TRAINING OF ENGINEERING TECHNICIANS AND

CRAFTSMEN AS A VEHICLE OF TRANSFORMATION

By

Engr Dr M. I. Oseni, FNATE, FRHD, MSESN, MNSE, R. COREN

Department of Mechanical Engineering

University of Agriculture

P. M. B. 2373

Makurdi, Nigeria.

A paper presented at the 21st COREN Engineering Assembly held on 4th and 5th September , 2012 in Abuja

TRANSFORMATION GOALS

• Economic development performance based on sound planning and

implementation

• Peaceful polity

• Stable macroeconomy

• Adequate infrastructure

• Modern and vibrant education

• A health sector that sustains life expectancy

• Modern technologically enabled agriculture

• Vibrant Globally competitive manufacturing

Labour Market Metrics

Despite Nigeria’s abundant mineral resources, demographic

figures put Nigeria as very poor because of underdeveloped

human and natural resources

Estimated population = About 167 Million

Annual birth rate = 6 Million

GDP per Capita = $2000

Basic and compulsory education = Age 6-14years

10% of eligible children unable to go to school

Success rate of primary school final grade = 75%

Of the 75% eligible for secondary school education, enrolment

is put at 30% i.e. 70% drop out.

132 accredited technical colleges and 70 vocational enterprises centres

have dilapidated and obsolete facilities

Nigeria’s accredited Polytechnics and 164 Monotechnics in 2009 could

only admit 22% of total applicant while 2010 was only 3%.

Nigeria’s 122 Universities can accommodate 45% of applicants

Only 28% of secondary school students who are qualified to apply to the

Universities and polytechnics are “admitted” and

There is not enough vocational institutions that can handle the remaining

72%.

Aggregate drop out of the educational system = over 30 Million

Unemployment figures = 49 Million with 52% of this unemployable i.e. No

skills.

SOME POSSIBLE VEHICLES OF TRANSFORMATION

• Skilled Engineering Technicians with Ordinary National Diploma (OND),

City and Guilds Technician Certificates Parts 1-3 or equivalent vocational

certificates/diploma, with practical skills and techniques related to a

specific engineering assignment and with general understanding of

engineering concepts.

• Skilled Engineering Craftsmen with Government Trade tests, City and

Guilds Craft certificates or equivalent craft vocational certificates and with

skills to produce the materials and products or facilities specified by a

design, obtained primarily through on-the-job training.

Engineering Technicians and Craftsmen are vocational skills practitioners in the Engineering family and are trained through mainstream education and Technical Vocational Education and Training (TVET)

TRAINING AND CERTIFICATION

• Mainstream Education

Basic Primary Schools

Secondary Schools

Polytechnics and Monotechnics

Universities

The Engineering Technician is awarded OND after two years of study in the polytechnics and monotechnics as the qualifying certificate

• Technical Vocational Education and Training (TVET)

Technical Vocational Education and Training (TVET) prepares Engineering Technicians and Craftsmen for jobs that are based on manual or practical activities, traditionally not academic, and totally related to a specific trade, occupation or vocation.

Entry points into TVET includes Post basic and post secondary education, Transition between technical cadres, on the job training, change of job,

termination, retraining, etc.

A good certification and recertification system regulates activities in a

TVET framework.

TVET is guided by a National Vocational Qualifications Framework

(NVQF) that standardizes skill acquisition among Engineering Technicians

and Craftsmen and facilitates horizontal, vertical and diagonal trade or

professional mobility.

Whether formal, non-formal or informal education, NVQF provides

common platform of interaction between TVET skill trainers, trainees and

employers to implement, evaluate, monitor and control TVET towards

production of Engineering Technicians and Craftsmen with acceptable

skills.

TVET fuelled the engine of economic growth and productivity of western

industrialized nations.

COMPETENCES

• Skilled Engineering Technicians and Craftsmen should possess;

technical competences,

human and social competences

competences in learning

changing methodologies.

THE SKILLS TRIANGLE

Job

Skills

Technical Skills

Essential Skills

• Skills triangle depicts the order vocational skills acquisition and training of Engineering Technicians and Craftsmen should follow to produce Technicians and Craftsmen with employable skills achieved by a synthesis of efforts of the Trainers, Employers and policy formulators.

• Essential Skills

Essential skills are foundational skills required to learn other skills or competences required in the work place.

Comprises proficiency in reading text document use, writing, numeracy, oral communication, critical thinking, working with others in collaborative environment, using computers and digital technology, continuous learning etc.

Organization for Economic Cooperation and Development (OECD) estimates that increasing essential skills by 1% increases productivity by 2.5%.

Essential skills required for different jobs differ and by use of Measurement, Monitoring and Verification (MMV) tools such as Test of Workplace Essential Skills (TOWES), the level of mastery of essential skills of existing and potential staff can be identified.

• Technical Skills

Technical skills are occupation- specific skills that can be acquired by any

one or a combination of learning types that include on-line, facilitated,

instructed, and blended or replication of realities (world of work, academics

and home life).

It is estimated that 80% of jobs worldwide require technical and vocational

skills; but a mismatch is often observed between required technical skills in

the job place and training provided by training institutions leading to 40%

global youth unemployment

Technical skills are obtained in an educational system that is responsive,

applied and demand-driven equipping workmen with skills for today’s jobs

and into the future (skill-based curriculum).

• Job Skills

Job skills are employer and workplace specific and require the

consideration of employers’ needs in the formulation of training curricula.

At policy level, reforms that better aligns training with employment realities are supported

At institutional levels, capacity building of institutions to design and

deliver demand-driven, competency-based training programmes

complements the development of entrepreneurial services and management

within training institutions.

Creation of networks for more effective sharing of knowledge,

experience, best practices and innovations are carried out at national and

international levels.

TRAINING OF ENGINEERING TECHNICIANS AND CRAFTSMEN IN OTHER COUNTRIES

• Different countries have different policies on the training of Engineering Technicians and Craftsmen with various outcomes but a common feature in most countries is that training in mainstream and TVET education system is demand-driven and market controlled with interaction between Trainees, Trainers and the labor market.

• Brazil

Brazil runs a dual education system comprising post-secondary undergraduate and sequential programmes.

Structural change in the economy from ;low-productivity agricultural economy to higher-productivity industry and services economy under SENAI (National Services for Industrial Apprenticeship)

Introduced the sequential vocational skills programme as alternative to conventional university education

TVET in sequential programmes involves general education, the study of technologies and related sciences as well as the acquisition of special skills, attitudes, understanding and knowledge related occupations in various sectors of economic and social life.

Funded through 1% levy from industries in Brazil and does not refund any portion back to the industries

SENAI runs over 700 Industrial Skills Training Centres

SENAI produces over 1,000,000 Tainees annually. • Malaysia

Runs a dual educational system

Vocational study starts from upper primary school level to lower secondary school level and is broad based and non-terminal.

Most technical secondary schools have been converted to vocational secondary schools to meet the demands of National Dual Training System (NDTS) following the German model.

The system stresses the combination and interrelation of hands-on training at the industry workplace with classroom training in specialized training institutions established by Government

114 industrial skills training institutes in addition to Centre for Instructors and Advanced Skills Training (CIAST).

Maintains collaboration by the establishment of the Japan-Malaysia Technical Institute (JMTI) and four Advanced Technology Centres (ADTECs).

Its progress attributed to the aggressive drive towards industrial skill acquisition for its population of 27 million people.

• China

vocational education is carried out respectively by elementary and secondary vocational schools and tertiary vocational schools or schools of higher education

a subsisting law mandates that all types of vocational schools must have qualified teachers, teaching venues that meet the standards and installation of equipment consistent with vocational training needs of industries

Funds for operating the schools are stable and personnel who are compatible with the task of vocational training are highly motivated

Vocational schools of all kinds can also collect tuition fees from students.

• Japan

A quarter of upper secondary school students take specialized or vocational courses, usually within the school setting.

Vocational skills training is delivered in wide variety of settings including formal educational institutions, workplaces, distance learning or in self-directed setting.

Activities can include learning for qualifications, training for specific skills, training for ‘softer’ management skills, leadership and development skills, certifications, professional training, etc.

• Germany

Technical vocational training is enshrined in the dual educational system

After graduation from lower secondary education, two-thirds of Germans entering the upper secondary education enter the vocational education system.

Approximately 51% of all young people under 22 have completed an apprenticeship and vocational training.

This has enabled Germany to maintain its position among the industrialized nations.

In the Dual System Students spend some of their time in a vocational school; where students spend one- two days per week at the vocational school and three-four days doing the apprenticeship at the host company

• Australia

Technicians and Craftsmen are trained Australian TVET system mostly at post-secondary school level by registered training organizations.

The system includes public, Technical and Further Education (TAFE), and private providers.

Assessment of standards for different vocational qualifications is done under a national frame work comprising Australian Quality Training Framework, Australian Qualification Framework and Industry Training packages .

• United Kingdom

The UK runs the tripartite system

of grammar schools, secondary technical schools and secondary modern schools introduced in 1944 with bodies such as Royal Society for the encouragement of Arts (RSA) and City and Guilds setting examination for technical subjects.

Training of Engineering Technicians and Craftsmen boosted by the establishment of bodies such as British and Technology Education Council, Youth Training Scheme, National Vocational Qualifications and General National Vocational Qualifications.

• United States of America

Technicians and Craftsmen are trained mostly in postsecondary technical and vocational training schools provided by proprietary (privately owned) career schools and military technical training government-operated adult education centers coordinated by Association for Career and Technical Education (ACTE)

ACTE is the largest private association dedicated to the advancement of education of Engineering Technicians and Craftsmen and prepares youth and adults for careers.

• Canada

Engineering Technicians and Craftsmen are trained by TVET institutions such as community colleges and polytechnic universities owned by provincial governments.

Curricula of Technicians and Craftsmen training are provincial and demand-driven.

TVET institutions are equipped and run by provincial governments under the national regulatory laws and coordination by Association of Canadian Community Colleges (ACCC).

STATUS OF ENGINEERING TECHNICIANS AND

CRAFTSMEN TRAINING IN NIGERIA

• Technical Vocational Schools in Nigeria

Trade Schools

Technical Colleges

Vocational Enterprises Institutes

Innovation Enterprises Institutes

Polytechnics/Monotechnics

ITF’S Industrial Skills Training Centres

Vocational Training Workshops

SMEDAN’S Industrial Development Centres

NMEC’s Vocational Crafts Centres

• TVET Entry Points

Post basic education

Post Junior Secondary education

Post Senior Secondary education

Post Tertiary education

• Certification

Trade tests

City and Guilds of London

National Vocational Certificates (NVC)

National Innovation Diploma (NID)

National Diploma (ND)

Competence Certificates

No National Vocational Qualifications Framework (NVQF)

National Board for Technical Education (NBTE) regulates the training of Engineering Technicians and Craftsmen in diverse institutions in Nigeria. It is also pioneering the establishment of an NVQF for the country

• The Industrial Training Fund (ITF) was set up under Act No 47 of 1971 as amended by Industrial Training Fund (Amendment) Act, 2011, to provide, promote and encourage the acquisition of skills in industry and commerce with a view to generating a pool of indigenous trained manpower sufficient to meet the needs of the economy.

• ITF has established five Industrial skills Training Centres

Industrial Skills Training Centre (ISTC), Ikeja

Industrial Skills Training Centre (ISTC), Kano

Centre for Excellence (CE), Jos

Model Skills Training Centre (MSTC), Abuja

Industrial Skills Training Centre (ISTC), Lokoja

• ITF has just unveiled the National Industrial Skills Development Programme (NISDP) aimed at supporting the National Industrial Revolution Plan (NIRP) of Federal Ministry of Trade and Investment.

• National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) was established in 1990 as part of a national drive to eliminate illiteracy in Nigeria and make beneficiaries self-reliant through vocational crafts skill acquisition.

• graduates of NMEC’s vocational crafts skill centres are primarily

Craftsmen but there is no NVQF for proper placement.

• NMEC has proposed 37 additional vocational crafts centres and 10 adult

education centres.

• Council for the Regulation of Engineering in Nigeria (COREN) regulates

the practice of engineering and engineering trades.

• new graduates of TVET system comprising Technicians and Craftsmen

may not enjoy the protection the engineering family affords unless a NVQF

is in place for proper placement and recognition.

BENEFITS OF EFFECTIVE ENGINEERING TECHNICIANS AND

CRAFTSMEN TRAINING

• Impart skills for jobs that really exist, and will continue to be available.

Today many of these jobs are unfilled because there are no qualified people

for it. This would boost employment.

• Stop our dependence on skilled labour imported from neighbouring

countries.

• Make it unnecessary for multinationals operating in Nigeria to import

‘expensive’ skilled labour from OECD countries.

• Technical Vocational skills acquisition by Technicians and Craftsmen

would also boost our competitiveness through reduced costs and reliable

workers. The skilled labour we import is expensive; our workers are not

adequately skilled and so are unreliable.

• A vast skill-base among our youth would increase our attraction for Foreign

Direct Investment (FDI) that would boost our economy. Presently we

cannot yet compete with the likes of Brazil and India where FDIs are

creating jobs because skilled labour is available.

• We need to improve the quality of work done by our technicians and other

support labour. This would reduce repetitions and waste.

• Technicians and Craftsmen with technical vocational training provides

reasonable and constructive choices to our youth for career development,

driven by the natural gifts they have – so we put round pegs in round holes.

• Provide more routes for entrepreneurship. This allows us to reduce the

carnage presently caused by crude apprenticeship systems.

• Gives our youth more confidence and self-belief, and thereby reduce the

distractions that lead to crime and other vices.

DECLINE OF ENGINEERING TECHNICIAN AND CRAFTSMEN

TRAINING

Faulty educational policies that neglected TVET

Demise of industries

Lack of NVQF

Poor funding (education funding still below UNESCO minimum of 26%-

in 2010, only 8% was allocated)

Lack of basic infrastructure

THE WAY FORWARD

Good Governance

Standardization and Mobility of Competence (NVQF)

Review of a Vocational Practice Regulatory Section in COREN

Strengthening the technical and vocational education

curriculum

Collaboration between Stakeholders

Collaborations/Partnerships (on and off- shore like GMI, BMI and MFI all

in Malaysia)

Establishment of Advanced Skills Training Institutes

Establishment of more technical and vocational schools

Human Capital Building (on and off-shore for trainers/trainees)

Funding

Infrastructural Development

Service Revaluation

CONCLUSION

Whereas some highly specialized jobs exist in both the public and private sectors of the Nigerian economy, qualified workers are hard to come by. Structured and coordinated TVET is on the decline and so are adequate Engineering Technicians and Craftsmen training. ITF, NBTE and COREN in partnership with NECA and SMEDAN have worked hard within lean resources and inauspicious times to uplift TVET but with limited result. These organizations could do better with collaboration from the industry and off-shore partnerships. The future of the country is bright as long as current efforts to massively train Engineering Technicians and Craftsmen are sustained by placing TVET in the front burner along with the power sector.

THANK YOU