Skill Acquisition research project

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ENUGU STATE SKILL ACQUISITION CENTER
BY
UGWU, FRANCIS CHIDIEBERE
ESUT/2014/150409
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF
ARCHITECTURE, FACULTY OF ENVIRONMENTAL SCIENCES,
ENUGU STATE UNIVERSITY OF SCIENCE
AND TECHNOLOGY (ESUT)
DECEMBER, 2019

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TITLE PAGE
ENUGU STATE SKILL ACQUISITION CENTER
BY
UGWU FRANCIS CHIDIEBERE
ESUT/2014/150409
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF
ARCHITECTURE, FACULTY OF ENVIRONMENTAL SCIENCES,
ENUGU STATE UNIVERSITY OF SCIENCE
AND TECHNOLOGY (ESUT)
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR
THE AWARD OF BACHELOR OF SCIENCE (B.SC. ARC.)
DEGREE IN ARCHITECTURE
DECEMBER, 2019

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DECLARATION
The work embodied in this project is original and was done by me; it
has not been in anyway submitted in either full or part, accept the
acknowledgement references for any diploma degree of this or any
other university.
___________________
UGWU, FRANCIS .C
DATE: ---------------

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CERTIFICATION
Mr. Ugwu Francis Chidiebere with Registration Number
ESUT/2014/150409 is an undergraduate of this university. He has
satisfactorily completed the requirement for the course or report in
partial fulfillment for the award of a Bachelor of Science degree in
Architecture (BSc. Arch).
…………………………………………
Arc. Chinwe Okechukwu
Date …………………………………..
Project Supervisor
………………………………………….
Arc. J.O. Ezugwu
Date ……………………………………
Head of Department
………………………………………
Date ……………………………….
External Examiner

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APPROVAL PAGE
This is to certify that the research work in this report is solely the
work of Ugwu Francis Chidiebere with the registration number
ESUT/2014/150409 in partial fulfillment of the award of Bachelor of
Science (BSc.Arch.) Degree in Architecture
………………………………..
Arc. Chinwe Okechukwu
Date …………………………
Project Supervisor
……………………………….
Arc. J.O. Ezugwu
Date ………………………..
Head of Department
……………………………….
Date ………………………..
External Examiner

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DEDICATION
This project is dedicated to the Almighty God the creator of the
universe.

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ACKNOLEDGEMENTS
My profound gratitude goes to my project supervisor Arc.
Chinwe Okechukwu for her guidance, advice, correction and
mentorship throughout the period of this study. Also, to the Head of
the Department Arc. J.O. Ezugwu and the Dean of the faculty of
Environmental Science Dr. Deluzu .V. for their selfless services in the
department and faculty. I also express my gratitude to the project
coordinator Arc. Ume Okafor for his support and fatherly advice and
to all the lecturers in the department of architecture for their efforts
towards my academic success at various stages of my University
study.
I also appreciate my parents Mr. and Mrs. Joseph and Stella
Ugwu, all my siblings Erochukwu, Onyebuchi, Agness, Blessing,
Maria and Onyinyechi for their love, care, moral and financial
support. I also wish to appreciate my uncle Hon. Arc. Akadu James
for his financial and moral support.
I appreciate all my friends, course mates and well wishers for their
contributions in one way or the other towards the successful
completion of my University education -God bless you all. Finally, my
gratitude goes to the Almighty God the creator of heaven and earth
for His mercies and protection throughout my stay in the University.
TABLE OF CONTENTS

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Cover page I
Title page II
Declaration III
Certification IV
Approval page V
Dedication VI
Acknowledgments VII
Table of contents VIII - X
Abstract XI
CHAPTER ONE: INTRODUCTION
Introduction 1
Background of the study 1
Statement of the problem 3
Aims and objectives of the study 3
Research question
Significance of the study 5
Scope and Delimitation of the study 7
Study plan
CHAPTER TWO: REVIEW OF RELATED LITERATURE AND
WORKS
Review of related literature and works 8
Conceptual Frame Work 8
Definition of Terms 9
Review of related works/case studies 11
Case study one (local) 12
Materials
Merits 14
Demerits 15
Case study two (local) 16
Merits 19
Case study (foreign) 20
Summary 24

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Demerits 25
Lessons learnt 25
CHAPTER THREE (STUDY AREA)
Geographical location 26
Brief history of study area (Nigeria) 28
History of 9th Mile Ngwo, Udi L.G.A. 31
Climatic studies 32
Rainfall 32
Wind path and intensity 33
Relative humidity 34
Vegetation 34
Soil type 34
Site selection criteria 35
Topography 35
Design implications of this proposed project 36
CHAPTER FOUR: RESEARCH METHODOLOGY
Research design 37
Nature of data required 37
Primary data collection 37
Secondary data collection 37
Instrument for data collection 38
Population of the study 38
Data presentation and analysis of findings 38
Data presentation and analysis of findings (with tables) 39
Research question 1 39
Research question 2 40
Research question 3 42
Research question 4 43
Summary of findings 44
CHAPTER FIVE: DESIGN, PLANNING AND GUIDELINES
Design brief/proposal 45
Design requirement of various units/planning data 45

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Schedule of accommodation 47
Special consideration 48
Topography 48
Vegetation 48
Access 48
Aesthetics 48
Safety Regulations 49
Noise control 50
Sun shading 50
Standardizations 50
Colours 51
Forms/design concepts 51
Location 51
Lighting 52
Ventilation 52
Natural ventilation 52
Artificial ventilation 52
Fire safety 52
Landscape 53
Parking space 53
Orientation 53
Construction techniques 54
CHAPTER SIX (CONCLUSION)
Conclusion 55
Recommendations 55-57
Reference/ Bibliography 58-60
ABSTRACT

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Skill acquisition training has been used by many developed countries
as an instrument of implementing industrial development and
economic growth. However, in Nigeria, it has been left to the
periphery and its significance has not really been felt. Studies reveal
that funding of skill acquisition center is ad hoc and arbitrary. This
project is intended to examine and correct the numerous
architectural problems associated with the design of those existing
acquisition centers in the country. It also highlighted the merits and
demerits of this project to the people of 9th mile and Enugu State at
large. The major considerations are: functionality, security of the
users and equipments, economy, comfort and so on. The primary
source of information are: Case Studies (visiting an existing projects
of this kind), oral interview, internet, photographs, reading a project
of same topic, reading journals, reading news paper, textbooks, and
so on. The establishment of a skill acquisition center for the people
of 9th mile, Udi Local Government Area, Enugu State will bring rapid
development in the area and the state by reducing the level of
unemployment, poverty, and illiteracy among the rural dwellers.
Based on this, the conclusions and recommendations were made.
Among the recommendations are the requirements for an effective
skill acquisition center.
CHAPTER ONE

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1.1 INTRODUCTION
1.2 Background of the Study
Skill acquisition is a specific form of learning; it is the ability to
be trained on a particular function or task till you becomes an expert
on the skill. In other words, the aim of any skill acquisition or
vocational training is to satisfy the need of some group of individuals
by providing them with a marketable skill that can gain them a job
opportunity and make them economically self-reliant, as well as skill
instructors.
An unskilled person for instance can be train to be a
hairdresser, carpenter, painter, sculptor, fashion designer,
bricklayer/mason, welder, artist, caterer, farmer, and so on. These
type of skills are been offered to meet the needs of individuals and
the society as well. Skill acquisition is one of the national
development strategies in any developing country. It creates a great
impact on human resource development, productivity, and economic
growth.
According to history, skill acquisition has been in existence for
centuries (Adebayo, 2008). Every society had its crafts-men starting
from the medieval era until date. Nigeria as a developing country
should embrace skill acquisition as a means of her economic
development strategy in other to encourage the youth and develop
their potential abilities. Skill acquisition is made with benefits and
creates opportunities to any society that made it a priority for their
youth. It makes people have good paying jobs and reduces the level
of unemployment. The reason why many technicians seem to earn

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more than university graduates is that the technicians acquired more
skill than the theories the graduates were fed with when they were in
school. In Africa today, there are many unemployed graduates
seeking for job including those into professional discipline instead of
being job creators just because they lack the practical knowledge in
their profession (Emotelglobaloil.com.).
Buwai S. (2004), emphasized that the eradication or reduction
of poverty is one of the central objectives of contemporary
development policy. The International community and its
determination to overcome poverty has been highlighted by the
sustainable activities of the International Development Donors such
as the United Nations (UN), The European Union (EU), the World
Bank, and the International Monetary Fund have been empowering
nations and people. The concept of skill acquisition is aimed to tackle
and reduce poverty level in Enugu State and Nigeria at large.
In June 2018, the World Poverty Clock had named Nigeria
poverty capital of the world with statistics showing 87 million people
live in extreme poverty. Various governments have repeatedly stated
its determination to use skill development as the main vehicle for
assisting poor youths to break-out of the poverty trap. The underlying
assumption continues to be that the acquisition of skills supported
by public funding is the positive answer to the problem of
unemployment.
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1.3 Statement of the Problem

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Lack of enough skills acquisition in Nigeria has contributed heavily
to underdevelopment, unemployment and corruption in Nigeria and
government cannot provide everything to individual. Due to lack of
technical knowledge, many families have turned their children to
street hawkers and beggars, thus exposing them to all forms of vices
and risk. In other words, lack of adequate youth development
program and empowerment have resulted to rising of youth vices
such as prostitution, thuggery, kidnapping, and internet scam and
other kinds of juvenile delinquency in bid to meet up with their daily
needs. Due to lack of skills acquisition centre in Enugu State, has
witnessed an increased crime rate; this is because an idle mind is a
devil’s workshop. These atrocities listed above happen due to non
interest of Nigerian government to embrace skills acquisition as a way
to empower their teeming youth. Similarly, lack of skills acquisition
has rendered the present Nigerian graduates incapable of taking up
their responsibilities in their various families. Again, a good number
of men marry very late because they do not have a sustainable source
of income while many are waiting for white collar job which is scarce.
With these in mind, the research was instituted to identify these
challenges and to proffer solutions to these myriads of challenges.
1.4 Aim and Objectives
In general term, the aim of this study is to design a building which
will serve as a skill acquisition/learning center in 9th mile, Enugu
State. It should be learning oriented and have the needed facilities
like a well-equipped administrative block, classroom, multi-purpose

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hall, exhibition hall, mini-mart, canteen, workshop, and library
where people can be trained from novice to professionals.
Specifically, the objectives are:
1. To propose and create an appropriate skill acquiring/training
center in 9th mile that will influence regular hosting and
progressive lectures, seminar, workshop etc in other to help
alleviate unemployment.
2. To provide an avenue for students in institution of higher
learning to acquire industrial skills and experience in their
courses of study.
3. 3. To provide development and civilization in 9th mile in
Enugu State.
4. To encourage children to identify their destiny and to develop
their potentials in order to promote society and nation
economy.
1.5 Research Questions
The following research questions are to guide this study:
i. How do we create an appropriate skill acquisition centre in 9th mile
to provide regular hosting, seminar, workshop etc in order to alleviate
unemployment?
ii. What kind of institution would provide avenue for students in
higher learning to acquire skills and experience in their courses of
study?

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iii. How will this centre provide development and civilization in
Enugu State?
iv. Is skill acquisition going to help youths to identify their destiny
and develop their potentials to reduce unemployment in Enugu
State?
1.6 Significance of the Study
The significance of this study is;
1. That the skill acquisition center is an intervention injected
into the economy to rehabilitate already damaged economy.
2. That skill acquisition will be given it proper place in the
scheme of things. The relevance for exploring the potentials
of the individual and the need to train and retrain him is very
crucial in our present day competitive world.
3. To know and understand the meaning, reason for skill
acquisition and the benefit it can generate to any developing
country.
4. The study hinges on the fact that it will contribute to the
frontier of knowledge on how skill acquisition can be
effectively used as a tool for poverty reduction and
eradication.
5. That skill acquisition center is among the major things that
will help the country and her indigent people to embrace self-
reliance, increase her productivity and availability of
commodity, thereby reducing unemployment, importation
and high dependency to foreign countries.
6. That skill acquisition is the strength of any great country
because it is the beginning of technology.

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1.6 Scope and Delimitation of the Study
A scope is the extent of the area or subject matter that something
deals with or to which it is relevant.
Delimitation: The constraints encountered during the course of
study of this project are;
Finance: fund became the major handicap during research of this
project thereby limiting and restricting me from travelling to some
places across the state and as well as outside the country for
international research.
Time factor were a serious obstacle; planning scheduled period
given for this dissertation, if extended would have given me a better
opportunity to achieve the needed best.
Distance constraint; most of the well equipped skill acquisition
centers in the country are located far away to the northern and
western part of the country like in Abuja and Lagos.
The unwillingness of the respondents to give full information
especially in the oral interviews
Most of the skill acquisition centers I visited do not have a definite
space for each department. In other words, they are not well equipped
while some are not yet functioning.

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1.7 Study Plan: The project consists of six chapters.
Chapter one consists of the following; historical background of the
study, statement of the problem, aims and objectives, research
questions, significance of the study, scope and delimitation.
Chapter two centers on related literature review of works and case
studies, definition of special terms and conceptual framework and
summary.
Chapter three treats on the study area which consists of the
geographical location of the study area, climatic studies and site
selection criteria.
Chapter four will discuss about research design, nature of data
required, instrument for data collection, population for study,
analysis of data and data presentation.
Chapter five contains the design proposal, design requirement of
various units, planning data, and schedule of accommodation.
Chapter six contains the conclusion, reference or bibliography.

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CHAPTER TWO
2.1 REVIEW OF RELATED LITERATURE AND WORKS
2.2 Conceptual frame work
The Longman Dictionary of Contemporary English Eighth Edition,
defined skill acquisition as the very ability to do something well;
because you have learned and practiced it. Beach A.O. (2001) opined
that skill acquisition is the process of enlarging people’s choice for a
long, healthy life and knowledge acquisition for decent standard of
living. He went further to explain that it is freedom from economic,
social, education and access to opportunities for being creative and
productive. The central concern of human development is the quality
of peoples’ lives, what they are capable of doing. Oluremi (2008), also
buttress this point by saying that skill acquisition aims at
transforming the human person so as to bring about his/her
potentials and make him or her a leader, who will in turn inspires
and empowers others to excel and articulate meaningful vision for
the society.
The UNDP’s Human Development Report (1990) defines people as
the real wealth of a nation. It is through skill acquisition that
creativity, initiative, capability, commitment and empowerment can
be achieved. Asante, E. (1998) said skill acquisition means releasing
human energy, it means providing an opportunity for people to make
the maximum contribution to their own development and to the self-
sustaining development of their communities. It is therefore glaring

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that the need to provide skills is very crucial and vital if poverty is to
be reduced or eradicated. What then can motivate and empower the
people to put in their best to achieve highest level of productivity and
being useful? For Adedeji (2000), education, skill, technology, capital,
level of remuneration is no doubt important. Therefore, in all
ramifications, developing the human person by providing skills is the
real solution to greater part of natural challenges especially as it
helps to reduce the poverty level.
2.3 Definition of Terms
2.3.1. Skill: As defined by Vanpatten & Benati (2010, p. 39) "Skill
refers to ability to do rather than underlying competence or mental
representation". To clarify this concept, Cornford (1996) has
mentioned nine separate defining attributes of "skill" and "skilled
performance" from a psychological perspective namely:
1. Skill is learned
2. Skill involves motivation, purpose, and goals
3. Schemas are prerequisite for skilled performance
4. Skills require content and context knowledge
5. Skills are performed and transferred in the presence of specific
stimuli;
6. Skills involve problem solving relevant to the context;
7. Skill involves relative judgments with individual differences in
skilled performance evident;
8. Standards of excellence are important;
9. Skill involves comparable replication;
10. Considerable periods are required to reach high levels of skill.

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2.3.2 Practice: According to DeKeyser (2007, p: 2), defined
practice as “repeated performance of the same (or closely
similar) routines”.
2.3.3 Cooperative Learning: This is a process by which
students from different departments come together for
collective learning especially during the theoretical education.
2.3.4 Program Instruction: Program instruction is the method
of training which use teaching mechanism, programmed
books, or filmstrip in training. The students are recruited and
posted to these training grounds to equip them with new
training techniques that will better their future.
2.4.5 Poverty: This is the general scarcity or the state of one
who lacks a certain amount of material possessions or money.
2.5.6 Skill Acquisition
Webster’s Dictionary defines skill acquisition as developed or
acquired ability. Skill acquisition can be defined as the form of
training by individuals or group of individuals that can lead to
acquisition of knowledge for self sustenance. It involves the
training of people in different fields of trade under a legal
agreement between the trainers and the trainees for certain
duration and under certain conditions.

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Emeka (2011) opined that there are things people can do to
impact their generation, they can acquire skill. Skill acquisition is
not left for the poor and middle class people. Even professional men
and women as well as the youth can acquire these skills to make
them versatile, self sustaining and independent. Skill acquisition can
also be in areas of making detergents, odour controls used in toilets
for mopping the floor and bathrooms, production of Izal, Rob, Soda
soaps, basket caps, school bags, and others.
2.6 Review of Related Works (Case Study)
Madu (2014) noted that we must know the past in order to
understand the present and to be able to predict the future. A good
designer must be able to analyze an existing project in order to
produce a good design (Thomas, 2011). Case study involves an up-
close, in depth, and detailed examination of a project. The case
studies help the researcher to have a better knowledge of the subject
of study, the precepts and approaches applicable to the concur
problem. Consequently, four existing skill acquisition centers were
chosen for review during the course of study; two from within Nigeria
and two from foreign country. The foreign case study has been
chosen to study skill acquisition training within the developed
countries to understand relevant international standard.
2.6.1 CASE STUDY ONE (LOCAL)
LANDMARK ACADEMEMY OF HOSPITALITY MANAGEMENT

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16 Circular Road, Presidential Estate P. O. Box 7955 Port Harcourt
E-mail: info@landmarkacademyng.com.
2.6.2: SEWING DEPARTMENT, LANDMARK ACADEMY, PORT HARCOURT

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2.6.3: FRONT VIEW OF LANDMARK ACADEMY, PORT HARCOURT
2.6.4: FLOOR PLAN LANDMARK ACADEMY, PORTHARCOURT
Facilities: The entrance gate, security house, the administration
block, workshops, classrooms, and garden.

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Structure: The workshops are about 6m high and made of wood,
column, beams and trusses.
Lighting and ventilation: Lightening is both natural and artificial.
There are cross ventilation in the some of the offices and classrooms.
Departments: The training departments include; tailoring, Cookery,
Bakery and detergent making.
Access: the site has a good access and can be accessed with a
vehicle or motorcycle because it is located along the roadside.
2.6.5 MATERIALS
Wall: The wall of the building is made of 225mm sand cerate block.
Roof: Pitch and Gab Roof
Ceiling: On the first floor, the ceiling is made of Asbestos material
Paint: The buildings are painted with white and grey colour.
Windows: Aluminum framed glass windows
Door: Wooden doors
2.6.6 Merits:
-Good road network
-The buildings are structurally solid
-Availability of training facilities
-Adequate ventilation & lightening (both natural and artificial)
2.6.7 Demerits:

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-Poor landscaping
-Small classroom entrance
-The building form does not signify skill acquisition centre
-The front view of the structure is not celebrating
2.6.8 CASE STUDY TWO (LOCAL)

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GOVERNMENT TECHNICAL COLLEGE (GTC) ENUGU
P.M.B 1033, ABAKALIKI ROAD, OPPOSITE SHOPRITE MALL, ENUGU
STATE, NIGERIA
2.6.9: FRONT VIEW OF MECHANICAL DEPARTMENT, GTC, ENUGU

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2.6.10: MECHANICAL WORKSHOP, GTC, ENUGU

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2.7.1: GROUND FLOOR PLAN, MECHANICAL DEPARTMENT, GTC, ENUGU
Facilities: The entrance gate, security house, the administration
block, workshops, classrooms, and general hall.
Structure: The workshops and classrooms are about 4m high and
made of wood, column, beams and trusses.
Lighting and ventilation: Lightening is both natural and artificial.
There are cross ventilation in the some of the offices and classrooms.
Departments: The training departments include; mechanical,
electrical, tailoring bakery etc.
Access: the site has a good access and can be accessed with a vehicle
or motorcycle because it is located along the roadside.
2.7.2 MATERIALS

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Wall: The wall of the building is made of 150mm sand cerate block.
Roof: Pitch and Gab Roof
Ceiling: On the first floor, the ceiling is made of Asbestos material
Paint: The buildings are painted with white and grey colour.
Windows: Aluminum frame, glass and wooden windows
Door: Wooden and iron doors
2.7.3 Merits:
-Good road network
-The buildings are structurally solid
-Availability of training facilities
-Adequate natural ventilation & lightening
The buildings have enough classrooms and training/workshop
spaces
2.7.3 Demerits:
-Poor landscaping
-The building form does not signify skill acquisition centre
Inadequate ventilation and lightening (artificial)
-The front view of the structure is not celebrating
Some of the structures are old
2.7.4 CASE STUDY (FOREIGN)

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ENTREPRENEURSHIP DEVELOPMENT CENTER ETHIOPIA
(Nega city Mall Building opposite Zemen Bank) Ethiopia.
Location: Addis Ababa
Client: Federal Urban Job Creation and Food Security Agency,
Ethiopia
Architect: Name wasn’t disclosed.
Background: The Entrepreneurship Development center (EDC) is a
Quasi-governmental entity established under the framework of the
Entrepreneurship development program (EDP). To facilitate the
realization of the entrepreneurship development goals set in the
governments growth and transformation plan (GTP), the Government
of the Federal Democratic Republic of Ethiopia, represented by the
Ministry of Urban Development and Housing (MOUDHO), in
partnership with the United Nations Development Programme
(UNDP), formulated and introduced an innovative entrepreneurship
and enterprise development initiative, namely the Entrepreneurship
Development Program (EDP), which was officially launched in
February 2013. The programme aims to identify growth-oriented

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enterprises as well as potential entrepreneurs, unemployed youth
and women nationwide and provide them with direct support to
enhance their entrepreneurial skills and competencies to establish
and operate profitable, competitive businesses on a sustainable
basis.
Services:
- Entrepreneurship Training Workshop
- Customized Entrepreneurship Training
- Women Entrepreneurship Training
- Youth Entrepreneurship Training
- Rural Entrepreneurship Training
- Training of Business development Advisors.
EXTERIOR AND ENTRANCE VIEW OF THE TRAINING CENTRE

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The Exterior View: Showing the Entrance to the Entrepreneurship
Development Centre India
The front elevation of the Entrepreneurship Development
Centre India

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Floor plan of the Entrepreneurship Development Centre India

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The interior showing the courtyard in the centre with landscape
features
Architect: Bimal Hasmukh Patel.
Location: Gandhi agar- Ahmadabad India, next to Apollo Hospital,
hat Ahmadabad India
Background: The Institute is an Autonomous center in which formal,
orthogonal geometry dominates the layout. Each of the 8 blocks is
organized around a central courtyard on two levels. The buildings are
juxtaposed in the landscaped to create a series of outdoor spaces.
Services: Management sciences.
2.8 Summary

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Enterprise development is very crucial to a nation’s economic
development through employment generation. This necessitated the
establishment of various enterprise development programs in many
countries, Nigeria inclusive, to develop positive mindset especially
among the youth towards self-employment practice after or without
education. This objective is mostly achieved in any developing
country than in developed ones like U.S.A that provides most jobs to
university graduates. However, with an upward rise in population of
highly educated or skilled citizens, there is a need for Nigerian
government and community leaders to draft appropriate strategies
(for example skill acquisition training empowerment), that will
encourage and engender greater participation of the youths and the
unskilled ones in to skill acquiring and self-employment practice.
2.8.1 Merits
 Solid structure
 Has a good form
 Well landscaped
2.8.2 Demerits
 Some of the structures are open to the rain
 The roof is not suitable for the structure
2.8.3 Lessons Learnt

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1. I learnt zoning by using court yard in order to control the noise
and separation of different departments
2. I learnt that celebration of entrance view in building is very
important because it tells more about the architectural abilities
in designing.
3. I also learnt from the foreign case study in entrepreneurship
development center, India, that the major things an architect
need to consider when designing floor plan or zoning is the
functionality of the building; that is the reason they apply court
yard in order to achieve the functionality of the building.
CHAPTER THREE

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STUDY AREA
3.1 GEOGRAPHICAL LOCATION
map of the world showing the location of Nigeria [maphill]

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Map of Nigeria (Wikipedia, 2015)

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Figure 16: Map of Nigeria showing Enugu State (Wikipedia, 2015)
SITE LOCATION AND OVERVIEW: The proposed site for skill
acquisition center is located at 9th Mile, Udi Local Government Area,
Enugu State.
TOPOGRAPHY: The topography of the site is relatively flat and
undulating.
3.2 BRIEF HISTORY OF STUDY AREA (NIGERIA)
Nigeria is located between latitudes 4° and 14°N of the equator, and
3°and 15°E of the prime meridian (www.worldatlas.com). It has
boundaries on the west, north, and east with French speaking Benin
Republic, Niger, Chad, and Northern Cameroun but on the southeast
by the English speaking Western Cameroun. It is bordered on the
north by the Sahara desert. Nigeria covers an area of 923,800km2
(Iloeje, 2004).
Plate 3.1: Map of Nigeria (Source: www.google_images/nigeria/)

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3.2.1 ENUGU STATE: Enugu State is one of the states in the eastern
part of Nigeria. It is located in Nigeria, coordinated between latitude
60 300N and longitude of 70 300E. It has an area of 7,161km2
(2,765m2). Enugu state was created out of old Anambra state in
August 27, 1991. Enugu is the capital of Igbo land with peaceful
environment. The state has boundaries with Abia state, Imo state, to
the South, Ebonyi to the East, Benue state to the North-east, Kogi
state to the North-east, and Anambra state to the West.
The name “Enugu” was derived from its capital city Enugu. The word
“Enugu” from “Enu Ugwu” means “top of the hill,” denotes the city’s
hilly geography. The first settlers arrived in the area in 1909, led by
a British mining engineer, Albert Ernest Kittson. He discovered coal
in Udi Ridge. Colonial Governor of Nigeria, Frederick Lugard took
keen interest in the discovery, and by 1914, the first shipment of coal
was made to Britain. As mining activities increased in the areas, a
permanent cosmopolitan settlement emerged, supported by a railway
system. Enugu acquired township status in 1917 and became
strategic to British interest. Foreign business began to move into
Enugu, the most notable of which were John Holt, Kings Way stores,
British Bank of Africa and United Africa Company. There were four
settlements in the town in 1912: Ugwu Alfred (Alfred hill) or Alfred
camp inhabited by Africa laborers, Government Reserved Area (GRA)
the European Quarters, the Coal Camp for local coal workers and
China town for the railway transport. Other layouts such as Asata,
Uwani, Ogui, New Heaven, Trans-Ekulu layout, Achara layout,
Independent layout etc. were developed because of increase in the
population.

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Apart from hills, Enugu is blessed with serene and beautiful
environmental features and recreational centers like:
 Coal mines that are no longer functional, like Onyeama and
Okpara coalmines that are open to the public for visit.
 Nike Lake Resort situated on the banks of the Nike Lake in
Nike town. The Nike resort is an ideal spot for special events,
leisure, and picnicking.
 Opi lake Complex located in Opi, Nsukka. The complex
feature natural lakes set in a beautiful landscape. The lakes
are inhabited by crocodiles.
 Ezeagu Tourist Complex located in the south central point of
the state. Its features include a waterfall, a three kilometer-
long cave, and a natural spring
(www.history/enugu.com,2013).
 Awhum waterfall, which is located in Udi. It is thirty meters
high, it cascade over the top of a massive granite rock into a
stream.
 Ugwueme and Udi hills which rise hundreds of meter above
sea level. It is located in Enugu North Local Government
Area. They are popular mountaineering point and offer a
panoramic view of the Enugu metropolis
(www.history/enugu.com,2013).
3.3 History of 9th
Mile, Ngwo Enugu State, Nigeria

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9th Mile is located in udi local government enugu state of
Nigeria, it geographical coordinates are 6.250 0” north 7.250 0”
east and its original name (with diacrtize) is nine mile corner.
9th mile Ngwo Udi is an industrial area in Enugu State of
Nigeria. So many companies are located in 9th mile such as
seven up bottling company, Nigeria Ama breweries, Aqua
Rapha companies etc.
MAP: Map of Enugu state showing 9th mile, L.G.A of Enugu State
(source: Google Earth)
3.4 CLIMATIC STUDIES

44. 44
Climate studies are necessary for a good architectural piece, it helps
during designing, and it is apply in design to avoid the negative
effects of the climate to the proposed building. While maximizing its
positive effects, the climate is comparatively equable. The
temperature in hottest period of February and April is about 870 f.
the site falls within the tropical climatic region that is roughly
between 120North and south of the equator and in the savannah
region of Nigeria. It is equatorial type with high humidity, moderately
hot temperature, and high rainfall.
Wind: 9th mile is just like any other place in Enugu state. Its climatic
zone is characterized by two major wind bodies, South-west (SW)
trade wind and North-East trade wind (NE).
Seasons: Enugu has two main climatic seasons, rainy and dry
season. The rainy season starts from April and stops in October. It
brought about by the moisture laden South-west trade wind blowing
from Atlantic Ocean. Heaviest rainfall occurs between June and July,
with around 360mm in July. The rain mostly preceded by strong
winds and skies full with lightening. The dry season last from
November to April, it is usually hotter than the rainy period. Dry
season is characterized by the dry and dusty harmattan winds in
January and February. The dry season is brought about the
Northeast trade wind blowing from Sahara Desert.
Rainfall: The annual rainfall in Enugu state is relatively high. It
ranges between 1500mm to 2000mm annually. The peak of rainfall
is July.

45. 45
Rainfall
The graph shows average amount of days (24h) with precipitation
during a month. When precipitation has surpassed 1mm per day
(24h) it is defined as a day with precipitation. The mean period is
1961–1990.
Temperature: Enugu has high temperature. It has annual maximum
mean temperature of 29.30c to 32.60c, annual temperature of 25.50c
and monthly hour sunshine of 160.1 hours. In Enugu March is the
warmest month of the year. The temperature in March averages 27.0
°C. At 22.9 °C on average, August is the coldest month of the year.

46. 46
graph showing climatic variation in 9th mile, Enugu State (Source:
WMO)https://www.yr.no/place/Nigeria/Enugu/statistics.html)
Humidity: Enugu has a great variance in relative humidity is high
during rainy season and lower in dry season. This results in thermal
discomfort. The mean annual relative humidity of Enugu is about
77%.
VEGETATION: Inclination is toward the high forest type, generally of
shrub and scattered trees like bamboo and wild oil palms. This is
probably due to its high temperature and abundant rainfall. 9th mile
is a industrial/business community in Enugu state. Crops like, oil
palm, cassava, pears, yam etc. are common sight.

47. 47
3.5 SITE SELECTION CRITERIA
The site is situated at 9th mile in Udi Local Government Area of Enugu
State. The site was selected based on considerations, which include
location, topography/geology, ease of access etc.
Location: The choice of location should be in relation to the
following;
Zoning: The site should be within an area reserved for institutional
facilities and public utilities. It should be free from industrial zones
to avoid pollution by harmful smokes, fumes, and boots.
Ease of access: 9th mile is accessible by land transport, the site is
situated along the road, which made access very easy and allow
smooth traffic flow. There is adequate space for parking and for
further expansion.
Topography / Geology: The terrain of the site is gentle with relative
uniform slope. The soil should be able to support weight of heavy
structures. It should have moderate to high degree of permeability to
prevent water logging. The soil should also have a minimum of 25mm
top soil layer to support the heavy structure and landscape.
Ecology: The site has adequate vegetation cover for landscaping and
to enhance the creation of micro-climate.
Climate: The micro-climate should be conducive for learning and
other related functions.
SERVICES: 9th mile has adequate supply of electricity and water,
made available by the Enugu State Rural development Programme.
These services can be extended to the project site with minimum cost.

48. 48
SOIL INVESTIGATION: There is no soil test available. The soil is
better described as a composite of laterite and red-clay. The areas are
not known to be subjected to any subsistence
3.6 DESIGN IMPLICATIONS OF THIS PROPOSED PROJECT
 Good building orientations.
 Landscaping of the site.
 All windows and other openings have to be protected against
the rain.
 Adequate and proper roof drainage.
 Construction structure and finishes need protection and
covering.
 Asphalt flooring.
 Sun breakers on the windows and doors.
 Maximum cross ventilation to aid human comfort.
CHAPTER FOUR
RESEARCH METHODOLOGY

49. 49
4.1 Research design
During researches pertaining to this project “skill acquisition center”, different
information and materials were used in carrying out the study. The researcher
adopted a case- study and survey method to examine and analyze the viability
and factors affecting the existing vocational centers in the country and the
possible solution to tackle these problems in the center as the case may be.
4.2 Nature of data required:
The data required for this project work were collected from both primary and
secondary sources.
4.3 PRIMARY DATA COLLECTION: Primary data include that information that
was generated by the researcher. Such data are originated and collected from
the field. There are:
a. Oral interview.
b. Questionnaire.
c. Personal observation.
4.4 SECONDARY DATA COLLECTION
Secondary data are information that was collected from other materials like:
a. Textbooks ,
b. b. internets,
c. c. dictionary etc. such that were used extensively during literature review.
4.5 INSTRUMENT FOR DATA COLLECTION
A good part of the information gathered came through formal oral interview,
which were usually arranged and scheduled in advance. Some others came
through personal oral discussion, observation, and snapshots.

50. 50
The interview questions were designed in such a manner as to correct the
perception of the issue at stake by the people. As pointed out earlier, the
questions were worded carefully as a way of eliminating vague and unclear
responses. Questionnaires and written document were among the data collection.
4.6 POPULATION OF STUDY
The population of study includes both the employed & unemployed, rich & poor,
educated, & non-educated people in the State. It is a non-gender distinctive
institution. ENUGU STATE has a POPULATION of about 3.3 million with an
annual growth RATE of 3.18.
According to Nigeria Bureau of Statistics “28 per cent of employable residents of
the STATE are UNEMPLOYED (source-Enugu - Nigeria | Data and Statistics -
knoema.com) According to National Population Commission (NPC), the
population of youth in Enugu is about 1,775,264 (One Million Seven
Hundred and Seventy Five Thousand Two Hundred and Sixty Four).
In consideration of those in education and in business which takes
the highest number of youth in the state, I decided to provide for six
hundred capacities that will make use of the space.
4.7 DATA PRESENTATION AND ANALYSIS OF FINDINGS
These results are data from the ministry of Human Affairs and Poverty
Reduction. Questionnaires were presented to some people in categorized places
in the city. Data was analyzed using percentages.
The results for data are collected and presented in accordance with the research
questions and data was analyzed using percentages.

51. 51
4.8 Research Question 1
How do we create an appropriate skill acquisition centre in 9th mile to provide
regular hosting, seminar, workshop etc in order to alleviate unemployment?
Table 4.8.1: Percentage Scores of Response on How to create an appropriate
skill acquisition centre in 9th mile to provide regular hosting, seminar, workshop
etc in order to alleviate unemployment?
S/N Questionnaires
Items
Yes No Total %
1 Is there suitable site with
large space that will
accommodate the skill
acquisition centre needed to
be executed in 9th mile?
737 73.7 263 26.3 1000 100
2 Will the environment
enhance students learning?
333 33.3 667 66.7 1000 100
3 Can we find a space that will
accommodate present
project and also have enough
space for future project
(expansion) for other
departments in skill
acquisition in 9th mile?
899 89.9 101 10.1 1000 100
4 Is the environment suitable
for the skill acquisition
centre?
800 80 200 20 1000 100
Comment
From the above table, item 1, 73.7% agreed that there is enough space while skill
acquisition can be execute while 26.3% said no to it. Item 2, 66.7% agreed that there is
enough environments that will enhance student learning of skill acquisition while 33.3%
%
F %
F

52. 52
disagreed to it. Item 3, 89.9% responds by saying that there is enough space in 9th
mile that
will accommodate the present project and also feature extension while 10.1% said no to it.
Item 4, 80% believed by saying yes that present site location 9th
mile is very good for skill
acquisition while 20% said no to it.
4.8.2 Research Question 2
What kind of institution would provide avenue for students in higher learning to
acquire skills and experience in their courses of study?
Table 4.8.2: Percentage scores of respondents on the kind of institution that
would provide avenue for students in higher learning to acquire skills and
experience in their courses of study?
S/N Questionnaires
Items
Yes No Total %
1 Does government have interest
in constructing skill acquisition
centres in universities to provide
avenue for students in higher
learning to acquire skills and
experience in their course of
study in Enugu state?
600 60 400 40 1000 100
2
Does Individuals have interest in
constructing skill acquisition
centres to provide avenue for
students in higher learning to
acquire skills and experience in
their course of study in Enugu
state? in Enugu state?
463 46.3 537 53.7 1000 100
3 Directorate of employment are
interested in carving out skill
acquisition centers in Enugu
state
850 85.8 150 15 1000 100
4
Youth empowerment
organizations are interested in
constructing skill acquisition
centre in Enugu state
600 60 400 40 1000 100
%
F %
F

53. 53
Comment
From table above, item 1, 60% responded that government have interest in
constructing skill acquisition centres in universities to provide avenue for
students in higher learning to acquire skills and experience in their courses of
study in Enugu state While other 40% disagreed.
Item 2, 46.3% said yes that Individuals have interest in constructing skill
acquisition centres to provide avenue for students in higher learning to acquire
skills and experience in their courses of study in Enugu state While 53.7% did not
concur to it.
Item 3, 85.8% agreed that directorate of employment are interested in carving out
skill acquisition centers in Enugu state while 14.2% disagreed.
Item 4, 60% agreed that Youth empowerment organizations are interested in
constructing skill acquisition centre in Enugu state while 40% disagreed.
4.8.3 Research question 3
How will this centre provide development and civilization in Enugu state?
Table 4.6: Percentage scores of respondents on how this centre will provide
development and civilization in Enugu state
S/N Questionnaires
Items
Yes No Total %
%
F
%
F

54. 54
1 Are these skill acquisition
centres located in 9th mile going
to provide development and
civilization in Enugu state?
600 60 400 40 1000 100
2 Are the skill acquisition centres
going to help in harnessing and
developing the natural
resources in Enugu state?
463 46.3 537 53.7 1000 100
3 Is there any peculiar benefit for
these skills to the people of
Ngwo 9th mile in particular and
Enugu State general?
850 85.8 150 15 1000 100
4 Is there any skill acquisition
centre in 9th mile that is not
relevant to the people of 9th mile
Enugu State?
180 18 820 82 1000 100
Comment
From the table above, item 1, 60% agreed that skill acquisition centre(s)
located in 9th mile is/are going to provide development and civilization in Enugu
state while 40% disagreed.
Items 2, 53.7% agreed that skill acquisition centres are going to help in
harnessing and developing the natural resources in Enugu state while 46.3%
disagreed to it. Item 3 85.8% responds that there is peculiar benefit for the
indigenous town of where the skill acquisition centre is located while
14.2% respond no. Item 8 respond that there is skill acquisition that is 9th
mile Enugu that is not reliant to people of Ngwo 9th mile Enugu. While rest
18% disagreed to it. Items 90% respond that is skill outside Enugu that
should be of a great value and beneficial to people Enugu while 10%
disagreed to it.
4.8.4 Research question 4
Is skill acquisition going to help youths to identify their destiny and
develop their potentials to reduce unemployment in Enugu state?

55. 55
Table 4.8.4: Percentage scores of respondents on how skill acquisition will
reduce unemployment in Enugu state
S/N Questionnaires
Items
Yes No Total
%
1 Skill acquisition centre will be a
major boost to youths in
identifying their destiny,
develop their potential and
reduce unemployment in Enugu
state?
800 80 200 20 1000 100
2 Is skill acquisition centre the
only way of creating
employment to the youth of
Enugu state?
463 46.3 537 53.7 1000 100
3 Are the youths of Enugu state
more interested in skill
acquisition than education
850 85.8 150 15 1000 100
4 Has the government of Enugu
state done any programme
related to skill acquisition
before?
700 70 300 30 1000 100
Comment
From the table above, item1, 80% agreed that Skill acquisition centre will be a
major boost to youths in identifying their destiny, develop their potential and
reduce unemployment in Enugu state while 20% responded no. Item 2, 46.3%
agreed that skill acquisition is the only way of employment opportunity to the
youth of Enugu while 53.7% disagreed on it.
Item 3, 85.8% disagreed that Enugu youth does not have interest in skill while
14.2% agreed.
Item 4 70% yield that government of Enugu State has once had anything related
to skill acquisition while 30% disagreed to it.
4.8.4 Summary of Findings
%
F %
F

56. 56
From the analysis of data collected; it was revealed that about 70% of youths in
Enugu State are not skilled-working and are not interested in skill acquisition
either but expecting a white collar job.
However, it was revealed that with appropriate skill acquisition centres
constructed across the State, it will provide the much needed platform hence,
encourage regular hosting, seminar, workshop etc which will go a long way in
alleviating the staggering unemployment rate in the state.
Again, it was also revealed that with the provision of adequate skill
acquisition centres in strategic institutions such as school especially higher
institutions of learning across Enugu state by the relevant bodies such as
government, individuals, industries etc; the long awaited avenue for students in
higher learning to acquire skills and experience in their courses of study would
be a thing of the past thereby helping the youths to identify their destiny, develop
their potentials and reduce unemployment.
In conclusion, if skill acquisition is vigorously encouraged, the ever-
increasing number of youth restiveness, social vices and indifferent attitude
towards skill acquisition will be a thing of the past
CHAPTER FIVE
5.0 DESIGN BRIEF/SPACE PLANNING DATA AND GUIDELINE
5.1. Design brief/proposal: To design a skill acquisition center in
9th mile in Udi L.G.A. Enugu State that will serve the people and
accommodate all the necessary facilities required and the maximum

57. 57
number of people required at peak period. The institution should be
of standard and essential in the next 20-40 years.
5.2 Design Requirements of Various Units /Planning Data
After research and space analysis, the following design
requirement was found necessary;
5.2.1. Entrance: The entrance to the skill acquisition center should
be a focal point easily identifiable and visually outstanding in order
to draw people’s attention from the vast outside space towards the
approach view. The entrance should be large enough to allow easy
access of people and the movement of large objects such as furniture
and equipment. Ramp and stair will be provided at the entrance.
5.2.2. Reception Room: This space shall accommodate the
receptionist and shall be located in the main entrance hall/lobby. It
should be large to accommodate working equipments such as
computer, desk, drawers, and large reception desk/counter and a
waiting area with a seat arrangement of Number of seats is to ratio
6:10 seats.
5.2.3. Administration: There should be a provision of administrative
units. This should be easily accessible from the main entrance but
should also have its own access to the exterior. They should be
positioned such that they could have an oversight of the building
compound.
Exhibition/Showroom: These are space provided for the display of
several objects produced by the students of this entrepreneurship
development center and yet allow for circulation and viewing.

58. 58
Appropriate lighting methods should be adopted. Ceiling should be
high enough to give characters to the halls/rooms and allow for
various types of works.
Library: The library serves as the research arm, providing study
materials and facilities for researchers, students and other curios
minds. It should have a large collection of books and therefore space
for the display.
Circulation:
The design objectives of the circulation patterns should include:
- To have a clear entrance to the complex
- Separation of public and private spaces without completely
breaking the communication link between visitor, staff and
students.
- Minimizing the distance to be traveled by visitors while moving
through the exhibition spaces.
- Provision of aids for vertical movement of the elderly, children
and physically handicapped. Allowing for free movement of
visitors in to the complex without constraints.
- Provision of level access to the building with few ramps.
Restaurant: A restaurant would be provided within the compound to
offer services for the visitors, staff, and students in the center.
Conveniences (male & female): Toilets should be located at
different corners of the building to serve the needs of visitors,

59. 59
Students, and staff.
5.3. SCHUDLE OF ACCOMMODATION:
5.3.1. General Work Areas in the institution: The necessary spaces
required in the institution are;, Car parking, Gate and generator
house, Open field & Garden, canteen, Administration, Research and
utility, Lecture hall, Workshop, hostel.
3.3.2. Administrative facilities: these are spaces like; Reception,
Admin Offices, Conference room, Records/ Archive section, General
offices, Conveniences, Research and Development section.
5.3.3. Departments/Division: Accounting/record, book-keeping,
technical department, catering/domestic department, management
department, I.C.T. department etc.
5.3.4. Academic Facilities: These are spaces necessary in the
center; Library, Classrooms, Laboratories, Workshops, equipment
rooms, Special purpose rooms/areas, multi-purpose room, toilets
and showers, Stock and storage rooms, Conveniences, Auditorium.
3.3.5. Secondary Spaces: Entrance, Lobbies, Courtyards,
Exhibition/ showroom, Restaurant
5.4.0. SPECIAL CONSIDERATION:
For a good institutional design, the Architect must have a sound
knowledge of the Institutional Act, lighting, ventilation, fire
protection, thermal insulation, noise control, drainage of floors, staff
welfare facilities, landscaping etc. Neglect of any of these factors by

60. 60
the Architect may result in one type of discomfort, inflexible, damage
or the other.
5.4.1. TOPOGRAPHY: Topography is the arrangement of the natural
and artificial features of the site, and it can be said that the site is
gentle with a relative uniform slope. The geological masses should be
such that it can be easily excavated and buildable.
5.4.2. VEGETATION. Trees, shrubs, and grasses should be planted
in the environment to keep solar radiation to it barest minimum.
5.4.3. ACCESS: The proposed site has access roads, one access to
the site facing the major road and other at the minor road.
5.4.4 AESTHETICS: This is concerned with beauty, art and
understanding of beautiful things. Aesthetics are the finishing
materials needed for the beautification of a building.
Aesthetics and its components
SOURCE: Oxford Advanced Learners Dictionary 7th Edition.
Aesthetics Consideration includes:

61. 61
● Use of (soothing, not exciting) artwork
●Use of new Lighting Systems, increased use of natural light, natural
materials and colors
●Attention to details, proportions, colors, and scale
●Compatibility of exterior design with surroundings
5.4.5. SAFETY REGULATIONS: To ensure safety and good
learning/working conditions the following conditions shall be
adopted as highlighted below.
a. Adequate exit and clear escape route must be provided.
b. Floor should not be slippery.
c. Classrooms and library should not be stationed too near to
noisy workshop.
d. Workers should have easy access to fire extinguishers,
automatic sprinkler system, fire buckets etc.
e. First aid facilities must be provided in case of injuries.
f. Safety codes and technical working condition must be observed.
5.4.6. NOISE CONTROL: In practical session, besides being an
annoyance, noise might interfere with working efficiency and induce
stress or disturb concentration particularly when the work is difficult
or highly skilled. Therefore Noise control is a vital issue in the design
of any institution.

62. 62
Consideration must be given to mechanical services installations
and technical equipment, which may cause structure borne noise
and vibration.
It is essential that every precaution should be taken in the
layout of the building so that those parts or areas in which noise will
be a nuisance shall be as remote as possible to source of noise.
5.4.7. SUN- SHADING: Fins (vertical and horizontal), windows
blinds, corridors etc. are Sun-shading device and they should be
incorporated in the design to reduce the solar radiation through
fenestration located on the EAST-West facade.
5.4.8. STANDARDIZATION: For good economy purposes, the
center should be standardized and prefabricated so as to reduce
construction time. The desired structural strength will attained
from the standardized and prefabricated structural member and
the building component (walls, structural columns etc.).
5.4.9. COLOURS: Attention should be given while selecting the
color for project. The color could be either warm or cool and it
sends across different impressions thereby creating different
moods and environments. So good coloring is interdependent with
good lighting.
 5.4.10. FORM/ DESIGN CONCEPT: According to Encarta
dictionary, form simply means the shape or appearance of
something. It is the second thing that comes to the mind of any
architect when designing after the function have been resolved.
(SOURCE- Microsoft Encarta dictionary 2009 © 1993-2008).

63. 63
 5.4.11. LOCATION: The skill acquisition center should be located
where there are;
● abundant raw material,
● good road network,
● enough land,
● Good Topography,
● Drainage pattern,
● location of power and water supply line should not be far from
the site and
● Micro-climate and soil
5.4.12. LIGHTING: Effective provision should be made for securing
and maintaining sufficient and suitable lighting, whether Artificial or
Natural lighting in every part of the center.
The lightening aspect of the building depends on the proper
positioning of the site with respect to sun setting direction. Therefore,
during the planning stage, it is important to determine the movement
of the sun in order to achieve a desirable lightening pattern.
5.4.13. VENTILATION: This is proper positioning of the site with
respect to the direction of wind. It is very necessary to have a good
orientation, to get good, Natural ventilation since the wind comes
from northeast and southwest direction, to give good fenestration in
the building.
There are two types of ventilation to be noted which are:

64. 64
5.4.13.1. Natural Ventilation: This can be said to be the natural air
we breathe, this is the free flow of air in the building. Through gaining
cross ventilation in building construction.
5.4.13.2. Artificial Ventilation: This are artificial means of
ventilation which means making of the enclosed spaced comfortable
i.e. creating air in the enclosed space, e.g. of artificial ventilation is
air conditioner, fans etc.
5.4.14. FIRE SAFETY: For any design to stand the test of time and
acquire the standard needed in a very good design, it must have
reasonable fire control measures. These measures are to be
considered for safety
1. EMERGENCY FIRE EXIT: To achieve this, the emergency exit
must be located in such a way or place that can be easily accessed
when there is trouble in the building.
2. FIRE FIGHTING MATERIALS: For maximum fire control in the
entire center, it is necessary that the building materials employed for
construction must have reasonable degree of fire resistance, the
roofing materials, walls, doors and windows should be made of fire
resisting materials.
5.4.14. LANDSCAPE: Landscape is also another important aspects
to consider when embarking on any construction projects because it
help store the building to the site and provide an overall cooling
system by absorption of solar radiation and evaporation by the use
of trees. Planting trees are also useful for beautifying outside space

65. 65
and providing windbreaker. In addition, courtyard if made provision
for should be well landscape.
5.4.15. PARKING SPACE: Parking space is one of the major
necessities to be considered when construction is been done. A skill
acquisition center is supposed to have enough parking spaces for
visitors, students, and staffs.
5.4.16. ORIENTATION: The orientation should portray a skill-
acquiring center and its functionality should be able to give good
access to the workshop and classroom, good movement within and
outside the environment.
5.4.17. Construction Techniques
Construction Materials: All construction materials should
withstand the weather condition adequately. They should not require
excessive maintenance, and should be economical in use. Careful
detailing, good construction, and adequate supervision of the work
should avoid construction failure.
Floor: The floor is made of reinforced concrete and finish with
Ceramic tiles, Terrazzo tiles, and Asphalt in the specified locations.
Wall: The material for the structural walls includes sandcrete
blocks, stones, Glass, reinforced concrete columns, and beams.
Concrete: It requires surface treatment otherwise; it will require
extensive maintenance in 25 year. Good control is needed over mixes

66. 66
and water content. Concrete cover should be plaster, gypsum, thin
stone slabs.
Doors: The doors are wooden and metal doors.
Windows: The windows are louvers and sliding windows.
Ceiling: The ceilings are asbestos and P.V.C. ceiling sheets.
Finishing: The choice of finishes would depend on the client’s
decisions. The following materials are available and recommended:
i. Internal walls – Plaster, Silk paint, wall paper
ii. External walls – Plaster, emulsion paints and Brick tiles
iii. Ceiling – Plaster of Paris and acoustic ceiling tiles
iv. Floors – Ceramic, Terrazzo tiles, and Asphalt.
CHAPTER SIX
6.1 CONCLUSION
In the planning of this skill acquisition center, comprehensive
research and consideration were made in the various aspects
concerned with the existing centers. The research and consideration
geared towards producing a drawing that can stand an architectural
standard, capable of meeting the societal requirement for a standard
vocational center and acceptable by the society. The skill acquisition
center is believed to have met the standard requirement for both

67. 67
national and international standard of a modern skill acquisition
center for the people of Enugu State.
6.2 RECOMMENDATIONS
The researcher has identified the factors that will enhance the design
of a modern concept of a skill acquisition center. From the fieldwork,
the researcher was able to come up with the following findings,
 Lack of space for future expansion
 Lack of training facilities
 Lack of good landscaping and car park.
 Lack of adequate knowledge and training background of
entrepreneurs is one major constrains that hinder the growth
of entrepreneurship.
 Government policies on accessibility of credit facilities have a
negative effect on the development of entrepreneurship
Based on the above mention, the following recommendation was
made

68. 68
 More funds should be made available to both government and
private institutions to facilitate the modern design of this kind.
 Enough land should be provided for the center.
 Universities should adopt a new method of teaching by
emphasizing more on practical rather than theory. Acquiring
Entrepreneurial skills is without doubts an important
component in the Process of economic development. In fact, the
startup and development of small business remains one of the
major ingredients of continued growth in any economy.

69. 69
REFFERENCE/BIBLIOGRAPHY
Abayode, O. (1983), Integrated Economies: A Study of Developed
Economies. London. Advisor Wesley Publishers.
Achebe, C. (1998), the Trouble with Nigeria, Enugu Fourth
Dimension Publishers.
Adekunle, E. (1986), Corruption in Development. University of
Ibadan Press.
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