Youth Unemployment and Its Educational Consequences

Examining the Relationship Between Public Spending on Education and Unemployment Problem in Nigeria

“…The reason for this result could be linked to the weak economic management which is explainable by country policy and institutional assessment (CPIA) with component factors stretching across macroeconomic management, fiscal and debt policy management, accountability, transparency and corruption -all related to poor governance, with deep economic implications, which could altogether negatively affect business licenses and operations, cost of doing business and business sustainability, and related economic issues. These positions conform with the observations made on economic growth and unemployment in a number of studies by Levin (1983), Ghafar (2016), Riddell and Song (2011), as well as the research group, PwC Nigeria (2018) where they signalled that a boast of positive economic growth does not guarantee more employment opportunities, or a resolution of the unemployment crisis, like the case with Nigerian policymakers where the economic growth feat was referred to as jobless growth going by the fact that unemployment has further deepened over these years, nor does just education guaranteed this. Evidence on the impact of formal schooling on the unemployment rate is mixed as different factors could affect the impact of education on (un)employment, from years of schooling to certificate receipt (Riddell & Song, 2011).…”

“…It has also been well established that a weak economy which could not substantially support small businesses tend to brood a persistently high unemployment rate, with the fact that such type of unemployment is not cyclical but 'structural' , because the unemployment problem is not a lack of demand for workers but rather a mismatch between workers' skills and employers' needs (Levin, 1983). The case study of Egypt substantially reflects the Nigerian situation as provided by Ghafar (2016) who noted that the problem of unemployment in Egypt was related to the government lack of strategy for absorbing tens of thousands of additional university graduates into the workforce, despite a bogus educational reform that spanned the primary to tertiary levels, and saw to the expansion of universities and their faculties and other educational expansion.…”

Examining the Relationship Between Public Spending on Education and Unemployment Problem in Nigeria

“…The reason for this result could be linked to the weak economic management which is explainable by country policy and institutional assessment (CPIA) with component factors stretching across macroeconomic management, fiscal and debt policy management, accountability, transparency and corruption -all related to poor governance, with deep economic implications, which could altogether negatively affect business licenses and operations, cost of doing business and business sustainability, and related economic issues. These positions conform with the observations made on economic growth and unemployment in a number of studies by Levin (1983), Ghafar (2016), Riddell and Song (2011), as well as the research group, PwC Nigeria (2018) where they signalled that a boast of positive economic growth does not guarantee more employment opportunities, or a resolution of unemployment crisis, like the case with Nigerian policy makers where the economic growth feat was referred to as jobless growth going by the fact that unemployment has further deepened over these years, nor does just education guaranteed this. Evidence on the impact of formal schooling on unemployment rate is mixed as different factors could affect the impact of education on (un)employment, from years of schooling to certificate receipt (Riddell & Song, 2011).…”

“…It has also been well established that a weak economy which could not substantially support small businesses tend to brood a persistent high unemployment rate, with the fact that such type of unemployment is not cyclical but 'structural' , because the unemployment problem is not a lack of demand for workers but rather a mismatch between workers' skills and employers' needs (Levin, 1983). The case study of Egypt substantially reflects the Nigerian situation as provided by Ghafar (2016) who noted that the problem of unemployment in Egypt was related to the government lack of strategy for absorbing tens of thousands of additional university graduates into the workforce, despite a bogus educational reform that spanned the primary to tertiary levels, and saw to the expansion of universities and their faculties, and other educational expansion.…”

Buch und Lesen: Historical Perspectives on Literacy and Schooling

“…When he first took charge of the school parents found it difficult to procure suitable places for the boys who had gone through the regular course of study but lately he found that there was such an increase of demand for well educated boys that some were induced to leave school before they had completed their regular course of study, (p. 229) An alternative view is that the public's literacy level now exceeds the requirements of a large part of the economy: Only small numbers of jobs require higher orders of thinking or vast amounts of usable knowledge, and most of the available work has been "deskilled" by the organization of work and the spread of automation. Economist Henry Levin (1983) doubts that existing, routinized, entry-level jobs make excessive demands on workers' literacy. High quit rates among young workers and deteriorating job performance "may result from education and skill levels of youth that are too high for available jobs rather than too low" (p. 238; see Sheppard & Herrick, 1972).…”