Technical and Vocational Education and Training Skills: An Antidote for Job Creation and Sustainable Development of Nigerian Economy

Abstract

The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended. Keywords: job creation, Nigerian economy, sustainable development, social skills, TVET skills.

Entrepreneurship education and sustainable development: mediating role of entrepreneurial skills

“…It, therefore, implies that the influence of EE in promoting CVSD has been widely challenged. To curb the increasing rates of unemployment and poverty in Nigeria, there is a need for major stakeholders (like, governments, NGOs, international donor agencies, and employers of labor) to collaboratively invest their resources both financial and otherwise on EE (Edokpolor and Owenvbiugie, 2017). For instance, the cooperation among major stakeholders may help in optimizing instructional resources to equip university undergraduates with entrepreneurial skills to achieve CVSD.…”

Incorporating Competency-Based Training into Traditional Training for improving Skill Acquisition and Self-Employability

“…For Competency-Based Training, the questionnaire was adopted the study of Chang et al, (2011) while for Traditional Training, items used for data collection were taken from the Procedure Guide of Training and Development System, Federal Authority for Government Human Resources. For self-employability, the questionnaire was adopted by Rothwell & Arnold (2007), while for TVET's learner's satisfaction scale used for data collection was adopted from Edokpolor & Owenvbiugie (2017). Respondents were requested to fill the questionnaire according to their desired preferences by recording their response on a 5-point Likert scale (5= strongly agree, 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly Disagree).…”

A gender and industry-responsive curriculum model for technical-vocational teacher education program

“…Consequently, TVET has been acknowledged for a long time as a vital component of human resource development (HRD) and a crucial instrument for socio-economic development (Pavlova, 2014;Pongo et al, 2014). Moreover, TVET is a significant factor in achieving the Sustainable Development Goals (SDG) of the United Nations by 2030, such as reducing poverty (SDG 1), expanding opportunities for lifelong learning (SDG 4), and creating jobs and decent work for all (SDG 8) (McGrath et al, 2018;Paryono, 2017;Edokpolor & Owenvbiugie, 2017).…”