THE INFLUENCE OF VOCATIONAL AND TECHNICAL EDUCATION ON EMPLOYABILITY SKILLS OF UNDERGRADUATE STUDENTS IN TERTIARY INSTITUTIONS IN KWARA STATE
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Education in specialized trades and professions is almost certainly the source of both socioeconomic and political steadiness (Kutz, 2021). According to the National Policy on Education, "that component of education which leads to the development of practical and applied skills as well as fundamental scientific knowledge" is the definition of "technical education." The influence that technical and vocational education has on human resource development, productivity, and economic growth has led many societies to make it an essential component of their national development policies.
This is the case in a number of different countries. It has been observed that the goals of technical and vocational education are to provide students with training that will increase their overall competency, particularly as it relates to the employability skills they now possess or will possess in the future. The provision of educational opportunities in technical and vocational fields goes back quite a ways. The "apprenticeship system" and the family were the primary venues for obtaining a vocational education prior to the advent of the industrial revolution, which occurred between the years 1750 and 1830.
The disappearance of handcraft and the increasing specialization of professional duties, on the other hand, compelled societies to establish institutions of vocational education. In addition, the Columbia Encyclopedia published in 2001 highlighted that manual training, which involves broad education in the use of hand tools, is thought to have originated in Scandinavia (Christopher, 2020). After the year 1880, primary schools in the United States saw a rise in the popularity of vocational education, which led to the development of programs offering instruction in industrial training, bookkeeping, stenography, and other linked commercial activities in both public and private institutions. Cooper Union (1859) and Pratt Institute were two of the first private institutions of higher learning in the field of commerce in the United States (1887). Since the year 1900, there has been a significant rise in the number of both public and private vocational schools. Without a shadow of a doubt, the present fixation on receiving a university degree in Nigeria diminishes the socioeconomic options available to those who are more interested in working than studying academics.
A degree from an accredited institution isn't necessary for everyone. But if everyone went on to complete their degrees at a university, who would hire them? As was just discussed, graduates of vocational and technical schools are highly qualified businesspeople who can start their own companies. In spite of the fact that many of the so-called "expatriot engineers" who are being paid vast sums of money in dollars to construct the roads and bridges in Nigeria are graduates of vocational institutions, Nigeria is not taking the sector very seriously (Effiom, 2019). Many young people do not have "employability skills," which are often learned in vocational schools, which may be contributing to the alarmingly high rate of youth unemployment that has been reported recently. It was estimated that 70 percent of the population lives in poverty, and it is estimated that more than 91 million Nigerians survive on less than one dollar a day.
Also, it is widely known that Nigeria's educational institutions of higher learning do not have the resources necessary to provide students with the skills that companies need (Feiker,2021). There is no denying that Nigeria's social, economic, and political stability are all experiencing some growing pains at the moment. Is it conceivable that the development of vocational and technical skills by the people would be the solution to these pressing socio-economic and political concerns. Let's take a close look at some misconceptions about technical and vocational education, shall we?
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