Journal of Research in Educational Management and Business Studies (JOREMBS),

5(1), 57-70. June, 2020.

Towards Enhancing Strategic Management Practices in Vocational and Technical

Education Programme in Nigeria

ORE, ELIZABETH REMILEKUN

Department of Educational Management
Faculty of Education, Lagos State University, Ojo
elizabethremilekun@gmail.com

AKPORUOVO, ENOBONG
Federal College Education (Technical) Akoka, Yaba, Lagos
Department of Business Education, Office Technology and Management Education Unit
akporuovoe@gmail.com

Abstract
Vocational and Technical Education (VTE) is purposely designed as an educational system
that is expected to produce competent, knowledgeable, skillful and efficient workforce who
can favourably compete with the dynamics of work environment. It focuses on training
entrepreneurs who are expected to become job creators in order to bring about the desired
economic growth and development within the country. VTE is a programme that is supposed
to be employed to produce skilled manpower for the nation, combat the challenges of
technological changes, increase job opportunities, reduce the rate of unemployment,
increase productivity and foster economic growth. Thus, these objectives appear not to be
adequately met in the nation as a result of many problems confronting the effectiveness of
VTE programme in Nigeria. Therefore, this paper identified adequate provision of financial,
human and physical resources, government commitment, stakeholders’ involvement,
continuous review of VTE programme and good management as those strategic management
practices that will enhance VTE programme. The paper recommended that continuous
monitoring and evaluation of these strategies will lead to an effective and desirable outcome
of VTE programme in Nigeria.

Keywords: Strategic management, vocational and technical education

Introduction
Education is the bedrock of any nation that wants to grow especially a developing country

like Nigeria. It is an instrument for self-reliance, social reconstruction and economic

development (Mohammed, Rufai and Azeez, 2016). In order for her to compete favourably

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with the rest of the world, the country must invest in the development of human capital and

most especially in science and technology. Therefore, importance of VTE programme in

Nigeria cannot be overemphasised as it enhances growth and sustainable development.

According to Magaji (2015), the worldwide constant innovative changes have shown that the

future is unpredictable especially as it concerns education, technology, skills and

competencies which were considered the bed rock of economic, social and political mobility

and growth. He went further to define vocational and technical education as an educational

training which comprehends knowledge, skills, competencies, structural activities, abilities,

capabilities and all other structural experiences acquired through formal, on-the-job or off-the

job which is capable of enhancing recipients’ opportunity for securing jobs in various sectors

of the economy or even enabling the person to be self-dependent by being a job creator.

Vocational and Technical Education (VTE) is fundamental to the development and

industrialisation of nations. Thus the skills, abilities and competencies that are needed by the

nation are embedded in VTE, which are central to a nation’s social and economic

emancipation (Kehinde and Adewuyi, 2015). The National Policy on Education [NPE]

(2013), places serious emphasis on the development of vocational and technical education for

overall development of the nation and the policy stated three goals of VTE as follows:

i. To provide trained manpower in the applied sciences, technology and business

particularly at craft, advance craft and technical levels;

ii. Provide the technical knowledge and vocational skills necessary for

agricultural, commercial and economic development and

iii. Give training and impart the necessary skills to individual for self-reliance

economically.

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However, for these goals to be effectively achieved, government needs to give much

attention to VTE by setting achievable short and long term plans and adopting feasible

strategies that will bring about the desired VTE change in the country.

According to Kehinde and Adewuyi (2015), a strategy is a plan of actions that one uses to

formulate goals, objectives and the means of achieving these goals and objectives. The

National Strategic Framework for Technical, Vocational Education and Training in Lebanon

2018-2022, advocated that there is need for government to renew her commitment to VTE

through expanded access and service delivery, enhanced quality and relevance of VTE

provision and improved VTE governance and systems. Government should provide adequate

financial, physical and human resources, continuous review of VTE programme and

stakeholders’ involvement in order to revitalize the programme (International Labour

Organisation, 2018). These strategic management practices if well adopted will not only

revitalize the programme, but also lead to the country’s sustainable growth and development.

There are so many challenges facing VTE programme in Nigeria ranging from; poorly

trained personnel, limited qualified personnel are limited in supply, mismanagement of

financial, physical and human resources and lack of public awareness are challenges. For

instance, the bold step to introduce introductory technology instruction at college level has

long been poorly managed and currently nearly abandoned as a result of irregular review of

the programme which has led to out-dated curriculum. The United Nations Educational,

Scientific and Cultural Organisation [UNESCO 2000] noted that less than 1% of secondary

education in Nigeria is oriented towards technical and vocational skills. Also, workshops for

VTE at tertiary education level are out-dated and most of the facilities such as machines,

equipment and tools are obsolete (Okoye and Chijioke, 2013).

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 Budget allocation to the educational sector although, has been on the rise since Nigeria gain

her independence. However, this increment does not commensurate with the educational

need of the country such as Nigeria.

Table 1.1: Nigeria Education Allocation: N Billion 2010-2020

Year Budget (N) Trillion Education Allocation (N) Billion % of budget
2010 4.600 234.8 5.10
2011 4.972 306.3 6.20
2012 4.740 400.15 8.43
2013 4.987 426.53 8.60
2014 4.690 493 10.70
2015 4.400 392.2 8.91
2016 6.100 369.6 6.01
2017 7.300 448.01 6.00
2018 8.300 605.8 7.04
2019 8.830 620.5 7.05
2020 10.805 691.07 6.4

Note. Annual budget allocation to education sector from 2010- 2020

Budget Office of the Federal Republic of Nigeria (www.budgetoffice.gov.ng)

As seen on table 1.1, although, the amount allocated to education sector from the total

national budget in 2020 is higher in Naira value than that of 2019 but the percentage of

amount allocated in relation to the total national budget is 0.65 per cent (i.e. 7.05% – 6.4%)

below that of 2019 which was 7.05 per cent of the total national budget. The 2020 budget

allocation to education is below the benchmark set by United Nations Educational Scientific

and cultural Organisation by 13.3 per cent (i.e. 20% - 6.7%). It is worth nothing that the

budgetary provision for education according to UNESCO (2000) Education for All’ is

supposed to be 15 per cent to 20 per cent (of the national budget) minimum recommended for

developing countries like Nigeria.

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Figure 1: Percentage of National Budget Allocation to Education: N Billion, 2010-2020
12

10

8
% of allocaton to educaton
to the natonal budget
Percentage

0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Years

Note. Percentage of Annual budget allocation to education sector from 2010- 2020
Budget Office of the Federal Republic of Nigeria

According to Ameh and Aluko (2019), the country’s funding for education has continued to

rotate between five percent, six percent and seven percent of the national budget. This shows

that the educational sector is not been prioritized in the country unlike other sectors like

works and housing, security and power. Government should focus more on educating her

citizens most especially in the area of science and technology

Concept of Vocational Education

Education is essential for the sustainability of a nation. Little wonder why one of the beliefs

of the Nigeria’s philosophy of education states that education is an instrument for national

development and social change (National Policy on Education [NPE], 2013). To this extent,

VTE should be well recognized in Nigeria as it fosters science, technology, craftsmanship

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and trade/entrepreneurship. The policy states that technical and vocational education refers to

those aspects of the educational process involving, in addition to general education, the study

of technologies and related sciences and the acquisition of practical skills, attitudes,

understanding and knowledge relating to occupations in various sectors of the economic and

social life.

Ayonimike, Okwelle and Okeke (2015, as cited in Okolocha and Baba 2016), saw VTE as

those aspects of educational processes involving in addition to general education, the study of

technologies and related sciences and the acquisitions of the economy and social life. This is

in line with the definition as stated in NPE. Lama (2012, as cited in Ayanyemi and Adelabu

2016), saw vocational education as any form of education for the purpose of making an

individual fit effectively for a profitable employment, either for the sole aim of earning

wages or achieving other motives. In the view of Itua (2014), vocational education

encompasses the type of education that prepares the learner for entry into employment in his

or her chosen career, meets the manpower need of the society, increases the option students’

options and enables the learners to choose their career wisely. Itua (2014) claimed that

vocational education generally plays important role in reducing unemployment and poverty

alleviation. Oranu (2009, as cited in Osam 2013), made an attempt to define vocational

education separately from technical education. According to him, educators often find it

difficult to differentiate between these two concepts and the society had been led to believe

that vocational education is for those who are incapable of pursuing academic programmes.

Concept of Strategic Management

Strategic management is defined as the process of evaluation, planning and implementation

designed to maintain or improve competitive advantage. The process of evaluation is

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concerned with the external and internal environments (Sammut-Bonnici, 2016). Also,

Hanasini-Athapaththu (2016) sees strategic management as a broader term than strategy. It is

a process which includes environmental analysis of the organisation by the top managers for

the purpose of strategy formulation and the plan of strategy implementation and controlling.

It systematically organises the resources to align with the vision, mission and strategy

throughout the organisation. Strategic management does not predict the future, but prepares

the organisation for it by knowing the exact steps to implement strategic plans.

According to Hou-Zhihong (2006, as cited in Li, 2019), strategic management of higher

vocational colleges is based on the school's aim of running the school and school's specific

internal and external environment, only full understanding can make clear school's overall

policy and development direction, organise the resources of the school's human finance and

material resources to complete the planned overall goal of school. It is worth noting that,

strategic management has three stages: evaluation, planning and implementation stages. In

order to ensure an effective VTE programme, proper evaluation needs to be carried out so as

to identify those challenges facing the programme and to identify its prospects, proper short

and long term plans should be set and these plans need to be judiciously implemented and

monitored for desired outcomes.

Strategic Management Practices in VTE Programme

For a country that wants skilful, competent, effective and productive workforce, youths that

are job creators and not mere job seekers and a technologically oriented and science driven

economy must put in place workable strategies that will yield positive results in the VTE

programme. These strategies are explained as follow:

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Provision of Adequate Financial, Human and Physical Resources

According to Nasir (2012), for a VTE programme to become a success, it needs to have

government support in the way of a continual funding stream. Many VTE programme in

developing nations are funded by outside entities. These entities may include USAID, World

Bank or the United Nations. Though, these organisations provide needed funding for VTE,

the funds are typically not available over a long span of time. State Training Fund (STF)

instruments are the most common in United States; STFs exist but are different from state to

state. Nigerian government apart from money allocated to education in the annual national

budget can also source for fund through private-public partnership, donations, internally

generated revenue from the VTE programme and trust funds.

Human resources refers to the skill, energy, talent, abilities and knowledge possessed by

individuals who have passed through professional training that are used for the production of

goods and services or rendering of other services. Human resources could also be referred to

as employees or manpower. In technical colleges, the human resources refer to the technical

instructors, workshop attendants, laboratory technicians (Ogundu and Orji, 2015). Human

capital development is seen as a process of increasing human knowledge, enhancing skills in

vocational and technical education for increased output and encouraging creativity of trainees

through systematic, sustainable and strategic way (Enyekit, Amaehule and Teerah, 2011, as

cited in Mohammed et al., 2016). The need for well trained, qualified and experienced

teachers cannot be overemphasised. Therefore, the delivery of quality VTE programme is

dependent on the competence of the teacher; competence measured in terms of theoretical

knowledge, technical and pedagogical skills as well as being abreast with new technologies

in the workplace (Nasir, 2012).

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Adequate physical educational facilities are also required if the programme is to achieve its

purpose. According to Rufai et al. (2018), educational facilities are needed in order to aid,

stimulate and facilitate instructional process. Educational facilities are the physical

infrastructures that contribute directly or remotely to the teaching and learning process in the

educational system. As such, government should strive at providing all necessary physical

resources that will aid effective teaching and learning in VTE programme.

Government Commitment

Government should constantly renew her commitment to the programme through expanded

access and service delivery, enhanced quality and relevance of VTE programme. If

government is committed to promote VTE programme in Nigeria, it will provide youth and

workers with the competencies and skills required to access decent work and allow

businesses to recruit the workforce needed to bring about the much anticipated growth and

development.

Stakeholders’ Involvement

There is need to create awareness for the programme, citizens need to be enlightened about

the importance of VTE programme in any nation that wants to grow scientifically and

technically. The acceptability of the programme will be based on societal perception of it.

There should be stakeholders’ participation and cooperation during the formulation and

implementation phase of the programme.

Continuous Review of VTE Programme and Policies

For the curricular content to be relevant because of the dynamic nature of the work

environment there is need to constantly review the content of VTE programme curricular so

that graduate from the programme can successfully transit into the world of work without any

9
hitch and also constantly review its policies and objectives based on societal needs and

technological changes.

Good Management

Management according to Balogun (2013, as cited in Ogundu and Orji, 2015), means to

handle or arrange people, things or situation to bring about what one desires. In order to feel

the impact of the policy, the human capacity is brought to bear. It is the management that

discerns and influences these goals of government policy. In this sense, the manager ought to

know much about education and the management of the school. His professional orientation

or values permits him to choose from one alternative to the other and to provide reasons for

his decisions. He is expected to bring his expertise knowledge in addressing the challenges

that may arise in course of performing his duties (Ogbonda and Wobi, 2016). The central

duty of management in any organisation including educational institutions is to coordinate

the efforts of the staff towards the achievement of the stated goals of the organisation

(Nnabuo, 1996, as cited in Ogbonda and Wobi, 2016).

Conclusion

This paper has expatiated that the importance of strategic management practices in VTE

programme to the development and sustainability of Nigeria cannot be overemphasized. For

a country like Nigeria that wishes to confront those challenges hindering the achievement of

VTE goals as spelt out in (NPE, 2013), there is need for such country to focus on the

successful implementation, monitoring and evaluation of these strategic management

practices so that the country can improve scientifically, technically and innovatively thereby

bringing about the desired socio-economic growth and development.

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Recommendations

It is important to note that education is the bedrock of any nation that desires change and

innovation. Therefore, for VTE to achieve its goal, the following are recommended:

 Government should adequately fund VTE programme in Nigeria as financing is a key

resource in the achievement of VTE goals. The amount allocated to VTE programme

from the annual national budget allocation to education needs to be reviewed and

also, government can take advantage of other sources of generating revenue such as

private-public partnership, donations, grants from foreign countries, loans and

internally generated revenue from the programme.

 Government should recruit qualified, well skilled and experienced personnel and

ensure that both the old personnel and newly employed are constantly trained and

retrained.

 Modern facilities should be adequately provided in all schools, colleges and

institutions running VTE programme.

 Government should give adequate attention to VTE programme and constantly renew

its commitment to the programme through quality and relevant programmes that are

replica to those obtainable in the work environment.

 There should be stakeholders’ involvement in the formulation and implementation of

policies, programmes or curriculum that will affect VTE programme in order to avoid

any form of resistance.

 The policies and programme should be continuously reviewed. The curricular content

should be in line with the need of the society and feasible to that which is obtainable

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 at workplace. The curricular content should be such that will ease the transition of

VTE graduates from school to the world of work.

 Above all, for the successful implementation of these strategies, government should

ensure continuous monitoring and evaluation of VTE programme.

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