CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Skills are what an individual possesses which may be learnt
informally and/or on-the-job. Skill Gap is the difference in the skills
required on the job and the actual skills possessed by the staff. A
Skills Gap arises when a worker does not have all the skills necessary
to do the job effectively. Therefore, skills gaps refer to the
situation where an industry has workers but they are not skilled enough
to meet the organizations’ objectives (Jean, 2003).
The building industry is growing but it seems the
stock of competent skilled construction workers has dwindled (Odusami
& Ene, 2011). A skill gap is the shortage in performance. It is
the difference between what is required or expected and what we
actually get. Put in another way a skill gap is the required
performance minus the present performance. Hence it is also called the
performance gap. Basically, a skills gap or performance gap is the
difference between the actual or present performance and the optimal or
future performance.
Vocational training is an educational training
which encompasses knowledge, skills, competencies, structural
activities, abilities, capabilities and all other structural
experiences acquired through formal, on-the-job or off-the job which is
capable of enhancing recipients opportunity for securing jobs in
various sector of the economy or even enabling the person to be
self-dependent by being a job creator. Federal Republic of Nigeria
(2004) opined that vocational training is an aspect of the educational
process involving, in addition to general education, the study of
technologies and related sciences and the acquisition of practical
skills, attitudes, understanding and knowledge relative to occupations
in the building sector. Manfred and Jennifer (2004) advocated that
vocational training comprises all more or less organized or structured
activities that aim at providing people with the knowledge, skills and
competencies necessary to perform a job or a set of jobs whether or not
they lead to a formal qualification. These definitions show that the
relationship between vocational training and skill development towards a
sustainable building industry in Nigeria. Common indicators of Skills
issues are poor workmanship and building failure. Nigerian cities with
the exception of the enclave of the rich and powerful are characterized
by poor quality structures, poor layout and streets access, lack of
essential utility services, inadequate security, and social services
(Alemika, 2010). Apparently, deficiencies exist between the skills of
vocational workers and those required to meet the needs and
expectations of employers in the Building sector which prompt the
researcher to examine the role of vocational training in bridging the
skill gap that exist in building industry in Nigeria. The skill gap in
the Nigeria building industry can be attributed to the dwindling stock
of competent skilled construction workers and the influx of unskilled,
inefficient and dissatisfied workers who see the building sector as a
last resort (ITF, 2014). Adequate and effective vocational training in
Nigeria can meet the highly skilled human resource need in the Nigerian
building industry. Skill needs in building sector includes building
drawing skills, surveying, landscaping and site preparation skills,
foundation skills, ability to use machines for construction, ability to
use hand tools for practical work, brick and block laying skills,
roofing skills, masonry skills in building, concreting and
reinforcement skills, carpentry and joinery skills, final finishes
skills and plumbing skills. In recent times, the government of Nigeria
through the Federal Ministry of Lands, Housing and Urban Development
has shown concern about the present dearth of skilled artisans and
craftsmen in the building construction industry. They asserted that
artisans and craftsmen constitute an important component of the value
chain in housing delivery and essential for the production of
well-built, good quality and durable housing on a greater scale across
the country. The ministry is using two vocational training centres
located in Lagos state to upgrade the skills of this category of
tradesmen. The ministry recently completed the renovation and upgrading
of its facilities at the Harvey road, Yaba-Lagos training centre and a
school of Architectural and Building Technicians is being constructed
in Kuje, in the FCT. Efforts are being made by the Nigeria Federal
government to establish six more skills acquisition/ vocational
training centres in different parts of the country, as well as
undertake a review of the curricula for artisan and vocational training
in conjunction with relevant institutions.
1.2 STATEMENT OF THE PROBLEM
Apart from skill obsolescence that occurs over time in the
Nigerian building industry, there are other factors that cause skill
gaps which an effective vocational training would have curtailed. A
major factor is the changing pattern of working in building industry.
The current trends in the world of work such as globalization,
commercialization, flexi-hour, deregulation, outsourcing, contract
work, homework and freelancing have led to marked changes in industry
structure. New definition, new meaning, and new application of
knowledge drive all these changes. New forms of work structures which
are flexible, adaptable, less hierarchical, and multi-skilled and which
encourage continuous learning are becoming sources of competitive
advantage in the building industry. International competition for
jobs and workers has also intensified, leading to the global talent
hunt for innovation-driven knowledge workers. However, the researcher is
examining the role of vocational training in bridging these skill gaps
that exists in the Nigerian building industry.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the role of vocational training in bridging the skill gap that existed in Nigerian building industry.
- To identify the skill gaps in the Nigerian building industry.
- To examine the effectiveness and adequacy of vocational training in Nigeria.
1.4 RESEARCH QUESTIONS
- What is the role of vocational training in bridging the skill gap that existed in Nigerian building industry?
- What are the skill gaps in the Nigerian building industry?
- What is the effectiveness and adequacy of vocational training in Nigeria?
1.5 HYPOTHESIS
HO: Vocational training has not bridge the skill gap in Nigeria building industry.
HA: Vocational training has bridge the skill gap in Nigeria building industry.
1.6 SIGNIFICANCE OF THE STUDY
The following are the significance of this study:
- The outcome of this study will educate the general public,
government and policy makers on the level of vocational training in
Nigeria and also the skill gaps that existed in the Nigeria building
industry considering the role of vocational training.
- This research will also serve as a resource base to other
scholars and researchers interested in carrying out further research in
this field subsequently, if applied will go to an extent to provide
new explanation to the topic.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study on the role of vocational training in bridging skill
gap in the building industry in Nigeria will cover the successes and
failure of buildings and other structures in Nigeria has a reference in
ascertaining the level of competency of Nigeria builders. It will also
cover the structure of vocational training in Nigeria.
LIMITATION OF STUDY
Financial constraint- Insufficient fund
tends to impede the efficiency of the researcher in sourcing for the
relevant materials, literature or information and in the process of
data collection (internet, questionnaire and interview).
Time constraint- The researcher will
simultaneously engage in this study with other academic work. This
consequently will cut down on the time devoted for the research work.
1.8 DEFINITION OF TERMS
Skill: the ability to do something well; expertise.
Training: the action of teaching a person or animal a particular skill or type of behaviour.
Vocations: A regular occupation, especially one for which a person is particularly suited or qualified.
REFERENCES
Alemika, O. (2010, February 17:34). Revamping Technical Vocational Education. Daily Champion.
Federal Republic of Nigeria (2004). National policy in Education (4th ed.) Lagos. NERDC Press
Jean C. B. (2003). Education and Vocational Training, a
Mainstream for All Groups across All Member States. A paper presented
at the conference Impulses for European Employment Policy, impulses for
Germany BMWA.
Manfred, T and Jennifer, W. (2004). Vocational Education and Training key to the Future. Greece: Colibri Ltd.
Odusami, E.D. & Ene, G.C. (2011). Constructivism: the
Career and Technical Education Perspectives. Journal of Technical and
Vocational Education, 6(1), 78-92.