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Developing Human Resources in Tertiary Business Education for Youth Empowerment and National Development in Nigeria by E. B. Usoro

Developing Human Resources in Tertiary Business Education for Youth Empowerment and National Development in Nigeria by E. B. Usoro

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Published by Kolapo
Abstract: he paper observes that Nigeria’s higher educational institutions have fallen short of expectations- their products (graduates) lack the skills required by the labour market and this trend results in mass graduate unemployment, since they would have assisted them to be self-reliant. The study investigated the relevance of higher-level business education human resources development for youth empowerment and national development in Nigeria. The ever-increasing pace of technological changes in the fields of business and economy generally has rendered the teaching of business skills and the training of skilled manpower ever more challenging. The problem posed by this development is the search for graduates and competent business educators with the knowledge and skills needed by employers of labour in business offices, industry and public sector. The task of producing skilled human resources development for youth empowerment, productivity, and efficiency in society lies with skilled trainers and the quality of the training institutions. The implications of the development of a virile higher-level skilled work force for the economy is critically analysed and recommendations are made to relevant publics, especially the universities and its tutors.
Abstract: he paper observes that Nigeria’s higher educational institutions have fallen short of expectations- their products (graduates) lack the skills required by the labour market and this trend results in mass graduate unemployment, since they would have assisted them to be self-reliant. The study investigated the relevance of higher-level business education human resources development for youth empowerment and national development in Nigeria. The ever-increasing pace of technological changes in the fields of business and economy generally has rendered the teaching of business skills and the training of skilled manpower ever more challenging. The problem posed by this development is the search for graduates and competent business educators with the knowledge and skills needed by employers of labour in business offices, industry and public sector. The task of producing skilled human resources development for youth empowerment, productivity, and efficiency in society lies with skilled trainers and the quality of the training institutions. The implications of the development of a virile higher-level skilled work force for the economy is critically analysed and recommendations are made to relevant publics, especially the universities and its tutors.

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Published by: Kolapo on Nov 18, 2010
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DEVELOPINGHUMANRESOURCESINTERTIARYBUSINESSEDUCATIONFORDEVELOPINGHUMANRESOURCESINTERTIARYBUSINESSEDUCATIONFORDEVELOPINGHUMANRESOURCESINTERTIARYBUSINESSEDUCATIONFORDEVELOPINGHUMANRESOURCESINTERTIARYBUSINESSEDUCATIONFORYOUTHEMPOWERMENTANDNATIONALDEVELOPMENTINNIGERIYOUTHEMPOWERMENTANDNATIONALDEVELOPMENTINNIGERIYOUTHEMPOWERMENTANDNATIONALDEVELOPMENTINNIGERIYOUTHEMPOWERMENTANDNATIONALDEVELOPMENTINNIGERIA
E.B.USOROE.B.USOROE.B.USOROE.B.USORO
UniversityofUyo,Nigeriaenyboms@yahoo.com
 
Abstract Abstract Abstract Abstract
ThepaperobservesthatNigeriashighereducationalinstitutionshavefallenshortofexpectations-theirproducts(graduates)lacktheskillsrequiredbythelabourmarketandthistrendresultsinmassgraduateunemployment,sincetheywouldhaveassistedthemtobeself-reliant.Thestudyinvestigatedtherelevanceofhigher-levelbusinesseducationhumanresourcesdevelopmentforyouthempowermentandnationaldevelopmentinNigeria.Theever-increasingpaceoftechnologicalchangesinthefieldsofbusinessandeconomygenerallyhasrenderedtheteachingofbusinessskillsandthetrainingofskilledmanpowerevermorechallenging.Theproblemposedbythisdevelopmentisthesearchforgraduatesandcompetentbusinesseducatorswiththeknowledgeandskillsneededbyemployersoflabourinbusinessoffices,industryandpublicsector.Thetaskofproducingskilledhumanresourcesdevelopmentforyouthempowerment,productivity,andefficiencyinsocietylieswithskilledtrainersandthequalityofthetraininginstitutions.Theimplicationsofthedevelopmentofavirilehigher-levelskilledworkforcefortheeconomyiscriticallyanalysedandrecommendationsaremadetorelevantpublics,especiallytheuniversitiesanditstutors.
IntroductionIntroductionIntroductionIntroduction:
Therapiddevelopmentofanynationdependslargelyonthecaliberofitsyouths,sinceeverysectorofanationseconomyismanagedbycompetentpersonnelwhoaremostlyyoungpeople.Theintroductionofmicroelectronics,telecommunicationequipment,internetandcomputersintomodernofficescallsfortraininganddevelopmentofcompetentyouthswhoareequippedwiththevariousskillsneededbythemarket.OneofthegoalsofNigeriantertiaryeducationistheacquisitionofbothphysicalandintellectualskillswhichwillenableindividualstobeself-reliantandusefulmembersofthesociety(FRN,2004,p.36).ItisthestatutorydutyoftheNigerianhighereducationtogroomtherequiredhumancapitalthroughrelevantmanpowertraining,abilities,attitudes,skillsandknowledge(Babalola,2007).Anoutstandinghumancapitalassumptionisthatafterfinishingformaltertiary
 
E. B Usoro
RHEA 
,vol.2.no.1,13-2
 
14
education,graduatesshouldbeabletomakeasuccessfultransitionfromtheseinstitutionsofhigherlearningtobecomeproductiveworkers,self-reliantentrepreneurs,responsibleparents,goodcitizens,selflessleaders,andlivehealthylives.Itisassumed,alsothataftergraduation,youngpeoplecanthendevelopadditionalskillsthroughtrainingandexperiencethatcouldfurtherenhancetheiropportunities,capabilitiesandsecondchancesinlife.The2003-2005rollingplanofNigeriaindicatedthatthelabourforcewouldgrowfrom48.4millionto40.2millionin2005.Theabsorptioncapacityfortheeconomywasexpectedtorisefrom42.25millionin2003to44.28millionin2005implyingthat2.03millionemploymentopportunitieswereexpectedtobegeneratedfromtheimplementationoftheplan,thereby,reducingunemploymentratefrom12.70%in2003to11.79%in2005.YetthesituationforNigeriasyouthinthelabourmarkettodayseemsdisappointingwithmanyoftheseyoungpeoplefailingtogainemploymentorendingupworkinginpoorconditionsintheinformaleconomy.YouthunemploymentrateinNigeriaappearstobethehighestinAfricawithindicatorsatprimaryschoolleaves14.70%;secondaryschoolleavers53.60%andtertiarygraduates12.40%(FME,2006).Table1-YouthUnemploymentRatesforSelectedAfricanCountries
Country(grouCountry(grouCountry(grouCountry(group-- -yearyearyearyear)Unemploymentrate(%Unemploymentrate(%Unemploymentrate(%Unemploymentrate(%)
Lesotho(total-1997)47.40Lesotho(male1997)37.90Lesotho(female1997)58.50Malawi(total-1987)0.80Malawi(male1987)1.60Malawi(female1987)0.30Namibia(total2002)10.90SouthAfrica(total-2000)55.80SouthAfrica(male-2000)57.90SouthAfrica(female2000)53.30Swaziland(total-1997)55.20Swaziland(male1997)41.70Swaziland(female-1997)48.30Zimbabwe(total1999)14.00Zimbabwe(male-1999)17.00Zimbabwe(female1999)10.90Nigeria(allages-2003(2.30
 
DevelopingHumanResourcesinTertiaryBusinessEducationForYouthEmpowermentandNationalDevelopmentinNigeria
RHEA 
,vol.2.no.1,13-2
 
1515
Nigeria(prySchoolLeavers-2003)14.70Nigeria(sec.SchoolLeavers2003)53.60Nigeria(tertiarygraduates2003)12.40
Sources: Sources: Sources: Sources:
ILO(Al-Samarriai,S.AndBrighton,P.B.2003);NigeriadatafromCBN
AnnualReportandStatementofAccounts
fortheyearended3
s
December,2003;andFME(2006)retrievedfromhttp:/www.fme.gov.ngThereare96universitiesinNigeriaasatOctober,2008,andover41polytechnicsand62collegesofeducation.Despitetheeffortofthegovernmenttocreateabouttwomillionjobsperannum,mosttertiarygraduatesstayfarabovetheageof34yearsbeforeenteringtheirfirstjob.Bello(2003)in(Babalola(2007)revealsthatunemploymentincidenceinNigeriaaffectsenergeticyouthswithintheagesof20,24and25yearsmorethananyotheragegroupsinNigeria.Thisimpliesthatmanyyouthswithdynamicresourceswonderaroundwithoutbeinggainfullyengaged.Withthishugehumancapitalwaste,thequestionwhichthisstudywillattempttoansweris.WhydolargenumbersofUniversitygraduatesgojoblessformonthsorevenyears,whilelabourcomplainoflackofskilledworkers;andhowcantheUniversitiesassistintrainingskilledbusinessgraduatesfortheNigerianeconomy?AccordingtoFME(2006)andotheremployersoflabourare:
 
Thatthereisamismatchbetweenteachingintheinstitutionsoflearningandtheneedsofthelabourmarket.
 
Italsoshowsthatmajorityofstudentslearnthroughlecturesandacademictextbooksandareacademicallysoundbuttheyhavelimitedopportunitiesofacquiringpracticalexperiencebyusingmachinery,equipmentandpracticaltechniquesassociatedwiththeprofessions,
 
Thereislackofqualifiedteacherstoteachvocational,innovative,entrepreneurshipandjobskills.
 
Finally,thereislackofconsultationwithprivatesectorwhichhasledtoteachingofoutdatedcurriculum,outdatedresourcesandoutdatedteachingmethods.ThefindingsfromFederalMinistryofEducationconfirmstheearlierassertionbyWorldBank(2002)thatthegrowingunemploymentamongrecentgraduates,especiallyatthetertiarylevel,stemsinpart,fromthemismatchbetweeneducationaloutputandrequirementsofthelabourmarket.Thereisahighleveldemandforskillsworkersinoil,industrialandservicessectors,yetthesupplyisfarbelowexpectation.SkillmismatchisamajorconcerninNigeriawheretertiaryeducationgraduatesacquireskillsthatarenotdemandedbythelabourmarket.Whilethereisthesocietalbiasforpopular

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