28th Annual National Conference of NATT, ASABA DELTA STATE - 2015.

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 28th Annual National Conference of NATT, ASABA DELTA STATE - 2015.

A survey of the challenges to industrial development in Nigeria’s skill development effort in

Technical and Vocational Education and Training
1
Robert Ogbanje Okwori, PhD
2
Abutu Francis
3
Mohammad I.D. Chado, PhD
4
Asele Daniel Ewuga, PhD
1 & 2 Department of Industrial & Technology Education
Federal University of Technology Minna, Niger State, Nigeria.
3 School of Technical Education.
Niger State College of Education, Minna, Niger State, Nigeria.
4 Industrial Training Fund, Jos, Nigeria.
Correspondence Author: okworirobert@yahoo.com, GSM: +2348060966524.
Abstract
This study surveyed the challenges to industrial development in Nigeria’s skill development
effort in Technical and Vocational Education and Training using a 5-point scale questionnaire
on 275 randomly sampled respondents from North central Nigeria. Mean, standard deviation
and z-test statistics were used to analyze data collected at 0.05 level of significance. Findings of
the study revealed among others that the management is faced with challenges of poor
managerial skills; the instructors faced with the challenge of non availability of training
facilities to teach practical skills needed by industry while the trainees faced with challenge of
acquiring obsolete skills that cannot enhance industrial development. The study recommended
among others that all stakeholders should periodically organize practical training in the work
skills required by industry to enhance industrial development in Nigeria.
Keywords: Industrial development, skill development, challenge, Technical and Vocational
Education and Training.
Introduction
Development can be seen as an idea that embodies all attempts to improve the conditions
of human existence in every aspects of life. The Department for International Development
(DFID)(2007) defined industrial development as the growth of industries and its associated
economic impact. It encompasses expansion activities in the industries and their economic effect
on the welfare of a nation. If carried out in a sustainable manner, industrial development has the
potential to help achieve a variety of objectives such as employment, poverty eradication, gender
equality, labour standards, and greater access to education and healthcare. The more developed a
country’s industrial capacity, the greater the potential for economic growth and development. To
be sustainable in the long term, industrial development needs to be based on sustainable use of a
nations’ natural resources and indigenous technology.

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To promote and achieve industrial development in any nation requires effective skills
development in the citizens both at the institutional level and in the work force. A skill denotes
expertise or ability developed in the course of training and experience. According to Kenneth
and Robert (2013), skills development refers to the acquisition of practical competencies, know-
how and attitudes necessary to perform in a trade or occupation in the labour market. Skills
development is vital for industrial development but skills cannot be obtained in a vacuum. In
Nigeria, practical skills can be acquired either through formal or informal Technical and
Vocational Education and Training (TVET) institutions and training centers. The formal TVET
institutions include technical colleges, polytechnics, monotechnics, and Colleges of Technology,
among others.
The informal skills development sector includes government approved vocational
training centers; private owned skill acquisition centers or workshops as well as skill acquisition
centers owned by industries and organizations. The Nigeria government in recognition of the
relevance of skills development established TVET institutions and training centers for the
education and training of youths to meet the manpower requirement needed in the industries to
enhance industrial development in Nigeria. Federal Republic of Nigeria (FRN)(2013) defined
Technical and Vocational Education and Training as a comprehensive term referring to those
aspects 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 relating to occupations in various sectors of economic and social life. TVET
gives individuals the skills to live, learn and work as productive citizen. It reduces the over
dependence of graduates on government for employment.
Despite the Nigeria government huge investment effort in TVET, both the formal and
informal TVET programmes facing numerous challenges which have hampered industrial
development in Nigeria. A challenge according to Hornby (2014) is anything that inhibits
progress towards achieving an objective. The TVET programmes are facing numerous
challenges ranging from human resources to inadequacy of training facilities in the training
institutions and centers. This study however focuses on surveying the challenges bothering on
the human resources such as management, instructors and trainees challenges in technical
colleges and vocational training centers for the purpose of understanding the current situation
and plan necessary intervention to enhance industrial development in Nigeria through TVET.

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Statement of the Problem

The Nigeria government industrial development effort through establishment of TVET
institutions and training centres is supposed to enhance skill development and empower youths
with the required work skills for self reliance and employment in various TVET occupations in
the industries to enhance industrial development in Nigeria. Despite several government efforts,
many industries complained that over 70 percent of Nigeria TVET graduates at various levels
lack the required work skills for employment thereby hindering industrial development (Ngozi,
2014). It appears as if several TVET graduates are still unemployed because they find it difficult
to practice their trades upon graduation. A clear indicator to support the alarming rate of youth
unemployment is the trampling of job seekers to death during stampedes at the Nigeria
Immigration Service (NIS) recruitment exercise on 15th March, 2015 in various recruitment
centers in the country especially in Abuja and Niger state that recorded high casualty among the
job applicants.
Odigiri and Ogwo (2013) revealed that the technical skills development in Nigeria’s
TVET sector is bedeviled with numerous challenges bothering on human and non human
resources which have consequently hindered industrial development in Nigeria. The challenges
faced by TVET in providing qualified industrial manpower in Nigeria is the reason why most
Nigeria industries depend more on expatriate artisans, craftsmen and technicians who are highly
paid and valued than their Nigeria counterpart. It is therefore imperative to carry out a survey of
the challenges to industrial development in Nigeria’s skill development effort in TVET for the
purpose of understanding the current situation and plan necessary intervention to enhance
industrial development through TVET.
Purpose of the Study
The purpose of the study was to survey the challenges to industrial development in Nigeria’s
skill development effort in Technical and Vocational Education and Training. The study
specifically determined:
1. The management challenges to industrial development in Nigeria’s skill development
effort in TVET.
2. The instructorship challenges to industrial development in Nigeria’s skill development
effort in TVET.

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3. The trainee challenges to industrial development in Nigeria’s skill development effort in

TVET.
Research Questions
The following research questions were raised to guide the study:

1. What are the management challenges to industrial development in Nigeria’s skill

development effort in TVET ?
2. What are the instructorship challenges to industrial development in Nigeria’s skill
development effort in TVET ?
3. What are the trainee challenges to industrial development in Nigeria’s skill development
effort in TVET ?
Research Hypotheses
The null hypotheses below were tested at 0.05 level of significance.
HO1: There is no significant difference in the mean responses of senior TVET staff and trainees
on the management challenges to industrial development in Nigeria’s skill development effort in
TVET.
HO2: There is no significant difference in the mean responses of senior TVET staff and trainees
on the instructorship challenges to industrial development in Nigeria’s skill development effort
in TVET.
HO3: There is no significant difference in the mean responses of senior TVET staff and trainees
on the trainees’ challenges to industrial development in Nigeria’s skill development effort in
TVET.
Methodology
The study adopted descriptive survey research design in which a 32 item questionnaire
structured on a modified five point Likert scale was used to collect data. The target population of
the study comprised of all senior TVET staff (administrators, teachers & master trainers in
technical colleges and training centers) and all trainees (students in technical colleges and
training centers) in all the technical colleges and vocational training centers in North Central
Nigeria (Benue, Kogi, Niger, Plateau, Kwara and Nasarawa state as well as Federal capital
territory, Abuja). A total of 275 respondents consisting of 98 senior TVET staff and 177 trainees
were randomly sampled and used for the study. The questionnaire were rated as Strongly Agree
(5), Agree (4), Disagree (3) ,Strongly Disagree (2) and Undecided (1). The questionnaire was

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validated by three lecturers from the Department of Industrial and Technology Education (ITE)
of Federal university of Technology, Minna and the reliability of the instrument pilot tested was
found to be 0.89 using Cronbach Alpha reliability statistics. Out of 275 questionnaires given out,
264 were returned, that is 96% return rate. The research questions were answered using mean
and standard deviation while z- test statistics was used to test the null hypothesis at the .05 level
of significance.
The items with mean score of 3.5 and above were regarded as acceptable (Agreed) while
items with mean score below 3.5 were rejected (Disagreed). The items with 3.5 and above was
regarded as acceptable because 3.5 is the lower limit of agree when 5 points rating scale is used.
Hypotheses were accepted when z- calculated (z-cal) value were less than the z- table (z-critical)
value of ±1.96 while hypotheses were rejected when z- calculated were more than z- table value
of ±1.96 based on a degree of freedom (df) of 273 (NI+N2-2). The z-test statistics was
considered suitable because according to Uzoagulu (2011) the z-test statistics is more appropriate
when the sample size (n) is greater than 30 but maintains the same parametric assumptions, table
usage and other conditions as in the application of t-test statistics.
Results
Research Question 1 and Hypothesis 1
Table 1: Mean responses and z-test analysis of respondents on the management challenges to
industrial development in Nigeria’s skill development effort in TVET.

S/N ITEM STATEMENT X1 SD1 X2 SD2 XA z-cal Rem

1 Use of non professionals to manage some TVET 3.65 0.76 3.72 0.71 3.69 1.13 A & AC
institutions & training centres.
2 Poor managerial skills (planning, organizing, motivating 3.56 0.52 3.49 1.09 3.53 0.85 A & AC
& controlling) among TVET administrators.
3 Corruption, misappropriation of TVET funds & 4.66 0.76 3.81 0.45 4.24 0.96 A & AC
irregularities in funding provision.
4 Poor linkage & partnership between TVET institutions & 4.22 1.86 3.61 0.73 3.92 0.95 A & AC
industry.
5 TVET training is not structured to meet the current 4.11 0.68 4.14 1.26 4.13 0.54 A & AC
industrial needs.
6 Disregard for the needs of TVET in the informal sector. 3.65 0.73 4.13 0.54 3.89 0.81 A & AC
7 Lack of follow up & continuity in management policies. 4.11 0.84 3.91 0.75 4.01 1.23 A & AC
8 Inconsistency in monitoring & supervision of TVET 3.89 0.48 3.10 0.75 3.50 1.12 A & AC
programme activity.
9 Non existence of standardized document to guide 3.40 0.78 3.94 0.35 3.67 0.45 A & AC
implementation & certification in informal sector TVET.
10 Negligence to research results on TVET programme 3.82 0.34 3.20 0.59 3.51 0.57 A & AC
evaluation.
11 Capital intensive nature of procuring TVET training 3.66 0.76 3.81 0.45 3.74 0.96 A & AC
facilities.

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Key: Rem=Remark; A=Agreed; D=Disagreed; AC=Accepted; x 1=Mean of senior TVET staff;

x 2= Mean of Trainees; x A =Average mean;SD1=Standard deviation of TVET staff; SD2=
Standard deviation of trainees; z-cal =z-test calculated, z- table (z-critical) value = ±1.96.

Findings from data analysis on table 1 revealed that the entire respondents agreed with all the
items presented as management challenges to industrial development in Nigeria’s skill
development effort in TVET based on the decision that the mean rating of all the items are above
the acceptable level of 3.50. Table 1 further reveals that all the items were accepted indicating
that there is no significant difference between mean responses of the respondents. Hence, the null
hypothesis is accepted.
Research Question 2 and Hypothesis 2
Table 2: Mean responses and z-test analysis of respondents on the instructorship challenges
to industrial development in Nigeria’s skill development effort in TVET.

S/N ITEM STATEMENT X1 SD1 X2 SD2 XA z-cal Rem

12 Inadequate practical training given to instructors 3.51 1.2 3.53 1.23 3.52 0.67 A & AC
affects the practical training of trainees.
13 Lack of industrial attachment for upgrading TVET 3.75 0.55 3.26 0.74 3.51 0.81 A & AC
teachers’ skills affects teaching of practical skills.
14 Poor remuneration & lack of motivation discourage 3.78 0.65 3.21 0.85 3.50 0.74 A & AC
TVET instructors from workshop practice.
15 Inappropriate teaching methods affect practical skill 3.40 1.23 3.83 1.11 3.61 0.75 A & AC
training.
16 Inability to control large class size during practical skill 3.10 0.12 3.92 0.54 3.51 0.54 A & AC
training.
17 Instructors find it difficult to teach skills in the absence 3.45 1.43 3.65 0.75 3.55 1.43 A & AC
of adequate modern training facilities.
18 Too much emphasis on theoretical aspect of TVET 4.14 0.36 3.91 0.43 4.03 1.34 A & AC
against practice during instructional delivery.
19 Poor attitude of TVET teachers towards improvisation 4.32 1.21 3.56 1.32 3.94 0.38 A & AC
of training equipment.
20 Poor professional, personal & public image accorded to 3.61 0.46 3.49 1.12 3.55 0.57 A & AC
TVET teachers in the society.
21 Absence of in-service programme for continual 3.21 0.78 3.11 0.89 3.16 1.57 D & AC
advancement of TVET teachers education.
22 Erratic electric power supply to power training tools & 3.14 0.36 2.91 0.43 3.03 1.34 A & AC
machines.

Findings from data analysis in table 2 revealed that the respondents disagreed with item 21 as a
challenge to instructors but agreed with the remaining items presented as instructorship
challenges to industrial development in Nigeria’s skill development effort in TVET based on the
decision that the mean rating of item 21 is below 3.50 while that of the remaining items are
above the acceptable level of 3.50. Table 2 further reveals that all the items were accepted

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indicating that there is no significant difference between mean responses of the respondents.
Hence, the null hypothesis is upheld.
Research Question 3 and Hypothesis 3
Table 3: Mean responses and z-test analysis of respondents on the trainees’ challenges to
industrial development in Nigeria’s skill development effort in TVET.

S/N ITEM STATEMENT X1 SD1 X2 SD2 XA z-cal Rem

23 Difficulty in securing industrial attachment in 4.09 0.36 4.10 0.70 4.10 1.21 A & AC
appropriate industry.
24 Negligence of industries towards accepting trainees for 3.70 1.31 3.33 0.65 3.52 1.30 A & AC
industrial attachment.
25 High priority accorded to general education by the 3.30 0.83 3.81 1.27 3.56 0.60 A & AC
society over TVET demoralizes trainees.
26 Haphazard sequence of vocational training in the 4.28 0.32 4.05 0.81 4.17 0.80 A & AC
informal sector.
27 Irregularities & delay in payment of stipend to trainees 4.34 1.20 3.47 0.72 3.90 0.69 A & AC
in government vocational training centers.
28 Difficulty in purchasing information & communication 3.50 1.39 3.06 0.63 3.78 0.57 A & AC
technology devices needed for learning skills.
29 Inconsistencies in the financial settlement scheme for 3.29 1.29 3.77 0.74 3.53 0.71 A & AC
TVET graduates willing to practice their trades.
30 The societal view that TVET programme is for 4.10 0.75 3.71 0.11 3.91 1.48 A & AC
unintelligence & under achievers reduces trainees’
interest.
31 The availability of obsolete training facilities leads 4.20 1.30 4.01 0.64 4.11 1.42 A & AC
to acquisition of outdated skills that are irrelevant
to industries.
32 Trainees’ laziness & lack of focus on skill acquisition on 4.41 0.45 4.36 0.81 4.39 0.68 A & AC
a particular trade.

Findings from data analysis in table 3 revealed that the respondents agreed with all the items
presented as trainee challenges to industrial development in Nigeria’s skill development effort in
TVET based on the decision that the mean rating of all the items are above the acceptable level
of 3.50. Table 3 further reveals that all the items were accepted indicating that there is no
significant difference between mean responses of the respondents. Hence, the null hypothesis is
accepted.
Summary of Findings of the Study
Based on the data collected and analyzed, the following findings emerged:
1. The management challenges to industrial development in Nigeria’s skill development effort
in TVET includes use of non professionals, poor managerial skills, corruption,
misappropriation of TVET funds, capital intensive nature of procuring TVET training
facilities, negligence to research results on TVET programme evaluation, non existence of

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standardized document to guide implementation & certification in informal sector TVET,

among others.
2. The instructorship challenges to industrial development in Nigeria’s skill development
effort in TVET includes inadequate practical training given to instructors, lack of industrial
attachment for upgrading TVET teachers’ skills, poor teacher remuneration & lack of
motivation towards workshop practice, inappropriate teaching methods, large class size,
inadequate modern training facilities, poor attitude of TVET teachers towards
improvisation, erratic electric power supply, among others. The respondents agreed that
there is in-service programme for continual advancement of TVET teachers’ education.
3. The trainee challenges to industrial development in Nigeria’s skill development effort in
TVET includes difficulty in securing industrial attachment in appropriate industry, poor
societal attitude towards TVET, haphazard sequence of vocational training in the informal
sector, difficulty in purchasing information & communication technology ( ICT) devices
needed for learning skills, irregularities & delay in payment of stipend to trainees in
government vocational training centers, inconsistencies in the financial settlement scheme
for TVET graduate willing to practice their trade, laziness & lack of focus on skill
acquisition on a particular trade, among others.
4. There is no significant difference between mean responses of the respondents on the
management challenges to industrial development in Nigeria’s skill development effort in
TVET.
5. There is no significant difference between mean responses of the respondents on the
instructorship challenges to industrial development in Nigeria’s skill development effort in
TVET.
6. There is no significant difference between mean responses of the respondents on the trainee
challenges to industrial development in Nigeria’s skill development effort in TVET.
Discussion of Findings
The findings of the study as shown in table 1 revealed that 100% of the listed items were
found to be among the management challenges to industrial development in Nigeria’s skill
development effort in TVET. The findings of the study is in agreement with the findings of Ofor
(2001) who conducted a study on the evaluation of manpower requirement of the national
directorate of employment training centers in Abuja and found out that, the dearth of skilled

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manpower needed for the advancement in technologies in various industries has raised an urgent
need to promote standardization of skills acquisition programmes at training centers in Nigeria.
To buttress this, Ogbuanya, Bakare and Igweh (2010), revealed that most telecommunication
industries have continued to complain about not finding the right skills in the labour market to
fill the job vacancies even with the large turn out of graduates from both formal and informal
TVET institutions at all levels of educational system. Ogbuanya, Bakare, and Igweh attested that,
this is so because the skills acquired by the graduates from these institutions are not tailored to
meet the necessary requirement of these industries. Therefore, the need for standardization of
trainings in order to promote the availability of manpower with appropriate technical and
vocational skills required to meet the various needs of industries is essential.
The findings of the study as shown in table 2 revealed that over 90% of the listed items
were found to be among the instructorship challenges to industrial development in Nigeria’s skill
development effort in TVET. The study also revealed that availability of in-service programme
in TVET institutions is not a challenge, as respondents agreed that there is in-service programme
for continual advancement of TVET teachers. The findings of the study is similar to the findings
of Ogwo (2004) who carried out a study on skills development and found out that, most technical
college classrooms and vocational training centers in Nigeria are overcrowded with trainees who
find it difficult to understand practical sequence due to the pressure involve in learning practical
skills. It is in recognition of the challenge and negative effect of overcrowding or large class size
in TVET programmes that the Federal Republic of Nigeria in her national policy on education
(FRN, 2013) stated that, for effective participation of students in practical work, the teacher
students’ ratio shall be kept at 1:20.
This teacher student ratio has never been adhered to in public formal and informal TVET
institutions and training centers in Nigeria. Similarly, Aghenta (2009) in a study on methods in
vocational education in Nigeria, found out that the overcrowding results from large class size in
TVET institutions and training centers and is the major reason while instructors use
inappropriate teaching methods which result in inculcating in the trainees, trial and error method
of solving practical problems. Therefore, the TVET graduates upon graduation finds it difficult
to gain employment in the industries because the trial and error method is no longer needed by
the industries due technological devices currently in use to enhance problem solving.

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Even there is in-service programme for continual advancement of TVET teachers, the
challenges resulting from inadequate practical training given to them and lack of industrial
attachment for upgrading TVET teachers and master trainers practical skills need to be
addressed. In line with this, Odigiri and Ogwo (2013) in a study on technical skills needs of
technical college teachers found out that no educational programme can rise above the quality of
its teachers and no teacher can teach a practical skill which he or she does not possess.
Therefore, there is need to regularly update the teacher training curriculum every three years and
emphasize more practical content to cope with new innovations in technology.
The findings of the study as shown in table 3 revealed that 100% of the listed items were
found to be among the trainees challenges to industrial development in Nigeria’s skill
development effort in TVET. Corroborating the haphazard sequence of vocational training in the
informal TVET sector, Okorie (2000) in a study on Nigeria workforce found out that, the
training provided by the informal TVET sector falls below modern training procedures. Okorie
(2000) stated that the training is unorganized, devoid of formal orientation and lacks structured
curriculum for training sequence. What is taught to trainees depends on the job or maintenance
problem at hand. The mode of training and instruction is mostly by observation, practice, trial
and error method. The trainees upon graduation therefore suffer unemployment,
underemployment and also finds it difficult to adapt in modern industrial work environment
where standardized training procedures are adopted. The difficulty of students in securing
industrial attachment in appropriate industry as well as the negligence of industries towards
accepting trainees for industrial attachment is currently a serious challenge that affects skills
development in TVET programmes.
Olusegun (2010) conducted a study on effectiveness of Student Industrial Work-
Experience Scheme (SIWES) and found out that, some students find it difficult to secure
appropriate industry for industrial attachment because most students are searching for industries
that pay students on training. Some students that are accepted for attachment in an appropriate
industry, even during training they disturb the industrial management to pay them salary while
on attachment. The desire by students to get paid while on industrial attachment or training has
made many industries to develop lukewarm attitude and negligence towards accepting them for
industrial attachment, thereby hindering avenue for skills development needed for industrial
development in Nigeria. The study found no significant difference in the mean ratings of the

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responses of the respondents on the challenges to industrial development in Nigeria’s skill

development effort in Technical Vocational Education and Training. Hence, the opinions of the
respondents did not differ in majority of the items identified. Therefore, the null hypotheses for
the study were upheld.
Conclusion
Based on the findings of the study, it was concluded that the challenges to industrial
development in Nigeria’s skill development effort in Technical Vocational Education and
Training are numerous and bothers more on challenges concerning management, instructor,
trainees as well as inadequate modern training facilities. If the Nigeria TVET programme is to
gain relevance, achieve its objectives and produce technical manpower to promote industrial
development, then there is need for Nigeria government at various levels, industries as well as
other stakeholders to intensify effort to find solution to the challenges confronting industrial
development in Nigeria’s skill development effort in Technical Vocational Education and
Training.
Recommendations
Based on the findings of the study, the following recommendations were made:

1. Periodically, senior TVET staff and master trainers in management training should
enhance their managerial skills.
2. TVET instructors and master trainers should update their practical skills and pedagogical
competence needed to teach practical skills.
3. Trainees should be oriented on the relevance of TVET to industrial development, self
reliance and wealth creation.
4. TVET institutions and training centers should make efforts to generate fund internally
through lunching and appeal fund cards from time to time to enable them buy
consumables for practicing skills acquisition.
5. There should be proper supervision, monitoring and standardizing TVET programme
implementation and certification as well as restructuring TVET programme to reflect
current needs of the industries.

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References
Aghenta, J. A. (2009). Principles and Methods in Vocational Education. Enugu: Pacific
Publishers.
Department for International Development (DFID)(2007).Technical and vocational skills
development. Paris: DFID publication.

Federal Republic of Nigeria. (2013). National Policy on Education (6th edition). Lagos: Nigerian
Educational Research and Development Council (NERDC) press.

Hornby, A.S.(2014).Oxford Advanced Learners Dictionary of Current English (15th Edition).

New York: Oxford university press.

Kenneth K. & Robert, P.(2013). Promoting Skills Development. Paris: UNESCO.

Ngozi,O. (2014). Nigeria’s grim unemployment statistics. Abuja: Information Nigeria press.

Odigiri,A.M.& Ogwo,B.A.(2013).Modern automobile maintenance in Nigeria: Technical skills

needs of technical college students. International Journal of Vocational Education and
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Ofor, B. (2001). Evaluation of manpower requirement of the National Directorate of

Employment in Abuja. Unpublished Master’s thesis, Department of Vocational Teacher
Education, University of Nigeria, Nsukka, Nigeria.

Ogwo B.A.(2004).Informal Sector Technical Skills Development Experiences in the

Maintenance of Modern Automobiles in Nigeria. Retrived on August 12th ,2015 from
http://www.intech.unu.ed

Ogbuanya, T.C., Bakare, P.A. & Igweh, A.U. (2010). The level of availability of recommended
tools and equipment for teaching motor vehicles mechanic works in technical colleges in
South Western States, Nigeria. Nigerian Vocational Journal, 14(2), 92-103.

Okorie,J.U.(2000).Developing Nigeria’s Workforce. Calabar : page environs publishers.

Olusegun,A.T. M.(2010). Effectiveness of Students Industrial Work Experience Scheme with

respect to chemical engineering. A paper presented at a workshop organized by the
Nigerian Society of Chemical Engineers, University of Lagos, 29th September.

Uzoagulu, A.E. (2011). Practical Guide to Writing Research Project Reports in Tertiary
Institutions. Enugu: John Jacobs Classic Publishers.

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CITATION AND PUBLICATION DETAILS

Okwori ,R.O.,Abutu, F.,Asele, D. E. & Mohammed, I.D.C.(2015). A survey of the challenges to
industrial development in Nigeria’s skill development effort in Technical and Vocational
Education and Training. In A.S. Bappah, F.O.N. Onyeukwu, R.O.Okwori,A.U. Igwe and C.O.
Igwe (Eds). Innovative Approaches to TVET for Economic Diversification in a Dwindling
Economy. Proceedings of the 28th Annual National Conference of Nigerian Association of
Teachers of Technology held at Federal College of Education (Technical) Asaba, Delta State,
Nigeria. 19th – 23rd October, 2015. 65-75.
Publisher: Nigerian Association of Teachers of Technology (NATT).
Date Issued: 20th October, 2015.
Series/Report No: Proceedings of the 28th Annual National Conference of NATT-2015.
Identifiers: ISBN: 1119-4978.
Sponsors: The Authors.
Publication Collection Category : Conference Paper.
Website: www.natt.org

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