AN ASSESSMENT OF THE EFFECTIVENES OF SKILLS ACQUISITION

TRAINING PROGRAMME OF 2018/2019 TRAINEES IN BENIN CITY,

EDO STATE.

Imwonghomwen Victoria AIDEYAN

OCTOBER, 2018

i
AN ASSESSMENT OF THE EFFECTIVENES OF SKILLS ACQUISITION
TRAINING PROGRAMME OF 2018/2019 TRAINEES IN BENIN CITY,

EDO STATE.

BY

Imwonghomwen Victoria AIDEYAN

PG/EDU9603547
Bsc. (Benin), PGDE (Benin).

BEING A RESEARCH PROPOSAL WRITTEN IN THE DEPARTMENT OF

EDUCATIONAL EVALUATION AND COUNSELING PSYCHOLOGY,
FACULTY OF EDUCATION, AND SUBMITTED TO THE SCHOOL OF
POST GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER IN
MEASUSUREMENT AND EVALUATION OF THE UNIVERSITY OF
BENIN.

OCTOBER, 2018
ii
 CERTIFICATION

We, the undersigned, certify that the research work was carried out by
Imwmghomwem Victoria AIDEYAN in the Department of Educational Evaluation
and Counselling Psychology faculty of Education, University of Benin, Benin City.

______________ __________

Prof. A.U Osunde Date

Supervisor

______________ __________

Prof. (Mrs) E.O Egbochukwu Date

Head of Department

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 TABLE OF CONTENTS
PAGE
TITLE i

CERTIFICATE ii

LIST OF TABLES v

LIST OF FIGURES vi

LIST OF APPENDICES vii

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 4
Research Questions 5
Purpose of the Study 6
Significance of Study 6
Scope and Delimitation of the Study 7
Definition of Terms 7
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Frame work 8
Conceptual Frame work 10
Concept and Types of Skills Acquisition 12
Concept and Types of Entrepreneurship 24
Historical Perspective of Skills Acquisition Training Programme 26
Importance of Skills Acquisition to Economic Development 27
Youth Involvement in Skills Acquisition Programme 29
Effectiveness and Implementation of Skills Acquisition Programmes
Objectives 30
State of Youth Unemployment and Its Consequence 32
Summary of Reviewed Literature 34

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CHAPTER THREE: METHODOLOGY
Design of the Study 35
Population of the Study 36
Sample and Sampling Techniques 36
Research Instrument 37
Validity of the Instrument 37
Reliability of the Instrument 38
Method of Data Collection 38
Method of Data Analysis 38
REFERENCES 39
APPENDICES 51

v
 LIST OF TABLES PAGE

Table 1: List of Skills Acquisition Centres in Benin City 36

Table 2: Percentage Break Down of Sampled Trainees. 37

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 LIST OF FIGURES PAGE

Figure 1: Conceptual Frame Work Chart 10

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 LIST OF APPENDICES PAGE

Appendix A: Questionnaire for Trainees 45

Appendix B: Questionnaire for Trainers 48

Appendix C: Questionnaire for Principal 49

Appendix D: Reliability Estimate 51

CHAPTER ONE
viii
 INTRODUCTION

Background to the Study

Most Edo youth are jobless and unemployed. Thousands of Secondary School
students and students of tertiary institutions graduate without any meaningful job and
as a result, majority of them are jobless. Prolong joblessness can lead to formation of
gangsters and armed robbery among the youths. Politicians recruit these idle hands for
their nefarious activities. The mission and vision of Edo National Youth Council is to
bring youths and all voluntary organization in the state together for the purpose of
discovering, developing and promoting initiatives, talents, skills, ideas and unity. The
council was established by an Act of parliament in 1969 and it is intended to
harmonize the activities of youths and create a common platform for them to air their
views on issues. The Nigeria Edo State Draft strategic plan (2017) is for improving
the skill acquisition of youths, the policy was designed to address the challenges of
unemployment outcomes in the lives of Edo youth, young adults and adolescents in
Edo State, Nigeria.

Currently, Nigeria’s job market is characterized by few recruitments by lack of

skilled workers in growth sectors such as petroleum, gas agriculture, manufacturing,
solid minerals, tourisms and information and communication Technology (ICT).In the
road map for the Nigerian education sector presented by the Honorable Minister Dr.
Sam .O. Egwu in April 2009, the Federal Minister of education found that the existing
gap between the needs of the job market and the skills of young job seekers is due to
out dated teaching methods which characterize the educational sector. As more
graduates are churned out of the higher institution, they enter the labour market
searching for an elusive non-existing job even after completing the mandatory
National Youth Service Programmes. The challenges to finding employment in the
formal sector, young people in the informal sector, however lack in the skill to
transform their micro-enterprise into sustainable ventures, capable of fully
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contributing to employment generation. Lemo (2013) opined that, given the Nigerian
youth unemployment situation, skill acquisition remains the viable option to become
self-employed, reduces unemployment, poverty and empowers the youths to develop
their businesses, pursue their dreams and contribute to overall productive capacity and
national economic growth and development.

Skill acquisition has become an essential bail out for youth self-employability
and the attainment of economic development Maigida, Saba and Namkere (2013) and
Igbongidi (2017) have discussed skill acquisition from a concept exposition
perspective without necessarily pointing out the strategic industries of the Nigerian
economy which the youth can acquire necessary skills in for facilitating their self-
employability. Youth empowerment according to Jimba (2007) involves different
ways the youth can be facilitated to cause changes in their life styles. He maintained
that youth empowerment means a way of inculcating to the youths the spirit of
transformation of ideals into creativeness. Youth empowerment can also be seen as a
means of exposing the youth into skills or training that makes them productive. It
encompasses different trades that may help them to engage in paid job and self-
employment.

The skill acquisition which is an instrument of employment is the process and

the means of releasing human energy. It means providing an opportunity for people to
make the maximum contribution to their own development and to the self-
development of their communities. Asante (1991) skill acquisition will help to reduce
the poverty rate if people are trained in diverse areas and they in turn create wealth for
themselves and their immediate environment. Skills acquisition seek to provide the
people with skills, vocation and entrepreneur, such skills are bead making, hair
dressing, fashion design,costomelogy,welding and fabrication, photography, make
up/manicure/pedicure, bag making, shoe making. The United Nation Development
Report (1990) says enhancing the human factor is the real wealth of a nation, it is

x
through human creativity, initiative, capability and commitment that true development
can be achieved.

Everybody cannot get government job or white collar job and hence the need
for skills acquisition that will shape and improve the lives of the people who have
resigned to fate for lack of job. These skills if well acquired can make the individual
to be self-enhanced and thus, the issue of a burden to others will not be there.
Enabling the individual to acquire skills can make him bring about good innovation,
good performance, self-respect and improvement in their quality of lives. (Noe, 2003).
Poverty is currently one of the most serious problems in the world. Recent estimates
indicate that about 1.5billion people live below the poverty line based on an estimated
income of less than one dollar per day globally (Onadozie, 2004). Skills acquisition
can curb poverty as it is an instrument for employment which eventually leads to self
enhancement. Thus, poverty can be minimised.

In order to train Edo citizens with the necessary skills that will make them
develop themselves, some training centres were established. In Edo state, there are
training centres owned by Government, private individuals and cooperate bodies. All
the centres have common goals. The main goal of skills acquisition centres is to
acquaint citizens with necessary skills to make them develop themselves and function
maximally in the society. To effectively train trainees, objectives were set for the
programme. The objectives include: to enable the participant acquire necessary skills
for self-employment, to enable the youth in the host community be eligible for
employment, to expose the youth to enterprise management and leadership training, to
prepare them for future challenges of self-employment, to help the youth acquire
vocational skills which will make them self-reliant entrepreneur. Hence, effective
planning and execution of skills acquisition training programme would boast
economic development and empower youths with relevant skills and knowledge

xi
necessary for job creation. It would further divert the attention of youth from violence
to economic development ventures.

Statement of the Problem

Majority of the Edo citizens are admitted into tertiary institutions and as a
result, many youths graduate from these institutions and remain unemployed. One
possible causes of this lack of unemployment is that the education in Nigeria
addresses only the end output that is much emphasis on certificate. In developed
economy or industrialized economies for instance, the education system emphasizes
the trial of inquiry discovery application in teaching and student to perceive problems
as challenges and opportunities that can be turned into goods and services of
commercial value (Adeyemi, 2006). Claudis (2009) asserts that 201million people
globally are unemployed and that this may rise to 219million by 2019. “With 8million
Nigerians technically unemployed (not including the remaining 14.4million
underemployed), this means four percent of the world’s unemployed population are
Nigerians (punching, 2017). The data from the international labor Organization (ILO)
in 2004 report revealed that youth (18-30) make up nearly half (47 percent) of the
world unemployed population.

According to Odia and Odia (2013) the unemployment rate of Nigeria was put
at about 19.7% above world average of 14.2% by the World Bank with 41.6%
unemployment rate reported for youth in the 18 to 24 years age bracket. The current
population of Nigeria is 191 million as of 2017, based on the latest United Nations
Estimates and World Bank. Nigeria population is equivalent to2.48 % of the total
world population. The country has a huge youth population with an average median
age 17.9 years old for both males and females. These are, according to estimates about
1.04 males to every one female in the country. The youth unemployment rate in
Nigeria increased to 33.10 % in the third quarter of 2017 from 29.50 % in the second
quarter of [Link] this percentage is deducted from the total population of Nigeria
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then the repositioning entrepreneurship education in our schools will savage this gap
as it were against the white collar job ambitions (Awogbele & Iwamidi, 2017).

Youths represent a very important state holder in any society. The solution to
adult problems tomorrow depends on how youth grow today. The youths constitute
the human capital needed for the future development of any society. Apart from being
potentially the most productive component of the population structure of any country,
they are also the future leaders. The issue however is one on the quality which the
youths who would take over the mantle of leadership in the society in the future must
possess. The youth with their over flowing potentials are found everywhere in the
state and beyond, gradually wasting away not because they lack the vision to develop
but the deprivation of opportunities to launch them on the path of meaningful skills
that is capable to better their lives. Thus in order to reduce social vices, Eki Igbinedion
(2001) launched the Idia Renaissance where skills can be acquired for self-
development. Ever since the introduction of skills acquisition centers in Edo state, one
would expect that most youth will see the opportunity to acquire skills for self
enhancement. However, despite the centers opened for skills acquisition, poverty rate,
kidnapping, human trafficking and prostitution have been on the high increase. Thus,
the researcher deemed it necessary to investigate if the skill acquisition program is
effective in Edo state.

Research Questions

The following research questions will be raised to guide the study.

1. Do skill acquisition centres have well trained personnel?

2. Do skill acquisition centres have adequate equipment and facilities?
3. Are the trainees often engaged in practical training?
4. What are the available training programs in the skills acquisition centers?
xiii
5. To what extent governmental agency/officials supervise/ support the programme
for effective implementation?
6. Do centres’ provide skills to make youth eligible for employment?
7. To what extent will the Programme make participant self-reliant?

Purpose of the Study

The purpose of the study is to assess the effectiveness of skill acquisition
training programme in Benin City Edo State. Specifically:
 To find out if the centres have well trained personnel.
 To find out if the centres have adequate equipment and facilities.
 To find out the extent the trainees engaged in practical training.
 To find out the available training Programme in the skill acquisition centres
 To find out how often the program is supervised and supported by
governmental officials.
 To determine the extent to which the programme enhanced job creation.
 To find out the extent to which the programme makes participant self- reliant

Significant of the Study

The findings of the study will be beneficial to the trainees, the trainers,
curriculum planner, the government and to the entire society. To the trainees it will
enable them to acquire necessary skills for self-employment, expose them to
enterprise management and leadership training, prepare them for future challenges of
self-employment, help them to acquire vocational skills which will make them self-
reliant entrepreneur, to enable them in the host community eligible for employment
and to make them divert their attention from violence to economic development
ventures. To the trainers it will give them employment opportunity. To the curriculum
planner, it will help them to implement vocational skills in schools and also enable
them to support vocational studies in our learning institutions.
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 To the government, the government who are involved in monitoring and
supporting various skill acquisition centres may use the findings of this study to
identify areas they need to improve so that better mechanisms can be put in place to
better skills acquisition centres on economic development. To the entire society, it
will help to reduce unemployment rate, insecurity, it will reduce social vices such as
prostitution. Kidnapping, human trafficking, crime rate. This study will also be of
great help to other researchers in the same field which will act as a resource material
to facilitate their study. They could use it as point of reference during their study.

Scope and Delimitation of Study

The scope of this study will cover the effectiveness of skills acquisition training
program with consideration of availability of trained personnel, equipment, facilities,
available training programme, government supervision and support and impact of the
programme on job creation. The study will be delimited to all skills acquisition
centres in Edo state.

Definition of Terms

Acquisition- the act of getting something, especially knowledge.

Effectiveness- refers to the grade or level to which the Program is achieved.

Skill- a skill is seen as ability to do something well, usually gained through training or
experience.

Skill Acquisition- is the ability to learn acquired skills. It involves the development of
new skills

Unemployment- a situation in which people willing to work at the prevailing wage

rate are unable to find jobs.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

In this chapter the review of related literature are done under the following sub-
headings:
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  Theoretical Framework
 Conceptual Framework
 Concept and Types of Skills Acquisition
 Concept and Types of Entrepreneurship
 Historical Perspectives of Skills Acquisition Training Programme
 Importance of Skills Acquisition to Economic Development
 Youth Involvement in Skills Acquisition Programme
 Effectiveness and Implementation of Skills Acquisition Programmes
Objectives
 State of Youth Unemployment and Its Consequences
 Summary of Reviewed Literature

Theoretical Framework
The theoretical framework used for the study is the CIPP Evaluation Model. It
is one very useful approach to educational evaluation. It was developed by
Stufflebeam (1973). This model provides a systematic way of looking at many
different aspect of the curriculum development process. The CIPP model represents a
holistic approach to conducting evaluations of education, and other public
programmes. The acronym CIPP represents the four main component of this type of
evaluation: Context, Input, Process, and Product. This modern examines the content,
goals, Resources, Implementation and Outcomes of a programme, and is designed to
provide comprehensive information for programme managers that can guide
operations and identify areas of improvement. Using the CIPP model in evaluation
requires a step- by step approach that encompasses the four components. Stufflebeam
identified four types of decisions, namely Planning Decision, Structuring Decisions,
Implementing Decisions and Recycling Decisions. Planning decisions determine goals

xvii
and objectives to be served by the programme, Structuring decisions determine
procedures or the means to be adopted in attaining the desire objective, Implementing
decision deals with utilization and implementation of procedures and Recycling
decision reviews the achievement and makes decision on modifying, terminating or
continuing the programme. The CIPP programme evaluation model identifies four
types of evaluation namely:- Context evaluation Input evaluation, process evaluation
and product evaluation. The four types of evaluation support the four types of
decisions mentioned above. Planning decisions require context evaluation, Structuring
decisions Require input evaluation, Implementing decisions require process evaluation
and recycling decisions require product evaluation.
Okoro (1997) noted that context evaluation is concerned with the determination
and validation of goals and objectives, it is usually employed when a programme is
being planned. Input evaluation entails the assessment of staff (trainer), students
(trainee), physical facilities, equipment and other resources that will be involved in the
programme. Process evaluation is undertaken during the period of programme
implementation and provides feedback on the quality of implementation. Product
evaluation determines the effectiveness of the programme in achieving the objectives
and goals of the programmes. The study will be focused on the context, input, process,
and product evaluation of skill acquisition training programme in Benin City Edo
state.

 Context: the aims and objectives of the skill acquisition training programme in
Benin city Edo state that is the extent in which the aims and objectives of the
programme is achieved.
 Inputs: the resources needed to implement the programme, which include the
trainees, qualified personnel (trainer), facilities, equipment and fundings
 Process: the process of implementation that is if the trainees are well taught and
the extent they engaged in practical training
xviii
 Product: the youth employed by the programme that is determining the extent in
which the training programme enhanced job creation.

Conceptual Framework

The Dreyfus model of skill acquisition: The study of skill acquisition all over
the world draws from the early works of Professor Stuart Dreyfus, a mathematician
and professor Hubet Dreyfus a philosopher (2005) - from their study of chess players
and pilots, briefly, the Dreyfus model posits that, in the acquisition and development
of a skill, one passes through five levels of proficiency.

Novice Advanced Competent Proficient Expert

Beginner

Figure 1: Conceptual Framework Chart

The levels reflect changes in two general aspects. A skill performance one is a
movement from reliance to abstract principles to the use of past concrete experience
as paradigms. The other is a change in the perception and understanding of a demand
situation is seen less as a compilation a equally relevant bits and move as a complete
whole in which only certain parts are relevant.

Novice: In the novice level, beginners have no experience with the situation in which
they are expected to perform tasks. In order to give them entry to these situations, they
are taught about them in terms of objectives attributes. These attributes are features of
the task that can be recognized without situational experience. Novice practitioners are
also taught rules to guide action in respect to different attributes.

Advanced Beginners: The advanced beginner is one who can be demonstrate

marginally acceptable performance. This person is one who has coped with enough
real situations to note (or to have them pointed out by a mentor) the recurrent
xix
meaningful situation components, called aspects. In the Dreyfus model, the term
“aspects”. has a very specific meaning. Unlike the measurable, context free attributes
or features that the inexperienced novice uses, aspects are overall, global
characteristics that require prior experience in actual situation for recognition. An
instructor or mentor can provide guidelines for recognizing such aspects, while
aspects may be made explicit, they cannot be made completely objective. Aspect
recognition is dependent on prior experience. The advanced beginner or instructor of
the advanced beginner can formulate guidelines for actions in terms of attributes and
aspects. These action guidelines integrate as many attributes and aspects as possible,
but they tend to ignore the differential importance. In other words, they treat all
attributes and aspects as equally important.

Competent: Competent level typified the period by which the learner has been on the
job two to three years. It develops when the learner begins to see his or her actions in
term of long- range goals or plans. The learner is consciously aware of these plans and
the goals or plan dictates which attributes and aspects of the current and contemplated
future situation are to be considered most important and which can be ignored. For the
competent learner a plan establishes a perspective and the plan is based on
considerable conscious, abstract, analytic contemplation on the problem. The
competent lacks the speed and flexibility of the learners who have reached the
proficient level, but the competency stage is characterized by a feeling of mastery and
ability to cope with and manage the many contingencies of the profession. The
competent learners conscious, deliberate planning helps to achieve a level of
efficiency and organization. In some organization learners at the stage can be benefit
from decision making games and simulation that give them practice in planning and
coordinating multiple, complex demands.

Proficient: With continued practice the competent performer moves to the proficient
stage. Characteristically, the proficient performer perceives situations as wholes rather

xx
than in terms of aspects and performance is guided by maxims. Maxims are used to
guide the proficient performer, but deep understanding of the situations is required
before a maxim can be used. The holistic understanding of the proficient performer
improves his or her decision making. Decision making is now less labored since the
performer has a perspective about which of the many attributes and aspects present are
the important ones.

Experts: At the expert level, the performer no longer relies on an analytical principle
(rule, guidelines, or maxim) to connect her or his understanding of the situation to an
appropriate action. The expert’s performer, with her or his enormous background of
experience, has an intuitive grasp of the situation and zeros- in on accurate region of
the problem without wasteful consideration of a large range of unfruitful possible
problem situations the expert performance is holistic rather than fractionated,
procedural and based upon incremental steps.

Concept and Types of Skills Acquisition

According to Encarta Dictionary (2009) a skill is seen as ability to do

something well, usually gained through training or experience. Thus, it requires
training to do well. Skill is the learned ability to carry out a pre-determined result
often within a given amount of time, energy, or both (Rooney, 2009) .To Van Patten
and Benati (2010) “skill refers to ability to do rather than underlying competence or
mental representation” to clarify this concept, Cornford (1996) as cited in Masumeh
(2014) has mentioned nine separate defining attributes of skill “and skilled
performance” from a physiological perspective, argued to be the most valid in
accounting for skill acquisition and performance by individual. These defining
attributes are:

 Skill is learned
 Skill involves motivation, purpose and goals

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  Skill required content and context knowledge
 Skills are performed and transferred in the presence of specific stimuli
 Skills involve problem solving relevant to the context.
 Skill involves relative judgment with individual differences in skilled
performance evident.
 Standard of excellence is important
 Skill involves comparable replication
 Considerable periods of time are required to reach high level of skills.

Webster’s Dictionary (2010) defines skill acquisition as developed or acquired

ability. Skills acquisition which is vital instrument of empowerment that seeks to
provide the people with different skills, vocation and entrepreneurial ability like bead
making, hair dressing, cosmetology, fashion design, computer, catering among others.
Skill acquisition training is an adult education programme which is designed to impact
various skills on the participants, and meet immediate needs such as jobs, self-reliance
among youths (Uranta & Nlerun, 2017).

Ezeki (2014) assets that skill acquisition is the ability to be trained on a

particular task or function. Idoko (2014) sees skill acquisition as the form of training
by individual or group of individual that can lead to acquisition of knowledge for self-
sustenance. It involves the training of people in different fields of trade under a legal
agreement between the trainers and the trainees for certain duration and under certain
conditions. Magbagbevla (2004) as cited in Idoko (2014) posited that skill acquisition
requires the accumulation of different skills that enhances task performance through
the integration of both theoretical and practical forms of knowledge. He enumerated
the guidelines for the sustenance of skills acquisition programme to include the
following:

xxii
  Provision of training that gives the trainees the opportunities to acquire skills
that are appropriate for preparation in a field of trade for gainful
employment.
 Provision of definite skills that relate to each trade that makes one a
professional in one field instead of the others.
 That training requires to be done by competent, experienced and qualified
instructors.
 Skill acquisition requires much practice, interest, ability, and aptitude
personality trait.
 Skill acquisition requires conducive environment.
 Training requires constructive human relationship, business skills, imitation,
and constructive ideas.
 The principle guiding training in a particular field in terms of attitude,
customer- relationship, productivity, efficiency, supply, and demand needs
to be appreciated.

The basic claim of skill acquisition theory, is that the learning of a wide variety
of skills shows a remarkable similarity in development from initial representation of
knowledge through initial changes in behaviour to eventual fluent , spontaneous,
largely effortless, and highly skilled behaviour and that this set of phenomena can be
accounted for by a set of basic principle common to acquisition of all skills
(Dekeyser,2017) In sum as mentioned by Speelman (2005) skill acquisition can be
considered as a specific form of learning where learning has been defined as “the
representation of information in memory concerning some environment or cognitive
event” therefore , according to him, skill acquisition is a form of learning where “
skilled behavior can be routinized and even automatic under some conditions “and as
a general theory of learning, it claims that adult commence learning something

xxiii
through largely explicit processes, and with subsequent sufficient practice and
exposure, move into implicit processes.

Ogundowolo in Idoko (2014) sees the purpose of skill acquisition programme

as a means of youth empowerment to prepare and equip the youth with appropriate
skills that can be beneficial to them in future. He maintained that ideal skill
acquisition is capable of ensuring value – re-orientation among the youths and
transforming into creators of wealth and employment instead or seekers. Basically, the
creation of wealth and employment will lead to poverty reduction and increase of
welfare status of individual in the country. When a skill is acquired in any discipline,
it is assumed that the future gains would result from it are of greater significance to
productivity. The growing concern over globalization, among other things, has made
the acquisition of lifelong skills imperative for all categories of people. This is
considered very important for future professional’s growth because it will determine
how successful and productive a person will be in the work place.

Shaffer (2011) observed that human capital is created when they acquire
transferable skills that can be applied in many settings and occupations. It is an
important index of sustainable development of any nation. In view of this, he
considers it as both a social prerogative and an economic necessity. With skill
acquisition one acquires capabilities to complete favorably within the context of
globalization. Thus, the only irreplaceable capital and organization processes are the
knowledge and ability (skill) of its people. Skill Acquisition Theory, is not just a
theory of the development of language, rather it is a general theory of learning ranging
from cognitive to psychomotor skills (Mystkwoska- Wieretelak Pawlak , 2012). This
theory, which is based on Adaptive Control of Thought model (ACT) claims that
adults commence learning something through mainly explicit processes, and through
mainly subsequent sufficient practice and exposure, proceed to implicit processes
(Vanpatten & Benati,2010).

xxiv
 Skill Acquisition is the science that underpins movement learning and
execution and is more commonly termed motor learning and control (William & ford,
2009). Each stage embodies unique characteristics relative to an athlete’s level of
performance of a skill or activity. Noe (2003) suggest that enabling the individual to
acquire skill can make him bring about good innovation, good performance, self-
respect and improvement in their quality of lives. Therefore the right way to reduced
poverty amongst our people is to enable them acquire the skill that they so desire and
they will do well in life than to roam about in the cities or villages. The eradication of
absolute poverty is the central objectives of contemporary development policy. The
international community determine to overcome poverty has been highlighted by the
sustainable activity of the international development donor partners such as (United
Nation Garba, 2004). Skill acquisition is very necessary by providing counselling and
extension services on start your business, know about business and improve your
business and skill for informal, micro and small enterprise operators (Syme,2007).The
central concern of human development is the quality of people’s lives what they are
capable of doing. Oluremi (2008) also butters this point by saying that skill
acquisition aims at transforming the human person so as to bring about his or her
potentials and make him or her leader, who will in turn inspires and empowers others
to excel and articulate meaningful vision for the society.

Skill acquisition helps in enlarging people’s choice for a long and healthy life,
knowledge acquisition for a decent standard of living, freedom from economic, social
and education access and opportunities for being creative and productive, and
enjoying personal self-respect and guaranteed human rights (Beach, 1990). Asante
(1998) sees skill acquisition as releasing human energy, providing an opportunity for
people to make the maximum contribution to their own development and to the self-
sustaining development of their communities. It is therefore glaring that the need to
provide skills is very crucial and vital if. Poverty is to be reduced or eradicated. Donli
(2004) is of view that skill acquisition is the manifestation of ideas and knowledge
xxv
through training which is geared towards instilling in individuals, the spirit of
entrepreneurship needed for meaningful development. He stressed that if individuals
are given the opportunity to acquire relevant skills needed for self-sustenance in the
economy; it will promote their charisma in any work environment. He further
maintains that skill acquisition increases competition and cooperation among people.

Ochiagha (1995) sees skill acquisition as the process of demonstrating the habit
of active thinking or behaviour in a specific activity. He further stated that skill
acquisition is seen as the ability to do or perform an activity that is related to some
meaningful exercises, work or job. He maintains that for skill to be acquired,
appropriate knowledge, attitudes, habits of thought and qualities of character are learnt
to enable the acquirer develop intellectual, emotional and moral character which
prepares him or her for a brighter future. Ogundele(2010) the contributions of skill
Acquisition and training on unemployment reduction through youth empowerment
and social welfare service improvement will be much significant if encouraged at all
the level in the state especially at local and community level. This position
approximate Ohize and Mohammed(2009) who opined that non-government
organization can play a virtual role in training and skill Acquisition.

Akpama(2011) observed that acquisition of vocational skills lead to a

significant reduction of poverty among young adults who participated on skills
acquisition programmes. Amadi and Abdullah (2012) reported from their study that a
greater percentage of the sampled youth reported high and moderate levels of their
capacity building: implying that the vocational skills acquisition and development
was successful scheme. They however recommended that the constraint that impede
the success of the scheme be addressed by policy makers to make the outcome of the
skill training more successful. Buwais(2004) emphasized that the eradication or
reduction of poverty is one of the central objectives of contemporary policy. The
international community and its determination to overcome poverty has been

xxvi
highlighted by the sustainable activities of the International Development Donors
such as the United Nations (UN), the European Union (EU), the World Bank, the
International Monetary Fund are all ready and ever since they have been empowering
nations and people it is noted with disappointment that various poverty alleviation or
reduction programmes ended up benefiting the rich and not the poor according to
Onah(2010) thereby increasing the inequality margin.

Emeka (2011) said there are things people can do to impact their generations,
they can acquire skill. Skill acquisition is not left for the poor and middle class people
even career women or professional woman and man as well as the youth can acquire
these skills to make the versatile and self-sustaining and independent. Skill
acquisition can also be in areas of making detergents, odor controls used in toilet for
mopping the floor and bathrooms, production of Izal, soda soaps, basket caps, school
bags and a whole lot of skills. Uloko and Ejinkonye (2010) remarked that when
youths are empowered through the acquisition of entrepreneurial skill, there is the
possibility that they will use the skills to create new avenues for wealth. Empowering
the youth to set up businesses involves proper acquisition of skill through education
and training. Ezeji and Okorie(1999) while stressing the importance of skills
acquisition in national growth, emphatically contended, “that Nigeria’s social and
economic problem will be drastically reduced if people are given adequate vocational
training in skills, raw materials, machineries and equipment”. It is only with skilled
men that materials can be harnessed, manipulated and transformed into products.

Skill acquisition and generation of employment have remained a constant factor

in Nigeria government policy. The National Youth Employment And Skill
Acquisition Programme was initiated by government to promote self- reliance in the
generation of gainful employment the lack of acquisition of vocational skills on the
part of individual has been considered to bane of the economic of many African
societies, in Nigeria, This is so because in Nigeria for instance, the educational

xxvii
system operated at post- independence placed emphasis on academic excellence
rather than acquisition a vocational skills which prepare the individual for a more
useful and fulfilling life within the society. In other words, the system focused and
emphasis subjects in the humanities or arts at the expense of vocational which can
facilitate practical skills acquisition that is generally believed to be more relevant to
the development of the nation (Omoruyi & Osunde, 2004).

Maigda, Saba and Namkere(2012) private sector is what drives the world today
and economic prosperity in the 21st century needs the functioning of entrepreneurial
skill. Entrepreneurial skill acquisition can be defined as not just about acquiring skill
but acquiring knowledge and driving towards enterprise in skills that enhance personal
livelihood through enduring business startups, enhancing employment opportunity,
and promoting economic development and growth. Nkechi and Okechukwu(2012)
Entrepreneurial success depends on an entrepreneurial ability to identify opportunity
in the environment, take initiative towards desirable change and ensure value based
solution in the market place. Uzochuwu(2015) and Tajani(2004) observed that
entrepreneurs successfully run innovative enterprises, nurture them to grow and
sustain them, with a view to achieving broad socio-economic development goals. In
essence entrepreneurs through entrepreneurial development such as in skill
acquisition.

Mullins(2010)“training is the process of systematically acquiring job related

knowledge, skill and attitude in order to perform with effectiveness and efficiency
specific tasks in an organization”. Maigida et al(2013) competencies of individual’s
entrepreneurial skill acquisition in Technical Vocational Education and Training
(TVET) are tailored in a way that it will bring self-employability, employment
generation and economic self-sufficiency to Nigeria youths. Through short and long-
term training, many African countries including Nigeria have been made to
understand that there is no substitute for training in TVET as it is necessary for the

xxviii
alleviation of poverty and foster self-employability through skill acquisition in
describing TVET it is any form of education whose primary purpose set Nigerian
Youth towards gainful employment in a going concern. It was revealed through a
study of entrepreneurship development and growth of enterprises in Nigeria, that
several policy interventions in Nigeria that were aimed at improving entrepreneurship
development via small and medium scale enterprises have not been successful but
instead in the areas where building in country entrepreneurial capacity should have
existed, entrepreneurs have been found to be distribution agents of imported products
(Ebringa, 2012).

But over the years scholars, and some facilitators of entrepreneurial skill
acquisition have excessively stream lined this skill that any individual interested in it
can be given training without having full knowledge whether or not such a skill has
been identified as part of a tiny, cottage, small, medium or large scale strategic
industry within the Nigerian economy. Skills like in hair dressing, makeup artistry,
fashion design, catering services are most of the times taking for granted with the
perception that it is too small to be classified as strategic, and that it is just a skill
merely for meeting needs, limiting its importance and deemphasizing the need for
youth to take seriously and becoming entrepreneurial in such skills relating to a tiny,
cottage, small, medium or large scale industry strategic to the Nigerian economy and
a means for self-employability, contributing to the nations GDP and growing the
economy.

Teibowei and Baikwe (2017) carried out a study on assessment of skills

acquisition programs in Bayelsa State: Implication for economic Development. The
study employed a descriptive survey design. A sample of 460 respondents was used
for the study. The researcher employed purposive sampling technique to select
respondents (only youths) for the study. Three research questions were answered.
The research instrument for this study is a questionnaire titled Skill Acquisition

xxix
Assessment Scale (SAAS). The reliability of the SAAS instrument was established
through the cronbach alpha method; which produced a reliability coefficient of 0.83.
The data obtained was analyzed using mean and standard deviation. The findings of
the study showed that the extent to which skills acquisition program is carried out in
Bayelsa state is low; the extent to which people in Bayelsa state enroll for skill
acquisition program is very poor and the extent to which people in Bayelsa state
utilize skill acquisition program for self-sustenance and job creation is discouraging.
Among others, it was recommended that Soft loans and adequate equipment in the
area of the acquired skill should be provided for beneficiaries.

Donjor [2011] carried out a study on how skill acquisition was used as a tool
for poverty reduction in Bayelsa state and how skill acquisition has enhanced
sustainable development and creation of employment for the teeming population. This
study examined previous skill acquisition programmes put in place in Nigeria and in
Bayelsa in particular and the measures put place towards its implementation .Data
sources came from primary and secondary sources, individuals especially by interview
method, the study discovered that the major problem with skill acquisition is the
policy implementation are not formulated .the study recommends that governments
should establish enough skill acquisition centres in the state and in all the local
government areas. There is also the urgent need to introduce vocational schools that
will teach useful skills. The study also recommend that both non - government
agencies and wealthy individuals should help to create jobs. For the youth because of
the poverty level. This is because some beautiful ideas and suggestions from our
universities and research institutions are not implemented or executed in respect to
poverty and unemployment reduction. The government should have the political will
to carry along the universities that have severally given good suggestions on how to
tackle poverty and unemployment in Nigeria.

xxx
 A study carried out by Ekong and Egong (2016) on how unemployment
problem is tackled through skills Acquisition by the National Directorate of
Employment (NDE in Akwa Ibom state, Nigeria. Different measured have been
adopted by the government to tackle the challenge with very little result. Using data
obtained from both primary and secondary sources for the period 1987- 2012, they
found positive link exist between skills Acquisition by NDE and unemployment
reduction in Akwa Ibom state even through not without daintily challenged. However,
the results of the income contribution of skills Acquisition by NDE to the state’s
economy were mixed. While 48% asserted to a positive link, 40% accepted a minimal
influence. Thus they recommend more spread of NDE training Centres to all the Local
Government Areas in the State for more benefits to be realized, among others.

Another study carried out by Uranta and Nlerum (2017) to evaluate the
effectiveness of the skills acquisition programmes of the SPDC and NDDC. The study
areas were River and Bayelsa states respectively. The sampling employed for the
purpose of the research was purposive sampling to arrive at a total of 22 out of 35
centres in both states, while simple ramdom sampling was used to respondents which
was consistuted of 16 River state youths and 105 Bayelsa state youths. The results
showed that SPDC (mean = 57.69, Var= 0.092) skill acquisition training programme
had a greater effectiveness than NDDC’S (mean = 52.53, Var =0.092) in their target
community, with a difference in mean of 5.16. On account of this slim difference in
both programmes and the overall result and observation, the two programmes were
adjudged to be effective with graduates of both programmes being able to earn a
living from the acquired skills.

Amongst other reasons for the effectiveness of the SPDC programme. SPDC
utilized the sevices of NGO’S and other professional bodies for their youth training
programmes, while NDDC attached their trainees to road side trainers in the
workshops mostly. The study therefore recommends that the government and the

xxxi
private sector should ensure skills acquisition training programmes are effective
through effective supervision, monitoring and provision of information
communication technology (ICT). There are many types of skills that are practiced in
the society. A few of them will be highlighted here. These include computer training,
bead making, fashion design, hair dressing/barbing, make up/manicure/pedicure,
catering service, farming skills, photography, amongst others (Ekong & Egong, 2016)

 Computer training- Everybody in this age needs to acquire basic computer

knowledge. The reason is because the world is a global village and a
technological innovation has taken over most of the things we do ranging from
the use of laptops to different advanced gadgets. These devices are handy for
storing, gathering and finding information. They can also be used for learning
and entertainment, schools, offices, banks and stores all use these technological
devices.
 Bead making- Bead making has become a very profitable venture in our society
today. if you have taken your time to look around, especially on wedding and
different ceremonies, you will discover that so many ladies make use of this,
it’s simple and easy to learn.

 Fashion Designing- Fashion design is the art of application of design and

aesthetics or natural beauty to clothing and accessories. Fashion design is
influenced by cultural and social attitudes, and has varied over time and place.
Fashion designers work in a number of ways in designing clothing and
accessories such as bracelets and necklace.

 Hair Dressing/Barbing- Looking good is good business that every individual

loves men always cut their hair to look smart and tidy, while the women folks
dress their hair to look gorgeous. Many individuals cut/dress their hair on a
weekly basis if you can learn how to cut or dress men or ladies hair respectively
you can earn a steady income.
xxxii
  Make up/ Manicure/ Pedicure - is a skill that is profitable and does not require a
degree to start up. All you need is acquire the skills, be good with colour and
know how to pamper your customers.

 Catering - is the business of providing food service at a remote site or a site

such as hotel, hospital, aircraft, entertainment site, or event venue.

 Farming Skills- in farming, there are many people who practice the skill of
rearing day old chickens, boilers, cockerels and eggs, sheep, goats, pigs, and
cow meat. Some others have the skill in producing cereals, legumes, fruits and
vegetables.

 Photography- photography is the technique of capturing an event, a scene or a

thing on a picture. This could be printed or viewed on a card or projected screen
photography is now an accepted method of keeping records of event such as
parties, wedding, birthdays, seminars, it involves lenses and photographic films,
but with technology, the digital computer generates images which can be stored
and reproduced in the computer memory. The skills that are acquired in the
centres are: fashion designing, hair dressing, bead making, catering services,
and computer training.

Concept and Types of Entrepreneurship

Agbeze(2012) view entrepreneurship as the ability to develop a new venture or

apply a new approach to an old business. He views entrepreneurship as the ability to
seek investment opportunities and persisting to exploit that opportunity. On the other
hand Anayakahu (2006) sees the entrepreneurship as one who chooses or assumes
risks, identifies business opportunity, gathers resources, initiates action and
establishes an organization or enterprise to meet such demand or market opportunities.
Allawadi (2010) made a distinction between enterprise and entrepreneur. He describes
the carrying out of new combination as “enterprise” and the individual whose function
xxxiii
is to carry them out is “entrepreneur”. Stevenson (2007) sees entrepreneurship as the
pursuit of opportunity through innovation leverage of resources that for the most part
are not controlled internally. Though the idea that entrepreneurs are innovators is
largely acceptable, it may be difficult to apply the same theory to less Developed
Countries (LDC). Allwadi (2010) argued that LDC rarely produces brand new
product; rather they indicate products and production processes that have been
invented elsewhere in developed countries. He refers to this practice as “creative
initiation”. Frequency, entrepreneurship is thought to apply to the management of
small business such as road sides furniture makers, cobbler, tyre vulcanizer, hair
dresser and so on, but resend giants like dell computers and Microsoft have shown
how a small business that started small can grow into a large business if given an
enabling environment.

Entrepreneurship is a practice, (Ducker, 1998) what this means is that

entrepreneurship is not a state of being nor is it characterized by making plans that are
acted upon. One argument may be that entrepreneurship begins with action which
involves the creation of new organization may or may not be self sustaining nor earn
any significant revenue. Regardless of the outcomes, when an individual creates a new
organization he has entered the entrepreneurship paradigm. Some individuals apply
the concept of entrepreneurship to the creation of any new business, while other focus
on intention believing that entrepreneurs merely seek to create wealth. This is
different from starting a business as a means of working for “yourself” rather than
working for others to confuse or managing a small business with entrepreneurs.
Adeola(2001) argued that not all small business manages are entrepreneurs because
they do not innovate. On the other hand, Agbeze (2012) note that the function that is
specific to entrepreneurship is the ability to take the factors of production- land,
labour, and capital use them to produce new goods and services. However, they
argued that entrepreneur perceived opportunities that other business executive do not

xxxiv
see or care about. Creatively and entrepreneurship promote the birth of new firms
which is critical to economic development efforts.

There are essentially two types of entrepreneurship

 Opportunity Based Entrepreneurship- This type occurs when an entrepreneur

receives a business opportunity and chooses to pursue it. Ernest and Young
(2009) in a survey found that majority of entrepreneurs said they saw economic
slow down as the perfect time to pursue new market opportunities.

 Necessity Based Entrepreneurship: This occurs when an entrepreneur is left

with no other viable option to earn a living. It is borne, not as a choice but
compulsion which made him or her chooses entrepreneurship as a career.

Historical Perspectives of Skills Acquisition Training Programme

The later part of the 80’s saw a massive increase in the emigration rate of
Nigerians especially Edo state indigenes. Majority of these emigrates were youths
who have had little or no educational attainment or skill of any kind. The quest to
travel abroad was fuelled by the poor economic situation accompany with low
standard of living .Also added were the high rate of unemployment, retrenchment and
premature retirement of workers from service .The level of corruption especially of
top ranking officials also led to poor distribution of income. The future to so many
people look bleak, they had to think of how to escape this seeming danger. The idea
of traveling abroad in search of the Golden Fleece becomes an attractive option to
many Edolites. These youths had to do all at their disposal to get an entry visa to their
desired foreign country. The first of these people to arrive foreign countries began

xxxv
remitting money home almost immediately. This act convinced others that traveling
abroad was a lucrative venture.

The females were most attracted to traveling abroad because they were
informed of the fact that they stand a better chance of being “employed than their
male counterparts .Sponsors came to the rescue of those who were financially
handicap in traveling abroad. These sponsors lured those who were unwilling to
travel abroad by painting a fake scenario of what they stand to enjoy the moment they
get abroad. Moved by the words of these sponsors, the sight of what their friends
abroad are bringing home and the need to save their family from seeming poverty,
they yielded their persons to these sponsors.

Most of these girls armed at wrong information get the surprise of their lives
when on getting to Europe (as most migrants traveled there) .They became slaves in
the hands of their sponsors. They must have been used as tools in carrying out any
assigned task. Reality dawned on them when their sponsors made them sex slaves.
These conditions above must have exposed the girls to series of dangers, which
included contracting Acquired Immune Deficiency Syndrome (AIDS) some of these
girls must have died in the process, while womanhood was also totally debased.
When they visited home they were looked at with contempt. The visit of government
officials to most of these countries where these girls reside brought nothing but
disgrace. One of such visitors is the wife of the formal Edo State governor Mrs. Eki
Igbinedion what she saw and also hears about the negative behavior of our girls made
her to think of how quickly reverts the trend. The first thing the Edo State
government did in combating this situation was to find the root cause of this problem.
These findings revealed that most of the girls had no education and lacked basic skills
that could earn them living .The government therefore decided to research into ways
of arming these girls with basic skills and education that could sustain them for life.
In line with the idea of providing basic skills training for these girls the government

xxxvi
decided to establish a skills acquisition centre, which will help to rehabilitate these
girls who have been repatriated by the foreign government of their domicile. The skill
acquisition was set up at Evbomodu in Benin City to offer training in such areas as
catering, computer and secretariat studies, tailoring and fashion design, hairdresser,
cosmetology, guidance and counseling. (Vanguard Dec 5th 2001)

Importance of Skills Acquisition to Economic `Development

Economic Development can be described in terms of goals (for example

creation of jobs, improvement of the quality of life) or as a process that influences
growth in order to enhance the economic well-being of a community or society.
(Toma,Grigore&marinescup,2014). Economic development represents ‘the process of
structural transformation of an economy towards a modern, technologically advanced
economy based on services and manufacturing. In order words economic development
refers to sustainable improvement in the material well- being of a society, as measured
for instance by GDP per capital, GDP growth productivity and employment”
(Naude,2011). Literally, economic development can be defined as “passage from
lower to higher stage which implies change”. It includes improvement in materials
welfare especially for persons with the lowest incomes, the eradication of mass
poverty with its correlates of illiteracy, disease and early death, changes in the
composition of inputs and output that generally include shifts in the underlying
structure of production away from agricultural towards industrial activities, the
organization of the economy in such a way that productive employment is general
among working age population rather than the situation of a privilege minority. Thus,
economic development can be achieved through entrepreneurship which involves
empowering the people to create jobs and enhancing nation building. More so, it is the
entrepreneur who shifts economic resources out of an area of lower productivity and
moves them into an area of higher productivity. Equipping an individual with the
necessary skill to become an entrepreneur is very necessary to growth of the nation.
xxxvii
The importance of skills acquisition in Nigeria cannot be over emphasized. And for
Nigeria to be economically self-reliant, we must necessary diversity our economy and
as well encourage youth to embrace self- employment through skills acquisition,
entrepreneurship, self-reliance and financial empowerment. The following are
importance of skill acquisition

 Reduction in the level of unemployment in the country

 Acquisition of Functional Literacy by all
 Reduction or elimination of joblessness
 Self Employment; A skill acquired man is a self – employed man
 Crime rate reduction: skill acquisition reduces the crime rate in various
countries. People with skills often think about how to make money and not how
to steal. They are engaged with something rather than being idle. When
someone has a skill to trade, he misses the chance of engaging in anti-social
behaviors.
 Elimination of hunger and poverty.
 Employment Opportunities: many governments are still finding it difficult to
provide jobs for the citizens because the citizens are lacking important skills
they need. Anyone with a skill is able to employ and provide job opportunities
for others.
 It facilitates the process of nation – building and development Improved quality
life.

 People become increasingly aware of practices that help to improve life

expectancy. People learn how to obtain help and information quickly. The feat
performed by the computer and related items helps man to appreciate the
immense potential of human capacity.(Diigbo, 1989)

Youth Involvement in Skills Acquisition

xxxviii
 A number of out of school youth are observed to join vocational training centers
but after a short while they loiter around the city centers and are idle. The notion of
youth empowerment implies a deliberate commitment of government to involve the
youth in the socio-economic and political development of the nation. Unfortunately
despite the continuous ‘youth agenda’ propaganda, nothing has been achieved since
independent. Most of the hundred of skills acquisition programme in the country are
disconnected from the evolution of the labour market demand as well as the societal
evolution of the country. The fundamental reason for low level of youth involvement
in skills include: policy in consistency and the lack of disciplined planning process
(Dakore, 2017).

Edozien and Omotade (2018) there are army of unemployed, underemployed

and unemployable youth that threaten both national stability and security. The country
is faced with the reality of what to do with them and for them. Most importantly we
have neglected technical and vocational education for far long. The discrimination that
polytechnic graduate still suffer after graduation is because many technical schools
have been converted to regular school; to produce all sort of ‘certificates’. Akutu
(2017) says with the labour market so uncertain and saturated, people looking for
employment are not finding things easy. But tertiary institutions in the country keep
churning out thousands of graduate every year, which have to compete with seasoned
professionals for jobs that are simply not there. So what some parents do is to equip
their children by encouraging them to acquire some skills. The idea is that with such
skills which are often non-academic, these youth will not have to depend solely on
white-collar jobs that are non-existent.

Soriyan (2017) says parents should let their children be introduced to the world
of work by letting them know the importance of responsibilities in life ‘By getting
children involved in house chores and letting them earn rewards, parent should make a
living by productive contributions. They should also let them see how their own

xxxix
parent contributes at work bring solution, meet the needs of others and provide means
of income for the family. Fowobaye (2016) the basic skills parents should encourage
their children to learn include: shoe and bag making, hair dressing, fashion design,
photography, cosmetology, make-up, barbing and catering. It is definitely a step in the
right direction. Even with white-collar job, it is wiser to have multiple stream of
income. As education is not just about academics. A child has to have wide set of
skills. Picking up skills also helps to identify a child’s gift and talent.

Effectiveness and Implementation of Skills Acquisition Programme Objectives

The effectiveness of every programme is evaluated on the basis of the

attainment of the programme’s goals and objectives with respect to the expected effect
or impact of the program upon the target people or area. Effectiveness simply refers to
the grade or level to which the expected products, effects and impacts of a programme
are achieved (Ousman,2007). It is relative, and when viewed with respect to human
resources development (which is the fundamental purpose of skill Acquisition),
effectiveness must be determined with respect to the goals of the programme being
examined (FAO, 2002). Skills Acquisition Training Programme is an Adult education
programme which is designed to impact various skills on the participants, and meet
immediate needs such as jobs, self-reliance and curb restiveness among youths. This
is a training programme that empowers participants to acquire skills in the area of hair
dressing, fashion design, bead making and among others. Effective Planning and
execution of Skills acquisition training programme would boast economic
development and empower youths with relevant skills and knowledge necessary for
job creation. It would further divert the attention of youth from violence to economic
development ventures.

Programme Implementation is about operationalizing a program.

Implementation includes the specifics of who, what, where, and how a programme is
established and run. Effective implementation is more than a contributing factor in
xl
setting initiatives up for success. Research has demonstrated that quality of
implementation contributes significantly to outcomes If a programme is poorly or
even moderated well implemented, it is likely that its goals will not be achieved or
that the result will be less significant (Durlak, 2011). When implementation is high
quality, success is more likely. Programs that are effectively implemented stand a
better chance of achieving intended out comes and producing positive results.
Berman and McLaughlin (2001) see implementation as an organization process that
implied interaction between the project and its setting. They identified three of
interaction as follows:

 Mutual adaption or adaption of both project design and institutional setting

 Non – implementation or non- adaption on the part of either project or setting
 Co-operation or project adaption to the indifference and resistance to change
on the part of project participant themselves.
White (2004) opined that the implementation stage of any educational
programme contends with practical obstacles which may make impossible the
actualization of intended goals and objectives. He pointed out that such problems
as shortage of teachers, absence of suitable textbooks, and absence of necessary
equipment insufficient funds poor organization abilities in effective management
and supervision may adversely affect the successful implementation of a
programme. Berman and McLaughlin (2001) identified measures of the
effectiveness of a project implementation. These are:

 Perceived success or the relative extent to which project participant believes

that goals were achieved.

 Change in behavior and administrator behaviors as perceived by participant

 Fidelity of implementation or the extent to which the project was implemented

as originally planned.
xli
 They identified the following as factors that effects successful implementation
of a project these are project characteristics, the institutional setting and federal
policies. By project characteristics they referred to the educational treatment resource
level, scope of proposed change and implementation strategy. The observed that, the
same programme installed in a locality in different schools having comparable student
and staff characteristics was implemented in different ways at each site, because the
treatment is generally adapted and alternatively by the schools during implementation.

State of Youth Unemployment and Its Consequences

Unemployment or joblessness by the international labour organization (1982)

occurs when people are without job. Fajana (2000) refer to it as a situation where
people who are willing and capable of working are unable to find suitable paid
employment. Patterson,Okafor and Wiliam (2006) see unemployment as a situation in
which people willing to work at the prevailing wage rate are unable to find jobs it is
one of the macro economic problem which every responsible government is expected
to monitor and regulate. Unemployment is one of the developmental problem that
faces every developing economy in the 21st century , and Nigeria is not exempted its
impact is felt more by the youths, leading to youth empowerment.

Omoh (2012) observed that unemployment is a global trend but occurs mostly
in developing countries of the world with attendant, social, economic, political, and
psychological consequences. Nigeria unemployment can be grouped into two
categories: the older unemployment who lost their jobs through retrenchment,
redundancy, or bankruptcy: and the younger unemployed who have never tasted what
is to be employed. Onah (2001) describe youth empowerment as the conglomerate of
youths with diverse background, willing and able to work, but cannot find any.
According to statistics from the main power board and the federal bureau of statistics,
Nigeria’s has a youth population of 80 million, representing 60% of the total

xlii
 population of the country. 64 million of them unemployed, while 1.6 million and
under-employed. The National youth Development Policy (2001) asserts under that
the youth are the foundation of the society, their energies, inventiveness, character and
orientation defined the pattern of development and security. The policy defines youth
as people aged between 18 and 35 and they constitute all young males and females
aged 18-35, which are the citizen of Federal Republic of Nigeria. Roberts (2007)
opines that to realize the potentials of youths as the engine of (poverty alleviation and
social-economic) development, government have a salient role to play in addressing
these obstacles and facilitating a successful transition to adulthood through pursuit of
programmes and policies that alleviate poverty and expand opportunities for
employment.

An unwholesome aspect of youth unemployment and underemployment in Africa

is visible ‘idleness’ where youth congregate at bars and eating places to drink or
converse or smoke marijuana(Chigunts,2012).Such places encourage the development
of street gangs and criminal activities. In general, large scale unemployment among
youth is encouraging the development of “street- youth” in [Link] street Youth
in Nigeria towns and cities, denied of legitimate means of livelihood, grow up in a
culture that encourages criminal behavior. Some have become drunkards; others are
on drugs such as marijuana. Unemployed youth roaming the streets have been
given .various names in different Nigeria cities, such as” Area Boys” or Agbero in
Benin City, Edo state. Youth Unemployment in Nigeria has also promoted
“gangsterism” Many youth now run criminal enterprises engaged in violence, armed
robbery, car snatching, kidnapping, illegal fuel sales, illegal importation of arms.
Omen (2012) argued that urban society in Nigeria is becoming increasingly criminal,
especially with the proliferation of youth gangs. Among young women, lack of
employment opportunities has contributed to increasing feminization of poverty all
over Nigeria. It has also encouraged prostitution as a means of survival in several
Nigeria towns and cities. Further more, it has encouraged trafficking in women and
xliii
girls across international boarders to engage in prostitution. Women migrants
trafficked to Western Europe in Africa came mainly from Ghana, Nigeria and
Morocco (Taylor & Aghastise, 2002).

Summary of Reviewed Literature

In this summary of Literature, the study has been reviewed under the basic
issues related to the topic of this study. Unemployment is one of the developmental
problems that faces every developing economic. Nigeria is not exempted , its impact
is felt more by the Youth. Thus, skill acquisition helps to reduce unemployment and
social vices in the society. Most researchers have evaluated some programmes such as
Universal Basic Education (UBE) programme, N. C.E programmes, N.T.I
programmes and University programmes. For example Obineche (2012) Evaluated the
effectiveness of teaching practice amongst students in Edo State College of Education
and Omigie (2006) investigated the causes of strike and its effects on students’
academic performance in Lagos State University.

To the best of the researcher’s knowledge, few studies carried out are: how
unemployment problem is tackled through skills acquisition in Akwa Ibom State
(Egong & Ekong, 2016), how skills acquisition was used as a tool for poverty
reduction in Bayelsa State (Donjor, 2011) and Evaluating the effectiveness of the
National Youth employment and vocational skills acquisition programme in
Midwestern Nigeria (Omoruyi & Osunde, 2004). But no study has been on assessment
of the effectiveness of skills acquisition training programme in Benin City. Thus, this
is the gap the researcher intends to fill.

CHAPTER THREE

xliv
 METHODOLOGY

In this chapter, the methodology of the study will be discussed under the
following sub-headings:

- Design of the Study

- Population of the Study
- Sample and Sampling Techniques
- Research Instrument
- Validity of the Instrument.
- Reliability of the Instruments
- Method of Data Collection
- Method of Data Analysis

Design of the Study

This study will employed a descriptive survey research design. A descriptive
survey is that in which the researcher collects data from a large sample drawn from a
given population and describes certain characteristics of the sample as they are at the
time of study (Nwankwo, 2016). Also according to Ukwuije and Obowu (2012)
“descriptive survey also employ the use of samples to represent the entire population
and uses data collection techniques such as questionnaire. The study is a descriptive
survey because the researcher will collect data from a large sample of respondent and
findings will be generalized to the entire population.

xlv
 Population of the Study

The total population of the study consists of five hundred and thirty one (531).
Comprising five hundred (500) trainees, twenty five (25) trainers, and six (6)
principals of six skills acquisition training centres in Benin City. The six skills
acquisition centres are indicated in table 1 below:

Table 1: List of Skills Acquisition Centres in Benin City.

Skills Acquisition Centres No. of Trainees No of Trainers

1. Youth scheme acquisition centre (NDE/ NYCN) 180 5

2. Oredo skill acquisition centre 30 3

3. Edo state skill acquisition centre 150 5

4. Idia Renaissance and youth resource centre 80 5

5. Rural youth skill acquisition centre 40 4

6. Agency for Adult and non-formal Education centre 20 3

Total 500 25

Sample and Sampling Technique

The sample size consists of a total of two hundred and eighteen one (281)
respondents comprising 250 trainees, 25 trainers and 6 principals. The sampling
technique used for this study is proportionate sampling technique of 50% of trainees
of each centres, all the trainers and principals of the six skills acquisition centres will
be used.

xlvi
Table 2: Percentage Break down of Sampled Trainees

Skills Acquisition Centres No. of Trainees 50% Break down

of Sampled Trainees

1. Youth scheme acquisition centre (NDE/ NYCN) 180 90

2. Oredo skill acquisition centre 30 15

3. Edo state skill acquisition centre 150 75

4. Idia Renaissance and youth resource centre 80 40

5. Rural youth skill acquisition centre 40 20

6. Agency for Adult and non-formal Education centre 20 10

Total 500 250

Research Instrument

A questionnaires will be used for data collection. Three questionnaires which

consists of the trainees, trainers and principals will be used. The questionnaire was
divided into two sections, A and B; section A seeks bio-data or demographic data of
the trainers, the trainees and the principals. Section B dealt with twenty items which
required trainees to respond to four point likert – type scale ranging from strongly
agree, agree, disagree to strongly disagree

Validity of the Instrument

The instrument was validated by the researcher’s supervisor and two lecturers
in the department of educational evaluation and counselling psychology faculty of

xlvii
education, University of Benin. The corrections indicated by the experts were effected
in the final draft.

Reliability of the Instrument

To establish the reliability of the instrument, the Cronbach Alpha reliability was
used. The questionnaire was administered to 20 trainees randomly selected. A
reliability coefficient of 0.80 was obtained. Which shows that the instrument is
reliable. However, reliability coefficients were not established for the instruments
designed for the trainers and principals as check lists were designed for them.

Method of Data Collection

The questionnaire was administered to the respondent with the assistance of two
research assistants. Copies of the questionnaire were retrieved from the respondents
immediately after completion.

Method of Data Analysis

The data that will be obtained will be analyzed using descriptive statistics.

xlviii
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APPENDIX A
TRAINEES QUESTIONNAIRE

UNIVERSITY OF BENIN
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL
EVALUATION AND COUNSELLING PSYCHOLOGY
Dear Respondent,

This questionnaire is on the “Assessment of effectiveness of skill acquisition

training programme of Edo state government on trainee in Benin City”. I would
greatly appreciate if you would respond frankly to all the questions raised here. Any
information given will be treated with strict confidentiality.

Please tick against the responses you have chosen for each question asked.
lv
 Thanks.

Section A: Demographic Data

1. Sex : Male[ ] female [ ]

2. Age: below 20[ ] 20-30[ ] 30 & above[ ]
3. What department do you belong to: computer[ ] catering[ ]
hairdressing[ ] fashion design and tailoring[ ] bead making[ ] others[ ]

Section B:

Instruction: please for the following, indicate the extent to which you agree or
disagree by ticking the appropriate cell using the following keys:

SA: - Strongly Agree

A: Agree
D: Disagree
SD: Strongly Disagree

S/N ITEMS SA A D SD
1 The needed equipment and tools are always
available
2 The facilities in the training centers are
outdated and in very bad shape

3 The equipment and tools are not enough to go

round the trainee during practical
4 We have facilities and equipment in the training

lvi
 centers
5 The facilities and equipment are adequate

6 We all have access to facilities as for practical

training
7 Most of our learning facilities are bad

8 We are engaged with more of theoretical

trainings than practical trainings
9 Practicals are regularly carried out during the
training exercise
10 The number of times we engage in practical
work is not sufficient for effective training

11 Our training is more of theories

12 We are only engaged with practical trainings in

the program

13 A certificate in my course of study guarantee a

better life for me through employment

14 A lot of people that I know who have

graduated from this skills acquisition centre are
already working
15 From the training I have acquired so far, I will
not find job placement difficult.

16 Job opportunities are opened to every trainee in

this Programme

lvii
17 From the training I have been exposed to in this
centre, I will be able to make money easily
without being employed by anybody.

18 The programme will enhance my social status

and give me a sense of belonging.

19 Government officials visit and supervise the

training programme regularly

20 I know some beneficiaries of this skill

acquisition who have people working under
them

APPENDIX B
.
TRAINERS QUESTIONNAIRE

UNIVERSITY OF BENIN
DEPARTMENT OF EDUCATIONAL
EVALUATION AND COUNSELLING PSYCHOLOGY
Dear Respondent,
This questionnaire is on the Assessment of effectiveness of skill Acquisition
training programme of Edo State government on trainee in Benin City”. I would
greatly appreciate if you would respond frankly to all questions raised here. Any
information given will be treated with strict confidentiality.
lviii
 Please tick against the responses you have chosen for each question asked.
Thanks for your anticipated co-operation.
Section A: Demographic Data
1. Sex: male[ ] female [ ]
2. Area of specialization: computer [ ] Catering [ ] cosmology[ ] fashion design and
tailoring [ ] bead making [ ] others [ ]
3. What group of trainees are you assigned to train: computer[ ] hairdressing[ ]
catering [ ] cosmology[ ] fashion design and tailoring[ ] bead making
others [ ]
4. Indicate your position: supervisor[ ] co-coordinator[ ] trainer[ ] others[ ]
5. Educational Qualification: SSCE[ ] OND[ ] HND[ ] others[ ]

APPENDIX C

PRINCIPALS QUESTIONNAIRE

UNIVERSITY OF BENIN
DEPARTMENT OF EDUCATIONAL
EVALUATION AND COUNSELLING PSYCHOLOGY

Dear Respondent,
This questionnaire is on the Assessment of effectiveness of skill Acquisition
training programme of Edo State government on trainee in Benin City”. I would
lix
 greatly appreciate if you would respond frankly to all questions raised here. Any
information given will be treated with strict confidentiality.
Please tick against the responses you have chosen for each question asked.
Thanks for your anticipated co-operation.
Section A: Demographic Data
1. Sex: male [ ] female [ ]
2. Educational Qualification: SSCE [ ] OND [ ] HND [ ] [Link] [ ]
[Link] [ ] others [ ]

Section B
Instruction: please kindly indicate the different trainings that are available in your
centre and the number of trainees and trainers in each section.

1. Name of training Number of trainers Number of trainees

a. Hairdressing
b. Catering
c. Fashion design
d. Cosmology
e. Bead making
f. Welding and fabrication
g. Photography
h. Make up/manicure
Pedicure
i. Bag making

2. Are trainers always present and accessible to trainees? Yes [ ] No [ ]

lx
lxi