Technical, Vocational Education and Training (TVET): Tool for Combating Insecurity in Nigeria (Published)
In line with UNESCO’s Sustainable Development Goals (SDG) 1 and 10 which are to eradicate poverty and reduce inequality by 2030. Inclusive Technical, Vocational Education and Training (TVET) has been observed as one of the ways to achieve participation and inclusion of most Nigerians in legal and meaningful profit-oriented activities to earn their living, eradicate poverty and combat insecurity. TVET is a training programme which equips its recipients with the required skills needed within or for a particular job for self reliance. It is an avenue that could be used to take many people out of poverty and thereby reduce social vices and insecurity in Nigeria. TVET facilitates the advancement or creation of legal business or profit oriented activities. Considering the objectives of TVET in Nigeria, the article therefore identifies and discusses different ways through which inclusive TVET could be implemented to combat insecurity in Nigeria. Inclusive TVET as discussed in this article entails taking into cognizance the unemployed youths, school drop outs, physically challenged, marginalized groups, rural dwellers and retirees and equipping them with the necessary skills needed for self reliance. The article stresses that poverty, inequality and insecurity could be reduced in Nigeria, if the suggested ways of implementing inclusive TVET in this article are adopted and consistently practiced. It recommends among others that, varying modes of TVET delivery options should be accessible to every Nigerian so as to equip them with the necessary skills needed for self reliance in order to enhance wealth creation and reduce poverty, inequality and insecurity in Nigeria.
Keywords: Inclusive TVET, Inequality, Insecurity, Poverty Reduction, Self-reliance
Technical and Vocational Education and Training (TVET) As a Panacea for Poverty Reduction in Enugu State (Published)
This paper examined Technical and vocational education (TVET) as a panacea for poverty reduction in Enugu State. Three research questions and three null hypotheses guided the study. The study adopted survey research design. The population for the study comprised 364 respondents made up of 330 registered entrepreneurs and 34 TVET teachers teaching in TVET institutions in Enugu State. A sample size of 150 respondents made up of 116 registered entrepreneurs and 34 TVET teachers was utilized for the study. Researchers’ developed and validated questionnaire was used as an instrument for data collection. Data analysis was done using mean, standard deviation and t.test statistics. The findings of the study revealed that TVET has a well-structured and packaged programme that can equip the recipients’ with the employability skills for world of work and poverty reduction. However, there are lots of challenges hindering TVET for achieving its potentials in poverty reduction. Arising from the findings of the study, the researchers concluded that TVET is a panacea for poverty reduction in Enugu State. The recommendations among others were that TVET institutions should provide training materials for TVET students in all the programmes for poverty reduction in Enugu State and also, there should be adequate funding of TVET by the government for provision and maintenance of equipment.
Keywords: Poverty Reduction, TVET, panacea and Enugu State.
Poverty Reduction through Investment in Technical Education in Akwa Ibom State (Published)
The study determined the opinions of technical teachers about poverty reduction and strategies to be adopted for poverty reduction in Akwa Ibom State. A survey research design was used for the study. Sixty technical teachers were sampled from the population of 131 technical teachers in all the technical colleges in Akwa Ibom State. Poverty Reduction through Investment in Technical Education Questionnaire (PRITEQ) developed by the researchers was used to collect data for the study. The instrument was validated by three experts from University of Uyo and the reliability coefficient of the instrument was .86. Data obtained were analysed using mean and simple percentage. Findings of the study revealed that poverty reduction may occur through investment in technical education. Also, mandatory technical education, siting of industries/skill acquisition centres, adequate funding of poverty reduction programmes and training people for self reliance are the strategies to be adopted for poverty reduction in Akwa Ibom State. It was recommended among others that government and international agencies should fund technical education programme heavily.
Keywords: Investment, Nigeria, Poverty Reduction, Technical Education
REPOSITIONING TECHNOLOGY AND VOCATIONAL EDUCATION AND TRAINING (TVET) FOR POVERTY REDUCTION IN NIGERIA (Published)
The paper acknowledges that Technology and vocational education and training (TVET) is an integral component of lifelong learning that provides functional education for individuals’ survival and socio-economic wellbeing of the society. This realization informs the global acceptance of TVET, as an effective tool for nation building and transformation. Taking cognizance of skill enhancement or empowerment capability of TVET for job creation, the paper upholds, this could engender poverty reduction which in turn orchestrates the culture of peace, environmentally sustainable development, social cohesion and international citizenship. The paper also emphasizes the potency of TVET in meeting the gap for new forms of skill development to meet the technological, economic and social needs of many developed countries. Furthermore, the author describes poverty as a serious menace to national growth and highlights some causes and destructive effects of poverty to nation building and maintains that unless appropriate attention is accorded to TVET the ripple effects of poverty would continue to defile every well informed policy/approaches of the government to nib poverty in the bud. Consequently, amidst other recommendations, the paper affirms that the government should through its agencies sufficiently empower graduates of TVET at all levels and also diligently mentor and monitor their activities to ensure their sustenance and active contribution to nation building as well as poverty reduction.
Keywords: Nigeria, Poverty Reduction, Repositioning Technology, Training (Tvet), Vocational education