Little wonder, statistics indicate that the percentage of German youths who are neither in school nor in training is about 6.7% as against Nigeria’s 20.4%. Through the model, trainees in Germany spend part of each week at a vocational school and the other part at a company; and, through this, 1.3 million German youths are trained annually. It can thus be inferred that TVET has helped to improve employment in Germany.
What a national skills development policy does is that it inspires a deliberate attempt to incentivise productivity along clearly defined developmental pathways. Unlike the model obtainable in the country today where there is a litany of strategies put forward to regulate the skills acquisition process in the country, a properly defined skills acquisition policy would provide firm guiding framework to support rapid and inclusive growth.
There are, indeed, some lessons from the Tech-U education model. The university is going to the basics with its new Tech-U Advanced Academy; from primary to the secondary level, Tech-U has started inculcating the entrepreneurship culture into the youth right from childhood, from where they will be nurtured into adulthood. This is premised on the fact that entrepreneurship principles, values, and skills can be developed and nurtured through educational processes.