Nigeria is overwhelmed by a multitude of issues that inhibit its growth despite its oil wealth. In this twenty-first century, unemployment is one of the developmental issues facing every developing economy, and Nigeria is not exempt. The agricultural, industrial, and then bubbling government service industries of the nation were able to absorb most of the labour force efficiently. Before the oil boom, Nigerian people thought about what to do to guarantee self-sufficiency.
Faced with the above, Nigeria set up the National Employment Directorate (nde) in March 1986 with the formal launch of its programs in January 1987. The primary goal of the National Employment Directorate (nde) was the duty of creating jobs for the unemployed’s teeming military in Nigeria. The aim of the program was to design and articulate policies to address the overall issue of unemployment in the economy.
In addition to original secondary education for people to secure entry-level (first) jobs or jobs on the labour market, each individual, in particular, the adult, wants lifelong learning or ongoing education in one side to stimulate or improve intelligence, ingenuity, cleverness, potential for growth, creative and productive ability for sustainable development (ongoing improvement in learning) work.
More importantly, the explosion of expertise in the re-design of robotic employment that has previously substituted human labour, combined with evolving trends in the implementation of industrial technology in the workplace to manufacturing procedures, makes lifelong learning and ongoing education or discovery learning (heuristic education or problem-solving education) essential for adults.
Despite distinctive human problems and challenges, it is necessary for young people and adults to develop the strength of self-expression, to learn in a lifetime purposefully and usefully. From here and naturally, lifelong learning and ongoing education are placed at the disposal of both fresh entrants to the work market and those who are already in employment to navigate through a multitude of career alternatives and work clusters to allow people to deal satisfactorily with current and future jobs within the organization.
More often than not, some scholars focus on skill acquisition enshrine in entrepreneurship. Entrepreneurship skills acquired in the context of this study refers to an individual’s knowledge and ability to perform specific tasks successfully; while entrepreneurship according to anerua and obiazi is the process of perceiving business opportunities, mobilizing both human and material resources and initiating action(s) under an enterprise which is characterized by risk-taking, innovation and creativity to meet individual, group or societal needs. Therefore, entrepreneurship abilities are company abilities that one acquires in order to work efficiently as an autonomous or self-employed individual in the turbulent company setting in order to enhance one’s financial status and society as a whole. The importance of acquiring entrepreneurship abilities can not be over-emphasized as it will assist to create young school leavers self-reliant and increase their financial status by acquiring suitable skills through entrepreneurship.
By acquiring entrepreneurial abilities, youth are empowered, there is the chance of using the abilities to generate fresh possibilities for riches. Such acquisition opens one’s eyes with suitable entrepreneurship abilities to forecast company possibilities. In a research of this impact in 258 Nigerian learners in the state of Anambra, they discovered that the industrial work experience system (sites) of learners is a significant program that can assist bridge the gap between school life and the work world by mixing meaningful job experiences with associated practices learned in the classroom.
Lifelong learning and ongoing education are now acknowledged as an important human need due to enhanced globalization of financial operations, increasing competition for educated and skilled labour on the labour market among the world’s industrialized and industrialized nations. Workplace and employment patterns are evolving much faster, so with growing changes in technological development, lifelong learning and ongoing education are needed to boost the general intelligence of greater numbers of young employees between teenage years and early adulthood who have left college to join jobs, leading them to better and smarter citizenship. There is also a need for lifelong and continuing education to improve the intelligence and abilities of employees, leading to career development, work mobility and decrease in labor turnover.