NO doubt, education is the best legacy a country can give to her citizens. Igbuzor (2006) in stressing the importance of education stated that education is human right that should   be accorded to all human beings solely by reason of being human.
Education improves the development of any society, hence, the need for the educated ones to occupy significant positions in order to improve the society.
Schools at various levels are expected to educate future leaders and develop the high level technical capacities needed for economic growth and development (Osokoya, 2008).
Without doubt, Nigeria had witnessed a series of educational systems since its birth in 1914. Immediately after independence in Nigeria, there was a lot of ills and shortcomings in Nigeria educational system as it was based on the British educational system which did not pave way for yearning needs interests and aspirations of Nigerian societies. This gave birth to the 1969 curriculum  conference that focused on Nigerian children in Nigerian society  with National policies on Education in 1977, 1981, 1998 and 2004 respectively (FRN 1977; 1981; 1998, 2004), all with the prime purpose of improving the quality of Nigerian education (Adeyemi  B. A. et al, 2012).
The utmost importance attached to education in Nigeria was clearly underscored in the National policy on Education (FRN. 2004). The Federal Republic of Nigeria in this policy, adopted education as an instrument ‘par excellence’ for effecting national development.
In the face of government commitment to education, the quality of education in our schools has been declining tremendously. However, in this paper, emphasis is made on the implication of the poor implementation of educational policies in both our private and public secondary schools  through the Secondary Education Board.
Theoretical Framework
The Formal Organization Theory proponents including Luther Gulick, HenriFayol, Lindel  Uriwick, J. D. money, A.C. Reilcy and others are of the view that an organization is goal-oriented and in order for it to accomplish its goal or set of goals, certain tasks must be undertaken. These tasks can be so organized as to accomplish efficiently the organizational goals ( Onwe A.I. 2012). The main elements for this theory are objectives, tasks rational behaviour, co-ordination and authority. The  theory is of the view that employee’s behaviour is rational. rational here means that human behaviour falls within the same system of rationality which permits the setting up of an organization (Onwe A.I. 2012).
The most comprehensive enunciation of the Formal Organization Theory contained in papers on the Science of Administration (1937) was edited by Luther Gulick and Lindel Urwick.  Luther Gulick summed up the principles of organization in the word POSDCORB (Onwe A.I). To quote Gulick,  POSDXORB is made up of initials and stands for Planning, Organizing, Staffing, Directing, Co-ordinating, Reporting and Budgeting.
With view to the importance of education for national development, Nigeria, having realized the effectiveness of education as a powerful instrument for national progress development  adjusted her educational philosophy and methodology to march the ideals and challenges of changing economic and social structure of modern society. Consequently, in 1982, Nigeria adjusted her secondary school educational system to encompass diversified curriculum that integrates academic with technical and vocational   subject intended to empower the individual for self-employment (Igwe 2000). According to the National Policy on education; 1981; 2001, the main aims  of secondary education in Nigeria educational in system are preparation for useful living within the society (self-employment) and preparation for higher education.
However, after the adoption of the laudable initiative, majority of Nigerian youth are idle and some are involved in various vices due  to unemployment.
They do not have the required skills to either fit into many types of jobs that are available or create jobs. It is no longer news that there is an annual increase of unemployed youths in Nigeria. To worsen the situation, the Former Minister for Education, Dr Sam Egwu noted that the poor quality of graduates is worrisome. The major policy speeches of Late President Musa Yar’adua revolved around his aspiration of transforming Nigeria into one of the first 20 largest  global economies by the year 2020. this vision cannot be achieved without youth empowerment for job creation and wealth generation.
Adekoya (1999) claimed that for the Nigerian youth to be empowered economically, they should be given the necessary skill acquisition and in order to achieve this, the academic curriculum is a vehicle through which education is attained. The secondary school curriculum as presently implemented is far from achieving the goals of secondary education systems.
The curriculum was well structured and the contents were adequately defined but the implementation call for question (Uchegbu  C.N. et al, 2009). In the curriculum is enshrined government’s policy on education. In order for government’s policies on education to be fully implemented in our private and public secondary schools, the curriculum should be full and effectively implemented.
Following the political independence of Nigeria, there was a realization that the type of education our colonial masters left with us needed a critical re-examination of the worth in content, objectives, relevance, methods, administration, evolution, and so forth. This was said to have led the then National Education Research Council (NERC) to convene a historic curriculum conference at Lagos in 1969.
New sets of goals were recommended at that conference and provided directions for major curriculum revision upon which the National  Policy on education of 1997 and the revised policy in 1981 and 2004 were based. It was against this background that the 6-3-3-4 system emerged in 1982. This system brought  about many innovations, including the vocational subjects.