1.1 Introduction
Technical and Vocational Education (TVE) is a form of education designed to provide learners with the knowledge, practical skills, and competencies required for gainful employment and sustainable livelihoods. According to UNESCO (2015), technical and vocational education is structured to equip individuals with abilities for effective participation in the world of work, while simultaneously promoting personal development, employability, and economic growth (Olorunfemi, 2019).
In Nigeria, technical and vocational education plays a vital role in the nation's quest for economic diversification and sustainable development. The National Policy on Education (Federal Republic of Nigeria, 2013) recognizes TVE as an instrument for empowering citizens with the technical know-how needed for industrialization and national self-reliance. Through effective vocational education, the nation is expected to bridge the gap between education and the labor market, ensuring that school leavers and graduates are adequately prepared to meet the demands of modern industries and entrepreneurship (Okolocha, 2018).
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
Technical and Vocational Education (TVE) is increasingly recognized as a cornerstone for achieving national development and sustainable productivity. According to UNESCO (2015), technical and vocational education provides individuals with the essential skills, knowledge, and attitudes required to contribute meaningfully to economic and social progress. It serves as a strategic tool for equipping citizens with employable and entrepreneurial capabilities that enhance both individual and national productivity. Olorunfemi (2019) asserted that TVE is instrumental in reducing unemployment, alleviating poverty, and promoting industrial development through the preparation of a skilled workforce adaptable to changing technological environments.
In Nigeria, the relevance of technical and vocational education dates back to the pre-independence era, when traditional apprenticeship systems were integral to community life and skill transfer. However, the advent of Western education shifted the focus towards literary and theoretical learning, often neglecting practical and technical skill acquisition. Okolocha (2018) reported that this imbalance created a gap between education and the labor market, leading to a shortage of competent artisans, technicians, and technologists necessary for industrial and economic advancement. Consequently, Nigeria has continued to face challenges of low productivity, youth unemployment, and underutilization of human resources.
Ezeani (2021) contended that the slow pace of industrial growth and the rising unemployment rate in Nigeria are linked to the weak implementation of TVE policies and poor collaboration between educational institutions and industries. Despite the provisions in the National Policy on Education that emphasize the importance of vocational and technical training, inadequate funding, obsolete equipment, and insufficient teacher training have limited the sector's impact on national productivity. Uwaifo (2020) stated that many TVE graduates lack exposure to modern technologies, making them ill-prepared for the dynamic requirements of today's industries. This disconnect between training and practice has undermined the goal of using technical education as a catalyst for sustainable development.
Furthermore, Abdullahi (2022) affirmed that the negative societal perception of vocational education as inferior to academic education continues to discourage youth participation. Many young people and parents still prefer university degrees to vocational certifications, leading to a shortage of skilled labor in key sectors such as manufacturing, agriculture, and engineering. On the other hand, global trends toward industrialization, automation, and green technologies require a technically competent workforce capable of driving innovation and sustainability. Technical and vocational education, therefore, remains indispensable to Nigeria's aspiration for economic diversification and inclusive growth.
The Federal Republic of Nigeria (2013) stated that TVE aims to provide self-reliant individuals who can contribute to the development of the nation through productive engagement. It is envisioned as a mechanism to address unemployment, enhance industrial productivity, and promote sustainable livelihoods. However, achieving this vision requires effective policy implementation, adequate funding, curriculum alignment with labor market needs, and strong partnerships between government, private sector, and educational institutions. This research study is set against the backdrop of understanding how technical and vocational education contributes to productivity and sustainable development in Nigeria.
1.3 Statement of Problems
Investigation revealed that many technical and vocational institutions are underfunded, poorly equipped, and lack modern training facilities that align with global standards. As a result, graduates of technical and vocational programs often struggle to meet the demands of contemporary industries, leading to skill mismatches and low employability (Uwaifo, 2020). On the other hand, industrialization and technological advancement require a workforce that is both competent and adaptable to changing production systems. The absence of effective linkages between technical education institutions and industries has made it difficult for students to acquire relevant practical experience, thus limiting their productivity in the workplace (Ezeani, 2021).
Furthermore, the perception of vocational education as inferior to traditional academic education discourages many young people from pursuing technical careers, thereby reducing the pool of skilled manpower essential for sustainable development (Olorunfemi, 2019). It is against this backdrop that this study seeks to examine the role of technical and vocational education in promoting productivity and sustainable development in Nigeria.
1.4 Aim and Objectives of Study
The main aim of this study is to investigate the role of Technical and Vocational Education (TVE) in enhancing productivity and promoting sustainable development in Nigeria.
The specific objectives are to:
- Examine the relationship between technical and vocational education and national productivity in Nigeria.
- Identify the challenges affecting the effective implementation of technical and vocational education programs.
- Evaluate the extent to which technical and vocational education contributes to sustainable development in Nigeria.
- Investigate the role of government policies in promoting effective vocational and technical training.
- Propose strategies for strengthening technical and vocational education to improve its relevance to Nigeria's developmental needs.
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:
- What is the relationship between technical and vocational education and productivity in Nigeria?
- What are the major challenges hindering the effective implementation of technical and vocational education programs?
- How does technical and vocational education contribute to sustainable development in Nigeria?
- What roles do government policies play in the promotion of technical and vocational education?
- What strategies will enhance the effectiveness and sustainability of technical and vocational education in Nigeria?
1.6 Research Hypothesis
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 technical and vocational education and sustainable productivity in Nigeria.
- H1: There is a significant relationship between technical and vocational education and sustainable productivity in Nigeria.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will contribute significantly to improving Nigeria's technical and vocational education system. The study will also enhance awareness of the importance of vocational education as a tool for reducing unemployment and improving productivity.
Furthermore, the research will also serve as a resource material for future researchers and academicians interested in sustainable development through education.
Lastly, it will influence public and private institutions to invest more in technical training that will foster innovation and competitiveness in the labor market.
1.8 Scope of Study
The scope of the research is focused on the role of technical and vocational education in enhancing productivity and sustainable development in Lagos State, Nigeria.
The scope will cover selected technical colleges, polytechnics, and vocational training centers within the state. It will also assess government policy implementation and industry collaborations that influence TVE outcomes.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Technical and Vocational Education (TVE):
According to UNESCO (2015), technical and vocational education refers to educational processes that involve, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills and attitudes relevant to various occupations.
Productivity:
As defined by Olorunfemi (2019), productivity is the efficiency with which resources such as labor, capital, and materials are used to produce goods and services. It reflects the contribution of human effort to economic growth.
Sustainable Development:
Abdullahi (2022) described sustainable development as the process of meeting present needs without compromising the ability of future generations to meet their own needs through economic, social, and environmental balance.
Skill Acquisition:
Ezeani (2021) stated that skill acquisition refers to the process through which individuals gain competencies and practical abilities required for specific trades or professions.
Industrialization:
According to Okolocha (2018), industrialization is the transformation of an economy from primarily agricultural to one based on manufacturing and industrial production, driven by skilled human resources.
Education Policy:
The Federal Republic of Nigeria (2013) defined education policy as the framework of principles and guidelines that govern the planning, administration, and implementation of education at all levels in the country.
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