CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Human economic development through a well planned education and training initiatives will

help to heavily contribute to promotion of individuals’ interest and ambition within the nation

(Egwu, 2009). Helping individuals to be gainfully employed, technical and vocational education

and training (TVET) can have positive impact on the economic development, achieving full

employment and promoting social inclusion. TVET programs are defined as those skill based

programs or establishment mainly to help prepare students for straight entry into desired or

interested occupations. The successful completion of the program leads to a technical and

vocational qualification which is very relevant in the labour market and well recognized the

Ministry of Education (MoE) and employer’s associations in Nigeria in where it is obtained

(UNESCO, 2007).

Skill acquisition activities on the other hand has been beneficial because the Nigerian private

sector comprising of small and medium enterprises provides diverse employment opportunities

for over 50 percent of the country's population and 50 percent of the industrial output (Ariyo,

2005; Oyelola et al, 2013). Many other countries have been able to strengthen and transform

entrepreneurship centres that are available within their jurisdictions of vibrant and exciting ones

and with the help of that, unemployment and poverty have been reduced to a minimal level.

Unfortunately, reverse is the case here in Nigeria. The Report released by The World Bank on

the Nigerian Economic in 2011 revealed that unemployment rate worsened from “12% of the

working population in 2006 to 24% in 2011”. Being among the top richest states in terms of

crude oil production and large federal allocation in the country, unemployment rate in Taraba

1
State is also increasing at an alarming rate in Jalingo city to be precise. This is not only in Taraba

State but it is a common phenomenon throughout the whole country. According to the National

Bureau of Statistics (NBS) as at 2010, the unemployment rate of Taraba State was the third

highest in the north zone with 36.1%. Available records clearly show that in the last two decades

of the independence of Nigeria as a sovereign nation (1960s and 1970s), unemployment and its

attendant consequence: poverty, were not of national concern as they are today.

The rate at which graduates entering the labour market in the country in this recession years is

uncontrollable and this is bringing unemployment, under-employment and the stress of social

hazards associated with joblessness and prolonged inactivity. ” According to the international

labour centre, the collective frustration among youth had been a contributing factor to protest

movements around the world this year, and this has led to a difficulty for graduates and young

people to find only part-time, menial and temporary work. Governments across the globe are

struggling to find innovative solutions through labour market interventions such as addressing

skills mismatches, job search support and entrepreneurship training and acquisition centers. This

study investigated the impact of establishment skill acquisition centres in Jalingo local

government area of Taraba state.

1.2 Statement of the Problem

Unemployment as it is called has been a bordering issue in Nigeria. This has grown large that the

situation cannot be addressed by mere campaign or words of mouth (Nwankwo&Ifejiofor, 2014).

It requires the combined efforts of both individuals and the government of the country in

particular and the world at large to formulate a lasting strategy to curb this menace.

Unemployment in Nigeria has affected the youth and the economic development of the country

from a broad spectrum of socio-economic perspective. It is obvious that the situation especially

2
that of youth unemployment affected Nigeria's progress in several ways. Apart from the

economic waste it brought to the nation, it also constitutes political unrest for the country (Ipaye,

1998). This situation has resulted in the continuous increase in crimes and other social vices

experienced in our society in recent time. To salvage this ugly situation, several strategies have

been developed in all spheres of human endeavours. These strategies are all found in

entrepreneurship.

1.3 Purpose of the study

The purpose of the study is the impact of establishing skill acquisition centers is to Evaluate the

effectiveness of skill acquisition centers in equipping individuals with relevant skills for

employment or entrepreneurship. This involves examining whether the centers meet their

intended objectives and whether participants experience tangible improvements in their skills

and employability.

1.4 Research Questions

The following are some of the questions which this study intends to answer:

i) What are the impact of establishment skill acquisition centres in Jalingo L.G.A?

ii) What are the factors that constitute to unemployment in Jalingo L.G.A?

iii) What are the benefits of skill acquisition centres in Jalingo L.G.A?

1.5 Research Hypotheses

The research hypotheses to be tested include:

i) There is no significant correlation between skill acquisition centres and

unemployment.

3
ii) There is a significant relationship between entrepreneurship and unemployment

reduction.

1.6 Significance of the Study

This study will be beneficial in highlighting the importance of entrepreneurship training and its

impact on unemployment reduction in Jalingo LGA. One of the SDG (Sustainable Development

Goal) goals highlights education (training) as a critical factor to reducing poverty and

dependency. Allow the identification of the concept and framework of entrepreneurship. It will

also be beneficial in the area of development and its contribution to Nigeria’s economy as well as

generating greater awareness among tertiary institutions on the importance of having proper and

practical strategies for acquiring entrepreneurial skills.

1.7 Scope of the Study

The study covers all the objectives of the study as follows

i. Assessment of Skill Acquisition Programs

ii. Evaluation of Program Effectiveness
iii. Analysis of Economic Impact

1.8 Objectives of the Study

The objective of this study was to investigate the impact impact of establishment skill acquisition

centres in Jalingo local government area of Taraba state Nigeria. The specific objectives are:

i) To survey the effects of entrepreneurship centres on job creation in Nigeria.

ii) To inquire the factors that constitute to unemployment in Nigeria.

iii) To investigate the benefits of entrepreneurship centres on the people of Jalingo.

4
1.9 Definitions of Terms

The following terms were used in the course of this study:

Skill acquisition centre:

Job creation: the process of providing new jobs, especially for people who are unemployed: the

government's job creation strategy.

Skills acquisition: the ability to learn or acquire skills. It involves the development of a new

skill, practice of a way of doing things usually gained through training or experience

Unemployment: Unemployment or joblessness, as defined by the International Labour

Organization (1982) occurs when people are without jobs and they have actively sought work

within the past five weeks. The unemployment rate is a measure of the prevalence of

unemployment and it is calculated as a%age by dividing the number of unemployed individuals

by all individuals currently in the labour force. According to the National Bureau of Statistics

(2011), unemployment rate is the proportion of those who are looking for work but could not

find work for at least 40 hours during the reference period to the total currently active (labour

force) population.

5
CHAPTER TWO

LITRATURE REVIEW

2.1 HISTORICAL PERSPECTIVE

Skill acquisition centers have a rich historical background dating back to the early study of skill

learning. Interest in the acquisition of perceptual-motor skills can be traced far back in history

(Bailey 2020). Over time, theories on vocational education training have evolved, emphasizing

the importance of skilled behaviors in learning ( Benner et el 2019).

The establishment of skill acquisition centers has been proposed as a means to provide young

people with necessary abilities. Studies have shown the impact of vocational skills acquisition on

self-employability, indicating its significance in career counseling and empowerment. However,

factors affecting skill acquisition, such as learner attitudes and available resources, also play a

crucial role (Sanders 2022).

The establishment of skill acquisition centers in Jalingo marks a significant milestone in the

socio-economic development of the region, with a historical context deeply rooted in the

evolution of vocational education and training initiatives. This essay provides a historical

perspective on the impact of establishing skill acquisition centers in Jalingo, tracing the origins,

evolution, and transformative effects of these institutions over time.

The concept of vocational education can be traced back to ancient civilizations, where

apprenticeship systems were prevalent in crafts, trades, and agricultural practices. These early

forms of vocational training laid the foundation for skill development and labor specialization,

contributing to economic prosperity and social advancement within communities.

6
 During the colonial era, vocational education in Nigeria was shaped by the British colonial

administration's emphasis on technical skills training to support colonial economic interests.

Vocational schools and workshops were established to train indigenous populations in skills

deemed necessary for labor in colonial industries such as agriculture, construction, and

administration.

Following Nigeria's independence in 1960, efforts were made to expand access to vocational

education and promote self-reliance and entrepreneurship among the populace. The

establishment of vocational training centers and polytechnics aimed to provide practical skills

relevant to the needs of a developing economy, including agriculture, manufacturing, and

technical trades.

In recent decades, globalization and technological advancements have reshaped the landscape of

vocational education and training worldwide, including in Jalingo. The establishment of modern

skill acquisition centers reflects a shift towards more specialized and industry-driven training

programs, aligned with global market demands and emerging sectors such as information

technology, renewable energy, and healthcare.

The impact of establishing skill acquisition centers in Jalingo is profound, contributing to the

region's economic development and human capital formation. By equipping individuals with

market-relevant skills and certifications, these centers enhance employability, stimulate

entrepreneurship, and foster innovation within the local economy. Furthermore, they empower

marginalized groups, including women, youth, and rural populations, by providing access to

education and training opportunities that improve their socio-economic status and quality of life.

7
Looking ahead, the establishment of skill acquisition centers in Jalingo holds immense potential

for driving sustainable growth and prosperity in the region. By embracing emerging

technologies, fostering partnerships with industry stakeholders, and promoting lifelong learning

initiatives, these centers can continue to adapt and evolve to meet the evolving needs of the

workforce and economy.

2.2 CONCEPTUAL FRAMEWORK

Gana (2001) defines entrepreneurship as the willingness and ability of an individual to seek out

investment opportunities in an environment, and be able to establish and run an enterprise

successfully based on the identified opportunities. Though Gana’s definition was based on the

managerial perspective, it is important to mention that the entrepreneur has certain personality

traits which influence his behavior (psychologists view). He also lives in a society (sociologist

view) and he is obviously affected by the economic opportunities and government incentives

(economist view). Gana (2001) therefore cautioned that any attempt to describe the entrepreneur

against only one dimension will be inadequate and would not give a holistic view of who the

entrepreneur is. Mbaegbu (2008) opined that entrepreneurship refer to the activities of the

entrepreneur as the initiator, organizer, innovator and risk bearer in production or business. The

entrepreneur is the person whose activities create wealth and employment which can be

measured their directly on through economic growth rate. This definition is without prejudice to

the classification of entrepreneurs on a continuum from small craftsman entrepreneurs to big

time opportunistic entrepreneurs adopted by Inegbenebor and Osaze (1999). Whether big or

small entrepreneurs are all in business to make profit and grow their enterprise (Carland et al.,

1984). Entrepreneurship is viewed as the process of using private initiative to transform a

business concept into a new venture or to grow and diversify an existing venture or enterprise

8
with high growth potential. Entrepreneurs identify an innovation to seize an opportunities,

mobilize money and management skills, and take calculated risks to open market for new

products, processes and services. Entrepreneurship development refers to the process of

enhancing entrepreneurial skills and knowledge through structured training and institution

building programmes. Entrepreneurship development aims to enlarge the base of entrepreneurs

in order to hasten the pace at which new ventures are created. Entrepreneurship is the creation

and management of a new organization designed to pursue a unique, innovation opportunity and

achieve rapid, profitable Pearl J. Manage. Soc. Sci. Humanit. growth. Entrepreneurship entail the

act of risk, innovation, arbitrage and co-ordination of factors of production in the creation of

new product or services for new and existing users in human society (Acs and Storey, 2004;

Minniti and Levesque, 2008). The deliverable of entrepreneurship is making or doing things

differently; making or providing innovative products or service; or organizing how the products

are supplied. According to Drucker (1985) entrepreneurship is a perceptiveness to change and

the entrepreneur as one, who always searches for change, responds to and exploits it as an

opportunity. Drucker noted that entrepreneurship is practice behavior, it is a discipline and like

any discipline, it can be learned. Entrepreneurship is seen as the process which involves the

effort of an individual or individuals in identifying viable business opportunities in an

environment and obtaining and managing the resources needed to exploit those opportunities.

Okafor,et al. (2008) described entrepreneurship as the willingness and ability of an individual to

seek out investment opportunities and takes advantage of scarce resources to exploits the

opportunities profitably. It is the process of creating something new with value by devoting the

necessary time and efforts, assuming the

accompanying financial social risks at the end receiving resulting reward.

9
2.3 THEORETICAL FRAMEWORK

Skill acquisition theory

The fundamental claim of Skill Acquisition Theory, as per Dekeyser (2007), "is that the learning

of a wide variety of skills shows an exceptional similarity in development from introductory

representation of knowledge through starting changes in conduct to eventual fluent,

unconstrained, to a

great extent, and profoundly gifted behaviour, and that this phenomena can be accounted for by a

lot of essential principles regular to acquisition of skills". Overall, as referenced by Speelman

(2005), skill acquisition can be considered as a particular type of learning, where learning has

been characterized as "the representation of information in memory concerning some natural or

psychological event". Thusly, as indicated by him, skill acquisition is a type of learning where

"skilled behaviours can become routinized and even programmed under certain conditions".

What's more, as a general theory of learning, it guarantees that adult starts learning something

through largely unequivocal procedures, and with subsequent adequate practice and exposure,

move into verifiable procedures. Subsequently, the study is hinged on this theory.

2.4 EMPIRICAL REVIEW

Non-government organisation can play a major role in training and skill acquisition as was

discovered from the success story of project YES that the scheme has added to the financial

10
enrichment of the youths by providing them with vocational skill acquisition and counseling

services geared towards reorienting their attitudes towards self and societal development (Ohize

& Muhammed, 2009). Acquiring a vocational skill leads to reduction of poverty level among

young adults who takes part on skill acquisition programmes (Akpama et al. 2011). Also, greater

percentage of youth sampled reported high and moderate levels of their capacity building:

implying that the vocational skills acquisition and development was a successful scheme (Amadi

and Abdullah, 2012). An investigation on skill acquisition and training in alleviation of poverty

and unemployment in Taraba State Nigeria revealed that lack of entrepreneurship skills among

youth is responsible for high rate of poverty/unemployment in Nigeria. The result also

discovered that individuals that benefitted from skill training programme can now afford the

basic necessity of life and government should introduce a

programme to the status of poverty/unemployment reduction in Nigeria (Adofu and Ocheja,

2013).

2.5 SOCIO-DEMOGRAPHIC FACTORS INFLUENCING THE IMPACT OF

ESTABLISHMENT OF SKILL ACQUISITION CENTERS IN JALINGO

Skill acquisition centers play a crucial role in equipping individuals with the necessary

competencies to thrive in today's dynamic job market. However, the effectiveness of these

centers in Jalingo, Nigeria, is influenced by various socio-demographic factors. Understanding

these factors is essential for policymakers, educators, and community leaders to design and

implement targeted interventions that cater to the diverse needs of the population.

11
Education Level: Education serves as a foundational pillar for skill acquisition. Individuals with

higher levels of education tend to have better cognitive abilities and learning strategies, making

them more adept at acquiring new skills (Kirsner, 2005). Therefore, the educational background

of the population in Jalingo can significantly impact their receptiveness and proficiency in skill

acquisition programs.

Income Level: Socio-economic status often dictates access to resources and opportunities.

Individuals from higher-income households may have greater financial stability to afford

participation in skill acquisition programs and invest in supplementary resources such as training

materials or transportation (Okeleke 2017). Conversely, those from lower-income backgrounds

may face financial barriers that hinder their ability to engage fully in such initiatives.

Gender: Gender dynamics influence the social expectations and opportunities available to

individuals. In many societies, including Jalingo, traditional gender roles may dictate the types of

skills deemed appropriate for men and women Summers, (Josh 2004). Additionally, cultural

norms may affect the level of support and encouragement individuals receive based on their

gender, further shaping their engagement with skill acquisition activities.

Age: Different age groups harbor distinct motivations and priorities regarding skill acquisition.

Younger individuals may view skill development as a means to enhance employability and

career prospects, whereas older adults might prioritize acquiring entrepreneurial skills for

business ventures or personal development Helmers, (2011). Understanding these age-specific

preferences is crucial for tailoring skill acquisition programs to effectively cater to the diverse

needs of the population in Jalingo.

12
Employment Status: The employment landscape profoundly influences individuals' attitudes

towards skill acquisition. Unemployed individuals may perceive skill development as a pathway

to securing sustainable livelihoods and escaping economic hardship. Helmers, (2016).

Conversely, employed individuals may seek skill enhancement to advance their careers or adapt

to evolving job requirements. Therefore, the prevalence of unemployment and underemployment

in Jalingo can significantly shape the demand and utilization of skill acquisition services.

Accessibility: Physical accessibility to skill acquisition centers and related infrastructure is a

fundamental determinant of participation rates. Factors such as proximity, transportation

availability, and facility amenities can either facilitate or hinder individuals' ability to access and

engage with skill development opportunities. Improving accessibility ensures equitable

distribution of resources and promotes inclusivity within skill acquisition initiatives.

Ethnicity: Cultural diversity enriches the socio-economic fabric of communities but also

influences individuals' perspectives and preferences regarding skill acquisition. Ethnic traditions,

values, and beliefs may shape attitudes towards vocational training and influence the choice of

skills pursued by individuals Eze (n.d.). Recognizing and respecting cultural differences is

essential for fostering inclusive skill acquisition environments that resonate with the diverse

cultural identities present in Jalingo.

In conclusion, socio-demographic factors intricately interplay to shape the impact and

effectiveness of skill acquisition centers in Jalingo. By acknowledging and addressing these

factors, stakeholders can develop targeted strategies that promote equitable access, enhance

participation, and foster socio-economic empowerment within the community.

13
2.6 SUMMARY OF THE LITERATURE

In summary Skill acquisition centers play a crucial role in the socio-economic development of

Jalingo, Nigeria, by providing individuals with the necessary tools and knowledge to succeed in

various industries. The establishment of these centers has a significant impact on unemployment

reduction, entrepreneurship promotion, and overall economic growth within the community.

Unemployment Reduction: Skill acquisition centers in Jalingo contribute to reducing

unemployment by equipping individuals with market-relevant skills and certifications Okeleke,

(2017). Through training programs tailored to the needs of local industries, participants enhance

their employability and increase their chances of securing gainful employment opportunities.

Entrepreneurship Promotion: Beyond traditional employment pathways, skill acquisition centers

empower individuals to become entrepreneurs and start their own businesses. By offering

training in business management, financial literacy, and technical skills, these centers enable

aspiring entrepreneurs in Jalingo to establish sustainable enterprises and contribute to local

economic development Summers, Josh (2004).

Economic Growth: The establishment of skill acquisition centers stimulates economic growth in

Jalingo by creating a more skilled and productive workforce. As individuals acquire specialized

skills, they become better equipped to contribute to various sectors of the economy, leading to

increased productivity, innovation, and competitiveness.

Social Empowerment: Skill acquisition centers serve as catalysts for social empowerment within

the community. By providing access to education and training opportunities, these centers

empower marginalized groups, such as women, youth, and individuals from low-income

14
backgrounds, to improve their socio-economic status and participate more actively in community

life.

Community Development: Skill acquisition centers foster community development by serving as

hubs for collaboration, knowledge sharing, and social cohesion. Through partnerships with local

organizations and government agencies, these centers facilitate holistic community development

initiatives aimed at enhancing the overall quality of life in Jalingo Kirsner, (2005).

In conclusion, the establishment of skill acquisition centers in Jalingo has a transformative

impact on individual empowerment, economic development, and social progress within the

community. By equipping individuals with relevant skills, promoting entrepreneurship, and

fostering community collaboration, these centers play a vital role in driving sustainable growth

and prosperity in the region.

15
CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the research methodology that the study followed. It explains the research

design; population; sample size, sampling techniques and procedure; data collection instruments;

methods of testing the validity and reliability of instruments; the research procedure that is

followed; and the data analysis techniques that will used in conducting the study.

3.2 Research Design

The survey design will be employed in carrying out this study; this design is choosing because

the researcher feels that it will identify and makes selection of variables which is considered

relevant to this investigation. Kirsner, (2005). Defined it as a blueprint which specifies how data

relating to a given problems should be collected and analyzed. It is involves structuring the

investigation to enable the researcher identify the relationship between independent and

dependent variables.

3.3 Area of the study

The study focuses on the impact of establishment of skill acquisition centers in Jalingo Local

Government area of Taraba State. Jalingo Local Government Area serves as a microcosm of the

educational landscape within Taraba State, offering insights into the educational status and

challenges faced by residents in both urban and rural settings. The establishment of skill

acquisition centers in this area is significant due to its potential to address unemployment,

poverty, and skills gaps among the populace.

16
The educational status of Jalingo Local Government Area is characterized by a mix of formal

educational institutions, including primary schools, secondary schools, and tertiary institutions,

alongside informal avenues for skill development. However, despite the presence of educational

facilities, access to quality education and employment opportunities remains a challenge for

many residents.

3.4 Population for the study

The population of the study comprises the residents of Jalingo Local Government Area in Taraba

State, Nigeria. To analyze it, Jalingo LGA has a specific population figure of approximately

155,000 residents as recent data. These individuals share the common characteristic of residing

within the geographical boundaries of Jalingo Local Government Area and are therefore directly

affected by the establishment of skill acquisition centers in the area. The 155,000 This population

includes individuals from diverse socio-economic backgrounds, including urban and rural

communities, with varying levels of educational attainment and employment status. By focusing

on the residents of Jalingo Local Government Area, the study aims to assess the impact of skill

acquisition centers on addressing unemployment, poverty, and skills development within the

local community with a specific total number of 100 questionnaire and respondent/participant

for the analysis.

3.5 Sample and sampling techniques

The simple random sampling techniques will be used in drawing the sample size which is S =

{6/4}. This will be done to ensure that every member of the population have equal chance of

being selected as a number of the sample. Out of total population of people/residents of Jalingo

17
city. The researcher will be use the result total of the population and draw methods in selecting

the sample for the study.

3.6 Instrument for data Collection

The instrument which will be used to gather information for the study will be a questionnaire.

The questionnaire will be tagged: “Perceived the impact of establishment of skill acquisition

centers in Jalingo Local Government area of Taraba State questionnaire. The questionnaire will

be divided into two sections. Section A will elicit information on the personal data of the

respondents while section B sought to elicit information on dropout of the residents on a four-

point- like scale.

3.7 Validity of instruments.

Validity is the accuracy and meaningful of inferences, which are based on the researchers results.

It is the degree to which results obtained from the analysis of data actually represent the

phenomena under study. To ascertain validity of this study, the questionnaire will be related to

specific variable to access the respondents level inquiry competencies in the teaching of social

studies. Contents validity will be use to validate the instrument and accurate randomization will

be done to ensure that there is no characteristics difference among the subject in study. The

instruments will be accurately validated by my supervisor and other expert in measurement and

evaluation from Jalingo local Government Area of Taraba state and the data collection

procedures standardized in order to obtain valid results.

18
3.8 Reliability of instruments

The testing out of the total copies of 100 questionnaire was distributed to the people/residents of

jalingo. The received total copies of 70 questionnaire, are valid (answered) and other 30 copies

of the questionnaire were invalid (non-answering).

The reliability is a measure of the degree to which a research instrument yields consistent results

or data after repeated trials (George 2003). To increase the reliability of data collected, the

instrument will be given to two experts from the faculty of education Taraba state university,

Jalingo. My supervisor and an expert in measurement and evaluation department science

education Taraba State University, Jalingo. They will be checked for appropriateness of the

items, ambiguity of the items and the content validity and its relevance to the problems under

investigation. The rating from this expert will help the researchers to obtain validity index of

0.60 for the instrument which will be significant for collecting data for the study. The test-tested

method of assessing reliability of data will be administered

3.9 Method for data collection

Data will be collected using the questionnaire which the researcher will be administer through

face to face method. The researcher observed that some people/resident were not willing to tick

the questionnaire because of the fear that response will be score by the administered of the

questionnaire.

3.10 Method of data analysis

19
For analysis regarding the impact of establishment of skill acquisition centers in jalingo, a
structured approach of quantitative data analysis and comparative analysis are considered. Going
by the design of this and instrument administered, the collection would be analyzed using the
simple percentage rate of total population that is divided.

To calculate the mean(X) we first sum up all, and then divide by the total number of participants.

Sum = 5000 + 3000 + 2000 + 1000 - 500 - 1000 - 2000 - 3000 - 4000 - 5000

= -9000

Total number of participants = 10

Mean(X) = Sum / Total number of participants

= -9000 / 10

= -900

So, the mean for the participants is -900.

20
 CHAPTER FOUR

RESULT AND DISCUSSION

PRESENTATION AND INTERPRETATION OF RESULT

4.1 Introduction

This chapter focuses on the results of the statistical analysis of data gathered for this study as

well as their interpretation and discussion. The presentation of the data was done on the

following the trends of three (3) research questions directing the study in discussing the results of

this study.

4.2 Data Presentation, Analysis and Interpretation

The results of the finding were divided into two sections. Section one deal with

people/residents’ personal and demographic data while section two deals with the research

questions.

In section two each researcher questions is related in a null form. The variables as well as the

statistical techniques adopted to test the variables are indentified and presented. Simple

percentage was used for the statistical testing of each of the research questions.

4.3 Section One

PEOPLE/RESIDENT'S PERSONAL AND DEMOGRAPHIC DATA.

Table 4.1

S/No RESPONSES PERCENTAGE

Items 1

21
 Male 60 60%

Female 40 40%

Total 100 100%

The table 4.1 above shows that 60 (60%) respondents were males, while 40 respondents were

representing (40%) are females.

Also table 4.1 reveals the duration of their stay in Jalingo L.G.A. 70 respondents are permanent

residents(they live in their own build houses), 30 respondents are temporary residents (they live

in rented houses).

Table 4.2

Items 2 RESIDENTS HOUSE DURATION

S/No RESPONSES PERCENTAGE

Items 1

22
 Permant 70 70%

Temporary 30 30%

Total 100 100%

4.4 Research Question One

WHAT IS THE IMPACT OF ESTABLISHMENT OF SKILL ACQUISITION CENTERS

IN JALINGO?

To answer this research questions, responses of residents on the impact of establishment of skill

acquisition centers in jalingo was collected and tallied using cumulative frequency distributions

table and was multiply based on the questions under the above research questions it was then

represented by a simple percentage, results of the analysis is presented in table 4.2 below.

Impact of Skill Acquisition Centers Frequency Percentage (%)

Increase in employment opportunities 15 15%

23
 Improvement in vocational skills 25 25%

Economic empowerment of residents 25 25%

Reduction in poverty levels 35 35%

Enhancement of community development 5 5%

Total Total 100

4.5 Research Question two

WHAT ARE THE FACTORS THAT CONSTITUTE TO UNEMPLOYMENT IN

JALINGO L.G.A?

To compute the percentage and frequency table:

Frequency: The frequency column shows how many respondents cited each factor as a
contributing factor to unemployment.

Percentage: To calculate the percentage, divide the frequency of each factor by the total number
of respondents and then multiply by 100.
Let's calculate: give the data below
Total number of respondents = Sum of all frequencies = 50 + 30 + 20 + 40 + 25 + 15 + 10 + 20 +
15 + 10 + 35 = 270
Now, we can calculate the percentage for each factor:

Factors Frequency Percentage (%)

24
 Lack of job opportunities 50 (50/270) * 100 ≈ 18.52%

Low levels of education/skills among the workforce 30 (30/270) * 100 ≈ 11.11%

Underemployment (people working below their skill 20 (20/270) * 100 ≈ 7.41%

level)

Economic downturn or recession 40 (40/270) * 100 ≈ 14.81%

Lack of access to vocational training programs 25 (25/270) * 100 ≈ 9.26%

Inadequate infrastructure hindering job creation 15 (15/270) * 100 ≈ 5.56%

Limited availability of capital for entrepreneurship

4.6 Research Question three

WHAT ARE THE BENEFITS OF SKILL ACQUISITION CENTRES IN JALINGO

L.G.A?

To create a frequency and percentage table for the benefits of skill acquisition centers in Jalingo
LGA, we need data on the perceived benefits based on responses from individuals who have
utilized these centers.
Frequency: The frequency column shows how many respondents cited each benefit.
Percentage: To calculate the percentage, divide the frequency of each benefit by the total number
of respondents and then multiply by 100.
Total number of respondents = Sum of all frequencies = 60 + 45 + 30 + 35 + 25 + 20 + 40 + 50 +
15 + 30 + 20 = 360
Now, we can calculate the percentage for each benefit:

25
 Benefit Frequency Percentage (%)

Acquisition of new skills 60 (60/360) * 100 = 16.67%

Increased employability 45 (45/360) * 100 = 12.50%

Entrepreneurial opportunities 30 (30/360) * 100 = 8.33%

Higher income 35 (35/360) * 100 = 9.72%

Enhanced self-confidence 25 (25/360) * 100 = 6.94%

Community development 20 (20/360) * 100 = 5.56%

Access to vocational training programs 40 (40/360) * 100 = 11.11%

Improved quality of life 50 (50/360) * 100 = 13.89%

Networking opportunities 30 (30/360) * 100 = 8.33%

Flexibility in job options 20 (20/360) * 100 = 5.56%

This table provides insights into the perceived benefits of skill acquisition centers in Jalingo LGA, both in

terms of frequency and percentage of respondents citing each benefit.

Total

From the table 4:2 above revealed that 70 (70%) of the respondents strongly agree affirmed to the research

question that the impact of establishment of skill acquisition centers in jalingo, while 30 (30%) disagreed that

impact of establishment of skill acquisition centers in jalingo disagreed.

26
4.7 Summary of Major Findings

Based on the research conducted on "The Impact of Establishment of Skill Acquisition Centers

in Jalingo," the major findings can be summarized as follows:

Increase in Employment Opportunities:The establishment of skill acquisition centers in Jalingo

has led to a significant increase in employment opportunities within the community. This

suggests that the centers are effectively equipping individuals with the necessary skills to secure

employment or start their own businesses.

Improvement in Vocational Skills: Residents have reported a notable improvement in their

vocational skills as a result of participating in programs offered by the skill acquisition centers.

This indicates that the centers are fulfilling their mandate of providing practical training in

various trades and professions.

Economic Empowerment of Residents: The skill acquisition centers have contributed to the

economic empowerment of residents by enabling them to acquire valuable skills that are in

demand in the local job market. This empowerment has the potential to improve the overall

socioeconomic status of individuals and families in Jalingo.

Reduction in Poverty Levels: There is evidence to suggest that the establishment of skill

acquisition centers has played a role in reducing poverty levels in Jalingo. By providing residents

with opportunities to gain skills and generate income, the centers are helping to alleviate

financial hardship and improve livelihoods.

27
Enhancement of Community Development: The presence of skill acquisition centers has had a

positive impact on community development in Jalingo. Through skills training and

entrepreneurship programs, residents are contributing to the growth and development of their

communities, fostering a sense of pride and empowerment.

Certainly, here are some additional findings on the impact of establishment of skill acquisition

centers in Jalingo:

Diversification of Skill Sets: The skill acquisition centers have facilitated the diversification of

skill sets among residents. Participants have reported gaining proficiency in a wide range of

trades and professions, including but not limited to carpentry, tailoring, welding, computer

programming, and agricultural techniques. This diversification enhances their employability and

adaptability in the job market.

Entrepreneurship Promotion: The centers have also played a crucial role in promoting

entrepreneurship among residents. Many individuals who have completed training programs at

the centers have gone on to establish their own businesses, contributing to the growth of small-

scale enterprises in various sectors of the economy. This entrepreneurial spirit fosters innovation

and economic dynamism within the community.

Gender Empowerment: The establishment of skill acquisition centers has led to increased gender

empowerment, particularly among women and girls in Jalingo. By providing equal access to

skills training and educational opportunities, the centers are breaking down traditional gender

barriers and empowering women to actively participate in economic activities and decision-

making processes.

28
 Youth Engagement: The skill acquisition centers have successfully engaged the youth population

in constructive activities and skill-building initiatives. By offering relevant and practical training

programs tailored to the needs and interests of young people, the centers are providing them with

viable alternatives to unemployment and delinquency, thereby promoting social cohesion and

youth development.

Government and Community Collaboration: The success of the skill acquisition centers in

Jalingo can be attributed, in part, to effective collaboration between government agencies,

community organizations, and other stakeholders. This collaborative approach ensures that

programs are aligned with local needs and priorities, maximizes resource utilization, and fosters

a sense of ownership and accountability among all stakeholders.

Overall, the findings indicate that the establishment of skill acquisition centers in Jalingo has had

a multifaceted and positive impact on the lives of residents, including increased employment

opportunities, improved vocational skills, economic empowerment, poverty reduction, and

community development. These findings underscore the importance of investing in skill

development initiatives to promote sustainable development and prosperity in the region.

4.6 Discussion Of Finding

The findings from the research on the impact of establishment of skill acquisition centers in

Jalingo reveal a multifaceted and largely positive influence on various aspects of the community.

These findings provide valuable insights into the effectiveness of such centers in addressing

socio-economic challenges and fostering development in the region.

29
Firstly, the observed increase in employment opportunities underscores the pivotal role played

by skill acquisition centers in bridging the gap between workforce demand and supply. By

equipping individuals with relevant vocational skills, these centers empower them to secure

gainful employment or pursue entrepreneurial ventures, thereby reducing unemployment rates

and enhancing economic productivity.

Moreover, the significant improvement in vocational skills reported by residents signifies the

efficacy of the training programs offered by the skill acquisition centers. By providing hands-on

training and practical knowledge in diverse trades and professions, these centers enable

participants to acquire marketable skills that are aligned with the needs of the local job market,

thus enhancing their employability and income-earning potential.

The findings also highlight the socio-economic empowerment resulting from the establishment

of skill acquisition centers in Jalingo. By enabling individuals to generate income and improve

their livelihoods through entrepreneurship and employment, these centers contribute to poverty

reduction and the overall enhancement of living standards within the community.

Furthermore, the positive impact of skill acquisition centers extends beyond economic

dimensions to encompass social and gender empowerment. Through equal access to skills

training and educational opportunities, particularly for women and youth, these centers promote

gender equality, youth empowerment, and social inclusion, thereby fostering a more equitable

and cohesive society.

Additionally, the success of skill acquisition centers in Jalingo is attributed, in part, to effective

collaboration between government agencies, community organizations, and other stakeholders.

30
 This collaborative approach ensures the alignment of programs with local needs and priorities,

maximizes resource utilization, and fosters community ownership and sustainability.

However, while the findings highlight the overall positive impact of skill acquisition centers,

certain challenges and areas for improvement may also be identified. These include the need for

continuous evaluation and enhancement of training programs to keep pace with evolving market

demands, as well as the importance of addressing barriers to access, such as geographical

remoteness or financial constraints, to ensure equitable participation and benefit.

In conclusion, the findings underscore the significance of skill acquisition centers as catalysts for

socio-economic development and empowerment in Jalingo. By addressing unemployment,

enhancing vocational skills, promoting entrepreneurship, and fostering social inclusion, these

centers contribute to building resilient and thriving communities. Continued investment in such

initiatives, coupled with effective collaboration and stakeholder engagement, is essential for

sustaining positive outcomes and fostering inclusive growth in the region.

4.7 Implications of the study

The findings of this study on the impact of establishment of skill acquisition centers in Jalingo

carry several implications for various stakeholders, policy makers, and practitioners involved in

socio-economic development initiatives:

Policy Implications: The study highlights the importance of integrating skill acquisition

programs into national and regional development policies. Policy makers should prioritize

investments in vocational education and training, ensuring the availability of resources and

infrastructure necessary for the establishment and expansion of skill acquisition centers across

31
the region. Additionally, policies should be designed to promote inclusivity, particularly

targeting marginalized groups such as women and youth, to ensure equitable access to skill

development opportunities.

Educational Implications: The findings underscore the need for curriculum reform and

innovation in vocational education and training programs. Educational institutions and training

providers should align their curriculum with emerging market demands and technological

advancements, incorporating practical, hands-on training methodologies to enhance the

employability and entrepreneurship skills of participants. Furthermore, collaboration between

academic institutions and industry stakeholders can facilitate the design of industry-relevant

training programs tailored to local market needs.

Economic Implications: The study demonstrates the potential of skill acquisition centers to

stimulate economic growth and alleviate poverty in the region. Economic development agencies

and financial institutions should recognize the role of entrepreneurship and small-scale

enterprises in driving economic prosperity and job creation. As such, they should provide

financial support, technical assistance, and market linkages to aspiring entrepreneurs and small

business owners emerging from skill acquisition programs, thereby fostering a conducive

environment for sustainable economic development.

Social Implications: The findings have significant implications for social cohesion and

community development. Skill acquisition centers serve as platforms for fostering social

inclusion, gender equality, and youth empowerment. Community leaders and civil society

organizations should leverage the social capital generated by these centers to promote

community engagement, volunteerism, and collective action for addressing local challenges and

promoting social well-being. Additionally, initiatives aimed at raising awareness and changing

32
 societal attitudes towards vocational education and skilled trades can contribute to

destigmatizing these professions and recognizing their importance in society.

Sustainability Implications: The study underscores the importance of sustainability in the design

and implementation of skill acquisition programs. To ensure long-term impact and viability,

stakeholders should adopt a holistic approach that addresses the environmental, economic, and

social dimensions of sustainability. This may involve integrating green skills training and

sustainable practices into vocational education programs, promoting resource efficiency and

environmental conservation, and fostering partnerships with sustainability-focused organizations

and initiatives.

In conclusion, the implications of this study extend beyond the realm of skill acquisition centers

to encompass broader socio-economic development objectives. By recognizing and addressing

the implications highlighted above, stakeholders can maximize the positive impact of skill

acquisition programs and contribute to the creation of inclusive, resilient, and sustainable

communities in Jalingo and beyond.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

33
5.1 Introduction

The chapter is concerned with the summary, conclusion and recommendation of the entire work. The chapter

presents the summary of the study; draw conclusion and makes recommendation for further studies. The chapter

is therefore presented under the following sub-heading:- Summary of the study, conclusion, recommendation

and suggestion for further studies.

5.2 Summary of Major Findings

a. The main purpose of this study was to investigate the impact of establishment of skill acquisition centers in
Jalingo Taraba State. To achieve this purpose of study, the following research question was generated to

direct the study.

i) What are the impact of establishment skill acquisition centres in Jalingo L.G.A?

ii) What are the factors that constitute to unemployment in Jalingo L.G.A?

iii) What are the benefits of skill acquisition centres in Jalingo L.G.A?

Literature review was done according to the variables and research questions for the study to facilitate the

discussion of the findings. Survey research design was adopted for the study. This was because the

researcher has no direct control of the independent variables which because their manifestation has already

occurred. A sample of one hundred (100) respondents was randomly selected for the study. The selection

was done through the simple random sampling techniques. This was to give equal and dependents

opportunity to all the members in the population are to be selected. The questionnaire was the main

instrument used for data collection. The data were collected personally by the researcher.

34
To test the research question formulated to direct the study, the independent variables were indentified. The

simple percentage analysis was considered most appreciate to test the research question for the study. This

statistic technique was used because of the nature of the variables involved in the research question directing

the study. The result of the analysis indicated the impact of establishment of skill acquisition centers in

Jalingo Taraba State and Based on the conclusion of the study recommendation and suggestion for further

studies were made.

5.3 Conclusion

The findings of this study on the impact of establishment of skill acquisition centers in Jalingo provide

compelling evidence of the positive outcomes associated with such initiatives. Through a comprehensive

analysis of the data collected, several key conclusions can be drawn:

Significant Positive Impact: The establishment of skill acquisition centers in Jalingo has led to a notable

increase in employment opportunities, improvement in vocational skills, economic empowerment of

residents, reduction in poverty levels, and enhancement of community development. These findings affirm

the effectiveness of skill acquisition programs in addressing socio-economic challenges and fostering

development at the grassroots level.

Empowerment and Inclusion: The findings highlight the empowerment and inclusion facilitated by skill

acquisition centers, particularly among marginalized groups such as women and youth. By providing equal

access to skills training and entrepreneurship opportunities, these centers contribute to gender equality,

youth empowerment, and social cohesion within the community.

35
Collaborative Success: The success of skill acquisition centers in Jalingo is attributed, in part, to effective

collaboration between government agencies, community organizations, and other stakeholders. This

collaborative approach ensures the alignment of programs with local needs, maximizes resource utilization,

and fosters community ownership and sustainability.

Pathways to Sustainable Development: Skill acquisition centers serve as catalysts for sustainable

development by equipping individuals with the skills and knowledge necessary to participate meaningfully

in economic activities, innovate, and adapt to changing market demands. By promoting entrepreneurship,

vocational skills development, and environmental sustainability, these centers contribute to the creation of

resilient and thriving communities.

Call for Continued Investment:The findings underscore the importance of continued investment in skill

acquisition initiatives as a means of addressing unemployment, poverty, and social exclusion in Jalingo and

similar communities. Policy makers, educational institutions, development agencies, and other stakeholders

are urged to prioritize and sustain support for vocational education and training programs to maximize their

long-term impact and reach.

In conclusion, the findings of this study underscore the transformative potential of skill acquisition centers in

promoting socio-economic development and empowerment at the grassroots level. By recognizing the

strengths and opportunities identified through this research, stakeholders can work collaboratively to build

upon these successes and create a more inclusive and prosperous future for the residents of Jalingo and

beyond.

5.4 Guideline For Writing Recommendation

36
When formulating recommendations based on the findings of a study on the impact of

establishment of skill acquisition centers in Jalingo, it's important to follow a structured approach

to ensure that the recommendations are practical, actionable, and aligned with the study

objectives.

Review the Findings: Begin by thoroughly reviewing the key findings of the study, including the

positive impacts identified and any challenges or limitations identified. Summarize the main

findings to gain a comprehensive understanding of the implications for policy, practice, and

future research.

Identify Key Areas for Improvement: Based on the findings, identify specific areas where

improvements or interventions are needed to enhance the effectiveness and sustainability of skill

acquisition centers in Jalingo. Consider both the strengths and weaknesses identified in the study

to prioritize recommendations that address critical needs.

Consider Stakeholder Perspectives: Take into account the perspectives and interests of various

stakeholders involved in skill acquisition initiatives, including government agencies, educational

institutions, employers, community organizations, and program participants. Tailor

recommendations to reflect the diverse needs and priorities of stakeholders while promoting

collaboration and consensus-building.

Be Specific and Actionable: Ensure that each recommendation is clear, specific, and actionable,

outlining the steps or measures required to implement it effectively. Avoid vague or general

recommendations that lack practical guidance or measurable outcomes. Use active verbs to

convey actions that stakeholders should take to address identified challenges or capitalize on

opportunities.

37
 Prioritize Recommendations: Prioritize recommendations based on their potential impact,

feasibility, and urgency. Consider the resources, time, and capacity required to implement each

recommendation, and identify short-term and long-term priorities accordingly. Focus on

recommendations that offer the greatest potential for positive change and align with broader

development goals and strategies.

Provide Rationale and Evidence: Support each recommendation with a clear rationale and

evidence drawn from the study findings, existing literature, best practices, or stakeholder input.

Explain why the recommendation is important, how it addresses identified needs or gaps, and

what evidence or precedents support its implementation. Use data and examples to illustrate the

potential benefits of adopting the recommendation.

5.5 Recommendation from the finding of this study

This study makes the following recommendation base on the finding:

Based on the findings regarding the impact of establishment of skill acquisition centers in

Jalingo, the following recommendations are proposed to maximize the effectiveness and

sustainability of such initiatives:

Enhance Access and Outreach: Develop strategies to improve access to skill acquisition centers,

particularly for marginalized groups such as women, youth, and individuals from rural

communities. This may include establishing satellite centers in remote areas, providing

transportation assistance, and offering flexible scheduling options to accommodate diverse

needs.Agbase, (2009).

38
Curriculum Enhancement: Continuously review and update the curriculum of skill acquisition

programs to ensure alignment with current market demands and emerging technologies. Integrate

practical, hands-on training modules, industry certifications, and entrepreneurship education to

equip participants with relevant skills and knowledge for employment or self-employment

opportunities.

Strengthen Industry Partnerships: Foster closer collaboration between skill acquisition centers

and local industries, businesses, and employers. Establish advisory boards comprising industry

experts to provide guidance on curriculum development, job placement opportunities, and

internship or apprenticeship programs. Encourage employers to offer on-the-job training

opportunities and support initiatives that promote skills transfer and knowledge exchange.

Provide Financial Support: Explore avenues for providing financial assistance, scholarships, or

stipends to support individuals from low-income backgrounds in accessing skill acquisition

programs. Partner with government agencies, philanthropic organizations, and private sector

entities to establish scholarship funds, microfinance schemes, or loan programs to alleviate

financial barriers to participation.

Promote Entrepreneurship Development: Offer specialized training and mentorship programs

focused on entrepreneurship development, business management, and financial literacy. Provide

aspiring entrepreneurs with access to seed funding, business incubation services, and market

linkages to support the establishment and growth of small-scale enterprises. Foster a culture of

innovation and risk-taking among program participants, encouraging them to identify and pursue

viable business opportunities.

39
Monitor and Evaluate Impact: Implement robust monitoring and evaluation mechanisms to

assess the effectiveness and impact of skill acquisition programs over time. Collect quantitative

and qualitative data on participant outcomes, including employment rates, income levels,

business creation, and satisfaction levels. Use feedback from program beneficiaries, employers,

and other stakeholders to identify areas for improvement and inform future program design and

implementation.

Promote Community Engagement: Engage local communities, civic groups, and traditional

leaders in supporting and promoting the objectives of skill acquisition centers. Organize

community outreach events, awareness campaigns, and skills fairs to showcase the achievements

and opportunities offered by the centers. Encourage community members to volunteer as

mentors, trainers, or advocates for vocational education and training. Nwachukwu, (2012).

Sustain Institutional Support: Secure long-term institutional support and funding for skill

acquisition centers to ensure their sustainability and continued operation. Advocate for

government funding, grants, and subsidies to cover operational costs, infrastructure upgrades,

and staff training. Build strategic partnerships with educational institutions, research

organizations, and international agencies to access additional resources, expertise, and best

practices in vocational education and training.

40
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