Bridging the Skills Gap among Automobile Technology Graduates in Nigeria through Innovative TVET Policies and Practices

Abstract

The critical role played by Technical Vocational Education and Training (TVET) in national development has long been acknowledged in providing skilled workforce required for sustainable industrial development in Nigeria. The level of skill possessed by TVET graduates, particularly, Automobile Technology Graduates (ATGs) for employment, has been a worrisome issue for employers of labour in automobile related industries in Nigeria. Despite the several formulated policies geared towards reforming TVET to addressing skills gap challenges in the country, there are yet indications of the prevalence of skills gap mostly in technical and occupational areas. In particular, most ATGs often struggle to carry out technical tasks upon employment basically due to the absence of adequate relevant skills. This is due to the grave deficiency of modern equipment, facilities and competent personnel to equip students with the right skills set to enable them fit properly into and adapt to the rapidly changing labour market demands in the 21st century workplace. Consequent upon this, the current paper identified and expounded on skills gap and elucidated on its precursor factors. Additionally, this paper critically observed and elicited innovative TVET policies and practices that can actually bridge the skills gap among ATGs in Nigeria, some of which are assembling political will to facilitate vocationalization; compulsory two-years Students’ Industrial Work Experience Scheme (SIWES); need for Public-Private Partnership (PPP) among others. Some recommendations that were proffered include among others, the government of the day should look more closely into TVET to ensure existing TVET related polices are implemented through the stipulated bodies; industries, government and TVET institutions should establish robust and dynamic partnership that will enhance and deepen the skills of automobile technology students through a thoroughly monitored two-years compulsory SIWES in relevant industries to strengthen employment prospects upon graduation; and review and reformation of TVET curriculum should be carried out by the various key players to adequately reflect all-inclusiveness.