Approaches for Promoting Innovations, Industrial and Infrastructural Development through Global Partnership in Technical and Vocational Education Training in North-Central, Nigeria

Abstract

Over the last two decades, Sub-Saharan African countries experienced significant growth because of the rapid transformations and foreign investments, which helped, boost the demand for greater technological skills (Oviawe, 2018). The author conceded that there remains a large challenge as countries continue to observe a large gap in the demand and supply of technical and vocational skills. United Nations Education, Scientific and Cultural Organisation (UNESCO, 2016) revealed that industries often identify the shortage of the adequately educated workforce as a major constraint to further growth and development. However, the technical and vocational education training (TVET) if adopted in the educational system at all levels will reduce the constraint of societal development and growth of the developing countries (Agbulu & Olaintan, 2002). In the context of this study, TVET is the awkward education sector, integrating components of general education, task- based learning and worlds of work and school where many countries are unable to implement of the curriculum for effective development of skills in individuals to be useful to themselves as well as workforce in industries. In this study, TVET is a system that creates a job for sustainable living and provides training to individuals to become self- reliance to catch up with the dynamic and ever-changing living standard in a fast-growing technological world. According to the European Commission in Ekele (2019), technical and vocational education training in African countries has been underinvested and faced considerable challenges, with little enrolment rates, low quality and relevance across most countries. It further explains that as part of the partnership for skills in applied science, engineering and technology (PASET) in the developing countries aim to revitalize the TVET systems with support from the World Bank.  Oviawe (2018) states that TVET education professionals from Sub-Saharan African countries and the World Bank participated in the second Africa World Bank education partnership forum on TVET, financed by the developed countries. The author further explains that during the forum, participants learned first-hand of the conducive policy environment as designed by the government, the methods and support designed by local government to cultivate interest around TVET to build the necessary skills 3 and practices that help answer real, tangible market demands.

Keywords

NA

  • Research Identity (RIN)

  • License

    Attribution 2.0 Generic (CC BY 2.0)

  • Language & Pages

    English, 93-105

  • Classification

    For code: 140202