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 However, TVET in Nigeria faces challenges like underfunding, outdated equipment, and a lack of clarity in goals and objectives.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
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.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
The document discusses enhancing vocational, technical, and special education in Ekiti State, Nigeria. It notes that while Ekiti State has invested in education, the current system is not adequately preparing students for jobs or self-employment. It argues that vocational and technical education should be emphasized starting in junior secondary school to give students sellable skills. The document also provides background on Ekiti State and outlines strategies for improving vocational, technical, and special education programs to better support the state's development goals.
This document discusses vocational education and its role in poverty reduction and sustainable community development in Nigeria. It begins by defining vocational education and reviewing best practices from countries like Australia, Finland, Germany, Hong Kong, and the United States. It then examines forms of vocational education historically practiced in Nigeria, including modern vocational training centers. It argues that Nigeria's 125 technical schools are inadequate for its population of 120 million and that expanding vocational education could empower Nigerians and reduce poverty, enabling greater citizen participation in community development. In conclusion, the document advocates for vocational education as a tool to address Nigeria's high unemployment and poverty rates.
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
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
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
Entrepeneural education in nigeria universities a recipe for national develop...Alexander Decker
This document summarizes the historical development of entrepreneurship education in Nigerian universities. It discusses how since 2004, both public and private universities have integrated entrepreneurship education into their curriculums. Programs were established at universities like University of Ibadan in 2003 and University of Nigeria Nsukka, University of Ilorin, and others have also started similar programs under different names. The National Universities Commission also made entrepreneurship education a policy to help graduates become self-employed. Both public and private universities offer entrepreneurship courses at undergraduate levels to support this goal.
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.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
The document discusses enhancing vocational, technical, and special education in Ekiti State, Nigeria. It notes that while Ekiti State has invested in education, the current system is not adequately preparing students for jobs or self-employment. It argues that vocational and technical education should be emphasized starting in junior secondary school to give students sellable skills. The document also provides background on Ekiti State and outlines strategies for improving vocational, technical, and special education programs to better support the state's development goals.
This document discusses vocational education and its role in poverty reduction and sustainable community development in Nigeria. It begins by defining vocational education and reviewing best practices from countries like Australia, Finland, Germany, Hong Kong, and the United States. It then examines forms of vocational education historically practiced in Nigeria, including modern vocational training centers. It argues that Nigeria's 125 technical schools are inadequate for its population of 120 million and that expanding vocational education could empower Nigerians and reduce poverty, enabling greater citizen participation in community development. In conclusion, the document advocates for vocational education as a tool to address Nigeria's high unemployment and poverty rates.
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
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
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
Entrepeneural education in nigeria universities a recipe for national develop...Alexander Decker
This document summarizes the historical development of entrepreneurship education in Nigerian universities. It discusses how since 2004, both public and private universities have integrated entrepreneurship education into their curriculums. Programs were established at universities like University of Ibadan in 2003 and University of Nigeria Nsukka, University of Ilorin, and others have also started similar programs under different names. The National Universities Commission also made entrepreneurship education a policy to help graduates become self-employed. Both public and private universities offer entrepreneurship courses at undergraduate levels to support this goal.
This paper discusses how the nature and character of education available to Nigerians in the Niger Delta Region has for long contributed to, and, over the years, aggravated rather than ameliorate the agitation over resources, and how the diversification towards entrepreneurial development can act as a long term solution to the crisis. This comes from the background that a concrete source of agitation in the Niger Delta is the unending demand for paid employment by the youth; with which the multinational oil companies cannot, as they claim, cope.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
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
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Entrepreneurship development through vocational education Alexander Decker
This document summarizes research on entrepreneurship development through vocational education training and its role in skills acquisition and manpower development in developing economies. It discusses key concepts like skills acquisition, manpower development, and challenges facing vocational education training. The document outlines different types of skills that vocational education students should acquire, including innovative, practical, self-motivation, financial, marketing, time management, administrative, and professional skills. It also defines entrepreneurship and entrepreneurship education, noting that vocational training prepares learners to be innovative entrepreneurs who can contribute to economic development.
This document discusses entrepreneurship education in Nigeria and its role in reducing unemployment and promoting self-reliance and economic development. It begins by outlining Nigeria's problem of unemployment among university graduates. It then discusses how entrepreneurship education can help graduates develop skills to become entrepreneurs and create their own jobs rather than searching for nonexistent jobs. The document also examines challenges facing entrepreneurship development in Nigeria and outlines the purpose, research questions, scope, limitations, and significance of studying entrepreneurship education. It aims to encourage graduates to pursue entrepreneurship as a way to stimulate the economy and reduce unemployment.
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.
Principals’ perception of entrepreneurship education as a management strategy...Alexander Decker
This document summarizes a study on principals' perceptions of entrepreneurship education as a strategy for economic security in Rivers State, Nigeria. The following key points were discussed:
1) The study examined the role, challenges, and prospects of entrepreneurship education according to principals' perceptions. It found that principals viewed entrepreneurship education as playing an important role in economic security through job creation and skills development.
2) The main challenges identified were lack of funding, inconsistent government policies, and lack of infrastructure. However, principals disagreed that lack of qualified teachers and poor working conditions were challenges.
3) Principals agreed there was greater emphasis on entrepreneurship education but disagreed that investment and government funding were
This paper discusses how science, technology, and innovation (STI) can be used to improve quality of life and sustainable development in developing countries. It argues that access to appropriate technologies promotes improvements in living conditions. The ability of local firms to access technological know-how is important for economic growth. Examples discussed include using computers to enhance production, transportation, energy, commerce, education and health. The paper concludes that developing countries cannot suppress change and must find ways for technology to be applied to address pressing needs.
Article for Inclusive Growth for Sustainable Development - P. SivananthanSivananthan Pathmanathan
This document discusses inclusive growth and skills development in Sri Lanka. It notes that true growth involves improvements in socioeconomic development, culture, politics, and quality of life. Skills development is crucial for inclusive growth and sustainable development by empowering people and protecting natural resources. In Sri Lanka, the technical education sector faces challenges in meeting high demand for skilled workers due to lack of access, quality, and relevance in training programs. The government is taking initiatives to reform technical education, introduce new programs, and better align training with labor market needs to address skills shortages. These reforms aim to provide equal opportunities and support inclusive growth.
The current economic recession in Nigeria today tells the whole story; Nigeria is faced with lots of challenges ranging from high rate of poverty, youth and graduate unemployment, over dependence on foreign goods and technology, insecurity, low economic growth and development, poor infrastructural development among others (Ekwesike, 2012)
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
This document discusses adult basic education in the 21st century. It notes that globalization has led to high unemployment globally as many individuals lack skills required for the modern economy. Adult basic education is needed to provide fundamental education, entrepreneurship training, and computer skills to help adults gain skills for additional training opportunities. Literacy is also connected to environmental protection and development. A new paradigm for adult basic education in the 21st century must prepare adults for the knowledge-based economy through various skills programs.
Effective Management of Secondary Education as an Instrument for National Sec...iosrjce
The document discusses the relevance and challenges of effective management of secondary education in Nigeria for national security and sustainable development. It finds that secondary education plays an important role in providing alternatives for national unity and development by meeting human needs. However, it faces challenges such as inadequate funding, lack of qualified teachers, poor infrastructure, and examination malpractice that hinder its effectiveness. The purpose is to identify the relevance of secondary education management for security and development and the challenges faced in achieving this.
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.
Human capital development in technical vocational education (tve) for sustain...Alexander Decker
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.
This document discusses the importance of entrepreneurship education for science teachers in Nigeria as a means of achieving national transformation. It begins by defining entrepreneurship and explaining why entrepreneurship education is becoming more important in modern society. It then presents the results of interviews with 40 science teachers which found that 30% had an understanding of entrepreneurship as developing identity and self-efficiency, 60% saw it as a technical or cooperative activity, and 10% had no idea. The document concludes that increasing science teachers' knowledge of entrepreneurship can help change negative attitudes and better implement entrepreneurship education goals for national development.
This paper discusses how the nature and character of education available to Nigerians in the Niger Delta Region has for long contributed to, and, over the years, aggravated rather than ameliorate the agitation over resources, and how the diversification towards entrepreneurial development can act as a long term solution to the crisis. This comes from the background that a concrete source of agitation in the Niger Delta is the unending demand for paid employment by the youth; with which the multinational oil companies cannot, as they claim, cope.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
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
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Entrepreneurship development through vocational education Alexander Decker
This document summarizes research on entrepreneurship development through vocational education training and its role in skills acquisition and manpower development in developing economies. It discusses key concepts like skills acquisition, manpower development, and challenges facing vocational education training. The document outlines different types of skills that vocational education students should acquire, including innovative, practical, self-motivation, financial, marketing, time management, administrative, and professional skills. It also defines entrepreneurship and entrepreneurship education, noting that vocational training prepares learners to be innovative entrepreneurs who can contribute to economic development.
This document discusses entrepreneurship education in Nigeria and its role in reducing unemployment and promoting self-reliance and economic development. It begins by outlining Nigeria's problem of unemployment among university graduates. It then discusses how entrepreneurship education can help graduates develop skills to become entrepreneurs and create their own jobs rather than searching for nonexistent jobs. The document also examines challenges facing entrepreneurship development in Nigeria and outlines the purpose, research questions, scope, limitations, and significance of studying entrepreneurship education. It aims to encourage graduates to pursue entrepreneurship as a way to stimulate the economy and reduce unemployment.
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.
Principals’ perception of entrepreneurship education as a management strategy...Alexander Decker
This document summarizes a study on principals' perceptions of entrepreneurship education as a strategy for economic security in Rivers State, Nigeria. The following key points were discussed:
1) The study examined the role, challenges, and prospects of entrepreneurship education according to principals' perceptions. It found that principals viewed entrepreneurship education as playing an important role in economic security through job creation and skills development.
2) The main challenges identified were lack of funding, inconsistent government policies, and lack of infrastructure. However, principals disagreed that lack of qualified teachers and poor working conditions were challenges.
3) Principals agreed there was greater emphasis on entrepreneurship education but disagreed that investment and government funding were
This paper discusses how science, technology, and innovation (STI) can be used to improve quality of life and sustainable development in developing countries. It argues that access to appropriate technologies promotes improvements in living conditions. The ability of local firms to access technological know-how is important for economic growth. Examples discussed include using computers to enhance production, transportation, energy, commerce, education and health. The paper concludes that developing countries cannot suppress change and must find ways for technology to be applied to address pressing needs.
Article for Inclusive Growth for Sustainable Development - P. SivananthanSivananthan Pathmanathan
This document discusses inclusive growth and skills development in Sri Lanka. It notes that true growth involves improvements in socioeconomic development, culture, politics, and quality of life. Skills development is crucial for inclusive growth and sustainable development by empowering people and protecting natural resources. In Sri Lanka, the technical education sector faces challenges in meeting high demand for skilled workers due to lack of access, quality, and relevance in training programs. The government is taking initiatives to reform technical education, introduce new programs, and better align training with labor market needs to address skills shortages. These reforms aim to provide equal opportunities and support inclusive growth.
The current economic recession in Nigeria today tells the whole story; Nigeria is faced with lots of challenges ranging from high rate of poverty, youth and graduate unemployment, over dependence on foreign goods and technology, insecurity, low economic growth and development, poor infrastructural development among others (Ekwesike, 2012)
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
This document discusses adult basic education in the 21st century. It notes that globalization has led to high unemployment globally as many individuals lack skills required for the modern economy. Adult basic education is needed to provide fundamental education, entrepreneurship training, and computer skills to help adults gain skills for additional training opportunities. Literacy is also connected to environmental protection and development. A new paradigm for adult basic education in the 21st century must prepare adults for the knowledge-based economy through various skills programs.
Effective Management of Secondary Education as an Instrument for National Sec...iosrjce
The document discusses the relevance and challenges of effective management of secondary education in Nigeria for national security and sustainable development. It finds that secondary education plays an important role in providing alternatives for national unity and development by meeting human needs. However, it faces challenges such as inadequate funding, lack of qualified teachers, poor infrastructure, and examination malpractice that hinder its effectiveness. The purpose is to identify the relevance of secondary education management for security and development and the challenges faced in achieving this.
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.
Human capital development in technical vocational education (tve) for sustain...Alexander Decker
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.
This document discusses the importance of entrepreneurship education for science teachers in Nigeria as a means of achieving national transformation. It begins by defining entrepreneurship and explaining why entrepreneurship education is becoming more important in modern society. It then presents the results of interviews with 40 science teachers which found that 30% had an understanding of entrepreneurship as developing identity and self-efficiency, 60% saw it as a technical or cooperative activity, and 10% had no idea. The document concludes that increasing science teachers' knowledge of entrepreneurship can help change negative attitudes and better implement entrepreneurship education goals for national development.
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
Quality Technical, Vocational Education and Training: A Tool for Self RelianceIOSR Journals
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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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
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economic needs, thus, with the much emphasis on compulsory education, increase in school enrolment at all
levels and the proliferation of universities in the country, national productivity and economic development
remain stiffened. Given this concern, there is need to develop knowledge- based educational curriculum in core
economic areas that requires building a strong link between universities and industry for research, development
and entrepreneurship. This will involve creating opportunities in collaboration at institutional level, capturing
the labour market and private sector needs, and capturing needs in capacity building in quality assurance,
research and leadership development in higher education. This is informed by a policy front in Education for
the attainment of Economic Objective, established by this paper.
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This study investigated the role of universities in developing human capital through training programs for lecturers and the implications for national transformation in Nigeria. The study found that opportunities for lecturers to attend retraining programs like conferences and workshops had a significant relationship with improvements in their teaching effectiveness and the transformation of students. It was concluded that ongoing training is an important way for universities to develop lecturers' skills and knowledge to transform teaching approaches and better prepare students to contribute to national development. The researchers recommended increased government funding for training programs to continuously develop the human capital in universities.
The Policy and Practice of Preparing the Nigerian Teacher for the Challenges ...iosrjce
Nigeria like all other countries in the world has a National Policy on Education which provides the
template to guide among other things the preparation of its teachers for the challenges of the new generation.
While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to
effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil
its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other
stakeholders should brace up by summoning the political courage to faithfully implement its provisions on
teacher preparation as provided in the NPE so that the country will be a key player in the new generation.
This is an advocacy to sensitize the Public on Technical Vocational Education and Training (TVET), as the key to unlock the quagmire of Education and Economy..!
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 the use of information and communication technologies (ICTs) in education in South Africa. It argues that education and society are interdependent and that introducing ICTs into education can help address challenges like poverty, inequality, and lack of infrastructure by making knowledge more accessible. While South Africa faces obstacles to widespread ICT adoption due to its development status, starting with ICT training for teachers could help drive initial implementation. Long-term, expanding ICT access and skills across the education system has the potential to transform teaching and learning at both the national and international levels through collaborative knowledge-sharing.
Alleviating poverty through educationabstractLärarrummet
This document discusses alleviating poverty through education in Kenya. It notes that education leads to acquiring skills and knowledge which provide both long-term and short-term benefits. It defines human capital as the stock of competencies, knowledge, and skills embodied in individuals that allows them to economically productive. The document also discusses Kenya's policy framework which aims to stimulate economic growth and eliminate poverty through sustainable policies and a conducive environment for innovation. It focuses on the Technical, Vocational Education and Training (TIVET) sector and its role in producing skilled professionals needed to achieve Kenya's Vision 2030. The conference aims to learn lessons from Kenyans who have lifted themselves out of poverty using skills gained from education to improve
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
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Technical and vocational education and training (tvet) in nigeria and energy development, marketing and national transformation
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
134
Technical and Vocational Education and Training (TVET) In
Nigeria and Energy Development, Marketing and National
Transformation
K.R.E. Okoye1
Okwelle, P. Chijioke2*
1. Department of Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria
2. Department of Science & Technical Education, Rivers State University of Science and Technology,
Port Harcourt, Nigeria
* Email of the corresponding Author: pc_okwelle@yahoo.com
Abstract
Education is considered by many as an agent of human development, social mobility and socio-economic
development of any society. However, it is arguable that the type and quality of education a nation offers to its
citizens is a function of the level of progression of that nation. In this context, technical and vocational
education and training (TVET) has been recognized as the wide-diversified education system instrumental in
making the remarkable contribution to economic growth of a country by a way of suitable manpower production
relevant to the needs of industry, society and changing technological work environment. This paper explores the
TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET
policies for human resource development, capacity building, energy development and professional marketing in
the national transformation agenda.
Keywords: Capacity building, energy development, human resource development, national transformation
agenda, technical and vocational education and training,
1. Introduction
Education is a process of training designed to give knowledge, develop skills and abilities that could lead to the
development of mental alertness and the right attitude to life. This implies that if education is adequately
inculcated in human-kind, individuals would meaningfully help themselves and positively contribute to the
growth and welfare of their immediate community. In essence, education remains the single factor that
guarantees both individual growth and community development. Thus, if an individual acquires skills and the
right attitude, and realistically apply the skills and right attitude for the benefit of his society, it means that
education has helped to change (transform) the individual for better and pragmatically too.
Pragmatism involves thinking about (i.e. knowledge) and treating issues in a realistic and practical manner to
achieve result rather than by theory (Collins English Dictionary, 2011). In other words, education is an agent of
human development, social mobility and national transformation. It is a universal concept that differs from
society to society (Okafor, 2012).
The form of education that place emphasis on pragmatic attitude as a priority (for individual and community
development) is technical and vocational education and training (TVET). TVET is the form of education that
advocates development of the head (knowledge), training of the hand (dexterity) and enriching the heart
(conscientiousness and painstaking), - the 3Hs. TVET is a total deviation from the previous emphasis on 3Rs, -
reading, writing and arithmetic, which was fundamentally a form of credentializing entry into elite status with its
graduates/products roaming about seeking for the non-existing white collar jobs. TVET is the education for
those who need it, those who want it, and those who want to progress by it. It is a result oriented form of
education. It is not education for the dullards or educationally disadvantaged people.
The result oriented form education had been with and part of us – Africans. The problems that bedevil Africa
today, could be traced to the colonial period. Colonization, simply put (Sifuna, 2001), was a mechanism of
exploitation when colonial education was designed to serve the needs of the colonial country, by producing
educated cadre of labour force without skills but trained to facilitate economic production in offices. In this wise,
the colonial education placed no premium on promoting skills acquisition and capacity building on advanced
professions in engineering, technology and allied courses for Africans. In many countries of African extraction,
it is currently apparent that non-professional system of education is no more suitable for the desired human
capacity building and national development.
The belief is that developmental mechanisms in Africa would be more progressive if Africans should pursue a
kind of development which is endogenous to African environment. For instance, development (Sifuna, 2001) is
not simply an economic process, but a complex whole that has to arise endogenously from deep down inside
each society. It springs from the culture in question, and cannot be reduced to imitation of developed countries or
societies. That is to say, people cannot be developed. They can only develop themselves (Nyerere, 1968).
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
135
This contention implicates that the international packages on education (that have been followed with disastrous
consequences) should be resisted by Africans in favour of international co-operation that is more sensitive to the
Africa’s own designed development strategies. Contentiously therefore, what is required in Nigeria for human
and industrial transformation is the system of education that totally make a break with rhetorics, semantics and
all other past but ineffective mechanisms of knowledge acquisition. Thus, the system of education needed for the
national transformation agenda is the education system that should place emphasis on knowledge, skills and
values that are based on Nigerian setting in which the learners will live and work. Argumentatively, the
transformation from rhetorics to value oriented form of education appears to be only viable with TVET, the
education form which emphasis is on knowledge, skill, value and product. This paper therefore decided to look
at the context of TVET and;
Trends on its policies for human and national transformation
Human Resource Development and Capacity Building
Energy Development in Human Resource for National Transformation
Professional Marketing as a Factor in the National Transformation Agenda
2. Trends on TVET Policies for Human and National Transformation
Much as we know, the world has tremendously changed for good. Most of these changes are inherent in science
and technology. Hence, emphasis currently appears to be on applied sciences and applied technology. As a result,
most jobs currently have become more complicated, and as technology changes very rapidly, 80% of jobs that
people do require technical and vocational skills (Maclean, 2006). In this regards, TVET is therefore very crucial
for developed countries to maintain competitiveness, crucial for countries in transition (like Nigeria) to serve as
the driver for moving into a developed economy, and for the less developed countries, TVET is also crucial since
the overall aim is poverty reduction.
Any of these categories (developed, developing or less developed) a country may belong, demands that TVET
should be more focused on the ability to learn and to apply new skills, which is very essential for every
individual, for every work place and for every country. This demand goes a long way to buttress on why the
emphases of TVET mostly lie on the development of the 3Hs, i.e. the head, the hand and the heart.
Educating the head is important in order to develop a cadre of intelligent workforce, training of the hand is
essential to raise army of highly skilled workforce in any work they may become engaged and to educate the
heart ensures the moulding of the workforce into good and responsible citizens and patriots. Therefore, for
effective human and national transformation, teaching and learning must shift from one-time-learning to life-
long-learning and from what the teacher knows to what the learners (the community or country) needs.
Instructions must not be based on teaching for the job people will do but on learning for self or paid employment.
Implicitly, the curriculum of instruction must strongly emphasize competency-based TVET system that is
anchored on a competency-based TVET training model. Thus, to prepare the learners (Nigerians) with this
training model as a guide implicates that training must be industry-oriented and partly conducted at the
workplace under actual work conditions. This is referred to as dual training system (DTS) with the recognition
that TVET should be inter-linked with the actual workplace. In this manner, the industry (actual workplace)
serves to transmit the specific work skills and as well the classroom for acquiring the necessary related theory
contents.
The highlight here is that if Nigeria should achieve adequate human development and national transformation
through TVET system, efforts must be directed at producing workforce with higher level of requisite technical
knowledge and thinking skill. In so doing, TVET would have helped in moving the workforce into
environmentally conscious practices that address environmental, economic and social sustainability, while
meeting the needs of industries and individual learners.
3. TVET and Human Resource Development and Capacity Building
One outstanding mandate of TVET is to provide individuals with learning experiences and training that equip
them with skills to manipulate their natural environment and nurture development for their immediate
community and the nation in general. To manipulate and nurture development hinges on research activities to
improve on technological arts meant for both domestic and commercial utilisation. As Gbenedio (2012) puts it,
peoples’ search on technology tools enhances their information search and directs them on how to make use of
such tools. The kind of research undertaken by scholars in any community or country could increase human
capacity for the nation’s economy.
From most literature, one of the problems that inhibit meaningful research output in technology and vocational
training is high unit cost. May be by error of unabated corrupt tendencies or error of commissioned collaboration
involving management and those delegated to ensure implementation, what appears deliberate under-valuation of
research on TVET projects and policies has been reoccurring in Nigeria. Consequently, not much has been
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
136
achieved in Nigeria in respect to TVET comparably.
For instance, the core mandate to link industry and school activities on TVET programs in order to facilitate
research and skill acquisition, the stakeholders in TVET programs have not shown adequate commitment to
actualize that. The stakeholders in quote are; management of all institutions offering TVET programs, all levels
of government in the country and affiliate individuals of professional repute in TVET and other development
agencies, local or international. In Brazil, the policy, “link industry with school activities”, was implemented.
Subsequently, graduates of the TVET program in that country become employed in the industry on graduation.
Currently, most of the luxurious buses plying Nigerian roads are imported from Brazil as dividend from good
TVET program of that country. Also, Onyedika (2012) observed that the second largest plant which generates
about 140,000MWatts located in Amizon wilderness in Brazil was facilitated by a group of professional experts
who went through TVET programs in that country.
The next aching problem is the absence of clarity of aims and objectives on TVET programs in Nigeria. Most
professionals in TVET seem not to understand what their professional responsibilities are due to their own poor
up-bringing in the field. The popular saying goes that, a teacher does not give what he has not. Some even appear
naive about the changes in the labour market and would never want to follow the trend to effect changes in the
curriculum. Just as Onyedika (2012) puts it, one of the problems among Nigerian elites is that they are totally
unwilling to effect educational changes that are likely to undermine their selfish interest.
On the other hand, many TVET instructors find it difficult to transform theories into practice. The idea of I see I
know, and when I do I remember is negated. As such, instructions in the field appear to be abstract and which in
most cases are delivered on out-dated machines and equipment that are no more in use. At the end of the day, the
objectives of TVET emphasizing skills, utility values and product are not achieved. The products of the program
then turn out to become job seekers instead of being engaged in meaningful self or paid employment.
Subsequently, the community appears to settle down with a view that seems to classify TVET programs as
destitute vocation and with low status accorded to the graduates of the program even by their fellow graduates in
other fields. This low status accorded to TVET program by Nigerians has been a long standing problem against
human resource development and adequate human capacity building in TVET programs in Nigeria.
The national transformation agenda might be a mirage if serious and due attention is not given to correct the
negative impression Nigerians develop against TVET system of education. The teachers of technology must be
mindful of this fact as to make amend. Bukit (2006) suggested that teachers of technology should as much as
possible inject flexibility in their instructional processes which should be based on articulation between courses,
credit transfer and recognition of prior learning through practical assessment of skills and knowledge of students.
More so, the Nigerian government should find a means to cause local citizens to begin to focus on trends of the
future in non-traditional ways by creating a platform where they should participate in community research and
development involving their local arts and culture.
Like Odinma in Aderibigbe (2011) asserted, culture that recognizes and rewards talent and industry promotes
economic and social development. Thus, as part of its implementation packages, the national transformation
agenda should focus on culture that creates an environment in which every person takes pride in what he does.
4. TVET and Energy Development in Human Resource for National Transformation
This passage is centred on analogy drawn from concepts. Scientifically, energy is the ability to do work. Energy
could be of many forms; such as, mechanical (including sound), electrical, thermal, light (radiant), chemical and
nuclear energy (TutorVista, 2012). In physics, energy describes the capacity to produce certain changes within a
system, without regard to limitations in transformation imposed by entropy (i.e. equal level of energy
distribution in a system), (Wikipedia, 2012). Energy can change from one form to another. This is called energy
transformation or energy conversion. The ability (potential qualities) in human-kind can be converted for use
through knowledge and skill acquisition as a result of teaching and training activities. Since energy is the ability
to do work, it implies that a practical work performance cannot be done without skills necessary for such job.
The human-kind who utilizes the knowledge and skills acquired as a result of teaching, learning and training to
solve any existing problem has changed from what he was to what he has become anew. Thus, the potential in
that individual has developed (changed) to a higher order form for the services of human-kind. In other words,
the individual has acquired ability (capacity) to solve his problem and as well provide for others, consequent
upon the skill acquired. This is called human capacity building. That is to say human capacity building is
achieved when the potential qualities (energy) in an individual is converted into a form that enables the
individual to solve a problem which ordinarily he could not have solved.
The capacity so developed could be applied practically or theoretically for good and services of man-kind. The
practical or theoretical application of one’s potential requires some measure of mastery. If this mastery is
specifically directed, such individual is said to be a professional in his area of mastery. It implies that only those
who could comparably demonstrate professional mastery in a given field should be hired to do some specific
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professional works irrespective of one’s creed or clan. This goes to say that employment in professional areas
such as engineering and technology must be void of ethnicity or nepotism.
Unfortunately, these factors of social affiliation, ethnic sentiment, nepotism, quota system and other social
rejects form the basis on which most appointments are made into sensitive positions in Nigeria rather than on
ability and competence. The implication is that decision making would be handled by mediocrities and then
recycled by the misinformed citizens of the country. In the long run, many government parastatals and agencies
are controlled by individuals who cannot provide sufficient leadership qualities that will help sustain
development (Aderibigbe, 2011). To achieve the Nigeria national transformation agenda especially in
engineering and technology, appointments should be based on what individuals know but NOT on who they
know. It should be based on competence but not on social affiliates and nepotism.
5. TVET and Professional Marketing as a Factor in the National Transformation Agenda
TVET propagates the application of principles and theories derived from applied technology for the welfare and
services of human-kind. Just as the literal education of the pre – democratic period and colonial era needed the
3Rs – (reading, writing and arithmetic), for service excellence, the demand of the labour market today is a total
deviation from the past. The 3Rs of the colonial era emphasized rhetorics that were more useful for white collar
jobs and other cosmetic job ethics.
Currently, the technology driven economy requires participatory job ethics in which individuals are rated on
what they can do practically. In other words, the labour market presently finds no place for individuals who
cannot perform, but interested in and curious about what individuals can offer practically and pragmatically.
Therefore, for an individual to be marketable in the labour market, he must sufficiently be oriented to show
aptitude in skills and practical performance. This informs that sound education in TVET is core to whatever one
tends to do for a living in the current dispensation that demands labour productivity.
Unfortunately, education on technical and vocational training for skills acquisition suffers the most neglect. The
sector is underfunded, the basic infrastructure needed to facilitate teaching and training is lacking virtually in all
institutions offering programs in technology and vocational education. There are lack of machine shop
(workshop) rooms, and where they exist, the machine, equipment and facilities therein are in most number
obsolete and in some cases housed in dilapidated building packed with junks, the prevailing curriculum on
TVET is antiquated and without current issues, there is acute shortage of experienced technology instructors in
the country and most of the few available do not possess the necessary skills for practical activities, there is
neither retraining scheme to keep teachers of technology abreast of the rapidly changing labour market nor do
institutions offering technology education conduct production-based activities where TVET teachers could
undertake their practical orientation on research and development.
Regrettably, these indicators of neglect, poor and inadequate provisions for skills acquisition through TVET
system makes it relatively difficult to achieve the goal on marketable labour force in the country. What is
obvious is that there is structural shift of worldwide economy as a result of science and technology innovations
(Bukit, 2006). This policy shift has changed and affected the characteristics of labour market which currently
seeks for labour force with sellable skills. It is a belief that if students are adequately provided for in knowledge
and skills, these learners will not only secure paid employment but could as well become self-employed and
economically productive. In this disposition, it is possible that most Nigerians will begin to develop new
capacities to deal with the impact of changes in the society.
With these obvious necessities, the need to invest in TVET by the Nigerian governments (Federal, State and
Local) cannot be over emphasized. Hence, in the national transformation agenda, no progress will be made
without adequate and enabling environment created for a paradigm shift from the transitional emphasis on
rhetoric knowledge to the more modern and holistic TVET delivery system. This will be achieved only if the
neglect indicator practices against effective education in TVET system in the country are ameliorated.
6. Conclusion
As Nigeria initiates national transformation agenda in order to sanitize the society, it may be funny to state that
transformation does not just occur. It involves a change that restructures the innate nature of what has existed in
the past, such as; introduction of new techniques or methods, change in the way people think and do things,
change in ideas and leadership methods, and so on. As such, people tend to resist some initiatives imbued in a
true transformation objective because most people do not suddenly change at circumstances unless the need for
change is understood. Rick Smyre (2009) has this to say, until individual sees the need for change, no true
change can occur because of the struggle and commitment that is necessary. The implication to the national
transformation agenda is to create enabling environment that gets every individual (Nigerian) see the need for
change and conclude within one self that there is need for transformation. This is possible when honest and
transparent initiatives are pursued.
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It may be quickly suggested that since TVET system plays a key role in human resource development and
human capacity building, every effort should be made to address the retrogressive indicators against adequate
education on TVET system in Nigeria. In this regard the following are recommended;
1. Appointment into instructorship positions in this field of study should strictly be on merit and
competence. It should be void of nepotism, ethnicity, quota system, or social affiliates. When
incompetent professionals are engaged in any human endeavour, the system will have no option than to
end in a quagmire and the already existing poor situation exacerbated.
2. Retraining packages should be organized for the teachers of technology to keep them abreast of new
entries into technology.
3. The campaign to become one among the 20: 2020 world class economy through her national
transformation agenda, Nigerian governments should fund research activities adequately. It is through
research activities that new technologies are unveiled and the already existing ones adapted.
4. There should be a paradigm shift from theoretically based education to practically and research oriented
system of education in Nigeria.
References
Aderibigbe, A. F. (2011). The requirement for human capacity building in engineering for economic
growth.Controversial Opinions in Science, 1, 1 – 4.
Bukit, M. (2006). Building the capacity of TVET teachers: The Indonesian Model.
http://www.unevoc.unesco.org. Retrieved 21/09/2012.
Gbenedio, U. B. (2012). Education for national transformation: Institutional innovation challenges and
prospects. A keynote address presented at a national conference organized by Faculty of Education,
UNIZIK, Awka, August 1 – 4, 2012.
Maclean, R. (2006). International approaches to TVET development: A meeting report. Kabul: UNESCO Press.
www.unevoc.unesco.org. Retrieved 14/09/2012.
Nyerere, J. K. (2012). Freedom and Socialism. Dares Salaam: oxford University Press.
Okafor, J. O. (2012). Transforming the Nigerian nation through science, technology and mathematics education.
http://works.bepress.com/jerome_okafor/2. Retrieved 25/09/2012.
Onyedika, N. (2012). Brazilian firm stakes interest in Nigerian’s power and maritime sectors.
http://www.guardiannewsngr.com/index.php? Retrieved 14/09/2012.
Sifuna, D. N. (2001). African education in the twenty – first century: The challenge for change. Journal of
International Co-operation in Education, 4(1), 21 – 38.
Smyre, R. (2009). Building capacities for community transformation. http://communitiesofthefuture.org.
Retrieved 21/09/2012.
TutorVista.com (2012). Energy transfer and energy transformation. http://www.tutorvista.com/content/biology/.
Retrieved 14/09/2012.
UNESCO-UNEVOC (2012). Promoting skills for suitable development. www.unesco.org/education. Retrieved
14/09/2012.
Wikipedia (Free Encyclopaedia) (2012). Energy transformation. Retrieved 14/09/2012.
Professor K.R.E. Okoye is a Professor of Electrical/Electronic Technology of the Electrical/Electronic Unit in
the department of Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria, West Africa. His other
contacts are:
Email: kelechireokoye@yahoo.com; kr.okoye@unizik.edu.ng
Okwelle P. Chijioke, Ph.D is a Senior Lecturer in Electrical/Electronic Technology in the department of
Science & Technical Education, Rivers State University of Science and Technology, Port Harcourt, Nigeria,
West Africa. Further contacts:
Email: pc_okwelle@yahoo.com
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