**4. The nature and role of STEM and TVET education in Nigeria**

It is pertinent to emphasise here that both STEM and TVET have more practical components attached to little theoretical enunciations at the ratio of 70 and 30 per

### *Collaboration in Science, Technology, Engineering, Mathematics (Stem) Education… DOI: http://dx.doi.org/10.5772/intechopen.114148*

cent, respectively. Practical approaches are adopted for enhanced skill development and competence among graduates in these two broad areas (STEM and TVET). In the course of reforms, STEM Education and TVET have been given preference with practical approaches, including but not limited to establishment and separation of relevant regulatory and supervisory authorities responsible for STEM Education and TVET programmes; approval of students' industrial work experience schemes for students from these two clusters; establishment of vocational enterprise institutions for continuous training through collaborations; among others.

The importance attached to STEM Education and TVET warranted the establishment of relevant agencies for regulating these two significant areas of education. In the UBE and Post-UBE categories (Primary and Secondary Education), STEM Education and TVET are directly regulated by Science and Technical Education Board. At the Federal level, the National Business and Technical Education Board (NABTEB) oversees STEM Education TVET at UBE, Post-UBE and National Board for Technical Education at the Higher Education (HE). This independent identity allows for effective monitoring of academic programmes in these two education clusters, development techniques for effective evaluation and ensures quality graduates' output.

Approval and administration of students' industrial work experience scheme (SIWES) for students from STEM Education and TVET clusters.

Students undergoing studies in STEM Education and TVET courses are made to undergo compulsory training in industries to acquire practical work experience and relate theoretical enunciations obtained in the classroom with hands-on experience in work and business environments. Classroom enunciation may be as effective as it is but does not replace 'work ready' state of graduates. Thus, Obi [8] posited that SIWES prepares 'work ready' graduates.

During the most recent review of the National Policy on Education, a remarkable innovation was the establishment of vocational enterprise institutions (VEIs) for continuous training through collaborations. The need to solve perennial problems in Nigeria led to the review of the National Policy on Education (NPE), where innovations were introduced that led to the establishment of Vocational Enterprise Institutions (VEIs). The mandate of VEIs is to redirect people into creativity and innovativeness in line with global trends. According to the Federal Republic of Nigeria, VEIs will be offered to graduates of Senior Secondary Schools who could not transit to tertiary institutions. The period of training can last for two years. Summary of the goals of VEIs according to the Federal Republic of Nigeria [6] focuses on:


f. equip the trainee with competences to explore life opportunities; create opportunities for self-reliance, and make trainees wealth creators and providers of employment.

Emphasis on STEM Education and TVET in Nigeria is further premised on the need to engage graduates in productive venture as captured in the goals of VEIs highlighted above. There are other practical approaches to enhance the functionality of these two education clusters, including expansion through the approval and establishment of more academic programmes, technical colleges, polytechnics, and university of technologies, among others. Acquisition of skills will enable graduates to be productive and contribute to national development. In our era, the acquisition of generic skills become significant. Obi [8] observed that generic skills build self-esteem.
