STATISTICAL ANALYSIS OF THE PROBLEMS ASSOCIATED WITH SKILL ACQUISITION IN NIGERIA

STATISTICAL ANALYSIS OF THE PROBLEMS ASSOCIATED WITH SKILL ACQUISITION IN NIGERIA

ABSTRACT

Data for the study were gathered from randomly selected tailors in the Owerri municipal area. A total of 200 tailors were given questionnaires, with 200 of them returning them. In the analysis, the X2 square test of independent and percentage were used. According to the findings, the challenge faced by a male tailor is independent of his academic qualifications.

CHAPTER ONE

  INTRODUCTION

There is no issue of greater national importance than the acquisition of skills by our youth, given the failure of our basic education to produce the expected positive results, with the attendant consequences of armed robbery, kidnapping, and a slew of others. This paper discusses the significance of skill acquisition in national development and suggests ways for the country to encourage it. A skill, according to Encerta Dictionary (2009), is defined as the ability to do something well, which is typically acquired through training or experience. Skill acquisition and job creation have long been a focus of Nigerian government policy. The government launched the National Youth Employment and Skills Acquisition Programme to promote self-employment and self-sufficiency.

reliance in the generation of gainful self employment. The following study was designed to assess the program’s effectiveness. The youth can learn a variety of skills, including

A-Vocational carpentry, hair styling, fashion design, tailoring, and so on.

B- Mechanic, electrical, and repair of GSM handsets, wrist watches, and air conditioners, among other things.

C-Entrepreneurial (small scale business such as operation of kiosk, buying and selling of spare parts, restraints) (small scale business such as operation of kiosk, buying and selling of spare parts, restraints)

The youthful period, which has been identified as an important time for entrepreneurship training, provides a positive distraction from the self and aggressive behavior that are frequently associated with adolescents and growing up (woolflk 1998). According to a 1998 study of American adolescents, a good

Many of the youth had little knowledge of life and its prospects. If this is true for young people in developed countries, what can be said about Nigerian youth? This critical age, however, is the ideal time to teach them the concept of entrepreneurship in order to help them learn how to create wealth.

Individuals’ failure to acquire vocational skills has been regarded as the bane of African societies’ economies, particularly Nigeria’s. This is because, in Nigeria, for example, post-independence education prioritized academic excellence over the acquisition of vocational skills that prepare the individual for a more useful and fulfilling life within society. In other words, the system concentrates on and emphasizes the subject in the Humanity of art at the expense of vocational, which can facilitate practical skill acquisition and is generally thought to be more relevant to the nation’s development. For many years, the system operated entirely in this manner, with no conscious or deliberate attention paid to our society’s cultural, social, and ethical values. It is now well known that the system failed to achieve the desired objectives that were expected from education, which is regarded as the most effective means of bringing about total change that would ensure the country’s accelerated economic growth and national development. The educational system needed to be tailored to the local existential situation of Nigerians. This requirement culminated in the creation of the new national

Education policy was established in 1977 and was recently revised in 1998.

The recognition and inclusion of vocational courses in the educational curriculum was a significant change brought about by the new national education policy. As a result, the policy marked a deliberate shift in emphasis from literary to scientific education and training. The policy was deemed land-worthy because it was capable of promoting appropriate skills at various levels of our educational system, thereby promoting individual and national efficiency. It was also hoped that if carefully pursued and implemented to the letter, the system would help to reduce the high rate of unemployment and bring about an economic and social revolution in the country by producing self-reliant citizens.

Nigerian experience fell short of expectations. The problem then was overproduction of people with litter or no relevant vocational ability, which was expected. People’s education and training in the country remained lopsided. The unintended consequence was that the unemployment rate rose to alarming proportions. In a desperate attempt to find a solution, the Federal Government established the Chukwuma committee on March 26, 1986, to consider appropriate strategies for dealing with the country’s mass unemployment problem under the auspices of the Ministry of Employment, Labor, and Productivity. Workers with no or little specialized training are apprenticed for one to three years after entering the enterprise under the policy. It is documented that the program has aided greatly in the country’s acquisition of solutions to unemployment, a lack of skilled labor, and antisocial behavior

1.1                    STATEMENT OF PROBLEMS

According to the 2006 census, more than half of Nigeria’s population is under the age of 30. Today’s youth are expected to become tomorrow’s parents in a short decade, and they are said to be confronted with poverty, unemployment, urbanization, and a lack of capacity skills needed to move the economy forward. Poverty, which is a driving force behind HIV/AIDS, is widespread, owing to youth unemployment and a lack of necessary productivity skills to keep body and soul together. This reality has left them with no meaningful means of earning a living.

1.2             AIMS AND OBJECTIVE OF THE STUDY

To assess the issues surrounding skill acquisition in Nigeria.

To determine which stratagems can be used to improve skill acquisition in male tailoring.

To make recommendations for ways to encourage skill acquisition in the country.

1.3                  SIGNIFICANCE OF STUDY

1- This project will serve as a resource for researchers who wish to conduct research on this or other related topics.

2- This research project will serve as a cell for young people to rice and rely on their skills and knowledge for self-sufficiency and employment.

3- This research project will encourage young people to recognize their God-given potential for independence.

1.4                   RESEARCH HYPOTHESIS

Ho: The main challenge that male tailors face is independent of their academic qualifications.

H1: Male tailors face significant challenges regardless of their academic qualifications.

Ho: the lack of apprentices among male tailors is unrelated to academic credentials.

H1: The lack of apprentices among male tailors is unrelated to academic qualifications.

Ho: the number of apprentices is independent of male tailors’ academic qualifications.

H1: The number of apprentices is not independent of male tailors’ academic qualifications.

Ho: the main challenge that skill (male tailors) face is independent of academic qualification.

H1: The main challenge that skill (male tailors) face is not independent of academic qualification.

1.5           RESEARCH QUESTION

1- What major challenges does your skill face as a tailor?

2- What could be the reason for tailors not having enough apprentices?

1.6                SCOPE OF STUDY

The study’s population consisted of all male tailors in Imo state. A total of 200 tailors were chosen at random from the owerri municipal area. To collect data for the study, a structured questionnaire and an interview were used.