Implementation of Skills-Based Vocational Education Programmes for Youths Empowerment and Community Development in Ogun State, Nigeria

Abstract

Due to some institutional, structural, personnel, and environmental variables of performance limitations, the expectations of vocational education programmes seem to have been compromised. This paper therefore presents an investigation on the implementation of vocational education programmes for community empowerment in Ogun State, Nigeria. Descriptive survey research was adopted for the study. From a total population of 384,740 technical education students, a sample of 380 students and 60 instructors were selected using a random sampling technique. A 5-point Likert structured questionnaire titled: “Vocational Education and Community Empowerment Scale (VECES)”, r=0.86 was used for data collection. Mean and standard deviation scores were used to answer the research questions, while a t-test was used to test the hypotheses at a 0.05 level of significance. Results showed that inadequate training facilities and an acute shortage of qualified instructors challenged vocational education programmes for community empowerment. Respondents did not significantly differ in their opinions on the contents, challenges and strategies to enhance the effective implementation of vocational education programmes. It was concluded that youths in the communities were yet to be empowered because of the performance limitations associated with implementing vocational education programmes as expected in the state’s policy document. Based on these findings, it was recommended among others that government and private sectors should provide qualified instructors, equipment and facilities in technical and vocational institutions for the acquisition of skills.