Abstract
The study investigated the strategies for effective funding of Technical Vocational Education and Training (TVET) programmes for sustainable development in post-oil boom era using descriptive survey research design. The population for this study consisted of 210 respondents comprising of 82 TVET lecturers in tertiary institutions and TVET teachers 128 in six technical colleges in Edo State offering TVET programmes. The sample for the study consisted of 137 respondents randomly sampled. A 62-item questionnaire developed from literature review was the instrument used for data collection. Three experts validated the instrument. Cronbach Alpha method was used to determine the internal consistency of the instrument and an index of .88 was obtained. Factor analysis was used to answer the research questions while the hypotheses were tested at .05 level using Analysis of variance (ANOVA). The findings of the study revealed among others that donations of tools, equipment and other learning materials from alumni associations, foreign assistance, public private partnership; skill development levy; currency transaction levy; air ticket solidarity levy; academic facility fee; ring-fenced TVET were some of the sources of funding TVET. Based on the findings of this study, it was recommended among others that government and all other stakeholders should urgently adopt the funding strategies identified in this study for TVET programmes for sustainable development in the post-oil boom economy.
Highlights
Technical Vocational Education and Training (TVET) is recognized globally as education for self-reliance and fulfillment
The sample for the study consisted of 137 respondents comprising of 35 lecturers from the three universities in Edo State offering TVET programmes: (18) Ambrose Alli University, Ekpoma owned by Edo State Government; (26) University of Benin, Benin City owned by the Federal Government, and (3) Benson Idahosa University, Benin City privately owned; 21 lecturers from polytechnics; 14 lecturers from colleges of education; 55 from technical colleges in Edo State who were purposively sampled
Discussion of Findings The findings of this study revealed that all the items listed in Table 1 were perceived by the respondents as the problems of funding TVET programmes for sustainable development in post-oil boom economy in Nigeria
Summary
Technical Vocational Education and Training (TVET) is recognized globally as education for self-reliance and fulfillment. To Oviawe (2019), TVET enables individuals to acquire awareness, knowledge, skills and attitudes necessary for occupations in different sectors of economic and social life She added that technological and industrial development of any nation requires a workforce that possesses the right skills, knowledge and attitude of the world. In Nigeria, the post oil boom economy surfaced from 1978 (“Oil Boom Era 1971-77”, n.d) following the problem of oil glut, foreign exchange difficulties and reduction/fluctuation in oil price and brought with it the following features: (i) underfunding of key sectors such as education, health, social service, infrastructure, and the likes; (ii) heavy dependence on foreign aids, grants and counterpart funding thereby compromising the independence status of the nation; (iii) declining income generating capacity due to reliance on oil revenue over time; (iv) surviving on external and internal borrowings without a guarantee of repayment; and (v) decrease in food production with a corresponding increase in consumption pattern
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