Poverty is a major problem in Africa, and indeed Nigeria is no longer news. There have been numerous research works and propositions on the role that education can play in reducing poverty in Nigeria. This paper examines the problem from the perspective of a business educator who considers the potential of business and vocational education in the reduction of poverty in Nigeria In doing.
It focuses on the tremendous possibility of ties offered by format and non-formal business and vocational education in the Educational system and how they can be exploited and intensified, particularly in the rural areas towards improving the socio-economic fortunes of the citizenry in general
Introduction
The role of education in the war against poverty and disease has remained an enduring subject of socio-political discourses. Education has also been long established as a major and primary index of development.
In turn. development, according to Frederick Harbison et al (1964:1) is a state of revolt against poverty, disease, ignorance and dominance by stronger nations. The role of education is so cardinal to development that it is synonymous with human resources development in management parlance.
This is quite justifiable to the extent that education, development and poverty are entirely people-centred. That is to say that the state of well-being or progress of people is a function of human efforts.
It, therefore, follows that the real wealth of a nation and its potential for social, economic and political growth stems from the power to develop and effectively utilise the innate capacities of its people.
In other words, for a nation to get out of the claws of poverty and misery, a large percentage of its population must be involved in the nation’s growth as well as benefit from it.
If a country is unable to develop its human resources, it is doubtful if it can develop much in terms of social and political attainments. Similarly, its unity and standard of living will equally suffer. In short, the development of a nation’s human resources is the key to its socio-economic advancement and elimination of poverty.
This paper looks at education and poverty reduction from the economic perspective of human resources development. It considers the potential of business and education in both the formal and non-formal national set-up and examines how its potential can be exploited and intensified, especially in rural areas to reduce poverty.
Concept of Education and Poverty
While it is recognised that there are various types of poverty- economic, political, social, cultural and intellectual, economic poverty is going to be the focus of this paper. Economic poverty relates to the lack/chronic inadequacy of all types of human needs like shelter, nutrition, rest, warmth and body care. The inadequacy may be the result of a lack of opportunities or powerlessness.
Concept 1
On the other hand, education, in the words of Marshall (1930:216,564), an economist, is “a national investment” because for him, “the most valuable of all capital is that invested in human beings”.In this paper, therefore, education will be given an economic interpretation.
Concept 2
In other words, education is regarded as the process of building, increasing and utilising the required knowledge, skills and capacities of all people in a society for economic, social, political and cultural growth; as well as providing avenues for participation in creating a better society. Accordingly, one claims that human resources development plays a prominent role in the reduction of poverty in society.
Poverty and Development
Poverty deters development. This situation arises when a large percentage of the population can neither contribute to nor benefit from the nation’s progress. Different opinions have been expressed on the relationship between development and poverty.
Blaug(1973)sees it as a mismatch between job expectations generated by education and job opportunities”.This mismatch concept is echoed by Sanyal (1981). According to him, “a new major problem created by the expansion of higher education is a mismatch in quantitative and qualitative terms, between output on a mismatch in quantitative and qualitative terms, between the output of education system and the absorption capacity of markets.
It is widely believed that education generates high expectations on the part of the students and their families which a growing economy “like ours” cannot readily fulfil”.This mismatch concept points to one thing—inability of a large part of the population to contribute to the progress of, nor benefit from society.
Factors
This may be due to many factors which include lack of skills, non-relevance of school curriculum to everyday life, and over-concentration of skills in urban areas. An unemployed graduate can neither contribute to at least economically nor gain much from the society.
The Unemployment
The problem of unemployment was highlighted by Falae(1971) in his study of youths between the ages of 15 and 23, and Longe(1984). What makes this age group significant according to Longe is that the group which constituted only 25% of the labour force accounted for 70% of total unemployment.
This is alarming and dangerous, especially for an economy like ours. Looking at the trend from the time of study till now. The process through which the labour market adjusts to an increased supply of school leavers because earning expectations on the job may not keep up with the changes in the labour market.
The Implications
This situation arises on account of the increased number of workers with higher credentials. Secondly, the structure of wages may be slow to adjust especially if the public service (which is the case in Nigeria) is a major employer of educated workers. The implication of all this is that poverty and the rather stagnated development in this country are largely a function of:
- lack of skills
- non-relevance of education to daily life
- Overconcentration of skills in urban areas
Lack of Skill
Until recently, education in this country has been viewed as a consumable good rather than a capital good. Consequently, we have concentrated more on the production of graduates for white-collar jobs with little emphasis on training skills. The result of this is an imbalance in our economic system.
Nigeria has adequate labour,semi-killed operatives and professionals, but lacks the matrix of respected and self-respecting artisans found in developed countries. The industrial efficiency of a country depends on this class. They bind the two extreme classes-semi-skilled and professionals in efficient collaboration.
Both Brains and Hands
To this class belong master artisans and production executives who have both brains and hands and can appreciate the triumphs and difficulties of labourers and managers alike. Without this set of people, there cannot be any meaningful development.
Another result of the ‘mismatch’ of lack of basic skills is that a large percentage of the people will be unable to produce high-standard products and may be incapable of appreciating workmanship and design. These are ‘professional’ without the necessary or required practical experience and exposure. Many Abuja auto mechanics fall into this category
Non-Relevance of Education to Daily Life
(b) Apart from those in pure sciences, other students like those in literature, art, music, etc did not appreciate the direct relevance of their training to the world of work. They, therefore, find it difficult to be self-employed whenever job expectation fails.
In a society where paper qualification supersedes ability and efficiency, many students just take courses without knowing their implications for the world of work. To achieve sustainable development, we must strive for a system where performance and efficiency constitute major criteria for the reward system rather than only paper qualifications.
Whether is relevant in the school curriculum to everyday life and jobs rated according to functions on an equal scale, there will be balance in development which results in a reduction of poverty through public. private or self-employment.
Concentration of Skill in Urban Centres
For any development to be meaningful. it not only has to grow but must be evenly distributed. Over-concentration of skills in urban areas will improve the living standard of people only at the expense of rural settlers.
Besides, it will amplify the unemployment problem as there may be more people than available jobs. As long as the rural sectors are treated mainly as exploiters of land and natural resources, or as raw material producers for the upkeep of city dwellers, so long will the rural areas continue to be regarded.
As a corollary, rural depopulation and migration into urban centres will grow unabated, thus exacerbating poverty and unemployment.
Education and Modern Economy
Adam Smith, in The Wealth of Nations, notes that The acquisition of talent, by the maintenance of the acquirer during his education, study or apprenticeship, always costs a real expense, which is a capital fixed and realized, as it were, in his person.
Those talents, as they make a part of his fortune, so do they likewise of the society to which he belongs”.Today’s society is changing and new demands are emerging demands call for a new type of education for sustainable development.
Focus 1
The kind of education that balances skills with needs. If we are to reduce poverty, education must be geared towards rapid economic growth. New attitudes have to be developed. The kind of education needed at this point goes beyond making one only literate.
It must provide basic skills for a large percentage of the population., and teach the application of modern production methods and techniques of time-and -labour labour-saving equipment to increase productivity.
Focus 2
It must also teach efficiency in the production of old goods. In short, it has to be education with immediate, medium and long-term goals.
Business and vocational education can meet all these demands. Business and vocational education programmes are taken into account, the immediate, medium and long-range needs of human resources management.
Business and Vocational Education
Business education in a broad sense, is an educational programme that prepares people for vocation/career in business as well as for general/personal use. Its objectives include:
Section 1
- developing occupational competencies for obtaining a job and/or advancing in a career
- helping adjust to occupational change
- promoting career awareness and exploration
- establishing a foundation for further studies in the field of business.
- providing knowledge and understanding of the free enterprise system thereby developing competent producers of goods and services.
Section 2
Business education objectives for personal/general use are to
- promote awareness and exploration of business career
- provide basic knowledge of economics and free enterprise
- develop skills and knowledge needed in personal business affairs
- further competencies of a business nature that have supportive values in other professions
- inspire respect for the value and dignity of honest work
- provide general business knowledge and understanding that business education serves including clerical,ac-The broad occupational clusters counting and computing, secretarial and related occupations, materials support, supervisory and administrative management, and business teaching.
Section 3
Vocational education, on the other hand, is any specialised education programme less than a university degree that is provided to prepare leaders for entry into specific occupations or occupational clusters or provide additional training employed. Its objectives include:
- preparing people for entry-level jobs and advancement in a chosen career
- meeting the manpower needs of society
- Increasing the options available to each learner
- serving as a motivating force to enhance all types of learning
- enabling leaders to wisely select a career.
Section 4
Vocational education serves a wide range of occupations. These include occupations in the traditional service areas of agriculture, distribution, home economics, trade and industry, and health.
Business and vocational education can take place in either the formal or the non-formal education context.
Formal Business/Vocational/ Educational and Poverty Reduction
Students are exposed to various areas of interest in business and vocational studies. They are equipped with the necessary skills needed to enter the job market or be self-employed, at any point of their exit from the school system.
For instance, those in secretarial and related occupations are readily absorbed in the job market. Hardly a day passes without advertisement for employees in this occupation cluster. People in this field can also be self-employed by opening a typing studio where they work as employees and trainers.
Business and vocational education
Business and vocational education students who proceed to post-secondary institutions already have a firm foundation in their fields of interest upon which they can build. While pursuing their various courses of study, they can simultaneously fend for themselves with the skills already acquired.
For instance, they can sew for their colleagues repair electronic equipment and so on. Upon graduation, students of business and vocational education have a variety of opportunities open to them. They can work in the public or private sector. They can also become employers thereby reducing the rate of unemployment which in turn will have a positive effect on poverty.
Non-Formal/Business Vocational Education and Poverty Reduction
People in this programme are provided with the needed skills to improve their standard of living without the rigour of schooling. For example, soap making is taught in this programme. People with this skill can make soap for home consumption as well as for sale.
Such people may even become employers while improving their well-being. A farmer who is Iauight how to preserve and store his produce net entry minimises his loss during bounty harvest, but also has a steady income year-round from the goods he preserves.
Training
This kind of training is carried out in Adult education centres, Women’s education centres, through the Directorate of Employment and People’s Bank schemes in other areas.
Where skills taught in these Genres include: gan making, pomade making, tie and dye, batik making, sewing, baking, food processing, poultry keeping and many others, People with such vocational skills have the dual advantage of being employees as well as employers, thereby minimising the poverty potentials of their communities,
if only the obvious drawbacks of the programme can be amended, formal and non-formal business/vocational education, is capable of significantly reducing the national level of poverty, given its multiple scope of skills, Such drawbacks include inadequate facilities and equipment, insufficient funding, inadequate teachers and societal attitudes.
Conclusion
The wealth of a nation depends on the quality of life of its citizenry, Poverty can only be combated effectively if the people are armed with the appropriate weapon-human resources development.
However, the problems associated with its implementation have to be given top priority otherwise, investment in education will be a waste, While resource development does not guarantee answers to all our problems, it is a sure start to poverty reduction. You can read further related posts on our education page of the site.
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Editors
