Agric. sci. dev., Vol(4), No (1), January, 2015. pp.

7-10

TI Journals

Agriculture Science Developments

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ISSN:
2306-7527
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Skill Development in Vocational and Technical Education for

Graduates Employability: A Challenge to African Tertiary Institutions
Ukah Joseph Ndem
Department of Technology and Vocational Education, Faculty of Education, Ebonyi State University, Nigeria.

Ituma Ernest Ogba *

Department of Technology and Vocational Education, Faculty of Education, Ebonyi State University, Nigeria.

Okpaga Felix Ali

Department of Technology and Vocational Education, Faculty of Education, Ebonyi State University, Nigeria.
*Corresponding author: Ogbaernestituma@yahoo.com

Keywords

Abstract

Skill
Employability
Graduate

This study investigated the skill development in vocational and technical education for graduates
employability: A challenge to African tertiary institutions. The design of the study was survey design. The
study was carried out in Ebonyi State, in the South Eastern geopolitical region of Nigeria. Three purposes of
study and three corresponding research questions guided the study. The sample for the study was 310 made up
of lecturers and students in the Departments of vocational and technical education in the tertiary institutions of
the study area. A structured questionnaire was used as an instrument for data collection. The finding of the
study revealed that socio-political environment, relationship between the institutions and the industries and
fundings of vocational and technical education are challenges to skill development in vocational and technical
education in Ebonyi State of Nigeria. It was recommended among others that the political situation in the state
should be made stable and conducive as well as increase in the funding of vocational and technical education
by the government.

1.

Introduction

Tertiary institution has been identified as the most powerful and veritable instrument for skill development and socio-economic transformation in
any nation. The tertiary institution is a fertile ground for the development of workable and salable skills, knowledge, attitude, competencies and
habits required for entry into any work or occupation. Tertiary institution in this study refers to any institution after secondary school. In essence,
these include universities, polytechnics, colleges of agriculture, and colleges of education. Tertiary Education refines an individual, creates
wealth to both individuals and a nation. In the African tertiary institutions, many vocational and technical education courses are being offered
which are aimed at developing skills in agriculture, business, home economics, engineering, technology and applied sciences.
Apart from the courses in vocational and technical education being offered in some of these tertiary institutions, there are special institutions
such as university of agriculture, university of technology and other institutions of managements which are charged to train qualified manpower
in technical and vocational education, business and applied sciences. The goals of tertiary institution among others include [1] :
i.
ii.
iii.
iv.
v.
vi.
vii.

To contribute to national development through high level of manpower development,

Provide accessible and affordable quality learning opportunities in formal and informal education in response to the needs and
interest of the society.
Provide high quality career counseling and long learning programmes that prepares students with the knowledge and skills for selfreliance and the worldwide
Produce manpower and skilled individuals relevant to the needs of the labour market
Promote and encourage scholarship entrepreneurship and community service.
Forge and cement national unity
Promote national and international understanding and interaction

The Federal Republic of Nigeria further stated that to pursue these goals, there must be quality teaching, research and development, quality
assurance, staff development, provision of practical based curriculum relevant to the needs of the labour market, and access to training funds and
students industrial work experiences.
Ultimately, the overall goal of the tertiary institutions is to develop skills in vocational and technical education for graduates employability.
Skill development is important for harnessing a nations natural resources and for promoting socio-economic stability. Skill development is the
ability to do or perform an activity that is related to some meaningful exercise, work or job. The wealth of any nation is the function of the skill
development of that nation. If these are to be properly harnessed and economically utilized, there is need for emphasis to be placed on skill
development and acquisition for graduates employability.
Skill apart from the perspectives of employability service as a political tool. Skill acquisition promotes personal and national greatness. The
behavior of an individual in a society or the behavior of a nation in the community of nations may be influenced by the skill possessed by that
individual or nation. Besides, skill is important for its social values, skill provides happiness, love, affection, enjoyment and fulfillment. Skill
development in vocational and technical education has become one of the prominent issues being deliberated by the African heads of states in all
her meetings. This becomes vital because of the importance of vocational and technical education and training for job creation and self-reliance.
The African tertiary institutions have been charged to carryout effective skill development in vocational and technical education in areas such as
agriculture, business, home economics, technology and applied areas, but it appears that the laudable objectives of the African tertiary
institutions in skill development has not been achieved so far, this could be attributed to so many factors. Graduate unemployment is still
growing at alarming rate. In line with this, over 80% of young graduates are unemployed across the African continent [2]. The high rate of

Ukah Joseph Ndem, Ituma Ernest Ogba *, Okpaga Felix Ali

Agriculture Science Developments Vol(4), No (1), January, 2015.

unemployment among the young graduates has led to various anti-social activities such as armed robbery, prostitution, and kidnapping, Boko
Haram, human trafficking and many others.
The question is, what are the challenges confronting the tertiary institution in Africa, in skill development for graduates employability? It is on
the quest to answer the above question that this research is designed.

2.

Statement of the Problem

In Africa, particularly in South-eastern state of Nigeria, there are many tertiary institutions that produce graduates annually. These graduates are
seen roaming the streets in search of white collar job which they have not seen. The search for the white collar job has led the young graduates to
migrate from the rural areas to the urban centers and these jobs are not easy to come by. In attempt to survive, many of these unemployed
graduates became frustrated and have involved themselves in armed robbery and prostitution among the boys and girls, kidnapping, drug
trafficking, political thuggery, child trafficking and other anti-social vices.
The young graduates find it difficult to get job because of deficiency in the skills required for a specific job. Interaction with many employers of
labour in Ebonyi State and environ in the South Western Nigeria revealed that the basic skills in vocation and technical fields are lacked by the
graduates. These might be attributed to the kind of training they received from the tertiary institution where they graduated. It is on this basis that
this study is necessary to identify the challenges facing the tertiary institutions in skill development in vocational and technical education.

3.

Purpose of the Study

The purpose of the study was to:

1.
Determine the socio-political environment as a challenge to skill development in vocational and technical education in tertiary
institutions.
2.
Determine relationship between the tertiary institutions and the industries as a challenge to skill development in vocational and
technical education in tertiary institutions.
3.
Determine the funding of vocational and technical education as a challenge to skill development in tertiary institutions

4.

Research Questions

The following research questions guided the study

1. How is socio-political environment pose a challenge to skill development in vocational and technical education in the tertiary
institutions?
2. How is the relationship between the institutions and the industries pose a challenge to skill development in vocational and technical
education in tertiary institution?
3. How is funding of vocational and technical education pose a challenge to skill development in the tertiary institutions?

5.

Methodology

Three purposes with three corresponding research questions guided the study. The study used survey research design where data were collected
from a sampled population. The survey design was considered suitable for this study because questionnaire was used to collect the data used for
this study. The study was carried out in Ebonyi State of Nigeria which has four tertiary institutions with the population of 322 comprising of 59
lecturers and 263 undergraduate students studying vocational and technical education in the 3 tertiary institutions in the state. The whole
population of 322 was studied, there was no sampling because the population size was manageable.
The instrument used for data collection was a structured questionnaire. The questionnaire which was developed from related literature reviewed
has a four points rating scale of strongly agree, agree, disagree and strongly disagreed with their nominal values of 4,3,2 and 1 respectively. The
instrument was validated by three experts from the Department of Technology and Vocational education, Ebonyi State University. The
suggestions and observations of the experts were incorporated in the final drafting of the questionnaire.
To establish the reliability of the instrument, cronbach alpha was used to determine the internal consistency of the instrument. A reliability
coefficient of 0.87 and 0.92 were obtained with this, the instrument was considered to be reliable for the study.
The questionnaire was distributed to the respondents with the help of each head of departments in vocational and technical education in each of
the tertiary institutions who acted as research assistants. Out of the 322 questionnaire distributed, 310 were retrieved back which represented
96.3% retrieval. The data collected were analyzed using mean and standard deviation to answer the research questions.
In taking decision, 2.50 were used as a cutoff point and this was derived by adding the nominal values of 4, 3, 2 and 1 and divided by the number
of cases. Therefore, any item with the mean score of 2.50 and above was considered as agreed while any item with the mean of 2.50 and below
was regarded as disagreed by the respondents. Also any item with a standard deviation below 1.94 indicated that the respondents were not far
from the mean and from the opinion of one another, while any item with a standard deviation above 1.94 indicated that the respondents were far
from the mean and from the opinion of one another.

6.

Results

Research Question 1
How does socio-political environment constitute a challenge to skill development in vocational and technical education in tertiary institutions?
Table 1 revealed that all the items had their mean scores within the criterion level of 2.50 with their corresponding standard deviations, this
implies that the respondents agreed that socio-political environment poses a big challenge to skill development in vocational and technical
education in tertiary institutions in Ebonyi State.

Skill Development in Vocational and Technical Education for Graduates Employability: A Challenge to African Teritary Institutions
Agriculture Science Developments Vol(4), No (1), January, 2015.

Table 1. Mean Ratings of the Respondents on Socio-Political Environment as a Challenge to

skill Development in Vocational and Technical Education in Tertiary Institutions (N =310)
SN

Item Statements

SA

DA

SD

SD

Interpretation

1
2

Situation of war and conflict affects academic activities in institution of learning

Political instability which leads to frequent change of government in a country affects skill
development in tertiary institutions.
Frequent change of policies of education affects learning in the tertiary institutions
Non-continuity of learning experiences in the curriculum has negative effect in tertiary
institutions system.
Frequent strikes as a result of disagreement between the government and lecturers affects
academic activities in the tertiary institutions

99
100

80
81

71
70

60
59

2.70
2.72

1.11
1.11

Agreed
Agreed

95
89

108
110

72
77

35
34

2.84
2.81

0.98
0.97

Agreed
Agreed

1120

82

70

38

2.91

1.04

Agreed

3
4
5

Research Question 2
How does the relationship between the industries and institutions constitute a challenge to skill development in vocational and technical
education in tertiary institution?
Table 2. Mean Ratings of the Respondents on the relationship between the industries and tertiary
institutions in skill development in vocational and technical education in tertiary institution (N = 310)
SN

Item Statements

SA

DA

SD

SD

Interpretation

Some tertiary institutions do not post students for SIWES programme to the industries
relevant to their studies
Many industries reject students posted to them for the SIWES programme
Many supervisors from the tertiary institutions do not carry out regular supervision of
students who are undergoing SIWES programme in the industries
Many industries expose the students to the practical skills during their SIWES programme
Many industries take good care of the students welfare in SIWES programme
Many industries do not take of the students during their SIWES programme
The tools and equipment used in the industries are not same as those used in training the
students in the institutions.
The tools and equipment used in training the students are the same with that used in the
industries.
Resource persons from the industries are sometimes invited to the institution for seminar on
skills needed in the industries
The institutions involve the industries in the preparation of the curriculum used in the
institution
Many occasions, the institution do not involve the industries in the preparation of the
curriculum

80

130

69

31

2.83

0.92

Agreed

118
140

90
80

68
70

34
20

2.94
3.09

1.01
0.96

Agreed
Agreed

95
25
102
52

108
26
98
70

90
109
65
98

17
150
45
90

2.90
1.70
2.8
2.27

0.89
0.91
1.04
1.05

Agreed
Disagreed
Agreed
Disagreed

65

99

98

48

2.58

0.98

Agreed

89

100

78

43

2.75

1.01

Agreed

50

65

100

95

2.22

1.05

Disagreed

100

89

70

51

2.76

1.07

Agreed

2
3
4
5
5b
6
7
8
9
10

Table 2 above indicated that all the items had their mean score above the cut-off point of 2.50, except items 5 and 8 which had their mean scores
below the cut off points with the standard deviation of 0.91 and 1.07. This signifies that relationship between the industries are not cordial in the
skill development in vocational technical education in the high institutions in Ebonyi State. As such, relationship between the institution and
industries is a challenge to skill development in vocational and technical education in Ebonyi State.
Research Question 3
How is funding of vocational and technical education constitute a challenge to skill development in the tertiary institution?
Table 3. Mean Ratings of the Respondents on Funding of Vocational and Technical
Education as a challenge to skill development in Tertiary Institutions (N = 310)
SN

Item Statements

SA

DA

SD

SD

Interpretation

The vocational and technical education in the tertiary institutions are adequately funded by
the government.
Funds are released at the appropriate time to the institutions by the government
There is special budgetary allocation for vocational technical education in the tertiary
institution
The funding of vocational and technical education are sometimes by the institutions internal
generated revenue
Funding the V.T.E. are sometimes being carried out by non-governmental organization such
as UN, UNICEF, etc.
Private individuals assist in the funding of vocation technical education tertiary institutions
Government do not budget specially for vocational and technical education in the tertiary
institutions

45

50

109

106

2.10

1.03

Disagreed

60
35

68
45

108
121

74
109

2.36
2.01

1.04
0.97

Disagreed
Disagreed

80

102

90

40

2.70

0.99

Agreed

98

102

60

5.0

2,80

1.05

Agreed

78
120

130
99

57
60

45
310

2.77
2.99

0.98
0.99

Agreed
Agreed

2
3
4
5
6
7

Table 3 above revealed that items 1, 2, and 3 had their mean scores below the cutoff point of 2.50 while items 4, 5, 6 and 7 had their mean scores
above the cut off points with their corresponding standard deviations. This implies that the respondents agreed that funding of vocational and
technical education is a challenge to skill development in the tertiary institutions in Ebonyi State of Nigeria.

7.

Discussion of the Result

The funding of the study revealed that socio-political environment pose a great challenge in skill development in vocational and technical
education in tertiary institutions in Ebonyi State, in the eastern Nigeria in West Africa in African continent. The result revealed that in an
environment where there is war, political instability, frequent strikes by lecturers and frequent change of government policies on education do
not favour learning and as such, skill developments is hampered. This findings agrees with the statement of Ochu (2006) who reported that in

Ukah Joseph Ndem, Ituma Ernest Ogba *, Okpaga Felix Ali

10

Agriculture Science Developments Vol(4), No (1), January, 2015.

situation of anarchy and lawlessness, instability in the government and civil unrest, every system in the nation are affected including educational
institutions [3] .
The result of this study in table 2 revealed that relationship between the industries and tertiary institutions are not cordial, and as such has
constituted a great challenge to skill development in the tertiary institutions in Ebonyi State of Nigeria. This result is in line with the study
carried out by Ndem and Eme (2012) which identified poor relationship between the industries and the institution in the production of graduates
in agricultural education [4].
Furthermore, this study in table 3 revealed that funding of the vocational and technical education is one of the challenges in skill development
for graduates employability. The result identified that government do not give special budgetary allocation to vocational and technical
education, funds are not released at the night time to the institutions, funds for vocational and technical education are not always adequate. This
finding agrees with the observation made by Elom (2010) that funding of vocational and technical education has not been adequate as a result of
poor budgetary allocation to educational sector in Nigeria, which is affecting vocational and technical education development [5]. The
submissions of the authors cited above, in fact, has actually added more validity to the findings of this research.
In Nigeria and Africa as a whole, there are alarming rate of graduates unemployment. One of the attractive options to reduce the unemployment
in vocational and technical education in the tertiary institutions; but in the south eastern Nigeria, many graduates of vocational and technical
education appear not to have the required skills for employment. This necessitated this study to determine the challenges of skill (development in
vocational agriculture education in the tertiary institutions. It was found that socio-political environment, funding and relationship between the
industries and the tertiary institutions are challenges to skill development in vocational technical education.

8.

Recommendations

Base on the findings, the following recommendations are put forward by the researchers.
1. Politicians should ensure that there is always conducive atmosphere in the country which will reduce the incidences of war, instability
in the government and continuity in educational policies in the country.
2. The institutions of higher learning in Nigeria should always involve the industries in curriculum formulation, organization of workshop
and conferences for the students and activities involved in the training of the graduates.
3. There should be sufficient budgetary allocation to vocational and technical education to enable the institutions acquire the required
tools and machines for skill development.

References
[1]
[2]
[3]
[4]
[5]

FRN (2008). National Policy on Education. Lagos: NERDC Press.

Tunde, (2012). Over 80% Nigerian youths are jobless: Daily Sun Newspaper. November, 12, page 40.
Ochu, A.O. (2006). Education for national growth and stability. Makurdi: Peace Makers Publishing Company.
Ndem, J.U. & Eme, C. (2012). Extent of Relationship between the industries and the institutions in the production of graduates of agricultural education in
tertiary institutions in Ebonyi State of Nigeria. Journal of Technology and Vocational Education. Ebonyi State University, Abakaliki, Nigeria.
Elom, E.N. (2010). Strategies for improving skill acquisition in technical education for the sustenance of technological development in Nigeria. Ebonyi
Technology and Vocational Education Journal 1(1) 119-128.