1.1 Introduction
Technical and vocational education and training (TVET) is defined as the education and training that provides the necessary knowledge and skills for employment and entrepreneurship in various technical fields, including automotive technology (UNESCO, 2015). in the context of Nigeria’s rapidly changing automotive industry, TVET plays a crucial role in preparing a skilled workforce capable of meeting both current and emerging demands. Automotive training institutes, are established to bridge the gap between theoretical instruction and practical skill acquisition, with the aim of reducing unemployment and boosting industrial productivity. In many developing nations, especially Nigeria, the demand for competent automotive technicians has risen sharply due to the continuous importation of advanced vehicles, the growth of the transportation sector, and the government's interest in encouraging local automobile production (Eze & Oko, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In today’s rapidly evolving global economy, technical and vocational education has become increasingly important in addressing the challenges of unemployment and skill deficiencies, particularly in developing countries like Nigeria. The automotive industry, being a vital component of national development, requires a well-trained workforce with practical and up-to-date knowledge in vehicle technology, diagnostics, and repairs. According to UNESCO (2015), technical and vocational education and training (TVET) is instrumental in equipping individuals with the skills and knowledge needed for gainful employment, economic growth, and industrial competitiveness.
In the Nigerian context, the need for functional and industry-relevant technical education is more pressing than ever. Eze and Oko (2020) asserted that many Nigerian technical colleges produce graduates who are ill-equipped for the dynamic requirements of the modern automotive sector. The authors reported that this is largely due to the obsolete training curriculum, lack of hands-on experience, and weak collaboration between institutions and industry stakeholders. Okolie and Yusuff (2017) contended that the persistent gap between institutional training and industrial practice undermines the employability of graduates and limits the productivity of the nation's workforce.
Automotive training institutes are designed to equip students with hands-on experience in vehicle diagnostics, mechanical systems, electrical components, and computer-controlled automotive technology. The Lagos State Technical College, being one of the oldest and most established technical institutions in the country, is expected to serve as a model for skill development in this sector. However, questions remain as to whether it is effectively fulfilling its mandate amidst challenges such as insufficient infrastructure, limited industry collaboration, and inadequate funding (Okolie & Yusuff, 2017). Lagos State Technical College, one of the pioneer institutions in technical education in Nigeria, was established with the aim of producing skilled manpower in various technical fields, including automotive technology. However, questions have been raised about the effectiveness of such institutions in bridging the widening skill gap in the automotive sector. Audu et al. (2013) affirmed that although technical training institutions exist in significant numbers across Nigeria, their capacity to deliver relevant and practical skills remains constrained by insufficient infrastructure, outdated equipment, and limited exposure to modern automotive technologies.
According to Oviawe (2016), there is a widespread belief among Nigerian youths and parents that university education is superior to technical training, leading to low enrollment in vocational institutions (Oviawe, 2016). Efforts by government and private stakeholders to reform technical education have yielded mixed results. The National Board for Technical Education (NBTE) has initiated curriculum revisions and accreditation standards to improve the quality of TVET, but implementation has been slow and inconsistent. Salami (2019) stated that for automotive training institutions to be effective, there must be sustained investment, continuous staff development, and structured partnerships with automotive companies to ensure industry alignment. This study is set against the backdrop of evaluating the role of automotive training institutes, particularly Lagos State Technical College, in effectively bridging the skill gap in Nigeria’s automotive industry.
1.3 Statement of Problems
Investigation revealed that Nigeria’s automotive sector has witnessed a growing demand for technically skilled personnel to meet the evolving needs of modern vehicle maintenance, diagnostics, and manufacturing. However, the persistent mismatch between the competencies of graduates and the technical expectations of the industry has raised concerns about the effectiveness of automotive training institutions in bridging this skill gap. Many employers argue that fresh graduates from technical colleges lack hands-on experience and current industry-relevant knowledge, thereby leading to the underperformance of potential employees within the automotive workspace (Eze & Oko, 2020).
On the other hand, institutions such as Lagos State Technical College are structured to provide practical and vocational education aimed at equipping students with relevant skills. Yet, there are questions about how effectively these goals are being met. Issues such as funding constraints, insufficient collaboration with automotive companies, and a shortage of qualified instructors continue to affect the capacity of such institutions to fulfill their mandates (Okolie & Yusuff, 2017).
Furthermore, the issue is further compounded by outdated curricula, insufficient access to modern automotive tools, and inadequate exposure to industry practices. In many cases, training institutes rely on obsolete teaching methods that do not align with technological advancements such as computerized diagnostics, and electric vehicles. As a result, graduates often struggle to adapt to practical demands, limiting their employability and reducing their contribution to the economy (Audu et al., 2013). It is against this backdrop that this study seeks to examine the role of automotive training institutes in Nigeria, with a particular focus on Lagos State Technical College, in bridging the skill gap within the automotive sector.
1.4 Aim and Objectives of Study
The aim of this study is to examine the effectiveness of automotive training institutes in bridging skill gaps in Nigeria’s automotive sector, using Lagos State Technical College as a case study. The specific objectives of this study are:
- To evaluate the relevance of the curriculum offered by Lagos State Technical College in meeting current automotive industry needs.
- To assess the adequacy of training equipment and facilities available for practical learning.
- To determine the level of collaboration between the college and automotive industry stakeholders.
- To examine the employability and competence of graduates from Lagos State Technical College in the automotive sector.
- To identify challenges faced by automotive training institutes in delivering quality technical education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How relevant is the curriculum of Lagos State Technical College to the current needs of the automotive industry?
- To what extent are training facilities and equipment adequate for effective skill development?
- What level of collaboration exists between Lagos State Technical College and automotive industry stakeholders?
- How employable and competent are the graduates of Lagos State Technical College in the automotive sector?
- What are the major challenges faced by automotive training institutes in Nigeria?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the training provided by Lagos State Technical College and the skill requirements of the Nigerian automotive industry.
- H1: There is a significant relationship between the training provided by Lagos State Technical College and the skill requirements of the Nigerian automotive industry.
Hypothesis Two
- H0: The curriculum of Lagos State Technical College does not significantly influence graduates’ readiness for the automotive industry.
- H1: The curriculum of Lagos State Technical College significantly influences graduates’ readiness for the automotive industry.
Hypothesis Three
- H0: The adequacy of training facilities does not have measurable effect on students’ practical competence.
- H1: The adequacy of training facilities has a measurable effect on students’ practical competence.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will serve as a resource for policymakers who are working to improve the technical and vocational education and training (TVET) system in Nigeria. It will also help government bodies and educational authorities assess the current capacity of institutions like Lagos State Technical College and determine what reforms or investments will be necessary to meet the evolving demands of the automotive industry.
Furthermore, the automotive industry will benefit from this research by gaining a clearer picture of the challenges and opportunities involved in sourcing skilled labor locally. In addition, employers in the Automotive Industry will better appreciate the potential of partnering with technical colleges for improved workforce development.
1.8 Scope and Limitations of the Study
This study is limited to Lagos State Technical College, focusing on its automotive department and its contribution to reducing skill gaps in Nigeria’s automotive sector. The scope also includes input from instructors, administrators, students, and selected industry stakeholders within Lagos State.
The study was limited by time constraints, financial limitations, and restricted access to internal administrative data. The research was also geographically limited to Lagos State and does not represent all technical colleges in Nigeria.
1.9 Definition of Terms
Automotive Training Institute:
This is an educational institution that specializes in teaching the theoretical and practical aspects of automobile technology, including diagnostics, repairs, and maintenance. According to Okorie (2000), such institutions prepare students for employment in the transportation and mechanical sectors.
Skill Gap:
This is a situation where there is a mismatch between the skills possessed by job seekers and the skills required by employers. Eze and Oko (2020) described skill gaps as a major cause of youth unemployment in Nigeria’s technical fields.
Technical and Vocational Education and Training (TVET):
This means the form of education that equips individuals with practical skills, knowledge, and attitudes needed for employment or entrepreneurship. UNESCO (2015) defines TVET as a means to foster economic development through skilled human capital.
Curriculum Relevance:
It refers to the degree to which an educational program addresses the current needs of the job market. Olaitan and Ali (1997) emphasized that curriculum relevance is essential for producing employable graduates in technical fields.
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