Technological advancement has been related to national economic growth and poverty reduction by both national and international analysts. Development of indigenous skills (handicrafts or handiwork) is seen as central to successful administration of indigenous skill development critical for solution of contemporary problems in society. In Nigeria, the desire to develop local craft as a basis for technology appreciation and application is well articulated in the National Policy on Education, especially in the basic (primary and junior secondary) education curriculum. It is expedient therefore, to examine the operation of the handicraft element of the basic education curriculum and determine the implications on the nation's strive to achieve technological advancement. Consequently, relevant terms were conceptualized; the implications for policy operation were treated, and parameters for better operation such as provision of basic infrastructures (libraries, laboratories, workshops, etc.), training of local craft teaching staff, in addition to adequate financing were recommended.