Education

This report presents a comprehensive evaluation of Nigeria's vocational education and training (TVET) programs, shedding light on both their remarkable contributions and ongoing challenges. While TVET has significantly benefited workforce development, economic growth, poverty reduction, and social inclusion, this research underlines the persistent obstacles inhibiting its full potential. The report delves into the historical evolution of TVET in Nigeria and thoroughly examines the regulatory frameworks, legislation, and organizations established to support its growth, highlighting the collaborative endeavors involving government, for-profit, and non-profit entities. It further assesses the effectiveness, challenges, and potential of the country's technical education system, exploring market dynamics and showcasing innovative institutions. Ultimately, the report offers strategic recommendations for advancing TVET, a crucial component for Nigeria's socioeconomic development and youth empowerment. This publication is an indispensable resource for those dedicated to enhancing the quality and relevance of technical vocational education in Nigeria, thus propelling the nation's workforce development and economic advancement. This report is a vital resource for anyone seeking to improve the quality and relevance of technical vocational education in Nigeria, therefore contributing to the nation's workforce development and economic progress.

Women constitute a higher percentage of self-reliant youth population accounting for 43% of job creation and entrepreneurship within Nigeria. This became news due to the importance of the girl child's involvement in finance generation as a life support to family’s finance, health and assets, the provision of food and education, as well as the general community development. However, the girl child in Northern Nigeria still experience challenges in their development due to poverty, cultural norms and practices, and insecurity, which makes them vulnerable to abuses, child marriage, discrimination, and other issues. Most of these girls do not have access to skill development and financial inclusion opportunities. This study investigates the role of African Centre for Education and Development in gender and financial inclusion. Data generated through the implementation of the Arewa Girls Forum Project in Kaduna State-Nigeria was analyzed using Statistical Package for Social Sciences (SPSS). Findings from the study showed that girls development projects that engages community leaders and members from inception to implementation yields sustainable dividends for girls in communities and enhances community dignity and respect. In addition, the study also showed that girls feel more confident and have a stronger voice when they are empowered and financially included. Encouraging female owned businesses through skill development, grants, and soft loans; and the creation of more gender-based cooperatives and communities as a safe space for employment and information hub were recommended.

The proposed study delves into the uncharted narratives of international students at the University of North Carolina at Chapel Hill, USA. The study aims to uncover the challenges encountered by these students while also examining the existing support mechanisms available to them. Employing decolonizing research methodologies, the study involves international students as co-researchers in shaping the investigation. Through the utilization of game-based inquiry and workshops, the study will seek to empower international students to voice their experiences authentically. By embracing participatory action research principles, this approach aims to challenge and dismantle colonial power structures inherent in traditional research methodologies. Ultimately, the study endeavors to offer a more inclusive and comprehensive understanding of the diverse experiences of international students, thereby advocating for improvements in their academic and social well-being.

This critique encapsulates Rong Xue Lan and Judith Preissle's study on Black immigrant children from the Caribbean and Africa, shedding light on their distinctive socio-educational dynamics in the United States. The analysis examines historical contexts, sociodemographic data, and educational outcomes, emphasizing the advantageous standing of recent Black immigrant populations over American and Caribbean Black cohorts. The paper underscores the influence of immigration policies on these disparities and proposes tailored educational interventions to address cultural gaps and promote inclusivity. This critical review enriches the discourse by unveiling nuanced differences and advocating for more targeted approaches in educational settings.