CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

In a simple term, Skill means ability to do (Vanpatten and Benati, 2010). That is, one’s ability to

apply knowledge effectively and readily to execute tasks or performance. However, the true

definition of skill is ambiguous which is not limited to basic competence or mental

representation of ideas (Cornford, 1996). Skill acquisition on the other hand is defined as the

most common way of exhibiting the propensity for dynamic reasoning or conduct in a particular

action (Ochiagha, 1995). As a result, it is a learning system in which skilled behaviors can, under

certain conditions, become routine and even automatic. The explanation for a person's

cleverness, competence, or coordination is skill acquisition, particularly in the performance of

learned physical tasks.

The functionality of Nigerian educational products has been a concern and topic of discussion

among educational analysts for about two decades (Ukazu, 2021). This is against the background

that numerous understudies who graduate with exemplary authentications from the country's

trustworthy foundations are frequently incapable to apply the procured information and abilities

to work circumstances or taking care of basic issues. Modern societies all over the world require

that a person's entire educational experience include work-related preparation. According to

Adeyemo and Baiyelo (2002), the primary objective of this state is to equip their citizens with

employable skills so that they can produce and use the goods and services that the society

requires for its socio-economic growth. 1995, Ochiagha).

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For instance, Nigeria is frequently referred to as the "giant of Africa" due to its abundance of

human and natural resources. Butthe country isbedevilled with various issues notwithstanding

her enrichment. Knowing that Nigeria is included in the category of undeveloped nations makes

this even more concerning. The more noticeable among the various issues looked by Nigeria

incorporate Destitution and Joblessness (Sodipo, 2014).

In layman's terms, employment is the notion that a person has entered into some kind of

commitment with an employer under certain conditions, such as a payment schedule, etc., to earn

a living. As a result, anyone engaged in such a commitment or economically active is considered

employed. Alternately, anybody without the expressed responsibility or that isn't financially

dynamic is named 'jobless'.

According to the National Bureau of Statistics (National Bureau of Statistics, 2009), the national

unemployment rates for Nigeria between 2000 and 2011 showed that the number of unemployed

persons represented 31.1% in 2000; the growing unemployment rate in Nigeria is significantly

high and at its peak when compared to the past, which has consequently fertilized the level of

poverty among the citizens (Asaju, 2014). 13.6% in 2001; 12.6% in 2002; 14.8% in 2003; 13.4%

in 2004; 11.9% in 2005; 13.7% in 2006; 14.6% in 2007; 14.9% in 2008; 19.7% in 2009; 21.1%

in 2010 and 23.9% in 2011. The unemployment rate in Nigeria increased to 24 percent in 2012,

and the country's social vices have increased as a result. In addition, an empirical study found

that graduate workers have failed to meet their employers' expectations in terms of employable

skills, contributing to the country's high unemployment rate (Sodipo, 2014). It is important to

note that the majority of those affected are young people between the ages of 22 and 45.

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The oil boom of the 1970s is where Nigeria's unemployment problem began. During this time,

both individuals and the Nigerian government abandoned skill acquisition and other diverse

entrepreneurship practices that have the potential to strengthen both individuals and the economy

of the country. The revelation of unrefined petroleum has drawn the consideration of individuals

from pioneering practices to paper capability which has brought about expanded joblessness in

the country.

The majority of the workforce was effectively absorbed by the nation's agricultural, industrial,

and then-burgeoning public service sectors. Before the oil boom, people in Nigeria believed that

self-sufficiency could be achieved. For example, an expansion in the financial status of the

nation was because of broadened exercises verging on farming items, for example, cocoa,

groundnut, palm part, palm oil, cassava, notwithstanding other art rehearses. At that time, even in

primary schools, Nigeria's educational system promoted craft activities. There were a lot of

skilled technicians in Nigeria at the time, including carpenters, painters, auto mechanics, fashion

designers, and hairdressers.

The employment status of a Nation serves as a vital means to measure hersocio-economic

standard which is keen in determining the wellness of her economy, structural and political

stability among others.In addition, high rate of employment in a Country will affect government

income, policies, decisions and attainments positively. Furthermore, unemployment remains a

significant statistic which shapes government personal decisions and polices (Griffiths

andRotheim, 2007).An unemployed individual is therefore a drain on the resources of the general

public. Hence, there is a swift need to embark on quality researches that will proffer possible

strategies for enhancing skill acquisition in order to create more employment opportunities,

eradicate poverty and increase productivity among the youths. This research work sought

3
strategies for enhancing skill acquisition programmes for reducing unemployment among youths

in Niger State.

1.2 Statement of the Problem

Social unrest may result from Nigeria's incapacity to effectively involve a substantial portion of

her youth through job creation (Ukazu, 2021). There is cause for universal worry given the

appalling unemployment situation that many graduates and those with advanced education are

currently experiencing in the nation. The International Labour Organization (ILO) claims that the

phenomenon of jobless growth, an increase in the number of school graduates without suitable

job opportunities, a cessation of employment in many public and private-sector institutions, and

ongoing job losses in the manufacturing and oil sectors are all contributing factors to Nigeria's

high unemployment rate (ILO, 2018). Universities and polytechnics offer admissions to about 2

million students and produce about 600,000 graduates annually. The implication of this is that

unemployment rate consequentially soars higher yearly as these graduates join the job market

(My JobMag, 2021). This is worrisome as it translates to a bulging youthful, energetic

unemployed population with no contribution to the economic growth of the country (Ukazu,

2021).

The Federal Ministry of Youth and Sports Development's Nigerian Youth Employment Action

Plan 2021 to 2024, which was published in August 2021, reveals that unemployment rates are

rising in Nigeria. According to World Bank (2021), the proportion of unemployed Nigerians

with advanced education was 13.69% in 2016 and rose to 15.3% in 2019. The current rate of

young unemployment among those aged 15 to 34 was 35%. Another group of young people, or

28% of them, is thought to be underemployed. Underemployment implies that 28% of Nigeria’s

labour force works under 20 hours per week and are therefore underpaid. Both the

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unemployment and the underemployment rate are summed up approximately to be 55.7% (My

JobMag, 2021).Hence, poverty and gross unemployment are inseparable. This therefore, the

study was carried out to investigate strategies for enhancing skill acquisition programmes for

reducing unemployment among youths in Niger State.

1.3 Objectives of the study

The main purpose of this study is to examine the strategies that will enhance skill acquisition

programmes in order to mitigate unemployment among youths in Niger State.

The following specific objectives guided the study. The objective are to;

i. determine how adequate funding enhances skill acquisition programmes for job skills in

Niger State.

ii. examine how staff training improves skill acquisition programmes for creative skills in

Niger State.

iii. identify how the availability of standard workshop enhances skill acquisition programmes

for innovative skills in Niger State.

iv. assess how refiningthe image of vocational education enhances skill development

programmes for self-reliant skills in Niger State.

1.4 Research Questions

The following research questions guided the study:

i. Does adequate funding enhance skill acquisition programmes for job skills in Niger

State?

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 ii. Does staff training improve skill acquisition programmes for creative skills in Niger

State?

iii. Does the availability of standard workshop enhance skill acquisition programmes for

innovative skills in Niger State?

iv. Does refiningthe image of vocational education enhance skill development

programmes for self-reliant skills in Niger State?

1.5 Significance of the Study

Accord to the World Bank data, Nigeria is blessed with about 60% young, energetic working age

who could make strong and reasonable impacts to grow the country’s economy (World Bank,

2021). This study is significant in a number of ways. It would be of immense benefit to the

people in pointing out various skill acquisition programmes. It is also expected to provide a

platform in helping individuals to overcome the economic challenges faced as a result poor skills

or lack of required skills that would assist in enhancing employability. It is believed that the

study would help policy and decision makers by giving them information they can use to set up

efficient systems that can raise employable skills. The study will also aid in familiarizing other

academics and researchers in the field with the administrative expertise necessary for the

effective execution of skill acquisition programs.

In addition, the results obtained in the course of this study will be of enormous value in

identifying various challenges faced by skill acquisition programmes in the state and the nation

at large. Finally, the study will help to create more awareness among the people on the

importance of skill acquisition in combating unemployment and consequential poverty.

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1.6 Scope and Area of Study

The research was carried out in Niger State to identify various strategies through which skill

acquisition programmes can be boosted in order to reduce the growing rate of unemployment

among youths in Niger State, Nigeria. This is because the major hydro-power dams in Nigeria

are located within the state (Wikipedia).Niger State is located in the middle-belt region of

Nigeria, on latitude 9.58 and longitude 6.55, covering about 76,363 square kilometers, making

Niger state the largest state in Nigeria. It is bounded to the south by River Niger, sharing

boundaries with Kwara State to the south, Kebbi and Zamfara States to the north, also with

Kaduna to the north and northeast and Kogi to the southeast. It was founded in the year 1976,

having Minna as the state headquarter. Other major cities include Suleja, Bida and

Kotongora.The recognised ethnic groups in the state include Nupe, Gbagyi, Kadara, Koro,

Barab, Kambari, Kakanda, Dukawa, Gwada Gana, Dibo, Hausa, Kamuku, Pangu, and Ingwai.

The favourable weather condition coupled with the vast moderate slope environment makes the

area habitable for good tourist attractions, residential and agricultural purposes(NIPOST, 2020).

The predominant people of the state were farmers, hunters and fishermen.

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Figure 1.1: Map of Niger State.

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

In this section, the researcher describes the various terms that are used during the course of the

study. Also, the different views of other researchers about the topic are reviewed and presented

in order to enhance the quality and scope of the research. As used in the study and in line with

the context of the research, the meanings of some important terms are described below:

2.2 Theoretical Frameworks

Literacy is simply a person's ability to read and write, while education is defined as the process

of teaching, training, and learning, especially in schools and colleges, to improve knowledge and

develop skills (Speelman, 2005). Despite the fact that they are distinct but inseparable concepts,

these two ideas are frequently misunderstood. The phrase "education is the best legacy" is

frequently used. Therefore, among a child's gifts from parents, education ranks highest (Ukazu,

2021). “Give me not a fish, for the fish shall soon be gone, but teach me to fish, then I can fish

and fish again,” is a well-known saying. Reading and writing are only two aspects of education;

it encompasses a holistic development that is now regarded as an essential component of culture

and a civic right for all members of society.

In an empirical study, Sodipo (2014) stated that graduate employees in Nigeria did not meet

employers' expectations for employable skills, resulting in an employability gap, which

contributed to the country's unemployment rate. The concentrate further responses the

accompanying exploration question which are expressed underneath individually:

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i. Is unemployment rooted in a lack of vocational and employable skills?

ii. Might an alumni at any point have these abilities yet be jobless, and in the event that it is

conceivable, might there be different elements that work out in this situation?

iii. Is it true that our graduates were actually exposed to vocational studies, and to what

extent did they acquire these skills while they were still in college?

Therefore, it was discovered that youth unemployment syndrome is primarily caused by a lack of

employable skills (Sodipo, 2014; Ojei, 2010). According to Magbagbeola (2004), skill

acquisition is the accumulation of various skills that improve task performance by combining

theoretical and practical forms of knowledge. The study provided a number of recommendations

for maintaining a skill acquisition program. They consist of:

i. The provision of training that provides trainees with opportunities to acquire skills necessary

for preparation for gainful employment in a trade.

ii. Having specific skills that are relevant to each trade makes one a specialist in one area

rather than the others.

iii. Instructors who are qualified, experienced, and competent should lead training.

iv. Expertise procurement requires a lot of training, tolerance, interest, capacity, inclination

and character qualities.

v. A supportive environment is necessary for skill development.

vi. Preparing requires productive human relationship, business abilities, impersonation and

valuable thoughts.

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The standards directing preparation in a specific field as far as demeanor, client relationship,

efficiency, productivity, organic market should be valued (Magbagbeola, 2004).

According to Donli (2004), skill acquisition is the expression of an idea and knowledge gained

through training aimed at instilling the entrepreneurial spirit necessary for meaningful

development. He went on to say that people will be more charismatic in any work environment if

they are given the chance to learn relevant skills for self-sufficiency. He also said that acquiring

skills can make people more competitive and make them work together more. Ochiagha (1995)

keeps up with that the procurement of essentialskills is viewed as the capacity to do or play out a

movement that is connected with some meaningfulexercise, work or work. He further guaranteed

that for ability to be obtained, proper information, mentalities, propensities for contemplations

andqualities of character are figured out how to empower the acquirer foster scholarly, profound

and moral person for supporting better future capability.

In a study, Speelman (2005) stated that skill acquisition is a specific type of learning and that

learning is the representation of information regarding an environmental or cognitive event in

memory. According to Speelman (2005), skill acquisition is a learning system that involves the

acquisition of skilled behaviors that, given enough time, can become routine or even automatic.

Expertise obtaining hypothesis pulled in Anderson's Versatile Control of Thought (ACT) model

which is a mental upgrade reaction hypothesis (Ellis and Shintani, 2013). The theory is described

as a neo-Piagetian theory that combines aspects of both cognitive and behavioristic theories, as

Parziale & Fischer (2009) also iterated.

Abilities obtaining has been portrayed by numerous others as the procedure for killing

outrageous destitution and appetite by producing valuable open doors for additional work,

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through positions and abundance creation which on the long run will assist with imparting

independence and dependence (Isaac, 2011). One of Nigeria's most important Millennium

Development Goals (MDGs) is to end extreme poverty and hunger by reducing the number of

people living on less than $1 a day through skill acquisition (Ikegwuet al., 2014). Still on this

note, Niger State like any other state in Nigeria is dared with the challenge of high rate of

unemployment among its young population. It is a great challenge which has engulfed the

attention of the State Government. As a result, Niger State Government has introduced a

Community Reorientation Council (CRC) to observed various skills acquisition programmes as

an approach to empower the youth and reduce the heightened level of unemployment within the

State.

Wan et al. (2017) conducted research and established the fact that many factors are responsible

for the inhibition of sustainable skills acquisition development programmes siting Kano as a case

study. These factors include inadequate funding, lack of effective monitoring and supervisory

mechanism couple with the coordination amongst relevant government agencies, excessive

favouritism, lack of transparency in the distribution of empowerment opportunities, politicization

of programmes especially in the periods of election (Wan et al., 2017). Hence, the researchers

gave the following recommendations for the;

a. expansion of channels of skill acquisition centres.

b. clearer enrolment procedures into the scheme through collaboration with educational

institution.

c. maintenance of the already established training centres.

d. creation of linkages with social groups and the adoption of Public Private Partnership

developmental strategy in the scheme.

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 e. incorporation of component like youth values to help the participants in the post

empowerment period. (Wan et al., 2017).

There is a famous saying that an idle hand is the devil’s workshop. It is no longer a news that the

prevalence deviant guises of Nigerian youths such as: burglary / theft, sexual promiscuity, armed

robbery, banditry, social maladjustment, political thuggery, terrorism, internet (yahoo) frauds,

religious violence, kidnapping insubordination among others are mostly symptoms of idleness

which emerged from unemployment or underemployment (Paul, 2015; Adebayo, 2013). World

Bank survey in 2011 also disclosed that about 40% of those that are found in rebel movements

claimed that they are inspired by a lack of job, also an approximate of about 50% that are

engaged in one form of criminality or the other linked their motivation to the lack of job

syndromes (World Work Report, 2013). In bids to abate these anomalies, there is need to

sensitize the general public on the importance of skill acquisition (Uduank and Christian, 2016;

Ojei, 2010; Adeyemo and Baiyelo, 2002; Ochiagha, 1995). If then this is done and there are no

positive changes, then,there might be another greater problem which the general public have to

look into (Chukwuemeka et al., 2012).

Over the years, the relationship between knowledge and growth in economic growth has been

boosted by technical revolutions and advancements through science and technology, this

therefore ensures that economic growth is no longer limited to exploitation of raw materials,

energy sources and physical goods, but on the imperceptible development of values in the form

of essential skills, services, innovative technologies and inventions (Ijieh, 2020;

Ukachuku&Iheriohanma, 2013). The poor state of economic situation in Nigeria

todaysproutedfrom the total dependence on white-collar jobs, which is not sustainable. Formal

education is necessary and useful, but there is need for an individual to delve into skills

13
acquisition programme especially the youth in Niger State. There are many graduates out there

seeking job opportunities, empowering them through skill acquisition will not only boost their

morals, but also increase their self-confidenceand self-sustainability (Ogundele, 2010; Ojei,

2010). It is therefore important for the State Government and all concerned agencies to partner

with the ministries of Education in order to make skill acquisition an integral part of educational

attainment, beginning from the primary to the tertiary level of their educational career.

Individuals can develop their self-reliance, self-esteem, and ability to act on their knowledge and

skills through vocational education. Teaching prospect recognition, commercializing an idea or

theory, and starting a business are all part of it. According to Grecu and Denes (2017), it also

involves tutoring in traditional business fields like administration, public relations, information

systems, and finance.

The Federal Republic of Nigeria's government has long been concerned about youth

unemployment. Because of this, the Nigerian Youth Employment Action Plan (NIYEAP) for the

years 2009 to 2011 was started in order to help Nigeria better deal with the problems caused by

increased youth unemployment. The development of the NIYEAP 2009-2011 was also motivated

by the pressing need to harness the youth's full potential and energy in order to achieve the

national development goals and reduce the threats to national security and development posed by

rising youth unemployment and underemployment.

The Nigerian Independent Youth Employment Alliance (NIYEAP) supported the Nigerian

government's efforts to foster employment opportunities for young people. In light of the

circumstances of the present, this Action Plan, despite its modest accomplishments, has outlived

its usefulness. In addition, the Government prioritizes human capital development and

14
employment generation in the Economic Recovery and Growth Plan (ERGP), National Youth

Policy (2019), and National Employment Policy.

2.3 Human Development Theory

Human advancement hypothesis is the most suitable hypothesis that mirrors the commitment of

instruction towards formative parts of human undertakings. The idea of development is

explained by human development theory, which draws on concepts from a variety of

perspectives like ecology, sustainable development, feminism, and welfare economics. The

theory, which gained popularity in the 1990s, focuses on how instructional capital and social

capital can be used to maximize the economic value of human capital as a whole. Amartya Sen

and MahbubulHaq were the most known human improvement scholars in 1990. Their focus was

on people's capabilities and potential. They made it clear that people's well-being and importance

to the economy are determined by their capabilities, not their wealth or possessions. The creation

of the Human Development Index (HDI), a human-centered measure of development, is

emphasized by this paradigm shift from national income accounting to people-centered policies.

In its reports on human development at the turn of the millennium, the UNDP set the standard for

this approach. The Human Development Index (HDI) is a combination of the Life Expectancy

Index (LEI), the Education Index (EI), and the Income Index (II) that is used to classify nations

into four levels of human development: Extremely High (VH), High (H), Medium (M) and Low

(L). Where information isn't accessible, such circumstances are addressed as not accessible

(NA).

The classification of nations into development bins with arbitral cut-off values is the focus of

criticisms of the Human Development Theory. This classification has the potential to mislead

15
politicians, investors, donors to charities, academics, and the general public. However, the

UNDP claims that the new method, which was developed in 2010, produces a system for

continuously updating human development categories in response to data revisions. The ranking

of UN member states based on computed HDIs has actually been helpful. It is reasonable for

public magnification assuming the record is high and for featuring public efficiencies when it is

low. Along with GDP per capita, HDI has also been used extensively and effectively in global

discussions on development planning. These theories of development are connected by a strong

thread: The reference to public economies, which avows the nearby association between the two

simultaneously and speed of advancement. The ways of thinking might vary in belief system, yet

the human advancement hypothesis obliges every one of the parts of different schools; while

focusing strikingly, the ideal spot of human capability and prosperity in the improvement of any

country.

Following the trend of advancement globally, skill acquisition deals more with the exhibition of

technical knowledge which is practical in nature. However, to a lay person, skills acquisition are

more popularly seen from the context of local crafts, local trades, road-side mechanics, road-side

vulcanizer and other crude occupations. To change this tag of inferiority and wrong notions

conferred on the concept of skills acquisition, there is an urgent need to rebrand the skills

acquisition programmes and to equally sensitize the entire populace to admit that skills

acquisition is a broader concept of education.

2.3 Conceptual Framework

Employment:

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Employment most commonly refers to the state of having a paid job (Wikipedia). To employ an

individual is to pay the such individual to work. Individuals get employed for variety of reasons,

but the ultimate among the reasons why people seek employment opportunities is to earn a

living. Employment includes all persons of working age, while the working- age population is

the population that falls within the legal working age. However, there is no universal agreed

working age as it differs from one country to the other, in compliance with their laws and

practices. But on average, it commonly ranges between 15 to 64 years old. The person that

employs is the employer while the employed person is called an employee. Employment can be

offered by an individual, corporate associations, firms, industries, governmental and non-

governmental organisations to mention a few.

Unemployment

Unemployment describes the situation in which a willing individual is not offered a paid job.

According to the definition, it is good to note that securing apaid job is not everyone’s interest.

Some individuals preferred working as a sole proprietor which is popularly referred to as self-

employment. Such individual prefers to employ and not to be employed. Globally, the issue of

unemployment is on the rise. The rise in the rate of unemployment can be attributed to several

factors which include age, government policies, basic amenities, the type of required skills,

nature of the job, salary structure, insecurity, market forces, socio-economic status, job status,

relationship, epidermic prevalence among other. The prevention of mass unemployment is now

unanimously considered a primary goal of economic policy around the globe.

Youth:The United Nations define Youth as a time frame of transition from the dependence of

childhood to the independence adulthood and awareness of such interdependence as a fraction of

a community (Adavbiele, 2014). And on a popular note, the youths are referred to the leaders of

17
tomorrow, just as another school of thought will refer to them as the keystone and vehicle of

growth and development in the society. Various countries across the globe have long maintained

that youth is not a range of ages but a diversity of culturally organised social processes that mark

the transition from childhood to adulthood. It is therefore imperative to recognize that there is no

global unified terms as to what defines the youthful age. The Commonwealthdescribes youth as

any individual between 15 to 29 years of age, while the African Youth Charter describes youth

as any individual between the ages 15 to 35 years old (Youth Employment Network, 2009). This

range as given by the African Youth Charter is widely accepted by many countries which include

Cameroon and Ghana to mention only a few. Nevertheless, the case is not the same for Nigeria

in which in the amended 2019 National Youth Policy has defined youth an individual between

the ages of 18 to 29 years old. Going by this reform, many people iterated that the age limit

which was adopted by Nigeria government is quite unfair and unjustifiable as this explains why

NYSC is limited to graduates under the ages of 30 years. On the other note, it is claimed not to

have reflected the political reality of Nigeria.

In addition to these facts, a good number of educational psychologists have made several efforts

to specify the age boundaries of youth. They specified that youth is an individual between the

ages of 13 and 40 years old.

Skill: Skill is defined as one’s ability to do something well. It describes the level of expertise in

an individual in getting a task accomplished through the application effective knowledge.

Vanpatten and Benati (2010) defined skill as the ability to do. As for Cornford (1996), the word

skill is ambiguous and can be viewed from diverse viewpoints. According to the researcher who

viewed skill from a psychological perspective and outlined ten attributes of skill as stated below:

18
i. Skills are acquired.

ii. Goals, motivation, and skill are all part of skill.

iii. Schemas are necessary for professional performance.

iv. Abilities require content and setting information.

v. Skills are used and transferred when specific stimuli are present.

vi. Skills include solving problems that are relevant to the situation.

vii. Individual differences in skilled performance are evident, and skill involves relative

judgments.

viii. Excellence standards are important.

ix. Competence requires similar replication.

x. High skill levels can only be achieved over extended periods of time.

Since the beginning of time, man has used skill development to change materials. However,

according to Diigbo (1989), skilled hands and minds are required to effectively apply knowledge

and techniques in order for development to occur.

Acquisition of Skills: The process of demonstrating the characteristics of active thinking or

behavior in particular activities is referred to as skill acquisition (Jimba, 2006; 1998,

Ogundowolo; 1995, Ochiagha). Expertise procurement depicts the cycle through which pertinent

information, required mentalities, propensities for thought and characteristics of character are

learnt to foster scholarly, close to home and moral person which readies a person for a superior

19
tomorrow (Khalil et al., 2009). Dekeyser and Criado (2013) say that a variety of psychology

subfields, including behaviorism, cognitivism, and connectionism, provide the scientific

foundations for skill acquisition theory. A skill acquisition theory developed by Dekeyser

(2007b) explains the idea that the acquisition of a wide range of skills exhibits remarkable

similarity in development from initial representation of knowledge through initial behavioral

changes to eventual fluent, spontaneous, largely effortless, and highly skilled behavior, and that

this set of phenomena can be explained by a set of fundamental principles that are shared by all

skills.

2.4 Youth Empowerment Programmes in Nigeria

2.4.1 According to Jimba (2006), youth empowerment entails a variety of means by which

young people can be helped to alter their way of life. He maintained that youth

empowerment refers to a strategy for instilling in young people the spirit of idea

transformation into creativity. Youth empowerment can also be seen as a way to show

young people how to be productive through training or skills. It envelops various ways

youth can be uncovered into various tradesthat may assist them with taking part in

feasible paid and independent work.

2.4.2 According to Ogundowolo (1998), the goal of a skill acquisition program as a means of

giving young people more power is to teach them the right skills that will help them in

the future. He maintained that acquiring ideal skills is capable of ensuring youths' value

reorientation and transforming them into wealth creators and employment seekers. In

essence, people's welfare status will rise and poverty will be reduced as a result of wealth

and employment growth.

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2.4.3 In accordance with the above view, Ogbe (1996) expressed that abundance creation

procured through youth strengthening isexpected to switch the underlying shortcoming

and awkward nature in the economy by giving vital concentration and directionand

teaching in the adolescents the right morals, discipline, values, difficult work,

genuineness, regard and modesty among others.

2.4.4 To address up with these difficulties confronting the young people, different ability

procurement programs were started and put inplace by the Bureaucratic and State

legislatures all through the country to impart in them the propensity for acting through

repetitionand practice. The following are examples of skill acquisition programs that have

been implemented in Nigeria over time (Douli, 2002):

2.4.5 i. The program known as the green revolution, which was a response to the 1976 program

known as Operation Feed the Nation.

2.4.6 ii. The 1978 skill acquisition program and school-to-land program.

2.4.7 iii. The National Directorate of Employment (NDE)'s 1986 youth employment and

vocational skill development program.

2.4.8 iv. The Limited Scale Modern and graduate ranchers program of the Public

Directorate of Work (NDE) in 1988.

2.4.9 v. The public open apprenticeship plan of 1988.

2.4.10 vi. The public Youth Administration Corps (NYSC)

2.4.11 Unmistakable among the explanations behind the development and extension of abilities

securing programs in Nigeria was the requirement for the endurance of the adolescents

through confidence programs. The government's initial efforts to empower youth focused

on agricultural production, but over time, the concept expanded to include industrial,

21
 handicraft, and agricultural production that can generate income and make youths

financially viable. In recent years, the federal and state governments have implemented a

variety of training programs with the intention of instilling in young people a culture of

creativity and entrepreneurship. These programs are for training:

2.4.12 National Directorate of Employment

2.4.12.1 The federal government established the national directorate of employment in

1986 to help young people establish a foundation for their lives. Idachaba (2006) claims

that this is accomplished through workshops, seminars, an industrial financing program,

and a variety of other initiatives. The directorate provided a variety of training to the

adolescents in order to make this initiative a sustainable business enterprise. Among other

things, the training programs include:

2.4.12.2 Workshop and Seminars

In this instance, the directorate asked the young people to engage in workshops and seminars on

several trades. In order to help the trainees acquire knowledge and skills that will be useful to

them in the future, papers from both the public and commercial sectors were solicited.

2.4.1.2 On the-job Training

2.4.1.3 To foster their creative abilities, new workers of the directorate are frequently given

specific tasks to complete or are placed in offices, stores, and mechanics' shops. Effective

on-the-job training is mostly dependent on the skilled individuals who instruct the kids.

According to Ochiagha (1992), this kind of training is beneficial since it enables learners

to readily master the task.

2.4.1.4 Off-the-job-Training

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2.4.1.5 With this kind of training, participants can quit their jobs and pursue extra education that

will help them learn about cutting-edge workplace concepts. According to Magbagbeola

(2004), the directorate started the training program because of how intense the instruction

was. Because they have prior work experience, it is thought that after training, trainees

will quickly become accustomed to their jobs.

2.4.1.6 Programmed Instruction

The training method known as programmed instruction makes use of teaching machines,

programmed texts, or filmstrip-based training. The purpose of sending the adolescents to these

training facilities is to provide them with fresh training methods that will improve their future.

Because it is mounted with information and communication technology (ICT), this type of

training is different from conventional training.

2.4.1.7 National Open Apprenticeship Scheme

According to Douli (2002), the national open apprenticeship scheme is a type of skill acquisition

program designed to assist in the training of unemployed young people, such as those who have

dropped out of school, to acquire marketable skills that will enable them to find meaningful

employment upon completion of their training. The national open apprenticeship scheme

requires applicants to fill out forms indicating their educational background, location, and

vocational interest. This suggests that, to a large extent, each applicant has the option of learning

a trade.

According to Ochiagha (1995), the forms are processed at NDE headquarters in the

youthemployment (YE) and vocational skill development (VSD) departments. Choice toadmit or

reject a candidate is shown up at subsequent to weighting the singular factors, the portion and

23
other relevantrequirement. In most of the trades where training is offered, self-employed master

craftsmen and women lead the classes. In private or public workshops and institutions, trainers

can be found. Ozaga (1985) says that the training program has two parts: hypothesis andpractice.

Five days per week, or 80 percent of the training, are spent on practical training. The theoretical

training that makes up 20% of the training takes place on Saturday.

His method of education is direct apprenticeship attachment while working. The coach holds the

achievement or the disappointment of thescheme since the person is liable for conferring the

necessary abilities to the student and managing all thetraining exercises. The most striking issue

in the program is that the observing officials make periodicvisits to the preparation foundations

to assess preparing exercises. These visits are expected to encourageinteraction among mentors

and students and to figure out issues experienced throughout training(Ochiagha, 1995). The

interactions lead to the presentation of solutions. At the end of the training period, the trainees

are evaluated to see how reliable the training was and to help provide the tools needed to start a

business or trade.

The novel benefit of such preparation is that it opens the students to different abilities that can

make them self-reliantand self-subordinate in their space of exchange. It's important to note from

the explanations above that the national open apprenticeship scheme is the most well-known of

all the federal government's skill acquisition programs. This is a direct result of its various goals.

According to Ochiagha (1995), the following are the goals:

a. Unemployed youth are apprenticed for one to three years in private and public establishments,

depending on their chosen trade and previous experience.

b. It gives individual youths skills that could help them find work.

24
c. It makes sure that young people who sign up for apprenticeships are given an orientation

course that fits their personality and skills.

d. It guarantees adjusted and all round realizing which depends on 20% hypothesis and 80

percent on the jobtraining.

e. It guarantees that at all phases of preparing; the young people are checked and given

guiding where important.

f. It ensures that young people with entrepreneurial qualities receive loans for small businesses.

g. It gives participants the tools they need to start a self-employment business and the money

they need to do so.

Many participants are given the opportunity to start profitable businesses through the open

apprenticeship scheme, giving them economic independence. Confronted with the previous,

Nigeria laid out the Public Directorate of Work (NDE) in Walk 1986 with its projects officially

sent off in January 1987. The principal objective of the Public Directorate of Work (NDE) was

the obligation of Occupation Creation to the abounding multitude of the jobless Nigerians. The

program's objective was to develop and articulate policies to address the economy's general

unemployment issue. In order to cut down on the cost of job searching, this includes acquiring

and maintaining a data bank on employment and declared vacancies in the economy. The

exercises of NDE cover all areas of the economy.

Since its foundation, NDE has been wrestling with the pestering issue of business creation

through its different projects, for example, business guiding administrations and occupation

linkages, professional abilities securing preparing, innovative preparation and venture creation,

25
preparing for country business advancement, preparing for work based transient works, joint

effort with other pertinent organizations and association, among others.

NDE immediately expanded its reach to all 36 of the federation's states and the federal capital

territory of Abuja in order to fulfill its mandate. NDE has its state head office in all the state

capitals, and preparing focuses spread across the senatorial locale of each state. NDE has

identified four areas for employment intervention programs:

a. Vocational Skill Acquisition (VSD), b. Small Scale Enterprises (SSE), c. Rural Employment

Promotion (REP), and d. Special Public Works (SPW) The country's unemployment position

and, most recently, the employment test for recruitment into the Nigerian Immigration Service

(NIS) that was conducted across the country on March 15, 2014, with over 56, 000 applicants,

demonstrate the importance of a reevaluation of the country's agencies' efforts to create jobs.

According to the report, the exercise resulted in the deaths of approximately 16 applicants and

the injuries of many others due to the stampede that broke out at the various test centers. As a

result, the researchers are taking the study into consideration because this causes them concern.

Since Nigeria gained political independence in 1960, the economy has undergone significant

transformations. As a country, Nigeria has been working vigorously since the breakdown of oil

blast to accomplish youth freedom and worked on financial status through a few changes and

program drives, for example, the Underlying Change Program (SAP), the Public Directorate of

Business (NDE), Little and Medium Endeavors Improvement Organizations (SMEDAN), Public

Organization for Destitution Destruction Program (NAPEP), Better Life Program, Public Open

Apprenticeship Plan, the alumni work creation credit Assurance conspire, Rural Area Business

26
Program, Endowment Reinvestment and Strengthening System (SURE-P) and Youth

Undertaking With Development in Nigeria (YOUWIN).

Youth unemployment continues to pose a significant obstacle to the economic development of

Nigeria in spite of these programs and policies. Due to a lack of relevant skills that will empower

Nigerian youths after graduation, youth unemployment appears to be on the rise. According to

the "Nigerian unemployment report 2011" prepared by the National Bureau of Statistics, the

unemployment rate is 25.6% higher in rural areas compared to 17.1% in urban areas. The

National Bureau of Statistics' survey found that people between the ages of 0 and 14 made up

39.6%, that people between 15 and 64 (the economically active population) made up 56.3

percent, and that people 65 and older made up 4.2 percent. The problem of unemployment has

posed a significant challenge to many developed and developing nations, regions, and provinces

around the world. The majority of high school graduates lack the necessary skills and

competencies to function in today's emerging society. Based on these data, it's clear that youth

skill acquisition may not be overemphasized in the creation of employment.

Uloko and Ejinkonye made the observation that it is possible for young people to use their newly

acquired entrepreneurial skills to open up new avenues for wealth. Engaging the adolescent to set

up organizations includes appropriate obtaining of abilities through instruction and preparing.

Such obtaining wakes one up to conjecture business open doors utilizing suitable business

abilities. Okolocha and Okolocha agreed that the Students Industrial Work Experience Scheme

(SIWES) can help students develop these entrepreneurial skills. They found that the Student's

Industrial Work Experiences Scheme (SIWES) is an important program that can help to bridge

the gap between school life and the world of work by combining meaningful job experiences

27
with related institutions learned in the classroom in a study of this effect on 258 Nigerian

students in Anambra State. The proper machinery for sustaining the SIWES program was

advocated in order to assist students in acquiring the appropriate entrepreneurial skills that will

assist them in overcoming the difficulties of unemployment and economic crises. Ola-Adebayo

argued that entrepreneurship education would be more effective in achieving this. He used

primary research methods to examine the determinants of skill acquisition and professional

knowledge acquired by Nigerian graduates through the current university curriculum and

discovered that entrepreneurial education is most effective when delivered in schools. Also, it is

thought that the best way to teach entrepreneurial education is to learn by doing. The study also

found that whether a person is male or female has nothing to do with how important it is to learn

how to run a business, both in and out of school. According to the study, completion of any

vocational education program should be a prerequisite for employment.

The authority in charge of education ought to face the difficulties and offer a solution to the

problem of unemployment, which has led to economic instability and insecurity in the nation.

“That Nigeria’s social and economic problems will be drastically reduced if people are given

adequate vocational training in skills, raw materials, machineries, and equipment,” Ezeji and

Okorie argued, while emphasizing the significance of skill acquisition to national growth.

Materials can only be harnessed, manipulated, and turned into products by skilled men. With

quality abilities procurement programs, nations like America, England, Germany and Japan have

restored drug fiends, school dropouts and a few desperate who at last contributed definitively to

the economy and the improvement of high volume of efficiency in their nations. In their review,

Kanyenze, et al. highlights those phases of preparation in professional and specialized abilities

will decrease youth underestimation in Anglophone Africa. They found that six Anglophone

28
African nations—Egypt, Nigeria, South Africa, Uganda, Zambia, and Zimbabwe—have

implemented a variety of skill acquisition programs, but that unemployment remains high. They,

thusly propose that young joblessness ought not be viewed as a coincidental or unique

inconsistency of an in any case work cordial climate, however as a sign of the generally speaking

underlying issue that influences grown-ups as well as adolescents. As a result, the issue at hand

is whether or not policies aimed at boosting the overall capacity of African economies to absorb

labor should be implemented alongside those aimed at boosting youth welfare and employability.

2.5 Strategiesfor Enhancing Skill Acquisition Programmes

In the past, skill acquisition was a major practice as learners are enrolled into a form of

apprenticeship programmes. The programme is basically semi-formal in which the learners

which are regularly referred to as apprentice learn the desired skills under a master or an expert

on such desired skills. Dated back to about 3 decades, people’s attention was drifted towards the

acquisition of theoretical skills alone through formal education in expectation to obtain a

lucrative white-collar job which has become a regular practice that is not sustainable because of

its high level of dependency. In this sub-section, some ideas of how skill acquisition programmes

can be enhanced among youths are presented.

2.5.1 Boosting the Image of Vocational and Technical Education

In terms of the workplace, the business environment is undergoing rapid change in the 21st

century. In order to properly adapt to the business world, this necessitates new skills. In order for

Nigerians to meet the job market's skill requirements in the 21st century, they should reconsider

their negative mindset and embrace vocational skill acquisition for the country's improved

socioeconomic development. Sensitization of the general public, and students in particular, is

29
necessary to improve the image of VTE programs. The government should make vocational and

technical education (VTE) programs more appealing by providing scholarships to their students

and making it a requirement for all students, regardless of their field of study, to acquire at least

one technical or vocational skill. The public authority, VTE experts and organizations offering

VTE ought to utilize convincing promoting both print and electronic media, studios, gatherings,

courses, chapels and other neighborhood means to make consciousness of what VTE is really

going after what it does, and its advantages in working on the political, social and financial status

of people and the country overall. With the right reorientation, stakeholders in education will

begin to take vocational and technical education with the seriousness it deserves. Understudies

should be made to understand that endorsements don't count again however the profundity of

information and professional abilities which they have procured and their capacity to support the

expertise. Because the pursuit of certificates has failed Nigerian youth and the nation as a whole,

young people will enroll in the program once the image of vocational training in Nigeria

improves.

2.5.2 Involvement of VTE Professionals in VTE Policy Decisions

The use of non-professionals to handle VTE matters is the main issue facing VTE. According to

Ibeneme (2007), many policy-making administrators of the VTE program lack vocational

training and do not appear to comprehend the program's requirements regarding fund

distribution. The government must ensure that VTE professionals are involved in policy-making

decisions, planning, and implementation in order for VTE to succeed. This is essential on the

grounds that VTE experts know the requirements of the VTE programs as far as sending human

and material assets for compelling execution, observing and assessment. According to Manfred

30
and Jennifer in Okolocha (2012), the professionals possess all of the necessary abilities, skills,

and capabilities for implementing the program.

2.5.3 Matching VTE Policies with Needs Assessment and Proper Planning

Government ought to direct necessities appraisal of individuals and the country on the loose as

for VTE and coordinate it with legitimate preparation before execution. Strategies on schooling

made in scramble won't ever give wanted results. It would be better as per Gusua (2008), on the

off chance that strategies are made so that changes can be obliged without upsetting the general

framework. Legitimate arranging will likewise assist with staying away from irregularities in

strategy choices which could upset execution and progress of VTE programs. In accordance with

this, Gove (2014) focused on that assuming that the young people of the nation are to be ready

for the expected revolutionary in the realm of work, there is need for a conceivable arrangement

to upgrade the schooling system for VTE to empower the adolescents secure their future.

2.5.4 Enrich Laboratory/Workshop

Globalization's dramatic shifts have demonstrated that functional skill acquisition is more

effective than just getting certificates at improving one's economic situation. To procure the right

abilities required for more extensive selection of occupations and vocation ways, exceptional

research facility. Workshop gains importance. The government ought to provide modern tools,

machines, and equipment to VTE workshops so that teachers and students can practice the skills

in a manner that is comparable to that which is expected of them in the workplace and carry out

socially relevant research. The government should also start endowment funds for new libraries

and books, encourage new book projects, and reprint relevant books that are out of stock. A

Nigerian institution should never hesitate to ask for help from industrialists, philanthropists,

31
NGOs, and foreign donors. When teachers use the right tools, machines, and equipment in a

good environment, students can only learn the right skills. Because of this, Gove (2014)

emphasized the need to end the artificial distinction between academics and practitioners.

2.5.5 Exchange Programmes within and outside the Country

Government and foundations ought to design, arrange and support trade programs with different

nations that are as of now neck somewhere down in ability procurement rehearses. The graduates

and teachers' technical knowledge and knowledge of vocational and technical education will

definitely increase as a result of this. The value and image of VTE will be enhanced by

government agencies participating in skill programs like ITF, SURE –P, National Economic

Empowerment and Development Strategies (NEEDS), and the National Directorate of

Employment (NDE) in the VTE program.

Participation among foundations and businesses will assist with giving understudies cutting edge

hardware, machines and devices and furthermore make the understudies' experience genuine

circumstances.

Exhibitions facilitate interaction between institutions and the general public: Inside, there ought

to be an arranged communication among organizations offering VTE programs and the overall

population through institutional presentations. This will enable institutions to identify areas in

which they have an advantage over others in terms of acquired skills. Additionally, it will raise

students' awareness of VTE institutions and their capabilities. This will rouse guardians and

benefactors to help organizations in the space of financing and urge guardians to send in their

wards to select for the VTE program.

2.5.6 Staff Training

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To ensure that the quality of VTE teachers consistently rises, academic staff training should be

ongoing. There should be two parts to the training: training to acquire the credentials necessary

for teaching and ongoing professional development. Both types of training can be obtained

locally or internationally. In order to meet the requirements for staff members to perform well on

the job, the government should provide current books and journals, award scholarships, and

provide adequate funding and support for the VTE program through funding/research grants.

Restoring the Craft Period in Primary and Secondary Education: A very favorable environment

will be created for the long-term viability of vocational and technical education (VTE) in Nigeria

by introducing students to the craft culture at an early age. For example, in the 1970s and 1980s,

a government policy encouraged students in primary schools and secondary schools to complete

their own handicraft and other skill acquisition tasks as part of continuous assessment during

predetermined times. Nowadays, handicrafts are not taught in schools. Instead of forcing their

children to learn how to acquire the skills and use them to produce goods, parents, particularly

elite, wealthy, and influential members of society, do influence teachers and school

administrators to accept finished goods from their children—whether they are imported or

produced locally. Most schools appear to be not to notice the specialty time frame any more.

Students who would have offered skill courses in higher education and even after graduation

appear to be demoralized by this attitude. This must be reinstated in schools immediately and

enforced by the government, through various boards in charge of primary and secondary

education.

2.5.7 Adequate Funding

Taking into account the monetary powers reshaping this present reality, getting training right

ought to be offered need consideration in this just agreement. Given the capital-intensive nature

33
of VTE and other skill acquisition programs, the government ought to make every effort to

provide adequate funding for them. To ensure the successful implementation of VTE programs at

all levels, a special fund known as the "Vocational and Technical Education Intervention Fund"

ought to be established. This will assist with equiping the studios and research centers for

successful expertise procurement.

2.6 Agencies Responsible for Skills Development

In accordance with the ongoing policies across the globe, the governmental, non-governmental

and all concerned citizens have made various efforts in combating the menace of gross youth

unemployment in the country through the creation of ministries, policies, jobs and other

opportunities.

2.6.1 Federal Ministry of Labour and Productivity

The Federal Ministry of Labour and Productivity is responsible for certifying conventional

apprenticeship skills. Apprentices who successfully complete their apprenticeship program are

issued Grades 1, 2, and 3 Trade Test Certificates, with Grade 3 being the lowest, in accordance

with the Nigerian Labour Law's competency-based apprenticeship scheme. The Ministry

administers exams in more than 40 trades.

2.6.2 National Directorate of Employment

The Federal Government's National Directorate of Employment has locations in all of Nigeria's

states. The Directorate is the fundamental government organization managing in abilities

improvement for the casual area in Nigeria. About 80% of the activities for developing skills in

the informal sector, like developing entrepreneurial skills, are carried out by the Directorate;

subsidies for training funds for small and medium-sized businesses; specialized and professional

34
instruction; etc. The primary target population consists of school dropouts with a lack of

productive and marketable skills as well as graduates of tertiary institutions.

After that, the program graduates receive loans to start their own small businesses. NDE has four

plans under which the different expertise procurement programs are run. The plans include:

Developing Skills for the Workplace; Limited scope Ventures; Country Business Advancement

and Extraordinary Public Work.

2.6.3 Ministry of Women Affairs and Poverty Alleviation (Lagos State)

The Ministry offers skill-building initiatives, especially for widows. The majority of the

programs are entrepreneurial in character and prepare the participants to launch small enterprises

like those that produce snacks, tie-dye, decorations, shop thread, braid, weave, and beaded items,

among others. Between two and six weeks are spent on the training. The Ministry additionally

offers long-term training programs at recognized centers that last between six months and two

years. They don't charge for the training they offer, and they give participants access to a

microcredit facility so they can launch their enterprises without putting up any money as

security.

2.6.4 Ministry of Trade and Commerce (Lagos State)

To retrain members of the many associations that are registered with it, the Ministry regularly

conducts short-term technical training programs and vocational education. In Lagos State, there

are about 279 associations that have registered with the ministry.

2.6.5 Federal Ministry of Education, Abuja

35
Among other things, the Ministry's specific objectives include equipping the people with the

necessary skills to contribute effectively to wealth development and reducing poverty in the

country. The programs include adult literacy, which focuses on fundamental literacy and

functional literacy for those working in the unorganized sector, among others.

2.6.6 National Poverty Eradication Programme (NAPEP) Abuja

The Federal Government's National Poverty Eradication Programme has the difficult task of

eradicating extreme poverty and hunger in Nigeria. NAPEP is tasked with organizing and

overseeing all interventions aimed at eradicating poverty across Nigeria in order to accomplish

this mission. Its intervention programs include things like entrepreneurship, microcredit

financing, technical and vocational education and training, and others.

2.6.7 Small and Medium Enterprises Development Agency of Nigeria (SMEDAN) Abuja

SMEDAN was laid out in 2001 with the particular targets of growing little and medium

endeavors in all areas of the economy which have extraordinary possibilities for abundance

creation and business age. It works with partners in development and non-governmental

organizations to help small businesses become financially independent and develop their

entrepreneurial skills. The organization runs enterprising, professional and miniature money

programs.

Conceptually, the term "youth" implies youth. It is a relative term whose meaning varies across

cultures, groups, and nations and is defined by an age range. "Youth" is defined as "everyone

between the ages of 15 and 35," according to the African Youth Charter (AYC). According to

the National Policy on Youth Development (NPYD), anyone between the ages of 18 and 35 is

considered a youth. Youth is defined by the Food and Agriculture Organization (FAO) of the

36
United Nations as young people, both male and female, between the ages of 15 and 24.

According to Ngwoke (1992), under the National Youth Service Corps (NYSC) program,

university graduates in Nigeria under the age of 30 are considered eligible to serve the nation.

Taking into consideration the definitions provided by AYC, NPYD, and NYSC, I believe that

anyone between the ages of 18 and 30 is considered a youth. Youth are the future heads of any

country, Nigeria comprehensive.

According to Aiyede (2009), more than two-thirds of Nigeria's 140 million inhabitants are young

people. He views them as the future leaders of any nation and the foundation of development.

Indeed, he stated, "There must be a very good plan to tap the energy and resourcefulness of the

youth population to prepare them for the position of leadership and to fast-track economic

development if Nigeria is to be sustained as a viable entity."

Likewise, Jega (2012), composing on the jobs and significance of youth in the general public,

stated that approach creators and guardians must comprehend and value that adolescent are the

eventual fate of this country; As a result, the nation ought to be very concerned about their

outlook and inventiveness. The government needs to create an environment that encourages

young people to achieve their goals. The desolations of Boko Haram, aggressiveness, outfitted

burglaries, tricks, and other social abnormality are the result of absence of guardianship and

vision for public turn of events. Jega finished up by saying that, putting resources into

information and ability is basic to youth advancement.

Ojikutu (1998) also said that youth empowerment is very important to development because

many young people have trouble navigating the transition from childhood to adulthood, and the

government needs to help them change in this way so they can contribute to national

37
development. According to Ifenkwe (2012), youth in Nigeria need to be cared for and nurtured.

Youth characters are affected by both hereditary legacy and learning. While learned behavioral

patterns can be altered to achieve desirable outcomes, genetically inherited characteristics are

fixed and difficult to modify.

The adage "as a tree is inclined, so shall it fall" perfectly sums up the importance of dealing with

youth's contradictory personality, motivational, and developmental factors and the transition

from youth to adulthood. The sacred writings (Saying 22:6) counsels us to "train up a kid the

manner in which he ought to go, and when he is old, he won't withdraw from it." The young

people could be compared to a flood. A terrible catastrophe that affects everyone is typically the

unwelcome result of a flood that does not have a control system.

A few creators like Ejiogu (2001); According to Onochie (2008), a grave and dangerous

omission was the lack of interest in youth empowerment and development. Consequently, they

require empowerment and support.

According to Ozohu-Suleiman (2006), youth in Nigeria are trapped by unemployment. He

asserts that unemployment is a hydra-headed monster that affects all developing nations,

including Nigeria. "The rising tide of unemployment and the fear of a bleak future among the

youth in African countries have made them vulnerable to the manipulations of agents'

provocateurs," according to Zakaria (2006). These include religious extremists and desperate

politicians. Zakaria firmly accepts that the shortfall of open positions in emerging nations is

answerable for youth anxiety with deplorable results. In this manner, government and different

gatherings in the general public like NGOs, to end social indecencies need to start youth

38
strengthening programs, for example, the ability obtaining program, enterprising projects, and so

on. to provide youth without white-collar jobs with an alternative means of subsistence.

According to Chudi-oji (2013), skill acquisition can be defined as a well-planned process for

acquiring novel approaches to performing specialized tasks. Since the start of the fourth republic

in Nigeria, the government's policy focus has been on how people, especially young people, can

get vocational training so they can work for money.

In order to present a laboratory in which students practice their skills and acquire knowledge and

attitude, Okafor (1980) described the primary curriculum objectives of vocational education and

training. These objectives include:

i. Providing students with the opportunity to acquire additional classroom skills and practical

knowledge by utilizing local businesses;

ii. Setting up the understudy for everyday work after graduation and providing them with a

foundation of preparing, which will add to a fast progression to their work. In addition, it should

help students develop punctuality, good work habits, and personality traits like responsibility,

accuracy, adaptability, and the need for minimal supervision;

iii. Directing the understudies in choosing the specific occupation generally appropriate to

them, in connection of their advantage, aptitudes and capacities;

iv. Giving a circumstance in which local area needs for office representatives might be all

the more sufficiently met;

39
v. Making it possible for students to adjust to society and learning how to cooperate with

coworkers and superior officers so that graduates of training programs can find work and stay in

the community

vi. Advancing the healthy identity regard and accomplishment in understudies and

underscoring the attributes or characteristics of being perfect, fast and trustworthy; also vii.

gaining experience through wages received from training stations and related institutions

to develop sound personal money management concepts.

Professional instruction empowers on to turn into a helpful individual from his local area by

contributing productively to the general public. It is a program for people who have completed

basic education, entered a specific trade, and continued their training in the field to acquire a

specific skill so that the trainee can be mentally and physically ready for work.

“Schools should integrate skills training with academic education within the West African

School Certificate (WASC) curriculum and thereby harness the popular demand for academic

education to a more directly useful training,” Ozoro (1977) emphasized the need for vocational

and technical education in secondary schools.

This approach has been that the understudies who can't continue for additional training have the

choice to utilize their abilities to make money. In addition to receiving skills training, they stand

a chance of gaining additional educational attainment. They could use their skills to make more

money while also pursuing a career in academia.

In Nigeria, unemployment is a major issue. Numerous specialists and scholars have guessed and

proposed that there is a need to rebuild the instructive educational program at all levels and

support training past the essential and optional schools. In addition, efforts ought to be made to

40
develop an indigenous technology that will aid in the production of industrial-grade machinery.

As a result, a person's initial perception of education would be that it encompasses virtually all

knowledge and, more specifically, vocational skills. These skills lead to gainful employment, and

those who embrace the type of education will easily find themselves in the field where they are

required.

2.7 Problems of Vocational Educational Training

within Ashby's report titled "Investment in Education 1960." The commission highlights "the

strong bias towards traditional literacy and academic subjects," which they deemed to be a

significant flaw in Nigerian education. They claimed that this was caused by the general public's

lack of appreciation for technical achievement and manual skills.

However, this had a significant impact on public opinion regarding vocational education. Kanu

(1994) added that educational issues are common in Nigerian schools. In addition to a lack of

professional teachers and an inadequate supply of learning and instructional materials, there has

always been a lack of adequate infrastructure facilities. The general issues with Nigerian

education—its joint administration, inadequate funding, the delay in curricular changes, the lack

of adequate places for students participating in the Industrial Work Experience Scheme

(SIWES), poor resource management, programs that are not job-oriented, and the government's

attitude toward VTE graduates—are best addressed by vocational technical education programs.

Instructive organizers and educationists have called attention to this present circumstance.

Supporting this view, Kanu (1994) says the serious issue of professional schooling in the nation

is that acquiring educators who are occupationally equipped and furthermore capable in showing

strategies and supporting abilities which are basic to the outcome of the guidance cycle. Since no

41
one can give what they don't have, teachers must master the material thoroughly in order to

impart sufficient knowledge to their students. Taking into consideration the incompetence of

educators, a variety of instructional approaches should be utilized to meet the needs of every

student. If there somehow happened to be labor supply studies, exertion would have been made

to decide every one of the required labor supply of the number required for undeniable level,

center level and lower level. This backs up our educational planners' recommendation for a

labor-intensive strategy that social demand has rendered obsolete. These requirements for

vocational schools should be met by the state and federal education ministries. However, it

should be noted that neither a worker nor a machine can operate independently.

As a result, these training programs should be regularly supervised by the ministry to guarantee

their quality at all times. This professional schooling system is at times anticipated its evident

inability to incorporate the chiefs of business. Although this analysis may appear to be overly

simplistic, Harrison's assertion that organization manpower is the primary issue in many

developing nations appears to support it. Government departments, business and industrial

organizations, and educational institutions frequently fall short of expectations; The issue can be

attributed to an important innovator. What then's identity is central players?

This group includes, without a doubt, the entrepreneurs who receive and capitalize on new

business ventures as well as the managers or top administrators. They are the corn seed from

which new age of labor supply will develop.

As can be seen from the foregoing, business educators share some responsibility for the country's

current economic issues. The first step toward finding a solution to these issues might be

accepting this responsibility. In Nigeria, vocational education and training were viewed as

42
"education for dullards," according to Kanu (1994). According to the Ashby commission, this

played a significant role in the parents' and children's lack of interest in vocational and technical

education, which is an essential component of education. Unfortunately, education outside of

secondary school has not progressed as well. Given that literacy education was the first Western

education brought to Nigeria, and the university degree has become ingrained symbols of

prestige in Nigeria, the explanation is not far-fetched. Technology, agriculture, and other

practical subjects, particularly those at that sub-professional level, on the other hand, have not

gained popularity. Therefore, it is not surprising that vocational and technical education training,

in particular, is not very popular.

There are sure limitations for the most part standing up to the turn of events, development of

professional preparation program, which professional specialists should know, and to which

arrangements both present moment and long haul should be found. This involves that assuming

professional schooling issues are unloaded, it will unquestionably influence our economy, which

will beat advancement on the impacted people down.

According to Kanu (1994), the following are the primary factors that impede the advancement of

vocational education:

i. The majority of vocational education programs are offered by government agencies, which

have not yet piqued the interest of the non-profit organizations that have been responsible for the

majority of secondary and higher education's growth and development.

ii. Misperceptions about the purpose of vocational education that lead people to believe it is

only for idle people.

43
iii. misconceptions about craft institutions that lead people to believe they are doomed to

failure, such as dropping out.

These factors have resulted in the systematic marginalization of vocational education, which is

seen as unpopular in the same way that society in developing nations views vocational

education's product in its most basic forms as a token and is comparatively more expensive than

academically focused secondary schools. It is approximately three times more expensive to build

and maintain than a secondary institution. The vocational training program's products have more

theoretical and prospective employment markets.

In countries with a fairly industrialized economy or where the technician's job has some dignity,

whether in the factory or the company, the view of education with a vocational bias as a solution

to unemployment is relevant.

The irony of our situation is that, despite the abundance of potential human resources that will

evolve into economic development through increased emphasis on the economic and technical

relevance of vocational education, no significant improvement is meeting the country's

manpower needs, particularly in certain key economic sectors.

The situation is that there is a lot of unemployed people, but there are also a lot of open positions

in the agricultural, industrial, public, and private business sectors. Therefore, unless we shift our

focus from the conventional method of vocational education to a more radical and result-oriented

constructive or co-operative vocational education based on joint consultative approach between

the various participants and beneficiaries of the programs, they are almost certainly not going to

make any significant progress in the future.

2.8 Vocational Education and Empowerment

44
Vocational education and training unquestionably play a crucial role in any economy that is

endowed with abundant natural resources. The majority of the resources, however, are sadly

underutilized and should be put to better use. But because there is a shortage of qualified

workers, the economy continues to lag.

2.9 Income Generation

People who are economically empowered are more productive at home and in the community

because they have more opportunities to learn relevant skills and increase productivity. Citizens,

particularly women, who are educated acquire a sense of self-sufficiency and independence.

According to UNDP (1999), functional skill-building also gives women more control over their

economic activities, resulting in increased productivity and contributions to national

development. Asogwa (1998) gave the Ezinne Women Self-Help Association of Ohom-Orba,

which in 1988 provided portable drinking water to the entire population of Ohom, as an example

of a group of economically empowered women. She said that, based on this, financial

empowerment is letting the poor work to build an asset base so they can take control of their

finances. One direct approach to addressing financial empowerment is also assisting the poor in

accumulating their own savings. As a result, citizens, particularly women, in developing nations

are very interested in participating in income-generating activities; and women participate in

activities that they believe will increase their income, which they could use to supplement the

income of their family's breadwinners.

In this way, vocational education and training also helps people become creative, skilled, and

equipped with the knowledge and mindset necessary to produce additional resources for

economic growth. According to Osisioma (1990), vocational education and training also plays a

45
role in the fact that, in comparison to their peers from other higher education institutions, its

graduates are able to find work more quickly and endure fewer and shorter periods of

unemployment.

2.10 Resource Utilization

Resources don't just develop because they have to be sourced, acquired, or adapted to meet

specific requirements. They are placed into proficient use and appropriately kept up with for

maintainability towards accomplishment of foreordained objectives. According to Ebong (2011),

they represent the readily available options for assisting individuals in working with confidence.

According to Ekundayo (2009), the term "resource" refers to the money, people, and materials

that are available for the accomplishment of community development objectives. Utilization or

management of resources is an internal strategy for the high-quality delivery of community

development programs. In order to achieve the objective, men, supplies, and money must be

coordinated. The art of planning and organizing community resources to achieve a goal is called

resource utilization.

According to Maduagwu and Nwogu (2006), vocational education contributes to resource

utilization in all organizations, allowing individuals to achieve instructional effectiveness

through appropriate utilization and adequate supervision. It is the proper coordination of the

resources provided to the adult education and community development sectors for the purpose of

producing a high-quality system product. These incorporate actual designs (building and gear)

showing helps, present day gadgets, for example, delicate and hard products among others that

might be delegated monetary assets, HR, materials assets, inelastic assets, climate, and data.

46
Grown-up schooling which included abilities procurement is basically the act of instructing or

teaching grown-ups. The program is available through adult high schools, online learning,

continuing education programs, lifelong learning programs, and other channels. There must be a

two-way gap between teaching young people (pedagogy) and teaching adults (androgogy). The

first is that adults have had a lot of experiences that either make it easier or harder for them to

learn new things when they are in a structured program or school.

2.11 Empirical Review of the Studies

The goal of the women's vocational education program is to help women become more

independent. It is likewise a method for financial strengthening and country change which

empower the learners to obtain abilities essential for work. ( National Policy on Women, 2000)

examined Nigeria's affirmation of its support for the alleviation of its developmental process by

supporting the full participation of women in the country's economic program with education and

resources to improve their lives.

Manual training, including instruction on how to use hand tools in general, is provided by

vocational education.

Maclean and Wilson's (2009) conducted a study on vocational education and noted the

significance of women's vocational education programs in assisting youth and women in

acquiring job skills and knowledge, allowing them to secure paid employment or self-

employment for a sustainable lifestyle. This is consistent with the hypothesis that the participants

gained practical skills during the program. According to a study conducted in 2005 by Cohens,

H., and Bloom, "no nation can talk about the planning of human resources, national growth and

development, and the creation of employment to improve the lives of citizens without bringing

47
education, especially that of women" (formal, informal, and formal). As a result, human resource

development is crucial to a nation's economic well-being.

During their meeting in Bonn, international experts from UNESCO (2004, p. 107) acknowledged

the significance of women's vocational education in national development. It was proclaimed

that since schooling is viewed as the way to successful advancement procedures, specialized and

professional training should be the expert key that can work on the personal satisfaction for all

and assist with accomplishing manageable turn of events in this way, arrangement of

professional training program for ladies in Niger State will work on the existence of ladies to

accomplish the economical turn of events.

(UNDP) perceived financial jobs of ladies in the family and the general public at large and

coordinated pertinent preparation for ladies in which ladies additionally coordinated themselves

in to exchange bunch request to help creation, saves and promoting of their waves. ( UNDP),

2000 as cited by Oladapo(2006).Aribisala likewise noticed that during the time spent improving

social strengthening, ladies in Africa laid out ladies business affiliation and this incorporates

ladies limited scope business visionaries.

The World Bank (2003) hypothesized that strengthening is the development of resources and

abilities of destitute individuals, to partake in, haggle with, impact control and consider

responsible organizations that influence their lives, ladies recipients of NAPEP program were

subsequently emphatically engaged socially. It was reported that the women said.

TVE learners' efficiency, as indicated by Okafor (2011), will add to homegrown monetary

exercises. Arrangement of Direction and Advising Administrations to the Understudies:

Technical and vocational education (TVE) should give students the skills they need to

successfully adapt to the business world. Be that as it may, no understudy can procure every one

48
of the abilities required in each part of the economy. As a result, TVE practitioners have a role to

play in ensuring that students' attitudes, actions, and behaviors are aligned with their skills in the

classroom. The conduct noticed will help TVE experts to direction, guide and exhortation

understudies on their selection of abilities. This will assist in ensuring that students enroll in

appropriate callings for effective performance and the long-term application of learned skills.

2.12Summary of Reviewed Literature

The main focus of this summary is on the viewpoints of academics and researchers as they relate

to strategies for improving skill acquisition programs. According to Albert Bandura (Bandura,

1977), the true elementary mode of learning is that which is derived from direct experience as

well as the positive and negative consequences that result from the process, which shapes

individual behavior, for the better or worse. This suggests that people learn best when they watch

how other people do something and then try to do it themselves. The definition made it clear how

important basic knowledge and firsthand experience are in decision making, which are some of

the fundamental tools we need to be proficient. It is a typical declaration that people who are

energetic about abilities obtaining and pioneering exercises are probably going to possess

organizations, make occupations, and make more certain commitments to monetary development

(Ijieh, 2020).

Economic development is the expansion of economic wealth and resources, while economics is

the study of how a society organizes its money, trade, and industry. The fact that Nigeria is the

sixth richest nation in the world in terms of crude oil reserves and supply and is highly regarded

as one of the blessed nations in terms of human and material resources (Mohammed, 2004) is an

overpowering fact. 2001, Adeola) Be that as it may, a decent level of her residents are living in

49
wretched neediness. In addition, the Federal Office of Statistics confirmed that as of right now,

over 70 million Nigerians live below the poverty line (Garba, 2006; 2005, Patrick

Attah et al. claim that ( 2013), nations around the world have seen sufficient reasons to prioritize

employment creation as one of their top priorities because of the crucial connection between job

creation and citizens' socioeconomic well-being. In their study, a number of researchers looked

into the informal sector as a way to reduce unemployment. They came to the conclusion that the

informal sector, which is related to skill acquisition in this context, is important to Nigeria's

socioeconomic development. In any case, it was additionally expressed that enough component

has not been set up to support its improvement through subsidizing, limit building and

infrastructural offices to maintain and ensure its development.

As a result, programs like discovery, sensitization, orientation, accessibility, packaging, and

functional empowerment can pique the interest of young people in learning valuable skills. As a

result, Niger State's and Nigeria's overall high rates of unemployment and extreme poverty will

fall, transforming society.

50
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

Under the following sub-headings, this chapter discusses the techniques and processes used for

the study: research design, study population, research instrument, instrument validation,

instrument dependability, and data collection technique.

3.1 Research Design

Descriptive survey design was the method used for the investigation. This is due to the study's

use of data gathering from respondents who are distributed over a certain population in order to

apply the findings to the full population. Descriptive survey research can be defined as the

process of gathering data to describe and evaluate current circumstances, prevalent behavior,

beliefs, attitudes, and ongoing processes.

3.2 Population of the study

3,411 participants and program directors from skill development initiatives across Niger State's

three political zones make up the study's population.

3.3 Sample and Sampling Techniques

The study has 342 participants and coordinators of skill acquisition programs in Niger State as its

sample size. This also includes 325 participants and 17 coordinators. This includes 109

participants in zone A with 7 coordinators, 108 participants in zone B with 5 coordinators, and

108 participants in zone C with 5 coordinators.

51
Three (3) neighborhood legislatures were arbitrarily chosen across the state, one nearby

government from every one of the three political zones of the state. A simple random sampling

method was used to select three (3) local governments in the three senatorial zones: Lapai was

chosen to represent zone A, Shiroro was chosen to represent zone B, and Kontagora was chosen

to represent zone C. Names of nearby legislatures from each zone were composed on bits of

papers, collapsed and dropped in a bowl, fifteen (15) individuals in Minna town fromChanchaga

neighborhood government region were approached to pick to address each zone. The

neighborhood state run administrations that picked yes from each zone were considered as test

for the review. After that, a method known as multi-stage sampling was used to select

individuals from each selected local government to represent each zone. The method involves

dividing the population into groups across the three local governments, with "Yes" and "No"

written on folded papers mixed thoroughly in a container. Each person was given equal chances

to choose. The study's sample consisted of those who selected "YES."

3.4 Instrument for Data Collection

The replies were rated using a 4-point likert-type rating scale according to a constructed

questionnaire named "Strategies for Enhancing Skill Acquisition Programmes Towards

Reducing Unemployment in Niger State" that contained sixteen (16) items prepared for data

collection.

3.5 Validation of Instrument

Three academics from the Ibrahim Badamasi Babangida University's department of continuing

education and community development were given the questionnaire for their feedback in order

52
to ascertain whether the instrument is capable of assessing what it is intended to measure. The

instrument's face validity and substance were proven in this manner.

3.6 Reliability of Instrument

The Cronbach's alpha reliability test was used to evaluate the instrument's dependability. 15

people who shared the same characteristics as the study component but were not included in the

final study make up the sample used in the pilot test. A well-known reliability test called

Cronbach's alpha is widely used to evaluate the internal consistency of scales in questionnaires

with several Likert-type scales and items (Cronbach, 1951). It is written as;

NC
α=
V + ( N−1 ) C

(1)

where α= Cronbach’s alpha

N = number of items

C = average inter-item covariance

V = average variance

3.7 Method of Data Collection

With the assistance of the three research assistants who were hired for the purpose of

administering and retrieving the research questionnaire, the researcher gave the same

questionnaire to the respondents.

3.8 Method of Data Analysis

53
For the research examination of each research issue, statistical means were applied. In order to

identify statistically significant differences, the mean of the overall observation was compared to

the average of each group during the analytical procedure.

54
 CHAPTER FOUR

4.0 DATA ANALYSIS AND RESULTS

4.1 Introduction

This chapter is concerned with the presentation of data, analysis of the data and results

calculated, in accordance with the research questions.

Research Question 1:Does adequate funding enhance skill acquisition programmes for job

skills in Niger State?

Table 1: Response on the how adequate funding enhance skill acquisition programmes for
job skills in Niger State

S/ Participants Coordinators
Statements Decision
N Mean SD Mean SD

It encourages initiation of various skillful 1.2

1. 3.37 3.36 1.27 Agreed
programmes 6

It encourages effectiveness of the 1.2

2. 3.29 3.28 1.20 Agreed
programme 1

It helps diversify area of interest in 1.2

3. 3.33 3.31 1.23 Agreed
various programmes 4

It brings about provision of basic learning 1.2

4. 3.34 3.33 1.25 Agreed
materials 5

Overall mean and standard deviation. 1.2

3.33 3.32 1.24 Agreed
4

Grand Mean 3.33 Agreed

55
From Table 1, the opinion of respondents on how adequate funding enhances skill acquisition

programmes for job skills in Niger State was shown. The result revealed that all the items in the

table have the mean of above 2.50 at acceptance level indicating that all the respondents are in

agreement that adequate funding enhance skill acquisition programmes for job skills in Niger

State.

Research Question 2: Does staff training improve skill acquisition programmes for creative

skills in Niger State?

Table 2: Responses on the ways staff training improves skill acquisition programmes for
creative skills in Niger State

S/ Participants Coordinators
Statements Decision
N Mean SD Mean SD

It encourages perfection among the staff 1.2

5. 3.34 3.32 1.22 Agreed
3

It brings about better understanding of 1.2

6. 3.32 3.31 1.20 Agreed
the concept by the staff 2

It brings about creative thinking among 1.1

7. 3.28 3.30 1.19 Agreed
the people 7

It updates the knowledge of the staff 1.2

8. 3.33 3.32 1.22 Agreed
2

Overall mean and standard deviation. 1.2

3.32 3.31 1.21 Agreed
1

Grand Mean 3.32 Agreed

From Table 2, the opinion of respondents on the ways staff training improves skill acquisition

programmes for creative skills in Niger State was presented.All the items in the table have the

mean of above 2.50 at acceptance level, which affirms that all the respondents are in good
56
agreement to the assertion that effective training of staff will improve skill acquisition

programmes for creative skills in Niger State.

Research Questions 3: Does the availability of standard workshop enhance skill acquisition

programmes for innovative skills in Niger State?

Table 3: Response on how the availability of standard workshops enhances skill acquisition
programmes for innovative skills in Niger State
S/ Participants Coordinators
Statements Decision
N Mean SD Mean SD

Adequate workshop instrument 1.2

9. 3.33 3.28 1.21 Agreed
encourages innovative skills 4

Modern equipment brings about 1.1

10. 3.25 3.24 1.18 Agreed
innovative thinking 9

Equipped workshop encourages learner’s 1.2

11. 3.31 3.28 1.23 Agreed
participation 3

Enough workshop material encourages Agreed

1.2
12. continuous participation in skilful 3.32 3.30 1.22
2
programmes

Overall mean and standard deviation. 1.2 Agreed

3.30 3.28 1.21
2

Grand Mean 3.29 Agreed

Table 3 presents the opinion of respondents on how enrichment of workshops enhances skill

acquisition programmes for innovative skills in Niger State. All the items in the table have the

mean of above 2.50 at acceptance level indicating that all the respondents agreed to the fact that

the availability of standard workshop enhances skill acquisition programmes for innovative skills

in Niger State.

57
58
Research Question 4: Does refiningthe image of vocational education enhance skill

development programmes for self-reliance in Niger State?

Table 4: Responses on the how refining the image of vocational education enhance skill
development programmes for self-reliance in Niger State?
S/ Participants Coordinators
Statements Decision
N Mean SD Mean SD

It makes youths acquire skills of self- 1.2

13. 3.40 3.38 1.26 Agreed
reliant 8

It enables youths acquire skill of 1.2

14. 3.35 3.34 1.23 Agreed
production 4

It makes youths to learn skill of self- 1.2

15. 3.34 3.34 1.23 Agreed
initiation 3

It provides youths with the skill of self- 1.2 Agreed

16. 3.29 3.32 1.22
employment 1

Overall mean and standard deviation. 1.2 Agreed

3.35 3.35 1.24
4

Grand Mean 3.35 Agreed

From Table 4 the opinion of respondents on how does improvingthe image of vocational

education enhance skill development programmes for self-reliant skills in Niger State is shown.

All the items in the table have the mean of above 2.50 at acceptance level indicating that all the

respondents are in one accord with the statement that rebrandingthe image of vocational

education enhance skill development programmes for self-reliant skills in Niger State.

59
4.2 Major Finding of the Study

The major findings of the study based on the responses to the research questions and items have

shown that;

i. adequate funding enhances skill acquisition programmes for job skills in Niger State.

ii. staff training improves skill acquisition programmes for creative skills in Niger State.

iii. the availability of standard workshop enhances skill acquisition programmes for

innovative skills in Niger State.

iv. refiningthe image of vocational education enhances skill development programmes for

self-reliant in Niger State.

4.3 Discussion of Findings

The main focus of this study was on the methods for improving skill acquisition programs to

lower unemployment in Niger State.

Nonetheless, objective one was to decide the way in which satisfactory financing improves

ability procurement programs for work abilities in Niger Express The discoveries of the review

uncovered that sufficient subsidizing upgrades expertise securing programs for work abilities in

Niger State. This was in line with Gove's (2014) assertion that, taking into account the economic

forces reshaping the world today, In this democratic era, access to quality education should be a

top priority. Given the capital-intensive nature of VTE and other skill acquisition programs, the

government ought to make every effort to provide adequate funding for them. To ensure the

successful implementation of VTE programs at all levels, a special fund known as the

"Vocational and Technical Education Intervention Fund" ought to be established. This will assist

in preparing the laboratories and workshops for efficient skill acquisition.

60
The second research objective was to investigate how staff training enhances creative skills

acquisition programs in Niger State. The study found that creative skill acquisition programs in

Niger State are improved by staff training. Workshops, seminars, an industrial loan scheme, and

a slew of other methods, according to Idachaba (2006), accomplish this. The directorate provided

a variety of training options to increase the youths' viability in order to make this plan a reality.

The preparation programs among other thingsinclude:

Seminars and workshops: For this situation, the directorate arranges studios and courses on

various exchanges and welcomed the young people toparticipate in such activities. In order to

provide trainees with knowledge and skills that will be useful in the future, papers were

requested from both the public and private sectors.

Hands on preparing: New representatives of the directorate are normally relegated to explicit

positions or work in shops, workplaces and mechanicsworkshops, to improve their imaginative

capacity. Successful hands on preparing relies essentially upon qualified andcompetent hands

utilized to prepare the adolescents.

Additionally research objective three was to distinguish how the accessibility of standard studios

improves expertise securing programs for creative abilities in Niger State. The study found that

innovative skill acquisition programs in Niger State benefit from workshop enrichment. This was

in line with Gove's (2014) views, which emphasized the need to abolish the artificial distinction

between academics and practitioners. A well-equipped laboratory is necessary to acquire the

necessary skills for a wider range of occupations and career paths. Workshop gains importance.

The government ought to provide modern tools, machines, and equipment to VTE workshops so

that teachers and students can practice the skills in a manner that is comparable to that which is

61
expected of them in the workplace and carry out socially relevant research. The government

should also start endowment funds for new libraries and books, encourage new book projects,

and reprint relevant books that are out of stock. A Nigerian institution should never hesitate to

ask for help from industrialists, philanthropists, NGOs, and foreign donors. When teachers use

the right tools, machines, and equipment in a good environment, students can only learn the right

skills.

Research objective four was to survey how refiningthe picture of professional schooling

improves ability advancement programs for confidence in Niger State. The study's findings

revealed that skill development programs for self-reliance skills in Niger State are enhanced by

improving the image of vocational education. This was in line with Gusua's (2008) view that

policies should be designed to accommodate changes without affecting the system as a whole.

Inconsistencies in policy decisions, which could hinder the performance and success of VTE

programs, can also be avoided with proper planning. In accordance with this, Gove (2014)

focused on that in the event that the young people of the nation are to be ready for the expected

revolutionary in the realm of work, there is need for a conceivable arrangement to upgrade the

schooling system for VTE to empower the young people secure their future.

62
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents thesummary of the research, the conclusion of the study and the likely

recommendations that could guide other researchers for further studies.

5.2 Summary

This study was conducted todetermine strategies for enhancing skill acquisition programmes for

reducing unemployment in Niger State. In achieving these, four research objectives, four

research questions and hypotheses were drawn out. A total target population of 3,411

participants and coordinators were used with the sample size of 342 (17 coordinators and 325

participants) which were selected at random across the three main political zones of Niger State.

The demographic characteristics used include age, gender, religion, ethnicity, employment status

and settlement among others.Cronbach’s alpha reliability test employed in line with statistical

mean for data analysis.The findings of the study assertedthat adequate funding, quality staff

training, availability of standard workshops andrefiningthe image of vocational education have

great potentials toenhances skill acquisition programmes, as this will further help in reducing

unemployment and the consequential poverty in Niger State and Nigeriaat large.

The study therefore concluded that adequate funding, quality staff training, availability of

standard workshops andrefiningthe image of skills acquisition programmes have great potentials

toreduce the growing rate of youth unemployment in Niger State and Nigeria at large.

5.3 Conclusion

Of what importance is the deposit of huge natural resources, couple with a large human

population without adequate skills and creativity in Nigeria? Still, what is the assurance that a

63
great number of unemployed energetic youths will not participate in events that wouldchallenge

the stability of democracy in Nigeria? Hence, the menace of increasing youth unemployment has

called for swift national dialogue. The effect of this tells much on the socio-economic status of

the general citizens which ranges from their level of education, type of occupation, level of

income, standard of living and sometimes their state of health.

According to researchers (Donjor, 2011; Education and Skill Authority, 2010;), the heightened

state of unemployment among Nigerian youths are linked to lack of employable skills,

insufficient power supply, unsustainable government policies, rapid human population growth,

lack of capital or poor funding of programmes, political instability and corruption among others

(Opuwill, 2003). Hence, the incorporation of skill acquisition programmes with the existing

theoretical knowledge at all levels of education will go a long way in mitigating this problem

(Federal Republic of Nigeria, 2004; Chigunta, 2002; Oli 2000). Furthermore, curriculum that

will teach true human values are also essential for incorporation into the Nigerian Educational

curriculum.

5.4 Educational Implication of the findings

The study's educational consequence is that developing new talents necessitates the collection of

a variety of abilities that improve task performance by fusing theoretical and practical

knowledge.

As a result, vocational education and training are essential in any economy that has abundant

natural resources. However, it is unfortunate that the majority of the resources are underutilized

when they should be. But because there is a shortage of qualified workers, the economy

continues to lag.

64
5.5 Recommendations

As a result of the analysis of the findings, results and inferences drawn, the following

recommendations are suggested;

i. Government at all levels should provide adequate fund to enhances skill acquisition

programmes for job creation among the people in Niger State.

ii. Staff training should be given adequate attention improves skill acquisition programmes

for creative skills in Niger State

iii. Enrichment of workshops needs to be prioritized by stakeholders in vocational education

programmes so as to enhance skill acquisition programmes for innovative skills in Niger

State.

iv. Consideration should be given to improvingthe image of vocational education in order to

enhance skill development programmes for self-reliant in Niger State.

Suggestions for Further Study: The research recommends that further study be conducted in

the following areas:

i. Human resource development through adult education programme in Niger State.

ii. Challenges facing vocational education peogrammes in Niger State.

iii. Youth’s perception on skill acquisition programmes in Niger State.

65