VOCATIONAL TRAINING PROGRAMME FOR YOUTH EMPOWERMENT IN IMO STATE NIGERIA.

ABSTRACT

This study investigated vocational training programmes for youth empowerment in Imo State, Nigeria. A sample of 255 learners and instructors were selected for the study. The sample was made up of 204 for trainees and 51 for instructors drawn from the three educational sizes respectively.  The stratified sampling technique was adopted by the researchers in the selection of the sample 255 from population of 561. A 45item structured questionnaire titled “questionnaire on  vocational training programmes for  youth empowerment in  Imo state (QVTPFYIMS)”validated by experts was used for data collection. The reliability of the instrument was established at 0.77, 0.77, 0.74, 0.79 and 0.77 for sections A, B, C, D & E respectively using Cronbach alpha statistic. The data obtained were analyzed using mean  scores for the research questions while independent sample Z-test  statistic was used for the test of the hypotheses. Among the findings of the study was that; the trainees are taught how to apply fertilizer to crops, provide them with free seed, how to rear animals, how to run a poultry farm, train students on livestock and fish farming training to a high extent. But provision of fertilizer and train the youths on pig rearing is to a low extent. It was further resealed that the Electronic works the vocational  trainees were exposed to in Imo State in the course of their vocational training are: knowledge of computer packages, repair of electrical appliances like television set, radio etc, how to service electronic devices, how to  change damaged parts in electrical devices, how to identify and run hardware and softwares in computer, training people on all kinds of computer skills and equipping people with auto electrical works. Based on these findings, the study recommended among others that; the trainees should therefore be exposed to such training like; how to identify and run hardware and softwares in computer. There should be adequate emphasis on practical aspect of vocational education to enable the recipients acquire skills and reduce the over dependence on government paid jobs.

CHAPTER ONE

INTRODUCTION

Background of the Study

The youth population in sub-Saharan Africa is increasing rapidly. Nearly one in three people living in the region, or about 297 million, is between the ages of 10 and 24. By

2050, that age group is projected to nearly double to about 561 million. According to Population Reference Bureau’s (The World’s Youth 2013 Data Sheet).The youth of the region are also becoming better educated. Estimates show that the proportion of 20-to-

24-year-olds who complete secondary education will increase from 42 percent to 59 percent over the next 20 years. (The World’s Youth 2013 Data Sheet). Consequently, as sub-Saharan Africa’s workforce becomes larger and better educated, there is an overwhelming potential for economic growth and development. Countries must take the opportunity to cultivate the capacity of their youth, a valuable resource for their prosperity.

Youth empowerment remains a barrier to the region’s development. The highest rates of unemployment in the world are in Africa, where 51 percent of young women and 43 percent of young men are unemployed. This large population indicates lost potential since communities and nations fail to benefit from what the young people could theoretically contribute. Also, difficulties in finding a sustaining employment detract from a young person’s lifetime productivity making it more challenging to escape poverty rather through empowerment.

This  population  bulge  will  have  significant  impact  to  youth’s  unemployment except a drastic measure and action is taken to curb it. Similarly, in Nigeria, the trend is not different because according to Mac-Ikemenjuma cited by Oku (2014), 53 percent of Nigerian populations are unemployed and 70 percent of the unemployed are youths. According to  Maxwell (2001), youths are those  group of  people considered to  be physically and mentally matured, who also possess the capacity to be economically and socially independent.

In line with the above statement, Dutch (2004)posited that youths are those set of individuals who are socially, economically and politically active and who possess the competence to be identified as the labour force of a country. In addition, the value and recognition of  youths  in  the  contribution  of  development  within  any  country is  an indispensable  issue.   According  to  William’s  (2000),   the   effective  and   positive contribution of youths in the socioeconomic and political aspect in any country depends on the strength of empowerment given to such youths. Empowerment is the act of strengthening and enriching the ability of someone or a thing. Empowerment according to Kebber (2002),is the expansion of people’s ability to make strategic life choices in a context where their ability was previously denied. In support of this, Hashemi and Sehaler (2004) stated that empowerment is a process comprising a series of conscious steps taken by individuals to gain access to economic, educational and health services, to better expression and defend their rights, in the process gain greater awareness and control of themselves.

Youth empowerment is a process through which youths are meaningfully equipped with various skills and knowledge in order to share economic, social and

political responsibilities and power within their society. Youth empowerment according to Emmer (2001), is a process through which young people gain the ability and authority to make decisions, and implement change in their own lives. Johnson (2003) stated that youths empowerment is a process of encouraging able young people to gain skills and knowledge which  will  allow them to  be  economically and  socially independent. In Nigeria, particularly in Imo state youth empowerment occurs at schools, through youth organizations,  government  policy-making,  Non-governmental  organizations  (NGO’s) and community organizing campaign (Chibueze, 2015).In line with the above statement, youth empowerment ranges from economic, educational, technological and political empowerment.

An individual is said to be empowered when the person can stand out and identify his capability, live life from a position of responsibility, takes actions, stand by his action, and decision, knowing with certainty that he is creator of all his life expectations  and  experiences  and  will  bear  the  consequences  of  his  action  and decision irrespective of the circumstance surrounding it. Walter (2003) noted that youth empowerment itself has been in practice in pre-colonial Nigeria. Walter, maintained further  that  Trans’-Atlantic  slave  trade  and  the  colonialization  of  African  states eventually  led  to  the  impoverishment  of  African  youths.  To  this  end,  the  post independent African countries inherited the problems and challenges of youths empowerment, including other social problems.

Therefore, Metz (2004) stated that within the African context, youths empowerment is a means of encouraging young people to gain skills and knowledge that  will  allow  them  to  overcome  obstacle  in  life.  He  further  stated  that  youth

empowerment does the following for youth in Nigeria: – It provides them with the ability to make decision about personal/collective circumstances, it grants the youths the ability to access data and information, including resources for self-development, it provides them with the capacity to think positively and ability to make change in their entire lives. Similarly, it has been noted that it is not clear when the term youths empowerment entered into the Nigerian social, political and economic vocabulary. The term perhaps according to Chibueze (2015), resonates more as an attempt by stakeholders to draw attention to the ecological degradation and economic powerlessness of those living in oil-rich domains of Nigeria, example Niger Delta. In addition, Federal Government of Nigeria (FGN, 2000) by taking the bull by the horn what they perceived as youth restiveness in  Nigeria, particularly in  the  Niger  Delta  area  has  introduced various programmes targeted at diverting the attention of the youths. This might have also influenced the utilization of the term youths empowerment as a new vocabulary in governance and in Nigerian society today.

Likewise Emerowa (2001) stated that the concept of youth empowerment in Nigeria context could be seen as a negotiated relationship between government agencies and the restive youths, which was born more out of fear of destabilizing the national economy than the need to develop the creative potential of the Nigeria youths. Brasin, (2005) noted that youths unempowerment has been a major social issue, hence the need for job provision and creation for the youths cannot be over-emphasized. It is believed that when the youths are empowered through vocational training, programms, skill acquisitions and practical works they would help to develop expertise in the areas of their interest.

The general skill training given in the study of vocational subjects equally enhances occupational mobility and better livelihood. In fact, vocational training programmes for  skill  acquisition have been adjudged as  a  source of  job  creation, empowered for the unemployed and economic dynamism in a rapidly globalizing world. Obviously,  the  acquisition  of  vocational  skills  available  will  help  in  developing enterprising people and inculcating an attitude of self-reliance, thus reducing the rate of poverty as  well  as  unemployment rate.  It  is  worth  mentioning that  the  higher  the unemployment rate among the youths in any economy, the higher would be the poverty level, crime rate and associated welfare challenges such as meeting the basic necessities of life which includes, good food, shelter and basic health care services among others.

In the view of Deborah (2001) youth empowerment challenges should be viewed as one of the major priorities of responsive government globally particularly those in the study area. Debora further stated that the unempowered youths are much more vulnerable to social deviance than the empowered and employed youths in the society. The United Nations Population Department (UNPD, 2010) posited that statistically, 1.5 billion people in the world at present are economically active youths, aged between 18 and 50 but more than 52% of the population were empowered and employed which simply means that they  were formally employed

Youths face various complexities in making transition from school to work which may be traceable to non-participation in vocational training programmes. To buttress this fact stated above, the relevance of vocational training programmes for youths was discussed  in  a  Copenhagen  2005  declaration  on  social  growth  and  development,

including programmes of youths empowerment through the World Summit which paid much attention to youths. In a similar view, the United Nation Millennium goals declaration adopted by its general assemble in  the year 2000, also paid attention towards the development and implementation strategies   that would create sufficient provision for youths empowerment and engagement in productive service. In addition, youths vocational training programmes have to be adopted as vital tools of reaching out to the seeming un-empowered and unemployed youths, particularly in this state with the intention of empowering them through these programmes for positive and effective living.

Furthermore, Imarhiagbe (2007) stated that the interest in the development of vocational training programmes is based on the necessities of the programmes towards National  development  and  youth’s  empowerment.  Vocational  training  according  to Okoro (2005) is a form of training which the primary purpose was to skillfully and intellectually   prepare   various   individuals   for   future   employment   in   different establishment and organizations. Oranu (2003) noted that vocational training is the firm of training that equips participating individuals with proficient skills in order to be capable of  implementing different responsibilities in  the  area  of  trade, industry, agriculture, business etc. In the same vein, non-governmental organizations, governments and private sectors have been contributing towards the setting up and establishment of vocational training centers (William’s, 2001). Similarly, there are   various vocational training centers in Imo state, which include; Standard shoes skill acquisition center, Powerset  synergy  training   center,  Vinal   automobile  training   center,  Imo   state

engineering center, Geo Dora skills acquisition center, Imo state poverty alleviation center etc (Chibueze, 2015).

Moreover, Roland (2002) noted that labour market has become more specialized in native requiring high levels of training and skills which can be provided through vocational training programme. This type of programme is characterized by non- existence of nay written curriculum and structure. According to Wikipedia (2014) vocational training centers are typically provided by highly specialized institutions of technology, polytechnic, university or local community college, because of its relevance, on  youth  employment. Researchers like Jodan  and  Vanila (2001) have suggested generally  that  unempowered  youths  in  any  society  are  likely  to  have  poor  living standard, economically and socially dependent, including lack of self-reliance. Grana (2003) observed that ineffective vocational training centers and programmes lead to unempowerment of youths in the society and such situation will create provisions for youth deviant behaviours. In addition, many youths are facing challenges in life as a result of lack of empowerment, lack of fund, inadequate power supply, hijacking of the programmes  that  are  meant  for  the  masses  for  personal  interest  and  lack  of commitment to programmes.

In order to alleviate poverty among the citizens, there is need to engage the youth in vocational training programmes for empowerment in the area of Agriculture, Business,  Artisanry  and  Electronics work.  Considering  the  role  youth  can  play  in agriculture if empowered through vocational training, Imarhiagbe (2007) stated that youths have great roles to play in agricultural development in Nigeria as they are considered to be the active working group. The various governments in Nigeria have in

the past introduced various vocational trainings in the form of agricultural development programmes for the benefit of all citizens, especially youth empowerment programme and agriculture which the funds were hijacked by the senators and those in authority. It is therefore pertinent that Nigerians embrace the culture of training the youths to do certain work or to teach them how to handle farm implements or machines to learn how to  become specialists on  fish  pond  farming; livestock and  poultry production; and irrigation  as  well  as  related  dry  season  farming  in  order  to  be  self-reliant  after graduation.

In the area of business, the youths are expect to be taught in practical terms, through exposure to business activities, giving them financial support to engage in small scale enterprise, establishment of small scale production firms, have to run various businesses. The above skills and practice can be achieved through vocational training programmes. Youth empowerment through artisanry require special art and practical skills because the activities require practical production of materials or goods. Some of the  productions can  be  in  the  area  of  clothe  weaving, tie  and  dye,  farming,  hair dressing, dress making, soap making, fashion design etc. In the area of Electronic training for youth empowerment, the youths can be encouraged through training in local electronics production and repairs. Some can be trained on how to repair and couple electronics parts and functionaries (Adebisi and Oni, 2012). The present growth in electrical/electronic technology necessitated the training needs for repairs in electronics products. Hence, in an attempt to encourage youth participation in vocational training, there is  a  need to  carry out  a  study on  how vocational training programmes can empower youths in the three geopolitical zones of Imo State.

Statement of the Problem

Youths’ lack of empowerment in our society at present has become an issue of concern to numerous stakeholder, such as federal, state, local governments and international community and non-governmental organizations. Youths seem to be in distress  as  a  result  of  unemployment  and  unempowerment  which  has  created provisions for lack of independence in life. Some youths are still unempowered, despite the introduction of vocational training programmes for youth empowerment in Nigeria, particularly in Imo State. This could be as a result of inadequate information on the existing opportunity for youth empowerment and vocational training. The Challenges like poverty, lack of skill acquisition, emerging on the side of youths as a consequence of lack of youth empowerment in Imo state are so enormous that its eradication remain the priority of various levels of government in Nigeria that have attempted to encourage and stimulate youths participation in vocational training programmes for possible employment. In order to encourage economic, social and political reliance among the youth, there is need to conduct a study to investigate lack of empowerment as it affects youth economic, independence, self-reliance. The problem of this study put in question form is; how can vocational training programmes empower youths in Imo State?

Purpose of the Study

The general purpose of the study is to ascertain vocational training programme for youth empowerment in Imo state, Nigeria. Specifically, the study seeks to:

1.  Ascertain the extent vocational training programme has empowered youths in the area of Business in Imo state.

2.  Examine the extent vocational training programme has empowered youths in the area of Agriculture in Imo state.

3.  Investigate the extent vocational training programme has empowered youths in the area of Artisanry in Imo state.

4.  Find out the extent vocational training programme has empowered youths in the area of Electronics work in Imo state.

5.  Examine the enhancement strategies for vocational training programmes for youth employment in Imo State.

Significance of the Study

The findings of this study will be beneficial to the government at federal, state and local level, adult educators, youths, communities, students, ministry of science and technology, policy makers and curriculum planners.

For the government, the findings of this study will help to inform all the government agencies for adult and non-formal education on  the need to establish vocational training centres that will help empower the youths. The study will be useful to government at federal, state or local level; in selecting and recruiting adult educators who will assist them in planning and implementing vocational training programmes for youths, empowerment.

The study will  be  significant to  vocational training instructors in  the  area of research because the information and data derived from the findings of the study will serve as basis for improving their competencies. The study will be of great value to the

students of vocational training programmes, because it will form the database for future studies on vocational training programmes on the issues concerning analysis of data on youth empowerment.

The findings of the study will be significant to the youth and development agents, by   equipping   them   with   ideas   and   knowledge   concerning   vocational   training programmes and better ways of establishing these programmes for their own benefit. The study will be significant to the educational board, because it will provide them with valuable information on how best to improve on vocational training programmes for youths empowerment.

The  work  will  be  of  great  value  and  useful  to  the  ministry of  science  and technology because it will provide data and information that are highly required for vocational training programmes for youth effective development and empowerment in the society.

The findings of this study will be significant to the policy makers and the youths which will enables them to design a propare vocational training programmes which will be suitable for the youths.

Curriculum planners will benefit from the findings of this study, because it will enable them to modify and update the curriculum for vocational training programmes to match the demands of the society. The theoretical relevance of this study is hinged on Ely’s nature of vocational training theory, which states that the native of vocational training programmes should be recognized as rational. It must be based on instrumentalism and experimentalism which could be viewed as pragmatic oriented for

effective youth vocational training and development, the theory further stated that for youths to posses adequate skills expected for employment, they are required to engage adequately in the exercise and conduct of vocational programmes and experimental test.

Research Questions

The following research questions were formulated to guide the study. They are:

1.  To what extent has vocational training programme empowered youths in the area of

Business in Imo state?

2.  To what extent has vocational training programme empowered youths in the area of

Agriculture in Imo state?

3.  To what extent has vocational training programme empowered youths in the area of

Artisanry in Imo state?

4.  To what extent have the vocational training programme empowered youths in the area of metal work in Imo state?

5.  What are the enhancement strategies for vocational training programmes for youth empowerment in Imo State?

Hypotheses

The following null hypotheses were formulated and were tested at 0.05 level of significance.

H01:   There is no significant difference in the mean response of instructors and youth vocational trainees on the extent vocational training programme has empowered youths in the area of Business in Imo state.

H02:   There is no significant difference in the mean response of instructors and youth vocational trainees on the extent vocational training programme has empowered youths in the area of Agriculture in Imo state.

H03:   There is no significant difference in the mean response of instructors and youth vocational trainees on the extent vocational training programme has empowered youths in the area of Artisan in Imo state.

H04:   There is no significant difference in the mean response of instructors and youth vocational trainees on the extent vocational training programme has empowered youths in the area of Electronics work in Imo state.

H05:   There is no significant difference in the mean opinion of instructors and youth vocational trainees on the enhancement strategies for vocational training programmes for youth employment in Imo State.

Scope of the Study This study covered vocational training programmes for youth empowerment in Imo state, Nigeria. Specifically, it covered the aspect of Business, Agriculture, Artisanry and  Electronics work,  it  also  examined  the  enhancement strategies for  vocational training programmes for youth empowerment in Imo State. The study focused on all the three zones in Imo state.

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