Hon. Nnamdi D. Azubuike, an undergraduate student of Civil Engineering, who doubled up as the Nigerian Institution Of Environment Engineers Students Affiliate (NIEESA) National Coordinator was Award of Excellence for outstanding performances and his motivational lecture he delivered at Nigerian Institution of Civil Engineers Students Affiliate (NICESA).
Hon. Nnamdi deeply discussed Reimagining Young Engineers, Empowerment And Skill Development: The Need To Address The Challenges.
Read The Full Lecture Below:
PAPER DELIVERED BY HON. NNAMDI D. AZUBUIKE, NATIONAL COORDINATOR, NIGERIAN INSTITUTION OF ENVIRONMENTAL ENGINEERS STUDENTS AFFILIATE (NIEESA) AT THE NIGERIAN INSTITUTION OF CIVIL ENGINEERS STUDENTS AFFILIATE (NICESA) SOUTH EAST ZONE ON SATURDAY 11TH SEPTEMBER,2021
THE TOPIC: RE-IMAGINING YOUNG ENGINEERS, EMPOWERMENT AND SKILL DEVELOPMENT: THE NEED TO ADDRESS THE CHALLENGES.
AIMS OF THIS PROFESSIONAL TECHNICAL SESSION.
1. To reminds us that ensuring quality skills Development Opportunities for Young Engineers should be a top Policy Priority as 21st century labour market calls for increasing advance skills
2. To remind us that Education and Training systems are pressed to develop skills such as Adaptability,Persistence,Problem Solving and Digital skills in addition to Foundational literacy and Numeracy as well as Technical Skills.
3. To remind us that COVID-19 has deepened the Learning and skills crisis due to School Closures and Inadequate Preparedness in most Country including Nigeria to provide Continuity of Learning outside the Classroom.
4. To remind us that COVID-19 crisis can be a turning point in Young Engineers Skill Development propelled by the rapid expansion of Technology-enabled Solutions. Given the massive challenges, Year 2020 sparked intense Creativity for Skills Developments.
5. To remind us that several takeaways emerged from a deep-dive conversations on the Role Education Technology (EdTech) can play in Reimagining Skill Development and Empowerment for Young Engineers.
UNDERSTANDING THE IMPORTANCE KEY WORDS FOR EASE OF ASSIMILATION.
Please find below the meaning of key words:
A. Reimagining Young Engineers: this refers to refocusing the mindset of the Young Engineers on how Technical,Vocational,Education and Training (TVET) system have adapted in the 21st Century,Participate in Sustainable Development Goals,and Imagine Priorities they should adopt in a Changing life Environment.
B. Empowerment: In the Topic Context, its refers to think how we can create more dynamic and real time feedback loops between Labour Markets and Skill Development systems to improve Young Engineers Prospects for Employments,Education or Training.
C. Skill Development: Simply put, it refers to the Structural Transformation,Strategic importance of equipping People with Skills for Employment,Decent Work and Entrepreneurship,which aims at promoting the needs for Skillings,Reskilling and upskilling. That means working to eliminate the Multiple barriers that prevent Young Engineers from acquiring the skills they need and obtaining more Sustainable and Productive livelihoods.
Low Skill Perpetuate Poverty and Inequality. When done right,Skills Development can reduce Unemployment and Underemployment,Increase Productivity, and Improve Standards of Living.
Young People are almost Three(3) times more likely to be unemployed than the Adults and continuously exposed to lower quality of Jobs,greater Labour Market Inequalities. Therefore to success in the 21st Century,one needs a comprehensive skills,Helping Young Engineers Develop and update such skills make economic sense.
UNDERSTANDING THE DEFINITION OF TERMS USE IN THIS TOPIC FOR EASE OF ASSIMILATION.
1. SKILL DEVELOPMENT: This refers to full range of formal and non-formal Vocational,Technical and Skill-based Education and Training for Employment and/or Self-Employment,including: Pre-Employment and Livelihood Skills Training; Vocational Education and Training and Apprenticeship; Education and Training for employed workers,including Workplace Training; and Employment-Oriented and Job- Related Short Courses
2. SKILLS: This refers to the need anticipation Activities to access future skills needs in labour market in a strategic way,using consistent and systematic methods.
3. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET): Initial and continuing Education and Training provided by Schools,Training providers or enterprises that impart the skills,Knowledge and attitudes required for employment in a particular occupation,or group of related occupations, in any field of economic activity.
4. UPSKILLING TRAINING: This refers to the supplements and updates existing knowledge,skills and/or Comprtences
5. BASIC/FOUNDATION SKILLS: This foundation skills includes the literacy and numeracy skills necessary for getting work that can pay enough to meet daily needs. These skills are also a Prerequisite for continuing Education and Training,and for acquiring transferable Technical and Vocational skills that enhance the Prospects of getting good Jobs.
6. APPRENTICESHIP: This refers to Systematic,Long term training for a designated occupation that combines on the Job and off the job training involving workplace and an education or Training Institution. The Apprentice is contractually linked to the Employer or the Institution and recieves remuneration (a Wage or Allowance) for the duration of the programme. The Employer assumes the Primary Responsibilities for providing the Trainee with Training related to a Specific Occupation.
7. AWARDING BODY: This refers to body that issues Qualifications,formally recognizing that learning outcomes have been achieved,following a process of Assessment and Validation.
8. COMPETENCY/COMPETENCIES: This refers to Knowledge,Skills and attitudes deployed when undertaking work in a specific occupational context.
9. CORE WORK SKILLS: This refers to the ability to learn and adapt; read,write and compute competently; listen and communicate effectively; Think Creatively; Solve Problems independently; Manage Oneself at Work; Intereact with Co-Workers; work in teams or group; Handle Bssic Technology; and lead effectively as well as follow Supervision.
10. PROFESSIONAL/PERSONAL SKILLS: This refers to individual attributes that impact on work habits such as honesty,integrity, and work ethics
11. RETRAINING: This refers to training that enables individuals to acquire new skills.
12. ON THE JOB TRAINING: This refers to TVET that is generally undertaken in a normal situation,as part of a broader training programme, in combination with off the Job Training.
13. OFF THE JOB TRAINING: This refers to TVET that is generally undertaken in a TVET Institution, as part of broader training Programme, in combination with on the job Training.
14. VOCATIONAL/TECHNICAL SKILLS: This refers to Specialised Skills Knowledge or know-how needed to perform specific duties or tasks.
15. QUALIFICATION: This refers to Certification awarded to an individual in recognition of having achieved particular knowledge,skills, or competence. It is also be a formal expression of the Vocational or Professional Abilities of a worker for a specific Occupation as recognised at International,National and Sectoral Levels.
Skill Development is crucial to help Young Engineers obtain Qualifications they need and addressing the Individual deficiencies Skills.
However, Skills Development is generally used to refer to the Productives Capabilities acquired through all levels of learning and training, occurring in formal,non-formal,informal and on the job settings. It enables individuals to become fully and productive engaged in livelihoods, and to have the opportunity to adapt these capabilities to meet the changing demands and opportunities of economy and labour market. The acquisition of such capabilities dependeds on many factors, including a quality lifelong learning system and a supportive learning Environment.
SUCCEEDING IN 21ST CENTURY LABOUR MARKET,ONE NEEDS A COMPREHENSIVE SKILLS SET COMPOSED OF.
1. CONGITIVE SKILLS: This encompasses the ability to understand complex ideas, adapt to effectively to the Environment,Learn from Experience and Reason. Foundational Literacy and Numeracy as well as Creativity,Critical Thinking, and Problem-Solving are Cognitive Skills.
2. SOCIO-EMOTIONAL SKILLS: This describes the ability to navigate interpersonal and social situations effectively, and include leadership,Teamwork,Self Control and Grit.
3. TECHNICAL SKILLS: This refers to the acquired knowledge,expertise and interactions needed to perform a Specific Task,Including the Mastering of Required Materials,Tools or Technology.
4. DIGITAL SKILLS: This refers to the cross-cutting and draw on all of the above skills,and describe the ability to access,Manage ,Understand,Integrate,Communicate,Evaluate and Create Information Safety and Appropriately.
1. According to the Estimates of UNESCO during COVID-19, Schools were shut down for over 30weeks in 50 percent of the countries between March 2020 and May 2021.
2. Respondent to a survey of the TVET, which was jointly collected by UNESCO,the ILO and the World Bank,reveals that Distance Learning was the most common way of imparting Skills.
3. Youth Employment fell 8.7 percent last year 2020, compared with 3.7 percent for Adult.
WHAT ROLE DO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING PLAY.
Education and Training are central to the achievement of the 2030 Agenda. The vision of the Incheon Declaration: Education 2030 is fully captured by Sustainable Development Goals 4″ Ensure inclusive and equitable education and promote lifelong learning opportunities for all” . Education 2030 devotes considerable attention to TVET Skill Development,specifically regarding access to affordable quality TVET; Acquisition of TVET for Employment,Decent work and Entrepreneurship. In this context TVET is expected to address the multiple demands of an economic,social and environmental nature by helping youths and adults develop the skills they need for employment,decent work and entrepreneurship,promoting equitable,inclusive and Sustainable Economic growth, and supporting transition to green economies and environmental Sustainability.
TVET can equip youth with the skills required to access the world of work,including skills for Self-employment. TVET can also improve responsiveness to changing Skills demand by companies and Communities,increase productivity and increase wage levels. TVET can reduce access barriers to the world of work, for example through work based learning, and ensuring that skills gained are recognised and certified.TVET can also offer Skill Development opportunities for low- skilled person who are under employed or unemployed, out of school youth and individuals not in education,employment and training (NEETs,)
YOUNG ENGINEERS AND THEIR STORIES.
As Young People continue to showcase their Adaptability and Resilience at this Challenging Time. It is importance to continued improving their Skills in order to be relevant in a Dynamic Changing World full of Innovation and Learning.
Please endeavour to Improve on your Skills Highlighted under the Comprehensive Skill Set Development for optimal Performance of Task.
KEY ISSUES THAT COUNTRIES NEEDS TO TACKLE FOR SKILL DEVELOPMENTS.
1. ACCESS AND COMPLETION: Across the World,Investment in education and Skill Development ie TVET have high return. Many Students who manage to enrol in TVET do not complete their Studies and Miss out on obtaining formal Qualifications, which can dramatically reduce the Return on TVET Investment in terms of Lifelong Earning Potential.
2. QUALITY ASSURANCE: Many young people attend Schools without acquiring basic literacy Skills,leaving them unable to compete in the Job Market. In particular, TVET in many countries faces challenges related to Quality Assurance.
3. RELEVANCE: TVET gives young people skills to compete favourably by ensuring that the Curriculum and Delivery of these Programs responds to Labour Market Needs.
4. EFFICIENCY: Challenges related to Governance,Financing and Quality Assurance also impact the efficiency of Skill Development programs. The resulting Unnecessary high costs can limit Opportunities for disadvantaged Youths to access these programs.
Recently, the World Bank Group supports Government around the world in designing,Implementing and Learning from reforms and programs aims at addressing the most fundamental Challenges of Skill Development. With this, this has demonstrated that Skill Development is a global Problem and need attention to resolved individual or/and Collectively.
UNDERSTANDING SKILLS DEVELOPMENT CHALLENGES AND PRIORITIZE SOLUTIONS.
1. GETTING THE YOUNG OFF TO RIGHT START: This is done by developing the Technical Cognitive,Behavioral, and Digital Skills that creates a framework for Optimal Performance.
2. ENSURING THAT YOUNG ENGINEERS LEARNS: This is done by building stronger systems with clear learning Standards,Good Mentors,Adequate Resources and Proper Regulatory Environment.
3. BUILDING JOB RELEVANT SKILLS: This is done by developing the right incentives for both Pre-Employment and on the Job Training Programs and Institutions.
4. ENCOURAGING ENTREPRENEURSHIP AND INNOVATION: This is done by creating an Environment that encourages Investment in Knowledge and Creativity.
5. FACILITATING LABOUR MOBILITY AND JOB MATCHING: This is by moving towards more flexible,efficient andcsecured labour Market.
REIMAGINING YOUNG ENGINEERS,EMPOWERMENT AND SKILL DEVELOPMENT: THE NEED TO ADDRESS THE CHALLENGES
The aim of the topic focuses on the Strategic Importance of equipping Young People with Skills for Employment,Decent Works, Livelihoods and Entrepreneurship.
Also, discussing skills that are needed today and will be needed in the future enhancing the importance on TVET as Panacea for Youth Skill Development.
THANKS FOR LISTENING
Hon. Nnamdi D.Azubuike is Under-Graduate Student studying Civil Engineering.
He has Professional Interest in Construction Project Management, Structural, Geotechnical, Urban Engineering, Environmental and Water Engineering, Highway and Transportation Engineering.
He has contributed to the field of Engineering by organising Professional Technical Sessions aim at Developing Solutions for Engineering systems, Components or processes to meet specified needs with appropriate considerations for Public Health and Safety, Culture, Society, Environment and Consequence responsibilities relevant to Professional Engineering Practices.