural Development Programme and the Bank of Agriculture are also recommended. The study provides evidence for curriculum reform in vocational education for agricultural sectors in Benue State and offers a model for linking vocational schools with agribusiness ecosystems. Keywords: agricultural technology, vocational education, Benue State, curriculum integration, agro-processing