Apprenticeship
education is a means of learning for work which has been used successfully
since the middle Ages. The term has entered the language to describe the
process of learning new and valuable skills from a seasoned professional. Today
Nigeria
has over 250,000 apprentices, and they are learning everything skill necessary
to improve their entrepreneurial skills to make them outshine their future
competitors.
As well
as developing the high-level skills that Nigeria will need in growing
amounts, apprenticeship can be a route to university or other forms of
education. It is certain to retain a valuable role in the era of lifelong
learning.
Many
countries in the world are seeking to expand or at least sustain some form of
apprenticeship as part of their education and training systems in other to
enhance entrepreneurial skills. This affirms the belief held by many policy
makers, employers and individuals that this form of vocational preparation has
continued value. In the United
Kingdom, apprenticeship has been an
instrument of the state’s vocational education
and training policy since 1993, when a Conservative government decided to
revitalise apprenticeships. Since then, successive governments have promoted
apprenticeship as a key pathway for young people and
as a vehicle for improving adult skills, and apprenticeship have enjoyed
all-party support.
Since
medieval times, the term “apprenticeship” has been used to describe the journey
a person takes from novice to expert in a specific occupational field. The concept
transcends occupational boundaries and hierarchies, and is used by surgeons as
well as carpenters, chefs, actors and musicians etc.
Apprenticeship
is also the name for a set of formalised, state-regulated arrangements for
vocational education and training. In many European countries, these
arrangements are organised through social partnerships between the State,
employers, trades unions, and education and training providers. Nigeria has had
a much more ambivalent attitude to apprenticeship than its continental
neighbours, but now there appears to be a stronger commitment to creating the
conditions in which apprenticeships, and vocational education and training more
generally, might flourish. This commentary is a contribution to the public
debate on apprenticeships and on the government’s plans for the continued
improvement of apprenticeship provision. It calls for apprenticeship as a model
of learning to be placed at the heart of debates about vocational education and
training for young people and adults. This requires a step change if policy
decisions are to focus on the quality of the learning experience rather than
viewing apprenticeship as yet another ‘scheme’ intended to meet government
targets for increased numbers in post-compulsory education or training, or for
the number of qualifications issued. In recent years, apprenticeship’s core
identity as a model of learning has been replaced by that of a policy
instrument. In that sense, apprenticeship is currently government-owned and
directed. This change has to be reversed.
Many
countries in the world are seeking to expand or at least sustain son form of
apprenticeship as part of their education and training systems. This affirms
the belief held by many policymakers, employers and individuals that this form
of vocational preparation has continued value. In the United Kingdom,
apprenticeship has been an instrument of the state’s vocational education and
training policy since 1993, when a Conservative government decided to
revitalise apprenticeships. Since then, successive governments have promoted
apprenticeship as a key pathway for young people and as a vehicle for improving
adult skills, and apprenticeship has enjoyed all-party support.
Since
medieval times, the term “apprenticeship” has been used to describe the journey
a person takes from novice to expert in a specific occupational field. The
concept transcends occupational boundaries and hierarchies, and is used by
surgeons as well as carpenters, chefs, actors and musicians. Apprenticeship is
also the name for a set of formalised, state-regulated arrangements for
vocational education and training. In many European countries, these
arrangements are organised through social partnerships between the State,
employers, trades unions, and education and training providers. The UK has had a
much more ambivalent attitude to apprenticeship than its continental
neighbours, but now there appears to be a stronger commitment to creating the
conditions in which apprenticeships, and vocational education and training more
generally, might flourish. This commentary is a contribution to the public
debate on apprenticeships and on the government’s plans for the continued
improvement of apprenticeship provision. It calls for apprenticeship as a model
of learning to be placed at the heart of debates about vocational education and
training for young people and adults. This requires a step change if policy
decisions are to focus on the quality of the learning experience rather than
viewing apprenticeship as yet another ‘scheme’ intended to meet government
targets for increased numbers in post-compulsory education or training, or for
the number of qualifications issued. In recent years, apprenticeship’s core
identity as a model of learning has been replaced by that of a policy instrument.
In that sense, apprenticeship is currently government-owned and directed. This
change has to be reversed.
It has
been observed that apprenticeship education has been less encouraged in the
country by the government and majority of entrepreneurs in the enhancement of
their entrepreneurial skills.
Apprenticeship
education appears to have contributed more to entrepreneurial development over
the years. But many entrepreneurs have decided to ignore it because of lack of
patients as a result of the length of time of the training process and other
irrelevant factors, due to the “get rich quick syndrome” that is seriously
eating up many youth in the country and the world at large.
Due to
this ignorance, there has been a very high rate of failure amongst many
entrepreneurs in the country that did not enhance their entrepreneurial skill
through apprenticeship education.
This work
is to encourage entrepreneurs and the govermnent to plan for the improvement of
apprenticeship education in the country in other to enhance entrepreneurial
skills in the country. It calls for apprenticeship as a model of learning to be
placed at the heart of entrepreneurs about vocational education and training
for young people and adults in other to enhance their entrepreneurial skills.
The
general objective of this study is to assess the enhancement of entrepreneurial
skills through apprenticeship education in ebonyi state. Specifically, this
study sought to achieve the following objectives:
(i) To encourage the use of apprenticeship education as a
means of enhancing entrepreneurial skills.
(ii) To determine the effect of apprenticeship education on
entrepreneurs.
(i) How can apprenticeship education be encouraged as a means
of enhancing entrepreneurial skills.
(ii) Does apprenticeship education affect entrepreneurs?
This
study will help the Government, entrepreneurs and apprentices appreciate the
use of apprenticeship education in enhancing entrepreneurial skills.
Furthermore,
this study will give the researcher a better understanding of apprenticeship
education as a means of enhancing entrepreneurial skills.
Finally,
this study will serve as a useful reference material for future researchers on this
related issue.
This
study focused on a selected apprentice at the mechanic village Abakaliki,
Ebonyi state.
As its
normal with every research work, there are bound to be constraints in the
process of the research work.
The data
used in this research were collected via questionnaire. The validity of our
result(s) will, therefore, be influenced by the honesty, otherwise, of the
responses we received.
Furthermore,
the time available for this research was limited as the researcher combined it
with lectures, examinations, and other academic activities. As a result, we
were able to study only two objectives for this study.
Lastly, this study was
further limited by the shortage of funds as we could not afford the cost of the
logistics needed to study the entire apprentices in the mechanic village.
Consequently, we studied a
selected number of the entire population.
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