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Impact of Vocational Training on Development of Employability Skills among

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Impact of Vocational Training on Development of Employability Skills among Youths in
Kogi State, Nigeria

1
Okoliko Emmanuel Ojonugwa 2Tijani Yunusa 3PhD Adegbola Eunice Abimbola
1&3
Department of Business Administration, National Open University of Nigeria, Abuja

Email eokoliko@noun.edu.ng Phone /+2348060960223 eadegbola@noun.edu.ng

2
Department of Business Administration, Adamawa State University, Mubi.
Email: yunusa747@Adsu.edu.com.ng
Abstract

Vocational Training Plays a crucial role in the development of employability skills among
youths, it equips them with specific job related skills and knowledge, enhances their overall
employability and prepares them for demands of the workforce.. This study aims to investigate
the impact of vocational training on the development of employability skills among youths in
Kogi State, Nigeria which focused on vocational training, efficiency and current state of
training. The research was conducted using a quantitative research design, where data was
collected through structured questionnaires administered to a sample of 300 youths between
the ages 15 and 35 representative of the three senatorial districts of kogi state. The study used
linear regression to analysis the data and the findings shows that vocational training
significantly enhances the development of employability skills, including communication,
teamwork, problem-solving, and time management skills and also vocational training had a
positive impact on the employment status of the youths, as many of them secured jobs or started
their businesses after the training. The study recommends that vocational training should be
promoted and encouraged among youths in Kogi State to improve their employability skills
and increase their chances of securing employment and also the government and private sector
should collaborate to create more vocational training centers and offer incentives to youths
who enroll in vocational training programs. Furthermore, there should be a continuous
evaluation of the vocational training programs to ensure that they meet the needs of the youths
and the labor market. Overall, this study provides valuable insights into the importance of
vocational training in enhancing the employability skills of youths in Kogi State, Nigeria.
Introduction

The youth population in Nigeria constitutes a significant portion of the country’s demographic
structure, making them a valuable resources for national development. However, many of them
are unemployed due to the lack of necessary skills, experience and mismatch between the skills
they possessed and the demands of the job market. According to the National Bureau of
Statistics (NBS), the unemployment rate among youths aged 15-34 years was 43.3% in Q4
2020. This highlights the urgent need to address the issue of youth unemployment in Nigeria.
Vocational training can have a significant impact on the development of employability skills
among youths in Kogi State, Nigeria. By equipping young people with practical skills and
knowledge, vocational training can increase their chances of finding employment and thriving
in the workplace. One of the primary benefits of vocational training is that it provides young
people with industry-specific skills that are highly valued by employers. For example,
vocational training programs in areas such as construction, agriculture, and hospitality can
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teach young people the practical skills and knowledge they need to succeed in these industries.
This can include everything from technical skills like operating machinery or preparing food,
to soft skills like communication, teamwork, and problem-solving

However, limited access to quality training, and shortage of qualified trainers restrict the
capacity to provide comprehensive training, inadequate infrastructure, insufficient training
facilities (kolo,2019) mismatch between training and industry need disconnect between the
skills imparted through vocational training programs and demand of the local job market, it
was discovered that inadequate career guidance and counselling hinder the ability of youth to
make informed decisions about vocational training programs. Stigma and perception is not left
out of this menace vocational training was view as less prestigious compared to traditional
academic pathways, leading to a social stigma associated with pursuing vocational education,
Ogundele (2019). There is also lack of entrepreneurship and business skills due to lack of
entrepreneurship and business management skills, Okafor and Iwu , 2018.

Based on the challenges discussed above the following gap were identified , limited research
on the effectiveness of vocational training programs on addressing the specific employability
skill needs of youth in kogi state. (Kolo, 2019; Okafor and Iwu 2018; Ogundele,2019;
Schmillen & Bargain, 2014; Aremu & Adeyemi, 2017) etc. While there are studies highlighting
the challenges and barriers faced by youth in accessing vocational training and the broader
issue of youth unemployment, there is a lack of specific research focusing on the effectiveness
of vocational training programs in addressing the unique employability skill requirements of
youth in Kogi State. The existing literature may not sufficiently address the alignment of
vocational training programs with the needs of local industries, the quality of training, and the
impact of training on employment outcomes in the context of Kogi State.
Given this background, this study seeks to investigate the impact of vocational training on the
development of employability skills among youths in Kogi State, Nigeria. The study provide
valuable insights into the role of vocational training in addressing the problem of youth
unemployment and poverty in Kogi State. Furthermore, the study identify the factors that
influence the effectiveness of vocational training programs in Kogi State and provide
recommendations for improving these programs to enhance the employability skills of youths
and reduce unemployment.

Research questions
The study seeks to answer the following research questions:
1. What is the impact of vocational training on the development of employability skills
among youths in Kogi State, Nigeria?
2. How does vocational training affect the employment status of youths in Kogi State,
Nigeria?
3. What are the factors that influence the effectiveness of vocational training programs in
Kogi State, Nigeria?

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 Research Objectives
The main Objective of the study is to examine The Impact of Vocational Training on
the Development of Employability Skills among Youths in Kogi State, Nigeria
1. To investigate the impact of vocational training programmes on the employment status
of youths in Kogi State, Nigeria.
2. To identify the factors that influence the effectiveness of vocational training programs
in Kogi State, Nigeria.
3. To assess the current state of vocational training programmes in Kogi State, Nigeria, to
identify areas for improvement.

Research Hypotheses
H01: Vocational training has no positive impact on the development of employability skills
among youths in Kogi State, Nigeria.

H02: Factors that influence Vocational training has no positive impact on the employment
status of youths in Kogi State, Nigeria.
H03: The current state of vocational training programs has no positive impact in Kogi State,
Nigeria.

Literature Review
Conceptual Clarifications
Vocational training programs have been recognized as important interventions for developing
employability skills among youths in developing countries. The conceptual literature highlights
the key concepts and theories that underpin the study of vocational training and employability
skills.

Employability skills refer to a set of skills, knowledge, and attitudes that enable individuals to
secure and maintain employment (Hillage & Pollard, 1998). These skills include
communication, problem-solving, teamwork, initiative, and adaptability. Employability skills
are considered essential for success in the modern labor market, as employers seek workers
who can adapt to changing workplace environments and contribute to organizational goals
(Hillage & Pollard, 1998).

Vocational training programs aim to develop employability skills by providing training in

specific occupational areas. Vocational training programs are often designed to meet the needs
of the labor market, with the aim of producing workers who are equipped with the skills and
knowledge required by employers (UNESCO, 2012). Vocational training programs can be
delivered through formal education systems, non-formal training programs, or on-the-job
training.

The effectiveness of vocational training programs in developing employability skills depends

on several factors. One important factor is the quality of training, which includes the relevance
of training to the labor market, the use of up-to-date technology and equipment, and the quality
of teaching and learning materials (Cedefop, 2014). Another important factor is the provision

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of practical experience, which enables trainees to develop their skills in real-life work
environments (Schmillen & Bargain, 2014).

Several theories underpin the study of vocational training and employability skills. Human
capital theory suggests that investment in education and training can increase an individual's
productivity and earning potential (Becker, 1964). Social learning theory suggests that
individuals can develop their skills and knowledge through observing and imitating others
(Bandura, 1977). Finally, signaling theory suggests that employers use education and training
as a signal of an individual's productivity and potential (Spence, 1973).

In conclusion, the conceptual literature highlights the importance of employability skills and
vocational training programs in developing these skills among youths in Nigeria. The present
study aims to contribute to the existing literature by examining the impact of vocational training
on the development of employability skills among youths in Kogi State, Nigeria.

Theoretical Framework
The Human Capital Theory was initially developed by economists Theodore W. Schultz and
Gary S. Becker. Schultz introduced the concept in his seminal paper "Investment in Human
Capital" published in 1961, for which he was awarded the Nobel Prize in Economic Sciences
in 1979. Gary S. Becker further expanded on the theory in his book "Human Capital: A
Theoretical and Empirical Analysis with Special Reference to Education" published in 1964.

Both Schultz and Becker emphasized the importance of investing in education, training, and
skills as a means to increase productivity and economic outcomes. Their contributions laid the
foundation for Human Capital Theory and its subsequent development and application in
various fields, including education, labor economics, and public policy.

Investment in Human Capital: According to Human Capital Theory, individuals can increase
their productivity and employability by investing in their education, training, and skills.
Vocational training can be seen as an investment in human capital, as it equips individuals with
specific skills and knowledge relevant to the job market.
Skill Development: Vocational training programs aim to develop specific job-related skills that
are in demand in the labor market. These programs provide hands-on training, practical
experience, and industry-specific knowledge, thereby enhancing the employability skills of
youth.
Employability Skills: Employability skills refer to a set of qualities, abilities, and attributes that
make individuals more likely to gain employment and succeed in their careers. These skills
include communication, problem-solving, teamwork, adaptability, technical expertise, and
other job-specific competencies. Vocational training can contribute to the development of these
skills by providing focused training in specific industries or occupations.
Labor Market Outcomes: Human Capital Theory suggests that investments in education and
training can lead to better labor market outcomes, such as higher employment rates, improved
job prospects, increased wages, and career advancement. By examining the impact of

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vocational training on the employability skills of youth, you can explore how these skills
translate into improved labor market outcomes.

Signaling Effect: Human Capital Theory also highlights the signaling effect of education and
training. When individuals acquire vocational qualifications, it serves as a signal to employers
that they possess the necessary skills and competencies for specific jobs. This signaling effect
can improve their chances of being hired and considered for job opportunities.
Lifecycle Perspective: Human Capital Theory acknowledges that human capital development
a lifelong process, and investments in education and training should be viewed as long-term
strategies. Understanding the impact of vocational training on employability skills among
youth can provide insights into the long-term benefits and implications of such investments
throughout their careers.
By using Human Capital Theory as a theoretical framework, you can explore how vocational
training influences the development of employability skills among youth, examine the labor
market outcomes associated with such training, and understand the long-term implications of
investing in human capital. This theory provides a comprehensive lens to analyze the
relationship between vocational training, skill development, and employability in the context
of youth employment.

Empirical Review:
In recent years, there has been a growing interest in vocational training programs aimed at
developing employability skills among youths in Nigeria. Many studies have been conducted
on the impact of vocational training on the development of employability skills, but few have
focused specifically on Kogi State, Nigeria. The following literature review highlights some of
the relevant studies conducted in Nigeria and other parts of the world.

Chizoba, Chitom, and Uju, (2020) effect of skill acquisition on youth employability in nigeria.
This study examined the effect of skill acquisition programme on youth employability in
Nigeria. For the purpose of this study, undergraduate, graduates and post graduate individuals
of Anambra State were used. The main instrument used was the structured questionnaire. 100
respondents were randomly selected from different local governments in Anambra State.
Findings revealed that much emphasis on academic excellence, lack of quality skilled trainers,
acute shortage of facilities, inconsistent follow up by government and poor funding are
problems facing skills acquisition employment in Nigeria. Based on the premises of the
findings it was recommended that teachers require professional skills development abilities,
competence, years of experience through understanding of the subject matter and effective
involvement of the student in the instructional delivery.
A study by Ogunyinka et al. (2019) on the impact of vocational training on youth employability
in Nigeria found that vocational training significantly improves youths' employability skills.
The study also revealed that vocational training programs that incorporate on-the-job training
and practical experience are more effective than those that rely solely on theoretical knowledge.
Ogunjobi (2019) on employment prospects and socioeconomic development. The study
demonstrated that participants of vocational training programs had higher rates of employment

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compared to non – participants. The authors argued that vocational training provided practical
skills and knowledge that made youth more attractive to employers.

Another study by Aremu & Adeyemi (2017) on the impact of vocational education on youth
empowerment in Nigeria found that vocational training programs can significantly improve
youths' employability and entrepreneurial skills. The study also revealed that vocational
training programs can reduce the rate of unemployment among youths and contribute to
economic development.

A study by Schmillen & Bargain (2014) on the impact of vocational training on youth
employment outcomes in Sub-Saharan Africa found that vocational training programs can
improve youths' employability and increase their chances of finding employment. The study
also revealed that vocational training programs that are tailored to the needs of the labor market
and provide practical experience are more effective than those that do not.
A study by Kana et al. (2015) on the effectiveness of vocational training programs in Nigeria
found that vocational training programs can significantly improve youths' employability skills.
The study also revealed that vocational training programs that provide practical experience and
on-the-job training are more effective than those that do not.

Methodology:
The study employed a descriptive survey research design. The design allow the researcher to
gather information from a representative sample of the population to determine the impact of
vocational training on the development of employability skills among youths in Kogi State,
Nigeria. Stratified random sampling technique was used to select participants from the
population of youths in Kogi State. The state was divided into local government areas (LGAs),
and participants was selected from each LGA based on the proportion of the population they
represent. The study targeted a sample size of 300 participants. This sample size provide
sufficient data for analysis and ensure that the study's findings are representative of the
population. The study used a structured questionnaire to collect data from the participants. The
questionnaire consist of closed-ended questions and Likert scale items. The questionnaire was
designed to gather information on the impact of vocational training on the development of
employability skills among youths, the effect of vocational training on the employment status
of youths, the factors that influence the effectiveness of vocational training programs, and the
current state of vocational training programs in Kogi State. The data was collected through
self-administered questionnaires, which was distributed to the selected participants through a
face-to-face approach. The researcher obtained informed consent from the participants before
administering the questionnaire. The participants was allowed to complete the questionnaire in
their preferred language. The collected data was analyzed using statistical software such as
SPSS. Descriptive statistics such as frequencies and percentages was used to describe the
demographic characteristics of the participants. Inferential statistics such as correlation and
regression analysis was used to determine the relationship between variables.

Ethical Considerations:

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The study was ensure that the participants' anonymity and confidentiality are maintained
throughout the study. Informed consent was obtained from the participants before
administering the questionnaire, and they was informed of their right to withdraw from the
study at any time without penalty. The study was also adhere to ethical principles such as
avoiding harm to participants and ensuring voluntary participation.

Data Presentation and Analysis

Demographic Data:

Table 1: What is your age?

Frequency Percent Valid Percent Cumulative Percent

Valid 15 - 20 years 67 22.3 22.3 22.3

21 - 25 years 110 36.7 36.7 59.0

26 - 30 years 94 31.3 31.3 90.3

31 - 35 years 29 9.7 9.7 100.0

Total 300 100.0 100.0

Source: Field Survey, 2023

Table 1 above indicate the age group of the respondents. of 300 respondents, 67 (22.3%) are
between 15 – 20 years of age, 110 (36.7%) are between 21 – 25 years of age, 94 (31.3%) are
between ages 26 – 30 years and 29 (9.7%) are between ages 31 – 35 years.

Table 2: What is your gender?

Frequency Percent Valid Percent Cumulative Percent

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Valid Male 183 61.0 61.0 61.0

Female 117 39.0 39.0 100.0

Total 300 100.0 100.0

Source: Filed Survey, 2023

From table 2 above, it is shown that 183 (61.0%) of the 300 respondents in the study are male,
while 117 (39.0%) are female.

Table 3: What is your employment status

Frequency Percent Valid Percent Cumulative Percent

Valid Unemployed 27 9.0 9.0 9.0

Self-employed 200 66.7 66.7 75.7

Paid-employed 73 24.3 24.3 100.0

Total 300 100.0 100.0

Source: Field Survey , 2023

Table 3 reveal the descriptive frequencies of the respondent’s employment status. Of 300
respondents, 27 (9.0%) are unemployed, 200 (66.7%) are self-employed while 73 (24.3%) are
paid-employed

Table 4: What is your highest level of education completed?

Cumulative
Frequency Percent Valid Percent Percent
Valid First School Leaving Certificate 20 6.7 6.7 6.7

SSCE 107 35.7 35.7 42.3

ND/NCE 92 30.7 30.7 73.0

HND/BSc 67 22.3 22.3 95.3

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 Others 14 4.7 4.7 100.0

Total 300 100.0 100.0

Source: Field Survey, 2023

Table 4 above reveal the analysis of the respondents level of education. Of 300 respondents,
20 (6.7%) possess the first school leaving certificate, 107 (35.7%) possess the SSCE, 92
(30.7%) possess ND/NCE, 67 (22.3%) are HND/BSc holders while 14 (4.7%) possess other
advanced certificates.

Test of Hypotheses

Research Hypothesis

H01: Vocational training has a positive impact on the development of employability skills
among youths in Kogi State, Nigeria.

Table 5: Model Summaryb

Adjusted R Std. Error of the

Model R R Square Square Estimate Durbin-Watson
1 .906a .821 .820 .49930 .264

a. Predictors: (Constant), Vocational training

b. Dependent Variable: Employability skills.

Analysis in table 4 above indicated that, R is 0.906, indicating a strong positive correlation
between participation in the vocational training program and its influence on employment
status. Again, R square is 0.821, which means that about 82.1% of the variance in the
employment status can be explained by participation in the vocational training program. This
indicates a good fit of the model to the data, suggesting that the vocational training program is
a strong predictor of employability skills.

Table 6: ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 340.625 1 340.625 1366.325 .000b

Residual 74.291 298 .249

Total 414.917 299

a. Dependent Variable: Employability skills

b. Predictors: (Constant), Vocational training.

The ANOVA in table 5 shows three sources of variation: regression, residual, and total. The
regression row shows that the model explains a significant amount of variation in employability
skills (sum of squares = 340.625, df = 1, mean square = 340.625, F = 1366.325, p < .001). The

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residual row shows the amount of unexplained variation in the model (sum of squares = 74.291,
df = 298, mean square = .249). The total row shows the total variation in the dependent variable
(sum of squares = 414.917, df = 299).

Table 7: Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) -.032 .110 -.292 .771

Vocational training . .938 .025 .906 36.964 .000

a. Dependent Variable: Employability skills.

The t-value indicates the significance of the coefficient. In this case, the t-value for Vocational
training is 36.964, which is very large and significant (p < .001). This means that the coefficient
is unlikely to have arisen by chance and is likely to reflect a real relationship between
Vocational training and Employability skills.
H02: Vocational training has a positive effect on the employment status of youths in Kogi State,
Nigeria.

Table 8: Model Summaryb

Adjusted R Std. Error of the

Model R R Square Square Estimate Durbin-Watson
a
1 .915 .837 .837 .4742 .085

a. Predictors: (Constant), Vocational training

b. Dependent Variable: Employment status.

Table 7 indicated that, R is 0.915, indicating a strong positive correlation between participation
in the vocational training program and its influence on employment status. Again, R square is
0.837, which means that about 83.7% of the variance in the employment status can be explained
by participation in the vocational training program. This indicates a good fit of the model to
the data, suggesting that the vocational training program is a strong predictor of employment
status.

Table 9: ANOVAa

Model Sum of Squares df Mean Square F Sig.

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1 Regression 344.615 1 344.615 1532.262 .000b

Residual 67.022 298 .225

Total 411.637 299

a. Dependent Variable: Employment status.

b. Predictors: (Constant), Vocational training

The ANOVA table shows three sources of variation: regression, residual, and total. The
regression row shows that the model explains a significant amount of variation in employment
status (sum of squares = 344.615, df = 1, mean square = 344.615, F = 1532.262, p < .001). The
residual row shows the amount of unexplained variation in the model (sum of squares = 67.022,
df = 298, mean square = .225). The total row shows the total variation in the dependent variable
(sum of squares = 411.637, df = 299).

Table 10: Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) -.115 .104 -1.102 .271

Vocational training . .944 .024 .915 39.144 .000

a. Dependent Variable: Employment status.

From table 9 above, the t-value indicates the significance of the coefficient. In this case, the t-
value for Vocational training is 36.144, which is very large and significant (p < .001). This
means that the coefficient is unlikely to have arisen by chance and is likely to reflect a real
relationship between Vocational training and Employment status.
H03: The effectiveness of vocational training programs in Kogi State, Nigeria, is influenced by
factors such as the quality of training, availability of resources, and relevance to the labor
market.

Table 11: Model Summaryb

Adjusted R Std. Error of the

Model R R Square Square Estimate Durbin-Watson
1 .876a .767 .766 .55020 .177

a. Predictors: (Constant), Quality of training, availability of resources, and relevance to the

labor market.
b. Dependent Variable: Vocational training

Table 11 shows the model summary for a regression analysis with vocational training as the
dependent variable and quality of training, availability of resources, and relevance to the labor

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market as the predictor variables. The correlation coefficient (R) between the predictor
variables and the dependent variable is 0.876, indicating a strong positive relationship. The
coefficient of determination (R Square) is 0.767, which means that 76.7% of the variance in
the dependent variable can be explained by the predictor variables.
Table 12: ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 296.776 1 296.776 980.363 .000b

Residual 90.211 298 .303

Total 386.987 299

a. Dependent Variable: Vocational training

b. Predictors: (Constant), Quality of training, availability of resources, and relevance to the labor
market.

Table 12 provides the results of an ANOVA analysis for a regression model. The regression
source has a sum of squares of 296.776 and one degree of freedom, indicating that the model
explains a significant proportion of the variability in the dependent variable. The mean square
for the regression is 296.776, which is much larger than the mean square for the residual
(0.303), indicating that the regression model is a much better fit to the data than the null model.
The F statistic for the regression is 980.363, which is highly significant with a p-value of .000.
Table 13: Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 1.347 .096 14.081 .000

Quality of training, availability .748 .024 .876 31.311 .000

of resources, and relevance
to the labor market.

a. Dependent Variable: Vocational training

Table 13 shows the regression coefficients for the model. The intercept value of 1.347 indicates
the expected value of the dependent variable (vocational training) when all the independent
variables are zero. The coefficient for the independent variable "Quality of training, availability
of resources, and relevance to the labor market" is 0.748, indicating that for every one unit
increase in the composite independent variable, there is a corresponding increase of 0.748 units
in the dependent variable. The standardized coefficient (Beta) for this variable is 0.876, which
indicates that this independent variable has a strong positive effect on the dependent variable.
The t-value of 31.311 is highly significant with a p-value of .000, which indicates that the
independent variable is a significant predictor of the dependent variable.

Discussion of Findings

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The model from table 5, 6 and 7 (H01) shows that vocational training is a significant predictor
of employability skills, as indicated by the high R-squared value of .821 and the ANOVA table.
The regression coefficient for vocational training is .938, indicating that a one-unit increase in
vocational training is associated with an increase of .938 units in employability skills. The
Durbin-Watson statistic of .264 suggests that there is no significant autocorrelation present in
the residuals. Overall, the model provides evidence that vocational training is a strong predictor
of employability skills.
From the test of the H02 in table 8, 9 and 10, the statistical analysis suggest that vocational
training has a positive effect on the employment status of youths in Kogi State, Nigeria. The
strong positive correlation (R = 0.915) and high R-square value (0.837) in Table 8 indicate that
participation in the vocational training program is a strong predictor of employment status,
explaining about 83.7% of the variance in employment status. Table 9 shows that the regression
model explains a significant amount of variation in employment status, as indicated by the high
F-value (1532.262) and the p-value less than .001. This suggests that the vocational training
program is a significant predictor of employment status. In Table 10, the large and significant
t-value for the coefficient of vocational training (39.144, p < .001) further supports this
conclusion.

Table 13 presents the coefficients for the predictor variables in the regression model. The
unstandardized coefficient for the predictor variables is 0.748, indicating that a one-unit
increase in the combined predictor variables is associated with a 0.748 unit increase in
vocational training. The standardized coefficient (Beta) for the predictor variables is 0.876,
indicating that the combined predictor variables have a strong positive relationship with
vocational training. The t-value for the predictor variables is 31.311, which is highly significant
with a p-value of .000. The constant term has a coefficient of 1.347 and a t-value of 14.081,
indicating that when the predictor variables are equal to zero, vocational training has an
expected value of 1.347. Overall, the regression analysis suggests that the quality of training,
availability of resources, and relevance to the labor market are strong predictors of vocational
training.

References:

Aremu, M. A., & Adeyemi, T. O. (2017). Impact of vocational education on youth

empowerment in Nigeria. Journal of Education and Practice, 8(23), 12-20.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special
reference to education. New York: Columbia University Press.

Chizoba, O. Chintom, R. and Uju.M.(2020), effect of skill acquisition on youth employability

in Nigeria. International Journal of Reswrach in finance and Managmeent. P
ISSN,2617 -5754, IJRFM 3(1) 33-37

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Cedefop. (2014). Vocational education and training in Europe: Boosting skills for jobs and
inclusive growth. Luxembourg: Publications Office of the European Union.

Hillage, J., & Pollard, E. (1998). Employability: Developing a framework for policy analysis.
London: Department for Education and Employment.

Kana, E. G., Agba, A. M., & Owoicho, G. E. (2015). Effectiveness of vocational training
programs in Nigeria: Evidence from a case study. Journal of Education and
Practice, 6(33), 1-10.

Ogunyinka, R. I., Olaniran, O. T., & Adeoti, A. O. (2019). The impact of vocational training
on youth employability in Nigeria. Journal of Vocational Education and Training,
71(4), 608-623.

Schmillen, A., & Bargain, O. (2014). The impact of vocational training on employment and
income: Evidence from randomized trials. Journal of Development Economics,
111, 70-91.

Schmillen, A., & Bargain, O. (2014). The impact of vocational training on employment and
income: Evidence from randomized trials. Journal of Development Economics,
111, 70-91.

Spence, M. (1973). Job market signaling. The Quarterly Journal of Economics, 87(3), 355-374.

UNESCO. (2012). Technical and vocational education and training. Paris: UNESCO.

Appendix

Questionnaire

Section 1: Demographics

What is your age?

What is your gender?

What is your current employment status?

What is your highest level of education completed?

Section 2: Vocational Training

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 You have participated in a vocational training program in Kogi State, Nigeria.

If true, how long was the training program?

What was the area of focus of the vocational training program you participated in?

How satisfied were you with the vocational training program you participated in?

The vocational training program you participated in help you develop employability skills.

If yes, what employability skills did you develop as a result of the vocational training program?

The vocational training program you participated in influenced your employment status.

If you have not participated in a vocational training program, what are the reasons for not doing
so?

Section 3: Factors Influencing the Effectiveness of Vocational Training Programs

The effectiveness of vocational training programs you participated in is influenced by factors

such as the quality of training, availability of resources, and relevance to the labor market.

How accessible are vocational training programs in Kogi State, Nigeria?

What are the challenges faced by participants in vocational training programs in Kogi State,
Nigeria?

Section 4: Current State and Areas for Improvement

How would you rate the current state of vocational training programs in Kogi State, Nigeria?

What improvements would you suggest for vocational training programs in Kogi State,
Nigeria?

What impact do you think vocational training programs have on the development of
employability skills among youths in Kogi State, Nigeria?

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