INTRODUCTIO N
Education
is any act or experience that has a formative effect on the mind, character
(moral) or physical ability of an individual, It is also a process by which
society deliberately transmits its accumulated knowledge, skills and values (personal
& cultural) from one generation to another.
To
this end, education is a basic human right and considered by many as a key tool
for national development. However, this tenet has been challenged by several
economists, especially Pritchett (1996).
The economic growth of
a country largely depends on technological improvements and on its scientific
and technical manpower. Technical education, therefore, has a crucial role in
speeding up the country's industrial development. It provides one of the most
potent means for development of skilled manpower as required by various sectors
in the country's economy. India possesses Asia's oldest, largest and most
diverse infrastructure for scientific and technical training that has made
important contributions to the country's scientific and industrial development.
Education
is an essential tool to eradicate poverty, reduce child mortality, and curb
population growth, therefore Curriculum modifications must be enhanced with
modern teaching instrumentations. Gone are the days when chalk and
blackboard were the principal teaching aids.
For
decades now, it has been proved here and abroad that the use of modern training
equipment and didactic materials enhances the delivery
of quality education. Such teaching aids facilitate and maximize
both the teaching and learning aspects of education through hands-on conduct of
experiments and practical exercises. Good teaching instrumentations
also account in part for the disparity in the quality of graduates
produced by well-equipped and ill-equipped schools. Good
curriculum/training module and teaching instrumentation, alone,
cannot guarantee the delivery of quality education. Faculty staff
development and periodic upgrading are as equally important and needed in
ensuring good quality of graduates.
However, development refers to the process by
which some system, place, object or person enhances its state of being.
Development must be measurable in terms of physical growth, socio economic
improvement and general enhancement in the quality of life. Hence a development
plan must not only guarantee better today but also a much better tomorrow in
specific and quantifiable terms.
INDUSTRIAL DEVELOPMENT
Industrial
revolution
has led to the development of factories for large-scale production, with
consequent changes in society. Originally the factories were steam-powered, but
later transitioned to electricity once an electrical grid was developed. The
mechanized assembly line was introduced to
assemble parts in a repeatable fashion, with individual workers performing
specific steps during the process. This led to significant increases in
efficiency, lowering the cost of the end process. Later automation was increasingly
used to replace human operators. This process has accelerated with the
development of the computer and the robot.
The manufacturing
industry plays a key, leading role in industrial
development. This has been clearly demonstrated by the the so-called “tiger
states” in Asia. These countries focused their effort and investment
on the establishment of a strong industrial base (and an export-oriented
economy) and can serve as an excellent model for policy development.
Manufacturing is the
basic strength of any industrialized nation. Although more people
may be employed in the service sector, much of a nation’s wealth is produced by
the manufacturing industry.
The
manufacturing industry is in constant change due to its normal
progression, but the change was rather dramatic during the last few
decades. It was even called the “second revolution”, in reference to
Henry Ford’s introduction of the assembly line at the beginning of the last
century.
THE ROLE OF EDUCATION ON INDUSTRIAL DEVELOPMENT
Technical
and vocational education
Technical
and vocational education (TVE) has been an integral part of national
development strategies in many societies because of its impact on productivity
and economic development. In spite of its contributions, Nigeria as a nation has
not given this aspect of education the attention it deserves. Technical
education is a planned program of courses and learning experiences that begins
with exploration of career options, supports basic academic and life skills,
and facilitates achievement of high academic standards, leadership, preparation
for industry-defined work, and advanced continuing education.
While
vocational education and training prepares learners for careers that are based
in manual or practical activities, traditionally non-academic and totally
related specific trade, occupation or vocation. In other words, it is education
designed to develop occupational skills.
Vocational/technical
education gives individuals the skills to live, learn and work as a productive
citizens in a global society. Technical & Vocational education has many
prospects. It can be used as a catalyst for creating employment opportunities.
Thus, it is a panacea for achieving the Millennium Development Goals (MDGs). In
any developmental efforts, Technical Education has a major role to play by
providing the much needed skilled manpower in various spheres of endeavour,
without which the Engineers, Scientists, Inventors, Administrators and Managers
of men and women will find it rather impossible to operate. Technical education
is fundamentally basic and rudimentary to technology, which in turn is the tool
of development.
PURPOSE OF TECHNICAL & VOCATIONAL
EDUCATION (TVE)
Provision
of trained manpower in engineering, applied science, technology and commerce at
all professional grades; Provision of technical knowledge and vocational skills
necessary for agricultural, industrial, commercial and economic development; Provision
of qualified and well-equipped personnel to apply scientific knowledge to the
improvement and solution of
environmental problems for use and convenience of man; Introduction of
professional studies in engineering and other technologies;.
Provision
of training to impart the necessary skills leading to the production of
craftsmen, technicians, technologists and engineers and other skilled personnel
who will be enterprising and self-reliant; and. To enable men and women to have
intellectual understanding of the increasing complexity of technology and the
role technology plays in the world around them.
BARRIERS TO TECHNICAL AND VOCATIONAL EDUCATION IN EDUCATION
There
are many barriers to the development of TVE in Nigeria and these are summarized
below:
Most
elite parents think that their children would become laborers through TVE. Even
if their children are less academically able, parents try to push them into
higher education (social elites and political leaders in Nigeria send their
children to study abroad. In such circumstances, poor parents become
disappointed about their children’s education (Alam, 2003, 2007);
The
quality of TVE is poor and cannot provide sufficient significant knowledge for
jobs. Most of TVE schools are also located far from rural areas; meaning
village students cannot have access to them (World Bank, 1991);
Gallart
(1988) claims students of TVE suffer anxiety about the purpose of TVE, being
only preparing laborers to get more profit from them, saying it is a moral
obligation to eradicate such anxiousness and help them understand that TUE has
two roles - preparing skilled manpower for the world of work, and opening the
door for TVE students to pursue higher education with a solid foundation.
Unfortunately, higher education is very limited for TVE school graduates in
Nigeria.
Higher
educated people in general discipline areas can work at any place but higher
educated people from TVE can only work in TVE related placements, which is low
in terms of social prestige. Providing good TVE needs more money for practical
workshop facilities, and also demands industrial attachments for internships
(World Bank, 1990). Lauglo and Lillis
(1988) say that vocational and practical subjects ‘pedagogic systems have
unusually multifarious expensive requirements (such as equipments materials,
resources, curriculum, support system, personnel, managements requirements,
etc.), which are not easily met.
It is also added that budget for TVE
is very low in comparison with other sectors of education (BANBEIS, 2007).
However, Nigeria is not a poor country. Therefore achieving a high budget for
education should not pose a real challenge for Nigeria.
EDUCATION AS A TOOL FOR INDUSTRIAL
DEVELOPMENT
The
provision of vocational and technical schools has a long history. Before the
Industrial Revolution (between 1750 and 1830) the home and the “apprenticeship
system” were the principal sources of vocational education. But societies were
later forced by the decline of handwork and specialization of occupational functions
to develop institutions of vocational education (Dully, 1967).
Technical and vocational education
(TVE) has been an integral part of national development strategies in many
societies because of its impact on productivity and economic development. Despite
its contributions the leaders of Nigeria have not given this aspect of
education the attention it deserves. And that is one of the reasons for the
nation’s underdevelopment. This article focuses on the dearth of skilled
technical manpower in Nigeria and argues that technical education holds the key
to national development.
While
technical and vocational education has continued to thrive in many societies
Nigeria has neglected this aspect of education. Consequently, the society lacks
skilled technicians: bricklayers, carpenters, painters and auto mechanics;
laboratory and pharmacy technicians, electrical/electronic technicians and
skilled vocational nurses, etc). The hospitals are no longer a place where
people go to get their ailments treated, but a place they go and die. Tales
abound of how people die during surgeries and out of minor ailments. And the
half-baked roadside mechanics in the society cause more harm to vehicles when
contracted to service vehicles, and because of poor training some of the
commercial drivers have sent many people to their early death. The shabby performance
of Nigeria’s house builders (mason/bricklayers, etc) is no longer news. For
that individuals with important projects now use competent technicians from
neighboring countries. This is not to mention the havoc the poorly trained
technicians have caused in the power sector. Nigeria’s spotty electricity
supply is the greatest bottleneck to national development. And toiling all day
in the field with knives, hoes, and shovels would not feed the nation’s 140
million people. Mechanized farming requires technical skills that could be
obtained in technical and vocational schools.
Every
facet of the economy has been affected by lack of skilled technicians. The
financial sector lacks technicians to regulate the banks and to develop
financial software to properly tackle the rising fraudulent activities in the
banking sector. Without security development is impossible in a society; no
nation can sustain its democracy if the citizens lack confidence in the police.
The police violate the citizens’ human and civil rights and lack forensic
laboratory and fingerprint technicians to conduct criminal investigations. And
because of lack of tools to track down criminals there was a shameful episode
recently in the society where the police paraded a goat/sheep as a thief. It is
only in Nigeria that a human being could transform into an animal. And due to
poor training military officers are known to beat up the citizens who challenge
their powers; the case of Miss Uzoma Okere and some naval officers is a case in
point The danger posed by environmental pollution and fake drugs is alarming;
the less educated in the society lack the skill to manage AIDS, cancer and
diabetes among other serious health problems. One wonders what the nation’s
health minister and the 36 state health commissioners are doing to tackle these
issues. Any person who still thinks that leadership is not a major cause of
Nigeria’s under-developed status is on the wrong side of history.
The
neglect of technical education is socially and economically injurious because
it is robbing the nation the contributions the graduates would make on national
development. For that Nigeria is today wearing the toga of a poor state.
Although technical and vocational education seem deficient in ‘citizenship or
leadership training’ (Friedman 1982)7 it provides students with
“life skills” (Alwasilah, February 11, 2002)8 to become productive
entrepreneurs as it engenders creative and innovative ideas, enlarge the
economic pie, and increase personal freedom. Most of the so-called “expatriate
engineers” who are being paid millions of dollars to build Nigeria’s roads and
bridges are graduates of technical and vocational colleges. Yet the leaders do
not take technical institutions seriously.
Nigeria’s
current preoccupation with university education reduces economic opportunities
of those who are more oriented toward work than academe. Not everyone needs a
university education. Awarding licenses to greedy organizations and individuals
to establish private universities that are not even as equipped as some of the
technical and vocational schools in the United States and other advanced
nations cannot develop the society. Because of the sorry state of the nation’s
tertiary institutions many of the graduates lack “employability” skills, which
would easily be acquired from technical and vocational colleges. But who would
employ them if everyone is a university graduate?
It
is no longer news that the nation’s youth unemployment rate has been shooting
up the sky. The federal government recently acknowledged that about 80 per cent
of Nigeria’s youths are unemployed and 10 per cent underemployed. And the
Minister of Education, Sam Egwu, recently noted that the poor quality of
graduates is worrisome.9But what is he doing to arrest the
situation? Others have urged the youths to become entrepreneurs and good
citizens. But it is not enough to ask the youths to become “entrepreneurs” and
reject “social vices” or to be “patriotic” without providing them with skills
and financial resources for self-employment or for the public servants to lead
by good examples. As the Roman Historian, Plutarch (AD 46-120?) had noted “The
mind is not a vessel to be filled but a fire to be kindled.” Given their
corrupt and greedy lifestyles Nigeria’s leaders do not seem to care about
integrity or moral values. They are good at predicting the future without
creating it. As Peter Drucker has observed “If you want to predict the future,
create it.”
Like
unemployment, poverty is ravaging the society. It has vastly been documented
that more than 80 per cent of Nigerians live on less than one dollar per day.
There should be some form of school-work-based learning incorporated in schools
in Nigeria as integral part of national development strategy (Dike,
July-September 2006).10Empowering the people with technical skills
would enhance their productivity and national development. Nigeria’s poverty
alleviation programs have been ineffective because of lack of skills training
facilities and social services. Giving money to the poor who cannot manage
their own lives to set up small business is like pouring water in a bucket with
holes.
To
improve workers welfare the Nigeria Labor Congress (NLC) and other affiliated
unions should establish technical and vocational training centers in the local
government areas where the workers could acquire some employability skills. In
today’s knowledge-derived and crisis-ridden global economy one of the ways to
spur the economy is to empower the people to tackle the developmental
challenges facing the nation. The unions, including the Academic Staff Union of
Polytechnics (ASUP), should push for increased funding for technical education
as part of the current economic reform programs. Calling out the workers for
industrial actions is not the only way to fight for their welfare.
The
design of Nigeria’s educational system is flawed. The neglect of technical
education is an obstacle to national development. Not every one needs a
university education. In Nigeria technical degrees are regarded as inferior to
regular academic degrees. But in advanced nations those with technical degrees
are highly regarded. Individuals with years of field experience work in tandem
with those with academic degrees. In fact, the worth of every worker depends on
the person’s skills and knowledge, and not on the stack of academic degrees one
has. Nigeria must learn to blend theory and practice in its education because
theories alone cannot serve any useful purpose. The nation’s technical schools
should be brought to international standard by employing teachers with field
experience in the subject areas and experienced and professional administrators
to run technical institutions. As obtained in the developed nations the
technical graduates should be thoroughly certified before they could work as
technicians.
Nigeria
is terribly lagging behind in preparing its labor force for the 21st
century economy. Adult education is also imperative as it would assist those
who could not complete their primary and secondary education to acquire basic
skills, and for the retired, who constitute greater part of the unemployed
group in the society, to retrain for a second career. No nation would make any
meaningful socioeconomic stride without well-equipped technical and vocational
institutions. The United Nations Educational Scientific and Cultural
Organization (UNESCO) have noted that revitalizing this important sector is
among the ways to improve economic opportunities for the youths. The National
Board for Technical Education (NBTE) and teachers in this area should take up
the campaign for more funds for technical and vocational education and to
launder its image.
It
cannot be overemphasized that technical education is the engine for economic
growth. No nation can fight a war without an army. In the same token Nigeria
cannot develop without well-equipped technical and vocational institutions. In
fact, it is the missing link in Nigeria’s development policy (Dike, March 2,
2005).11Because of poor training and ineffective institutions
Nigeria suffers from low productivity. But the progress of any society lies in
the productivity of its citizens. Higher productivity gives a nation advantage
of economies of scale and lowers the costs of production and prices of goods
and services. Nigeria should begin now to take very seriously investment in
education and skill training as no nation can compete effectively in the
emerging global market place with poorly educated and unskilled workers. The
leading factors of production in the emerging global economy are said to be
technology, knowledge, creativity and innovation.
Nigeria
can become an economic power-house (and realize its visions) only if proper
attention is given to education and technological development and promotes and
rewards creativity, and channel its material and human resources to productive
use. The leaders must recognize the relevance of technical and vocational
education in national development and adopt and adapt what works in developed
nations. The resources being wasted in the on-going false re-branding campaign
should have been used to re-brand the nation’s education sector.
CONCLUSION.
Improved
industrial efficiency and productivity are important topics of a country’s
development strategy. To achieve these, the government, industry,
and education sector must work together and develop an industrial system
with a modern technological base and a world class workforce.
Bilateral
and regional trade agreements may eventually be rendered pointless,
with protective trade barriers eroded by unlimited and unregulated global
competition. In a situation like that, a less developed country like the
Philippines will encounter great difficulties competing against
highly industrialized countries.
For
the Philippines to have more than even chances of flourishing in the global
market place, it must dramatically improve its industrial performance and
quality of technical education.
The
promotion of technical and vocational education and training for
industrialisation, economic development, wealth creation and poverty
eradication demands policies and strategies that address the cross-cutting
issues of quality and relevance of training, employability, collaboration
between training institutions and employers, accreditation of training
providers (in the formal, non-formal and informal sectors), assessment,
certification, internal and external quality assurance of training programmes,
funding, and instructor training. This calls for a TVET system that is
competency-based and employment led, with proficiency testing of learners and
trainees as proof of competence. TVET should also be seen and acknowledged by
all stakeholders as a valid passport to a well-paid job or self-employment or
higher education and not as an alternative educational opportunity fit only for
early school leavers, the less academically endowed or the poor.
Finally,
the point has to be made that technical and vocational education and training
alone by itself does not lead to rapid industrialisation, or provision of jobs
or eradication of poverty. Good government policies do all three. National
governments therefore, need to create an economic environment that promotes the
growth of enterprises and generally stimulates the economy. When businesses
develop and expand, additional labour-market demands for technical and
vocational training emerge, and new job and further training opportunities are
created to trace and light the path of industrialisation. For this to happen on
a sustainable basis, however, the TVET system must be labour-market relevant,
equitable, efficient, and of high quality. This is the challenge that African
governments and training institutions must rise up to.
In
the same token, Nigeria cannot develop without well-equipped technical and
vocational institutions, In fact, it is the missing link in Nigeria’s
development policy (Dike, 2005). Because of poor training and ineffective
institutions, Nigeria suffers from low productivity.
However, the progress of any society
lies in the productivity of its citizens. Higher productivity gives a nation
advantage of economies of scale and lowers the costs of production and prices
of goods and services.
Nigeria should begin now to take very
seriously investment in technical and vocational education and skill training
as no nation can compete effectively in the emerging global market place with
poorly educated and unskilled workers. The leading factors of production in the
emerging global economy are said to be technology, knowledge, creativity and
innovation.
REFERENCES
Victor
E. Dike: “Vocational Education: Missing link in Nigeria’s
Development
Policy;” online:
Bart
van Ark: “Vocational education and productivity in the Netherlands and
Britain;”
National Institute Economic Review, January 5, 1992.
Milton
Friedman: Capitalism and Freedom; University of Chicago Press,
2nd
edition, 1982.
Chaedar
A. Alwasilah: “Vocational education must provide students with life
skills,
The Jakarta Post,
Feb 11, 2002.
Victor
E. Dike: “Youth Unemployment in Nigeria: The Relevance of
Vocational
and Technical Education;” in NESG Economic Indicators, July-September 2006,
Volume 12, No 3, pp.25-29; 5. Vanguard:
“Neglect of technical, vocational education increases youth unemployment-DON,”
December 23, 2004; Vanguard:
"UNESCO tackles decline in technical, vocational education,” November 25,
2004.
