This document discusses human capital development in technical vocational education for sustainable national development in Nigeria. It makes three key points:
1. Technical vocational education plays an important role in human capital development by developing skills that increase productivity and employability, which supports sustainable economic growth and national development.
2. For technical vocational education to effectively contribute to human capital development, institutions must be well-equipped with infrastructure, workshop facilities, and qualified teachers to ensure graduates acquire skills for gainful employment.
3. Nigeria has faced challenges in technical vocational education like insufficient facilities and teachers, but it remains an important way to reduce unemployment and poverty through skills training.
11.human capital development and economic growth in nigeriaAlexander Decker
1) The document discusses human capital development and economic growth in Nigeria. It analyzes the relationship between investments in education, health, and skills training (proxies for human capital) and GDP (a proxy for economic growth).
2) The analysis finds a strong positive relationship between human capital development and economic growth in Nigeria. However, Nigeria still struggles with high illiteracy, unskilled workers, and uneven distribution of skilled labor.
3) To promote continued economic growth, the document recommends that Nigeria evolve more effective strategies for developing skills and capabilities across its population. It also calls for improved institutions to align training with the needs of different economic sectors.
Economic growth and human development effect of globalization in nigeria evid...Alexander Decker
This document summarizes an article that empirically investigates the effect of globalization on economic growth and human development in Nigeria from 1999-2011. It uses regression analysis to examine how trade openness, financial openness, and migration have impacted economic growth and human development. The analysis found that globalization has had a more significant effect on economic growth than human development. Trade and financial openness were found to have significant negative effects on economic growth and human development, while net migration rate had a positive effect on economic growth and human development, though the effect on human development was insignificant. The findings suggest exercising caution in embracing liberalization policies and mitigating their negative impacts through diversifying exports, strengthening institutions, and reviving industries.
Human capital development and economic growth in nigeriaAlexander Decker
1. The study evaluates the relationship between human capital development and economic growth in Nigeria using data from 1977-2011.
2. The results of the analysis show there is a strong positive relationship between primary school enrollment, life expectancy, and economic growth (proxied by GDP). However, public expenditure on education has a negative impact on economic growth.
3. The findings suggest that investments in education and health can promote economic growth by increasing labor productivity. However, Nigeria needs to improve how it utilizes expenditures on education to achieve quality education and maximize its impact on the economy.
Human Capital Development as a Recipe for Sustainable Growth in Nigeriapaperpublications3
Abstract: The crucial role of education in the overall development of a nation cannot be overemphasized. It is not only seen as a key to poverty reduction and vehicle for promoting equity, fairness and social justice but also helps to supply the essential human capital which is a paramount condition for sustained economic growth. Thus, enhancing effective investment on education and health has been a tenet of growth and development strategies for most countries. The basic objective of this paper investigated the relationship between human capital (through education and effective health care services) and economic growth in Nigeria, using annual time series data from 1981 to 2013. The paper employs OLS methodology with BLUE assumptions, wald test, breusch Godfrey and pairwise granger test was also used to argument the OLS methodology. The result shows that considering the magnitude 1% increase in RGDP (proxy Economic growth) is brought about by 46% increase in (EXPHLTH) expenditure on health, 107% increase in (GFCF) gross fixed capital formation, 92% increase in (TEXPEDU) total expenditure on education, 0.00091% increase in (TLBF) Total labour force. The estimated value of R2 (goodness of fit) of 0.98 or 98% and it show that the independent variables explain about 80% of the variation in the dependent variable. The findings have a strong implication on educational and health policy in Nigeria. The study seems to suggest that a concerted effort should be made by policymakers to enhance educational and health investment in order to accelerate growth which would engender economic growth.
Impact of Human Capital Development on Economic Growth in Nigeriapaperpublications3
Abstract: The crucial role of education in the overall development of a nation cannot be overemphasized. It is not only seen as a key to poverty reduction and vehicle for promoting equity, fairness and social justice but also helps to supply the essential human capital which is a paramount condition for sustained economic growth. Thus, enhancing effective investment on education and health has been a tenet of growth and development strategies for most countries. The basic objective of this paper investigated the relationship between human capital (through education and effective health care services) and economic growth in Nigeria, using annual time series data from 1980 to 2012. The paper employs OLS methodology. The result shows that considering the magnitude, 1% increase in GDP is brought about by 22% increase in human capital. This postulates that an increase in allocation to education and health will lead to increase in GDP. The estimated value of R2 (goodness of fit) of 0.80 or 80% and it show that the independent variables explain about 80% of the variation in the dependent variable. The findings have a strong implication on educational and health policy in Nigeria. The study seems to suggest that a concerted effort should be made by policymakers to enhance educational and health investment in order to accelerate growth which would engender economic growth.
Investment in human capital are central to development, delivering substantial economic benefits in the long term. However, the benefits of these investments often take time to materialize and their benefits to the society are not always visible, leading to underinvestment in human capital. The Human Capital Index quantifies the contribution of health and education to the productivity of the next generation of workers. Nigeria whose capital index (HCI) is 0.34, has been ranked 152 out of 157 countries in the first-ever Human Capital Index released by the World Bank Group which makes is one of the worse in the world.
Role of knowledge economy in asian businessamsh Qureshi
The document discusses the importance of knowledge economies in Asia. It defines knowledge economies as economies that rely on knowledge as the main driver of economic growth, with four key dimensions: educated workforce, innovation system, information infrastructure, and economic incentives. It outlines how several Asian countries like China, Japan, and South Korea have transitioned to knowledge economies. It also analyzes empirical studies showing the positive impact of knowledge economy dimensions like education, R&D spending, ICT infrastructure, and good governance on economic growth in Asia. The document concludes that for Asian countries to sustain growth, they need large investments in education and building strong knowledge economy dimensions.
11.human capital development and economic growth in nigeriaAlexander Decker
1) The document discusses human capital development and economic growth in Nigeria. It analyzes the relationship between investments in education, health, and skills training (proxies for human capital) and GDP (a proxy for economic growth).
2) The analysis finds a strong positive relationship between human capital development and economic growth in Nigeria. However, Nigeria still struggles with high illiteracy, unskilled workers, and uneven distribution of skilled labor.
3) To promote continued economic growth, the document recommends that Nigeria evolve more effective strategies for developing skills and capabilities across its population. It also calls for improved institutions to align training with the needs of different economic sectors.
Economic growth and human development effect of globalization in nigeria evid...Alexander Decker
This document summarizes an article that empirically investigates the effect of globalization on economic growth and human development in Nigeria from 1999-2011. It uses regression analysis to examine how trade openness, financial openness, and migration have impacted economic growth and human development. The analysis found that globalization has had a more significant effect on economic growth than human development. Trade and financial openness were found to have significant negative effects on economic growth and human development, while net migration rate had a positive effect on economic growth and human development, though the effect on human development was insignificant. The findings suggest exercising caution in embracing liberalization policies and mitigating their negative impacts through diversifying exports, strengthening institutions, and reviving industries.
Human capital development and economic growth in nigeriaAlexander Decker
1. The study evaluates the relationship between human capital development and economic growth in Nigeria using data from 1977-2011.
2. The results of the analysis show there is a strong positive relationship between primary school enrollment, life expectancy, and economic growth (proxied by GDP). However, public expenditure on education has a negative impact on economic growth.
3. The findings suggest that investments in education and health can promote economic growth by increasing labor productivity. However, Nigeria needs to improve how it utilizes expenditures on education to achieve quality education and maximize its impact on the economy.
Human Capital Development as a Recipe for Sustainable Growth in Nigeriapaperpublications3
Abstract: The crucial role of education in the overall development of a nation cannot be overemphasized. It is not only seen as a key to poverty reduction and vehicle for promoting equity, fairness and social justice but also helps to supply the essential human capital which is a paramount condition for sustained economic growth. Thus, enhancing effective investment on education and health has been a tenet of growth and development strategies for most countries. The basic objective of this paper investigated the relationship between human capital (through education and effective health care services) and economic growth in Nigeria, using annual time series data from 1981 to 2013. The paper employs OLS methodology with BLUE assumptions, wald test, breusch Godfrey and pairwise granger test was also used to argument the OLS methodology. The result shows that considering the magnitude 1% increase in RGDP (proxy Economic growth) is brought about by 46% increase in (EXPHLTH) expenditure on health, 107% increase in (GFCF) gross fixed capital formation, 92% increase in (TEXPEDU) total expenditure on education, 0.00091% increase in (TLBF) Total labour force. The estimated value of R2 (goodness of fit) of 0.98 or 98% and it show that the independent variables explain about 80% of the variation in the dependent variable. The findings have a strong implication on educational and health policy in Nigeria. The study seems to suggest that a concerted effort should be made by policymakers to enhance educational and health investment in order to accelerate growth which would engender economic growth.
Impact of Human Capital Development on Economic Growth in Nigeriapaperpublications3
Abstract: The crucial role of education in the overall development of a nation cannot be overemphasized. It is not only seen as a key to poverty reduction and vehicle for promoting equity, fairness and social justice but also helps to supply the essential human capital which is a paramount condition for sustained economic growth. Thus, enhancing effective investment on education and health has been a tenet of growth and development strategies for most countries. The basic objective of this paper investigated the relationship between human capital (through education and effective health care services) and economic growth in Nigeria, using annual time series data from 1980 to 2012. The paper employs OLS methodology. The result shows that considering the magnitude, 1% increase in GDP is brought about by 22% increase in human capital. This postulates that an increase in allocation to education and health will lead to increase in GDP. The estimated value of R2 (goodness of fit) of 0.80 or 80% and it show that the independent variables explain about 80% of the variation in the dependent variable. The findings have a strong implication on educational and health policy in Nigeria. The study seems to suggest that a concerted effort should be made by policymakers to enhance educational and health investment in order to accelerate growth which would engender economic growth.
Investment in human capital are central to development, delivering substantial economic benefits in the long term. However, the benefits of these investments often take time to materialize and their benefits to the society are not always visible, leading to underinvestment in human capital. The Human Capital Index quantifies the contribution of health and education to the productivity of the next generation of workers. Nigeria whose capital index (HCI) is 0.34, has been ranked 152 out of 157 countries in the first-ever Human Capital Index released by the World Bank Group which makes is one of the worse in the world.
Role of knowledge economy in asian businessamsh Qureshi
The document discusses the importance of knowledge economies in Asia. It defines knowledge economies as economies that rely on knowledge as the main driver of economic growth, with four key dimensions: educated workforce, innovation system, information infrastructure, and economic incentives. It outlines how several Asian countries like China, Japan, and South Korea have transitioned to knowledge economies. It also analyzes empirical studies showing the positive impact of knowledge economy dimensions like education, R&D spending, ICT infrastructure, and good governance on economic growth in Asia. The document concludes that for Asian countries to sustain growth, they need large investments in education and building strong knowledge economy dimensions.
Human capital refers to the skills, knowledge, and health that enable people to be productive. Developing human capital through education and training is important for economic growth. While Pakistan has made some investments in education and seen gains in literacy and human development, it spends less than comparable countries on health and education. Improving human capital will require greater investment, better education quality, and addressing issues like population growth and unequal access to opportunities.
Investment in Education Entrepreneurship and Economic Growth in Nigeriapaperpublications3
Abstract: The paper investigated the relationship between investment in education, entrepreneurship and economic growth in Nigeria using annual time-series data from 1981 to 2013. OLS methodology, Johansen Co-integration and Error correction technique were employed to analyze macroeconomic data sourced from CBN statistical bulletin. The OLS result shows through its 98% goodness of fit value that all variable except unemployment are positively related to the gross domestic product, proxy for economic growth in Nigeria. The Co-integration test and the Error-correction technique revealed that a long-run relationship exists between investment in education, entrepreneurship and economic growth in Nigeria. The study suggests that the government should take appropriate measures to adequately invest in the educational sector and also place more attention on the development of small and medium-sized enterprises in order to ensure sustainable economic growth in Nigeria.
Human resource facilitates economic development. It refers to a country's population in terms of size, skills, education levels, and productivity. Countries should engage in manpower planning to develop their human resources. Proper utilization of human resources leads to increased production, development of skills, and improved quality of life. Models like the Coale-Hoover model indicate that economic growth depends on growth in labor force and amount of capital available per laborer. Countries with higher per capita GDP and literacy rates tend to be more productive. India and China are expected to have the largest working-age populations and together produce 40% of the world's graduates by 2020, positioning them to be the top two economies based on GDP by 2050.
This document provides an overview of human capital including its economic perspective, sources, pillars, and indexes. It discusses human capital indexes for top countries including India. The four pillars of human capital are education, health, workforce/employment, and enabling environment. India ranks 78th out of 122 countries on the overall human capital index, with relatively low scores in health and the enabling environment. The document concludes by noting the importance of human capital for development and identifying challenges to improving human capital in India like population growth and lack of education and health facilities.
Graduate unemployment in nigeria entrepreneurship and venture capital nexusAlexander Decker
This document discusses graduate unemployment in Nigeria and proposes ways to address it through entrepreneurship and venture capital. It begins by outlining the high rates of unemployment in Nigeria, including graduate unemployment which accounts for 32% of total unemployment. It then advocates for establishing a venture capital bank to provide loans to unemployed graduates with business ideas to encourage entrepreneurship. Finally, it recommends that universities update their curricula to reflect employer needs and that the government improve infrastructure to support private sector growth and job creation.
This document discusses youth unemployment in Nigeria and proposes ways to address the issue. It begins by introducing the scope and objectives, which are to understand the causes of youth unemployment, challenges to solving it, and how to transition to more employment opportunities. It then analyzes the nature and characteristics of youth unemployment in Nigeria, finding high rates particularly for those aged 15-24 and those with secondary education. The document outlines many challenges to sustainable youth employment, including weak institutions, corruption, and insecurity. Finally, it proposes a path forward through reforms like improving institutions, investing in infrastructure, developing technical skills programs, and supporting small businesses and entrepreneurship.
ENTREPRENEURSHIP DEVELOPMENT AND UNEMPLOYMENT IN NIGERIAIJM Journal
A number of policy intermediations in Nigeria that were targeted at inspiring and stimulating entrepreneurship development through small and medium scale enterprises have botched. In its place of creating in-country entrepreneurial capacity, entrepreneurs have been converted and become distribution agents of imported goods. This paper argues the development of entrepreneurship and stressed that it has been instrumental in economic growth, balanced regional development and job creation in most vibrant economies, where technology is changing at a faster rate and the product lifetime cycle is dwindling. This paper also looks at Nigeria’s growing unemployment situation and how it increasingly deteriorates the potentials of the country. It emphasizes the prominence and significance of entrepreneurship as realistic machinery for sustainable economic growth and employment generation in Nigeria seeing the experiences of developed nations like Australia, the United States and vibrant economies like China and India.
This document discusses human capital investment and outlines a three pillar approach:
1. The Human Capital Index measures and tracks the productivity of future workers based on their expected health and education outcomes.
2. Improving measurement and research of human capital formation to better support investment decisions.
3. Engaging countries to develop national strategies to accelerate progress on human capital through early adopters.
Key areas of focus are improving survival rates, quality of education, adult health, and creating an aligned education system focused on learning outcomes.
This document analyzes the relationship between human capital development, government spending on human resource development (HRD), and labor productivity in Pakistan. It finds that:
1) Pakistan is performing relatively poorly on HRD indicators compared to other South Asian countries and has lower government spending on HRD as a percentage of GDP than the South Asian average.
2) Labor productivity in Pakistan continues to decline over time, except in some services sectors over the past decade.
3) Greater coordination is needed between federal and provincial governments on HRD programs to improve skills development, education, and productivity.
Human Capital and Human Resource Developmentcmutamba
Human capital refers to the knowledge, skills, and abilities gained through education and training. Several economists viewed human capital as a form of investment that yields returns both privately to individuals in the form of higher income and publicly through greater productivity. More recent views see human capital as the collective knowledge and capabilities of individuals that create competitive advantages for organizations and drive economic growth at national and international levels. Expenditures on education and training are considered investments in human capital that improve productivity.
1. Human capital formation refers to increasing the productive qualities of a country's labor force through education, skills training, health care, and other means.
2. Key factors that influence human capital formation in Pakistan include low literacy rates, lack of on-the-job training, insufficient health and nutrition levels, and inadequate basic infrastructure and services.
3. Improving human capital formation is important for Pakistan's economic development as it can increase labor productivity and utilization of resources, promote technological advancement, boost industrial performance, and reduce poverty and unemployment. However, challenges to human capital formation in Pakistan include rapid population growth, unequal access to education, and lack of awareness about its benefits.
The document discusses several factors contributing to regional differences in educational attainment in India. It notes that states differ in language, culture, needs, climate and more. As a result, some regions lack educational facilities while others prioritize education more. For example, states like Bihar, Rajasthan and Uttar Pradesh have lower literacy rates while states like Kerala, Tamil Nadu and Uttaranchal have higher rates. Generally, regions with lower standards of living, fewer job opportunities and more subsistence level work value education less. Poverty also prevents families from sending children to school, as they rely on child labor. Gender disparities further contribute to regional differences in education across India.
The document discusses how human capital formation through education, health, job training, and access to information leads to economic growth and development. It contributes to increased earnings potential, technological advancement, and improved standards of living globally. Recent reports predict India will become a major economic power in the 21st century, with fast growth expected among BRICS countries including India, China, Brazil, and South Africa.
The Influence of Economic Growth on Poverty, Investment, and Human Developmen...Suwandi, Dr. SE.,MSi
This paper discusses about the economic growth that has a direct impact on Human Development Index (HDI) and indirect one on the increase of investment absorption and decrease of poverty. Besides, we can know that economic growth has a direct impact on the increase of investment, as well as it directly affects the decrease of poverty level by using partial test quantitative analysis. To increase the economic growth and reduce poverty as well as to increase HDI, these are what to do (a) revitalizing the agriculture to help main sector of Fak Fak district (agriculture); (b) giving modal such as: banking soft loan with easy terms and revolving fund for the right target in the form of natura (cows, sheeps, etc.) that can accelerate the increase of economic; (c) regional government facilitates the linkage and partnership program with “win-win solution” concept.
This document discusses the concept of human capital, how it differs from physical capital, and how human capital formation contributes to economic development. It covers the introduction, definition of human capital, sources and challenges of human capital formation, and conclusion. Human capital refers to the skills, expertise, and education of a nation's population that contributes to production, unlike physical capital such as machinery.
Human capital: Education and health in economic development egpShivani Baghel
A brief study on the economic development of health and education in India in the present scenario.
It talks about joint investment in both the sectors considering their rate of return, while dealing with questions like why increasing income is not sufficient? It also briefs about child labor and gender gap.
Human capital formation is the process of increasing the stock of human capital over time through investments in education, health, on-the-job training, and other factors. In India, major sources of human capital formation include expenditures on education, health, migration, and information. Education sector in India has grown significantly since independence, with increased access to primary, secondary, and higher education. However, challenges remain around literacy, vocational training, gender and rural disparities, and low government expenditures. Human capital formation is crucial for economic growth as it raises productivity, innovation, and standards of living.
Human capital formation is the process of acquiring skills, education, and experience that are essential for economic and political development. It refers to the stock of skills and expertise in a nation. Key determinants of human capital formation include expenditure on education, on-the-job training, and study programs for adults. Human capital formation contributes to economic growth by increasing productivity, facilitating innovation, and promoting a higher rate of participation and equality in society.
Human capital refers to the skills and knowledge that people acquire through investment in education, health, job training, migration, and information. Some key sources of human capital formation include spending on education, which enhances the productive workforce; spending on health through preventative medicine, curative treatment, and health literacy; on-the-job training through internal and external programs; migration to seek better jobs and living conditions; and acquiring information about labor markets and education/health markets.
Vocational and technical education a tool for sustainable development in nigeriaAlexander Decker
Vocational and technical education can promote sustainable development in Nigeria by:
1) Providing skills training to reduce unemployment and poverty, which are problems in Nigeria.
2) Equipping students with practical skills for employment and self-employment opportunities.
3) Contributing to economic growth if given more resources and support from the government.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
Human capital refers to the skills, knowledge, and health that enable people to be productive. Developing human capital through education and training is important for economic growth. While Pakistan has made some investments in education and seen gains in literacy and human development, it spends less than comparable countries on health and education. Improving human capital will require greater investment, better education quality, and addressing issues like population growth and unequal access to opportunities.
Investment in Education Entrepreneurship and Economic Growth in Nigeriapaperpublications3
Abstract: The paper investigated the relationship between investment in education, entrepreneurship and economic growth in Nigeria using annual time-series data from 1981 to 2013. OLS methodology, Johansen Co-integration and Error correction technique were employed to analyze macroeconomic data sourced from CBN statistical bulletin. The OLS result shows through its 98% goodness of fit value that all variable except unemployment are positively related to the gross domestic product, proxy for economic growth in Nigeria. The Co-integration test and the Error-correction technique revealed that a long-run relationship exists between investment in education, entrepreneurship and economic growth in Nigeria. The study suggests that the government should take appropriate measures to adequately invest in the educational sector and also place more attention on the development of small and medium-sized enterprises in order to ensure sustainable economic growth in Nigeria.
Human resource facilitates economic development. It refers to a country's population in terms of size, skills, education levels, and productivity. Countries should engage in manpower planning to develop their human resources. Proper utilization of human resources leads to increased production, development of skills, and improved quality of life. Models like the Coale-Hoover model indicate that economic growth depends on growth in labor force and amount of capital available per laborer. Countries with higher per capita GDP and literacy rates tend to be more productive. India and China are expected to have the largest working-age populations and together produce 40% of the world's graduates by 2020, positioning them to be the top two economies based on GDP by 2050.
This document provides an overview of human capital including its economic perspective, sources, pillars, and indexes. It discusses human capital indexes for top countries including India. The four pillars of human capital are education, health, workforce/employment, and enabling environment. India ranks 78th out of 122 countries on the overall human capital index, with relatively low scores in health and the enabling environment. The document concludes by noting the importance of human capital for development and identifying challenges to improving human capital in India like population growth and lack of education and health facilities.
Graduate unemployment in nigeria entrepreneurship and venture capital nexusAlexander Decker
This document discusses graduate unemployment in Nigeria and proposes ways to address it through entrepreneurship and venture capital. It begins by outlining the high rates of unemployment in Nigeria, including graduate unemployment which accounts for 32% of total unemployment. It then advocates for establishing a venture capital bank to provide loans to unemployed graduates with business ideas to encourage entrepreneurship. Finally, it recommends that universities update their curricula to reflect employer needs and that the government improve infrastructure to support private sector growth and job creation.
This document discusses youth unemployment in Nigeria and proposes ways to address the issue. It begins by introducing the scope and objectives, which are to understand the causes of youth unemployment, challenges to solving it, and how to transition to more employment opportunities. It then analyzes the nature and characteristics of youth unemployment in Nigeria, finding high rates particularly for those aged 15-24 and those with secondary education. The document outlines many challenges to sustainable youth employment, including weak institutions, corruption, and insecurity. Finally, it proposes a path forward through reforms like improving institutions, investing in infrastructure, developing technical skills programs, and supporting small businesses and entrepreneurship.
ENTREPRENEURSHIP DEVELOPMENT AND UNEMPLOYMENT IN NIGERIAIJM Journal
A number of policy intermediations in Nigeria that were targeted at inspiring and stimulating entrepreneurship development through small and medium scale enterprises have botched. In its place of creating in-country entrepreneurial capacity, entrepreneurs have been converted and become distribution agents of imported goods. This paper argues the development of entrepreneurship and stressed that it has been instrumental in economic growth, balanced regional development and job creation in most vibrant economies, where technology is changing at a faster rate and the product lifetime cycle is dwindling. This paper also looks at Nigeria’s growing unemployment situation and how it increasingly deteriorates the potentials of the country. It emphasizes the prominence and significance of entrepreneurship as realistic machinery for sustainable economic growth and employment generation in Nigeria seeing the experiences of developed nations like Australia, the United States and vibrant economies like China and India.
This document discusses human capital investment and outlines a three pillar approach:
1. The Human Capital Index measures and tracks the productivity of future workers based on their expected health and education outcomes.
2. Improving measurement and research of human capital formation to better support investment decisions.
3. Engaging countries to develop national strategies to accelerate progress on human capital through early adopters.
Key areas of focus are improving survival rates, quality of education, adult health, and creating an aligned education system focused on learning outcomes.
This document analyzes the relationship between human capital development, government spending on human resource development (HRD), and labor productivity in Pakistan. It finds that:
1) Pakistan is performing relatively poorly on HRD indicators compared to other South Asian countries and has lower government spending on HRD as a percentage of GDP than the South Asian average.
2) Labor productivity in Pakistan continues to decline over time, except in some services sectors over the past decade.
3) Greater coordination is needed between federal and provincial governments on HRD programs to improve skills development, education, and productivity.
Human Capital and Human Resource Developmentcmutamba
Human capital refers to the knowledge, skills, and abilities gained through education and training. Several economists viewed human capital as a form of investment that yields returns both privately to individuals in the form of higher income and publicly through greater productivity. More recent views see human capital as the collective knowledge and capabilities of individuals that create competitive advantages for organizations and drive economic growth at national and international levels. Expenditures on education and training are considered investments in human capital that improve productivity.
1. Human capital formation refers to increasing the productive qualities of a country's labor force through education, skills training, health care, and other means.
2. Key factors that influence human capital formation in Pakistan include low literacy rates, lack of on-the-job training, insufficient health and nutrition levels, and inadequate basic infrastructure and services.
3. Improving human capital formation is important for Pakistan's economic development as it can increase labor productivity and utilization of resources, promote technological advancement, boost industrial performance, and reduce poverty and unemployment. However, challenges to human capital formation in Pakistan include rapid population growth, unequal access to education, and lack of awareness about its benefits.
The document discusses several factors contributing to regional differences in educational attainment in India. It notes that states differ in language, culture, needs, climate and more. As a result, some regions lack educational facilities while others prioritize education more. For example, states like Bihar, Rajasthan and Uttar Pradesh have lower literacy rates while states like Kerala, Tamil Nadu and Uttaranchal have higher rates. Generally, regions with lower standards of living, fewer job opportunities and more subsistence level work value education less. Poverty also prevents families from sending children to school, as they rely on child labor. Gender disparities further contribute to regional differences in education across India.
The document discusses how human capital formation through education, health, job training, and access to information leads to economic growth and development. It contributes to increased earnings potential, technological advancement, and improved standards of living globally. Recent reports predict India will become a major economic power in the 21st century, with fast growth expected among BRICS countries including India, China, Brazil, and South Africa.
The Influence of Economic Growth on Poverty, Investment, and Human Developmen...Suwandi, Dr. SE.,MSi
This paper discusses about the economic growth that has a direct impact on Human Development Index (HDI) and indirect one on the increase of investment absorption and decrease of poverty. Besides, we can know that economic growth has a direct impact on the increase of investment, as well as it directly affects the decrease of poverty level by using partial test quantitative analysis. To increase the economic growth and reduce poverty as well as to increase HDI, these are what to do (a) revitalizing the agriculture to help main sector of Fak Fak district (agriculture); (b) giving modal such as: banking soft loan with easy terms and revolving fund for the right target in the form of natura (cows, sheeps, etc.) that can accelerate the increase of economic; (c) regional government facilitates the linkage and partnership program with “win-win solution” concept.
This document discusses the concept of human capital, how it differs from physical capital, and how human capital formation contributes to economic development. It covers the introduction, definition of human capital, sources and challenges of human capital formation, and conclusion. Human capital refers to the skills, expertise, and education of a nation's population that contributes to production, unlike physical capital such as machinery.
Human capital: Education and health in economic development egpShivani Baghel
A brief study on the economic development of health and education in India in the present scenario.
It talks about joint investment in both the sectors considering their rate of return, while dealing with questions like why increasing income is not sufficient? It also briefs about child labor and gender gap.
Human capital formation is the process of increasing the stock of human capital over time through investments in education, health, on-the-job training, and other factors. In India, major sources of human capital formation include expenditures on education, health, migration, and information. Education sector in India has grown significantly since independence, with increased access to primary, secondary, and higher education. However, challenges remain around literacy, vocational training, gender and rural disparities, and low government expenditures. Human capital formation is crucial for economic growth as it raises productivity, innovation, and standards of living.
Human capital formation is the process of acquiring skills, education, and experience that are essential for economic and political development. It refers to the stock of skills and expertise in a nation. Key determinants of human capital formation include expenditure on education, on-the-job training, and study programs for adults. Human capital formation contributes to economic growth by increasing productivity, facilitating innovation, and promoting a higher rate of participation and equality in society.
Human capital refers to the skills and knowledge that people acquire through investment in education, health, job training, migration, and information. Some key sources of human capital formation include spending on education, which enhances the productive workforce; spending on health through preventative medicine, curative treatment, and health literacy; on-the-job training through internal and external programs; migration to seek better jobs and living conditions; and acquiring information about labor markets and education/health markets.
Vocational and technical education a tool for sustainable development in nigeriaAlexander Decker
Vocational and technical education can promote sustainable development in Nigeria by:
1) Providing skills training to reduce unemployment and poverty, which are problems in Nigeria.
2) Equipping students with practical skills for employment and self-employment opportunities.
3) Contributing to economic growth if given more resources and support from the government.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
This document discusses quality assurance in technical vocational education (TVE) for sustainable national development in the 21st century. It defines TVE and outlines its importance for providing skilled workers and empowering youth. The status of TVE in Nigeria is examined, noting issues like inadequate funding, resources, and the perception of TVE. Quality assurance is defined as measures to ensure TVE achieves its goals. Sustainable development and the role of TVE in enabling it are also discussed. The document concludes with recommendations like increasing government funding for TVE to improve its quality and contribution to Nigeria's sustainable development.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
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The document discusses technical and vocational education and training (TVET) in Ghana. It outlines that TVET is important for skill acquisition and industrial development as it equips people with technical skills needed for socioeconomic development. The government recognizes strengthening TVET through reforms such as competency-based training. However, TVET faces challenges like outdated curricula and lack of practical industry exposure. The document calls for strengthening industry collaboration and adopting competency-based training to improve TVET.
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Technical and vocational education and training (tvet) in nigeria and energy ...Alexander Decker
This document discusses the role of technical and vocational education and training (TVET) in Nigeria's national transformation agenda. It makes three key points:
1) TVET focuses on developing practical skills that are useful for industry, in contrast to previous education models that focused on credentials. TVET can build human capacity and drive economic growth if policies support linking education to workplace skills.
2) TVET is important for human resource development and capacity building through research and skills training. However, TVET in Nigeria faces challenges like underfunding, outdated equipment, and a lack of clarity in goals and objectives.
3) For Nigeria to achieve transformation, TVET must be supported and the focus should be on competence over
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It begins by defining TVET and identifying skills and knowledge as important for economic growth. The study aims to investigate factors that contribute to quality TVET for self-reliance, including student factors, school factors, instructional materials, and government strategies. A questionnaire was administered to 36 TVET teachers. The results found that students often lack background in TVET and confidence in it as a career. Schools have inadequate facilities, materials, and practical periods. Instructional materials like tools, textbooks, and ICT resources are also insufficient. The document recommends that governments prioritize TVET curriculum planning and ensure qualified teaching staff
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This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It identifies that skill and knowledge acquisition are important for economic growth. TVET aims to provide these skills through technical education programs. The goals of TVET in Nigeria are to provide trained workers, technical skills for development, and skills for self-reliant individuals. However, increasing unemployment shows these goals have not been fully achieved. The study aims to investigate factors like students, schools, instructional materials, and government strategies that can help improve TVET and make it more effective for self-reliance.
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management of education and entrepreneurial skills in Nigeria. Highlighted in the paper were some means
through which economic security, employment generation and entrepreneurial skills could be enhanced for
students in tertiary institutions. The definition of some terms was outlined. Further discussed in the paper were:
the importance of developing entrepreneurial skills curriculum in education; managing education through
effective utilization of entrepreneurship education for promotion of economic security and employment
generation; and the challenges affecting effective utilization of entrepreneurship education for promotion of
economic security and employment generation. Some recommendations were proffered towards managing
education through effective utilization of entrepreneurship education as means for promoting economic and
employment generation. Among such recommendations included: education stakeholders and government
should ensure adequate funding of education; and effective propagation and utilization of entrepreneurship
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education, secondary education and higher education in order to inculcate into individuals entrepreneurial
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This document summarizes a study that assessed employability skills among technical and vocational education students in Nigeria. The study surveyed 233 final year students across various technical programs. It found that students highly rated the importance of employability skills but rated their own competency in these skills as low. Only 7 of 32 employability skills were rated above average in terms of competency. The study concludes that technical schools in Nigeria should focus on better equipping students with employability skills to improve their job prospects.
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses a study that assessed the relationship between technical and vocational skills acquired through TVET institutions and skills required in the job market in Uasin Gishu County, Kenya. The study found that:
1) Some skills acquired in TVET like interpersonal skills, personal qualities, ability to use numerical data, and critical analysis were below what is required by employers.
2) However, TVET institutions were providing adequate skills in areas like management skills, thinking skills, and creativity/innovation that match employer requirements.
3) To better achieve development goals, TVET policies and approaches need major adjustments to better equip students with the skills demanded by new industries.
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses the relationship between the skills acquired through technical and vocational education and training (TVET) programs and the skills required in the job market. It finds that some skills provided by TVET institutions, such as interpersonal skills, personal qualities, and the ability to use numerical data, are below what employers require. However, TVET programs adequately provide skills in areas like management, thinking, creativity and innovation. The document calls for reforms to TVET programs and policies to better align acquired skills with labor market needs to achieve development goals and reduce unemployment.
Competency based education and training in technical Alexander Decker
This document discusses competency-based education and training (CBET) and its potential implications for sustainable national security and development in Nigeria. It defines CBET as an approach that focuses on what learners can do upon completion rather than the learning process, with competencies based on industry standards. The key characteristics of CBET include selecting carefully defined competencies, integrating skills practice with supporting theory, self-paced learning, and assessing mastery of individual competencies. Implementing CBET in technical and vocational education in Nigeria could help address the lack of employable skills among graduates and in turn reduce unemployment, increasing national security and development.
Competency based education and training in technical Alexander Decker
This document discusses competency-based education and training (CBET) and its potential implications for sustainable national security and development in Nigeria. It defines CBET as an approach that focuses on what learners can do upon completing training rather than the training process itself. The key characteristics of CBET include identifying clear competencies, integrating skills practice with supporting theory, self-paced learning, and assessing learners on demonstration of skills. The document argues that adopting CBET in technical and vocational education in Nigeria could help address the problem of graduates lacking employable skills, thereby reducing unemployment and supporting national security and development goals.
This document discusses innovations in technology and vocational education (TVE) in Nigeria over the past decade. It notes that while TVE has contributed to development, it has not received adequate attention in Nigeria. The document outlines five areas of TVE innovation in Nigeria in rural and urban sectors. These innovations have helped impart skills but barriers remain. The document concludes by recommending that the government create a supportive environment for innovative TVE systems and allow risk-taking without penalty to further advance the sector.
Contribution of Skill Development Program on Self-Employment in Nyamagana Dis...AI Publications
This study aimed to investigate the contribution of skill development to self-employment. The study specifically aimed to identify skills development programs required for self-employment among youth. To identify the roles of stakeholders in contributing to skills development programs on self-employment among youth and to examine factors hindering the contribution of skills development programs towards self-employment among youth. Based on the findings through questionnaires and interviews it can be concluded that skills development programs are very important for youth selfemployment in society. That skills development contributes highly to the youth in the determination of entrepreneurship opportunities; it then gives youth time to learn about the management of their enterprises as well as creating a link between one economic sector to another. However, it was established that there are challenges facing skills development programs among youth, which need to be mitigated properly to obtain positive, results about the improvement of youth selfemployment.
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Human capital development in technical vocational education (tve) for sustainable national development
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.7, 2013
100
Human Capital Development in Technical Vocational Education
(TVE) for Sustainable National Development
1,2,
*Audu, Rufai; 2
Igwe, Christopher Obeta & 3
Onoh, C.E.C.
1
(Department of Technical & Engineering Education, Universiti of Teknologi Malaysia)
2
(Industrial & Technology Education Department, Federal University of Technology Minna, Niger State,
Nigeria)
3
(Department of Technology & Vocational Education, Enugu State University of Science & Technology Nigeria)
* (Corresponding Author, Tel: +60149808910, +2348033174958 e-mail:audu.rufai@yahoo.com)
Abstract
The globalization process, knowledge economy and the emergence of new modes of production in the industries
in the 21st
century has brought about new challenges for the developing economies and their labor markets.
However, there is a clear indication now that human skills plays an important role in sustaining the current pace
of growth and development through enhanced productivity of human capital. The paper discussed extensively on
human capital development in TVE for sustainable national development in Nigeria. The paper also stressed on
the concept of TVE and role of TVE human capital development for sustainable national development in Nigeria.
The paper concludes that TVE institutions at all levels should be well equipped with good infrastructures,
workshop facilities as well as employing qualified teachers to enable the graduates of the program to acquire the
required skills for gainful employment in order for them to contribute to the development of their society and the
nation at large.
Keywords: Human Capital Development, Technical Vocational Education, Productivity, Sustainable
National Development.
1. Introduction
Education is considered the most effective means of bringing about total change that would ensure accelerated
economic growth and national development for any country. In Nigeria for instance, the educational system
operated at post-independence placed emphasis on academic excellence rather than acquisition of technical
vocational skills which prepare the individual for a more useful and fulfilling life within the society. In other
words, the system focused and emphasized on subjects in the humanities or arts at the expense of TVE which
can facilitate practical skills acquisition that is generally believed to be more relevant to the development of a
nation.
However, the increasing importance of TVE for sustainable national development has been stressed by
multinational donor organizations (OECD, 2009; Asian Development Bank (ADB), 2008; ILO, 2008; World
Bank, 2007; DFID, 2007; European Training Foundation (ETF), 2006a) for three reasons. First, although the
UNESCO Education for All (EFA) initiative has been successful in improving enrolment rates and the quality of
primary education, a new problem has arisen in terms of how to promote employability among secondary
education graduates. Secondly, global environmental, social and economic development trends provide a
rationale for TVE and human capital development, as a better skilled labor force is a required precondition for
sustainable development, based on coping with environmental issues using appropriate technologies and
maintaining infrastructures that minimise pollution and reduce the greenhouse effect. Thirdly, socioeconomic
development requires specific kinds of qualified human capital. Whereas knowledge-based economies are likely
to increase employment opportunities for non-academic post-secondary and university graduates. TVE is
considered by development experts and donors to be a specific human capital development instrument that can
be effective in promoting socioeconomic progress. Investments in TVE is seen as an approach to increasing
economic competitiveness and reducing poverty increasing productivity, employability and sustainable national
development (Wallenborn, 2010).
2. Human Capital Development (HCD)
The importance HCD cannot be over-emphasized according to OECD (2001:18) human capital is defined as:
“the knowledge, skills, competencies and attributes embodied in individuals that facilitate the creation of
personal, social and economic wellbeing” HCD is the process of capacity building and strategic mobilization of
human capital which unlocks the door of modernisation, increases productivity and greater global trade as well
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as integrates them with the world economies (Kazmi, 2007). According to Erhurua (2007) human capital
development presupposes investments, activities and processes that produce knowledge, skills, health or values
that are embodied in people. It implies building an appropriate balance and critical mass of human resource base
and providing an enabling environment for all individuals to be fully engaged and contribute to goals of an
organization or a nation. Any effort to increase human knowledge, enhance skills, productivity and stimulate
resourcefulness of individuals is referred to as HCD.
HCD as a process of increasing human knowledge, enhance skills increase productivity and stimulate
resourcefulness of trainees should be systematic, sustainable and strategic. The process should be systematic to
the extent that there should be a plan for which previous activities will provide support for upcoming activities
while facilitating the attainment of set goals. The process should be sustainable since the product (human capital)
must make desired and enduring impact on the organization or society. The process should be strategic to the
extent that there are well-defined goals and targets whose attainments are time bound. It should be dynamic,
responsive and result oriented; continually evolving and proactive to address emerging challenges (Enyekit,
eta’l., 2011). The most important outcome of an effective HCD system is that it opens up decent employment
opportunities by enhancing workers’ abilities to secure and retain jobs, progress at work and cope with the
change. Investment in priority areas of education and skills development become very important for reducing the
gap between knowledge based workforce and a low-skilled workforce. HCD has also emerged as the primary
and most effective means for reducing chronic absolute poverty, reducing gender-oriented and inter-generational
income inequalities (Kazmi, 2007).
HCD specifically improves skill levels of the workforce, impacts positively on economic growth, raises
productivity levels and reduces unemployment Solow (Kazmi, 2007). Wagner (2005) stressed that TVE and
professional training system would have a major positive impact on national competitiveness. The ILO global
report on information technology (2001a) points out that the full benefits of the new wave of technological
change cannot be appreciated without creating a striking balance of skills. Promoting a knowledge-based
economy puts a huge premium on acquiring an appropriate education and demand-driven skills. HCD has
received worldwide recognition as an important factor for achieving a rapid transformation of economies from
agrarian, to industrialized economies. As elaborated in the ILO's World Employment Report 1998-99, demand
for skilled labour has been rising as a result of globalization, and the technological advancement has led to
changes in work organization. HCD is the intangible factor of the production that brings human intellect, skills
and competencies in the production and provision of goods and services. It is that human capability and
productivity engendered through knowledge and skills acquired from TVE, training and experience and
facilitated by an environment. Elements of human capital would include knowledge, skills, attitudes and
motivation belonging to an enterprise or society and engaged in the development of that enterprise or society to
fulfil its objectives.
3. Concept of Technical Vocational Education
Technical vocational education is defined according to Akerele (2007) as that aspect of education that exposes
the learner to the acquisition of demonstrable skills that could be transformed into economic benefits and
sustainable livelihood. Mar (2011:4) in introducing UNESCO’s technical vocational education and training
definition and strategy, stated that TVE is defined as a comprehensive term referring to those aspects of the
educational process involving, in addition to general education:
• the study of technologies and related sciences;
• as well as the acquisition of practical skills, attitudes, understanding, knowledge relating to occupations
in various sectors of economic and social life.
TVE is to be understood as:
• an integral part of general education;
• a means of preparing for occupational fields and for effective participation in the world of work;
• an aspect of lifelong learning and a preparation for responsible citizenship;
• an instrument for promoting environmentally sound sustainable. Development (Greening TVE
International Framework);
• a method of facilitating poverty alleviation.
TVE can therefore be seen as the formal training of persons to acquire skills, knowledge, attitude for gainful
employment in a particular occupation. Thus any education that is geared towards teaching technical skills and
attitudes suitable to such skills can be regarded as TVE (Audu, eta’l., 2013). According to Enyekit & Enyenili
(2007) TVE includes preparation for employment in any occupation for which specialized education is required,
for which there is a societal need, which can be most appropriately done in schools. It is concerned with the
whole hierarchy of occupations from those requiring relatively short periods of specialized preparations such as
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clerks, typists to occupations requiring specialized professionals: thus it includes the whole spectrum of labor
force from semi-skilled to technicians and paraprofessionals. TVE is a vehicle upon which the skills of
workforce are built. Effective implementation of TVE will lead to graduates acquisition of the required skills for
gainful employment or future self-reliant for sustainable human capital development in the globalized world.
TVE as an instrument for change and development and a provider of service oriented skills, which play a
significant role in economic revival for sustainable human capital development. It is on the recognition of these
needs that the National Policy on Education places emphasis on TVE at the secondary and tertiary institutions
(Awotunde, 2004).
3.1 Role of Technical Vocational Education in Human Capital Development for
Sustainable National Development
The role of TVE in HCD for sustainable national development cannot be overemphasized. According to Alam
(2007) human capital theory has powerful influence on the analysis of labor market. Alam further noted that
investment in education and training produces benefit both to the individual, society and the nation as a whole.
The return on investment for society and the nation will be a skilled workforce that will enable global
competitiveness and economic growth, while the return of the individual will be a better career path, increased
earning and a better quality of life. Amaehule & Enyekit (2010) stated that effective implementation and
utilization of TVE programs will inculcate the necessary skills and competencies that would help the youth to be
self-reliant. This would lead to the much desired human capital development in the economy. Amaehule &
Enyekit went further to explain that TVE equips individuals with certain competences, technological and
managerial skills to be able to manage human and material resources for increased productivity in an
organizational set-up.
According to Fagerlind & Shah (Alam 2008) the concept of ‘human capital’ suggests that education and training
raises the productivity of workers, and increases their lifetime earning capacity. Alam (2007) states that
governments perceive increased demands for skills when the labor supply shows rapid growth, when
employment grows quickly, or when employment increases significantly. They argue that governments have
called TVE to help unemployed young people and older workers get jobs, reduce the burden on higher
education, attract foreign investment ensure rapid growth of earnings and employment, and reduce the inequality
of earnings between the rich and the poor. Colin (Alam 2008) also states that TVE can play vital role for
development planning, but he warns that if the policy makers do not make it up‐to‐date, and TVE schools do not
have enough qualified teaching faculty and sufficient facilities to offer quality TVE, it will not be useful. He also
claims that these are not limitations of TVE per se, but limitations of the educational policy of the country.
Bennell (1996) states that though TVE has been a powerful influence in development planning; indiscriminate
offering of TVE programs may have negative impact on development. Arriagada & Ziderman (Alam, 2008)
criticize TVE, saying that it does not play an appropriate role in development and claim that the higher
investment needed for TVE does not seems to be compensated for by high return. However his definition of
TVE can explain a good significant role of TVE in development: “Vocationalization refers to effort by school to
include in their curriculum those practical subjects which are likely to generate among the students some basic
knowledge, skills and dispositions that might prepare them to think becoming skilled worker or to enter other
manual occupations”. The World Bank Policy Paper on TVE (1991), says that to get the maximum benefit to
national development from TVE certain factors must be considered:
• well‐timed modern programs or courses linked with local and global demands;
• relevant and up‐to‐date TVE courses need to be developed;
• proper justification in respect of individual country that is at which level of schooling is best in offering
TVE courses; and
• wider range of TVE courses need to be developed in terms of demand and cost effectiveness (not only
for offering various programs but also for the duration of the programs, for student classification in
terms of their merit, ages, job market, etc.).
Lewin (1993:14) claims that TVE seems to allow us to “kill many birds with the same stone.” Akyeampong
(2002) points out that TVE in national educational system is not only for its economic contribution but also for
its cultural, social and political contribution. International Labor Organization (ILO) (2001b) claims that TVE is
intended as a bold and courageous step to undertake, with the changing scenario for economic life by developing
human capital for increasing productivity and sustainable national development. Alam (2007) observes that
TVE not only benefits those who gain it through increased income, but also helps overall social development.
The return on investment for the society will be a skilled workforce that will enable global competitiveness and
economic growth, while the return for the individual will be an improved career path, increased earning power
and a better quality of life. According to Fagerlind & Saha (1989) the concept of ‘human capital’ suggests that
education and training raises the productivity of workers and increases their earnings over their lifetime. But this
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is not always true for the high proportion of learners and trainees who have gain education leaving certificates. It
is the people with the highest level of education, as observed by Fagerlind & Saha who are most likely to benefit
from human capital investment.
3.2 TVE in Nigeria
A brief look at the Federal Republic of Nigeria (FRN) in the National Policy on Education (NPE) (FRN, 2004)
aims of TVE amongst others shows the rationale for government interest and support to the skill-oriented
education. In addition to TVE providing skilled manpower and reducing youth unemployment, it has
contributed significantly to economic development by reducing poverty through access to various income areas,
supporting foreign investment and largely transforming attitudes of people to TVE (Adebambo, 2007). Prior and
after independence, the system of TVE in Nigeria was the continuation of the colonial system. Much of what
goes into TVE was modelled after the apprenticeship system (Audu, eta’l., 2013).
TVE in Nigeria has encountered a lot of problems during its developmental stage. Amongst these is the problem
of insufficient provision of instructional materials, tools and equipment. Experts in the field of TVE have
expressed the necessity for adequate physical, human and financial resources to effectively execute a TVE based
curriculum. Akaninwor (2001) in his study traced the technological backwardness in the country to lack of
infrastructure and equipment for TVE. Puyate (2001) is of the view that instructional facilities should be looked
at vis-à-vis the curriculum in order to make TVE effective. He stressed on a TVE curriculum that will meet the
present needs of the 21st
century demands of the society. Supporting his view, Aghenta (Onyene, eta’l., 2007)
affirms that the TVE curriculum should be based on occupational and manpower needs to avoid irrelevant
courses and time wastage
Adebambo (2007) noted that in the past, the effort to promote TVE has ignored the provision of trained teachers.
He recalled that the National Teachers Training Certification (NTTC) was needed to meet the demand for
technical teachers in many technical institutions and training schools. The emphasis then was on how to teach
and what not to teach. This led to the establishment of the Nigerian Certificate in Education (Technical) (NCE,
Tech) program. This has more content on what to teach and a little about how to teach. Also, in the past,
technical teachers were sent overseas for training because of the cost implication it was stopped. In recent times,
they are trained through the Technical Teachers Training Program (TTTP) the resultant effect has been a
shortage of teaching personnel in the technical schools. To compound the problem, the NPE just like the Ashby
commission recommendation ignored the issue of production of teachers for TVE. Awakuna (2006) affirms that
the problem of production of TVE teachers has resulted in their paucity which is one of the obstacles in TVE in
Nigeria.
It was also noted by Aina (Agbolade, 2007) that government neglect in terms of inadequate funding of the
training program has not helped the TVE teachers hence their insufficiency in the technical colleges. Whilst the
problem of shortage of technical teachers exists in the country generally, a study carried out in one of the Federal
Colleges of Education (Technical) by Onyene eta’l., (2007) revealed that the teachers are qualified but fairly
adequate in the quantity needed. Another study by Kalejaye (2007) revealed that present day technical teachers
are good in theory but lacking in practice. In the same vain, Ashaye (2007) countered this in his own study
which revealed that technical teachers have practical knowledge but are hindered by lack of appropriate
instructional resources.
Another problem of TVE in Nigeria is that it is seen by the society as education for the low status (Nwokomah,
2005). This is as a result of the low image of 'blue-collar' jobs which TVE offers. The Nigerian education system
before independent and even after independence prepared students for basic "white collar' jobs. Over time, the
paucity of jobs led to high unemployment rate and also a high level of poverty in the society (Moja, 2000; Ebong
& Leigha, 2006). The Nigerian society wrongly believes that those who are not academically biased study TVE
subjects. It is because of this reason that most parents are not willing to encourage their wards to study TVE
subjects. The urge for certificates and degrees in preference to technical vocational skills is as a result of the
fact that when it comes to political appointments, leadership positions and decision making, degree holders in
different fields are favored most than their counterparts with technical vocational skills (Nwokomah, 2005).
4. Conclusion
The globalization process, knowledge economy and the emergence of new modes of production in the industries
in the 21st
century has brought about new challenges for the developing economies and their labor markets. To
face these challenges, it is imperative to be competitive in the world market, which to a large extent is driven by
scientific and technological innovations. Education and training require to be made need-oriented, multi-skill and
flexible to meet changing needs of the local industry and overseas demand. However, there is a clear indication
now that human skills plays an important role in sustaining the current pace of growth through enhanced
productivity of human capital. Setting up TVE institutions at all levels with good infrastructures, workshop
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facilities as well as employing qualified teachers is very important for graduates of TVE programs to acquire the
required skills for gainful employment in order for them to contribute to the development of their society and the
nation at large.
5. Recommendations
In order for Nigeria to achieve HCD through TVE for sustainable national development, the following
recommendations were made:
• The public-private partnership is necessary to achieve the desired goals of human resource development.
The country’s present TVE training system is largely supported by the public sector which is not likely
to improve the knowledge and skills that Nigeria needs badly. This is to say that the task of TVE
provision cannot be tackled by government alone. The involvement of major Nigerian stakeholders,
complemented by partnerships with international agencies, NGOs, Foundations, (etc.) will be essential
if the goals and potentials of Nigerians are to be realized using TVE for sustainable national
development.
• The current situation of knowledge and appropriate skills needs significant improvements. Nigeria must
prioritise its investment in education, especially TVE. Investment in TVE is very important, keeping in
view the global development. Without proper knowledge and skills Nigeria is not likely to compete
properly in the globalized world
• Government, communities, industries, religious organizations, labor unions Non-Governmental
Organizations (NGOs), wealthy individuals in the society should be encouraged in the funding of TVE
for the smooth running of TVE in terms provision of infrastructural and workshop facilities such as
tools, equipment and machines for the acquisition of skills of by the graduates of TVE program to
enable them fit into the labour or be gainfully employed in industries or related organizations or to
become self-employed in order to contribute to the socioeconomic development of the nation.
• The government should come out with a clear-cut policy on what is the role of TVE institutions in
terms of human capital development for employment creation and poverty reduction and sustainable
national development.
• The society needs re-orientation in order to change their wrong perception about TVE. In advanced
nations individuals with technical skills and experience in relevant fields are highly respected and thus
work in tandem with those with formal education. The worth of every worker should depend on the
person’s skills and knowledge and not the stack of academic degrees one has.
Acknowledgement
The authors would like to thank all those who contributed to making this research successful. Also, we would
like to thank all the reviewers for their insightful comments. This work was sponsored by the Research
Management Unit, Universiti Teknologi Malaysia.
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