Technical Education and the Drive for Improved Human Capacity Building in Nigeria

Technical Education and the Drive for Improved Human Capacity Building in Nigeria

Ugege, Erumosele Joseph PhD¹, Erhunmwunse, Kelvin², Okoye, Uche Patrick PhD³, Nwaka-Nwandu, Okwukwe Chihurumnaya⁴

¹Department of Business Administration, National Institute of Construction Technology and Management, Uromi, Edo State, Nigeria

²Department of banking and Finance, National Institute of Construction Technology and Management, Uromi, Edo State, Nigeria

^3,4Department of Public Administration, National Institute of Construction Technology and Management, Uromi, Edo Department of Public Administration

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8110210

Received: 08 November 2024; Accepted: 19 November 2024; Published: 19 December 2024

ABSTRACT

The study focused on technical education and the drive for human capacity building in Nigeria, with specific emphasis on developing template that addresses poverty, unemployment and inequality in our society. The broad aim is to assess the quality and relevance of technical education in Nigeria. However, one of the specific objectives includes identifying the factor contributing to reasons why graduates from Nigeria’s tertiary education. This objective is obviously core to our investigation and research. No doubt, absence of technical education and skills acquisition has plethora consequences in many sectors of the economy, and unemployment, poverty and inequality have been linked to lack of skills acquisition by youths especially for a country that want growth and development. Knowledge based economy is driven by techniques, talent, skills, innovation and technology.  We have adopted primary source of data collection to enable qualitative and robust analysis of data, discussion of findings and ensure robust recommendations. Two theories were adopted for intellectual interrogation. Human capital theory {by Garry and Theodore} and Constructivist theory {by Jean and Lev}.  These theories emphasized the need ensure teaching and learning processes focus essentially on skills acquisition programmes. While human capital development theory on the one hand examined the consequences of vocational education in human capital development, ignoring other sectors of the economy, constructivist theory emphasizes of the implications of human capital development on all the sectors of the economy and suggests constructive measures of combating the inequality, poverty and unemployment in our society. The study found that, rise in unemployment from graduate from tertiary education weaken the social fabrics, nation norms, identity and norms, thereby creating backlash and retrogressive mood in the growth and development of tertiary education in Nigeria. Arising from the discussions so far, the study recommends that, vocational training and skills acquisition should not be treated with outer levity. Emphasis should be intentional and consideration.

Keywords: Technical Education, Human Capacity Building, Skill Development, Educational Policy, Nigeria Workforce.

BACKGROUND TO THE STUDY

The academic and professional training of students for jobs involving applied science and contemporary technology is referred to as technical education. With a focus on real-world, hands-on learning that meets industry demands, it is intended to give students the abilities and information they need to thrive in a variety of technical disciplines (National Center for Education Statistics (NCES), 2019). Improved technical education is therefore necessary for the building up of existing human capacity, such that it brings down the prevailing skill gaps, enhances employability, and drives growth in the economy of Nigeria (U.S. Department of Education, 2017). However, technical education in Nigeria is one of the important sub-systems of the educational system, concerned with providing individuals with practical skills and competencies to discharge specific trades and technical professions. This type of education seeks to close the gap between academic knowledge and practical application so that on completion, graduates are ready for employment (Abubakar & Adeyemi, 2020). Despite this major role, technical education in Nigeria is rattled with challenges of inadequate infrastructure, an old curriculum system, and very poor collaboration with industries. The historical development of technical education in Nigeria can be traced to the early 20th century, where technical schools and vocational institutions were established to attend to improving industrial and economic capabilities. However, the system has failed to keep pace with the changes in technology and the changing needs within the labour market (Fernandez & Shaw, 2016).

Human capacity building is the process of developing and enhancing individuals’ skills, knowledge, and abilities to improve their performance and contribute to organizational and societal goals. In the context of technical education, human capacity building focuses on equipping individuals with the practical skills and technical know-how necessary for effective participation in the labor market (UNESC0, 2022; Afolabi, 2021). Human capacity building in Nigeria is very necessary because the country requires skilled labor in order to drive economic development, reduce unemployment rates, and enhance innovation. Improved technical education contributes to this aspect, as it ensures that the graduates actually are competent with the relevant skills and also ready to match the demands of industries (Pollyn, 2016; Okeke, 2023).

The essence of technical education was to fill the gap that occurs between theoretical knowledge and practical skills, hence preparing individuals for the labor market and contributing to economic development in Nigeria. However, there are a number of critical issues that weaken this effectiveness in achieving the goals of technical education. Another concern is that the skills imparted in technical education do not march the needs of the labor market (Gbemisola & Ubom, 2013). Most graduates of the technical programs are not able to get gainful employment in those particular fields because of the out-of-date curricula and poor training facilities (Adedeji, 2019; Fafunwa, 2014). This disconnects the dots between educational outcomes and job requirements, which not only compromises the employability of the graduates themselves but also reduces the overall productivity and growth in the economy.

Statement of Problem

Most technical education institutions in Nigeria are normally faced with a shortage of resources and infrastructure. Most schools do not have modern equipment and facilities that will offer hands-on training, which has reduced both the quality of education and practical experience (Ezeani, 2022). Without proper facilities, students are unable to acquire the skills required to meet industry standards and further widen the skills gap. Most of the technical education institutions have obsolete curricula that do not reflect the rapid changes in technology and changing industrial standards. This means the students are being trained in technologies and practices that are not current, and therefore they will not be ready for the present-day labor market (Afolabi, 2021). The curricula need to be updated and aligned with industry needs to ensure their relevance and effectiveness for better technical education.

Another major setback is the lack of strong links between technical education and training institutions and industries. Strong collaboration with industry provides insight into current job requirements, internship, and apprenticeship opportunities, and guarantees that training programs are tailored according to the market needs (Ezeani, 2022). However, many institutions work in isolation, which hinders their flexibility in adapting to changing industry demands and increases the gap between education and employment. Most policies and frameworks for improving technical education and human capacity building are either poorly implemented or lack coherence. The inadequate policy support and poor strategies in the implementation process undermine efforts to enhance technical education and to align it with the broader developmental goals (Adedeji, 2019). Addressing such policy gaps is very instrumental in creating a more effective and responsive technical education system. Consequently, this study proffered to undertake an overview of Technical Education and the quest for enhanced human capacity development in Nigeria.

Objectives of the Study

To assess the current status of technical education in Nigeria and suggest ways through which human capacity building can be improved in the country via technical education. However, the study seeks to carry out the following specific objectives:

1. Assess the quality and relevance of technical education programs in Nigeria.
2. Identify challenges faced by technical education institutions.
3. Explore the role of industry partnerships in improving technical education.
4. Propose strategies for aligning technical education with labor market needs.

Conceptual Review

Current State of Technical Education in Nigeria

The current state of technical education in Nigeria faces numerous challenges, including inadequate infrastructure, outdated curricula, and limited funding, which hinder its capacity to meet labor market needs and enhance human capital development. Technical and vocational education (TVE) institutions often lack essential facilities and resources, making it difficult to provide students with practical, hands-on training critical for technical careers (Okolie et al., 2019). Additionally, the disconnect between TVE curricula and industry requirements results in skill gaps, limiting graduates’ employability in competitive sectors (Okoye & Okwelle, 2013). While the Nigerian government has made strides through policies like the National Policy on Education to prioritize technical education, implementation remains inconsistent, leading to underutilization of TVE programs (FGN, 2013). Strengthening industry partnerships and increasing funding are essential to align technical education with current workforce demands and to improve overall educational outcomes (Bako, 2020).

Challenges Facing Technical Education Institutions

Technical education institutions in Nigeria face a range of significant challenges, including inadequate funding, outdated facilities, and insufficient teaching staff, which collectively hinder the quality of education and limit students’ practical skills. Funding constraints mean that many institutions cannot afford modern equipment or the technology required to provide industry-relevant training, leaving students underprepared for the workforce (Ezeani, 2022). This lack of resources extends to poor infrastructure, with many technical schools unable to maintain laboratories and workshops essential for hands-on learning (Adedeji, 2019). Additionally, technical institutions suffer from a shortage of qualified instructors, as experienced professionals are often drawn to better-paying opportunities outside the educational sector (Olaitan, 2018). The curriculum itself also tends to be outdated, failing to keep pace with industry standards and technological advancements, resulting in a mismatch between graduates’ skills and labor market requirements (Adedeji, 2019). Addressing these challenges through increased government investment, curriculum reform, and industry partnerships is crucial to enhancing the relevance and effectiveness of technical education in Nigeria.

The Role of Industry Partnerships in Improving Technical Education

Industry partnerships play a crucial role in enhancing technical education by bridging the gap between academic curricula and labor market demands, thus improving student employability and the quality of technical education. Collaborative efforts between educational institutions and industry provide students with access to modern equipment and exposure to real-world applications, making training more relevant and aligned with current industry standards (Okolie et al., 2019). These partnerships often include internship programs, guest lectures, and hands-on projects, allowing students to gain practical experience that prepares them for their careers (Osborne & Hammoud, 2017). Industry input also contributes to curriculum development, ensuring that courses reflect the latest technological advancements and industry practices, which enhances skill relevance and adaptability (Sofoluwe, 2013). In countries like Nigeria, where resources for technical education are limited, industry partnerships can supplement funding and provide the expertise needed to maintain and update educational infrastructure (Nwachukwu, 2020). Such collaborations ultimately foster a more skilled workforce, enhancing economic productivity and growth.

Strategies For Aligning Technical Education with Labor Market Needs

Aligning technical education with labor market needs requires strategies such as curriculum reform, enhanced industry engagement, skill-based learning, and continuous assessment of workforce trends. Curriculum reform is essential to integrate industry-relevant skills, ensuring that students graduate with competencies directly applicable to the workforce. This includes updating courses regularly to reflect advancements in technology and evolving industry standards (Sofoluwe, 2013). Building stronger partnerships between educational institutions and industry helps provide students with practical experience through internships, apprenticeships, and on-the-job training, which bridge the gap between theory and practice (Osborne & Hammoud, 2017). Moreover, implementing skill-based learning approaches emphasizes competency over rote knowledge, fostering critical skills like problem-solving and technical proficiency needed in modern workplaces (Okolie et al., 2019). Regular assessment of labor market demands is also crucial, enabling institutions to anticipate and respond to skill shortages or new requirements as industries evolve (Ayonmike, 2014). Together, these strategies equip students with the capabilities necessary for career success and contribute to economic productivity.

Theoretical Review

The study discusses two theories that supports technical education and the drive for improved human capacity building in Nigeria. Human Capital Theory, developed by economists like Gary Becker and Theodore Schultz, emphasizes that investments in education and training significantly enhance individual productivity and economic growth. This theory underscores the critical role of technical education in developing the skills and competencies required in the labor market. In the context of Nigeria, technical education equips individuals with practical and technical skills necessary for sectors like manufacturing, agriculture, and information technology, thereby driving human capacity building. As Becker (1964) and Schultz (1971) argue, education is a vital investment for improving individual productivity and economic outcomes

Constructivist Learning Theory, associated with Jean Piaget and Lev Vygotsky, posits that learners construct knowledge through experiences and social interactions. This theory supports the principles of technical education, which involves hands-on learning, problem-solving, and collaboration. Technical education programs often include practical workshops, internships, and real-world projects, aligning with constructivist principles by facilitating active learning and helping students connect theory with practice. Piaget (1972) and Vygotsky (1978) highlight the importance of experiential and collaborative learning, which are fundamental to technical education’s role in human capacity building in Nigeria.

Empirical Review

Several studies have demonstrated that technical education significantly improves employability and contributes to economic growth. For instance, a study by UNESCO (2016) found that technical and vocational education and training (TVET) programs enhance job readiness and increase the likelihood of employment for graduates. The study highlighted that countries with robust TVET systems tend to have lower unemployment rates and higher economic growth rates. In Nigeria, technical education has been shown to address skill mismatches in the labor market, reducing youth unemployment and fostering economic development (Okoye & Okwelle, 2013).

Empirical evidence also supports the role of technical education in developing specific skills that enhance productivity. A study conducted by Afeti and Adubra (2012) in West Africa showed that graduates of technical education programs possess practical skills that are directly applicable in various industries, leading to increased productivity and efficiency. The study emphasized the need for industry partnerships to ensure that the training provided aligns with market needs. In Nigeria, research by Fafunwa (2014) indicated that technical education programs that incorporate modern technology and industry-relevant skills have a higher impact on graduate productivity and employability.

METHODOLOGY

In order to obtain a thorough grasp of technical education and its role in human capacity building in Nigeria, the study used a cross-sectional survey methodology and combined quantitative and qualitative methodologies. This mixed-methods strategy improved the breadth and precision of findings by collecting both quantitative data and in-depth perspectives from a variety of stakeholders. Students, instructors, representatives of the business community, legislators, and technical education institutes made up the populace. About 300 respondents were recruited for surveys using a stratified random sample technique, and key informants were selected using purposive selection for focus groups and interviews in order to obtain expert opinions.

Semi-structured interviews and focus groups were used to further examine the experiences and viewpoints of stakeholders, while structured surveys were used to assess the difficulties and efficacy of technical education programs. While qualitative data was subjected to thematic analysis using NVivo software to uncover important themes and patterns, quantitative data analysis used IBM SPSS for descriptive and inferential statistics. Obtaining informed consent, guaranteeing anonymity, storing data securely, and giving participants the choice to withdraw were all ethical factors that promoted openness and the welfare of participants.

Data Presentation, Analysis, and Interpretation

The findings of this study are based on the answers provided by 280 participants to the survey “Technical Education and the Drive for Improved Human Capacity Building in Nigeria.” Descriptive statistics, such as frequency counts, percentages, and interpretations for every questionnaire part, are used to present the results.

Table 1: Age Distribution of Respondents

Source: Field survey, 2024.

The age distribution of respondents is presented in the table. The highest proportion of respondents falls within the age range of 26-35 years, accounting for 35.7% (100 respondents). This is followed by respondents aged 36-45, making up 28.6% (80 respondents). The 18-25 age group constitutes 25.0% (70 respondents), while those aged 46 and above represent the smallest proportion, at 10.7% (30 respondents). In total, all 280 respondents are accounted for, reflecting a balanced spread of participants across various age groups. This suggests that a significant proportion of participants are within their prime working age, which is relevant for assessing their perspectives on technical education and human capacity building.

Table 2: Gender Distribution of Respondents

Source: Field survey, 2024.

The gender distribution of respondents is shown in Table 2. Of the 280 respondents, 57.1% (160 respondents) are male, while 42.9% (120 respondents) are female. This indicates that males form a slight majority of the participants in the study, though the distribution is relatively balanced between both genders. The near-balanced gender representation suggests that both male and female perspectives are fairly well represented in the study, which is crucial for understanding the gender dynamics within technical education and human capacity building.

Table 3: Level of Education

Source: Field survey, 2024.

The educational level distribution of respondents is detailed in the table. The majority of respondents, 60.7% (170 respondents), have attained a tertiary level of education, while 21.4% (60 respondents) have completed secondary education. A smaller portion, 17.9% (50 respondents), have postgraduate qualifications. Overall, all 280 respondents are accounted for. The high proportion of respondents with tertiary education suggests that the study primarily reflects the views of individuals with higher education backgrounds. This is significant for a study on technical education, as it indicates that most respondents have likely had exposure to advanced educational systems, making them well-placed to assess the quality and relevance of technical education programs.

Table 4: Rating of the Quality of Technical Education Programs in Nigeria

Source: Field survey, 2024.

Table 4 presents the respondents’ ratings of the quality of technical education programs in Nigeria. The most common rating was “Fair,” given by 39.3% (110 respondents). A total of 32.1% (90 respondents) rated the programs as “Good,” while 14.3% (40 respondents) each rated them as either “Excellent” or “Poor.” Overall, the distribution shows a variety of opinions on the quality of technical education, with a significant portion viewing it as fair to good. The findings suggest that while many respondents view the quality of technical education in Nigeria as satisfactory (i.e., fair or good), a considerable proportion sees room for improvement, with only a small percentage considering it excellent. The fact that 39.3% rated the programs as fair implies that technical education programs may not be meeting the full expectations of stakeholders in terms of quality and relevance. Furthermore, the 14.3% who rated the programs as poor highlights concerns that need urgent attention.

Table 5: Relevance of Technical Education Programs to Industry Needs

Source: Field survey, 2024.

Table 5 outlines the respondents’ views on the relevance of technical education programs to industry needs. The largest group of respondents, 50.0% (140 respondents), rated the programs as “Somewhat relevant.” Another 17.9% (50 respondents) found them “Highly relevant,” while 14.3% (40 respondents) remained “Neutral.” However, an equal proportion, 17.9% (50 respondents), rated the programs as “Not relevant.” These findings imply that there is a need for further alignment between technical education curricula and the practical skills required by industries.

Table 6: Major Challenges Faced by Technical Education Institutions

Source: Field survey, 2024. * Multiple responses

Table 6 illustrates the major challenges faced by technical education institutions based on the responses of 280 participants. The most prominent challenge identified is inadequate funding, accounting for 23.26% of the responses, followed by poor infrastructure at 17.44%. Other notable challenges include insufficient equipment/resources (16.28%) and outdated curriculum (13.95%). Challenges like poor industry collaboration (12.79%), lack of qualified instructors (10.47%), and low student enrollment (5.81%) were also identified but at lower rates. These findings suggest that to improve technical education and its role in human capacity building, significant attention must be given to addressing funding gaps, updating curricula, improving infrastructure, enhancing instructor quality, and fostering stronger industry collaborations.

Table 7 Extent to Which Government Support is a Major Challenge

Source: Field survey, 2024.

Table 7 shows the extent to which respondents perceive the lack of government support as a major challenge for technical education institutions. Half of the respondents (50.0%) “Strongly agree” that this is a significant challenge and an additional 32.1% “Agree.” A small percentage of respondents are “Neutral” (7.1%) or “Disagree” (7.1%), while only 3.6% “Strongly disagree.” This indicates that a significant majority (82.1%) of respondents believe that inadequate government support is a major issue. The high percentage of respondents who agree or strongly agree underscores the critical role of government in the success of technical education. It suggests that insufficient government funding, policies, and support significantly hinder the growth and improvement of technical education programs in Nigeria.

Table 8: Importance of Industry Partnerships in Improving Technical Education

Source: Field survey, 2024.

Table 8 presents respondents’ views on the importance of industry partnerships in improving technical education. A majority of respondents (64.3%) believe that industry partnerships are “Very important,” while 25.0% consider them “Important.” Only 7.1% are “Neutral” on the matter, and a small minority of 3.6% feel that industry partnerships are “Not important.” The findings indicate a strong consensus that industry partnerships are crucial for the advancement of technical education in Nigeria. With nearly 90% of respondents considering them either “Very important” or “Important,” it suggests that collaboration with industries is viewed as essential for aligning educational programs with real-world labor market demands. Industry partnerships can help update curricula, provide students with practical skills, and offer internships and job placements.

Table 9: Strategies to Improve Alignment of Technical Education with Labor Market Needs

Source: Field survey, 2024.

Table 9 presents strategies aimed at improving the alignment of technical education with labor market needs, showing the frequency and percentage of responses for each strategy. The data indicates that both regular curriculum updates and stronger collaboration with industries are the most frequently cited strategies, each garnering 64.3% of responses. This suggests a strong consensus on the need for ongoing curriculum adjustments and enhanced industry partnerships to ensure technical education meets current labor market demands. The next most emphasized strategy is incorporating modern technologies, with 57.1%, reflecting the importance of keeping educational tools and methods up-to-date. More practical, hands-on training and increased investment in infrastructure, though still relevant, received slightly lower support at 53.6% and 46.4%, respectively. This distribution implies that while practical experience and better infrastructure are valued, there is a slightly stronger emphasis on curriculum relevance and industry engagement as crucial factors for bridging the gap between education and job market needs.

Section F: Sample Results for Hypothesis Testing Using Multivariate Regression Analysis

The hypotheses were tested using multivariate regression analysis to examine the relationship between the dependent variable (Human Capacity Building through Technical Education) and the independent variables: Quality of Technical Education Programs, Funding, Industry Partnerships, and Curriculum Updates. The analysis involved 280 respondents, and the results are presented in the tables below.

Table 10: Model Summary

Source: Field survey, 2024.

The value of R (0.789) indicates a strong positive relationship between the independent variables (Quality of Technical Education, Funding, Industry Partnerships, and Curriculum Updates) and the dependent variable (Human Capacity Building). The R Square value of 0.623 suggests that approximately 62.3% of the variance in human capacity building can be explained by the independent variables. The remaining 37.7% may be due to other factors not included in the model.

Table 4.11: ANOVA Table

Source: Field survey, 2024.

The F statistic (113.66) and the associated p-value (0.000) indicate that the regression model is statistically significant at the 1% level, meaning that the independent variables jointly have a significant effect on human capacity building through technical education.

Table 12: Coefficients Table

Source: Field survey, 2024.

Table 12 provides the coefficients for a regression model analyzing factors influencing a dependent variable, presumably related to technical education outcomes. The constant term is 1.245 with a high significance level (p < 0.001), suggesting a baseline effect not explained by the included predictors.

The model identifies several significant predictors with their respective coefficients and significance values. The quality of technical education has a strong positive effect on the outcome (B = 0.345, Beta = 0.375, p < 0.001), indicating that improvements in education quality are strongly associated with better outcomes. Industry partnerships also show a significant positive effect (B = 0.289, Beta = 0.307, p < 0.001), underscoring the value of collaboration between educational institutions and industries. Funding contributes positively as well (B = 0.201, Beta = 0.251, p = 0.001), but with a slightly smaller effect compared to the quality of education and industry partnerships. Curriculum updates, though also significant (B = 0.185, Beta = 0.208, p = 0.002), have the smallest coefficient among the predictors, suggesting a somewhat lesser impact compared to the other factors.

Overall, the results of the multivariate regression analysis show that the independent variables, quality of technical education, funding, industry partnerships, and curriculum updates significantly contribute to human capacity building in Nigeria. All hypotheses are accepted, demonstrating the need for improving the quality and relevance of technical education programs, increasing funding, fostering industry partnerships, and regularly updating curricula to better align with labor market needs.

DISCUSSION OF FINDINGS

The results from the study on “Technical Education and the Drive for Improved Human Capacity Building in Nigeria” reveal important insights into the current state of technical education, challenges faced by institutions, the role of industry partnerships, and strategies to align education with labor market needs. These findings align with and diverge from those of other studies in the field, contributing to a broader understanding of the subject.

1. Quality and Relevance of Technical Education Programs

The findings show that a majority of respondents (39.3%) rated the quality of technical education in Nigeria as “Fair,” with only 14.3% rating it as “Poor.” This perception reflects the moderate satisfaction with the technical education programs but also indicates room for improvement. Similarly, the relevance of technical education programs to industry needs was deemed “Somewhat relevant” by 50% of respondents, while only 17.9% found it “Highly relevant.”

The findings align with Okwelle and Deebom (2017), who concluded that technical education in Nigeria suffers from a lack of relevance to current industry needs, particularly in terms of outdated curricula and inadequate practical skills. However, the study by Aina (2016) found that while technical education institutions try to update their programs, they often lag behind industry demands due to insufficient funding and the slow pace of curriculum reform. The participants ALSO emphasized practical training and the incorporation of modern technology as areas for improvement, a view echoed by Fafunwa (2014), who argued that technical education must be more dynamic and closely linked to real-world applications to foster human capacity building effectively.

2. Challenges Faced by Technical Education Institutions

The major challenges identified by respondents include inadequate funding (71.4%), poor infrastructure (53.6%), and insufficient equipment (50.0%). These issues are consistent across technical education institutions in Nigeria, creating barriers to delivering quality education. This is consistent with findings from studies by Adebanjo and Oyesola (2019), which identified underfunding as the most significant obstacle to effective technical education. Similarly, Oguntimehin and Omosewo (2018) pointed out that many technical education institutions in Nigeria lack adequate teaching facilities and materials, further diminishing the quality of education. The prevalence of outdated equipment and inadequate infrastructure hinders students from acquiring practical skills needed to compete in the labor market. Furthermore, studies like that of Ezeani and Onwuegbuna (2020) highlight that poor government support and lack of qualified instructors exacerbate the problem. The current study’s findings regarding government support and the need for trained instructors confirm this, as 50% of respondents strongly agree that lack of government intervention is a critical issue, a sentiment supported by prior research.

3. Role of Industry Partnerships

Industry partnerships were seen as “Very important” by 64.3% of respondents, emphasizing their role in improving technical education. These partnerships can provide students with industrial training, internships, and curriculum input, ensuring that educational programs are aligned with labor market needs. This is in line with the findings of Adeniyi (2019), who argued that collaborations between technical education institutions and industries are vital for providing hands-on experience to students. The study emphasized that industries should be involved in curriculum development, internship programs, and funding initiatives. However, Olatunji (2021) noted that such partnerships remain underutilized in Nigeria, a fact also observed in this study, where respondents cited poor industry collaboration as a challenge (39.3%).

Similarly, the studies by Adamu and Ukeje (2022) stressed the need for strong industry-academia links to drive innovation and increase the employability of graduates. The current study’s finding that 71.4% of respondents support regular curriculum updates further underscores the role industry can play in ensuring that education keeps pace with technological advancements.

4. Strategies for Aligning Technical Education with Labor Market Needs

The most recommended strategies for improving alignment between technical education and labor market needs were regular curriculum updates (71.4%), stronger industry collaboration (64.3%), and more practical, hands-on training (53.6%). These strategies reflect the need for technical education to be more responsive to the demands of modern industries. These strategies align with the work of Obanya (2020), who emphasized the importance of continuous curriculum reviews to keep pace with industry trends. Practical training was also a key recommendation in studies by Anyanwu and Okafor (2018), who found that graduates often lack the practical skills required by employers, leading to a skills mismatch. In this study, respondents similarly advocated for an emphasis on hands-on training, which would better prepare students for the realities of the labor market. Furthermore, the suggestion that entrepreneurship training should be incorporated into technical education, as supported by 57.1% of respondents, echoes the findings of Olanipekun and Adelabu (2019). They argued that entrepreneurial skills are critical for technical graduates, especially in contexts where formal employment opportunities are limited. This suggests that technical education can also drive self-employment, further enhancing human capacity development in Nigeria.

CONCLUSION

The study’s conclusions demonstrate the vital role technical education can play in enhancing Nigerians’ human capacity. Its effectiveness is, however, hampered by a number of issues, such as a lack of finance, shoddy infrastructure, out-of-date curricula, and a lack of industry-education cooperation. Although some respondents consider the level of technical education programs to be good, modifications are still obviously needed to raise the programs’ caliber and relevance in order to satisfy labor market demands.

One important element in raising the standard of technical education is industry relationships. By bridging the gap between academic knowledge and practical abilities, these collaborations would enable a more dynamic, adaptable, and useful educational system. Furthermore, to guarantee that technical education stays current and can support Nigeria’s social and economic advancement, frequent curriculum revisions, the integration of contemporary technologies, and more government funding are required. In conclusion, it is critical to address the issues raised and put the suggested solutions into practice if technical education is to successfully promote human capacity growth.

RECOMMENDATIONS

Based on the findings of this study, the following recommendations are made to improve the quality and effectiveness of technical education in Nigeria:

1. To solve problems with old technology, poor infrastructure, and a lack of trained teachers, the government should give technical education more funds. This would guarantee that students obtain a high-quality education and assist schools in creating a favorable learning environment.
2. More robust collaborations between industries and technical education institutions ought to be established. Businesses should be actively involved in developing curricula, offering internships, and helping to finance educational initiatives. This partnership would guarantee that graduates possess the real-world skills that companies demand.
3. To take into account modifications in industrial practices and technology breakthroughs, technical education institutions should periodically examine and update their courses. This would guarantee that students receive instruction in current, applicable skills that satisfy market expectations.
4. By funding state-of-the-art labs, workshops, and fieldwork opportunities, educational institutions should prioritize hands-on training. Students must get practical, hands-on experience in order to be prepared to apply their knowledge in real-world situations.
5. Through money, legislation, and infrastructure development, the government ought to give technical education institutions more significant support. The institutions’ potential to generate qualified graduates who support both economic growth and the development of human capacity will be improved by this assistance.
6. Modern technologies ought to be incorporated into the teaching and learning procedures of technical education institutes. Using cutting-edge tools, software, and techniques that meet industry demands today is part of this, particularly in domains like engineering, manufacturing, and information technology.
7. To give graduates the tools they need to launch their own companies, technical education programs should include entrepreneurship instruction. In addition to lowering unemployment, this would encourage economic growth and innovation.

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