Feasibility Study for Delivering an Innovative Educational Programme to Enhance the Employability

Skills of Upper Basic School Leavers in Gambia, Guinea- Bissau, Nigeria and Senegal

ERNWACA Transnational Study [2014-

2015]Jonathan A. Odukoya, Ph.D

Principal Researcher, NigeriaEno Etudor. Ph.D

Assistant Principal Researcher [South East]Victor Olukoju

Assistant Principal Researcher [South West]Offiah Biddy

Representative of the Federal Ministry of Education, AbujaProject Supervised by

Prof Ajibade Adegoke [Professor of Curriculum Studies]

Justification & Significance of Study• [Watch this video clip] According to the UNESCO Institute of Statistics

(2008), out of 23,631,000 children that enrolled in Nigerian Primary school, 20,204,000 transited to Secondary schools in 2006. Consequently, about 3.5 million teenagers are left wondering the streets annually. The abject poverty in Africa further compounds the situation.

• More than 50% of those who managed to gain admission into secondary schools could barely make ends meet and consequently resort to ‘farming or hawking’ to support their parents. The Principal Researcher for this study went through this kind of experience.

• Majority of these kids were hardly equipped for the world of works, yet they have to work to survive and raise funds to continue their educational pursuit. This is the dire need of this teeming population. Failure to meet this need is apt to spell doom for the society as many of them, in desperation to survive, may end up as truants and threats to the society in the near future. This scenario depicts the significance of this study.

Statements of Problem

The core problems that prompted this study are:• Curriculum that hardly produce self reliant, patriotic and

employable graduates at almost all tiers of the education system in West and Central Africa.

• Concomitant poor implementation of the curriculum.• Lack of basic infrastructure and financial resources to

allow for the effective implementation of the curriculum.• Production of millions of Basic School Leavers, majority

of whom are becoming more of liabilities than assets in their respective nations.

General Objectives• Ascertain the extent to which the Curriculum for

Upper Basic School is relevant to the social and economic demands for employability.

• Explore the feasibility of developing a competence-based program of study for Upper Basic School leavers which integrates the concept of employability into the Curriculum?

• Determine the relative effectiveness of the innovative programme of study developed to enhance the employability skills of UBS or JSS leavers in the sampled countries

Research Questions• What are the gaps, in terms of inculcating

sustainable employability skills in Basic School Students, in the current curriculum used in the sampled ERNWACA member countries?

• In what ways can the curriculum be improved to enhance the employability of Basic Education Leavers?

• What is the relative effectiveness of the innovative programme of study targeted at enhancing the employability skills of UBS or JSS leavers in the sampled countries?

Operational Definition of Terms• Employability – Employability, as used in this study, is

a state of being employable or being able to create gainful employment for oneself. It means acquiring competency skills that will empower/equip students to adequately fit into the world of work now and in the near future. It means equipping students to be more productive.

• Upper Basic School Leavers – This refers to Junior Secondary class 1 to 3 or Basic 7 to 9. For the purpose of this study, the sample is drawn from Basic 7 and 8 (JS1 & JS2), to allow for partial longitudinal study. SS 1 & 2 students were included in Nigeria due to level of maturity

Operational Definition of Terms

• Basic Education [BE]– for this study, the Torres (1993) definition based on Jomtien EFA declaration, is adopted:

Limited Vision Expanded Vision (Jomtien)BE is for children Be is for children, youth, and adultsBE takes place in the school BE takes place in and out of schoolBE refers to primary school education or its equivalent BE cannot be measured by numbers of certificates, but

rather by learning achievementThe learning of a specific amount of material or subjects is the guarantee for BE

The ability to meet basic learning needs is the guarantee for BE

The only kind of knowledge transmitted in the school system through a systematic education program

BE recognizes the validity of traditional knowledge

BE is confined to a specific phase of life BE is a lifelong process that begins at birthBE is homogeneous and identical for everyone BE is differentiated (because every group and culture

has its own distinct basic learning needs)BE is static and does not tend to change BE is dynamic and subject to changeBE is the responsibility of the Ministry of Education BE involves every ministry and every government

authority responsible for educational activities

BE is a government responsibility Source: Torres 1993 BE is the responsibility of government as well as of society as a whole, and educational activities therefore require consensus and coordination

Literature Review• Upon graduation from high school, many students find

themselves on the road of life with little direction, their career path developments limited by their lack of exposure to a good solid career education program (Galloway, 1983). In today's world of work, students need specific skills that many business leaders and community members feel are lacking in today's graduating students. The acquisition of these skills -- the employability skills -- and the teaching of these skills, is the subject of this study which focused on junior high and middle schools. This project highlighted the reason why it is necessary for schools to teach employability skills and examined the skills needed in today's job market.

Conceptual Framework

Predominantly Employable Upper Basic

School Leavers

Predominantly Un-

employable Upper Basic

School Leavers

Development and Astute

Implementation of Innovative

Programme of Study for Upper

Basic School Students

Methodology• Research Design – This study is predominantly qualitative, with in-

depth search for the state of employability skills amongst students and teaching staff in the Upper Basic Schools. Thus, the study entailed the use of survey with in-depth interview, focused group discussion, overt and covert observations etc. However, the experimental design will be used to ascertain the degree of effectiveness of the intervention.

• Population, Sample & Sampling Technique – The population for this study includes: Upper Basic School [UBS] Students; Teachers in the Upper Basic Schools; Education Authorities; Employers of labour; Parents; and Community Leaders; Law enforcement agents. In all, the population of targeted UBS leavers is estimated at 25 million annually in Nigeria. Being a qualitative study, specific and limited number of UBS students were randomly selected from stratified targeted population. The sample distribution is displayed on the next slide.

Sample Distribution of Schools in Nigeria Northern

Nigeria South

West Ngr South

East Ngr Total

Public State/LG -- 1 1 2 Federal

Unity1 -- -- 1

Command -- -- 1 1

Nomadic -- -- -- --

Private Individual 1 2 -- 3 Mission /

Quaranic-- 1 1 2

Total 2 4 3 912 Students were randomly selected from JS 1 & 2 respecting gender balance. SS 1&2 were added

in some schools. The total sample of students involved in the study was:

Instruments• School Profile Form - The School Profile Form [SPF] was

designed to capture the school profile and ICT resources.• Curriculum Evaluation Grid - Nigeria recently released a new

curriculum which was not yet fully in circulation. Both curricula were evaluated. Key curriculum components/content were reviewed with regard to their relevance to the enhancement of school leavers’ employability. The core prompts were: ‘A’ - if the employability indicator is in the curriculum; ‘B’ - if it is not in the curriculum; ‘C’ - if it has practical component; ‘D’ - if practical work was done; ‘E’ - if there was a programme in place to sustain the practical work to ensure it becomes part of students’ habit or lifestyle outside school

• Classroom Observation Grid - This is a structured observation of classroom teaching activities.

Instruments• Teachers Questionnaire [TQ] - TQ was developed to assess

Teacher’s knowledge of the concept of employability and the curriculum as it relates to Upper Basic students.

• Students’ Assessment Battery [SAB] - The SAB was developed to assess the level of proficiency of students on key employability skills.

• Students’ Practicality Test [SPT] – Students practically demonstrated some of the employability skills they have acquired.

• Focused Group Discussion [FGD] Guideline - FGD guideline was designed to draw on the wealth of experience of stakeholders.

• Overt Observation Gadgets [OOG]- OOGs such as iPAD and Tablet’s video and camera were used to capture relevant performance activities displayed by students to demonstrate their level of employability skills. The FGD event was also recorded with these gadgets.

Procedure for Data Collection• Three Assistant Principal Researchers [APR] were

appointed and trained. • The APR for the North [covering Federal Capital

Territory (FCT) and Nassarawa State] was nominated by the Federal Minister of Education.

• The APRs further trained the State Assistant Researchers [SARs] and School-Based Directors of Programmes [SBDP] who were the end users of the various instruments earmarked for collection of baseline data. Relevant official permissions were obtained.

Data AnalysisQuantitative Analysis• Baseline data collected were analysed with basic

descriptive statistics such as frequency count, percentages, mean, and charts. The experimental segment of the study will use the t-test and ANOVA statistics to test for mean differences

Qualitative Analysis• Pictures and video recordings of some events

were also made. Qualitative analyses of the FGDs were also made. The APR for South-west geopolitical zone also made a video documentary report.

ResultsTable 2: SUMMARY OF

SCHOOL PROFILE

SchoolCategory

Functional Computers

Total UBS Student Population

Utilization of PC by Students

WEST ITAM SEC. SCH, EKIT ITAM 2, AKWA IBOM

Public 6 3800 NoLUTHERAN HIGH SCHOOL, OBOT IDIM

IBESIKPO, AKWA IBOMChristian

Mission School 24 439 Yes

AIRFORCE COMPREHENSIVE SCHOOL, AKWA IBOM

Private Elite [Military] 20 256 Yes

AUNTY DELE COLLEGE, LAFIA, NASSARAWA

Private 20 270 YesFEDERAL GOVT BOYS COLLEGE, ABUJA Federal Govt

Model School 45 696 YesCOVENANT UNIVERSITY SEC SCHOOL,

OTA, OGUN STATEPrivate Elite 20 318 Yes

VICTORY CHRISTIAN COLLEGE, IBADAN

Christian Mission School 30 141 Yes

URBAN DAY SECONDARY SCHOOL, IBADAN

Public 1 799 NoCHRIST ANGLICAN SECONDARY

SCHOOL, IBADANPublic 0 476 No

Results• The result in Table 2 shows that: Federal Government Boys College,

Air Force Comprehensive School and Private/Mission schools like Lutheran, Aunty Dele. Covenant Secondary School and Victory Christian College tend to have sizeable number of functional computer which were equally available for students’ usage. However, virtually all the public schools sampled had no functional computer. West Itam and Urban Day Secondary Schools that tend to have six and one functional computers respectively did not make it available for students’ usage. They were for administrative use.

• The result further shows that the public schools tend to be overpopulated with students when compared with the private and Government model schools [Watch the video].

• These findings have strong implications for training for enhancement of employability skills. The student population and paucity of ICT facilities in Public schools are apt to hinder effective and sustainable inculcation of employability skills in the students

West Itam Secondary School, Uyo, Akwa Ibom, Nigeria – SS2 Students

Curriculum Evaluation• One of the new features added to Nigeria’s new curriculum is the merging

of subjects. For instance Introductory Technology, Agricultural Science and Basic Science were merged into one subject. Consequently, instead of the previous 17 subjects taken by UBS or JSS students, they now have 10 subjects. Since little or no content was lost, this has made the new subject more loaded and demanding in terms of implementation. For some subjects, more real life practical activities were included. Often, the challenge is with non availability of training and practical materials [for school and for student’s personal practice] to allow for sustainable implementation.

• The evaluation further revealed a number of gaps in the new curriculum when measured against the targets of employability skills expected in the UBS or JSS leavers. The area of consistent shortfall in virtually all the content areas were the issues of practical work and sustainability programme. They were simply lacking in many subjects in virtually all the schools sampled. This are the cornerstones of entrepreneurship and employability skills.

Curriculum Evaluation Outcome

• Speaking, Non-verbal cues [body language], Handwriting, Negotiation, Listening Skill, Consumer education, Creative thinking skills, ability to test ideas and solutions; Writing simple business plan, implementing business plan Generating Capital and Investment knowledge cum skill were conspicuously lacking in the new curriculum.

• Sustainability of acquired entrepreneurial skill was also conspicuously missing.

Table 4: Students’ Achievement in Basic Entrepreneurial Skills

English Application letter

French Application Letter

Dev. Areas Classification

Science Knowledge - CO

Management Skill

Husbandry skill - Agric

Leadership Skill

Maths skill 1

Maths skill 2

Spoken English - appt letter

Spoken Dialect - appt letter

Spoken French - appt letter

SMS usage

Email usage

Excel usage

Total (%)

West Itam, Akwa Ibom 4.7 0.5 5.6 3.8 6.1 4.8 5.5 4.0 0.0 5.2 4.3 0.4 3.3 0.9 0.0 32.6

Airforce Compre Sch A/Ibp, 5.6 1.8 5.6 5.8 9.2 5.4 6.3 0.0 0.0 6.9 3.8 0.6 4.0 0.9 0.0 37.3

Lutheran, A/Ibom 5.7 0.3 6.1 4.5 7.8 6.0 8.5 2.9 0.5 5.6 2.6 0.0 3.1 2.4 0.0 37.1

Federal Govt Boys Abuja 4.5 1.7 5.9 3.2 7.7 5 6.8 2.9 0 4.3 5.4 2.1 1.86 0.7 0.3 34.9

Aunty Dele College, Lafia 4.6 0 5 2.6 9 5.9 7.1 2.4 0 4.5 2.2 0 1.41 0.0 0.0 29.7

Urban Day Sec Sch, Ibadan 6.5 0.6 3.6 1 5.8 3.7 7.9 1 0 3 2.3 0.3 3.6 0.0 0.0 26.2

Chrst Angl Sec Sch, Ibadan 4.8 0 4.5 3.2 6.8 4.3 8.1 0.9 0 3.7 3.3 0.2 3.18 0.0 2.3 30.2

Victory Ibadan, Oyo State 6.6 2.4 4.5 3.8 5 2.9 2.9 3.3 0 0 0 0 0 0.0 0.0 20.9

Covenant Univ Sec Sch, Ota 5.8 0.2 4.6 3 7.6 5 6.8 2 0 6 1.8 0.2 7.8 0.0 0.0 33.9

Note: The total score per category or section is 10 marks

Students’ Achievement in Basic Entrepreneurial Skills

• From the results in Table 4, it is apparent that majority of the students sampled could communicate fairly well in Written and Verbal English Language. However, they were grossly deficient in written and spoken French. Ironically, many of them were also deficient in the use of their native language [dialect].

• The results further show that many of the students have challenges with mathematical computational skills, email usage, excel usage and related basic entrepreneurial skills. These are vital employability skills in the 21st century.

• This finding is further reiterating the earlier submissions that Teachers and Students require further innovative training to enhance their employability skills.

Outcome of Focused Group Discussion[Expected Skills Profile for Upper Basic School Leavers]

• WRITING SKILLS– Understanding basic syntax and grammar rules plus common

mistakes in English– Writing Letters – Formal and Informal [Applying for Job;

Communicating Friends & Biz Partners]– Writing Articles [to change views and opinions]– Writing Stories/Novels [Publishing]– Writing Business Proposals– Writing Simple Drama Scripts [Drama & Film Production]– Writing Reports– Handwriting– Typing Skill/Word Processing [also under ICT] [Business Centre]

Outcome of Focused Group Discussion[Expected Skills Profile for Upper Basic School Leavers]

• LISTENING, SPEAKING & COMMUNICATIVE SKILLS– Phonetics – right pronunciation skill– Listening Comprehension, especially of foreign tongues– Persuasive Speech– Public Speaking– Motivational speaker– Debate– MC– Comedy– Vocabulary& Spelling Skill Development– Non-verbal Body Languages

Outcome of Focused Group Discussion[Expected Skills Profile for Upper Basic School Leavers]

• NUMERACY SKILLS– Calling & Writing Numbers [normally and in words]– Addition skill [with integers, decimals and fractions]– Subtraction skill [with integers, decimals and fractions]– Multiplication skill [with integers, decimals and fractions]– Division skill [with integers, decimals and fractions]– Simple Proportion, Percentage & Profit/Loss Calculations– Simple Algebra– Measurements & Geometry– Basic Statistics

Note: In all 12 categories of entrepreneurial skills and about 120 sub-skills were derived during the FGDs. Many of the skills were simply not in the curriculum or there were no requisite resources [human and material] to inculcate and sustain the skills in the students

Summary of Findings• On the overall, except in few instances, girls were

predominantly more than boys in all the classes and schools sampled. This has profound implication for development of employability skills as females are known to be the ultimate family and nation builders, after God.

• Government model schools like Federal Government Boys College and Air Force Comprehensive School as well as Private/Mission schools like Lutheran, Aunty Dele. Covenant Secondary School and Victory Christian College tend to have sizeable number of functional computer which were equally available for students’ usage. Virtually all the public schools sampled had few or no functional computer which they did not make available for students’ usage.

Summary of Findings• Majority of the Teachers sampled had a fairly good

understanding of the concept of employability and how it can be inculcated in the UBS or JSS students. However, a good number of them still need training to upgrade their practical skill – particularly in the employability skills lacking in the curriculum.

• Many of the Teachers did not inculcate in the students, the targeted employability skills, except in some aspects of English Language, Mathematics, Home Economics and Agricultural Science

• Predominantly the method of teaching used by most Teachers was the VERBAL TEACHER CENTRED APPROACH often void of practicality and students’ involvement except occasional question and answer sessions thrown at students

Summary of Findings• The outcome of the prevalent teaching method in virtually all

the schools sampled was ROTE LEARNING which is only barely suitable for passing in examination. It is however not suitable for preparation of students for the world of works.

• Some of the challenges faced were: where Teachers have an idea of how to make the lesson practical and related to real life event, the practical materials and gadgets were often lacking. A number of Teachers also lack technical expertise.

• The teaching competencies of teachers in the light of enhancing the employability skills of UBS or JSS leavers were sub-standard and could hardly deliver the laudable objective of this project. There is dire need for training of Teachers and School Management along this line

Discussion• Majority of the Teachers and consequently the students lack

essential employability skill. Given that a significant proportion of these students do not transit to higher education and those who manage to transit often lack basic needs, the need to build their employability skills, such that would not only make them employable but capable to setting up their own micro business and employ others is imperative. This agrees with the submission of the U.S. Department of Labor reports by the Secretary’s Commission on Achieving Necessary Skills (SCANS)–What Work Requires of Schools (June 1991) and Learning a Living (April 1992)–which offer a multidimensional set of “skills that young people need to succeed in the world of work” (SCANS 1992, p. xiii). Similar to the Australian report, the SCANS studies found that the new high-performance workplace demands workers who have a solid foundation in the traditional basic academic skills, in the thinking skills necessary to put knowledge to work, and in the personal characteristics that make a worker confident, trustworthy, and responsible.

Recommendation• It is strongly recommended that this study be carried to

a logical conclusion, It should not stop at the level of experimentation and report writing. It should be ensured that students do not only acquire these employability skills, but should be guided, in collaboration with their parents or guardians to set up a micro-business where they can continue to practice and perfect the skills they have acquired in the course of this project. This sustainability drive is essential to prevent all the effort put into this project being wasted. This will be the authentic proof of success for this project.

Conclusion• From the results and findings reported thus far, it is quite

apparent the baseline study in Nigeria has fulfilled its purpose – revealing the gaps in the employability skills of Students, Teachers and School Management. The findings tend to reiterate the significance of this project. The video clips on some of the public schools sampled, coupled with the documentary report from South West Nigeria APR further highlighted the danger of delay. Failure to expedite action in enhancing the employability skills of the teeming population of youths from the UBS or JSS level, which is escalating with each passing year, is apt to have a boomerang effect that is likely to culminate in economic, psychological, political and social meltdown – God forbid!

References

• Galloway Brent (1983). Teaching Employability Skills To Young People In Junior High and Middle Schools Calgary: University of Calgary,

• Torres, R M (1993). "What is the expanded vision of basic education?", Education en los Medios, No. 19, Instituto FRONE-SIS, Quito

• UNESCO Institute of Statistics(2008): UNESCO Institute for Statistics, Data Centre, http://stats.uis.unesco.org/unesco/ReportFolders/ReportFolders.aspx