1

Repositioning Technical Vocational Education And Training (TVET) Through

Entrepreneurship And Skills Development For Self Reliance In Nigerian Youths

By Yannick Ugwunali

Department Of Industrial Technology Education

Michael Okpara University Of Agriculture, Umudike Abia State

Abstract
The seminar paper focused on repositioning Technical Vocational Education and Training
(TVET) through entrepreneurship and skills development for self reliance in Nigerian youths.
The concepts of TVET, entrepreneurship, skills development, self reliance and youths were
carefully analysed. It also indicated the current situation of TVET in Nigeria as well as the
challenges facing TVET in Nigeria. TVET is a veritable tool for self reliance amongst
Nigerian youths. The author pinpointed the roles of entrepreneurship and skills development
in TVET programmes. It is on this background therefore that this seminar paper examines
strategies through which TVET could be repositioned using entrepreneurship and skills
development as a channel so as to achieve self reliance amongst Nigerian youths. The paper
further revealed that entrepreneurship and skills development are significant components for
achievement of self-reliance among Nigerian youths and also channels through which TVET
could be repositioned. The paper recommended amongst others that the Federal Government
of Nigeria should demonstrate sincere political will and utmost commitment towards the
development of TVET through significant increase in her annual budgetary allocation to the
education sector and adopt an effective policy framework for policy making, implementation,
monitoring and evaluation so as to achieve the objectives of TVET and overall goals of
Education in Nigeria.
Keywords: TVET, entrepreneurship, skills, self-reliance, youth
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Repositioning Technical Vocational Education And Training (TVET) Through

Entrepreneurship And Skills Development For Self Reliance In Nigerian Youths
As one of the world’s developing countries, Nigeria is plagued with a number of
pressing issues including high rate of poverty and youth unemployment, insecurity, political
instability, economic meltdown, inflation, religious cum ethnic crises and environmental
degradation. Of all the mentioned issues, it could vividly be observed that the high rate of
youth unemployment, poverty, insecurity and perhaps economic meltdown could be reduced
to a reasonable extent if a majority of Nigerian youths are self-reliant. However, Ogbuanya
and Udoudo (2015) noted that numerous academics and political experts have argued that
equipping young people with real world practical job skills is absolutely essential to reducing
the detrimental socio-political and economic effects of unemployment.
Apparently, this is attainable if TVET is repositioned using entrepreneurship and skill
development as a veritable channel. It is relevant to state that for TVET to actualize its set
goals, there is an urgent need for it to be repositioned, restructured and revamped thoroughly
while strongly considering entrepreneurship and skills development as a means of
actualisation. Therefore, this study aims to determine how TVET could be repositioned
through entrepreneurship and skills development to foster self-reliance in Nigerian youths.
Thus, it is in this regard that this study finds it noteworthy to address the following
questions so as to do justice to the subject matter under review. Firstly, what is the current
situation of TVET in Nigeria? What role has entrepreneurship and skills development to play
in TVET? If TVET is actually repositioned, could it serve as a means of self-reliance for
Nigerian youths? These questions thus address the scope of this study.
The Concept of TVET
Most times, the term TVET is misunderstood and misinterpreted by many people
including students. Some erroneously attribute it to vocational training while others view it as
some part of engineering. Tilak as cited in Okorieocha (2013) opined that TVET is seen as a
type of education for the less privileged and the educationally backward groups who are not
qualified for entrance into higher education. Far from the above misconceptions and
insinuations, TVET is that specific training directed towards the attainment of practical skills,
knowledge, values and competencies for employment in an occupation. TVET focuses on
empowering individuals with the requisite skills for employment thereby emphasizing on the
practical application of scientific knowledge necessary in the world of work.
The Federal Republic of Nigeria FRN (2013), views TVET as a comprehensive term
referring to those aspects of the educational process involving, in addition to general
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education, the study of technologies, related sciences and the acquisition of practical skills
and values related to occupations in various sectors of economic and social life. Furthermore,
one of the goals of TVET according to FRN (2013) is to give training and impart the
necessary skills to individuals for self reliance economically. This shows that TVET is a
veritable tool for the economic self-reliance of individuals who have been trained and have
acquired the necessary skills in their various occupations.
Furthermore, the United Nations Scientific and Cultural Organisation (UNESCO)
(2016), referred to TVET as a term constituting education, training and skills development in
a variety of occupational domains. It is in this regard that Abanyam, Edeh and Abanyam
(2016) opined that many countries of the world have considered TVET as relevant in
empowering youths with practical skills that will enable them engage in productive
livelihoods. The further saw TVET as an integral part of all inclusive education for all types
of initiative which helps an individual to become an active citizen and contribute positively to
his own wellbeing and to the economic growth of the society. This implies that TVET equips
an individual with relevant skills for self reliance. Thus, the most important objective of
TVET is to train and prepare individuals especially youths for the world of work thereby
making them self reliant citizens of their nation.
Most recently, the United Nations (2015) in their 2030 Agenda for Sustainable
Development drafted out and adopted the 17 Sustainable Development Goals (SDGs) and
their targets which have unavoidably referred to TVET. In Goal Number 4: “ensuring
inclusive and quality education for all and promoting lifelong learning”, one of the targets
with direct reference to TVET is “to substantially increase the number of youths and adults
who have relevant skills for employment, decent jobs and entrepreneurship.” These amongst
others are goals to be achieved by the year 2030. In agreement with the SDGs, Olajide (2015)
opined that TVET is any training directed towards skills acquisition and entrepreneurship.
The lack of self reliance amongst Nigerian youths have given birth to many
challenges as earlier mentioned and thus, TVET still remains the tool for reduction or
possible eradication of these challenges. Chukwumerije as cited in Olajide (2015) strongly
agreed that TVET is still the only requirement for economic development in Nigeria. Maigida
as cited in Ogbuanya and Udoudo (2015) also agreed in this regard stating that TVET
programmes are designed to train entrepreneurial workforces that would reduce
unemployment and poverty. Obviously, the goal of TVET is to develop skilled and
resourceful manpower necessary to enhance prosperity and self reliance while lessening the
threats of unemployment and poverty. TVET could also be seen as a systematic procedure for
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obtaining and improving the necessary knowledge and skills for self reliance (Gonzovic,
2013). This is to say that individuals who acquire the skills and competencies in TVET are
already empowered to be self reliant.
The Concept of Entrepreneurship
Entrepreneurship as a concept has been widely deliberated by various researchers,
scholars, professionals and practitioners in Nigeria and all over the world. The level to which
it has been discussed within and beyond the country proves that it is a matter of utmost
importance and cannot be underrated. Consequently, entrepreneurship is now taught as a
compulsory course and is a requirement for graduation in Nigerian tertiary institutions.
Moreover, the National Universities Commission (NUC) has captured entrepreneurship in its
Core Curriculum And Minimum Academic Standards for the Nigerian University System
(CCMAS) while it is also offered as a programme of study leading to the award of Bachelor
of Science (B.Sc.) degree in many Nigerian Universities (NUC, 2022). The course is taught
to enable Nigerian students become self-employed business owners in the various skills they
have acquired. Furthermore, entrepreneurship has been recognized by many countries in the
world as a way out of socio-economic problems and its roles towards that attainment of
economic growth and development cannot be underestimated. Accordingly, Barba-Sanchez
and Atienza-Sahuquillo (2021) reported that the Global Entrepreneurship Monitor has
emphasized the importance of entrepreneurship in wealth development, innovation, job
creation and economic growth. Thus, it is unquestionable to state that entrepreneurship is still
the key to long term wealth generation in Nigeria. Makanmi and Awodun as cited in
Akinbade (2021) posited that Nigeria’s high level of unemployment which evolved into a
destructive level of poverty can be overcome by the growth and development of
entrepreneurial skills. The concluded that Nigeria’s stagnation is as a result of ignorance,
poor capacity building and lack of support for entrepreneurship.
Entrepreneurship is the ability and willingness to create, plan, and run a business
enterprise bearing all its risks with the ultimate goal of making profit. Ekumankama and
Izuogu (2018) view entrepreneurship as the process of designing, launching and running a
new business. Maigida, Saba and Namkere (2013) are of the opinion that entrepreneurship is
an individual’s capacity to put ideas into practice. Hence, an individual that possesses the
attributes of entrepreneurship is called an entrepreneur. However, entrepreneurship involves
the capacity of an individual to think creatively and also become a problem solver for himself
and others. Entrepreneurship is the process by which people whether acting alone or as part
of an organisation, seek opportunities regardless of the resources they already control
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(Stevenson and Jarillo, 2017). Entrepreneurship actually involves taking calculated risks by
an individual in order to establish a business, taking advantage of the opportunities and thus
enjoying the profit from the business.
Adamu and Yahaya (2016) explained that developing entrepreneurial skills is one of
the most important methods for achieving economic empowerment. Therefore, economic
empowerment could be actualised through result oriented entrepreneurship. This explains
why the concept of entrepreneurship cannot be underestimated as comprehensively discussed
in the National Economic Empowerment and Development Strategy (NEEDS) of the Federal
Republic of Nigeria. As posited by Abutu, Mohammed and Abdulmalik (2021),
entrepreneurship is the process of identifying business opportunities and taking calculated
risks to secure the capital necessary to launch a business and generate profit. They further
explained that it is a method created to increase people’s creativity in order to generate
income. However, entrepreneurship could be seen as a way of thinking. It encompasses a
mindset directed towards creativity, innovation, calculated risk-taking and profit-making. It is
a strategy of solving problems in a way that is profitable. In view of the high level of
unemployment and other social vices in Nigeria, entrepreneurship should be seen as a means
of engaging ambitious youths in creating their own employment opportunities while
generating work opportunities for their fellow unemployed youths.
Skills Development At A Glance
Skills development is crucial in order to enhance productivity, raise living standards
and foster self-reliance amongst Nigerian Youths. This could be actualized if skills
development is effectively carried out. Before proceeding further, it is important to make
some conceptual clarifications of “skill.” Although there are numerous perspectives of “skill”
as analysed by various scholars, a skill is defined by the Merriam-Webster Dictionary (2023)
as the acquired ability to perform something competently. Onweh (2016) is of the opinion
that a skill is the capacity to carry out a simple or complex manipulative task to a level that
meets accepted industrial standards. Unlike constructs in the natural sciences, skill is one of
those social science words in common parlance with many meanings such as ability,
competence, aptitude and talent. Hence, Green (2011) noted that a skill is a personal quality
with three key features namely; productive value, expandable (enhanced by training and
development) and socially determined. A skill therefore is a specific ability developed
through conscious and consistent efforts in order to successfully complete challenging tasks
or duties. Thus, the dexterity in carrying out a task within a given space of time could be
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regarded as a skill. A skill is most usually the product of consistent training, practice and
experience.
Furthermore, Brevik as cited in Zhang (2019) posited that a skill is a term used to
describe practical knowledge that has been obtained through training and experience. It
encompasses trade and craft skills learned through apprenticeship as well as the high
performance found in many fields such as professional practice. The Organisation for
Economic Cooperation and Development (OECD) (2019) clearly stated that a skill is the
ability and capacity to carryout processes and be able to use one’s knowledge in a responsible
way to achieve a goal. Inarguably, skills are part of a holistic concept of competency
involving the mobilization of knowledge, attitudes and values to meet complex demands. The
2030 OECD Learning Compass (2018) distinguished between three different types of skills.
“They are; (i) Cognitive and meta-cognitive skills which involve critical thinking, creative
thinking, learning-to-learn and self-regulation. (ii) Social and emotional skills which include
empathy, self efficacy, responsibility and collaboration. (iii) Practical and physical skills
which are set of abilities to use physical tools, operations and functions. They also include
manual skills such as the ability to use Information and Communication Technology (ICT)
devices and new machines, play musical instruments, craft artworks and also the ability to
mobilise one’s capacities including muscular flexibility and stamina.
Having carefully analysed the concept of skill based on relevant literature, an idea of
“skills development” can be drawn forth. Skills development is the process of identifying
individual skills, making productive use of the skills and effectively improving on the skills
with time. The Swedish International Development Cooperation Agency (SIDA) (2018) sees
skills development as the ability to be productive that has been attained via all levels of
learning and training that has taken place in formal, non-formal, informal and on-the-job
settings. The OECD submits that:
Skills form the bedrock of every country’s economy. They are not only linked to
aggregate economic performance but also to each individual’s success in the labour
market. However, having skills is not enough. To achieve growth both for a country
and for an individual, skills must be put to productive use at work. (OECD, 2013. p.
142)
With the above submission, it can be noted that the acquisition of skills is not sufficient
enough for economic development in a country or even in the development of an individual.
Thus, skills development entails putting the acquired skills at work productively in order to
achieve the desired economic development in an individual or country.
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Conceptual Clarifications of Youths and Self-Reliance

Defining the term “youth” has always been a rigorous task. This is because there is
indeed no universally accepted definition of the concept. Youth as a concept is used in
everyday parlance and has been discussed in various literatures, amongst scholars and
professionals. While some have defined youth based on socio-economic status, others have
defined it based on age group. Various organisations have attempted getting a certain age
bracket as sample representative of youths. For statistical purposes, the United Nations (UN)
defines youths as persons between the ages of 15 and 24 with the understanding that other
member states have their own definitions (UNDESA, 2014). Other Organisations like the
United Nations Educational Scientific and Cultural Organisation (UNESCO), International
Labour Organisation (ILO), World Health Organisation (WHO) and United Nations
Children’s Fund (UNICEF) also adopted the UN definition of youths. On the other hand, the
African Youth Charter defines youths as individuals between the ages of 15 and 35 (African
Union, 2006). This definition is in accordance with the Nigerian National Youth Policy
(2019). Based on the Nigerian perspective, the ages between 15 to 35 look more suitable in
identifying youths considering the economic, socio-cultural and political situation of the
country. This is because achieving self-reliance or socio-economic stability that comes with
employment may sometimes extend to the late twenties and even beyond.
The term “self-reliance” is a combination of two English words; “self” and “reliance.”
While “self” denotes an individual’s nature, attributes or traits distinguishing them from
others, “reliance” indicates the act of being dependent on something. Simply put together,
self-reliance means dependence on oneself or individual abilities and efforts. Ikoku in Nwoye
(2011) pointed out that self-reliance is the capacity of an individual to set his own objectives
and achieve them to the greatest extent possible through his own efforts while utilizing his
own resources. Consequently, self-reliance is the capacity and effort to recognize, utilize and
manage effectively the individual and collective resources in order to improve one’s quality
of life (Bulus, Gubak and Gubam, 2020). Emerson (1841) in his book “Self-Reliance”
emphasized that self-reliance is purely about the trust and belief in one’s own skills and
abilities. Thus, self-reliance could be seen as a strategy by which an individual can achieve
self-sufficiency, independence, economic stability, progress and growth by using his own
resources. These resources could be material resources, knowledge, skills, values or attitudes.
Having analysed the various concepts associated with the subject matter under scrutiny, it
would be relevant to note that the term “repositioning” as regards the study means changing
the position of a particular individual, object or thing under discussion. Therefore, prior to
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analysing ways in which TVET could be repositioned through entrepreneurship and skills
development, it is imperative to assess the current situation or condition of TVET in Nigeria
before pointing out the challenges faced and ascertaining the way forward.
The Current Condition of TVET in Nigeria
TVET seems to be thriving in many countries of the world including Africa. It would be out
of place to compare countries like France, USA, Britain, Ghana and South Africa to Nigeria
as regards the level of technological and socio-economic development achieved through
TVET. In Nigeria, TVET is offered in Technical Colleges, Vocational Enterprise Institutions
(VEIs), Polytechnics, Colleges of Education (Technical) and Universities. The FRN (2013)
notes that these institutions are aimed at providing the training that imparts necessary
knowledge and skills for the production of technicians, technologists and other skilled
personnel who shall be enterprising and self-reliant. Ibe (2016) reported that programmes
under TVET include but not limited to; Industrial Technology Education, Agricultural
Science Education, Home Economics Education, Computer Education, Business Education.
Unfortunately, the current status of TVET in Nigeria is not encouraging and does not
allow the country to compete with other nations of the world as regards socio-economic
development despite the fact that it is blessed with enormous natural and human resources.
Many scholars have argued that TVET is in such condition because the government is yet to
prioritise and give it the necessary attention it deserves so as to enable it produce desirable
results and meet the needs of the society (Ikenga, 2022). Consequently, TVET is currently
faced with a lot of challenges ranging from government’s lack of sincere will and
commitment as regards implementation, insufficient funding, inadequate facilities, and lack
of qualified personnel among others. These challenges will be clearly analysed to ensure
better understanding of the main contemporary issues that have kept TVET in such stagnant
and almost unproductive condition.
Challenges of TVET in Nigeria
Over the years, researchers and scholars have lamented over the status of TVET in
Nigeria bearing in mind its successes achieved in other countries of the world. The challenges
facing TVET have been analysed severally and several calls to government and critical
stakeholders through researchers have been made to ameliorate the situation.
Primarily, the Federal Government is the most important stakeholder responsible for
the effective implementation of TVET. On them are vested the constitutional and democratic
powers to make and implement educational policies. Unfortunately, the government has not
taken TVET as its topmost priority especially in areas of policy implementation and
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financing. The table below shows budgetary allocation to the education sector from 2019 to
2023.
Ministry Of Universal Tertiary
Total Amount
Total Education Basic Education Percen
Allocated to
Year Budget (Recurrent and Education Trust Fund tage
the Education
(N) Capital Expenditure) Commission (TETFUND) (%)
Sector (N)
(N) (UBEC) (N) (N)
Included in
10.07 509.29 Billion (UBEC Ministry Of
2019 208 Billion 717.29 Billion 7.2%
Trillion Inclusive) Education
Allocation
10.59
2020 606.96 Billion 79.86 Billion 277 Billion 963.82 Billion 9.1%
Trillion
13.60
2021 771.46 Billion 70.05 Billion 323.29 Billion 1.15 Trillion 8.4%
Trillion
17.13
2022 815.69 Billion 112.29 Billion 306 Billion 1.23 Trillion 7.2%
Trillion
972.93 Billion in
21.83
2023 addition to 470 Billion 103.29 Billion 248.27 Billion 1.79 Trillion 8.2%
Trillion
for Revitalisation
73.22
Total 4.15 Trillion 365.49 Billion 1.36 Trillion 5.85 Trillion 8%
Trillion
Aver 14.65
829.27 Billion 73.1 Billion 272.51 Billion 1.17 Trillion 8.02%
age Trillion
Source: Budget Office of the Federation, (2023); Author’s Computation.
From the table above, it is observed that between 2019 and 2023, a total budget of N73.22
Trillion has been approved. Within the same period, a total of N5.85 Trillion was allocated to
the education sector. Based on the figures, it is clear that for the past five years, the
government has spent an average of N14.65 Trillion while locating an average of N1.17
Trillion to the education sector which amounts to an average of 8.02% of the budget within
that period. However, this is far below the recommendations of the UNESCO (2015) of 15%
to 20% of annual budgetary allocations to education.
Furthermore, most TVET institutions lack the necessary facilities to enable them
succeed. They lack infrastructure like well equipped modern workshops and laboratories,
lack of machines, tools and equipment. Again, the access to basic utilities like steady power
supply is a problem. In fact, Olajide (2015), Bello and Muhammad (2021) and Ikenga (2022)
noted that what seems to be one of the main challenges of TVET in Nigeria is the lack of
appropriate machinery to ensure the acquisition of required skills, low funding from the
government and the quality of skill disposal by the teachers. Thus, the cold attitude or
lackadaisical attitude of the government has posed a great threat to TVET. Adewuyi (2020)
opined that the extractive nature of political and economic institutions is a great threat to
TVET. According to him, this attribute of the government allows them to extract more from
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the masses than what they have to offer. He further lamented that such nature kills the spirit
of innovation and technological development in individuals as they do not create incentives
for citizens to save, invest and innovate. Moreover, the government lacks a consistent quality
framework for implementation of policies and this is also a problem because policies made
are not implemented whereas the ones that strive to reach implementation stage are not
monitored and evaluated to ascertain of they actually meet the objectives for which they were
formulated.
In addition, TVET is faced by poor management in some institutions. Sometimes it is
even managed by people who are not experts or professionals in TVET related fields. This as
a result slows down development and policy implementation at the institutional levels. This is
consistent with the Latin adage; “Nemodat quod non habet” which literally means no one can
give what he or she does not have.
On the other hand, the lack of dedication on the part of the students is also a problem.
Owing to the low public perception of TVET, students tend to lose interest in the process and
when there is no interest and motivation as the driving force towards a particular objective,
the achievement of such an objective is not usually attainable.
Generally, the unfavourable public perception of TVET programmes and its graduates
have contributed to the numerous challenges faced by the system. TVET has had a generally
low perception by many Nigerians over the years. It has been viewed as a career for the low
class people and less brilliant students. In line with that, Bello and Muhammad (2021)
explained that this low social status and recognition accorded to TVET was as a result of the
unfavourable view of Nigerians during colonial rule where white collar jobs were more
respected and academic programmes leading to these jobs were only meant for brilliant
students. This according to them made TVET unattractive for Nigerians even after
independence. Additionally, TVET programmes are regarded as courses for students who
cannot secure admission in Universities or more lucrative courses because of their inability to
meet admission requirements. This amongst others demoralizes and lowers the self esteem of
students leading to lack of interest in the programme.
The Role of Entrepreneurship in TVET
Entrepreneurship and skills development has a very crucial role to play in TVET and thus
cannot be underestimated. They are as follows;
1. Entrepreneurship fosters self-development individuals through skills development.
2. It encourages creativity and innovation which are the keys to technological development.
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3. It encourages productivity in TVET programmes and serves as secondary means of

internally generated revenue for institutions and the government.
4. It encourages the creation of small enterprises thus enlarging the non-formal or private
sector and boosting the nation’s Gross Domestic Product (GDP).
5. It equips individuals with skills to identify business opportunities in TVET, come up with
positive ideas, and take calculated risks to plan, organise and set up businesses that will make
them self-reliant citizens of their nation. It also improves individuals’ understanding of
entrepreneurship in areas of skills acquisition thus helping them develop and improve their
skills.
6. It is an established fact that every individual possesses innate ideas. Entrepreneurship
therefore helps individuals in TVET programmes to develop their hidden potentials and
maximize the opportunities at their disposal. Hence, these ideas if well utilized become
beneficial to the individual and entire society.
7. Entrepreneurship encourages indigenous production of goods and services thereby
reducing importation of foreign goods but instead promoting the consumption and
exportation of locally made goods. This therefore promotes economic growth and sustainable
development.
Strategies for Repositioning TVET Through Entrepreneurship and Skills Development
to Foster Self-Reliance Amongst Nigerian Youths
In order to foster self-reliance amongst Nigerian youths, the following strategies could be
adopted to adequately reposition TVET through entrepreneurship and skills development;
1. Effective Government Commitment Towards TVET
The Federal Government of Nigeria has to show sincerity and dedication in her commitment
towards TVET. There should be adequate political will to develop TVET at all cost.
Government should discard the old colonial mindset of high value placement on white collar
jobs and focus on TVET as a means of National development and self-reliance of her youths.
They should also encourage transparency in governance and shun corruption so as to shift
from extractive nature to productive nature.
2. Improvement in Funding and Proper Utilization of Funds
There should be a reform as regards funding in TVET and the education sector at large.
Government should cut down unnecessary and exorbitant cost of governance as seen in its
annual recurrent expenditures. A proposed value of 20% of the annual total budget should be
allocated to the education sector while a significant value of 25% should be allocated to the
TVET sector from the total education budget. Furthermore, government should ensure that
 12

these funds are actually disbursed and properly utilized in infrastructural development,
enhanced machinery and sufficient utility services.
3. Effective Policy Framework
It may be true that Nigeria does not lack in the area of policy making but the big question
becomes how relevant and effective these policies are towards the attainment of National
goals and objectives. The policy “MIME” framework could be adopted. This entails effective
policy “Making, Implementation, Monitoring and Evaluation.” Apart from making realistic
policies, Government should be dedicated towards implementing them, if not, the efforts,
time and resources utilized in making these policies become labour in futility. Again,
Government should take the pains of ensuring proper monitoring of the policies they have
implemented to find out if actually they were rightly implemented. In addition, there should
be proper evaluation of implemented policies after a certain period of time to enable the
government and stakeholders ascertain if the objectives of the policies have been achieved. It
is in evaluation that strengths and weaknesses of the policies are identified and analysed so as
to ensure strengthening them or formulate better ones. All these could be actualised through
an effective policy framework for implementation. Bello and Muhammad (2020) defined a
policy framework as the driving force to plan, implement and achieve the objectives of any
policy. Hence, there should be coordination amongst government parastatals to ensure an
effective policy framework for TVET.
4. Public Attitudinal Reorientation and Awareness Towards TVET
Government through the National Orientation Agency (NOA), other Ministries, Departments
and Agencies (MDAs) and stakeholders should ensure a total reorientation of the entire
public towards the importance of TVET for socio-economic and National development. Let it
be encouraged and proper awareness be created through electronic and print media without
forgetting the publication of TVET programmes by the Joint Admissions and Matriculations
Board (JAMB) and other education parastatals. Through this, the public will be informed as
regards the importance, value, career prospects and benefits of the programme to youths and
the entire nation.
5. Beneficial Programmes and Incentives to Inculcate Entrepreneurial Mindset
Government should launch beneficial programmes and grant incentives that will help youths
start up their businesses. This could be done by the provision of low or interest-free loans,
small start-up grants, link to financial service providers, conducive business environment,
reduction of taxes, continued support through incubation of startups, mentoring and
facilitating access to potential investors.
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6. Encouraging the Development of Indigenous Curriculum

Using our own indigenous initiatives in curriculum making for TVET that are relevant to the
economic and social needs of our society will be more beneficial to us as a people and
encourage self-reliance amongst our youths. In line with this, Onwusa (2021) is of the
opinion that TVET should build from local market opportunities to inculcate the use of
indigenous technologies and innovations rather than solely depending on foreign ones.
7. Inclusiveness of Entrepreneurial Skills in TVET
Entrepreneurial skills should be included in TVET programmes. This will enable the
individual acquire the skills and also how to make profitable use of the skills to ensure self-
reliance. The United Nations (2018) lamented that “skill training programmes provided by
governmental, non-governmental and international organisations can be an important means
of bridging skills gap by providing youths with opportunities to acquire job-relevant
knowledge.” According to them, “these skill training programmes include targeted vocational
training and programmes intended to provide youths with life skills ranging from effective
communication and negotiation, decision making and problem solving, leadership, personal
financial management, critical thinking, creativity and innovation.”
8. Training and Retraining of TVET Personnel
From time to time, government and other critical stakeholders should ensure the training and
retraining of TVET personnel. This will keep them abreast with latest technological
developments and ensure same towards their students. Government should also increase the
remuneration of TVET staff and improve conditions of service to enhance productivity and
quality assurance on the side of the trainers.
9. Effective Partnership Between TVET Institutions and the Private Sector
Government through its supervisory agencies should strengthen the link between TVET
institutions and private sector companies. This partnership should encompass capacity
building in the students through facilitation of Industrial attachment schemes and other forms
of support.
10. Vocational Guidance and Counseling for Students
TVET institutions should provide effective vocational guidance and counseling services for
their students. Students should be encouraged to embrace decent work, believe in dignity of
labour and inculcate hard work to be self-reliant in the society. In addition, career mentoring
programmes should be hosted to enlighten students on various occupational and career
prospects.
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Conclusion
The roles of entrepreneurship and skills development are indeed paramount to fostering self-
reliance amongst Nigerian youths especially now that government cannot afford to provide
jobs for all youths. Entrepreneurship and Skills Development should be encouraged and
incorporated in TVET programmes as means of making youths create their own businesses
and also create employment opportunities for their fellow youths. The lack of self-reliance
among Nigerian youths has constituted a major part of the nuisance in the country today
ranging from insecurity to other social vices like stealing, banditry and kidnapping among
others. Hence, there is a need for proper strategies to reposition TVET through
entrepreneurship and skills development for self-reliance in Nigerian youths.
Recommendations
Based on the study, the following recommendations were made in order to effectively
reposition TVET through entrepreneurship and skills development for self-reliance of
Nigerian youths;
1. Government should demonstrate political will, develop a positive mindset and show
sincerity towards the development of TVET to ensure national development and foster self-
reliance amongst Nigerian youths.
2. Government should increase budgetary allocation to the education sector to a significant
value of 20%, increase the ratio allotted to the TVET sector and ensure proper utilization of
funds to guarantee positive outcomes in TVET.
3. Government should adopt an effective policy framework for policy making,
implementation, monitoring and evaluation to achieve objectives of TVET and education at
large.
4. Government through its MDAs especially the NOA and Ministry of Education should
orient the public, especially youths and create enough awareness as regards TVET to
encourage them value the programme and see the need to benefit from it.
5. Government should provide beneficial programmes and incentives for youths to help them
start up their own businesses.
6. The development of indigenous curriculum should be encouraged in TVET so as to meet
the immediate economic and social needs of our society.
7. Entrepreneurial skills should be inculcated in TVET programmes so as to enable
individuals not only acquire skills but also to maximize the use of these skills and effectively
improving on the skills with time.
 15

8. Government and other critical stakeholders should jointly launch training initiatives for
training and retraining of TVET staff, adjust their remuneration and improve their conditions
of service.
9. Government, institutions and critical stakeholders should create a synergy between the
institutions and the private sector companies to facilitate capacity building in students
through on-the job training.
10. TVET institutions should provide vocational guidance and counseling services to students
in order to boost their interest and increase their morale so as to enable the students cultivate
a positive mindset towards decent work, believe in dignity of labour and inculcate hard work
so as to be self-reliant citizens of their country.
 16

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