VOCATIONAL AND TECHNICAL TRAINING AS A KEY STRATEGY FOR PROMOTING YOUTH GAINFUL EMPLOYMENT AND INDEPENDENCE
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VOCATIONAL AND TECHNICAL TRAINING AS A KEY STRATEGY FOR PROMOTING YOUTH GAINFUL EMPLOYMENT AND INDEPENDENCE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Youth unemployment remains one of the major socio-economic challenges confronting many developing countries, including Nigeria. A large proportion of young people lack employable skills, resulting in difficulty securing gainful employment and becoming economically independent (Adebayo, 2017). Conventional academic education has often been criticized for being overly theoretical, producing graduates who are poorly prepared for the practical demands of the labour market (Okoro, 2019). This gap has renewed interest in technical and vocational education (TVE) as a strategic tool for equipping youths with market-relevant skills.
Technical and vocational education focuses on the acquisition of practical skills, technical knowledge, and entrepreneurial abilities required for employment in specific trades, industries, and occupations (UNESCO, 2015). It emphasizes “learning by doing,” competency-based training, creativity, and problem-solving, thereby enhancing employability and productivity (Nwogu & Nwanoruo, 2016). Through training in areas such as electrical installation, carpentry, welding, information technology, automotive mechanics, tailoring, and catering, youths gain both job skills and self-reliance capacity.
In many economies, TVE is recognized as a major driver of human capital development, industrial growth, and poverty reduction (Afeti, 2018). It provides alternative pathways for young people who may not proceed to university education but who can become self-employed or job creators through acquired technical competencies (Ayonmike, 2016). In Nigeria, the National Policy on Education emphasizes technical and vocational education as a means of preparing individuals for useful living within society and for gainful employment (FRN, 2013).
However, despite its potential, TVE is often undervalued, poorly funded, and sometimes perceived as inferior to academic education (Oviawe, 2017). Limited facilities, outdated equipment, inadequate industry linkages, and shortage of qualified instructors hinder its effectiveness (Okoye & Okecha, 2018). Strengthening TVE is therefore critical to addressing youth unemployment, reducing dependency, and fostering self-sufficiency.
This study examines technical and vocational education as an effective instrument for enhancing youth employment and self-sufficiency, focusing on how skill acquisition contributes to job creation, entrepreneurship, and improved livelihood.
1.2 Statement of the Problem
Despite increasing numbers of graduates produced by secondary and tertiary institutions, youth unemployment remains persistently high. Many youths lack practical and entrepreneurial skills required by employers or needed for self-employment (Adebayo, 2017). The mismatch between school learning outcomes and labour market needs has resulted in widespread joblessness, underemployment, poverty, and social vices such as crime, drug abuse, and cyber fraud (Emeh, 2012).
Technical and vocational education has been identified as a viable strategy for equipping youths with competency-based skills and fostering job creation. However, inadequate attention, poor public perception, and insufficient investment have limited its impact (Oviawe, 2017). Many vocational institutions operate with obsolete machines, inadequate workshops, and insufficient collaboration with industries, leading to graduates who are not fully prepared for modern workplace demands (Okoye & Okecha, 2018).
The problem addressed in this study is therefore the underutilization of technical and vocational education as a tool for promoting youth employment and self-sufficiency, despite its recognized potential to reduce unemployment and poverty.
1.3 Aim and Objectives of the Study
The aim of this study is to examine technical and vocational education as an effective instrument for promoting youth employment and self-sufficiency.
The specific objectives are to:
assess the role of technical and vocational education in equipping youths with employable skills;
determine the extent to which technical and vocational education promotes youth self-employment and entrepreneurship;
examine the relationship between participation in technical and vocational education and youth self-sufficiency;
identify challenges affecting the effectiveness of technical and vocational education in promoting youth employment.
1.4 Research Questions
The following research questions will guide the study:
How does technical and vocational education equip youths with employable skills?
To what extent does technical and vocational education promote youth self-employment and entrepreneurship?
What is the relationship between technical and vocational education and youth self-sufficiency?
What challenges hinder the effectiveness of technical and vocational education in promoting youth employment?
1.5 Research Hypotheses
The study will test the following null hypotheses:
H₀₁: Technical and vocational education has no significant effect on youth employability.
H₀₂: Technical and vocational education does not significantly promote youth self-sufficiency.
H₀₃: There is no significant relationship between technical and vocational education and youth self-employment.
1.6 Significance of the Study
The study is significant in several ways.
For youths, it highlights pathways through which technical and vocational training can enhance employability and income generation.
For educators and curriculum planners, it provides insight for improving TVE programmes, facilities, and industry linkages (UNESCO, 2015).
For government and policymakers, the findings may guide reforms and investments aimed at tackling youth unemployment and fostering economic development (FRN, 2013).
For researchers, it contributes to existing literature on vocational education, entrepreneurship, and human capital development.
Ultimately, the study promotes the recognition of technical and vocational education as a strategic driver of self-reliance and sustainable livelihoods.
1.7 Scope of the Study
The study focuses on the role of technical and vocational education in enhancing youth employment and self-sufficiency. It will cover selected vocational institutions, technical colleges, and skill-acquisition centres, examining students, graduates, and instructors.
The study is limited to variables such as employable skills, entrepreneurship, job creation, and challenges of TVE implementation.
1.8 Limitations of the Study
The research may be constrained by:
inadequate access to reliable data;
limited geographical coverage;
respondents’ unwillingness to provide accurate information;
financial and time constraints on data collection.
However, every effort will be made to minimize these constraints and ensure credible findings.
1.9 Operational Definition of Terms
Technical and Vocational Education (TVE): Educational programmes aimed at imparting practical and technical skills for specific occupations.
Youth Employment: Engagement of young people in productive and paid work activities.
Self-Sufficiency: The ability of individuals to meet their needs independently without overreliance on external support.
Entrepreneurship: Process of creating, managing, and growing a business venture for profit and livelihood.
Employable Skills: Practical competencies and attitudes that enhance an individual’s capacity to secure and retain a job.
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