The Study On Skill Acquisition Programmes And Youth Empowerment

The Study On Skill Acquisition Programmes And Youth Empowerment

Abstract

This study was carried out on skill acquisition programmes and youth empowerment, Nigeria using Ibadan as case study. To carry out the study, four research questions were posed. The study adopted a descriptive survey design. The study was done in Ibadan, Oyo State. The population of the study comprised of all the youth resident in Ibadan, Oyo State. The population size of the study was 200. The instrument for data collection in this study was structured questionnaire titled: Problems of skill acquisition programmes and youth empowerment, Nigeria (PSAPYEN).

Data collected were analyzed using frequency Table. The major findings of the study disclosed that; Youth employment programmes implemented in the State have not improved the skills and economic well being of youths till date; The policies of the various employment programmes in the state wasn’t well formulated and don’t give room for innovations in order to achieve better results; The operation, problems and prospect of youth employment programmes in Oyo State has the chance to be executed to a certain positive and effective extent.

Based on the findings; the research proffered categorized recommendation such as; Motivational, supervisory, Managerial, and Policy recommendation for effective Skill acquisition and youth empowerment in Ibadan and Nigeria at large.

Table of Contents

Preliminary Page(s)

• Title Page
• Declaration
• Approval
• Dedication
• Acknowledgement
• Abstract
• Table of Content
• Abstract

Chapter One:

Introduction

• 1.1 Background of the study
• 1.2 Statement of the problem
• 1.3 Objective of the study
• 1.4 Research Questions
• 1.5 Significance of the study
• 1.6 Scope of the study
• 1.7 Definition of terms

Chapter Two:

Review of Literature

• 2.1 Review of concepts
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the study
• 3.3 Sample size determination
• 3.4 Sample size selection technique and procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of data collection
• 3.7 Method of data analysis
• 3.8 Validity and Reliability of the study

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Answering Research Questions

Chapter Five:

Conclusion and Recommendation

• 5.0 Summary
• 5.1 Conclusion
• 5.2 Recommendation
• References
• Appendix

Chapter One

Introduction

1.1 Background To The Study

The Nigerian youth have been denied opportunities to develop in diverse realms of human endeavours. Ineptitude, mediocrity and intellectual dearth have become the three hallmarks of Nigerian Youth. In a national survey jointly sponsored by the National Universities Commission (NUC) and the Education Trust Fund (ETF) in 2004, 61% of 20 organization rated Nigerian science graduates poor in skulls needed in the work environment such as a literacy, oral communication information technology, entrepreneurship, analytical, problem-solving and decision making (Okafor, 2011). Although Sections 17 and 18 of the constitution state that the government shall provide free and compulsory education in order to promote science and technology and eradicate literacy (such that) opportunity for securing adequate means of livelihood as well as adequate opportunity to secure suitable employment is ensured (CFRN, 1999), the same constitution made it unenforceable by virtue of Section (6)(6)(c ).

National Youth Policy is full of platitudes and little has been done to bring it into full implementation despite several review of the policy since its formulation in 1981. Admittedly, the federal Government noted that policy attempts hardly provided a concrete framework for addressing the heightened problems confronting the youth in the 1990’s. this was partly because the implementation mechanisms of the policy were weak and ineffective (SNYPD, 2009).

Youth are the future of every society as their energy and skills contribute to the development of any society. However, perceptions on who really is a youth vary among major development stakeholders such as the government, international organizations, and individuals.

The term youth generally implies a period of life between childhood and adulthood. In most countries, Adulthood is officially attained at the age of twenty-one. This may however, vary from one society to another particularly in some African settings and cultures. The concepts of youth employment and empowerment are rapidly gaining importance in the developmental agenda of various governments, regional entities and international development organizations with the World Bank Youth Report (2005) stating that governments, donor agencies, and civil societies must be guided by a comprehensive national perspective in their efforts aimed at tackling poverty among young people.

Nigeria, like most developing countries in the world is faced with myriad of problems such as poverty, terrorism, political instability and most importantly unemployment. In recent years, increased unemployment rate has affected many young school leavers who fall within the working age but have been denied job opportunities. Graduate unemployment in the words of Dabalen et al (2000), accounted for about 32% of the unemployed labor force between 1992 and 1997. This has compelled the Nigerian government as far back as the 1960s to start implementing programmes aimed at tackling the unemployment situation in the country.

Providing employment was made one of the cardinal objectives of the first developmental plan; an objective aimed at not just creating employment but to also to train people in skills that will meet the challenges of an ever dynamic economy. The above was indeed the catalyst for the establishment of a number of employment programmes such as the National Directorate of Employment (NDE), Family Economic and Advancement Programme (FEAP), Poverty Alleviation Programme (PAP), National Poverty Eradication Programme (NAPEP), National Economic Empowerment and Development Scheme (NEEDS) and many other similar programmes funded by various stakeholders like state governments, non-governmental organizations (NGOs), and international organizations like the World Bank and the United Nations.

Unemployment is one the developmental problems facing every developing economy in the 21st century. Agu (2008) pointed out that there has been an exponential increase in youth unemployment in the country. In his words, youth unemployment in the country has caused serious problems that past and successive administrations have not been able to find a lasting solution. Although successive governments in Nigeria since independence have implemented several programmes to address the problem of youth unemployment and poverty, the assessment of the various contributions of such programmes remains scanty compared to the huge amount of resources committed to them (Egware, 1997).

In the words of Yakubu (2010), youth employment and poverty alleviation programmes implemented in the last few decades have failed to confront the multidimensionality of poverty as most of these programmes were unable to respond to the exact needs of the poor. Programmes such as the NDE, FEAP, Better Life Programme, NAPEP, NEEDS have all been affected by common problems; such as: inadequate funding, project duplication, gross inefficiency, poor coordination of programmes, corruption, lack of transparency and accountability (Obadan, 2001).

At the state level, the establishment of the Oyo State Youth Development centre was one of the programmes implemented to tackle the unemployment situation in the state. The establishment of the centre followed the guidelines of the National Youth Policy that was established in 1968 with the objective of training out-of-school youth graduates who are unemployed in various vocational trades such as carpentry, fashion designing, hair dressing, shoe-making etc, thereby enabling them inculcate an entrepreneurial culture that would enable them to be self-dependent. Wale-Saka (2005) in his evaluation of the Oyo State Youth Development Centre noted that, several problems militated against the success of the scheme. He is of the opinion that, the skill acquisition scheme faced challenges such as problems of inadequate training materials, dearth of funding, poor remuneration of tutors, insufficient number of tutors etc, all of which contributed to its failure.

1.2 Statement of the Problem

Although, much has been written on the evolution of youth empowerment in Nigeria (especially on youths in the Niger Delta), little is known concerning youth empowerment in Oyo State visa- vis Taraba State Economic Empowerment and Development Strategy. It is on the basis of the above that this research seeks to fill the vacuum which is yet to receive the attention of scholars in the field of youth empowerment studies This obvious critical skill gaps inhibits the development of youths and the entire development of the nation More than half of the Nigerian populations are under the age of 30 according to the National Population Commission (2001

Therefore it can be asserted that the economy of Nigerian is a youth economy. Expectedly, today’s youth will become in a short decade tomorrow’s parents. Leader, labour force and armies. However, the Nigerian youths are said to be confronted with poverty, unemployment, urbanization, lack of capacity and skills needed to move the economy forward Poverty which is a force for HIV/AIDS is very common, This is because the youth face unemployment and lack of necessary productive skills to keep body and soul together This reality leaves them without any meaningful means of sustainable livelihood. To make ends meet, they simply inuulge m prostituion both malc and lemale),

Wale-Saka (2005) in his evaluation of the ovo State Youth Development Centre noted that several problems militated against the success of the scheme He is of the opinion that, the skill acquisition scheme faced challenges such as problems of inadequate training materials, dearth of funding, poor remuneration of tutors, insufficient number of tutors etc, all of which contributed to failure in light of this, therefore, this study was aimed at how youth empowerment could be enhanced through various skill acquisition programme that youth unemployment can be eliminated

1.3 Research Question

The following questions have been formulated to guide conducts of this study

1. Have the youth employment programmes implemented in the State improved the skills and economic well being of youths in the date?
2. Are the policies of the various employment programmes in the state well formulated and do they give room for innovations in order to achieve better results?
3. To what extent can the operation, problems and prospect of youth employment programmes in Oyo State be executed?
4. What recommendation can be made on how the employment programmes implemented in the State can be made more effective addressing youth unemployment?

1.4 Objectives of the Study

The objectives of this research are:

1. To examine the youth employment programmes in the State and how to
2. 2. Implemented improve the skills and economic well being of youths in the state.
3. To determine the policies of the various employment programmes in the State and how well formulated, do they give room for innovations in order to achieve better results.
4. To assess the operation, problems and prospects of youth employment programmes in Oyo State
5. To make recommendations on how the employment programmes implemented in the State can be made more effective in addressing youth unemployment

1.5 Scope of the Study

This research work will be descriptively and empirically confined to the study on skill acquisition programmes and youth empowerment in Ibadan Nigeria.

1.6 Significance of the Study

The significant of this research work are enormous First, the work addresses one of the key issues of contemporary Nigeria, it touches areas that affect the conduct of democratic principles in Nigerian polity which is the National Economic Empowerment and Development strategy (NEEDS), hence, the study is of benefit to students of international relations, politics, development studies, history. and even those in the social sciences. Secondly, this study will contribute to the growing body of knowledge in youth empowerment as it looks at the concept from a different angle Thirdly, this study will aid other researchers who might want to carry out research in related areas,

1.7 Definition of Terms

Youth:

Youth is the time of life between childhood and adulthood (maturity). “Youth are also regarded as those persons between the ages 15 and 24 years.

Empowerment:

Empowerment refers to increasing the political social, pr economic spiritual strength of individuals and communities. It often involves the empowered developing confidence in their own capacities,

Youth Empowerment:

Youth empowerment is an attitudinal, structural, and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives.

Non-Governmental Organizations:

A non-govemmental organization (NGO) is a legally constituted organization created by natural or legal persons that operates independently from any government and a term usually used by governments to refer to entities that have no government

National Economic Empowerment and Development strategy (NEEDs):

Revolves around the idea of empowerment across a broad spectrum of the Nigerian people. NEEDs empowers through job creation, opportunities for employment and wealth creation and promoting private enterprise

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into skill acquisition programmes and youth empowerment using youths resident in Ibadan as case study”. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the problems of skill acquisition programmes and youth empowerment using youths resident in Ibadan as case study. The study specifically was aimed at examiningthe youth employment programmes in the State; Implemented strategies to improve the skills and economic well being of youths in the state; To determine the policies of the various employment programmes in the State and how well formulated, do they give room for innovations in order to achieve better results; To assess the operation, problems and prospects of youth employment programmes in Oyo State; and finally make recommendations on how the employment programmes implemented in the State can be made more effective in addressing youth unemployment.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are youths resident in Ibadan, Oyo State.

5.3 Conclusions

Based on the finding of this study, the following conclusions were made:

1. Youth employment programmes implemented in the State have not improved the skills and economic well being of youths till date.
2. The policies of the various employment programmes in the state wasn’t well formulated and don’t give room for innovations in order to achieve better results.
3. The operation, problems and prospect of youth employment programmes in Oyo State has the chance to be executed to a certain positive and effective extent.
4. There are series of strategies (recommendation) can be implemented to effectively address youth employment programmes in the State.

5.4 Recommendations

Based on the responses obtained, the researcher proffers the following recommendations:

1. Motivational recommendation for effective Skill acquisition and youth empowerment.
   1. Adequate remuneration of trainees for the youth empowerment programme
   2. Disbursement of long and short term loans
   3. Creation of vocational training centres.
   4. Bursary scheme for youth’s educational empowerment.
   5. Skill acquisition centers for the youths for self reliance.
   6. Training youth on Information and Communication Technology programmes
   7. Installation of power generating sector for adequate energy supply.
   8. Provision of adequate funds to meet up with youth empowerment programmes.
   9. Adequate supply of computer equipments and accessories for the training of youths.
2. The Following are supervisory recommendations effective skill acquisition and youth empowerment in Ibadan
   1. Provision of adequate supervision task force for youth empowerment programmes
   2. Preparation of guidelines for reporting youth empowerment training activities
   3. Provision of adequate monitoring teams.
   4. Provision of adequate supervisory teams.
   5. Thorough supervision of practical works in the empowerment centres
   6. Adequate assessment of the youth empowerment training activities
   7. Adequate feedback of the youth training programmes.
   8. Keeping abreast of current developments in the youth empowerment centres.
   9. Participation of external supervisors in work group as member and leader in the youth empowerment training
3. Managerial recommendations for effective Skill Acquisition and youth empowerment
   1. Development of scopes and sequence of the training programmes
   2. Provision of curriculum for youth empowerment programme
   3. Proper adherence to the curriculum contents of youth empowerment programme
   4. Maintenance of cordial relationship between the trainers and trainees during instruction
   5. Provision of professional interaction under rewarding technical settings
   6. Employment of competent coordinators of youth empowerment programmes
   7. Ensuring desirable work habits and attitudes in the youth empowerment training centres.
4. Policy Recommendations for effective Skill acquisition and implementation of youth empowerment programmes.
   1. Promulgation of decree for compulsory youth empowerment training programmes and centres
   2. Adoption of youth oriented policies in the state.
   3. Establishment of youth framework and blueprint for the implementation of lifelong programmes for self reliant.
   4. Establishment of forums for adequate dialogue between the youth representatives and the government officials.
   5. Formulation of decree for skill acquisitions in vocational training centres
   6. Formulation of decree for youth apprenticeship schemes
   7. Formulation of decree for formal entrepreneurship training programmes in institutions

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