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THE EMPLOYMENT PROBLEM OF SECONDARY GRAMMAR SCHOOL LEAVERS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The problem of youth unemployment (persons aged 15 to 24) is present in most countries worldwide. The number of unemployed youth increased considerably between 1993 and 2003 all over the world. The youth share of the total world unemployed now reaches 47 per cent (International Labour Offi ce 2004). Youth unemployment is a problem not only because of its high prevalence, but also because it can have serious longterm negative consequences.
There is evidence that younger and older adults experience unemployment in different ways. Young people usually do not perceive such fi nancial and role pressure as married middleaged unemployed people, and unemployment can be therefore less stressful for younger than for older adults. However, fi nding a full-time job is important for the transition to adulthood, and unemployment can deteriorate the process of identity formation of young people (Hannan et al. 1997; Reine et al. 2004). Results of recent studies are contradictory. Reine et al. (2004) found that unemployment is more related to ill health and smoking behaviour in young people than in adults. On the other hand, Breslin and Mustard (2003) reported worsening of mental health among older (31 to 55 years old) unemployed, while these associations were not found among younger people (18 to 30 years). The present study focuses especially on young people and concerns the impact of school leavers’ unemployment on their subjective perception of some aspects of their health.
Unemployment among young people has been found to be associated with a number of negative health and personality consequences in many different countries. Unemployed youth in Ireland had higher levels of psychological distress than the employed and than full-time students (Hannan et al. 1997). Joblessness damaged self-esteem among young females in
Education has been severally conceived as not only a mean for life but life itself because it carries with it all that is necessary for one to live in the society one finds him or herself. It is in the light of this that Okobia et al. (2013) opined that education is not just the machinery for transmitting the cultural heritage but a mean through which the entire person is developed so as to live successfully in the society. Conventionally, education is the process through which worthwhile knowledge, skills, values, morals and norms of the society is transmitted to its members from one generation to another. Education embodies the national goals and aspirations of a state, nation or country. Nigeria like any other countries of the world has adopted education as instrument par excellence for affecting national development hence enshrining the citizens‟ alienable right to education in the constitution. The National policy on education is another bold step by the federal government on ensuring that education is continually reviewed to guarantee its adequacy and relevance to the national needs and objectives bearing in mind that education is a dynamic instrument of change (FRN, 2013: 1).
Planning is a systematic process of foresighted activities aimed at finding out and assuring appropriate future actions, matching ends with available means through a sequence of prioritized choices taking into cognizance the prevailing, anticipated and dynamic environment with the sole aim of achieving stated goals based on public needs (Nwadiani, 2015). This implies that planning is the preparation for a project quite in advance in order to execute it to its logical conclusion with minimal problems. Obasan and Yomi (2011) opine that manpower approach should be applied in education planning to address the unemployment problem among educated youths. They maintained that the approach attempt to integrate economic development into educational planning. It is a conscious attempt to link the development of the educational system to the demand for educated manpower by the economies. Manpower also known as human resource is the bulk of labour available for any particular kind of work. In other words, it is the available human being with relevant skills, energies, talents, knowledge and attitude that can be committed towards the production of goods and services. That is why there is a saying that to fail to plan is to plan to fail.
1.2 Statement of the problem
Every successive administration in Nigeria whether military or civilian has made concerted efforts towards making education accessible to the entire citizenry with the belief that massive increase in formal education would help to generate economic growth and selffulfillment. That is why Delacroix (1978) said that education has multiple functions to perform: passing on cultural values, developing critical minds, training specialized skills but noted that the promise of education cannot be fulfilled if school leavers and university graduates become dissatisfied, disillusioned and abject because they cannot put their ability to work. This is evident world over especially in the developing countries where majority of the young people after completing different stages of schooling do not find gainful employment. It therefore not a doubt that the rapid expansion of formal education has been a significant factor in the rising incidences of unemployment among school-leavers. This situation is described as educated (school-leavers) unemployment. Largely, the phenomenon is increasing as it is evident that each year the numbers of school-leavers keep on rising without equivalent increase in the economies to provide jobs. The question in everybody‟s lips is how can education be redirected to the economic and social realities of the present day Nigeria? In particular, what type of education will have a more direct effect on generating employment for the teaming youths? These are food for thought to the educational planners in Nigeria and world over.
1.3 Objectives of the study
1. To understand causes of employment among secondary grammar school leavers
2. To understand the impact of unemployment among secondary grammar school leavers in Nigeria
1.4 Research Questions
1. What are the causes of employment among secondary grammar school leavers
2. What is the impact of unemployment among secondary grammar school leavers in Nigeria
1.5 Research Hypothesis
H0: Unemployment does not have a significant effect among secondary grammer school leavers
H1: Unemployment have a significant effect among secondary grammer school leavers
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