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Perception of Lecturers on Optimizing Vocational and Technology Skills to Mitigate

Youth Migration in Nigeria
By
SAUE, BARITULE PRINCE Ph.D
Department of Metalwork Technology Education,
Federal College of Education (Technical) Akoka, Lagos State
[email protected]

Abstract
The study examine the perception of lecturers on optimizing vocational and technology skills
to mitigate youth migration in Nigeria. Specifically, the study sought to determine the
perception of lecturers on fine and applied arts skills, technical skills and home economics
skills required to mitigate youth migration in Nigeria. Three (3) research questions were posed
to guide the study and three (3) null hypotheses were formulated to guide the study and tested
at 0.05 level of significance. Descriptive research design was adopted for the study. The
population of the study comprised was One Hundred and Seven-Three (173); comprising (122
males and 51 females) VTE lecturers in Lagos State. The entire population of the study was
used since it was a manageable size. The instrument titled “Optimizing of Vocational and
Technology Education (OPVOTE)” was designed on a 5- point Likert scale of Very Highly
Perceived (VHP), Highly Perceived (HP), Perceived (P), Not Perceived (NP) and Highly Not
Perceived (HNP) having ordinal values of 5,4,3,2 and 1 respectively. Three (3) experts
validated the instrument while Pearson Product Moment Correlation (PPMC) was used to
determine the reliability of the instrument which yielded a coefficient of 0.74 after a test-retest
which lasted for 3 weeks. Mean and standard deviation was used to answer the research
question while t-test was used to test the hypotheses. The study found that vocational and
technology education lecturers highly perceived that fine and applied arts skill, technical skills
and home economics skills are required to mitigate youth migration in Nigeria. The study
therefore recommended that fine and applied art skill, technical skill as well as home economics
skills should be optimized with recent practically–oriented skill than just theory across all
levels of education in Nigeria.

Keywords: Skill, Vocational and Technology, Youth and Migration

Introduction something, especially knowledge, a skill, etc.

Skill is the capacity to do something well. From the above definition one can deduce
Skills are usually acquired or learned as skill acquisition as the act of gaining
opposed to abilities which are often thought proficiency, expertise and experience through
of as innate. It is great ability or proficiency; learning, training and practice. Uranta and
expertness that comes from training, Nlerum, (2017) stressed that skill acquisition
practices, etc. It is a demonstrated personal is an important aspect in all human
attribute and ability to apply knowledge and endeavours and one’s survival in life depends
competence (Okafor, 2010). Hornby (2010) largely upon what one does with the
defined “acquisition as” the act of getting knowledge acquired as personal skills. Skills

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acquisition training is an adult education where the migrant returns to their original
programme which is intended to infuse place of habitation after achieving their goal.
different skills into the participants, and It may also be permanent when the migrant
address immediate issues, for example, decides to remain in the migrated place or city
employments, independence and control or country after achieving the goal. Migration
restiveness among young people. Likewise, can be beneficial to the individuals’ families,
Magbagbeola (2004) cited in Idoko (2014) communities and Nigeria as a country.
posited that skill acquirement requires the Vocational and technology education can be
gathering of various abilities that enhance described as an education that prepares
task execution through the coordination of individuals to be able to work in a trade or a
both theoretical and practical form of craft as a technician. This education is
knowledge including vocational training. sometimes referred to as career education.
Youth migration in the contemporary Nigeria Abdullahi (2011) posited that technical and
is propelled by many factors. It is important to vocational education and training is an
note that migration is one of the many drivers essential part of development for any nation
of social change. Migration is the movement to grow economically. Abdullahi further
from one geo-political region to another, or added that most Nigerian youths have, before
the movement of people from one country to now, been of the idea that the traditional four-
another (Anyanwu & Erhijakpor, 2010). to-five-year university degree is the only
Migrants mobilise social and cultural value essential tool needed for self-empowerment.
exchange between societies which affects Technical and vocational education is an
societies as they struggle to maintain a aspect of education that leads to acquisition of
cohesive society. Migration creates a social practical and applied skills as well as basic
dynamic that affects the migrants, those left scientific knowledge (Federal Republic of
behind and those they are meeting (Isiugo- Nigeria, 2004 cited in Wordu & Saue, 2023).
Abanihe & IOM, 2014). Youth migration This idea of vocational training skill
could mean leaving one’s geographical acquisition is being addressed as quite a
location to another one within the same handful of graduates and post-secondary
country or leaving one’s home stead and students seek to embrace vocational education
settles in another location within the same and skill acquisition as an avenue to deal
geophysical location or geopolitical region decisively with unemployment and unholy
(internal migration) or leaving one’s country dependence on white collar jobs. Vocational
to another country (external or international education as the name implied, deals with
migration). It can be temporal; and this is various discipline undertaken in Nigerian

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tertiary educational system, such discipline (2013) sees Home Economics as one subject
include agricultural science, fine and applied that is empowering families through
arts, technical education, home economics education of persons for family life,
among others. promoting goods and services, maximizing
potentials, productivity and assisting families
Technical and vocational education is
to adapt to changes and re-arranging future
designed to offer training to improve
life. Home economics education as practical
individual’s general proficiency in relation to
skill course with global importance has many
their occupations. Technical and vocational
areas of specialization; such as foods and
education is the foundation of nations’ wealth
nutrition, clothing and textiles, home
and development. It is a type of education that
management, child development, among
is meant to produce semi-skilled, skilled and
others. The relevance of Home Economics in
technical manpower necessary to restore, re-
promoting productivity and maintaining
vitalize, energize, operate and sustain the
competitiveness globally cannot be
national economy and substantially reduce
overemphasized. Abanyam, et al. (2016)
unemployment (Ogundola, et al, 2010).
stressed the increasing joblessness among
Fine and Applied Arts is one of the vocational
graduates who supposed to create jobs for
subjects that are being approved to be taught
themselves and other persons alike. The goal
at all level of education in Nigeria. Agbolor,
Home Economics as a subject as enshrined in
et al. (2014) point out that fine and applied
the National Policy on Education is to train
arts course is a profession that has uplifted
and impact desirable skills to persons to be
and facilitated the development of man
relevant and self-reliant in the society. This
socially, practically, economically, culturally
goal according to Joe (2019) can be achieved
and educationally. This assertion is true
through teaching more desirable practical
because even since man started to pursue
skills that are relevant to meet the yearning of
development on earth art ideas and experience
the competitive present labour workforce.
in terms of exploring has been one medium
through which man has provided essential Statement of the Problem
amenities needed for him to survive promote Youths in every society form a significant
and preserve his cultural heritage. segment that cannot be ignored. They are
Home Economics as a subject deals with considered to be the future leaders and also
individuals, families, communities and the bedrock to sustainable development of
environment, their relationships and any nation. Youths according to Ojaleye
interaction for a successful society. Anyakoha (2005) are the most active and most energetic

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group of the country's population in whose Research Questions

hand lies the destiny of the nation. Nigeria as The following research questions were posed
we know is blessed with abundant and varied to guide the study
resources which portray it as a rich nation. But 1. What fine and applied arts skills
most times these resources are mismanaged, perceived by lecturers are required to
pushing the inhabitants (citizens) to very low mitigate youth migration in Nigeria?
standard of living and many to extreme 2. What technical skills perceived by
poverty. This has not only cause increased lecturers are required to mitigate youth
unemployment and hardship but also migration in Nigeria?
increased the rate of crime in various parts of 3. What home economics skills perceived
the country. In consonance with the above, by lecturers are required to mitigate
Adepoju (2015) in his study noted that there youth migration in Nigeria?
is a significant correlation between poverty
Hypotheses
and migration. Poverty in Nigeria is biting
Three (3) hypotheses were formulated to
hard and population keep increasing, citizens
guide the study at 0.05 level of significance.
are therefore forced to seek for various
HO1: There is no significant difference
strategies to survive, youths and adults citizen
between perception mean responses of
in Nigeria are forced to migrate for greener
male and female vocational and
pasture abroad. This study is therefore
technology education lecturers on fine
designed to find out how vocational education
and applied arts skills required for
can mitigate youth migration in Nigeria.
mitigating youth migration in Nigeria.
Purpose of the Study HO2: There is no significant difference
The purpose was to: between perception mean responses of
male and female vocational and
1. Determine the fine and applied arts skills
technology education lecturers on
required for mitigating youth migration
technical skills required for mitigating
in Nigeria as perceived by lecturers
youth migration in Nigeria
2. Examine the technical skills required for
HO3: There is no significant difference
mitigating youth migration in Nigeria as
between perception mean responses of
perceived by lecturers
male and female vocational and
3. Ascertain the home economics skills
technology education lecturers on home
required for mitigating youth migration
economics skills required for mitigating
in Nigeria as perceived by lecturers
youth migration in Nigeria

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Research Methodology three (3) experts; two (2) drawn from the
A descriptive survey research design was Department of Industrial Technical
adopted for the study. The population of the Education, Ignatius Ajuru University of
study comprised of one hundred and seven- Education Port Harcourt, and one (1) from
three (173) VTE lecturers of the four (4) Department of Vocational Technology
tertiary institutions offering vocational and Education University of Uyo Akwa Ibom
technology education in Lagos State, namely: State. To establish both face and content
Adeniran Ogunsanya College of Education, validity of the instrument, twenty (20) copies
Oto Ijaninkin; Fedaeral College of Education of the questionnaire were trial-tested among
(Technical), Akoka, Yaba College of vocational and technical eduction lecturers in
Technology, Yaba, and University of Lagos, department of Vocational Technology
Akoka. The entire population of lecturers Education, University of Uyo Akwa Ibom
were involved in the study. The instrument for State. This was done within a space of 3
data collection was a researcher’s designed weeks with the help of two (2) assistants;
questionnaire which comprised 30-items. The thereafter Pearson Product Moment
instrument titled “Optimizing of Vocational Correlation (PPMC) was used to calculate the
and Technology Education (OPVOTE)” was reliability coefficient which yielded .74. Data
designed on a 5- point Likert scale of Very collected for the study were analysed using
Highly Perceived (VHP), Highly Perceived mean and standard deviation. The null
(HP), Perceived (P), Not Perceived (NP) and hypotheses were tested at 0.05 level of
Highly Not Perceived (HNP) having ordinal significance using t-test. A criterion mean
values of 5,4,3,2 and 1 respectively. The value 3.5 used as the yardstick for decision
instrument for the study was validated by making.

Results

Research Question 1: What fine and applied arts skills perceived by lecturers are required to
mitigate youth migration in Nigeria?

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Table 1: Mean and Standard Deviation of VTE Lecturers’ Perception on FAA Skills
Required to Mitigate Youth Migration in Nigeria
Male Lecturers Female Lecturers
N=122 N=51
S/N Fine and Applied Arts Skills ̅1
𝑿 SD1 Rmk 𝑿̅2 SD2 Rmk
1 Sculpture 3.65 0.92 HP 4.19 0.97 HP
2 Painting 3.65 0.98 HP 3.58 0.81 HP
3 Graphics 3.92 0.86 HP 3.88 0.81 HP
4 Woodwork 4.15 0.82 HP 4.15 0.82 HP
5 Metalwork 4.03 0.79 HP 3.76 0.92 HP
6 Ceramics 4.20 0.83 HP 3.65 0.98 HP
7 Installation Art 3.76 0.92 HP 3.88 0.81 HP
8 Drafting 3.96 0.77 HP 4.04 0.95 HP

Average Mean 3.91 0.86 HP 3.89 0.88 HP

Source: Author (2024) Key: HP = Highly Perceived
Table 1 indicates that male lecturers’ opinion had a mean of 3.91 and a standard deviation of
0.86, while the female lecturers’ opinion had a mean of 3.89 and a standard deviation of 0.88
respectively. This means that VTE lecturers highly perceived that sculpture, painting, graphics,
metalwork, ceramics, installation arts and drafting skills are required to mitigate youth
migration in Nigeria.

Research Question 2: What technical skills are required for mitigating youth migration in
Nigeria?
Table 2: Mean and Standard Deviation of VTE Lecturers’ Perception on Technical Skills
Required to Mitigate Youth Migration in Nigeria
Male Lecturers Female Lecturers
N=122 N=51
S/N Technical Skills ̅1
𝑿 SD1 Rmk ̅2
𝑿 SD2 Rmk
1 Automobile 3.65 0.92 HP 3.96 0.77 HP
2 Refrigeration and Air-conditioning 4.29 0.84 HP 4.20 0.83 HP
3 Electrical/Electronic 4.15 0.82 HP 3.76 0.92 HP
4 Metalwork 4.10 1.04 HP 3.65 0.98 HP
5 Woodwork 4.15 0.82 HP 3.92 0.86 HP
6 Building 4.04 0.95 HP 4.10 1.04 HP
7 Tiling 4.22 0.74 HP 3.88 0.81 HP
8 Winding and rewinding of coils 4.03 0.79 HP 4.02 0.93 HP
9 Welding and Fabrication 3.88 0.81 HP 3.94 0.85 HP
10 Drafting 4.15 0.82 HP 4.03 0.81 HP
11 Panel beating 4.10 1.04 HP 3.96 0.77 HP
12 Furniture-making 3.88 0.81 HP 3.65 0.92 HP
Average Mean 4.05 0.86 HP 3.92 0.87 HP
Source: Author (2024) Key: HP = Highly Perceived

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Table 2 indicates that male lecturers’ opinion had a mean of 4.05 and a standard deviation of
0.86, while the female lecturers’ opinion had a mean of 3.92 and a standard deviation of 0.87
respectively. This means that VTE lecturers highly perceived that automobile, refrigeration and
air-conditioning, electrical/electronic, metalwork, woodwork, building, tiling, winding and
rewinding of coils, welding and fabrication, drafting, panel beating and furniture-making skills
are required to mitigate youth migration in Nigeria.

Research Question 3: What home economics skills are required for mitigating youth
migration in Nigeria?
Table 3: Mean and Standard Deviation of VTE Lecturers’ Perception on Home
Economics Skills Required to Mitigate Youth Migration in Nigeria
Male Lecturers Female Lecturers
N=122 N=51
S/N Home Economics Skills ̅1
𝑿 SD1 Rmk 𝑿̅2 SD2 Rmk
1 Netting 4.03 0.79 HP 3.94 0.85 HP
2 Baking 4.29 0.84 HP 4.04 0.94 HP
3 Sewing/mending 4.19 0.97 HP 4.65 0.65 VHP
4 Budgeting 3.58 0.81 HP 3.92 0.86 HP
5 Setting Etiquette 4.04 0.94 HP 4.22 0.74 HP
6 Laundry servicing 4.65 0.65 VHP 4.04 0.95 HP
7 Cooking 3.63 0.84 HP 4.23 0.90 HP
8 Textile and cloth-making 4.23 0.90 HP 3.27 0.76 HP
9 Food and nutrition 4.20 0.83 HP 3.56 0.79 HP
10 Decoration/home furnishing 3.89 0.87 HP 4.13 0.67 HP
Average Mean 4.07 0.84 HP 4.00 0.81 HP
Source: Author (2024) Key: HP = Highly Perceived
Table 3 indicates that male lecturers’ opinion had a mean of 4.07 and a standard deviation of
0.84, while the female lecturers’ opinion had a mean of 4.00 and a standard deviation of 0.81
respectively. This means that VTE lecturers highly perceived that netting, baking,
sewing/mending, budgeting, setting etiquette, laundry, cooking, textile and cloth-making food
and nutrition and decoration/home furnishing skills are required to mitigate youth migration in
Nigeria.

Test of Hypotheses

Ho1: There is no significant difference between perception mean responses of male and female
vocational and technology education lecturers on fine and applied arts skills required for
mitigating youth migration in Nigeria.

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Table 4: t-test Analysis of VTE Lecturers’ Perception on FAA Skills Required for
Mitigating Youth Migration in Nigeria
Category of N ̅
𝑿 SD df P t-cal t-crit Decision
Respondents
Male 122 3.91 0.86
171 0.05 0.15 1.96 Accept
Female 51 3.89 0.88
Source: Author (2024)
Table 4 indicates that male lecturers’ opinion had a mean of 3.91 and a standard deviation of
0.86, while the female lecturers’ opinion had a mean of 3.89 and a standard deviation of 0.88.
The table further shows that the calculated t-value of 0.15 is less than the critical value of 1.96
at 0.05 level of significance. The stated null hypothesis is hereby accepted. This means that
there is no significant difference between the perception mean of male and female vocational
and technology education lecturers on fine and applied arts skills required for mitigating youth
migration in Nigeria.

Ho2: There is no significant difference between perception mean responses of male and female
vocational and technology education lecturers on technical skills required for mitigating
youth migration in Nigeria.

Table 5: t-test Analysis of VTE Lecturers’ Perception on Technical Skills Required for
Mitigating Youth Migration in Nigeria
Category of N ̅
𝑿 SD df P t-cal t-crit Decision
Respondents
Male 122 4.05 0.86
171 0.05 0.98 1.96 Accept
Female 51 3.92 0.87
Source: Author (2024)

Table 5 indicates that male lecturers’ opinion had a mean of 4.05 and a standard deviation of
0.86, while the female lecturers’ opinion had a mean of 3.92 and a standard deviation of 0.87.
The table further shows that the calculated t-value of 0.98 is less than the critical value of 1.96
at 0.05 level of significance. The stated null hypothesis is hereby accepted. This means that
there is no significant difference between the perception mean of male and female vocational
and technology education lecturers on technical skills required for mitigating youth migration
in Nigeria.

Ho3: There is no significant difference between perception mean responses of male and female
vocational and technology education lecturers on home economics skills required for
mitigating youth migration in Nigeria.

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Table 6: t-test Analysis of VTE Lecturers’ Perception on Home Economics Skills

Required for Mitigating Youth Migration in Nigeria
Category of N ̅
𝑿 SD df P t-cal t-crit Decision
Respondents
Male 122 4.07 0.84
171 0.05 0.06 1.96 Accept
Female 51 4.00 0.81
Source: Author (2024)
Table 6 indicates that male lecturers’ opinion had a mean of 4.07 and a standard deviation of
0.84, while the female lecturers’ opinion had a mean of 4.00 and a standard deviation of 0.81.
The table further shows that the calculated t-value of 0.06 is less than the critical value of 1.96
at 0.05 level of significance. The stated null hypothesis is hereby accepted. This means that
there is no significant difference between the perception mean of male and female vocational
and technology education lecturers on home economics skills required for mitigating youth
migration in Nigeria.
mean of male and female vocational and
Discussion of Findings
technology education lecturers on fine and
Table 1 indicates that male lecturers’ opinion
applied arts skills required for mitigating
had a mean of 3.91 and a standard deviation
youth migration in Nigeria. This finding is
of 0.86, while the female lecturers’ opinion
supported by Lawal (2014) who
had a mean of 3.89 and a standard deviation
acknowledged that most researchers support
of 0.88 respectively. This means that VTE
the claim that entrepreneurial endeavours
lecturers highly perceived that sculpture,
seem to contribute to job creation, economic
painting, graphics, metalwork, ceramics,
growth, and competitiveness.
installation arts and drafting skills are
Table 2 indicates that male lecturers’ opinion
required to mitigate youth migration in
had a mean of 4.05 and a standard deviation
Nigeria. Table 4 indicates that male lecturers’
of 0.86, while the female lecturers’ opinion
opinion had a mean of 3.91 and a standard
had a mean of 3.92 and a standard deviation
deviation of 0.86, while the female lecturers’
of 0.87 respectively. This means that VTE
opinion had a mean of 3.89 and a standard
lecturers highly perceived that automobile,
deviation of 0.88. The table further shows that
refrigeration and air-conditioning,
the calculated t-value of 0.15 is less than the
electrical/electronic, metalwork, woodwork,
critical value of 1.96 at 0.05 level of
building, tiling, winding and rewinding,
significance. The stated null hypothesis is
welding and fabrication, drafting, panel
hereby accepted. This means that there is no
beating and furniture-making skills are
significant difference between the perception

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required to mitigate youth migration in Table 3 indicates that male lecturers’ opinion
Nigeria. Table 5 indicates that male lecturers’ had a mean of 4.07 and a standard deviation
opinion had a mean of 4.05 and a standard of 0.84, while the female lecturers’ opinion
deviation of 0.86, while the female lecturers’ had a mean of 4.00 and a standard deviation
opinion had a mean of 3.92 and a standard of 0.81 respectively. This means that VTE
deviation of 0.87. The table further shows that lecturers highly perceived that netting,
the calculated t-value of 0.98 is less than the baking, sewing/mending, budgeting, setting
critical value of 1.96 at 0.05 level of etiquette, laundry, cooking, textile and cloth-
significance. The stated null hypothesis is making food and nutrition and
hereby accepted. This means that there is no decoration/home furnishing skills are
significant difference between the perception required to mitigate youth migration in
mean of male and female vocational and Nigeria. Table 6 indicates that male lecturers’
technology education lecturers on technical opinion had a mean of 4.07 and a standard
skills required for mitigating youth migration deviation of 0.84, while the female lecturers’
in Nigeria. The finding of the study is in opinion had a mean of 4.00 and a standard
congruence with Igrubia and Saue (2022) deviation of 0.81. The table further shows that
whose study indicated that ability to identify the calculated t-value of 0.06 is less than the
the components/parts of LCD TV, time critical value of 1.96 at 0.05 level of
controller board removal and installation, significance. The stated null hypothesis is
fixing faults in inverter board, removal and hereby accepted. This means that there is no
installation of main board, screen removal and significant difference between the perception
replacement, fixing faults in the control mean of male and female vocational and
board, repair of USB connectivity are technology education lecturers on home
technical skills required of electronic students economics skills required for mitigating youth
in repairing LCD television in polytechnic in migration in Nigeria. The finding of this study
Rivers State. Furthermore, this finding is in corroborates with the study of Eicker et al.,
line with Igrubia, et al. (2021) whose study (2016) and Lolwana, (2016) who noted that
identified painting, masonry, tiling, in countries where youth unemployment is
interlocking, wall screening, plaster of paris high due to the lack of employability skills
(pop), design and installation of balusters and and skills mismatch, VET programmes and
building drawing and interpretation skills as skills development are used as a solution to
technical skills needed for sustainable the problem. The reason is that the training
development in tertiary institutions graduates delivery and learning approaches are practice-
in Rivers State.

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oriented to develop job-related skills and vocational education and training and
entrepreneurship education for self-
directed to the real world of work.
reliance in Nigeria. Journal of
Association of Vocational and
Conclusion Technical Educator of Nigeria
The present study shows a clear empirical (JAVTEN), 21(2), 265-273.
Abdullahi, S. M. (2011). Entrepreneurship
position or agreement of VTE lecturers on skills needed by TVET students for
how vocational and technology education can effective learning in technical colleges
of Northern Nigeria. Journal of Science,
mitigate youth migration in Nigeria. Hence, Technology, Mathematics and
there is no significant difference between the Education (JOSTMED), 7(2), 140 - 148.
Adepoju, A. (2015). National migration
perception mean of male and female policy. International Organization for
vocational and technology education lecturers Migration (IOM).
Agholor, J., Bagudu, I.G. & Idahosa, D.O.
on fine and applied arts skills, technical skills (2014). Teaching of fine / applied arts
and home economic skills required for education in Nigeria schools: prospects,
problems/ remedies for the realization
mitigating youth migration in Nigeria. of vision 20:2020. Journal of Global
Academic Group, 129(1). 345 – 354
Recommendations Anyakoha, E. U. (14th –17th May, 2013).
Positioning vocational and technical
Consequent to the findings of the study, the education on the vanguard of
following recommendation are made: sustainable economic development.
[Paper presentation]. Federal College of
1. Fine and applied art skill, technical skill Education (Technical) Asaba, Delta
as well as home economics skills should State, Nigeria.
Anyanwu, J. C. & Erhijakpor, E. O. (2010).
be optimized with recent practically– Do remittances affect poverty in
oriented skill than just theory across all Africa? African Development Review,
22(1), 51 - 91
levels of education in Nigeria Eicker, F., Haseloff, G. & Lennartz, B.
2. Government should as a matter of (2016). Vocational education and
training in Sub- Saharan Africa:
urgency, train and equip all vocational Current Situation and Development.
workshops and laboratories in GmbH & KG, Bielefeld.
Hornby, A. S. (2010). Oxford advanced
institutions of higher learning in Nigeria learner’s dictionary of current English.
3. Government at all levels should create Oxford University Press.
Idoko, C. U. (2014). Skill acquisition and
more vocational training centers of across youth empowerment in Nigeria.
the states to accommodate more youths in G.J.C.M.P. 3(1), 51 – 54
Igrubia, V. & Saue, B.P. (2022). Digital
saleable skills relevant in the workplace. electronics repair skills required of
polytechnics students for accelerated
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