Technical Vocational Education and Training (TVET) has been
an integrated part of national development strategies in many countries of the
world because of its impact on productivity and economic growth. A nation
cannot develop without well-equipped technical and vocational institutions or
centres for imparting and training youths and women on practical skills that
will yield development in such nation.

According to UNESCO, TVET is all forms and levels of the
educational process involving, in addition to general knowledge, the study of
technologies and related sciences and the acquisition of practical skills,
know-how, attitudes and understanding relating to occupations in the various
sectors of economic and social life.

This definition highlights the importance of the acquisition
of practical knowledge, skills and attitudes in any training offered by TVET
providers.

TVET is a training and education that relates to a specific
trade in which the learner participates and directly develops the society in a particular
group of techniques. It is an education that gives individuals the skills to
live, learn and work as a productive citizen in a global society. It provides
skills, knowledge, attitude and value needed for work place, and prepares
learners for career, based on manual and practical activities.

The importance of TVET to human development cannot be
over-emphasised. Training and capacity building for both men and women is a key
for poverty reduction. Basically, if people lack in technical skills, knowledge
and entrepreneurial skills, the natural resources will tend to remain
unutilised and underutilised.

TVET offers skills aimed at rural development like farm
related skills and knowledge, establishment and sustenance of small and medium
enterprises directly related to rural needs and demand. This can go a long way
in curbing rural-urban migration in Nigeria, as individuals would have skills
to keep them occupied in the rural areas.

TVET also has the potential to curb high rate of
unemployment, especially among the youth and women, as it offers the much
needed skills to develop the informal sector in Nigeria. Through TVET,
individuals are being positioned to develop self-employment, thus reducing
pressure on the few available jobs in the formal sector.

Meanwhile, a well developed TVET system in Nigeria will
offer a chance to those students who are more comfortable with practical and
will also be an alternative to those who drop out of the general academic
cycle.

In general, TVET gives individuals the skills to live, learn
and work as productive citizens in a global society.

The capacity of TVET to realize its potential in Nigeria is,
however, limited by a number of factors. These factors include: people’s
attitude to vocational training, challenges of developing TVET instructors, how
to keep pace with technological advancement an poor funding of TVET centres,
among others.

It has always been a challenge to change the mindset of
parents, the community and industries about vocational education and training
being second choice to academic
education. Most parents want to see their children becoming engineers,
doctors, lawyers etc just because they believe that this will give their
children better job opportunities. This challenge is vital to development of
TVET sector and it is apparently one of the major obstacles to improve the
social status of TVET. Key community, professional and industrial leaders
should, therefore, engage constantly in TVET, as this will lead to higher
performance and productivity of TVET trained graduates and enhance wages and
job opportunities.

There are also many challenges for TVET sector in Nigeria in
terms of systematic professional development of instructors and teachers.  TVET instructors and teachers are posed with
problems on how to use new technology and keep up with  teaching methods of various vocational
education. The assistance of analogical TVET teachers to understand and cope
with the new digital generation calls for adequate resource investment.

TVET is also faced with the problem of how to establish
technological infrastructure, how to upgrade existing materials and how to
train resources available in TVET sector.

Another major constraint that TVET sector faces in Nigeria
is inadequate or poor funding. Government’s budget on TVET sector is always
limited. This becomes the core issues as to why TVET centres in Nigeria are not
able to employ trained trainers or support them in updating and upgrading their
skills, and as well purchase most appropriate training facilities, aids and
technology for practical on-the-job training.

Meanwhile, TVET system in Nigeria is not demand driven.
Attachments and linkages to industry are fragile, poorly planned and
inadequately supervised. The sector is characterised by outdated curriculum, a
mismatch between  skills taught and those
demanded by the industries, inadequate quality assurance mechanism, inadequate
physical and learning resources and low participation of private sector
necessary to bridge the gap of school work.

In order to ensure a TVET system that truly contributes to
national development or a system that is demand driven, it will be necessary to
create a system that is flexible and have a high rate of participation of all
concerned parties. This is necessary since the demand for skills is difficult
to predict, as technology develops at an ever-increasing rate, and some skills
accordingly become obsolete, and others in more demand.

There is need for increased funding toward TVET sector in
Nigeria. The fund should be directed toward research and development,
acquisition of appropriate and up-to-date equipment and tools, general
maintenance and management of TVET institution.

Equal attention or more attention should be offered to TVET
sector in Nigeria as that offered to the general education. More TVET
institutions should be established in our rural areas with the emphasis on
providing technical and vocational skills to meet the needs of the communities.
This will reduce rural – urban migration.

In order that TVET is more market driven, it is necessary
for the government to involve private organsiations in the formulation of the
curricular and in the certification of skills offered. Government should also
encourage organisations to participate in providing on-the-job training by
creating incentives for companies.

In this 21st century, Nigeria needs to be more inventive and
innovative in a way she can develop solutions to her internal problems,
especially unemployment. TVET offers such opportunity.

Allen wrote in from Port Harcourt.

Juliete Allen