oladosu and okunade-2

7/31/2019 Oladosu and Okunade-2

1/11

Journal of Rural Res. & Information (Vol.6; No.1:2011) Okunade and Oladosu

GENDER DIFFERENTIAL IN UNDP SKILL ACQUISITION CENTRE ON

POVERTY ALLEVIATION AMONG YOUTHS IN OGBOMOSO

SOUTH LOCAL GOVERNMENT AREA, OYO STATE. BY

Okunade, E.O and Oladosu, I.O

Department of Agricultural Extension and Rural DevelopmentLadoke Akintola University of Technology Ogbomoso, Oyo State.

Abstract

This study assessed thegender differential in UNDP skill acquisition center on poverty alleviationamong youths in Ogbomoso South Local Government Area, Oyo State.

This study became necessary due to the prevalence of poverty among the youths especiallyfemale gender. 80 respondents were randomly selected from those that have graduated from the

training centre. Data were collected through a well structured questionnaire. Analysis of data was

carried out using frequency, percentages and spearman rank correlation coefficient was used to testthe hypothesis.

The finding revealed that about 53.8percent of respondents are female about 40.3 percentof the respondents are between the ages 31-40years. Majority (61.3%) of the respondents are

married while 32.6 percent are single. About (60.3%) of the respondents has basic primaryeducation. Majority (62.5%) of the respondents are Christians. Six skills were introduced in the

acquisition center (computer training, Tailoring, Hairdressing, carpentry. welding and Barbing) but

about 27.5 percent participated in computer training, (21.3 percent) participated in tailoring (21.3%). There is a negative and significant relationship between year of schooling (r = 0.275*),

occupation (r = 0.252*) and contribution of each skill to poverty alleviation of respondents.

The result implied that the low educational attainments of majority of the respondent influence thelevel of contribution of the UNDP skill acquisition center on the poverty alleviation of youths. It

was also shown that majority diverted the funds and material given them to set up the vocation

trained for to other occupation they are into which made the contribution of UNDP skillacquisition center not impactful. This study recommends that Government at all level shouldensure that the youth should have at least reasonable education before allowed to undergo the

training. And also proper and adequate supervision should be ensured on the funds and material

given to see that it goes to the right place.

INTRODUCTION

Poverty is the inability to adequately meet the basic human necessities of food, clothing andshelter (Olorunsanya, 2008). It is a broad multidimensional partly subjective phenomenon, often

viewed as both the cause and symptoms of under development. It is manifested in many ways

including the, lack of capability by individuals groups to function and feel well in the society.

Globally, about 1.2 billion people are in extreme poverty, living on less than a dollar per day(Babatunde et al, 2008). Poverty is one of the most serious problem confronting developing

countries today especially Nigeria. Despite its huge natural resources, poverty is widespread in

Nigeria. Poverty statistics showed that poverty level was increased from 46% in 1985 to 65% in1996. In absolute terms, the number of poor people in Nigeria was increased four-folds between

1980 and 1996 (Babatunde et al, 2008).

The poverty situation in Nigeria worsened since the late 1990s and the country is classifiedamong the 20 poorest countries in the world on the Human Development Index (HDI). Nigeria,

10


2/11


with an index of 0.391 was ranked 142 out of the 174 countries surveyed in 1998. In 2000, the HDI

score to 0.433 and the country ranked 151. Nigeria increased its HDI score to 0.453 in 2003 but

ranked 158 among 175 countries surveyed, The HDI index however fell again marginally to 0.448in 2004 and the country is 159out of 177 countries.

Adejola, (2008) stated that recent poverty assessment survey has shown that over 70percent

of the population are living below the national poverty line. The survey also revealed that povertyis especially higher in rural areas where majority of the people are resident and deriving livelihood

from agriculture. Studied by the (United Nations 1999) reveals that Nigeria Human Development

Index has drastically increased which makes the country poorer. The United Nations DevelopmentProgramme (UNDP) is ongoing in more than 400 communities in all the 36 states of Nigeria and

the Federal Capital Territory. It is assisting to build capacity to manage the economy and to tight

poverty. One of the four programmes supported by UNDP is job creation and sustainable

livelihood. The strategy includes the harnessing of local resources, upgrading of technical skills,improving access to inputs such as technology market information, financial and extension

services. Facilities are provided for training in areas of hairdressing/cosmetology; Textile

Technology and weaving, fashion design and dressmaking; wood works and carpentry, welding

and basic metal works and also computer training (Prof. Okojie, 2003). The UNDP and Oyo Stategovernment has decided to make sure the training centre make positive impact on the trainees so

that after the conclusion of the training programme the youth would settle down on the vocationand be empowered economically. The skill acquisition centre is located at Isale Ajuwon,

Arowomole in Ogbomoso.

Statement of Problem

In Nigeria it has been noticed among youths that poverty is a common thing so many youth

became nuisance to people around them, when many youth go about begging for food to eat or

take the food someone is eating i.e. depend on others for living, hence there is need forempowerment of youths to alleviate poverty and give them a better and sustainable livelihood. The

government and several non-govenill1ent organizations like UNDP, NDE, UNICEF, etc has put in

place many programmes to empower youths for independent living.This study focuses on how the UNDP skill acquisition centre has contributed to poverty

alleviation of youths of Ogbomoso South Local Government and thereby alleviates poverty in their

lives. Various trainings in areas of hairdressing, tailoring, welding, carpentry, computer trainingand barbing have been designed by UNDP to provide employment to a lot of people each year. The

study provides solution to the following research questions:

i. To what extent has the UNDP skill acquisition centre contributed to alleviation of poverty among

the youths in Ogbomoso South Local Government?ii. What is the gender participation of youth in UNDP skill acquisition centre?;

iii. How efficient are the training progrmnmes in providing employment for the youth?

The general objective of the study is to determine the gender differential in UNDP skillacquisition center on poverty alleviation among youths in Ogbomoso South Local Government

Area, Oyo state. The specific objectives are to:

identify the socio-economic characteristics of the youths engaged in UNDP skillacquisition training centre;

determine the types of skill introduced and participated in by the youths;

determine the gender differential in the participation of youth in UNDP skill acquisitioncentre;

11


3/11


assessing the poverty level of the respondent before and after undergoing the

vocational training

Hypothesis: There is no significant relationship between the socio-economic characteristics of

the youths and the contribution of each skIl1s to poverty al1eviation of the respondents.

METHODOLOGY

The study was carried out in Ogbomoso South Local Government Area, Oyo State which has her

headquarters at Arowomole. It encompasses areas like Oke Alapata, Oremerin, Olopemarun,

Oragada, California, Seminary, Caretaker and High school.

Population of Study

The population of the study comprises youths that have graduated from the poverty alleviation

programmes in the skill acquisition centre.

Sample size and sampling procedure

The sampling method used was purposive, only the youths that were graduates from the six

departments in the skill acquisition centre from year 2006 - 2009 were selected through simplerandom technique. In all 80 respondents were selected and interviewed.

Table1: Distribution of respondents by sample size

Year No. graduated Percentage selected Ma1e Female2006 95 20 7 12

2007 98 20.5 10 10

2008 117 18 15 62009 81 25 5 15

Source: Field Survey, 2009

Instrument for data collection

Information was collected through a well structured questionnaires form grandaunts of the skillacquisition centre.

Measurement of variable

The dependent variable of the study is the effect of UNDP skil1 acquisition centre on povertyalleviation of the respondent in the study area. This is measured by assessing the poverty level of

the respondent before and after undergoing the vocational training. The independent variables of

the study are: Socio - economic characteristics of the respondents, type of skill introduced andparticipated in and contribution of each department to poverty alleviation.

Analysis of Data

Both descriptive and inferential statistics were employed to analyze the data gathered. Thestatistics used are frequency, percentages, mean and spearman rank correlation coefficient was

used to test the hypothesis.

RESULT AND DISCUSSION

Socio-economic characteristics of the respondents

The data in table 2 shows the distribution of respondents by socio economic characteristics.Majority (53.8%) of the respondents are female, while 46.3 percent were male. About 40.3 percent

12


4/11


of the respondents are between 31-40years of age, 39.0 percent had their ages between 21-30years,

21.5 percent are less than or equal to 20years of age.

Majority (61.3%) of the respondents were married, 32.6percent are single while 6.3 percentof the respondents were separated. It can therefore be deduced that most of the respondents were

married. This may be because they do not have quality education.

Before joining the training centre about 37.5percent of the respondents are eithergovernment worker or transporter, 33.8 percent were traders while 28.8percent of the respondents

were farmers.

Majority (60.3%) of the respondents had their basic primary education (1-6years). About 20.1percent had between 10-12 years of schooling, 15.0 percent had no formal education while

5.1percent had between 7-9years of formal education. This shows that majority of the respondents

are literate in form or the other.

Majority (62.5%) of the respondents was Christians, 33.8 percent are Muslim while 3.8percent were tradition worshippers. This shows that Christians were dominant among the

respondents. About 48.9 percent of the respondent had between 1-4 children, 37.5 percent had no

children and 14.0 percent of the respondents had between 5-8 children.

13


5/11


Table 2: Distribution of respondents by socio-economic characteristics.

socio-economic characteristic Frequency Percentage

Sex

Male 37 46.3

Female 43 53.8Age 20 17 21.5

21-30 31 39.031-40 32 40.3

Marital status

Married 49 61.3

Separated 5 6.3Single 26 32.6

Occupation

Farmers 23 28.8

Traders 27 33.8Others (government worker etc) 30 37.5

Years of schooling

0 (Noschooling) 12 15.0

1-6 years 48 60.3

7-9 years 4 5.110-12 years 16 20.1

Religion

Traditional worshipper 3 3.8

Islam 27 33.8Christianity 50 62.5

Source: Field survey, 2009.

14


6/11


Types of skill introduced and participated in by the respondents

The data in table 3 below shows the skill introduced and those participated in by the

respondents in the skill acquisition center. The data in the table shows that a hundred percent eachof the respondents claimed that all the six skills (computer training, tailoring, hairdressing,

carpentry, welding and barbing were introduced in the centre.

About 27.5percent of the respondent participated in computer training, 21.3 percentparticipated in tailoring, 16.3 percent participated in hairdressing, 15.0 percent of the respondents

participated in welding, 10.0percent of the respondent participated in carpentry while 9.9 percent

of the respondents participated in barbing.It can be deduced that all the six vocation were introduced but not all the six vocation can

be participated in at once. This is as a result of having all the vocation training at the same time

with different facilitator therefore each respondent is privileged to 1earn only one vocation.

Table 3: Distribution of respondents by skill introduced and participatedSkills Introduced Participated

Frequency Percent Frequency Percent

Computer training 80 100 22 27.5

Tailoring 80 100 17 21.3Hairdressing 80 100 13 16.3

Carpentry 80 100 8 10.0Welding 80 100 12 15.0

Barbing 80 100 7 9.9

Source: Field Survey 2009

Gender differential in participation in the different skills

The data in table 4 shows the gender differential in participation of respondents at the

different training in each year. In Computer training, In the year 2004, 54 youths graduated ofwhich 30 were male and 24 were females, In 2005, 18 male and 12 female graduated. In 2006, 10

males and 4 females graduated. Others are in the following order; year 2007, 18 males and 6

females graduated. 2008, 19 males and 9 females graduated 2009, 6 males and 5 femalesgraduated.

In tailoring, in the year 2004, 25 youths graduated of which 12 were male and 13 female. In 2005,

7 male and 15 females graduated. In 2006, 3 males and 15 females graduated others are in thefollowing: year 2007, 5 males and 16 females graduated. 2008, 7 males and 18 females graduated.

2009, 2 male and 16 female graduated.

In hairdressing, in the year 2004, 28 female graduated, 2005, 17 female graduated. In 2006, 29

female graduated. Others are in the following order; year 2007, 13 female graduated, 2008: 33female graduated while in 2009, 15 female graduated.

In carpentry, in the year 2004, 8 male graduated. In 2005, 9 male graduated. Other are the

following order: 2006, 11 male graduated. 2007, 9 male graduated. 2008, 4 male graduated and2009, 4 male graduated.

In Welding, in the year 2004, 12 male graduated. Year 2005, 18 male graduated. Others are in the

following order: year 2006, 10 male graduated. 2007, 22 male graduated, 2008, 15 male graduatedwhile in the year 2009 only 16 male graduated.

In Barbing, in the year 2004,8 male graduated in year 2005, 11 male graduated. Others are in the

following order: year 2006, 13 male graduated. 2007, 9 male graduated. 2008, 12 male graduated

and year 2009, 17 male graduated. The result implied that female participated in the skill that is

15


7/11


less laborious for their gender hence the trend of yearly participation in carpentry, welding and

barbing. However, the male participation was on the decline side since after the first year (2004) in

computer and tailoring training. Participation was more or less static in carpentry may be becauseof its taskful nature, whereas participation was a little encouraging in welding and barbing except

that no man was involved in hairdressing training.

Table 4: Distribution of respondents by gender participation in different skill in each year

YEAR Computer Tailoring

SKILLS

Hairdressing Carpentry Welding Barbing

M F M F M' F M F M F M F

2004 30 24 12 13 0 28 8 0 12 0 8 0

2005 18 12 7 15 0 17 9 0 18 0 11 0

2006 10 4 3 15 0 29 11 0 10 0 13 02007 18 6 5 16 0 13 9 0 22 0 9 0

2008 19 9 7 18 0 33 4 0 15 0 12 0

2009 6 5 2 16 0 15 4 0 16 0 17 0

Source: Field survey, 2009

Monthly Expenditure of Household on Basic needs of Respondent Before and After

receiving training in Acquisition centre

The data in table 5 below shows the monthly expenditure on basic needs before and after

undergoing training in the acquisition centre.

Food consumption

Before the training about 40.1 percent of the respondent spent between N1,000 - N5,000 on food

consumption, 26 percentspent between N6,000- N10,000, 16.3 percent spent between N11,000-N20,000, 11.4 percent spent between N21,000- N30,000, 5.1percent of the respondent spent

above N40,000while 1.3 percent spent between N31,000- N40,000. After receiving the training,

the data shows that about 31.4 percent of the respondent spent between N11,000-N20,000 on foodconsumption, 22.7 percent spent between Nl,000 - N5,000, 22.5percent of the respondent spent

between N6,000- N10,000, 12.5percent spent between N21,000- N30,000, 6.3percent Spent

between N31,000-N40,000 while 5.2 percent of the respondent spent above N40,000.

Clothing and footwear

Before the training, about 36.5 percent of the respondent spend between N1,000 - N5,000 on

clothing and footwear, about 30.1percent spent between N6,000-N10,000, 20.1percent spentbetween N11,000- N20,000, 7.6 percent spent between N21,000 - N30,000, 5.1 percent Spent

above N40,000while 1.3 percent of the respondent spent between N31,000 -N49,000. After the

training, about 33.9 percent of the respondent spent between N6,000-N10,000 on clothing andfootwear, 32.6percent spent between N11,000-N20,000, 26.5percent spent between N1,000-

N5,000, 3.8percent of the respondent spent between N31,000- N40,000, 3.8percent spent above

N40,000 while none of the respondent spent between N21,000- N30,000 on clothing and footwear.

Rent

Before the training, about 53.3 percent of the respondents spent between N1,000 - N5,000

on rent, 23.9 percent spent between N6,000- NI0,000 , 11.5 percent of the respondent spent

between N11,000- N20,000, 5.1 percent spent between N21,000- N30,000, 2.6percent of the

16


8/11


respondent spent above N40,000 while 2.5 percent spent between N31.000- N40,000. After the

training, about 37.7 percent of the respondent spent between N1,000- N5,000, 26.5 percent spent

between N6,000- N10,000, 17.7 percent spent between N11,000 - N20,000, 3.8 percent spentbetween N31,000 N40,000, 2.6 percent spent above N40,000 while only 1.3 percent spent

between N21,000- N30,000 on rent.

TransportationBefore the training, about 51.6 percent of the respondent spent between N1,000- N5,000 on

transportation. About 16.5percent spent between N11,000- N20,000, 12.6percent spent between

N6,000- N10,000, 8.8percent of the respondent spent between N21,000- N30,000, 6.4percent ofthe respondent spent above N40,000 while 5.0 percent of the respondent spent between N31,000 -

N40.000. After receiving the training, Majority (62.8%) of the respondents spent between N1,000 -

N5,000 on transportation, 16.3 percent spent between N6,000- N10,000, 11.5percent of the

respondent spent between N11,000-N20,000, 6.4percent spent between N21,000 - N30,000, 2.5percent spent above N40,000 while none of the respondent spent between N31,000- N40,000 on

transportation. The result implied that the respondents have experienced some level of financial

empowerment which was reflected in the tremendous improvement in their ways of spending on

basic needs of the household.

Table 5: Distribution of respondents by monthly expenditure of Household on basic needs beforeand after receiving training

Expenditure (N) Periods Food Clothing &

foot wear

Rent Transportation

1,000-5,000 Before

After

32 (40.1)

18 (22.7)

29(36.5)

19(26.5)

44(55.3)

31(37.7)

41(51.6)

9(11.5)

6,000-10,000 Before

After

21 (26.5)

18 (22.5)

24(30.1)

27(33.9)

19(23.9)

21(26.5)

10(12.6)

13(16.3)

11,000-20,000 Before

After

13 (16.3)

25 (31.4)

16(20.1)

26(32.6)

9(11.5)

14(17.7)

13(16.5)

51(62.5)

21,000-30,000 BeforeAfter

9 (11.4)10 (12.5)

6(7.6)0(0)

4(5.1)1(1.3)

7(8.8)4(6.4)

31,000-40,000 Before

After

1 (1.3)

5 (6.3)

1(1.3)

3(3.8)

2(2.5)

3(3.8)

4(5.0)

0(0)

40,000 BeforeAfter

4 (5.1)9 (5.2)

4(5.1)3(3.8)

2(2.5)2(2.5)

5(6.4)2(2.5)

Source: Field survey, 2009

17


9/11


10/11


occupationbefore would focus more on vocation in order to make a source of living. Therefore

respondents with high educational background and those that have other occupation are not people

that should be given the opportunity to undertake the training but people with non or loweducational background and no other occupation for the programme to be effective.

Table 7: Relationship between socio-economic characteristics and contribution of each skillto poverty alleviation of respondent.

Socio-economic characteristics Coefficient of correlation

Sex 0.183Age 0.027

Marital status 0.084

Occupation -0.252*

Year of schooling -0.275*Religion -0.063

Number of wives -0.133

Number of children 0.074

** correlation is significant at 0.01 level (2 -tailed)* correlation is signiticant at 0.05 level (2-1tailed)

Source: Field survey 2009.

CONCLUSION AND RECOMMENDATION

Majority of the respondents are female with the largest proportion being married but with loweducational qualification of about 60.3 percent holding Primary school certificates. About 6

vocations were introduced to them at the centre and Computer training ranking first among the

skills that alleviate poverty. Negative but significant relationship exists between occupation (r =

0.252), years of schooling (r = 0.275) and contribution of skill to poverty alleviation. The resultsimplied that the higher the years of schooling and the better the occupation of the respondent, the

lesser their participation in the skill acquisition because they would have been better empowered

and informed than that level. It was also discovered that the respondents were diverting fundsgiven for establishing their vocation on other occupation thereby making UNDP in effective. This

is expected, looking at the socio-economic characteristics of the respondent shows that their choice

is a little bit faulty it was probably based on who you know. A lot of them indicated differentoccupation ranging from trading to Civil Servant. The respondents were not well targeted, had it

been people who are outright jobless and needed assistance, were selected, the story would have

been different. It is suggested that the needy who are actually in need have been empowered should

be targeted and selected for the programme. Also the programme is capable of empowering theyouth but there should be adequate monitoring and supervision to avoid diversion of funds. The

educational status of youth should be a concern to all, because it is a basic rudimentary tool to get

them empowered.

REFRENCES

Adejola A. D (2008): Assessment of Rural Household Poverty: Evidence from South-westernNigeria.

Babatunde R. O, Olorunsanya E. O and Adejola A. D (2005): Assessment of Rural Household

poverty: Evidence from South -western Nigeria Pp 90 - 901.

19


11/11


Okojie Christiana E.E (2003): Employment Creation for Youth in Africa. The gender

dimension, a selected paper by exert Group meeting on jobs for youth: Nationalstrategies for employment promotions, 15 - 16 January 2003, Geneva Switzerland Pp 10-11.

Olorunsanya E. O (2008): Assessment of Rural Household Poverty: Evidence from South-westernNigeria, Department of Agricultural Economic and Social Sciences (490b).University of

Hohenheim, D-70593 Stuttgart, Germany.

20

oladosu and okunade-2

Documents