The Alternative to Traditional College Degree Programs: Implications for a Sustainable Workforce in the Federal Republic of Nigeria
type: CreativeWork
description: Background: Albeit public elementary and middle school education is free and compulsory in the Federal Republic of Nigeria, at least over 10 million of the country’s children within ages 5-14 years are not attending school, because of the associated costs, which render access prohibitive. Of the children who do complete middle school education, only a few are able to transition onto secondary and tertiary institutions to further their college or career goals. The absence of a robust infrastructure to support a thriving economy means the students fortunate enough to have completed a university degree are not necessarily guaranteed employment upon graduation. With several graduates clamoring for limited job vacancies, supply far outstrips demand and individuals with degrees and certifications in technical and vocational skills are further disadvantaged as these qualifications are thought to be menial. Purpose: This study sought to analyze Career Technical Education (CTE) / Technical Vocational Education Training (TVET) policies and applications in the Federal Republic of Nigeria and the United States of America. It was anticipated that in revealing the similarities and differences, areas of growth in the CTE/TVET educational sector could be identified for one or both countries. Therefore, this research focused on identifying the requirements and outcomes for CTE/TVET in the Federal Republic of Nigeria and the United States to analyze these variables. In addition, the research also explored the similarities and differences of CTE/TVET applications in the United States, and to what extent can what has been learned about the United States be applied in Nigeria? Method: A descriptive qualitative comparative analysis of the CTE/TVET policies and application was done to establish the similarities and differences between both countries. The analysis encompasses a review of federal standards relative to CTE/TVET regulatory regimes and funding protocol. Results: Review of data…
abstract: Background: Albeit public elementary and middle school education is free and compulsory in the Federal Republic of Nigeria, at least over 10 million of the country’s children within ages 5-14 years are not attending school, because of the associated costs, which render access prohibitive. Of the children who do complete middle school education, only a few are able to transition onto secondary and tertiary institutions to further their college or career goals. The absence of a robust infrastructure to support a thriving economy means the students fortunate enough to have completed a university degree are not necessarily guaranteed employment upon graduation. With several graduates clamoring for limited job vacancies, supply far outstrips demand and individuals with degrees and certifications in technical and vocational skills are further disadvantaged as these qualifications are thought to be menial. Purpose: This study sought to analyze Career Technical Education (CTE) / Technical Vocational Education Training (TVET) policies and applications in the Federal Republic of Nigeria and the United States of America. It was anticipated that in revealing the similarities and differences, areas of growth in the CTE/TVET educational sector could be identified for one or both countries. Therefore, this research focused on identifying the requirements and outcomes for CTE/TVET in the Federal Republic of Nigeria and the United States to analyze these variables. In addition, the research also explored the similarities and differences of CTE/TVET applications in the United States, and to what extent can what has been learned about the United States be applied in Nigeria? Method: A descriptive qualitative comparative analysis of the CTE/TVET policies and application was done to establish the similarities and differences between both countries. The analysis encompasses a review of federal standards relative to CTE/TVET regulatory regimes and funding protocol. Results: Review of data…
author: Agha, Joana
language: eng
keywords: Keywords: Career and technical education (CTE), Curricula, Formal and Informal Education, Labor market information (LMI), Protectorate, Technical and vocational education training (TVET), Vocational education, Workforce
date published: 2022-12-19
date modified: 2026-07-24T02:32:24Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/14423