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Skills Development and International Development Agenda Setting: Lessons from an Intervention in Northern Nigeria

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  • Masooda Bano

    (Oxford Department of International Development)

Abstract

Skills development remains on the international development agenda but fails to get adequate attention. Based on prolonged fieldwork with a particularly marginalised community of children and young adults in the northern Nigerian state of Kano, this article shows how in contexts of extreme poverty the demand for skills training can supersede that for basic education. Further, by drawing on results of a six-month-long skill-training intervention, the article documents the scope for increased experimentation in the delivery of low-cost community-based skill-training programmes and identifies factors that influence programme completion. It also demonstrates that participation in skill-training programmes can dramatically increase entrepreneurial aspirations among marginalised youth, but that without access to credit most fail to pursue their aspirations. Below certain poverty thresholds, the dire resource constraints make change in aspirations an unreliable predictor of possible improvement in future outcomes.

Suggested Citation

  • Masooda Bano, 2018. "Skills Development and International Development Agenda Setting: Lessons from an Intervention in Northern Nigeria," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 30(5), pages 789-808, December.
    • Handle: RePEc:pal:eurjdr:v:30:y:2018:i:5:d:10.1057_s41287-017-0125-0
    DOI: 10.1057/s41287-017-0125-0
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    References listed on IDEAS

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    1. Ina Conradie, 2013. "Can Deliberate Efforts to Realise Aspirations Increase Capabilities? A South African Case Study," Oxford Development Studies, Taylor & Francis Journals, vol. 41(2), pages 189-219, June.
    2. Ina Conradie & Ingrid Robeyns, 2013. "Aspirations and Human Development Interventions," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 14(4), pages 559-580, November.
    3. Solava Ibrahim, 2011. "Poverty, aspirations and wellbeing: afraid to aspire and unable to reach a better life – voices from Egypt," Global Development Institute Working Paper Series 14111, GDI, The University of Manchester.
    4. Hannah Hoechner, 2011. "Striving for Knowledge and Dignity: How Qur’anic Students in Kano, Nigeria, Learn to Live with Rejection and Educational Disadvantage," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 23(5), pages 712-728, December.
    5. Dercon, Stefan & Orkin, Kate & Bernard, Tanguy & Taffesse, Alemayehu, 2014. "The Future in Mind: Aspirations and Forward-Looking Behaviour in Rural Ethiopia," CEPR Discussion Papers 10224, C.E.P.R. Discussion Papers.
    6. Antoninis, Manos, 2014. "Tackling the Largest Global Education Challenge? Secular and Religious Education in Northern Nigeria," World Development, Elsevier, vol. 59(C), pages 82-92.
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    Cited by:

    1. Daniel Vankov & Daniel Vankov & David Kozma & Martin Galanternik & Johan Chiers & Borislav Vankov & Lin Wang, 2022. "Understanding the predictors of entrepreneurial intentions of young people from Argentina, Belgium, Bulgaria, China, and Romania," Entrepreneurship and Sustainability Issues, VsI Entrepreneurship and Sustainability Center, vol. 9(3), pages 384-398, March.
    2. Daniel Vankov & Borislav Vankov, 2023. "Entrepreneurship education 2-in-1: Helping young Bulgarians become more entrepreneurial in a 10-month parallel-group randomized trial," Journal of Innovation and Entrepreneurship, Springer, vol. 12(1), pages 1-23, December.

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