SKILL ACQUISITION AS A PANACEA FOR POVERTY REDUCTION IN EKITI STATE

SKILL ACQUISITION AS A PANACEA FOR POVERTY REDUCTION IN EKITI STATE

 

ABSTRACT

                   This study the skill acquisition as a panacea for poverty Reduction in Ekiti State.

Primary and secondary source of data were used in gathering information. A total of twenty five questionnaires were obtained to analyse the data through percentage and chi-square method in a tabular presentation.

It was discovered that the skill acquisition as a panacea for poverty reduction has positive and significant effect on poverty reduction strategy in Ekiti state and skill acquisition as an efficient and effective tool used in tackling the level poverty in the state.

The study recommends that the state and local Government of Ekiti state need to increase the partnership orientation relationship with the other concerned organization so as to foster the operation of skill acquisition programmes in combating poverty in the state

TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgement

Abstract

Table of Contents

CHAPTER ONE

  • Introduction
  • Statement of the Problem
  • Objective of the Study
  • Significance of the Study
  • Research hypothesis
  • The Scope and Limitation of the Study
  • Plan of the Study
  • Definition of Terms

CHAPTER TWO                           

  • Literature Review

2.1     Participant to Poverty Reduction through Skill Acquisitions

2.2     Approaches to Skill Acquisition on Poverty

2.2.1 Impact of Skill Acquisition on Poverty Reduction Plan

2.3     Approaches to Poverty Reduction Strategy

2.4    Skill Acquisition Strategy Implementation                                       15

2.5     Obstacles Facing Poverty Reduction Strategy in Ekiti

2.5.1  Data Collection and Analysis

2.6     Quick Win Initiatives

2.6.1  Rationale

2.6.2  Process Approach                                                                             20

CHAPTER THREE

  • Research Methodology

3.1     Introduction                                                                                      21

3.2     Research Instrument and Techniques

3.3     Sources of Data Collection

3.4     Population of the Study and Sample Size

3.5     Validity and Reliability of Data

3.6     Limitation of Methodology

3.7     Statistical Tools

CHAPTER FOUR

4.0     Data Presentation and Data Analysis                                              4.1     Data Analysis

CHAPTER FIVE

  • Summary Recommendation and Conclusion

5.1     Summary of Findings

5.2     Recommendation

5.3     Conclusion

Bibliography

Appendix

Questionnaire

 

 

 

 

 

CHAPTER ONE

  • INTRODUCTION

The term poverty is multi – dimensional concept.

Improving access to the labour market in the informal economy or agriculture, increase income and strengthens social networks. Such access can constitute a powerful tool for poverty reduction. Learning vocational skills helps to ensure food security and rural development, both of which are important when fighting poverty. Skills acquisition strategies must look not only at households but also at communities and territories, as local condition are a key element.

Poverty means more than simply low income. It includes lack of voice in determining what goes on in one’s community, as well as vulnerable livelihoods, food, insecurity is often a reality of poverty.

Skills development contributes to social and economic integration. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes is one of the six outlined in the Dakar framework for Action to achieve Education for all (EFA). Providing training in vocational skills plays an important role in equipping young people and adults with the skills required for work and social integration.

Yet, governments often pay little attention to skills training for youth and adults. Similarly, donors and international organizations often conceptualize EFA narrowly, over – emphasizing formal general education. As a result, progress towards a more comprehensive approach has been slow.

In poor countries, preparing young people for work often means improving their access to the information sector. More attention is being paid to the informal sector within the framework of training and poverty reduction policies.

In many transition economics too, the informal sector is growing. This movement can be seen as a form of impoverishment, although it represents an important dimension of the economy by providing employment and generating income for the poor and needy. Skill development, together with other social protection measures, can certainly constitute a powerful tool for poverty reduction.

An increasing number of countries are designing innovative strategies in this direction.

Beside the informal sector, the rural economy, and particularly agriculture constitutes the main livelihood for the poor. Meaningful skills development programmes targeting rural communities need to be placed within a rural development. Strengthening the skills of rural communities can reduce their vulnerability and help them to cope with new economic and social conditions.

When policy makers are willing to invest in skills development to reduce poverty, an immediate problem for many low – income countries is the capacity of the delivery system, both in size and relevance.

Implementing a skills development policy to reduce poverty also implies building a system able to meet this specific demand. Adequate incentives and support mechanism are needed to stimulate and improve the training capacity of the non – government providers. Another strategy is to encourage public institutions to target the poor and use new training methodologies.

In order to determine the effective and effective realization of the panacea of skill acquisition to poverty reduction in any developing nation, the government needs to formulate a strategic plan in skills development which will serve as the pathway in which the nation will take to succeed in its struggles.

This study is meant to examine and highlight the various contributions of skills acquisition to poverty reduction in Ekiti – State, (1999 – 2010) the study will also discover the poverty level in Ekiti – State and how it can be improved through skills acquisition by both youths and adults in Ekiti – State.

1.2.    STATEMENT OF THE PROBLEM

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1.3.    OBJECTIVE OF THE STUDY

The broad objective of this study is to examine the rate of skill acquisition skill as a panacea for poverty reduction in Ekiti while the specific objectives are as follows;

  1. To determine the effectiveness of skill acquisition in combating poverty in Ekiti State.
  2. To evaluate the current system of training programmes available in Ekiti State.
  • To develop an efficient and effective strategy for poverty alleviation in Ekiti State.
  1. To highlight the constraints of skill acquisition programmes in Ekiti State.
  2. To determine the responsiveness of the people toward the skill acquisition programmes in Ekiti State,

1.4. SIGNIFICANCE OF THE STUDY

The findings of this study shall go a long way in aiding researchers and students who would have interest in studying “skill acquisition as a panacea for poverty reduction in Ekiti State” the findings will be targeted at examining the areas of problems which may hinder the strategic programmes of skill acquisition in tacking poverty and as well make suggestion to solve the problems affecting poverty level in Ekiti State.

  1. It will solve the problem of increase in the rate of poverty level in Ekiti State.
  2. The study will avail the Government the strategy required for skill acquisition programmes for poverty reduction in Ekiti State.
  • The study will help in the promotion of empowerment of both adults and youths in Ekiti State.

1.5.    RESEARCH HYPOTHESIS

          The following are the research hypothesis which the study will put to test:

  1. Ho: Skill Acquisition does not have any relationship with poverty reduction in Ekiti State.

Hi:   Skill Acquisition does have any relationship with poverty reduction in Ekiti State.

  1. Ho: Skill Acquisition does not reduce levels of poverty in Ekiti State.

Hi : Skill Acquisition does reduce levels of poverty in Ekiti State.

  • Ho: Skill acquisition as a panacea for poverty reduction does not have any impact on the economy of Ekiti State

Hi: Skill acquisition as a panacea for poverty reduction does have any impact on the economy of Ekiti State.

1.6     THE SCOPE AND LIMITATION OF THE STUDY

          The research work is limited to Ekiti- State alone. Also, both primary and secondary data were used in gathering data for the analysis of the research questions. The major limitations of this research work are insufficient time to carry out the research and unavailability of sufficient fund needed for the work.

1.7     PLAN OF THE STUDY

          For a detailed research, this project shall be categorized into five chapters excluding the research proposal.

Chapter one would talk about the background or introductory aspect of the study, statement of the problems, objectives of the study, significance of the study, statement of hypothesis to mention but few.

Chapters two explain the reviewed literature, conceptual explanations and some theoretical framework.

Under chapter three, there would be the methodology of the subject matter which consists of the nature of the data required, method of data analysis, model of specification and source of data used.

Chapter four discusses, analyses and interpret the results of the study

Finally, chapter five explains the summary, recommendation, lessons and conclusion.

1.8     DEFINITION OF TERMS

  1. PANACEA: This is the act of giving a solution to a problem or making an effort to help.
  2. SKILL: A particular or special ability, experience and knowledge in doing something
  • ACQUISITION: This is the act of getting something
  1. POVERTY: The state of being poor or a lack of something
  2. REDUCTION: An act of making something less or smaller.

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