STAKEHOLDERS’ PERCEPTIONS OF STRATEGIES, OPPORTUNITIES AND CHALLENGES OF IMPLEMENTING THE NATIONAL SKILLS QUALIFICATION FRAMEWORK FOR ENTREPRENEURSHIP AND SUSTAINABLE DEVELOPMENT
Abstract
The National Skills Qualification Framework (NSQF) is a structured framework designed to promote and enhance the quality of skills development and vocational education in Nigeria. It aims to establish a standardized system for recognizing and certifying skills across various sectors thereby facilitating the alignment of education and training with the needs of the labour market. This study examined the stakeholders’ perceptions of strategies, opportunities and challenges of implementing the National Skills Qualification Framework for entrepreneurship and sustainable development in Nigeria. The study had eight purposes, four research questions and four null hypotheses. The study adopted descriptive survey design. The population of the study comprised public TVET institutions teachers, students and artisans in the six states of southwestern Nigeria. Multi-stage sampling techniques were used to sample 1,800 participants. The instrument used for data collection was a validated four-part research questionnaire, structured on the 4-point rating scale.  Cronbach alpha method was used to determine the reliability of the instrument, and the reliability coefficients were 0.87 and 0.89. The data collected were analysed using mean and standard deviation for the research questions while the hypotheses were tested with independent-samples t-test and Two-way Analysis of Variance. The study found among others that the level of knowledge of the stakeholders on the contents of the National Skills Qualifications Framework was very low; and the best strategies for implementing NSQF included, training providers selection should be public and transparent and there should be a funding scheme to which both government and industry can contribute, among others. Based on the findings, it was concluded that the low level of stakeholder knowledge about the NSQF highlights the urgent need for robust sensitization and training programs to bridge this gap. Transparent selection processes for training providers and a collaborative funding scheme involving both government and industry were identified, among others, as essential strategies for successful NSQF implementation.
Â
Full Text:
PDFReferences
Abubakar, M. Y. & Kazaure M. S. (2016). National Vocational Qualifications Framework.
Alheri Press, Kaduna.
Adedayo, T. O., & Olumide, K. F. (2022). Policy framework awareness and its impact on
implementation outcomes in Nigeria. Journal of Development Studies, 15(3),
–59.
Adegbite, O. F., Adebayo, S. T., & Oladele, K. E. (2022). Strategies for effective
implementation of skills qualification frameworks in Africa. African Journal of Policy
Studies, 18(2), 79–94.
Ademiluyi, L.F. (2023). Reinforcing University Entrepreneurship Education Programme for
Poverty Alleviation in Nigeria. Africa Journal of Technical and Vocational Education and Training, 8(1), 133-139.
Adeyemi, A. B., Salawu, K. T., & Fagbohun, S. O. (2021). Certification of informal
learning: A pathway to inclusivity in vocational education. Nigerian Journal of
Technical Education, 15(2), 56–68.
Coles, S. N. (2017). Vocational qualifications and skills development in the building industty.
International Journal of Building & Construction, 77, 356=361.
Eze, P. C., & Adediran, T. K. (2020). Competency-based education and career
progression: Implications for sustainable development. International Journal of
Education Policy, 10(3), 42–53.
National Board for Technical Education. Nigerian Skills Qualifications
Framework. https://web.nbte.gov.ng/sites/default/files/2024-05/NSQF%20IN%20BRIEF.pdf.
New World Encyclopedia (2015).
https://www.newworldencyclopedia.org/entry/Info:Main_Page
Nwanna, C. N. (2011) Educational Research. Wisdom Publishers Onitsha.
Odu, J. A., & Obafemi, S. O. (2019). The impact of infrastructure deficits on TVET
outcomes in Nigeria. African Journal of Education and Training, 16(1), 74–86.
Okoye, A. C., & Okojie, J. A. (2021). The role of transparency in educational program
implementation: A Nigerian perspective. Journal of Education Policy and
Practice, 9(4), 62–75.
Onyekwere, P. I., & Abdullahi, M. K. (2020). Tackling skills mismatch in vocational
education: A framework for industry-academia collaboration. International Journal
of Technical Education, 8(2), 34–46.
Umeh, C. J., & Okafor, O. A. (2019). Bridging skills gaps in technical education: Industry
and institutional collaboration in Nigeria. Journal of Vocational and Technical
Studies, 12(1), 89–102.
Umoru, T. A. (2013). Research methods. Integrity Press Ilorin
Yusuf, M. A., Adekunle, P. O., & Salami, L. A. (2021). The role of sensitization in
implementing national policies: Lessons from Nigerian education reform.
International Journal of Policy Studies, 10(2), 112–130.
Refbacks
- There are currently no refbacks.
Copyright © 2022-2025. KWASU International Journal of Education (KIJE) All Rights Reserved. Published by the Faculty of Education, Kwara State University, Malette.
ISSN:Â 2384-6801 (ONLINE & PRINT)Â