THE INFLUENCE OF GENERIC SKILLS ON EMPLOYABILITY POTENTIALS OF VOCATIONAL EDUCATION STUDENTS IN UNIVERSITY OF UYO
CHAPTER ONE
INTRODUCTION
Background of the Study
Technical Vocational Education and Training (TVET) is a practical based and job career skill instruction. It is any kind of education which has the main purpose of preparing individuals for employment in recognized occupation (Kennedy, 2011). The foundation of Technical Vocational Education and Training (TVET) was based on philosophy which was mainly established for self-employment and self-reliance of individuals who partake in it (Kennedy, 2011). Technical Vocational Education and Training (TVET) has remained a subordinate discipline in terms of societal recognition, adequate funding and parental/children choice (Kennedy, 2011). As such, a variety of components fall under the vocational education discipline, such as agricultural education, business education, family and consumer sciences, health occupations education, market education, technical education, technology education and trade and industrial education (Benson, 2007). People within the sphere of TVET must embrace and be proud of what they are doing in spite of societal perspective to debunk any wrong notion.
Technical Vocational Education and Training (TVET) according to UNESCO and FRN (2013), described it as a training or retraining programme, which is given in schools or classes under public supervision and control. Technical Vocational Education and Training (TVET) is a system of education, which is predicted upon the teaching of skills and also demanding the professional or expert use of hands. Technical Vocational Education and Training (TVET) is a continuous process of adaptation of the worker’s training towards acquiring the minimum knowledge required. Technical Vocational Education and Training (TVET) is result oriented. It brings about technological advancement and aims to develop new manpower for employment, while also providing continuous training for those already qualified, so that the individuals can update their skills along with modern working methods and emerging technologies.
The concept of skill has been variously explained by many authors. Hornby (2010) defined skill as the ability to expertly carry out an operation. Hull (1992) in Obi (2006) defined skill as the manual dexterity through repetitive performance of an operation. Okorie and Ezeji (2009) remarked that the possession of skills is to demonstrate the habit of acting, thinking or behaving in a specific activity which has become so natural to the individual through repetition or practice such that it becomes automatic. Elijah (2006) described skill as a well establish habit of doing something. It involves the acquisition of performance capability. According to Coates (2006), the meaning and the practice of work in the new knowledge based economy is changing and the need for highly skilled and productive workforce is shaping economies worldwide. To increase the chances of employability of vocational education students, they need skills that are flexible and relevant to the demand’s of today’s industry.
The global economy has evolved into a knowledge-based economy, where skills and human resources have become the driving force for innovation, continued growth and corporate competitive advantage. The meaning and the practice of work in the new knowledge based economy is changing and the need for highly skilled and productive workforce is shaping economies worldwide. To increase their chances of employability. Beyond job specific competencies, a set of skills which are generic to a cluster of occupations is required for effective participation in the knowledge-based economy. Thus, employers are putting more weight on generic skills (Firth, 2011).
Kearns (2001) defines generic skills as key competencies that can be used across a large number of different occupations and which provides a platform for the development of employability skills needed by young people and adults. Generic skills involve little or no interaction with machines, but help individuals maintain positive social relationships and contribute to the work environment. Key generic skills include communication and interpersonal skills, problem solving skills, using one’s initiative and being self-motivated, working under pressure and to deadlines, organisational skills, team working, ability to learn and adapt, using mathematical ideas and techniques, using technology, valuing diversity and difference and negotiation skills. These skills are independent of sector, underpin technical skills and draw on personal attributes.
However, the extent by which these skills need to be possessed varies from one occupational grouping to another. Technical Vocational Education and Training (TVET) students are expected to have well developed technical skills as well as generic skills that allows for flexibility, adaptability and ability to work across a range of jobs. Participation in the new knowledge based economy characterized by dynamic work environments and changing job descriptions, require generic skills for adaptability and relevance. Technical Vocational Education and Training (TVET) system in Nigeria must help students go beyond taking up immediate employment, to having high level of employability that will enable graduates to adapt to the demands of various jobs throughout a lifetime.
Whitemore and Fry (2007) defined generic skills as important jobs -related skills that involve little or no interaction with machines and whose application on the job is quite generalized. Generic skills complement hard skills and play an important role in shaping an individual. Generic skills are important because jobs today require flexibility, initiative and the ability to undertake many different tasks. They are not as narrowly prescribed and defined as in the past and generally they are more service oriented, making information and social skills increasingly important. Employers now focus on adaptation, cost reduction, increased productivity, and new markets, products and services. Employees need to demonstrate teamwork, problem-solving, and the capacity to deal with non-routine processes. They should also be able to make decisions, take responsibility and communicate effectively. Proficiency in the broad range of generic skills has become the main requirement for the modern worker.
THE INFLUENCE OF GENERIC SKILLS ON EMPLOYABILITY POTENTIALS OF VOCATIONAL EDUCATION STUDENTS IN UNIVERSITY OF UYO