European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.213067
Volume 2│Issue 11│2016
TECHNICAL AND VOCATIONAL EDUCATION:
A SOLUTION TO PRECARIOUS YOUTH
UNEMPLOYMENT IN NIGERIA
Akor, R. T. i*, Agashi, P. P., Ekuje, F. T., Akoh, J. A., Ebenehi, E. S.
Kogi State College of Education, P. M. B. 1033, Ankpa, Nigeria
Abstract:
Unemployment is one of the most serious problems facing Nigeria like many other
countries in the world. Nigeria is becoming a predominantly youth society with high
rate of unemployment. The development of youth is critical to economic survival and
vibrancy of any nation. In order for a country to achieve her development aspiration,
the youths need to have access to education that will enable them to enhance their
standard of living and gain competitive skills that will be in high demand in the labour
market. Young people that lack skills that are valued in global and local economies face
limited job opportunities and income growth. The changing nature of work today is
placing increased pressure on the youths to acquire technical and vocational education
skills. With the youths among the big losers of the recent economic crisis, technical and
vocational education is often seen as the silver bullet to the problem of youth
joblessness.
Keywords: technical and vocational education, skilled labour, self-reliant, youth
unemployment
1. Introduction
It is a fact that no country can develop without quality technical and vocational
education. The development of any nation is critical to the economic survival and
vibrancy of that nation. This holds particularly true for developing nation like Nigeria
who is still grappling with chronic factors like unemployment and underemployment
among the youths which have kept her in the perpetual bondage of economic
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Published by Open Access Publishing Group ©2015.
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Akor, R. T., Agashi, P. P., Ekuje, F. T., Akoh, J. A., Ebenehi, E. S. TECHNICAL AND VOCATIONAL EDUCATION:
A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
frustration (Uwaifo, 2009). The youth needs exposure in practical work experience in
order to be proficient in their chosen career and be useful to them and contribute to
economic growth. Technical and vocational education affords individual the chance to
acquire practical knowledge and requisite skill training needed in the job market or for
immediate self-employment (Boateng, 2012). Okoye and Chijioke (2013) stated that
youth participation in technical and vocational education plays an instrumental role in
the technological advancement and economic sustainability of many nations. Despite its
contributions, Nigeria as a nation appears not to have given this aspect of education the
attention it desires. This is viewed as one of the reasons for the nation s underdevelopment.
Today awareness has been rekindled among policy makers in Africa and
international arenas on the developmental role technical and vocational education can
play in any nation s economy. This rekindled awareness according to Okoye.and
Chijioke (2013) appears to be predicated on globalization effect and the changing world
economy, the economy that demands productive workforce. It is generally recognized
in the development of relevant skills is an important instrument for improving
productivity and working conditions and the promotion of decent work in the informal
economy which represents the major employer in Nigeria and Africa (Catherine &
Jacob, 2014). Many countries are therefore working towards improving the quality and
skills levels of their labour workforce. Technical and vocational education can open
doors for economic and socially rewarding jobs and can help the development of small
informal sectors business that could cater for youth unemployment and lead to
economic development of a nation. Developing job related competencies among the
youth is recognized as critical to progress in solving youth unemployment and
economic development.
2. Purpose
This paper seeks to address the significance of technical and vocational education on
socio-economic and political development and the extent to which it can effectively
prepare the youth for gainful employment. It looked at challenges of youth
unemployment and argues that TVE holds the key to the solution of unemployment
and national development. The author admits that the issues raised in this paper have
been discussed in the ever-increasing literature on TVE in Nigeria. The main
contribution of this paper, the author claim is the issue to change the wrong perceptions
the public has had about technical and vocational education that had led to precarious
youth unemployment situation in Nigeria.
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Akor, R. T., Agashi, P. P., Ekuje, F. T., Akoh, J. A., Ebenehi, E. S. TECHNICAL AND VOCATIONAL EDUCATION:
A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
3. Review of Literature
There is no doubt Nigeria is fast growing economy and competitive in the world
market. However, in order for Nigeria to sustain economic growth and be a major
player in global economy it requires a skilled labour workforce in various areas of
technical and vocational education. Globally there is a rise in demand for skilled
workers. However, there is remarkable decline in the number of youth engaged in TVE
profession in Nigeria. Wolf (2011) argued that in order for a country to achieve her
development aspiration the youth need to have access to education that will enable
them to enhance their standard of living and gain competitive skills that will be in high
demand in the labour market. The changing nature of work today is placing increasing
pressure on the youth to acquire technical and vocational education skills.
The nature of work has changed during the past ten years and likely to continue
to do so well into the future. In recent years, there has been renewed interest in the
dichotomy of technical and vocational education. This is more so as political
pronouncement in many countries across the globe have taken on knowledge and skills
as the key aim of the desire to improve access to education at all levels. Nowhere is the
debate more tested, fiercely debated and gained controversy as in Nigeria. However,
given recent development in which knowledge and skills have become more acceptable
terms in economically more developed nations, in which both are seen to go hand in
hand, what is happening in Nigeria is that development is highly sought but has
proven to be elusive. This has brought back to the forefront one of the dilemmas which
has pre-occupied Nigeria for a long time whether to concentrate investment in general
education or in technical and vocational education (Oketch, 2007).
Despite the different in the educational system amongst the nations of the world,
their aims have always remained the same to transmit from one generation to the other
the accumulated wisdom and knowledge of the society to prepare the citizen for the
future membership of the society and their participation in its maintenance and
development (Akwara et al., 2013). Recent development in science and technology,
global economic crisis, terrorism and insecurity has made nations to lay much emphasis
on the provision of technical and vocational education in the development of youth
technical knowledge and skills for stability and economic survival and Nigeria cannot
be an exception.
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A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
4. Importance of Technical and Vocational Education
Technical and vocational education system plays a crucial role in the social and
economic development of nation. Owing to the dynamic nature, they are continuously
subject to forces driving change in the schools, industry and society (Lee, 2008). The
economic competitiveness of a country depends on the skills of its workers. The skills
and competencies of the workforce in turn is dependent upon the quality of the
country s education and training system (Mustapha & Greenan, 2002). Technical and
vocational education is perceived as one of the crucial element in enhancing economic
productivity. Tessaring & Wannan (2010) sees it as that system of education that
comprises of more or less organized or structured activities that aim to provide people
with the knowledge, skills and competencies necessary to perform a job or a set of jobs,
whether or not they lead to a formal qualification.
With the rapid technological advancement which the world is now witnessing
and the continuous transformation of the world economies through globalization, there
is a great pressure than before in many countries to develop their technical and
vocational education system to meet their developmental needs. That is why it is
important for schools to prepare and supply future worker with appropriate knowledge
and skills to enhance their productivity and therefore promote economic growth.
Nevertheless, technical and vocational education has sometimes become a tool for
addressing the economic, political and social stability of some nations. As a result of
rising unemployment, lack of skilled workers, high dropout rate, and the changing
demographic nature of the workforce, this have placed the issue of workforce education
high on the education reform agenda of many countries.
Many countries acknowledge that Technical and vocational education improves
the quality of human
resources most particularly in the developing countries
(Kuruvilla, Erickson, & Hwang, 2002). The acquisition of skills enables the learner to
apply their knowledge and skills to solve basic economic and social problems. Technical
and vocational education programs have significant relative contributions to the
acquisition of self-reliant skills, opportunities for self-employment and total
reintegration into the mainstream of the society. Ajibola & Soyemi (2012) indicated that
technical and vocational education is a tool for empowering people especially the
youth, for sustainable livelihood and economic development. Akerele (2007) asserts that
technical and vocational education exposes the learner to acquisition of demonstrable
skill that could be transformed into economic benefit. It is a way of developing in
individual functional skill necessary for useful living. Technical and vocational
education is fundamental in teaching skills, attitudes and facts requisite to success in a
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A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
given occupation. The goal of technical and vocational education is to provide
opportunities to gain knowledge, skills and attitudes that prepared young people for
adult world. It is further perceived as important tool towards social development,
citizenship and sustains ability (UNESCO, 2004). Nigerian youths need economic,
political and social empowerment to enable them discharge their roles and contribute to
national development. These all lay claim to the need for youth to participate in
technical and vocational education.
5. Challenges of Youth Unemployment in Nigeria
In spite of Nigeria great geographic, cultural and demographic diversity, it shares many
challenges and issues that are fundamental to improving quality and relevance of TVE
as a means of human resource development. Technical and vocational education is a
multifaceted multi-disciplinary and pragmatic field of study aimed at equipping the
individual with requisite TVE skills which will enhance their relevance and
functionality in the society (Nelson, 2013). As a result, it plays a vital and indispensible
role in the development of the society. Due to their dynamic nature, they are
continuously subject to the forces driving change in the school, industry and society.
Often shaped by the needs of the changing economy and local community, the
challenges and opportunities are unique. The issue today is not so much about the
value and importance of TVE, how to ensure its relevance, responsiveness and value in
an increasing global economic is the issue. Technical and vocational education have
been recognized the world over as tools for empowering people especially the youths
for sustainable livelihood and social economic development (Ajibola & Soyemi, 2012).
In Nigeria, the number of enterprises capable of offering TVE skills to youths is
limited, while many institutions have poor delivery capacity and commonly lack
funding to inadequate facilities both quantitatively and qualitatively, non-availability of
adequate human capacity, brain drain and poor staff training and retention profiles.
Others include weak institution, industry partnership, defective curricula, traditional
approach to teaching, poorly equipped laboratories and workshops, poorly monitoring
standards and inadequate ICT environment (Uwaifo, 2009).
Currently Nigeria has the largest population of poor and unemployed in the
Sub-Saharan Africa and also ranked 158th in the human development index Audu, et al.,
(2013) , with a nominal GDP of $207.11 billion and per capita income of $1.401. It has the
largest economy in Africa. As impressive as the figure may appear Salami ( 2011) stated
that the youth unemployment has been one of the major problems facing Nigeria.
According to Doreo (2013) unemployment rate in Nigeria is growing at the rate of 16
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A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
per cent per year with youth impacted the most and accounting for three times the
general unemployment. The youth unemployment scenario in Nigeria has been
attributed partly to a mismatch between inadequate educational outcomes and skills.
Salami (2013) opines that Nigeria spirally youth unemployment can be said to have
significantly contributed to the dramatic rise in social unrest and crime such as Nigerian
Delta Militancy, Kidnapping, Boko Haram and the job crisis (Akintoye, 2008). Audu et
al., (2013) also notes that the level of youth unemployment in Nigeria has attendant
adverse psychological, social, occupational, and financial effects.
One implication of the above scenario according to Salami (2013) is that in
another one or two decades most of the youths in Nigeria today will be parents in their
mid-life years and with little or no adequate skills in the fast emerging competitive
global economy, it is doubtful how they can propel the needed wheel of development.
Nigeria must consider a coherent strategy for human development in which TVE plays
a significant role. The success of TVE in any developing country can be considered a
key indicator of the country s advancement in development. Any country that must
have achieved technological fit, TVE must have played an active and vital role as youth
skilled manpower would have been required, also to enable its sustainability. Why
must Nigeria waste these resources when they can be attained locally if effective youth
technical and vocation.al education policy is put in place?
6. What Nigeria Could Learn from Countries that have revitalized their TVE Polices
to meet Youth Unemployment?
The bedrock of technological advancement in many countries lies in the effective
implementation of technical and vocational education programme. Countries adopt
varied policy guidelines on issues bothering on developing youth knowledge and skills
in technical and vocational education and training with a view to producing labour
force capable of handling any domestic and/or industrial works demand (Okoye and
Chijioke, 2013). Nigeria response to economic recession anchors on its economic pillar
through technical and vocational education. Mention is made of a few countries that
have confronted youth unemployment through vocational education:
Germany s low youth unemployment rate about 8% compared with the high
unemployment rates in some other EU countries. Germany is renowned for its technical
and vocational education system in contrast to many other countries including Nigeria
where technical and vocational education often plays a secondary role. The success of
German education is the dual system of education with emphasis on TVET programs at
both primary and post primary education levels and through the tertiary education.
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Upon graduation from the country s lower secondary education, most of the students
(over 2/3 of the population) are channeled to technical and vocational training of the
education system at the upper secondary level. Under this program, over one-half of
the youth population is made to complete 3 years of intensive apprenticeship and
technical and vocational training in specialized industries under qualified vocational
professionals. These professionals are usually highly motivated through adequate
funding of the program and provision of personal effects. Nigeria business and political
leaders should learn from the German approach and invest in creating and supporting a
German-style vocational education system. In this case, business will get the skilled
workers they need and young people will see new career opportunities open up to
them, our middle class will be strengthened and our economy will benefit.
Recognizing that youth are the most valuable resources and a driver of
sustainable economic growth, Thailand gives high priority to technical and vocational
education for human resource development. Particular emphasis is given to upgrading
vocational education provision with a view to attracting and producing the necessary
manpower in terms of quantity and quality. This system provides 5 year general
education training and 2 year technical and vocational education training at the
primary education level (7 years primary education). Provides programmes of work
education at the upper quarter of primary education and 3 year lower secondary
education levels. Also runs 3 year technical and vocational education and training
(TVET) referred to as higher secondary education. In all, their students spend 13 years
under their skill acquisition education programs. Funds for running the schools are
consistent, stable and supplied by government as at when required (Okoye and
Chijioke, 2013). There vocational education and training, retraining and re-skilling
opportunities are better linked to local, regional and global realities then this increase
the employment prospects of graduates and as a result more students are likely to
enroll. Currently, many convivial industrial wares and toys are produced in Thailand,
even by students, and many students travel abroad to practice as technologists upon
graduation, at that level. This is what Dike (2009) captured when he rightly stated that,
most of the so-called expatriate engineers who are being paid millions of dollars to
build Nigeria s roads and bridges, are graduates of technical colleges.
It is also pertinent to note that Singapore is one of “sia s great success stories
transforming itself from a developing country to a modern industrial economy in one
generation. During the last decade, Singapore s education system has remained
consistently at or near the top of most major world education ranking. The ability of the
government skill is a major source of Singapore s competitive advantage. Technical
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education today in Nigeria is looked down upon as a dead end option of low quality
and typically out of step with the changing needs of employers. But vocational
education has been important pathway in Singapore s journey to educational excellence
and employment opportunities for the youths. Singapore took a hard look at its own
poorly regarded vocational education and decided to transform and reposition it so that
it was not seen as a place of last resort but a major sector that contributes to the
economy. Part of the success story is that students get a strong academic foundation
early in their academic careers so they can acquire the more sophisticated skills
required by leading edge employers
Furthermore, Brazil runs dual system of education and training system, in this
program students train concurrently in both TVET and general education curricula, in
their primary and post primary education levels. The undergraduate education
program is stocked with sequential technical and vocational training. Students are
selected into specialized vocations and skills acquisition under the country s national
service for industrial apprenticeship (NSIA). Curriculum contents of TVET in Brazil are
built around;( i) Knowledge and practice technologies and related sciences; provided in
stages of module orientation.( ii) Specialized skills acquisition; students are channeled
into special skills area based on their proven aptitude, ability and entrepreneurial
expressions in relation to social and economic life. Currently, most of the luxurious
buses that ply the Nigerian roads are imported from Brazil. Brazil is also named among
the developing countries whose economy maintains a very high standard in the world.
Nigeria can attain this fit if political will is given to Ajaokuta steel company and other
steel rolling mills in the country (Okoye and Chijioke, 2013).
7. Way Forward in Resolving Youth Unemployment through Technical and
Vocational Education in Nigeria
It is a well-known fact today both locally and globally that youth represents a very
significant stakeholder in any society. The solution to adult problem tomorrow could be
attributed to how children grow today. Unemployment in Nigeria is coursing a lot of
social vises among the youths and if effective intervention is not put in place to mitigate
the unsavory impact could hamper economic growth. For progress to be made in
economic and social live in Nigeria the challenges confronting TVE must be recognized
and fought vigorously. Nigeria needs to create a new approach for the concept of TVE
and its purpose to the society. This is because TVE for some decades now has been
perceived to mean the education for the mentally retard, physically handicapped and
socially maladjusted students.
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We are dip in the millennium. It is regrettable that many Nigerians still believe that
TVE is for the students with low intelligence and dropouts from formal school system.
TVE is highly useful education because its occupational content offers the trainees the
opportunity to acquire skills, attitude and knowledge which are needed for the
technological growth of any nation. Nigeria therefore, can create technological value
that will reflect on the concept of TVE with the following.
Nigeria needs to be more proactive, inventive and innovative in the way she can
develop solution to her problems internally. The current youth situation and
appropriate skills needs significant improvement. Nigeria must prioritize its investment
in TVE. While universal primary education is necessary, but investment in TVE is also
important, keeping in view the global development. Without proper youth knowledge
and skills, Nigeria is not likely to compete properly internationally. The public
expenditure on TVE must be increased manifold from its present level. It is also
necessary that institutional arrangements must be strengthened to address governance
issues which most of these institutions are facing. The public partnership is necessary to
achieve the desired goals of human resource development. The country s present
educational and TVE system is largely supported by the public sector which is not
likely to improve the knowledge and skills that Nigeria needs badly (Oni, 2007).
Government at all levels both federal, state and local government should provide
adequate financial support to polytechnics and technical colleges to effectively manage
the academic programs; maintain facilities and provide benefits and adequate incentive
for their workers. Primary and school teachers should be more involved in the
orientation of TVE to communities and they should be constantly informed of the
nation s manpower needs. The administrators in the school should ensure that qualified
and competent teachers are employed to teach pro-vocational and vocational course as
recommended in our National Policy on Education. A well-established TVE system
should lead to the development of knowledge that is tailored towards meeting the
needs of the community. To achieve this, political instability, poor governance, poor
economic policies and unequal distribution of income among others ills must be
abolished if the significance of TVE is to be felt.
It is worth noting that Nigeria needs to redouble its TVE initiative because
economic development and poverty reduction requires investing in the productivity
and skills of economically and socially vulnerable groups. Nigeria future economic
growth depends less on its natural resources, which are being depleted and are subject
to long-run price declines and more on its labor skills and its ability to accelerate
demographic transition. Development in any nation is not feasible without a strong
technological system. Exploiting the potential of information and communication
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A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
technology requires strong skills based (as well as infrastructure and appropriate
regulatory framework). Adoption of ICT is associated with the employment of more
skilled workers. A labour force with youth solid basic skills foundation is essential for
Nigeria to exploit the opportunities open by technological change (Ewelum&
Ugochkwu, 2014). The authors advocate that for Nigeria to overcome precarious youth
unemployment she must consider a coherent strategy for human development in which
TVE plays a significant role. The success of TVE in any developed and developing
country can be considered a key indicator.
8. Conclusion
Little makes difference to people s lives than the empowerment they receive from
education. But for those young people, whose aptitude and talents are practical,
expectations are too often limited and opportunities restricted ( Wolf, 2011). It is time
both stakeholders at federal, state and local government levels recognize the inherent
value of technical and vocational education- the intrinsic richness of manual work,
practical and technical competences. Recognizing the value of practical skills matters
greatly in Nigeria today for individuals and our society and it matters for our economy
too. Our future prosperity depends on building an advanced economy founded in high
level of youth technical and vocational skills. To extend individual opportunities and
rebalance our economy we must raise expectations and unleash talent. For those youths
who choose the TVE route, it must be a highway, not a cut de-soc (Wolf; 2011). To
deliver economic growth with all that means for standard of living and communal
wellbeing, we must prioritize technical and vocational education learning, promote
apprenticeship and so produce a new generation of skilled youth capable of building
Nigeria s future.
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A SOLUTION TO PRECARIOUS YOUTH UNEMPLOYMENT IN NIGERIA
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