The Role of Vocational Education in Reducing Unemployment in Nigeria
Chapter One
Objectives of the Study
The main objective of this study is to investigate the role of vocational education in reducing unemployment in Nigeria. However, the specific objectives include:
- To understand the skill areas of vocational and technical education that can provide employment for youth in Nigeria
- To examine the relevant areas of self independent in vocational and technical education
- To identify the problems and prospects of vocational and technical education
- To determine the causes of youth unemployment and the consequences of youth unemployment
CHAPTER TWO
REVIEW OF RELATED LITERATURE
introduction
There is no doubt Nigeria is fast growing economy and competitive in the world market. However, in order for Nigeria to sustain economic growth and be a major player in global economy it requires a skilled labour workforce in various areas of technical and vocational education. Globally there is a rise in demand for skilled workers. However, there is remarkable decline in the number of youth engaged in TVE profession in Nigeria. Wolf (2011) argued that in order for a country to achieve her development aspiration the youth need to have access to education that will enable them to enhance their standard of living and gain competitive skills that will be in high demand in the labour market. The changing nature of work today is placing increasing pressure on the youth to acquire technical and vocational education skills. The nature of work has changed during the past ten years and likely to continue to do so well into the future. In recent years, there has been renewed interest in the dichotomy of technical and vocational education. This is more so as political pronouncement in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is the debate more tested, fiercely debated and gained controversy as in Nigeria. However, given recent development in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Nigeria is that development is highly sought but has proven to be elusive. This has brought back to the forefront one of the dilemmas which has pre-occupied Nigeria for a long time whether to concentrate investment in general education or in technical and vocational education (Oketch, 2007). Despite the different in the educational system amongst the nations of the world, their aims have always remained the same to transmit from one generation to the other the accumulated wisdom and knowledge of the society to prepare the citizen for the future membership of the society and their participation in its maintenance and development (Akwara et al., 2013). Recent development in science and technology, global economic crisis, terrorism and insecurity has made nations to lay much emphasis on the provision of technical and vocational education in the development of youth technical knowledge and skills for stability and economic survival and Nigeria cannot be an exception.
Importance of Technical and Vocational Education
Technical and vocational education system plays a crucial role in the social and economic development of nation. Owing to the dynamic nature, they are continuously subject to forces driving change in the schools, industry and society (Lee, 2008). The economic competitiveness of a country depends on the skills of its workers. The skills and competencies of the workforce in turn is dependent upon the quality of the countryȂs education and training system (Mustapha & Greenan, 2002). Technical and vocational education is perceived as one of the crucial element in enhancing economic productivity. Tessaring & Wannan (2010) sees it as that system of education that comprises of more or less organized or structured activities that aim to provide people with the knowledge, skills and competencies necessary to perform a job or a set of jobs, whether or not they lead to a formal qualification. With the rapid technological advancement which the world is now witnessing and the continuous transformation of the world economies through globalization, there is a great pressure than before in many countries to develop their technical and vocational education system to meet their developmental needs. That is why it is important for schools to prepare and supply future worker with appropriate knowledge and skills to enhance their productivity and therefore promote economic growth. Nevertheless, technical and vocational education has sometimes become a tool for addressing the economic, political and social stability of some nations. As a result of rising unemployment, lack of skilled workers, high dropout rate, and the changing demographic nature of the workforce, this have placed the issue of workforce education high on the education reform agenda of many countries. Many countries acknowledge that Technical and vocational education improves the quality of human resources most particularly in the developing countries (Kuruvilla, Erickson, & Hwang, 2002). The acquisition of skills enables the learner to apply their knowledge and skills to solve basic economic and social problems. Technical and vocational education programs have significant relative contributions to the acquisition of self-reliant skills, opportunities for self-employment and total reintegration into the mainstream of the society. Ajibola & Soyemi (2012) indicated that technical and vocational education is a tool for empowering people especially the youth, for sustainable livelihood and economic development. Akerele (2007) asserts that technical and vocational education exposes the learner to acquisition of demonstrable skill that could be transformed into economic benefit. It is a way of developing in individual functional skill necessary for useful living. Technical and vocational education is fundamental in teaching skills, attitudes and facts requisite to success in a given occupation. The goal of technical and vocational education is to provide opportunities to gain knowledge, skills and attitudes that prepared young people for adult world. It is further perceived as important tool towards social development, citizenship and sustains ability (UNESCO, 2004). Nigerian youths need economic, political and social empowerment to enable them discharge their roles and contribute to national development. These all lay claim to the need for youth to participate in technical and vocational education.
Challenges of Youth Unemployment in Nigeria
In spite of Nigeria great geographic, cultural and demographic diversity, it shares many challenges and issues that are fundamental to improving quality and relevance of TVE as a means of human resource development. Technical and vocational education is a multifaceted multi-disciplinary and pragmatic field of study aimed at equipping the individual with requisite TVE skills which will enhance their relevance and functionality in the society (Nelson, 2013). As a result, it plays a vital and indispensible role in the development of the society. Due to their dynamic nature, they are continuously subject to the forces driving change in the school, industry and society. Often shaped by the needs of the changing economy and local community, the challenges and opportunities are unique. The issue today is not so much about the value and importance of TVE, how to ensure its relevance, responsiveness and value in an increasing global economic is the issue. Technical and vocational education have been recognized the world over as tools for empowering people especially the youths for sustainable livelihood and social economic development (Ajibola & Soyemi, 2012). In Nigeria, the number of enterprises capable of offering TVE skills to youths is limited, while many institutions have poor delivery capacity and commonly lack funding to inadequate facilities both quantitatively and qualitatively, non-availability of adequate human capacity, brain drain and poor staff training and retention profiles. Others include weak institution, industry partnership, defective curricula, traditional approach to teaching, poorly equipped laboratories and workshops, poorly monitoring standards and inadequate ICT environment (Uwaifo, 2009).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried to examine the role of Vocational Education In Reducing Unemployment In Nigeria. Some areas in Lagos Mainland Local Government, Lagos Stateform the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the role of Vocational Education in Reducing Unemployment In Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the role of Vocational Education in Reducing Unemployment in Nigeria
Summary
This study was on the role of Vocational Education in Reducing Unemployment in Nigeria. Four objectives were raised which included; To understand the skill areas of vocational and technical education that can provide employment for youth in Nigeria, to examine the relevant areas of self independent in vocational and technical education, to identify the problems and prospects of vocational and technical education and to determine the causes of youth unemployment and the consequences of youth unemployment.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from some areas in Lagos Mainland Local Government, Lagos State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Little makes difference to people as lives than the empowerment they receive from education. But for those young people, whose aptitude and talents are practical, expectations are too often limited and opportunities restricted ( Wolf, 2011). It is time both stakeholders at federal, state and local government levels recognize the inherent value of technical and vocational education- the intrinsic richness of manual work, practical and technical competences. Recognizing the value of practical skills matters greatly in Nigeria today for individuals and our society and it matters for our economy too. Our future prosperity depends on building an advanced economy founded in high level of youth technical and vocational skills. To extend individual opportunities and rebalance our economy we must raise expectations and unleash talent. For those youths who choose the TVE route, it must be a highway, not a cut de-soc (Wolf; 2011). To deliver economic growth with all that means for standard of living and communal wellbeing, we must prioritize technical and vocational education learning, promote apprenticeship and so produce a new generation of skilled youth capable of building Nigeria as future.
Recommendation
Government should spearhead establishment of more skill acquisition centers and makes them professionally oriented.
Graduates interested in alternative skill acquisition should be given necessary incentives to enable them start doing something on their own immediately after acquiring the skills.
There should be a government policy enacted making skill acquisition criteria for promotion, and more emphasis should be laid on it in our higher institutions of learning.
Government should provide a leveraging environment for small-scale businesses to thrive especially good roads, regular power supply and affordable housing
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